EdTech in developing countries: a review of the evidence - Rodriguez-Segura, Daniel (The World Bank Research Observer, 2021)
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.
KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkab011 2339240:DEKZ2C9I 2405685:ZS3CD2X6

Current initiatives, barriers, and opportunities for networked learning in Latin America - Romero-Hall, Enilda (Educational Technology Research and Development, 2021)
This paper explores and describes the current initiatives, barriers, and opportunities for formal, non-formal, and informal networked learning experiences using social media in Latin America. It focuses on networked learning initiatives such as the use of institutional social media accounts, educational hashtags, social media in the classroom, educational channels via video hosting platforms, and government established networked learning programs for connected classrooms. The same multiplicity, diversity, and heterogenicity that represent the culture, languages, and socio-economic status of the people of Latin America also characterize the vast mixture of networked learning initiatives across the region. Potential barriers (i.e., the digital divide, Internet filtering policies, lack of research) and opportunities for implementation (i.e., networked learning educational reforms, mobile learning technology, and social media ethical considerations) are explored. The paper concludes with recommendations that policymakers and education leaders in Latin America should keep in mind to engage in fruitful networked learning initiatives.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-021-09965-8 2339240:25TY743U 2405685:SXGL4TF6
Keywords: Connected learning; Information and communications technology; Latin America; Mobile learning; Networked learning; Social media

The latent digital divide and its drivers in e-learning among Bangladeshi students during the COVID-19 pandemic - Badiuzzaman, Md; Rafiquzzaman, Md; Rabby, Md Insiat Islam; Rahman, Mohammad Mustaneer (Information, 2021)
The devastating COVID-19 pandemic forced academia to go virtual. Educational institutions around the world have stressed online learning programs in the aftermath of the pandemic. However, because of insufficient access to Information Communication Technology (ICT), a substantial number of students failed to harness the opportunity of online learning. This study explores the latent digital divide exhibited during the COVID-19 pandemic while online learning activities are emphasised among students of Bangladesh. It also investigates the digital divide exposure and the significant underlying drivers of the divide. In order to accomplish this, a cross-sectional survey was employed to collect quantitative data, mixed with open-ended questions were utilised to gather qualitative information from the student community. The findings revealed that despite the majority of students having physical access to ICT, only 32.5% of students could attend online classes seamlessly. In total, 34.1% reported data prices as the critical barrier, while 39.8% identified poor network infrastructure as the significant barrier preventing them from participating in online learning activities. Although most students possess physical access to various devices and the Internet, they face the first-level digital divide due to the quality of access and price of cellular Internet. Consequently, they fail to take advantage of physical access, resulting in the third-level digital divide (utility gap), which submerges them into a digital divide cycle. The primary objective of this study is to explore the underlying issues of the digital divide among Bangladeshi students. This will assist relevant stakeholders (e.g., the Bangladesh government, educational institutions, and researchers) to gain necessary insights and theoretical understanding of underlying limitations and emergent directions to arrange adequate support for underprivileged students to undertake essential online learning activities.
Number: 8 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/info12080287 2339240:6S36DZH9 2405685:BTG5QS57
Keywords: COVID-19; digital divide; multi-level digital divide; online learning

Telementoring and homeschooling during school closures: A randomized experiment in rural Bangladesh - Hassan, Hashibul; Islam, Asad; Siddique, Abu; Wang, Liang Choon (Centre for Development Economics and Sustainability, 2021)
Prolonged school closures due to political unrests, teacher strikes, natural disasters, and public health crises can be detrimental to student learning in developing countries. Using a randomized controlled experiment in 200 Bangladeshi villages, we evaluate the impact of over-the-phone mentoring and homeschooling support delivered by volunteers on the learning outcomes of primary school children during school closures caused by the coronavirus pandemic. The telementoring program improved the learning outcomes of treated children by 0.75 SD and increased homeschooling involvement of treated mothers by 0.64 SD. The impacts on learning are driven primarily by the direct mentoring of children and to some extent also by the increased homeschooling involvement of mothers. Academically weaker children and households from relatively lower socioeconomic backgrounds benefitted the most from telementoring. These findings suggest that learning crises in low-resource settings can be addressed by simple and very low-cost technology solutions.
KerkoCite.ItemAlsoKnownAs: 2339240:5YSHGI3S 2339240:7WBML8RC 2405685:6J9MZIZY 2405685:XE45G75X 2405685:XU7PCDNA 2534379:RF4FNWBS
Keywords: ___working_potential_duplicate

Child education in the time of pandemic: Learning loss and dropout - Khan, Muhammad Jehangir; Ahmed, Junaid (Children and Youth Services Review, 2021)
The disruptive effects of the COVID-19 pandemic had affected the education sector at an unprecedented scale. In order to contain the spread of the virus, a large number of countries across the globe have shut their schools to handle the pandemic. However, it has adversely affected students' learning and school attendance. In this regard, we assess the impact of COVID-19 on the learning loss, school dropout, and the economic costs in term of foregone earnings for children in Pakistan. The study finds a substantial decrease in Learning Adjusted Years of Schooling (LAYS) with worsening consequences for girls than boys. Likewise, the aggregate economic cost amounts to 107 billion dollars when adjusted for human capital utilisation. Besides, our simulation results suggest that about 7.2 million children dropout due to a reduction in household expenditure by 50 percent. In comparison, the dropout is more pronounced at the primary level of schooling. The results recommend that the government design robust social protection and remote education strategies to mitigate school closure’s adverse effect on children's learning. The emphasis should be rather on the long run strategies to cope with a resilient education system of futuristic orientation. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.childyouth.2021.106065 2339240:YF7YC22M 2405685:DWQ4UZX5
Keywords: Adjustment; COVID-19; Education; Learning Strategies; Learning loss; Pakistan; Pandemics; School Dropout; School Dropouts; School Learning

How to integrate Value for Money assessments within the External Evaluations of the GEC - Shah, Valsa (Foreign, Commonwealth & Development Office, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:32NCMKDK 2405685:NQ22KZWA

Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of COVID-19 in Latin America - Neidhöfer, Guido; Lustig, Nora; Tommasi, Mariano (Journal of Economic Inequality, 2021)
The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10888-021-09501-x 2339240:WN3LXJPD 2405685:TR8PDKM5

Pesquisa revela sistemas de ensino melhor avaliados no país - Blog do EX - Escolas Exponenciais, (Escolas Exponenciais, 2021)
Diagnóstico Nacional da Educação aponta qual é o sistema de ensino mais bem avaliado por pais e responsáveis por alunos em todo Brasil.
KerkoCite.ItemAlsoKnownAs: 2339240:ZJP4J9X9 2405685:WCD5LB3Q

Silenced by an unknown language? Exploring language matching during rransitions from complementary education to government schools in Ghana - Daly, Kieran; Carter, Emma; Sabates, Ricardo (Compare: A Journal of Comparative and International Education, 2021)
Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to learners. This paper provides an empirical approach to this issue by employing language matching based on linguistic distance between languages to explore changes in literacy scores for learners who change language of instruction. Findings show that the greater the linguistic distance between two languages, the larger the loss in foundational literacy. We conclude that language matching could be introduced as a tool to identify at-risk learners during transitions and, if possible, as a tool for linguistic allocation of students who have the possibility of selecting between schools with different languages for instruction.
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2021.1941772 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2021.1941772 2405685:KV9RQPGW 4042040:F4XHI9TM
Keywords: Ghana; Mother tongue education; language matching; literacy; multilingualism

The Role of Intergovernmental Fiscal Transfers in Improving Education Outcomes - Al-Samarrai, Samer; Lewis, Blane (World Bank, 2021)
The majority of the world’s children live in countries where local governments are responsible for the provision of basic education services. Although subnational governments manage their own education systems, they often rely on transfers from the central government for funding. The main purpose of this study is to assess how these fiscal transfers affect public funding for education and how they ultimately affect student schooling and learning outcomes. Through a careful analysis of how fiscal transfers have affected education systems in different contexts, the investigation develops a set of principles to support improvements in the design and implementation of transfer systems with a specific focus on the provision of education services. The study is centered on seven country case studies that aim to answer a set of common research questions using a similar approach. Country case studies were conducted in Brazil, Bulgaria, China, Colombia, Indonesia, Sudan, and Uganda. The analysis shows that fiscal transfer mechanisms can improve the adequacy of public education spending, reduce spending inequalities between regions, and improve spending efficiency. Moreover, the study highlights that carefully designed and implemented transfer systems can help raise overall education outcomes and reduce education inequality. This publication was funded by a grant from the Results in Education for All Children (REACH) trust fund at the World Bank. REACH is supported by the government of Germany through the Federal Ministry for Economic Cooperation and Development, the government of Norway through NORAD, and the government of the United States of America through the U.S. Agency for International Development.
Accepted: 2021-06-28T14:28:37Z KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1693-2 2339240:6R2LBJUB 2405685:RN7PVKFV 4656463:K5KKTKWC
Keywords: Education; Education Equity; Education Finance; Education Outcomes; Education Spending; Fiscal Decentralization; Fiscal Transfers; Public Expenditure

Safeguarding Her: A call to action to educating girls in vulnerable situations - Break Free Alliance (Education for All, 2021)
For millions of girls across Africa, the thought of joining school remains far-fetched. Here are 6 recommendations we consider vital to ensure girls’ better access to education and secure their futures.
KerkoCite.ItemAlsoKnownAs: 2339240:36KPCI4X 2405685:P5HCFXSZ

Brazil Case Study - Mello, Ursula; Loureiro, Andre; Cruz, Louisee (World Bank, 2021)
The majority of the world’s children live in countries where local governments are responsible for the provision of basic education services. Although subnational governments manage their own education systems, they often rely on transfers from the central government for funding. The main purpose of this study is to assess how these fiscal transfers affect public funding for education and how they ultimately affect student schooling and learning outcomes. Through a careful analysis of how fiscal transfers have affected education systems in different contexts, the investigation develops a set of principles to support improvements in the design and implementation of transfer systems with a specific focus on the provision of education services. The study is centered on seven country case studies that aim to answer a set of common research questions using a similar approach. Country case studies were conducted in Brazil, Bulgaria, China, Colombia, Indonesia, Sudan, and Uganda. The analysis shows that fiscal transfer mechanisms can improve the adequacy of public education spending, reduce spending inequalities between regions, and improve spending efficiency. Moreover, the study highlights that carefully designed and implemented transfer systems can help raise overall education outcomes and reduce education inequality. This publication was funded by a grant from the Results in Education for All Children (REACH) trust fund at the World Bank. REACH is supported by the government of Germany through the Federal Ministry for Economic Cooperation and Development, the government of Norway through NORAD, and the government of the United States of America through the U.S. Agency for International Development.
Accepted: 2021-06-28T14:28:37Z KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1693-2 2339240:IKJT3DUI 2405685:SZCK288Z 4656463:6PMDEFFM
Keywords: Education; Education Equity; Education Finance; Education Outcomes; Education Spending; Fiscal Decentralization; Fiscal Transfers; Public Expenditure

The Importance of Caregiver Engagement in Supporting Learning - Kimathi, Deborah; El-Serafy, Yomna; Plaut, Daniel; Kaye, Tom (EdTech Hub, 2021)
Do you know the importance of caregiver engagement in supporting learning beyond the classroom? Visit our website to learn more.
KerkoCite.ItemAlsoKnownAs: 2339240:MCEFY3WR 2405685:7VZZBHDN

Contract Type and Teacher Absenteeism in Benin: The Role of Teacher’s Supplemental Income - Senou, Barthelemy Mahugnon (2021)
Absenteeism is a phenomenon that has been noted in professional circles with consequences on the income of the wage earner as well as the profits of the firm, consequences that led, according to statistics from 2005, to losses in public finance amounting to close to 70 billion francs for the Government of Benin. Despite such losses, very few studies in economics have focused on the subject in order to try and give an understanding of the real causes of absenteeism and its consequences. The objective of this study is to explore the relationship between the status of the teacher, supplemental income of the teacher, and the absenteeism of the teacher. Using data from PASEC-CONFEMEN 2005, that will be applied to a theoretical model that we are developing, and through the use of a Tobit empirical method, after having taken the endogeneity bias on the practice of supplemental income generating activities by the teacher into account, this study demonstrates that the practice of income generating activities by teachers positively influences their absenteeism, with contract teachers being more frequently absent than those who are on permanent and pensionable employment contracts. Through linking the level of prices in a locality with absenteeism behaviours, we make it clear that the reasons for absenteeism are mostly related to low purchasing power in the context of earning relatively meagre salaries. These results elicit a set of recommendations that essentially suggest that there should be an improvement in the salaries and working conditions of teachers.
KerkoCite.ItemAlsoKnownAs: 2129771:G5ULT28D 2405685:KQA3YITJ 4556019:RK7QIQGC
Keywords: C:Benin; ⛔ No DOI found

Innovations in Social and Emotional Learning Research and Practice: Building from Evidence and Applying Behavioral Insights to the Design of a Social and Emotional Learning Intervention in Northeast Nigeria - Bailey, Rebecca; Raisch, Natasha; Temko, Sonya; Titus, Britt; Bautista, Jonah; Eniola, Tahirat Omolara; Jones, Stephanie M. (International Journal of Environmental Research and Public Health, 2021)
Recent studies suggest that social and emotional learning (SEL) programming has the potential to be effective in conflict-affected regions, yet evidence is limited, and findings to date are mixed. One hypothesis about why SEL interventions in education in emergencies (EiE) settings have not generated the anticipated results is that the SEL content and materials have not been sufficiently localized to the context, leading to poor cultural relevance or fit. A second hypothesis is that SEL program demands tend to be high and capacity for implementation is low, undermining sustainability and impact. The current study addresses these challenges by investing in locally driven SEL content and design as a way to ensure that SEL materials are grounded in local values and needs, culturally appropriate, relevant to the specific context, and feasible to implement. The study draws on the developmental and prevention sciences as well as the field of behavioral insights to test evidence-based interventions intended to encourage desired behaviors around uptake and implementation. This paper documents the activities conducted during the project’s design phase, including landscape research, creation of initial prototypes, design workshops and rapid prototyping, and field testing. Findings suggest that using local values, practices, and framing in SEL programming increases relevance and appropriateness for the Northeast Nigeria setting. Furthermore, targeted behavioral insights interventions increased the uptake, habitual and regular use, as well as correct implementation of SEL activities. The findings contribute to the emerging literature on the cultural variability of SEL and the need to consider the context when designing and implementing programs in any setting.
KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph18147397 2339240:CDB54TJY 2405685:Z8ML2UVR

Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery - Angrist, Noam; de Barros, Andreas; Bhula, Radhika; Chakera, Shiraz; Cummiskey, Chris; DeStefano, Joseph; Floretta, John; Kaffenberger, Michelle; Piper, Benjamin; Stern, Jonathan (International Journal of Educational Development, 2021)
We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102397 2339240:6FG39EY3 2339240:LB3VWRGN 2405685:7MUIIRXU
Keywords: COVID-19; Education; Foundational skills; Learning loss; Recovery

Time to Teach: Teacher Attendance and Time on Task in Primary Schools in Mozambique - Nugroho, Dita; Karamperidou, Despina (UNICEF, 2021)
Teacher attendance is one of the prerequisites on the path toward universal learning in developing countries. Over the past decades, however, studies from across the developing world have found national rates of teacher absenteeism that range from 3 to 27 per cent. Therefore, enhancing teachers' presence in the classroom and ensuring that class time is spent teaching, can contribute significantly to the productivity and inclusive prosperity of a country. This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique. The study uses a mix of qualitative and quantitative research methods to provide critical insights into the factors that underpin the multiple forms of teacher absenteeism and time on task. It also examines how factors vary across countries, school types, gender of teacher and other teacher characteristics. Despite high levels of teacher absenteeism, the study shows that teachers are generally committed and that what is needed is education system strengthening. It is hoped that findings will inform workable solutions and policies that will ensure a motivated teaching force, increase opportunities for children to learn at school and, ultimately, improve their life and work opportunities.
KerkoCite.ItemAlsoKnownAs: 2405685:ZP685VWV 4042040:9DF5VZLU 4556019:44PQIP2W 4556019:6P6UPZAV
Keywords: Barriers; C:Mozambique; Developing Nations; Educational Change; Educational Policy; Elementary School Teachers; Employee Absenteeism; Foreign Countries; Gender Differences; Influences; Institutional Characteristics; Rural Urban Differences; Sanctions; Teacher Attendance; Teacher Attitudes; Teacher Characteristics; Teacher Education; Teacher Persistence; Teaching Conditions; Time Management; ⛔ No DOI found

Remote Learning: Evidence from Nepal during COVID-19 - Radhakrishnan, Karthika; Sabarwal, Shwetlena; Sharma, Uttam; Cullen, Claire; Crossley, Colin; Letsomo, Thato; Angrist, Noam (World Bank, 2021)
This note discusses early results from a distance education program on foundational numeracy for primary school students in Nepal during Coronavirus (COVID-19) evaluated in a randomized trial. The trial included 3,700 households with children in public school (grades 3-5). It provided support for foundational numeracy through mobile phone-based tutoring. The trial tested delivery through public school teachers and also through NGO facilitators. It led to a 30 percent increase in foundational numeracy, with teachers being slightly more effective at producing learning gains than NGO facilitators. These results suggest that instructional support through mobile phones can be a high-access and low-cost approach to providing instruction at scale
Accepted: 2021-07-28T17:29:14Z KerkoCite.ItemAlsoKnownAs: 2339240:LFIQ9LIB 2405685:F89QL28Q
Keywords: Coronavirus; Covid-19; Numeracy; Pandemic Impact; Remote Learning; School Closure

Tool for assessing the gender responsiveness of content for digital learning platforms - UNICEF (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:K9AZY7KG 2405685:ZXCPZH4J

Examination of Teacher Candidates' Views on Peer Learning Performed with Interactive Videos in the Blended Learning Process - Ipek, Jale; Kalay, Abdullah; Ertas, Sercan (Education Quarterly Reviews, 2021)
Today, the speed of the development of technology has various effects in many areas. In the field of education, some concepts, methods, techniques, theories and models come to the fore with the effect of technology and attract the attention of researchers. One of them is blended learning. Blended learning is a learning process in which both face-to-face learning processes and learning processes in online environments coexist. Today's learners are expected to be able to solve problems, work collaboratively, and have strong communication. It is thought that peer learning can be used in constructivist teaching processes in order to gain these features. Peer learning involves learners performing their learning by interacting with each other. In this study, it is aimed to determine the opinions of teacher candidates about peer learning realized with interactive videos in the blended learning process. The study group consists of 37 Computer and Instructional Technologies Education Department teacher candidates, 11 women (29.73%) and 26 men (70.27%) enrolled in the "Special Teaching Methods - II" course in the spring semester of 2018-2019 academic year. In the online part of the study, a web 2.0 tool (Edpuzzle) was used to prepare interactive video content. The videos prepared by the peers regarding the course content were expected to be watched online and before the face-to-face lessons. In the face-to-face learning process, students progressed the learning process interactively with their peers. At the end of the process, the data were collected with the data collection tool named "teacher candidate opinion form" developed by the researchers from the study group. The collected data were analyzed with content analysis and interpreted by the researchers. In the study results, the opinions of the teacher candidates about the process after their learning experiences were determined. It was found that a great majority of the teacher candidates had a positive opinion about the peer learning realized with interactive videos in the blended learning process.
KerkoCite.ItemAlsoKnownAs: 10.31014/aior.1993.04.02.281 2339240:QFNTPDR9 2405685:4CPCU8MQ

Nudges to improve learning and gender parity: Supporting parent engagement and Ghana’s educational response to COVID-19 using mobile phones - Wolf, Sharon; Aurino, Elisabetta; Osei-Akoto, Isaac; Ackwerh, Eunice Yaa Brimfah (World Bank Strategic Impact Evaluation Fund (SIEF), 2021)
Randomized control trial testing impacts of SMS messages to suggest activities that promote social-emotional development at home and to encourage engagement with remote instruction, variants of these messages that have a gender-parity focus, and the duration of these messages (3 months vs. 6 months)
KerkoCite.ItemAlsoKnownAs: 2339240:H7GV3H2Z 2405685:7DVEJE63 2405685:YKSU9467

Empowering parents and caregivers to support learning and a safe return to school - Fuller, Sarah; Brown, Jessica Katherine (UNICEF Europe and Central Asia, 2021)
Ongoing pandemic response, recovery and long-term resilience must consider parents and caregivers if we are to reach every child.
KerkoCite.ItemAlsoKnownAs: 2339240:57DMA7WU 2405685:V3FJEMU9

Teacher Perspectives on Peer-Peer Collaboration and Education Technologies in Rural Tanzanian Classrooms - Uchidiuno, Judith; Koedinger, Ken; Ogan, Amy (ACM SIGCAS Conference on Computing and Sustainable Societies, 2021)
Teachers’ perspectives are critical for understanding classroom culture. They create and enforce rules in classrooms and are responsible for educating students using methods that they perceive to be most effective. Therefore, creating supplementary education technologies without understanding teachers and the culture they promote may lead to interventions that are underutilized or ineffective. Our research specifically investigates how technologies that foster student collaboration fit into teachers’ views of learning in a rural context with limited existing collaboration scaffolds. We interviewed 24 teachers and observed 39 classrooms in a rural Tanzanian village to understand how teachers value peer-peer collaboration in their teaching practice, and the unique challenges they face educating students in rural classroom settings. We uncover insights that inform the design and deployment of supplementary education technologies to support teachers in rural Tanzania and similar demographics.
KerkoCite.ItemAlsoKnownAs: 10.1145/3460112.3471939 2339240:VUXY6J6M 2405685:TWE99YU2
Keywords: Early literacy; Sub-Saharan Africa; educational technologies; peer-peer collaboration

Malaysia Data Protection Overview - Ping, Jillian Chia Yan (DataGuidance, 2021)
June 2021 1. Governing Texts Data protection in Malaysia is primarily governed by the Personal Data Protection Act 2010 ('PDPA') and its subsidiary legislation as outlined below. The PDPA purports to safeguard personal data by requiring data users to comply with certain obligations and conferring certain rights to the data subject in relation to his personal data. 1.1. Key acts, regulations, directives, bills Primary Legislation Prior to 2010, the regulation of personal data was governed mainly by industry specific legislation.
KerkoCite.ItemAlsoKnownAs: 2339240:AVKSZT94 2405685:P7QN448B

Promises to keep: impact of COVID-19 on adolescents in Kenya - Presidential Policy and Strategy Unit (Kenya); Population Council (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SZHGL7E3 2405685:AHRVVYD2

World Development Report 2021: Data for Better Lives - World Bank (The World Bank, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1600-0 2339240:UMDZ9J6Y 2405685:VZXWSLIJ

Reframing the policy discourse: A comparative analysis of teacher preparation for rural and remote education in Australia, South Africa and Mexico - Ledger, Susan; Masinire, Alfred; Díaz, Miguel Angel; Burgess, Madeline (education policy analysis archives, 2021)
The Organisation for Economic Cooperation and Development (OECD) has highlighted a ‘vicious cycle of decline’ in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR education. We used a policy analysis framework to interrogate national policy texts concerning teacher education for RRR contexts in three countries - Australia, South Africa and Mexico. A rigorous selection process of the literature yielded 17 key policy texts, which were examined for the influences, practices, language and outcomes relating to teacher education preparation for RRR locales. Findings highlighted a legacy of historical influences and a metrocentric bias in policy texts, with limited examples of assets-based education. We argue that these factors may be perpetuating the significant and persistent disadvantage in RRR education. We recommend an alternative policy discourse that recognises the productivities and potentialities of an assets-based approach within the local context, where school leaders and teachers are positioned as central change agents in RRR education.
KerkoCite.ItemAlsoKnownAs: 10.14507/epaa.29.6233 2339240:F5WE3FYK 2405685:J5B2NK2G

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

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

Emergency remote education experiences of teachers during the COVID-19 pandemic: a phenomenological research - Eroglu, Mehmet; Senol, Cem (Shanlax International Journal of Education, 2021)
The purpose of the study is to examine teachers' experiences of Emergency Remote Education (ERE) during the COVID-19 pandemic. The study was designed in the qualitative approach and as the research method, "phenomenology" was used. The sample of the study consists of 12 teachers selected by the criterion sampling method. The interview technique was used to collect data. The data were collected through a semi-structured interview form developed by the researchers. The data were analyzed using descriptive analysis. The study results showed that the ERE activity that teachers experienced the most was the online lessons. Teachers have done the ERE activities through various applications such as EIN (Education Information Network), Zoom, WhatsApp, YouTube. Teachers emphasized that ERE was ineffective due to low student participation, insufficient infrastructure, lack of responsibility and motivation for learning, low ICT competency of students and teachers, low socioeconomic status, and inappropriateness of planning and curriculums. In addition, teachers stated that education in the COVID-19 pandemic process should be done in diluted classrooms, hybrid or face to face. It is concluded that the lack of infrastructure, lack of responsibility and motivation for learning created inequality of opportunity for participation in ERE. The lack of infrastructure was mostly due to students being in the low socioeconomic group. In addition, students' learning responsibility and motivation are very important in the effectiveness of ERE.
KerkoCite.ItemAlsoKnownAs: 10.34293/education.v9i3.3918 2339240:QQT6MK3B 2405685:RD4IZKPG
Keywords: Barriers; COVID-19; Distance Education; Electronic Learning; Elementary Secondary Education; Emergency Programs; Foreign Countries; Instructional Effectiveness; Integrated Learning Systems; Internet; Learning Motivation; Pandemics; Phenomenology; Socioeconomic Status; Student Participation; Student Responsibility; Teacher Attitudes; Turkey

Exploring the fundamental factors of digital inequality in Bangladesh - Islam, Muhammad Nazrul; Inan, Toki Tahmid (SAGE Open, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1177/21582440211021407 2339240:C3ZIMHJY 2405685:TDV2W3I9

An Investigation into Pre-Service Teachers' Self-Regulated Online Learning Perceptions - Özdemir, Atilla; Önal, Ahmet (International Journal of Contemporary Educational Research, 2021)
The sudden outbreak of COVID-19 pandemics has accelerated the process of technological transformation experienced by educational institutions. Traditional face-to-face education has been replaced by distance education as a precaution to minimize physical contact among the teachers and the students. As a result, self-regulatory skills have become a more significant factor for academic success in distance education. In line with this, the main aim of the study is to identify the level of self-regulated online learning perceptions of pre-service teachers in Turkish higher education context. Furthermore, the study also aims to reveal whether the pre-service teachers' self-regulated online learning perceptions differ according to several variables such as their gender, department, class, level of digital literacy and the time they daily spend online. A total of 353 pre-service teachers from various departments have participated in the study. The findings of the study indicate that pre-service teachers' perceptions of self-regulated online learning are at moderate level; thus, it can be argued that the level of their perceptions is far from satisfactory. Additionally, it has been observed that the pre-service teachers' self-regulated online learning perceptions differ according to their gender, level of digital literacy and time daily spent online. To be more precise, it has been noted that self-regulated online learning perceptions of female pre-service teachers are higher than those of male pre-service teachers. In a similar vein, it has been observed that the higher the level of digital literacy and the more time spent online, the higher the self-regulated online learning perceptions of pre-service teachers. The overall results of the study suggest that self-regulation skills of the pre-service teachers need to be emphasized and improved with the aim of contributing to the efficient implementation of distance education.
Publisher: International Journal of Contemporary Educational Research KerkoCite.ItemAlsoKnownAs: 2339240:62H9WIHB 2405685:P6VB83C6
Keywords: COVID-19; Correlation; Distance Education; Electronic Learning; Foreign Countries; Gender Differences; Pandemics; Preservice Teachers; Self Management; Student Attitudes; Technological Literacy; Time Management; Undergraduate Students; ⛔ No DOI found

Distance learning: Reach & Effectiveness in South Asia - Panth, Brajesh; van Cappelle, Frank; Li, Zhigang; van Kalmthout, Ellen; Gochyyev, Perman; Hayashi, Ryotaro (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SF5W3G69 2405685:8HZRZR9K

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

Re-imagining the future education management information systems, beyond head counts: leveraging data systems to support inclusive and effective learning for all - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5UBF8HJT 2339240:XEWQYE2N 2405685:32I7B2XX 2405685:SA922BN9 2405685:XDKGCG2W 4656463:CD5YN6NM 4656463:NJH4HU8K

Analysis of Rural-Based Pre-Service Teachers Spatial-Visualisation Skills in Problem Solving in Vector Calculus Using MATLAB - Amevor, Godfred; Bayaga, Anass; Bosse, Michael (International Journal of Emerging Technologies in Learning (iJET), 2021)
In science, technology, engineering and mathematics (STEM) for instance, interdisciplinary studies have noted positive correlation between spatial-visualization (SV skills) and mathematical problem solving. The majority of these studies sharing a link between SV skills and problem solving were contextualized in urban settings and only a few in rural settings. This investigation analyses how rural-based pre-service teachers apply their SV skills in problem-solving in a South African university, in the context of vector calculus. One hundred rural-based pre-service teachers in a second year vector calculus class at University of Zululand (UNIZULU) were randomly selected into control and experimental groups. MATLAB was used as a dynamic visual tool to analyse how research participants applied their SV skills. A mixed method approach was employed in data collection (quantitative and qualitative). Our findings revealed that the rural-based pre-service teachers’ SV skills correlate with their problem-solving skills in vector calculus.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v16i10.19269 2339240:Q22Y38D2 2405685:43VE73IX

What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania - Oza, Shardul; Cilliers, Jacobus (Research on Improving Systems of Education (RISE), 2021)
In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2021/027 2339240:4NJ7WZ8K 2405685:8WI6L8RQ

Locked out of school: Pakistan’s digital divide has students struggling - Irfan, Anmol (The Guardian, 2021)
Online lessons can’t reach children in many areas of Covid-hit country even though their parents still have to pay fees
KerkoCite.ItemAlsoKnownAs: 2339240:T8XC53BT 2405685:CSPLGDG7

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

New data on learning loss in Pakistan - Crawfurd, Lee; Hares, Susannah; Minardi, Ana Luiza (Center for Global Development, 2021)
To get a better picture of the effects of the pandemic on education in Pakistan, we carried out another round of our survey of students and parents. We found gender differences in learning loss, little engagement with government teleschool, dropping parental support for further closures, and more.
KerkoCite.ItemAlsoKnownAs: 2339240:ANJSCDN7 2405685:4P85RKIL 2405685:WY4KS8G3

STEM: breaking gender stereotypes - UNGEI (UNGEI, 2021)
In some Western cultures, pink is for girls, blue is for boys. Why? It just is. You might hear mothers remark with wonder that their little girls just love the pink dress (that was given to them). You may have heard fathers insist that their sons not wear pink clothing. It’s interesting to think that at the end of the nineteenth century in the USA, pink was actually the colour preferred for boys, it being a softer version of military red. Things change. The accepted wisdom that stereotypes originally come from a place of truth is erroneous. No credible research has indicated that girls gravitate to pink things without any cultural prompting. Our gendered behaviour is primarily socially conditioned. Research suggests that the idea of a female brain and a male brain is false [1]. Rather, the plasticity of the brain means that it can be moulded – from birth onwards – through learning, engaging in the world and being socially conditioned. This includes learning and absorbing gender stereotyping. Gendered colours are harmless though, right? No, not really. Any gender stereotype will reinforce a gender bias. In 2019, a Fawcett Society study found that 45 per cent of people said that when they were children, they experienced gender stereotyping as they were expected to behave in a certain way [2]. Seven in 10 younger women (18-34s) affected by stereotypes say their career choices were restricted [3]. Around 70 per cent of individuals in 34 countries associated science with males more than with females [4]. © UNICEF/UN0364176/XimendazCaregivers and teachers often reproduce the stereotype that boys are better in science and mathematics than girls, encouraging girls to aspire to ‘female-oriented’ careers instead of ‘male’ STEM related ones [5,6]. To compound this negative reinforcement, curriculum and learning materials reinforce gender stereotypes and unequal gender norms in STEM. In India, illustrations in math and science textbooks in primary school show 6 per cent girls, but more than 50 per cent boys [7]. The stereotyping sanctioned by parents, teachers and the curriculum itself negatively impacts a girl’s self-belief – and her future aspirations [8]. When three women won the Nobel Prize for science in 2020, it was newsworthy partly because not many women have won the prize over the years. But is it also newsworthy because, even today, many would not expect women to be such high achievers in science, technology, engineering and mathematics. Engineering is for boys. Mechanical toys are for boys. Science experiments are for boys. These are the stereotypes we learn. Where does this thinking come from? There’s obviously a lot to unpack here: traditional roles in society born out of a female’s capability to bear children, or stronger upper body strength, on average, amongst males, for example. But they don’t speak to our cognitive and intellectual potential. And I’m sure there would be many who would dispute every particular of the above. Questioning norms that are the foundation of our interaction with the world is difficult for all of us to do. © UNICEF/UN0145559/SchermbruckerAcknowledging that stereotypes exist is straightforward. Deciding that they shouldn’t constrain our behaviour and life path is a little harder. But confronting and actively challenging these stereotypes – indeed, breaking them! – is an altogether more difficult process. How do we do it? How do we take organic and grassroots solutions toward a tipping point of change? This International Girls in ICT Day (22nd April), UNGEI hosted an Instagram Live event to explore these important questions. Transform Education members Maryam and Nivaal and NASA engineer Farah Alibay talked about working with NASA on the Mars 2020 mission, how to drive progress for gender equality in STEM and why representation matters. Shifting power in STEM starts with listening to the experts and girls themselves, such as the inspiring changemakers on UNICEF’s Teen. Girl. Activist site. Debunking stereotypes is in their very capable hands… The first thing we need to do is recognize that there is a societal bias... let’s recognize that we are treating girls differently and that they are not being given the same opportunities. Now that we’ve started to recognize that problem, I think...normalizing STEM for girls, providing resources, and providing a safe space for girls is really important. Farah Alibay, Systems Engineer, NASA (UNGEI International Girls in ICT IG Live Event) Some choose to tackle stereotypes head-on, like the ‘Talent Viewer’ in the Netherlands, to break the stereotype that girls can’t successfully engage in STEM. Girls and boys in primary school (aged 9 to 12) assign talents to each other, discuss them, then investigate what STEM professions used these talents. This looks at certain talents being appropriate for STEM, not gender. A woman working in a STEM field talks to the classes about her job, effectively role modelling for girls. Critically, parents are encouraged to discuss the talents with their child and teachers participate in professional development on gender awareness, STEM education and talent development. The evaluation of the programme has indicated a positive change in attitude in both girls and boys towards girls’ participation in STEM. Around 46,000 children have engaged in this exciting work to date. © UNICEF/UNI363793/AryanAnother approach is simply to place girls in STEM-related industries, to show that it’s a natural place for both men and women, like the ‘Technogirls’ programme. This is a public-private partnership in South Africa that seeks to enhance the career uptake by disadvantaged girls in STEM fields (which is critical to the country’s economic growth). It identifies school-going young women from disadvantaged communities and places them in corporate mentorship and job-shadowing programmes. So far, 11,241 girls have engaged in structured job-shadowing programmes – and 78 per cent of them who have gone on to study in one of three scarce skills STEM fields in the country. These women become role models for the next generation and many of them are now mentors to new intakes of girls. The best investment is...girls' quality STEM education. And if we can give support to girls for quality STEM education, they will pay back successfully in the future to make a better world. Nasrin Siddiqa, Brookings Echidna Global Scholar (UNGEI@20 Forum) Other education systems have worked on how they teach STEM to ensure that girls aren’t overlooked or left behind. UNICEF in Ghana has worked with the Korea International Cooperation Agency and the Ghana Education Service on the ‘Better Life for Girls’ project. Focused on dismantling gender norms, the project included gender-responsive pedagogy (teaching and learning processes that pay attention to the specific learning needs of girls and boys) in mathematics and science, and providing life skills and leadership training for adolescent girls – helping more than 4,000 girls to stay in school and explore their potential. Training teachers on gender-responsive pedagogy helped to change girls’ perceptions of their own abilities – and this has a knock-on effect in the learning they pursue. If girls had believed the stereotype about not being good at mathematics, what other stereotypes can they challenge? And that is surely a question for all of us. During UNGEI’s 20th Anniversary Forum (UNGEI@20), activists, experts and leaders came together to explore what it will take to close the STEM gender gap in education and thus help girls fulfil their leadership potential. The event concluded that we need a gender-transformative approach to education, increasing opportunities for girls to develop digital skills and building their confidence and aspirations to pursue careers as STEM professionals. Technology is such a useful tool because it doesn't just provide mentors. It provides resources. It provides community. When you take away that access to tech, you take away that access to education as well, that basic human right. Audrey Pe, WiTech Founder (UNGEI@20 Forum) In the pursuit of equity in digital literacy and STEM skills, especially as we look toward a world of work where 9 in 10 jobs will require digital skills, UNICEF is proud to mobilize commitments alongside other public and private partners as an Action Coalition for Technology and Innovation as part of the Generation Equality Forum. These commitments include advancing girl-designed solutions to learning fit for a digital world, and advancing an outcome fund for digital literacy equity that brings together the best of public and private human and financial resources. © UNICEF/UNI363793/AryanIn the context of the Covid-19 crisis, which exposed structural inequalities in education and access to technology, these types of interventions are more important than ever. If we are to deliver on our global commitments to Sustainable Development Goals (SDGs) 4 and 5, we need to understand just how much harm stereotypes of any kind can be, particularly to young, vulnerable, curious children. If we are serious about helping children to achieve their potential – for their own development and so they can contribute to their communities and the world – then we need to minimize the forces that limit that potential. This includes gender stereotyping. We need to start celebrating children for who they are, not who we think they should be, based on a pointless stereotype. Let’s help them to access their rights to be themselves. Let’s help them to wear whatever colour they like.
KerkoCite.ItemAlsoKnownAs: 2339240:RFBQ67SV 2405685:PWYK67HD

Making the grade: The sensitivity of education program effectiveness to input choices and outcome measures - Kerwin, Jason T.; Thornton, Rebecca L. (The Review of Economics and Statistics, 2021)
This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.
KerkoCite.ItemAlsoKnownAs: 10.1162/rest_a_00911 2339240:YSZWN3WD 2405685:IJLK42YK 4656463:SK8JBZHG

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason T.; Thornton, Rebecca L. (The Review of Economics and Statistics, 2021)
This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64 SD and writing scores by 0.45 SD. A reduced-cost version instead yields statistically insignificant reading gains and some large negative effects (−0.33 SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version.
KerkoCite.ItemAlsoKnownAs: 10.1162/rest_a_00911 2339240:YSZWN3WD 2405685:IJLK42YK 4656463:SK8JBZHG

Influence of COVID-19 on Students’ Sign Language Learning in a Teacher-Preparation Program in Saudi Arabia: Moving to E-Learning - Alawajee, Omar (Contemporary Educational Technology, 2021)
KerkoCite.ItemAlsoKnownAs: 10.30935/cedtech/10886 2339240:Z6B9WIX9 2405685:3CNS5VW3

How can real-time performance data lead to better education outcomes? - Sharma, Aarushi; Gustafsson-Wright, Emily; Osbourne, Sarah (Brookings, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:SZWXK6WN 2405685:JNRNE6CJ 4656463:GFXAJF9E

Are the eﬀects of informational interventions driven by salience? - Bettinger, Eric; Cunha, Nina; Lichand, Guilherme; Madeira, Ricardo (University of Zurich Department of Economics, 2021)
Informational interventions have been shown to signiﬁcantly change behavior across a variety of settings. Is that because they lead subjects to merely update beliefs in the right direction? Or, alternatively, is it to a large extent because they increase the salience of the decision they target, aﬀecting behavior even in the absence of inputs for belief updating? We study this question in the context of an informational intervention with school parents in Brazil. We randomly assign parents to either an information group, who receives text messages with weekly data on their child’s attendance and school eﬀort, or a salience group, who receives messages that try to redirect their attention without child-speciﬁc information. We ﬁnd that information makes parents more accurate about student attendance, and has large impacts on their test scores and grade promotion relative to the control group. Even though salience messages, in contrast, do not make parents more accurate about attendance levels, learning outcomes in the salience group improve by at least as much. Why? We show that treated parents across both conditions become more accurate about changes in their children’s grades over time, although not about grade levels. Such coarse belief updating is consistent with independent information acquisition in response to salience eﬀects from both interventions. Our results have implications for the design and interpretation of informational interventions across a range of domains.
KerkoCite.ItemAlsoKnownAs: 2339240:BRBKHQ3F 2405685:V3BN4GC8
Keywords: ❓ Multiple DOI

Equitable learning with ICT: study of an intervention at scale for underserved students in India - Chandran, M.G.; Sarangapani, P. (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:94XX23CS 2534378:RKB8G5HH

Zotero Workbook (v4) - Haßler, Björn; McBurnie, Chris; Murphy, Mary; Nourie, Kristi (2021)
Previous_DOI: 10.5281/zenodo.3406140 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4719821 2405685:ISD67Q83

Challenges and Opportunities as Students Return to School: Evidence from Caregiver and Staff Surveys across Rising Academy Network School - Caballero, Erika Montoya; McManus, Jeff; Njogu-Ndongwe, Frida; Fall, Sokhna Mously (IDinsight, 2021)
This report shares survey findings on the barriers that children face as they transition back to school after prolonged closures with evidence from caregiver and staff surveys across Rising Academy Network Schools.
KerkoCite.ItemAlsoKnownAs: 2339240:YXEGBXY2 2405685:HMTL6PX2

A 35-hour a year CPD entitlement could stop 12,000 teachers quitting - Henshaw, Pete (SecEd, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:V3CA53IQ 2405685:T2GWCZ9P

What is Hybrid Learning? How can countries get it right? - Barron, Maria; Cobo, Cristobal; Ciarrusta, Inaki Sanchez; Munoz-Najar, Alberto (Education for Global Development, 2021)
What is Hybrid Learning? How can countries get it right?
KerkoCite.ItemAlsoKnownAs: 2339240:392QJFI9 2339240:Z6VGWSAD 2405685:HH6SV3WK 2405685:NFXBM7SR

Learning loss due to school closures during the COVID-19 pandemic - Engzell, Per; Frey, Arun; Verhagen, Mark D. (Proceedings of the National Academy of Sciences of the United States of America, 2021)
Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for students' learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from The Netherlands (n ≈ 350,000). We use the fact that national examinations took place before and after lockdown and compare progress during this period to the same period in the 3 previous years. The Netherlands underwent only a relatively short lockdown (8 wk) and features an equitable system of school funding and the world's highest rate of broadband access. Still, our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. The effect is equivalent to one-fifth of a school year, the same period that schools remained closed. Losses are up to 60% larger among students from less-educated homes, confirming worries about the uneven toll of the pandemic on children and families. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. Results remain robust when balancing on the estimated propensity of treatment and using maximum-entropy weights or with fixed-effects specifications that compare students within the same school and family. The findings imply that students made little or no progress while learning from home and suggest losses even larger in countries with weaker infrastructure or longer school closures.
KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2022376118 2339240:FQ7T9968 2405685:BRNCTXQM
Keywords: COVID-19; Child; Female; Humans; Learning; Male; Netherlands; Pandemics; Quarantine; SARS-CoV-2; Schools; digital divide; learning loss; school closures; social inequality

Let's Read — How Tusome Leveraged EdTech to Improve National Learning Outcomes. Governing Digital Transformation: Improving Outcomes in Education Systems - Myers, Christina; Kaye, Tom; Khalayleh, Abdullah (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:2J7K7DAQ 2486141:3ILITC56

Combatting the impact of COVID-19 school closures in Bangladesh - Rahman, Tashmina; Ahmed, Ramim (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:N456FTY7 2405685:27LNFHVR

National Education Infrastructure Management System Report as at 12 April 2021 - Department of Basic Education, Republic of South Africa (Government of the Republic of South Africa, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ECR78M4N 2405685:E6DHFE74 4656463:EMQS6MGJ

Children’s and adolescents’ digital access in Chile: the role of digital access modalities in digital uses and skills - Cabello, Patricio; Claro, Magdalena; Rojas, Rodrigo; Trucco, Daniela (Journal of Children and Media, 2021)
This article analyses the modes of physical access that facilitate participation in digital opportunities and the development of digital skills in children and adolescents (9 to 17 years old). We analysed the data obtained from the Kids Online survey in Chile. A latent class analysis (LCA) was conducted to identify groups based on access points and devices of use; access modalities were then composed crossing these variables. Four access modalities were found: cellphone-home; cellphone-ubiquitous; multi-device-home; multi-device-ubiquitous. Multiple logistic regression analysis showed that ubiquitous modalities (multi-device and cellphone varieties) predicted digital use and skills among young Chileans, while the more static modalities (cellphone and home and multi-device and home) did not. These results are critical to addressing what can be deﬁned as “enabling access” among young Internet users in the context of digital inclusion policies.
KerkoCite.ItemAlsoKnownAs: 10.1080/17482798.2020.1744176 2339240:BQ495K6E 2405685:XJRHE5YU

Motivating online learning through project-based learning during the 2020 COVID-19 pandemic - Hira, Avneet; Anderson, Emma (IAFOR Journal of Education, 2021)
The transition of traditional schooling to online learning during the COVID-19 pandemic disrupted formal school education. Though at home, teachers and students continued teaching and learning in socially distant ways using online technologies. From various teacher surveys, only about 60% of students in the United States regularly engaged with learning activities. Teachers and parents also expressed a significant need for help to keep students motivated and engaged in learning activities. During the pandemic, online learning left teachers and parents needing support for learning activities that motivate and engage students. Project-based learning is an increasingly popular pedagogical practice centered around students working collaboratively on projects while the teacher facilitates learning activities and progression. Project-based learning embodies several factors considered central to motivation in online learning. In this paper, we inquire how this approach presents itself as a candidate for learning during the pandemic when considering students’ motivation to learn through online learning experiences. We construct a conceptual framework informed by motivational theories that share core tenets with this form of learning and use the framework to analyze interviews of 11 teachers from 4 schools that taught with a project-based learning approach before the pandemic and transitioned to teaching, using it online, in the Spring of 2020. From our analyses of the teachers’ narratives, we discuss teaching aspects of the approach that lend themselves well to online teaching, elements that the teachers believe are missing, and how educators might cater to these missing aspects with a focus on student motivation to learn.
KerkoCite.ItemAlsoKnownAs: 10.22492/ije.9.2.06 2339240:KMIB34A6 2405685:BTUKQQCY

The pathway to progress on SDG 4 requires the global education architecture to focus on foundational learning and to hold ourselves accountable for achieving it - Beeharry, Girindre (International Journal of Educational Development, 2021)
Levels of reading comprehension and ability to do basic mathematics are shockingly low among primary-age children in low-income countries, despite the efforts of global education actors. This essay will argue that to make real progress on improving learning, actors in the sector need to prioritize a few key goals – in particular foundational literacy and numeracy – monitor progress to achieve them, and hold ourselves collectively accountable for improving results. Recent efforts such as the World Bank’s Foundational Learning Compact show promise but will require the support and scrutiny of other actors.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102375 2339240:MBCWCTFT 2339240:UQGCU5P5 2405685:IWU8MQJ7 2405685:WFTBEXII
Keywords: Foundational learning; Foundational literacy and numeracy; Global education; Global education architecture

A structured model of the dynamics of student learning in developing countries, with applications to policy - Kaffenberger, Michelle; Pritchett, Lant (International Journal of Educational Development, 2021)
Learning trajectories vary amazingly widely across countries, regions, and individual students in dynamic ways. In this paper we develop a parametrized structural model of the dynamics of the learning process and use the model for suggestive policy applications. We first synthesize the existing empirical literature on learning profiles, which suggest a clear set of parameters that formally characterize the learning process. We then calibrate this model of the learning process to reproduce the distribution of observed learning outcomes in low- and middle-income countries. Applying our calibrated model to policy simulations, we find that expanding schooling to universal attainment of basic education without changing the dynamics of the learning process would produce very little additional learning. Adjusting other parameters in the model, however, has large, positive effects. Slowing the pace of curriculum, so that more children can keep up, increases average learning in grade 10 by the learning equivalent of 1.6 years of schooling. Expanding the student skill levels that learn from a given level of instruction to account for within classroom heterogeneity of learning levels increases average grade 10 learning by the equivalent of a full year of schooling. The parameters we use are flexible, to accommodate the learning process in different contexts, and future work could explore additional parameterizations and calibrations for informing plans to improve education systems’ coherence for learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102371 2339240:CA826UNI 2405685:ZMA5UBXJ
Keywords: Dynamics of learning; Education policy; Learning trajectories; Low and middle income countries; Modelling learning

A comprehensive analysis of personalized learning components - Shemshack, Atikah; Kinshuk; Spector, Jonathan (Journal of Computers in Education, 2021)
Personalized learning is a learning approach that aims to personalize the learning experience according to the unique needs, goals, and skills of individuals which can be achieved by using current instructional technology that provides unique learning experiences in different learning environments. Technology is the main component that will enable and enrich personalized learning experience; however, even though technology is available to personalize the learning experience, there is still a lack of unified agreement on what components need to be considered for a dynamic personalized learning approach that is to be able to provide a unique and effective learning experience to each learner. To address this need, this study aims to analyze and synthesize different personalized learning approaches that consider different learning components, so that we have an evolving agreement on personalized learning models and approaches. The findings of this research identified the following main components: learner profiles and attitudes, previous knowledge and beliefs, personalized adaptive learning paths, and flexible self-paced learning environments that are generated by learning analytics. These prominent characteristics imply that a personalized learning environment (PLE) would need to be dynamic to maintain a current record of learner interests and attitudes, past experiences and performance, and activities and interactions likely to match a particular learner and learning goal.
KerkoCite.ItemAlsoKnownAs: 10.1007/s40692-021-00188-7 2339240:QSBTLZSS 2405685:AYW2Z9VQ

Consequences of school closure on access to education: lessons from the 2013–2016 Ebola pandemic - Smith, William C. (International Review of Education, 2021)
The COVID-19 pandemic has seen an unprecedented shutdown of society. Among the various safety measures taken, much attention has been given to school closure as a non-pharmaceutical mitigation tool to curb the spread of the disease through ensuring “social” (physical) distancing. Nearly 1.725 billion children in over 95% of countries worldwide have been affected by school closures implemented in April 2020 as the virus continued to spread. In the field of education, policymakers’ attention has been directed at keeping students on board through remote learning and addressing the immediate needs of schools upon reopening. The study presented in this article focuses on who remains absent after schools resume. Using publicly available survey data from the USAID Demographic Health Surveys Program and the UNICEF Multiple Indicator Cluster Survey from before and after the 2013–2016 Ebola pandemic in Guinea and Sierra Leone in West Africa, the author examined changes in school enrolment and dropout patterns, with targeted consideration given to traditionally marginalised groups. At the time, schools closed for between seven to nine months in the two countries; this length and intensity makes this Ebola pandemic the only health crisis in the recent past to come close to the pandemic-related school closures experienced in 2020. The author’s findings suggest that post-Ebola, youth in the poorest households saw the largest increase in school dropout. Exceeding expected pre-Ebola dropout rates, an additional 17,400 of the poorest secondary-age youth were out of school. This evidence is important for minimising the likely post-COVID-19 expansion in inequality. The author’s findings point to the need for sustainable planning that looks beyond the reopening of educational institutions to include comprehensive financial support packages for groups most likely to be affected.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11159-021-09900-2 2339240:JKCDRWKL 2405685:JFZ4ET3L

Emanant themes of blended learning in K-12 educational environments: lessons from the Every Student Succeeds Act - Yang, Sohyun; Carter, Richard, Jr; Zhang, Ling; Hunt, Tiffany (Computers & Education, 2021)
Blended learning (BL) is an instructional design structure that facilitates the benefits of technology, paired with face-to-face instruction, to address the variance in student learning. BL has been widely utilized in education with the rapid development of technology. While the Every Student Succeeds Act (ESSA, 2015) of the United States emphasizes supporting states to implement BL by facilitating the use of technology, it is unclear how states intend to operationalize BL in practice based on the federal statute. Therefore, this study investigated how many states referenced BL and how they operationalized BL in state ESSA plans by using thematic analysis. Results suggested a total of 17 states addressed BL in their finalized state ESSA plans. While these states referenced BL in various titles and parts, the researchers identified three major themes that operationalize BL, including (a) BL leveraging technology to support learning, (b) BL in professional development, and (c) BL as an alternative pathway. In the discussion, the researchers noted the ambiguity of the definition of BL among stakeholders (e.g., states) as well as the possibility of the use of BL towards enabling personalized learning in K-12. The researchers also discussed how to empower educators in the context of BL.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.104116 2339240:NMIPJUID 2405685:DQW7UFZ4

The Relationship between Teachers' Attitudes to Distance Education and Their Life Satisfaction - Kirkiç, Kamil Arif; Yahsi, Ömer (Malaysian Online Journal of Educational Sciences, 2021)
Teachers' attitudes toward distance education are important in terms of the effectiveness of the distance education process. They become even more critical during this time of global pandemics when face-to-face education has been compulsorily replaced by distance education. The worldwide coronavirus pandemic has changed the practices of the teaching profession. This period has revealed how teachers' life satisfaction while carrying out their profession can be affected by changes in education delivery. The aim of this study is to examine the relationship between teachers' attitudes toward distance education and their life satisfaction during the distance education process. This research used the correlational survey method, a method in quantitative research. The sample group consisted of teachers (1,233 male and 3,671 female educators) working in different branches in Izmir. The "Life Satisfaction Scale" and "Attitude toward Distance Education Scale" were applied. Participants' demographic information was obtained using a "Personal Information Form" designed by the researchers. According to the results of the study, while there is a notable difference in teachers' limitations toward distance education and life satisfaction according to gender, there is no difference in the advantages gained from and attitudes toward distance education.
Publisher: University of Malaya Faculty of Education KerkoCite.ItemAlsoKnownAs: 2339240:ZILZ6A6N 2405685:FTADKX9J
Keywords: COVID-19; Correlation; Distance Education; Educational Attainment; Elementary School Teachers; Foreign Countries; Gender Differences; Income; Instructional Effectiveness; Knowledge Level; Life Satisfaction; Pandemics; Secondary School Teachers; Teacher Attitudes; Teacher Characteristics; ⛔ No DOI found

Parental Involvement, Learning Participation and Online Learning Commitment of Adolescent Learners during the COVID-19 lockdown - Lawrence, Kehinde Clement; Fakuade, Olubasayo Victor (Research in Learning Technology, 2021)
During the escalating coronavirus disease-2019 (COVID-19) pandemic, attempting to contain its spread, a large number of educational institutions shut down face-to-face teaching and learning activities globally due to a complete lockdown. This lockdown revealed emerging vulnerabilities of education systems in the lowand middle-income countries of the world, with Nigeria being no exception. Given these concerns, this research study assessed parental involvement, learning participation and the commitment to online learning of adolescent learners during the COVID-19 lockdown in Nigeria. An online survey questionnaire was employed to examine the level of online learning commitment and the contributory roles of each of the factors to online learning commitment of adolescent learners. In total, 1407 adolescents (male = 38.8%; female 61.2%) aged between 12 and 20 years (mean = 15: SD = 4.24) responded to the online survey, which was open for 2 months. Data were analysed using descriptive statistics of frequency distribution and inferential statistics of multiple regression. The findings revealed that the commitment level of adolescent learners to online learning was high. The findings further yielded a coefficient of R = 0.439 and R2 = 0.192 variance in the prediction of the outcome measure. Parental involvement contributed 32% (β = 0.322, p < 0.05) and learning participation contributed 23% (β = 0.234, p < 0.05) towards online learning. The study concludes that parental involvement and learning participation played a significant and positive role in the commitment of adolescent learners towards online learning during the COVID-19 lockdown in Nigeria. The authors suggest that parents be encouraged to synergise with the digitalised revolution, while the need for further in-depth research on the subject is emphasised in the suggestions for future research.
KerkoCite.ItemAlsoKnownAs: 10.25304/rlt.v29.2544 2339240:DSGJRP6C 2405685:KNYG37D4

Kenya: How Rogue Officials Inflated Enrolment, Used Ghost Schools to Steal Billions - Muchunguh, David (The Nation in Allafrica.com, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HPKQLIY4 2405685:6QAGBDTM 4656463:3VX5BIBW

Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana - Sabates, Ricardo; Carter, Emma; Stern, Jonathan M.B. (International Journal of Educational Development, 2021)
• Estimate learning losses during grade transition for disadvantaged and previously out of school students in Ghana. • The estimated average learning loss is around 66 % of previous learning gains in foundational numeracy during this transition period. • Widening gaps in learning loss are found according to availability of home learning support, as well as home learning resources. • Learning at home and in communities has to be reimagined if gains are to be achieved and losses are to be mitigated in the post-COVID 19 era. Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102377 2339240:SQ7VK9VL 2405685:KHANG6IQ
Keywords: BASIC education; CHILDREN with social disabilities; COVID-19 pandemic; COVID-19 school closure; EDUCATIONAL outcomes; Equity; Ghana; Learning; Literacy; Numeracy; SCHOOL closings

Software preference for online learning of science and biology teachers under COVID-19 pandemic - Khaleyla, Firas; Wisanti, Wisanti; Ambarwati, Reni; Rahayu, Dwi Anggorowati; Putri, Eva Kristinawati (JPBI (Jurnal Pendidikan Biologi Indonesia), 2021)
As measure against the rapid spreading of coronavirus disease 2019 (COVID-19) which now has reached global level, Indonesian government established Large-scale Social Distancing (LsSD). As consequence, learning method used in junior and senior high school is substituted from face-to-face learning in class to online distance learning, including for science and biology. This study was conducted to know software preference used by science and biology junior and senior high school teachers for online learning during LsSD measure. A total of 189 science and biology junior and senior high school teachers from various area had given their response via questionnaire. Data was analyzed using quantitative descriptive method. About 57% respondents had never manage online learning before COVID-19 pandemic while the remaining 43% had experience in managing one before, however almost all managed online learning. Non-paid software used the most (81%) among respondents to manage online science/biology learning. Software types used were social networking (64%) especially WhatsApp, learning management system (LMS) (51%) especially Google Classroom, teleconference applications (12%), and assessment software outside of LMSs (15%). Software chosen were mostly non-paid, easily accessed by all people, already familiar among Indonesian, and its interface were easily mastered.
KerkoCite.ItemAlsoKnownAs: 10.22219/jpbi.v7i1.14253 2339240:B2NF22CZ 2405685:9Z5QJX7F

Academic Recovery Programme: Synthesis of Qualitative Data and High-level Overview - Haßler, Björn; Blower, Thomas; Megha-Bongnkar, Ghislaine; Regis, Callista (Open Development & Education, 2021)
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555874 2129771:XAMQ949U 2405685:I9KQL5GV
Keywords: Author:Haßler; AuthorFirst:Haßler; _C:Dominica DMA; _C:Grenada GRD; _C:Saint Lucia LCA; _C:Saint Vincent and the Grenadines VCT; _yl:c

"Aprendo en Línea" mantendrá acceso gratuito desde dispositivos móviles - mineduc (Ministerio de educación, 2021)
“Aprendo en Línea” cuenta con más de 80.000 recursos pedagógicos digitales para estudiantes, apoderados, docentes y directivos.
KerkoCite.ItemAlsoKnownAs: 2339240:2JKEXBRV 2405685:VBF82GCL

The Absent Voices of Development Economics - Subramanian, Arvind; Kapur, Devesh (Project Syndicate, 2021)
Development economics focuses on improving the well-being of billions of people in low-income countries, but the Global South is severely underrepresented in the field. A small number of rich-country institutions dominate, and their growing use of randomized controlled trials in research is entrenching the imbalance.
Section: Economics & Finance KerkoCite.ItemAlsoKnownAs: 2339240:JI4Z5G8C 2405685:DZA5YC5V

Needed: An Ecosystem for Meaningful Digital Innovation in Northern Kenya - Aslan Afrika (Aslan Afrika, 2021)
The information and communications technology (ICT) industry thrives in Kenyan cities, but vast rural tracts in Northern Kenya are stranded on the wrong side of the digital divide. One of the weakest links is a lack of infrastructure, both for […]
KerkoCite.ItemAlsoKnownAs: 2339240:M9U4C6IJ 2405685:4LVDHQIG

Our Kids Are Not Broken - Berger, Ron (The Atlantic, 2021)
I am concerned about how this growing narrative of loss will affect our students, emotionally and academically.
Section: Ideas KerkoCite.ItemAlsoKnownAs: 2339240:PDGZ2NCM 2405685:CCCBBVG4

One year into COVID-19 education disruption: Where do we stand? - UNESCO (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:LCIHMACX 2405685:Q97KARUR

What ‘learning loss’ really means - The Washington Post - Strauss, Valerie (the Washington Post, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5DSLK69D 2405685:EFD7J6UK

GIS for Education Working Group launches to promote data-driven decision-making - The Education Comission (the Education Commission, 2021)
Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?
Section: Updates KerkoCite.ItemAlsoKnownAs: 2405685:Y735WFTU 4042040:JMFPTRHK

Goodhart’s Law and the gaming of UK public spending numbers - Hood, Christopher; Piotrowska, Barbara (Public Performance & Management Review, 2021)
Goodhart’s Law, originally inspired by money-supply indicators, predicts high-consequence administrative numbers tend to be gamed out of meaningfulness. This paper argues that, in addition to the well-documented manipulation of aggregate input numbers at the top-levels of decision making and performance indicators used for output control at the lower level, meso-level gaming happens also on the input side of public expenditure planning and control. A key mechanism through which it operates is creative categorization in the classification of units of spending. Based on a UK study, we explore three questions: can we find evidence for the existence of gaming in public expenditure control, how does the creative categorization work and how material or consequential is it? Using case studies of “protected” spending, public-private partnerships and accounting changes, we show that gaming understood as creative categorization is readily observable in UK public expenditure control and Goodhart’s Law effects can indeed be material or consequential, both in scale and in their implications for government accountability. We conclude that creating new spending categories to control public expenditure and limit gaming is a two-edged sword since it itself creates new opportunities for gaming.
Publisher: Routledge _eprint: https://doi.org/10.1080/15309576.2020.1749092 KerkoCite.ItemAlsoKnownAs: 10.1080/15309576.2020.1749092 2339240:AL7M3EA4 2405685:ZNMNHT5B 4656463:X439Z2RN
Keywords: Goodhart’s Law; creative categorization; fiscal illusions; gaming; public finance management; public spending; rule bending

The development and policies of ICT supporting educational technology in Singapore, Thailand, Indonesia, and Myanmar - Machmud, Muhammad Takwin; Widiyan, Agung Purwa; Ramadhani, Noer Risky (International Journal of Evaluation and Research in Education (IJERE), 2021)
This study has an objective to identify the development and policies of educational technology application in ASEAN countries. Through the literature review and analysis, this recent study has compared the issue of educational technology development and policies in ASEAN countries. The reviewing country has been chosen based on the Information and Communication Technology (ICT) index amongst the ASEAN countries, that are Singapore (as the highest rank), Thailand & Indonesia (as the middle rank), and Myanmar (as the lowest rank). The result of the study shows that the majority of the countries focused to improve network capabilities in supporting online learning, and the policies of each country showed a similarity in improving the technology equity for the learner. However, Singapore shows more advance technological implementation such as the application of broader Artificial Intelligence in classroom activity, while the use of Artificial Intelligence (AI) in Thailand and Indonesia still in developing progress. In conclusion, the technology education development in ASEAN countries has moved forward through the past year and the policies of educational technology for each country have been similar in strengthening the ASEAN plan.
KerkoCite.ItemAlsoKnownAs: 10.11591/ijere.v10i1.20786 2339240:7BX4XLWD 2405685:R2AWMPUW

Annual Status of Education Report. ASER-Pakistan 2021 - ASER Pakistan (ASER Pakistan Secretariate & Idara-e-Taleem-o-Agahi, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:CTU9LA3Q 2339240:MVDNFBGR 2405685:2IATPQCX 2405685:79X8U2KF

Will Every Child Be Able to Read by 2030? Defining Learning Poverty and Mapping the Dimensions of the Challenge - Azevedo, João Pedro; Goldemberg, Diana; Montoya, Silvia; Nayar, Reema; Rogers, Halsey; Saavedra, Jaime; Stacy, Brian William (World Bank Group, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:R5NR9Z2A 2405685:QJ7JZA6T

Nudging at Scale: Experimental Evidence from FAFSA Completion Campaigns - Bird, A., Kelli; Castleman, Benjamin; Denning, Jeffrey; Goodman, Joshua; Lamberton, Cait; Rosinger, Kelly Ochs (Journal of Economic Behaviour & Organization, 2021)
Do nudge interventions that have generated positive impacts at a local level maintain efficacy when scaled state or nationwide? What specific mechanisms explain the positive impacts of promising smaller-scale nudges? We investigate, through two randomized controlled trials, the impact of a national and state-level campaign to encourage students to apply for financial aid for college. The campaigns collectively reached over 800,000 students, with multiple treatment arms to investigate different potential mechanisms. We find no impacts on financial aid receipt or college enrollment overall or for any student subgroups. We find no evidence that different approaches to message framing, delivery, or timing, or access to one-on-one advising affected campaign efficacy. We discuss why nudge strategies that work locally may be hard to scale effectively.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jebo.2020.12.022 2339240:2RVLDCU8 2405685:D63Y92LP

CPD Implementation Roadmap - Cambridge Education (Cambridge Education, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:97LIFQ9D 2405685:APDWFXX2 2405685:AUN7ES7V

Sierra Leone teacher & school MIS developments: Sierra Leone Education Attendance Monitoring System (SLEAMS) and Teacher Records Management (TRM) system - Graham, Hannah (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KB3DUZXF 2405685:5NEC3AR4

Achieving mobile-enabled digital inclusion in Bangladesh - GSMA (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:668LBR98 2405685:W5VR72AL

Value for money and adaptive programming: Approaches, measurement and management - Laws, Ed; Valters, Craig (Overseas Development Institute (ODI), 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:M3LYTQTZ 2405685:TYR3WR4U

Language data for Malawi - Translators Without Borders (Translators without Borders, 2021)
Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2405685:85LDSX3J 4042040:U37DNB2H

Language of Instruction Country Profile: Malawi - USAID (United States Agency for International Development, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:QB34QBQL 4042040:R9YNHPBC

Policy Linking for Measuring Global Learning Outcomes | Education Links - USAID (2021)
Check out the policy linking video below , Express Interest in an Upcoming Training , USAID has worked closely with global partners including with the World Bank, UNESCO Institute for Statistics (UIS)
KerkoCite.ItemAlsoKnownAs: 2339240:VGYD2PE3 2405685:ZJJI7DL8

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

COVID-19 and the surge of absenteeism in SA schools - ISSAfrica (ISS Africa, 2021)
The impact of higher-than-expected absence rates is significant and will be compounded by a third wave.
KerkoCite.ItemAlsoKnownAs: 2339240:UCM5WNR7 2405685:GD7MXME8

Education Finance Watch 2021 - Al-Samarrai, Samer; Cerdan-Infantes, Pedro; Bigarinova, Aliya; Bodmer, Juanita; Vital, Marianne Joy Anacleto; Antoninis, Manos; Bakarat, Bilal Fouad; Murakami, Yuki (World Bank Group, 2021)
Education Finance Watch 2021 (English)
KerkoCite.ItemAlsoKnownAs: 2339240:NHKZM26P 2405685:EZIDC645

يونسکو: په کوچنيوالي کې په مورنۍ ژبه زده کړې د يادښت بنسټ دی - الله, نشرونکی امین (بااحساسه محصلين, 2021)
محصلين (شنبه، د کب۲, ۱۳۹۹هـ ق) د ملګرو ملتونو ښوونیز، علمي او کلتوري سازمان يونسکو، د مورنۍ ژبې نړيوالې ورځې ( د فبروري ۲۱) په مناسبت په خپل پیغام کې ويلي دي چې په مورنۍ ژبه زده کړه بايد د وړوکتوب
KerkoCite.ItemAlsoKnownAs: 2405685:SBGXS4W5 4042040:9A9Z5Y9Z

Mother Language Day 2021: Improving data on mother-tongue languages for better learning outcomes - EdTech Hub (2021)
To celebrate International Mother Language Day 2021, EdTech Hub’s Björn Haßler spoke with Alice Castillejo and Mia Marzotto of Translators without Borders. They talked about the importance of mother tongue-based education and the need to support speakers of marginalised languages. This blog post captures their conversation. “How do we know that speakers of marginalised languages are left behind?” Alice: Research…
KerkoCite.ItemAlsoKnownAs: 2405685:EVU4DEWP 4042040:T3S2AEMN

The changing role of teachers and technologies amidst the COVID 19 pandemic: key findings from a cross-country study - Barron, Maria; Cobo, Cristobal; Munoz-Najar, Alberto; Sanchez Ciarrusta, Inaki (World Bank Blogs - Education for Global Development, 2021)
Despite the overwhelming consequences of the pandemic, this global crisis has also been an extraordinary time for learning.
KerkoCite.ItemAlsoKnownAs: 2339240:Q6F976QJ 2339240:UC2VMBYK 2405685:D3QRPSST 2405685:TZGSSJ5F
Keywords: ___working_potential_duplicate

FOUNDATIONS OF CLASSROOM CHANGE IN DEVELOPING COUNTRIES Vol.2: Synthesis - Guthrie, Gerard (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:XHXMGVY3

Characteristics of Effective Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature - Khalayleh, Abdullah; El-Serafy, Yomna; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4537843 2129771:ZBHBQT7T 2405685:XX2BVQGM
Keywords: Author:Haßler; _yl:a

Final report - Khalayleh, Abdullah; El-Serafy, Yomna; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4540043 2129771:6T2RCX4X 2405685:NWZU67FG
Keywords: Author:Haßler; _yl:b

Right to read: Joint efforts to provide books to minority-language learners - Thaung, Nyi Nyi; Gracie, Kristen (Education for All blog, 2021)
During this world-upending pandemic, ethnolinguistic minority learners are falling further through the cracks. Even if they have access to the technology necessary for distance learning, they will likely not receive content in their own language. Here is what organizations like UNESCO are doing to make sure minority learners don’t fall further behind.
KerkoCite.ItemAlsoKnownAs: 2405685:6ZQXE9WA 4042040:GJTQ6L6K

India’s public edtech broadcast system DIKSHA has a private bottleneck - Banerji, Olina (The Ken, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8VZS43UH 2405685:KYKN689Y

Improving secondary education in Sierra Leone - De, Sourovi; Durrani, Zara; Khurshid, Ayesha (Oxford Policy Management, 2021)
We are leading the monitoring, evaluation and research delivery of a five year programme to improve secondary education and long term growth in Sierra Leone
KerkoCite.ItemAlsoKnownAs: 2405685:268JSEX2 2486141:EJ4VUWUC

Preprinting the COVID-19 pandemic - Fraser, Nicholas; Brierley, Liam; Dey, Gautam; Polka, Jessica K.; Pálfy, Máté; Nanni, Federico; Coates, Jonathon Alexis (bioRxiv, 2021)
The world continues to face a life-threatening viral pandemic. The virus underlying the COVID-19 disease, SARS-CoV-2, has caused over 98 million confirmed cases and 2.2 million deaths since January 2020. Although the most recent respiratory viral pandemic swept the globe only a decade ago, the way science operates and responds to current events has experienced a paradigm shift in the interim. The scientific community has responded rapidly to the COVID-19 pandemic, releasing over 125,000 COVID-19 related scientific articles within 10 months of the first confirmed case, of which more than 30,000 were hosted by preprint servers. We focused our analysis on bioRxiv and medRxiv, two growing preprint servers for biomedical research, investigating the attributes of COVID-19 preprints, their access and usage rates, as well as characteristics of their propagation on online platforms. Our data provides evidence for increased scientific and public engagement with preprints related to COVID-19 (COVID-19 preprints are accessed more, cited more, and shared more on various online platforms than non-COVID-19 preprints), as well as changes in the use of preprints by journalists and policymakers. We also find evidence for changes in preprinting and publishing behaviour: COVID-19 preprints are shorter and reviewed faster. Our results highlight the unprecedented role of preprints and preprint servers in the dissemination of COVID-19 science, and the impact of the pandemic on the scientific communication landscape.
Publisher: Cold Spring Harbor Laboratory Section: New Results KerkoCite.ItemAlsoKnownAs: 10.1101/2020.05.22.111294 2129771:5BNWNCDU 2129771:73S9KNMK 2405685:WG9YMLGJ

Uganda: Students back to school, university in March - Kyeyune, Hamza (Anadolu Agency, 2021)
Some more school classes to start March 1, universities to reopen in staggered manner, says president - Anadolu Agency
KerkoCite.ItemAlsoKnownAs: 2339240:2DZ7I775 2405685:WQR3CKZU

What do developing country governments learn from aid? Evidence from survey experiments with 900 education policymakers in 36 countries - Crawfurd, Lee; Hares, Susannah; Khan, Ayesha; Minardi, Ana; Sandefur, Justin (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8GZJF6IU 2405685:3VT4H3Z4

Computer-assisted instruction tools: A model to guide use in low-and middle-income countries - Kaye, Thomas; Ehren, Melanie (International Journal of Education and Development using Information and Communication Technology, 2021)
Learning outcomes in low- and lower-middle-income countries (LMICs) require significant improvement. With traditional reform efforts taking many years to realise results, education practitioners in LMICs are searching for innovative ways to rapidly strengthen learning outcomes. One tool showing promise is computer-assisted instruction (CAI). While a growing number of studies document CAI’s positive impacts on learning outcomes, others have found nil or negative effects. Research has yet to identify why these differences occur, and, most importantly, which factors must be in place to ensure that CAI contributes to improving learning outcomes. The aim of our research was to fill this gap in the research by developing a model highlighting those factors influencing the results of CAI interventions. Adopting a realist-informed methodology, we analysed 21 resources shared by 13 experts from around the world. We used the results of this analysis to develop a model that outlines key trends that facilitate and/or impede the deployment of CAI tools in LMICs. We find that key factors that should be considered when designing CAI interventions include the operating environment; stakeholder engagement; infrastructure; technological trust; CAI tool design; content curation/creation; student engagement; classroom integration; teacher capacity; student capacity; and data collection and use. This model highlights both these individual elements as well as noting how these elements interact. The model provides a foundation that can guide future research in this under-examined area.
Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:A3WF6P6D 2339240:KUAK4YAL 2339240:XJJARH42 2405685:8H75L794 2405685:PB6US4IE 2405685:U97W3BR2
Keywords: ⛔ No DOI found

Reimagining Girls' Education: Solutions to Keep Girls Learning in Emergencies - Guglielmi, Silvia; Jones, Nicola; Nicolai, Susan; Pereznieto, Paola; Plank, Georgia; Vu, Nhung; Sanchez-Tapia, Ingrid; Mackintosh, Alasdair (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:8ZNTUL5A 2405685:TSIVULXP

Arm-wrestling in the classroom: the non-monotonic effects of monitoring teachers - Lichand, Guilherme; Wolf, Sharon (University of Zurich Department of Economics, 2021)
Teacher absenteeism and shirking are common problems in developing countries. While monitoring teachers should ameliorate those problems, mobilizing parents to do so often leads to small or even negative effects on learning outcomes. This paper provides causal evidence that this might result from non-monotonic effects of monitoring teachers. Cross-randomizing nudges to teachers and parents in Ivory Coast – to motivate and monitor teachers directly, and to mobilize parents –, we find that, in schools where parents are nudged, numeracy and literacy test scores improve by an additional school quarter, and student dropouts decrease by over 50%. In contrast, in schools where both are nudged, there is no effect on either learning outcomes or dropouts – even though the latter also fall by nearly 50% where teachers are nudged alone. In those schools, teachers show up less frequently, allocate less time to career development, and target instruction to top students to a greater extent than in schools where only parents are nudged. Monitoring backfires precisely for teachers who were most motivated at baseline, consistent with monitoring intensity eventually crowding out intrinsic motivation. Our results have implications for the design of accountability programs above and beyond education.
Num Pages: 79 Number: 357 Publisher: University of Zurich KerkoCite.ItemAlsoKnownAs: 2339240:25SIYBSH 2405685:8JXUFKSH

Transforming Education Service Delivery Through Evidence-Informed Policy and Practice - The Ministry of Basic and Senior Secondary Education (MBSSE) (The Ministry of Basic and Senior Secondary Education (MBSSE), 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4550561 2129771:49ZQ5QHA 2405685:F2VBE6CR

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

Jusoor’s WhatsApp-Assisted Learning Programme: Sprint Review 1 - Tutunji, Suha; Boujikian, Michèle; Carter, Alice; Atkinson, Grace (2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4468599 2405685:AR38F6N8
Keywords: ___working_potential_duplicate

Summary: Webinar on COVID-19 fallout on poverty and livelihoods in Bangladesh: results from SANEM’s nation-wide survey conducted in Nov-Dec 2020 - SANEM (SANEM, 2021)
The 10th episode of SANEM Shongzog on "COVID-19 Fallout on Poverty and Livelihoods in Bangladesh: Results from SANEM's Nationwide Survey (Nov-Dec 2020)" was held on 23 January 2021.
KerkoCite.ItemAlsoKnownAs: 2339240:KE7K5Y72 2405685:9MSRWZEF

Intentional and logical survey and audience data collection: KoBo Toolbox - Carver, D (The Content Technologist, 2021)
KoBo Toolbox's robust survey platform is free to use for all as a data collection tool, optimized for many devices and environments.
KerkoCite.ItemAlsoKnownAs: 2405685:JI2QVECB 2486141:AR5ECTYZ

South Africa: Schools to stay closed amid surge in coronavirus cases - Ongmu, Kalden (WION, 2021)
The reopening of South African schools for the new academic year has been postponed by two weeks in the wake of rising new covid-19 variant cases. “All stakeholders were united in supporting a delay in the opening of schools. Given the pressure experienced by the health system in the past weeks due to covid-19, the council of education, ministers in conjunction with NCCC and cabinet has taken a decision to delay the reopening of both public and private schools by two weeks, Deputy Minister of Basic Education, Reginah Mhaule said.
KerkoCite.ItemAlsoKnownAs: 2339240:Y3LQKI97 2405685:BTK7JUSE

'Paradox' of Korail slum during COVID-19: ethnography of governance from below - BIGD (2021)
Urban slums are one of the most vulnerable communities during the COVID-19 pandemic; overcrowding and resource constraints make physical distancing and self-quarantine nearly impossible, creating a risk of a rapid spread of the infection. The conversations in the media and among other stakeholders were focused on these risk factors as well as the economic distress of the people in slums created by the pandemic. However, these discussions were primarily based on the perspectives of 'outsiders', with limited understanding of what was happening in the slums. With this gap in mind, we conducted an anthropological exploration of Korail, the largest slum in Dhaka city from September to December 2020, to uncover the emic views of slum dwellers' everyday life during the pandemic and understand the outbreak from their perspective. Findings from the study were presented in our webinar "'Paradox' of Korail slum during COVID-19: Ethnography of Governance from Below" on Thursday, 21 January 2021 from 4:00 pm to 5:30 pm (GMT+6), by Dr Shahaduz Zaman, Reader in Medical Anthropology and Global Health, Brighton and Sussex Medical School. This study is a part of the Covid Collective initiative. Supported by the UK Foreign Commonwealth and Development Office (FCDO), the Covid Collective is based at the Institute of Development Studies (IDS). The Collective brings together the expertise of, UK and Southern-based research partner organisations and offers a rapid social science research response to inform decision-making on some of the most pressing Covid-19 related development challenges.
KerkoCite.ItemAlsoKnownAs: 2339240:KE9IRVX3 2405685:Z8CMANRJ

DEFI Launch Presentation - DEFI Cambridge (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:N39L59NI 2405685:QSW66P3B

Schools in Ghana reopen as covid-19 cases surge - AfricaNews (Africanews, 2021)
Temperature checks and mandatory wearing of masks as schools in Ghana reopen for the 2020/2021 calendar after ten months of closure. The shutdown of the academic calendar was in response to the outbreak of the coronavirus in March last year.
KerkoCite.ItemAlsoKnownAs: 2339240:JRJ8TDSS 2405685:BUVNZQ5M

Coronavirus: Rwanda and Malawi shut schools as cases surge - AfricaNews (Africanews, 2021)
Africa has reported over 3.1 million cases and more than 76,000 deaths since the outbreak started,
KerkoCite.ItemAlsoKnownAs: 2339240:8HEGJ8DW 2405685:FTC6JMP2

World Bank helps Bangladesh provide education and skills training to poor children and youths - ReliefWeb (OCHA, 2021)
English News and Press Release on Bangladesh about Contributions, Education, Epidemic and more; published on 18 Jan 2021 by World Bank
KerkoCite.ItemAlsoKnownAs: 2339240:YW8V8Z46 2405685:BLFQEDDB

Mobile Penetration and Growth in Kenya - Kibuacha, Frankline (GeoPoll, 2021)
Kenya is one of the most technology-advanced countries in Africa, which has had many christen it the Silicon Savannah, powered by its mobile penetration.
KerkoCite.ItemAlsoKnownAs: 2339240:SZABY9CX 2405685:DBYZ5YH6

Effects of school closures on secondary school teachers and leaders in Rwanda: results from a phone survey - Laterite; Research for Equitable Access and Learning (REAL) Centre (The Education and Development Forum (UKFIET), 2021)
This blog was written by Laterite and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, who are working together as learning partners on the Mastercard Foundation’s Leaders in Teachers initiative in Rwanda. On 14 March 2020, the Government of Rwanda announced the closure of all schools in the country […]
KerkoCite.ItemAlsoKnownAs: 2339240:R8H65BXX 2405685:4K2K8SW5

Academic Recovery Programmes in the Eastern Caribbean — Literature Review - Haßler, Björn; Adam, Taskeen; Blower, Thomas; Megha-Bongnkar, Ghislaine (Open Development & Education, 2021)
This report was commissioned by the Organization of the Eastern Caribbean states. It reviews the literature on Academic Recovery Programmes with view to applicability in the Eastern Caribbean, and particularly Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines.
Colophon: Commissioned by the Organization of Eastern Caribbean States, Castries, Saint Lucia. KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4555872 2129771:DZA3GVBD 2405685:MNS7ECK7
Keywords: Author:Haßler; AuthorFirst:Haßler; _C:Dominica DMA; _C:Grenada GRD; _C:Saint Lucia LCA; _C:Saint Vincent and the Grenadines VCT; _yl:b

Radio in Education in the Face of COVID-19 - Núñez, Felix (Institute for the Future of Education, 2021)
The pandemic came to reaffirm radio as a flexible, massive, low-cost, and long-range communication medium for education.
KerkoCite.ItemAlsoKnownAs: 2339240:U69AUKVX 2405685:CK8VWPIP

Children in the digital environment: Revised typology of risks - OECD (OECD, 2021)
The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives.
KerkoCite.ItemAlsoKnownAs: 10.1787/9b8f222e-en 2339240:XHMZ9GF7 2405685:356IBD77

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

Education in Africa: What are we learning? - Evans, David K; Mendez Acosta, Amina (Journal of African Economies, 2021)
Abstract Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64% of the studies evaluate government-implemented programs, 36% include detailed cost analysis and 35% evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).
KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa009 2405685:ZLY77F8G 4042040:NZPKHM3S

An Investigation of pre-service teachers' motives for using Instagram: Pre-service teachers' motives for using Instagram - Ramazanoğlu, Mehmet; Toytok, Esef Hakan (International Journal of Curriculum and Instruction, 2021)
The aim of the study was to determine the motivations of pre-service teachers to use Instagram program, which is one of the common social media tools, in the context of developments in information and communication technologies in order to achieve sustainable learning and examine them according to various variables. The study was designed via descriptive survey model in the quantitative method. The population of the research consisted of pre-service teachers who pursued their education at the Faculty of Education of Siirt University in the spring term of 2018-2019 academic year. In the study, convenient sampling (easily accessible) and criterion sampling methods were utilized. In this context, 384 of the 495 scales distributed were returned and 56 of them were excluded from the research because they were not properly filled, 163 of them were excluded from the research because they did not meet the criteria; therefore, opinions of 165 pre-service teachers were included in the research and analysed. Personal demographic form and Instagram usage motivation scale were used as data collection tool of the research. The results obtained in the research showed that pre-service teachers use Instagram for social escape / relaxation and personal development / self-expression the most with respect to their motivations to use Instagram while they use it with the purpose of entertainment / habit the least. It was observed that Instagram using motivations of pre-service teachers show significant differences in different factors according to gender, age, department and daily time spent in Instagram variables. In addition, it was found out that pre-service teachers should be able to use the Instagram program, which is one of the world-renowned social networking software, for a sustainable education and training life more dynamically and effectively.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:CPP7DSJE 2405685:VS56Z2RB
Keywords: ⛔ No DOI found

Edtech disruption logic and policy work: the case of an Israeli edtech unit - Ramiel, Hemy (Learning, Media and Technology, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2020.1737110 2339240:NG3PRUUD 2405685:RZNY4AE7

How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in the Gambia - Eble, Alex; Frost, Chris; Camara, Alpha; Bouy, Baboucarr; Bah, Momodou; Sivaraman, Maitri; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Brady, Tony; Gawron, Piotr; Vansteelandt, Stijn; Boone, Peter; et al. (Journal of Development Economics, 2021)
Despite large schooling and learning gains in many developing countries, children in highly deprived areas are often unlikely to achieve even basic literacy and numeracy. We study how much of this problem can be resolved using a multi-pronged intervention combining three interventions known to be separately effective. We conducted a cluster-randomized trial in The Gambia evaluating a literacy and numeracy intervention designed for primary-aged children in remote parts of poor countries. The intervention combines para teachers delivering after-school supplementary classes, scripted lesson plans, and frequent monitoring focusing on improving teacher practice (coaching). A similar intervention previously demonstrated large learning gains in rural India. After three academic years, Gambian children allocated to the intervention scored 46 percentage points (3.2 SD) better on a combined literacy and numeracy test than control children. Our results demonstrate that, in this type of area, aggressive interventions can yield far greater learning gains than previously shown.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2020.102539 2339240:SYNTYYVY 2405685:NWHCQ652 4656463:APB653HY

The Views of University Students About the Achievements and Motivations of the Distance Education Process During the Pandemic Period - Güldal Kan, Şebnem; Çaltıkuşu, Çilem; Şensoy, Şeniz (Propósitos y Representaciones, 2021)
The aim of this study is to examine the views of students about the achievements and motivations of thedistance education processes in universities during the pandemic period. The working group consists of 68 prospective teachers who continue their undergraduate programs in different departments of a private university in Northern Cyprus in the 2019-2020 spring academic year. All these participantsarestudying at thevariousdepartments of theFaculty of Education as 17 are in Pre-school Education, 28 in PrimaryEducationMathematics, 6 in PrimaryEducation, 1 in HistoryTeaching, 12 in Special Needs Education, 4 of them arestudying in Guidance and Psychological Counseling. The study is a qualitative study and the design of the study is determined as a case study. 42 female and 26 male teacher candidates participated in the study group. The majority of the participants are prospective teachers studying in their final year at university. While choosing the participants, easily accessible case sampling from purposeful sampling type was used. A Semi-structured interview form was used as a toolfordata collection. Later, the opinions of the experts were obtained and the interview questions were re-arranged accordingly and applied to the participants. As a result of the research, it was concluded that the psychological trauma experienced by teacher candidates during distance education at thepandemicperiodaffects both the success and motivation of their lessons.
KerkoCite.ItemAlsoKnownAs: 10.20511/pyr2021.v9nSPE3.1165 2339240:3524XZX7 2405685:AE8RCH6V

Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: a multidisciplinary comparison of coverage via citations - Martín-Martín, Alberto; Thelwall, Mike; Orduna-Malea, Enrique; Delgado López-Cózar, Emilio (Scientometrics, 2021)
New sources of citation data have recently become available, such as Microsoft Academic, Dimensions, and the OpenCitations Index of CrossRef open DOI-to-DOI citations (COCI). Although these have been compared to the Web of Science Core Collection (WoS), Scopus, or Google Scholar, there is no systematic evidence of their differences across subject categories. In response, this paper investigates 3,073,351 citations found by these six data sources to 2,515 English-language highly-cited documents published in 2006 from 252 subject categories, expanding and updating the largest previous study. Google Scholar found 88% of all citations, many of which were not found by the other sources, and nearly all citations found by the remaining sources (89–94%). A similar pattern held within most subject categories. Microsoft Academic is the second largest overall (60% of all citations), including 82% of Scopus citations and 86% of WoS citations. In most categories, Microsoft Academic found more citations than Scopus and WoS (182 and 223 subject categories, respectively), but had coverage gaps in some areas, such as Physics and some Humanities categories. After Scopus, Dimensions is fourth largest (54% of all citations), including 84% of Scopus citations and 88% of WoS citations. It found more citations than Scopus in 36 categories, more than WoS in 185, and displays some coverage gaps, especially in the Humanities. Following WoS, COCI is the smallest, with 28% of all citations. Google Scholar is still the most comprehensive source. In many subject categories Microsoft Academic and Dimensions are good alternatives to Scopus and WoS in terms of coverage.
arXiv: 2004.14329 KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-020-03690-4 2129771:IWZPRDY7 2129771:XUN8HY6M 2129771:Z9YDWKR6 2405685:SN9E5TSM
Keywords: Computer Science - Digital Libraries

The last mile in school access: Mapping education deserts in developing countries - Rodriguez-Segura, Daniel; Kim, Brian Heseung (Development Engineering, 2021)
With recent advances in high-resolution satellite imagery and machine vision algorithms, fine-grain geospatial data on population are now widely available: kilometer-by-kilometer, worldwide. In this paper, we showcase how researchers and policymakers in developing countries can leverage these novel data to precisely identify “education deserts” – localized areas where families lack physical access to education – at unprecedented scale, detail, and cost-effectiveness. We demonstrate how these analyses could valuably inform educational access initiatives like school construction and transportation investments, and outline a variety of analytic extensions to gain deeper insight into the state of school access across a given country. We conduct a proof-of-concept analysis in the context of Guatemala, which has historically struggled with educational access, as a demonstration of the utility, viability, and flexibility of our proposed approach. We find that the vast majority of Guatemalan population lives within 3 km of a public primary school, indicating a generally low incidence of distance as a barrier to education in that context. However, we still identify concentrated pockets of population for whom the distance to school remains prohibitive, revealing important geographic variation within the strong country-wide average. Finally, we show how even a small number of optimally-placed schools in these areas, using a simple algorithm we develop, could substantially reduce the incidence of education deserts in this context. We make our entire codebase available to the public – fully free, open-source, heavily documented, and designed for broad use – allowing analysts across contexts to easily replicate our proposed analyses for other countries, educational levels, and public goods more generally.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.deveng.2021.100064 2405685:RIEFMI2C 4042040:NKVNSSIM
Keywords: Access to education; Education deserts; Education in developing countries; School placement

Reopening Schools - When and how - Campe (Evernote, 2021)
Timing of the survey - The survey was conducted between 7 to 22 November 2020. Slide 9 - % students who participated in distance learning in the last 2 weeks prior to the survey Primary - 31.4% Second...
KerkoCite.ItemAlsoKnownAs: 2339240:3PDAXZPR 2405685:MUJGM6QH

A Design Approach to Mathematics Teacher Educator Development in East Africa - Golding, Jennie; Batiibwe, Marjorie Sarah K. (Journal of Research and Advances in Mathematics Education, 2021)
Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning 'Mathematical Thinking and IT' course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, 'What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?' A variety of qualitative tools were used to track the course's impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators' institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints.
Publisher: Universitas Muhammadiyah Surakarta Department of Education KerkoCite.ItemAlsoKnownAs: 10.23917/jramathedu.v6i1.11898 2339240:2HL3R784 2405685:T28BZSGT
Keywords: Blended Learning; Distance Education; Elementary School Mathematics; Foreign Countries; Mathematics Teachers; Pedagogical Content Knowledge; Professional Development; Program Effectiveness; Teacher Collaboration; Teacher Educators; Technological Literacy; Technology Integration

Incentives for Mayors to Improve Learning: Evidence from State Reforms in Ceará, Brazil - Lautharte, Ildo; de Oliveira, Victor Hugo; Loureiro, Andre (World Bank, 2021)
Financial incentives for students, teachers, and schools are often used to promote learning. Yet, little is known about whether similar incentives for mayors produce analogous findings. This paper investigates this question by exploring a results-based financing reform in Ceará, Brazil, which redistributes state resources to municipalities based on education performance. Comparing schools on both sides of Ceará's border over key implementation periods, the paper shows that ninth grade students who were exposed to the results-based financing performed 0.15 standard deviation higher on mathematics and language tests. These impacts increase twofold when Ceará offers technical assistance to municipalities (pedagogical and managerial) and become significant for fifth graders. These gains are seen among students in the top performance quantiles, but reformulating the results-based financing rule to penalize municipalities with more low performers significantly reduces learning gaps. The paper discuss several mechanisms: the selection of school principals, teacher training, the provision and quality of textbooks, curriculum coverage, and school homework.
Accepted: 2021-01-21T14:36:24Z KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9509 2339240:GKGSBWGY 2405685:ZJ2R4FBX 4656463:YFBR67RD
Keywords: Education; Learning Incentives; Municipal Governance; Public Sector Reform; Results-Based Financing; Secondary Education; Student Performance; Teacher Effectiveness; Teacher Training; Technical Assistance

A Roadmap for Measuring Distance Learning - Morris, Emily; Farrell, Anna; Venetis, Emma (USAID, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:FCKJVJ9N 2405685:KLDWAH4G

A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Report] - Rahman, Tashmina; Sharma, Uttam (World Bank, 2021)
This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank . We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.
Accepted: 2021-01-25T16:58:03Z KerkoCite.ItemAlsoKnownAs: 2339240:A2JMJBKU 2405685:TU8UCJ3G
Keywords: Coronavirus; Covid-19; Distance Learning; Education Quality; Pandemic Impact; Primary Education; School Closure; School Dropout; Secondary Education; Student Learning

A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Web page] - Rahman, Tashmina; Sharma, Uttam (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:KMHYAN74 2405685:5NGZFQW4

A simulation of COVID-19 school closure impact on student learning in Bangladesh - Rahman, Tashmina; Sharma, Uttam; World Bank (World Bank, 2021)
This Note presents results from a series of simulations that aim to capture the impacts that school closures in Bangladesh might have on the learning levels, enrollment and future earnings of children and students using a methodological tool developed by the Education Global Practice of the World Bank. We find that overall loss in learning for every child enrolled in school even in the most optimistic scenario is expected to be substantial and the economic implications of the learning losses are huge. Available data also indicates that remote learning requires to be made more effective. It is hoped that the insights from this note will be useful for the government, non-government, private sector and civil society engaged in education service delivery as they are attempting to forge effective partnerships during and after the crisis. There is an urgent need to substantially reduce additional dropouts and absenteeism through stipends and safe school opening and communication campaigns.
KerkoCite.ItemAlsoKnownAs: 2339240:WGZJQAIX 2405685:BS37TZAZ
Keywords: Access to Computers; Access to Education; Achievement Gains; Age Differences; At Risk Students; Attendance; Bangladesh; Barriers; COVID-19; Delivery Systems; Disadvantaged Youth; Distance Education; Dropout Prevention; Economic Impact; Elementary Secondary Education; Foreign Countries; Gender Differences; Handheld Devices; Income; Pandemics; Partnerships in Education; Program Effectiveness; Radio; Remedial Instruction; Rural Urban Differences; School Closing; Simulation; Telecommunications; Television

Scoping call notes (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:NS49QAFX 2405685:FQ95A2N2

SWOT analysis - Wikipedia (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:4BSUXA84 2405685:237C543A

The STEM Gap: Women and Girls in Science, Technology, Engineering and Mathematics - Aauw (AAUW : Empowering Women Since 1881, 2021)
Giving women equal opportunities to pursue — and thrive in — STEM careers helps narrow the gender pay gap, enhances women’s economic security and ensures a diverse and talented STEM workforce and prevents biases in these fields and the products and services they produce.
KerkoCite.ItemAlsoKnownAs: 2339240:BFKLH3RF 2405685:EVC72RBB

Pakistan Education Statistics 2017-18 - Academy of Educational Planning and Management (Government of Pakistan, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:X4RR987V 2405685:YAJNGEUA

Integrating ICT into schools in Sub-Saharan Africa: from teachers’ capacity building to classroom implementation - Agyei, D. D (Education and Information Technologies, 2021)
This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics (STEM) teacher participants from six Sub-Saharan African countries namely: Kenya, Tanzania, Uganda, Ethiopia, Ghana and Nigeria. The teachers were involved in an instructional digital professional development programme targeted at building their capacity to embed ICT into school organizational and curriculum practices. This study sought to evaluate the impact of the ICT- instructional professional development programme in relation to the quality and the extent of the teachers’ transfer of the programme’s ideas from capacity building to classroom instructional practices. Data for the study were collected using semi-structured survey instrument and diaries kept to maintain records of activities and events during the period of implementation. Findings revealed that the teachers expressed general satisfaction with content and processes of the training programme; however, essential conditions to support transfer of the training’s ideas to school level seemed not adequate during the period of implementation. Implications for effective professional development in integrating ICT into school organization and curriculum practices that have sustainable impact on teaching and learning particularly in Sub-Saharan regions and similar contexts are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10253-w 2339240:KC5AR578 2405685:7JSGE6JR

Pakistan personal data protection bill termed vague - Pakistan - DAWN.COM - Ali, Kalbe (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:S399V33N 2405685:W7ABZDDN

Impact Evaluation of Funda Wande Coaching Intervention Midline Findings: Midline II - Ardington, Cally (SALDRU, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:GPB7DA4P

Preservice Classroom Teachers' Views of Distance Education Science Laboratory Activities - Arslan, Ayten (International Online Journal of Education and Teaching, 2021)
This study investigated preservice classroom teachers' views of distance education science laboratory (lab) activities (DESLA). The study adopted a phenomenology design, which is a qualitative research method. The sample consisted of 34 students (25 women and nine men) from the department of classroom teaching of the education faculty of a public university. Participants were recruited using convenience sampling. Data were collected online (Google Forms) via Google Drive using an open-ended question form developed by the researcher based on a literature review and expert feedback. The data were analyzed using content analysis, a qualitative data analysis method. The results showed that participants had positive and negative opinions about DESLA. They had numerous academic, social, and professional experiences but also faced some challenges. They pointed out the pros and cons of DESLA. Most participants stated that they preferred face-to-face science lab activities to DESLA. The results also showed that DESLA improved participants' attitudes towards science lab activities in general.
Publisher: Informascope KerkoCite.ItemAlsoKnownAs: 2339240:4SZS5FV2 2405685:RCBWSW7G
Keywords: Barriers; COVID-19; Distance Education; Educational Technology; Foreign Countries; Pandemics; Preservice Teachers; Program Effectiveness; School Closing; Science Instruction; Science Laboratories; Student Attitudes; Technology Uses in Education; ⛔ No DOI found

How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers? - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (Development and Change, 2021)
This article investigates the extent to which education publications authored by researchers based in sub-Saharan Africa are published as open access (OA). We draw on bibliometric analysis of 1,858 peer-reviewed articles over the period 2010‒18, together with interviews with 31 academics based in the region. Overall, we find a steady increase in OA publishing in the region over this period, although the proportion of OA publications remains low. The study finds that: (1) open access articles by researchers in sub-Saharan Africa are concentrated in journals with a lower impact factor; and (2) authors in sub-Saharan Africa tend to publish in higher quality journals behind a paywall, rather than in lower quality journals that either have no or lower cost for open access.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/dech.12639 KerkoCite.ItemAlsoKnownAs: 10.1111/dech.12639 2339240:AK4DTNUU 2405685:M7Q436YL

Measuring the Impact of COVID-19 on Education in Pakistan - ASER (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:BCG436IW 2405685:8TYDD3BX

A better Environment for Education in Sudan - Ashii, Hadeel Agab (2021)
In preparation for schools reopening, UNICEF is supporting the rehabilitation of classrooms and latrines in Sudan
KerkoCite.ItemAlsoKnownAs: 2339240:E4TPN65U 2405685:M2LX358G

Formative Evaluation of GPE’s Support for Response to the COVID-19 Crisis - Aslam, Monazza; Rawal, Shenila (GPE, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2GTLVYSK 2405685:JE4H77VI 4656463:KE8N3UI9

The State of the Global Education Crisis : A Path to Recovery - Azevedo, Joao Pedro; Wagner, De; Rogers, F. Halsey; Cloutier, Marie-Helene; Chakroun,, Borhene; Chang, Gwang-Chol; Mizunoya, Suguru (UNESCO, UNICEF, World Bank, 2021)
The State of the Global Education Crisis : A Path to Recovery (English)
KerkoCite.ItemAlsoKnownAs: 2339240:ZGAKLDEC 2405685:T4QB58CA

A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration - Barahona, Malba; Davin, Kristin J. (Profile Issues in Teachers` Professional Development, 2021)
Publisher: Universidad Nacional de Colombia. KerkoCite.ItemAlsoKnownAs: 10.15446/profile.v23n1.85326 2339240:GXCBVJNW 2405685:ZDIR8KPV

The kids are not alright: Three ways EdTech can support student’s wellbeing during the COVID-19 pandemic and beyond - Baron, Maria; Twinomugisha, Alex (2021)
The kids are not alright: Three ways EdTech can support student’s wellbeing during the COVID-19 pandemic and beyond
KerkoCite.ItemAlsoKnownAs: 2339240:JQXV6EGN 2405685:I9KKXYVK

The Effects of Micro-Reflective Teaching Practices on the Professional Skill Development of Pre-Service Physics Teachers - Batman, Demet; Saka, Ahmet Zeki (The Turkish Online Journal of Educational Technology, 2021)
The aim of this study is to find out the effects of micro-reflective teaching practices on the professional skill development of pre-service physics teachers. It was planned as an experimental study with one group pretestposttest and supported by the case study method. The data were collected by using professional skill scale, observation form and reflective diaries. The sample of the study composed of 13 (6 female, 7 male) pre-service teachers were studying in a Physics Teaching Program in an education faculty in north-eastern Turkey. Each preservice teacher implemented 5 micro-reflective teaching practice within the scope of the research. These practices were recorded by the camera. At the end of each practice pre-service teachers watched themselves and wrote their reflective diaries. The data obtained from the scales and the observation form were analyzed by using the Wilcoxon Signed Rank Test, and the data acquired from the reflective diaries were examined based on interpretive analysis. The findings based on the data obtained from the professional skill scale, observation forms and the reflective diaries indicate that micro-reflective teaching practices help improve pre-service physics teachers’ basic professional skills; subject matter mastery, planning, communication, classroom management, and evaluation.
KerkoCite.ItemAlsoKnownAs: 2339240:EA3ENAW4 2405685:HPCS26CF
Keywords: ⛔ No DOI found

Take-up, Use, and Effectiveness of Remote Learning Technologies in Bangladesh during COVID-19 - Beam, E; Mukherjee, P; Navarro-Sola, L (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:2BEQ3IEH 2405685:PW8FDPUE

Take-Up, Use, and Effectiveness of Remote Technologies Endline Report - Beam, Emily A.; Mukherjee, Priya; Navarro-Sola, Laia; Ferdosh, Junnatul; Sarwar, Md. Afzal Hossain (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:ZM9FYFUF 2405685:L52XXFSJ
Keywords: ⛔ No DOI found

Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone - Belfield, Sophie; Mathur, Meenu; Caine, Ellie (FCDO - GEC, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:GMMKRGS8 2405685:79GPUNG4

Interrater Reliability in Systematic Review Methodology: Exploring Variation in Coder Decision-Making - Belur, Jyoti; Tompson, Lisa; Thornton, Amy; Simon, Miranda (Sociological Methods and Research, 2021)
A methodologically sound systematic review is characterized by transparency, replicability, and a clear inclusion criterion. However, little attention has been paid to reporting the details of interrater reliability (IRR) when multiple coders are used to make decisions at various points in the screening and data extraction stages of a study. Prior research has mentioned the paucity of information on IRR including number of coders involved, at what stages and how IRR tests were conducted, and how disagreements were resolved. This article examines and reflects on the human factors that affect decision-making in systematic reviews via reporting on three IRR tests, conducted at three different points in the screening process, for two distinct reviews. Results of the two studies are discussed in the context of IRR and intrarater reliability in terms of the accuracy, precision, and reliability of coding behavior of multiple coders. Findings indicated that coding behavior changes both between and within individuals over time, emphasizing the importance of conducting regular and systematic IRR and intrarater reliability tests, especially when multiple coders are involved, to ensure consistency and clarity at the screening and coding stages. Implications for good practice while screening/coding for systematic reviews are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1177/0049124118799372 2405685:CL8BQKLI
Keywords: coding; interrater reliability; precision; replicability; screening; systematic review; κ statistic

Calling the tech industry: Hear from your next generation of female digital talent - Beresford, L. (GSMA, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:G5YBWXGQ 2405685:9YBE276S

Ethical Considerations When Using Geospatial Technologies for Evidence Generation - Berman, G; de la Rosa, S; Accone, T (UNICEF Office of Research- Innocenti, 2021)
Geospatial technologies have transformed the way we visualize and understand situations. They are used to acquire, manipulate, store and visualize geographical information, including information on where individuals, groups and infrastructure are loc
KerkoCite.ItemAlsoKnownAs: 2405685:EPRCM8H8 4042040:7VDIMRPE

Remote learning in the times of COVID-19 - Bhushan, Mayank; Joshi, Pratibha; Sharma, Sudhanshu (Central Square Foundation, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EBAPFZA3 2405685:PHHVIFHN

Transforming Traditional Teaching Laboratories for Effective Remote Delivery–A Review - Bhute, Vijesh J.; Inguva, Pavan; Shah, Umang; Brechtelsbauer, Clemens (Education for Chemical Engineers, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ece.2021.01.008 2405685:P26SWL49

China bans for-profit school tutoring in sweeping overhaul - Bloomberg news (Bloomberg News, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:L3KQTJH8 2405685:ERRNQZBS

DIGITAL LEARNING FOR EVERY CHILD: CLOSING THE GAPS FOR AN INCLUSIVE AND PROSPEROUS FUTURE - Brossard, Matt; Carnelli, Marta; Chaudron, Stephane; Di-Gioia, Rosanna; Dreesen, Thomas; Kardefelt-Winther, Daniel; Little, Céline; Yameogo, Jean Luc (UNICEF, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D9ZQQYQE 2405685:EFSU4PM3
Keywords: ⛔ No DOI found

Radical solutions for education in a crisis context: COVID-19 as an opportunity for global learning - Burgos, Daniel; Tlili, Ahmed; Tabacco, Anita (2021)
OCLC: 1232510584 KerkoCite.ItemAlsoKnownAs: 2405685:Q67F2S69

Technology in Education. Background paper prepared for the 2023 Global Education Monitoring Report - Burns, Mary (UNESCO, 2021)
This think piece was commissioned by the Global Education Monitoring Report (GEM Report) Team to provide initial conceptual framing for the 2023 GEM Report, which focuses on information and communications technologies in education, or educational technology. The topics in this think piece were proposed by the GEM Report Team. As much as space permits, the think piece takes both a close up and wide-angle approach to technology.The think piece focuses, as much as possible, on research outlining the educational benefits of technology and organises educational technology along three axes: (1) technology as a learning tool; (2) technology to deliver learning; and (3) technology to support learning, outlining the uses, benefits, challenges, and additional areas for research associated with each. It discusses the technology tools associated with each category and poses additional research questions that the GEM Reporting Team may wish to explore for the Global Education Monitoring Report.
KerkoCite.ItemAlsoKnownAs: 2339240:M9QPC59P 2405685:KGTU7JWX

Así dio vuelta el consumo mediático en El Salvador durante la COVID-19 - Carballo, Willian; Marroquín, Amparo (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:UWJ58EHE 2405685:B5G65ERZ

The problematic concept of native speaker in psycholinguistics: Replacing vague and harmful terminology with inclusive and accurate measures. - Cheng, Lauretta S. P.; Burgess, Danielle; Vernooij, Natasha; Solís-Barroso, Cecilia; McDermott, Ashley; Namboodiripad, Savithry (Frontiers in Psychology, 2021)
Though the term NATIVE SPEAKER/SIGNER is frequently used in language research, it is inconsistently conceptualized. Factors, such as age, order, and context of acquisition, in addition to social/cultural identity, are often differentially conflated. While the ambiguity and harmful consequences of the term NATIVE SPEAKER have been problematized across disciplines, much of this literature attempts to repurpose the term in order to include and/or exclude certain populations. This paper problematizes NATIVE SPEAKER within psycholinguistics, arguing that the term is both unhelpful to rigorous theory construction and harmful to marginalized populations by reproducing normative assumptions about behavior, experience, and identity. We propose that language researchers avoid NATIVE SPEAKER altogether, and we suggest alternate ways of characterizing language experience/use. The vagueness of NATIVE SPEAKER can create problems in research design (e.g., through systematically excluding certain populations), recruitment (as participants’ definitions might diverge from researchers’), and analysis (by distilling continuous factors into under-specified binary categories). This can result in barriers to cross-study comparison, which is particularly concerning for theory construction and replicability. From a research ethics perspective, it matters how participants are characterized and included: Excluding participants based on binary/essentialist conceptualizations of nativeness upholds deficit perspectives toward multilingualism and non-hegemonic modes of language acquisition. Finally, by implicitly assuming the existence of a critical period, NATIVE SPEAKER brings with it theoretical baggage which not all researchers may want to carry. Given the issues above and how ‘nativeness’ is racialized (particularly in European and North American contexts), we ask that researchers consider carefully whether exclusion of marginalized/minoritized populations is necessary or justified—particularly when NATIVE SPEAKER is used only as a way to achieve linguistic homogeneity. Instead, we urge psycholinguists to explicitly state the specific axes traditionally implied by NATIVENESS that they wish to target. We outline several of these (e.g., order of acquisition, allegiance, and comfort with providing intuitions) and give examples of how to recruit and describe participants while eschewing NATIVE SPEAKER. Shifting away from harmful conventions, such as NATIVE SPEAKER, will not only improve research design and analysis, but also is one way we can co-create a more just and inclusive field.
KerkoCite.ItemAlsoKnownAs: 2405685:IA87WKAM 4042040:MAGAPHFF

Home Literacy and Numeracy Environments in Asia - Cheung, Sum Kwing; Dulay, Katrina May; Yang, Xiujie; Mohseni, Fateme; McBride, Catherine (Frontiers in Psychology, 2021)
The home learning environment includes what parents do to stimulate children’s literacy and numeracy skills at home and their overall beliefs and attitudes about children’s learning. The home literacy and numeracy environments are two of the most widely discussed aspects of the home learning environment, and past studies have identified how socioeconomic status and parents’ own abilities and interest in these domains also play a part in shaping children’s learning experiences. However, these studies are mostly from the West, and there has been little focus on the situation of homes in Asia, which captures a large geographical area and a wide diversity of social, ethnic, and linguistic groups. Therefore, this paper aims to review extant studies on the home literacy and numeracy environments that have been conducted in different parts of Asia, such as China, the Philippines, India, Iran, Turkey, and the United Arab Emirates. Specifically, we explore how parents in these places perceive their roles in children’s early literacy and numeracy development, the methods they regard as effective for promoting young children’s literacy and numeracy learning, and the frequency with which they engage their young children in different types of home literacy and numeracy activities. We also examine studies on the relationship of the home literacy and numeracy environment with young children’s developmental outcomes, and the effectiveness of parent training programs to improve the home literacy and numeracy environments in these contexts. By examining potential trends in findings obtained in different geographical areas, we can initially determine whether there are characteristics that are potentially unique to contexts in Asia. We propose future research directions that acknowledge the role of cultural values and social factors in shaping the home learning environment, and, by extension, in facilitating children’s early literacy and numeracy development.
KerkoCite.ItemAlsoKnownAs: 2405685:9TNTDVH5 4042040:L9ALXHIR

Colandr Community - Colandr (Colandr Community, 2021)
Colandr is powered by machine learning and natural language processing approaches that drive smart-sorting of citations and predictive document classification
KerkoCite.ItemAlsoKnownAs: 2339240:TV27Q4AH 2405685:DTNEXTYW

La Mochila, una plataforma con herramientas para la vida - Coschool (Coschool, 2021)
Transformar tu entorno desde la educación socioemocional sí es posible, hoy te presentamos LA MOCHILA, una de nuestras herramientas de digitalización donde aprenderás a fortalecer distintas habilidades para la vida,
KerkoCite.ItemAlsoKnownAs: 2339240:KNJUG4ZC 2405685:MTNVCATR

Case Study: Building Girls to Live, Learn, Laugh and ‘SCHIP’ in Strong, Creative, Holistic, Inclusive, Protective, Quality Education - CRANE and Viva (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:WTT4AIYL 2405685:CR5E7AXI

Tech plus teachers: Did one-on-one phone tutorials help kids learn better during school closures in Sierra Leone? - Crawfurd, L; Evans, D; Guiterrez Bernal, M; Hares, S; Sam-Kpakra, R; Sandefur, J; Shojo, M (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5Z8RBH2S 2405685:TF3CV7CH

Understanding Education Policy Preferences: Survey Experiments with Policymakers in 35 Developing Countries - Crawfurd, Lee; Minardi, Ana; Hare, Susannah; Sandefur, Justin (2021)
Foreign aid donors and international organizations supporting education in developing countries have increasingly coalesced around a policy agenda prioritizing foundational learning, measured by test scores in primary school, based on a diagnosis of deficient school quality, and a growing body of empirical evidence about effective interventions to improve quality. We survey over 900 senior government officials working on education in 35 low- and middle-income countries to gauge their alignment with this agenda.
KerkoCite.ItemAlsoKnownAs: 2339240:BAERNQH7 2339240:IA4V4RW2 2405685:8U5XELBU 2405685:UBYPFNLK 4656463:FN977692

Makhalidwe Athu - Creative Association International (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:6C5I8Z2D 2405685:KDTFJ3QR

El programa Aprende en casa, ¿una estrategia que excluye a los usuarios de lenguas minoritarias? - Cruz-Aldrete, Miroslava; Cruz-Aldrete, Miroslava (Educación, 2021)
ResumenEn este trabajo discuto la compleja situación a la que se enfrentaron los grupos lingüísticos minoritarios, en particular los sordos usuarios de la lengua de señas mexicana (LSM), cuya enseñanza bilingüe se vio amenazada ante la crisis educativa ocasionada por la pandemia causada por el nuevo coronavirus. La respuesta del estado mexicano para no interrumpir la educación de los niños y jóvenes hizo patente la discriminación hacia los usuarios de lenguas diferentes al español, al ser esta la lengua vehicular para la programación de Aprende en casa, y no considerar el contexto y los idiomas de las comunidades indígenas y sordas, para su enseñanza-aprendizaje.Palabras clave: lengua de señas; lenguas minoritarias; educación bilingüe
Publisher: Pontificia Universidad Católica del Perú KerkoCite.ItemAlsoKnownAs: 10.18800/educacion.202102.003 2405685:QPNZ8ASS 4042040:5UYI4ZN3

基于雨课堂的《初级维吾尔语精读》 课程混合式教学模式研究 [Research on the Mixed Teaching Mode of Beginner-Level Reading Comprehension in Uyghur based on Rain Class] - Cui, Ran (Theory and Practice of Innovation and Enntrepreneurship, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:S8LC7TBE 4042040:8PNPLI3H
Keywords: ⛔ No DOI found

Calculating the Educational Impact of COVID-19 (Part III): Where will students be when schools reopen? | SharEd - Cummiskey, Chris (RTI, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:P2E3PDHG 2405685:HFMDZPQA

Research on the Influence of Computer Electronic Media on Higher Education in Mother Language - Dai, Wei (Journal of Physics: Conference Series, 2021)
Issue: 3 KerkoCite.ItemAlsoKnownAs: 2405685:MJBK6URB 4042040:EAZZGMUN

Digital in Bangladesh: All the Statistics You Need in 2021 - DataReportal (DataReportal – Global Digital Insights, 2021)
Our huge new collection of statistics and insights into how people in Bangladesh use the internet, social media, mobile, and ecommerce in 2021.
KerkoCite.ItemAlsoKnownAs: 2339240:I94ZZMY6 2339240:J4Q9N36L 2405685:3U3S5NRZ 2405685:G7IWS6TF 2405685:YVMDGILY 2534379:969KQJR3
Keywords: ___working_potential_duplicate

Bridging Latin America's digital divide | White & Case LLP - de Feydeau, Amaury; Menski, Martin; Retana Tello, Ismael Reyes; Perry, Suzanne; Hendel, Pedro (2021)
Subscribe Stay current on your favorite topics In Latin America and the Caribbean, adopting digital solutions has been promoted as a unique opportunity to increase productivity and unlock solutions to sustainable development goals.
KerkoCite.ItemAlsoKnownAs: 2339240:S4GBT9HF 2405685:LUDNBVC8

Framework for Teacher Support During Remote Teaching in a Crisis: COVID-19, as a Case Study - Denden, Mouna; Tlili, Ahmed; Burgos, Daniel; Jemni, Mohamed; Huang, Ronghuai; Essalmi, Fathi; Chang, Ting-Wen (Radical Solutions for Education in a Crisis Context, 2021)
Series Title: Lecture Notes in Educational Technology KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-15-7869-4_10 2405685:QMKS4E7I

Girls' education and COVID-19 in Pakistan | Malala Fund Newsroom - Denham, Laura; Fry, Lucia; de Souza, Sabina; , - (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:B7I44EXL 2405685:4WFM6F37

Curriculum Assessment Policy Statements (CAPS) - Department of Basic Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XVGSB9NK 2405685:LJYCE59R

DHIS2 - DHIS2 (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:H9WB26RL 2405685:T3H6KKJV

The Storytelling Project Handbook - Dixon, Miranda; Patuck, Lil (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:5Y3NRH26 2405685:TJTKAKJD

Results-Based Financing (RBF) in the Education Sector : Country-Level Analysis : An Assessment of RBF in Education - Final Assessment Report : Tanzania - Dom, Catherine; Fraser, Alasdair; Mhina, Edward (Mokoro for World Bank, 2021)
Results-Based Financing (RBF) in the Education Sector : Country-Level Analysis : An Assessment of RBF in Education - Final Assessment Report : Tanzania (English)
KerkoCite.ItemAlsoKnownAs: 2339240:6T2VNQMC 2339240:86HU868K 2405685:5SHZXXCP 2405685:HQGHMPDL 4656463:7QDZJIDM 4656463:QEAAR59A

The influence of technology on academic distraction: A review - Dontre, Alexander J. (Human Behavior and Emerging Technologies, 2021)
The detrimental effects of academic distraction have become increasingly problematic in recent years due to student media multitasking. In recent years, educators have gradually transitioned many classes to the online learning environment, effectively reducing teacher supervision. This has been greatly exacerbated with the advent of coronavirus disease 2019 and subsequent social distancing guidelines. In an effort to help students and educators better understand the implications of technology on academic distraction and academic performance, this literature review discusses the effects of three forms on technology on student distraction: laptops, smartphones, and social media use, particularly the social media platform Facebook. While the effects of student laptops on academic distraction are somewhat ambivalent, the debate is largely moot in the current educational environment. The detrimental effects of student smartphone and social media use on academic distraction are more conspicuous, especially with the pervasiveness of personal digital devices. Potential self-regulatory and environmental interventions are discussed.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/hbe2.229 KerkoCite.ItemAlsoKnownAs: 10.1002/hbe2.229 10/gkggqq 2339240:ALCAJNCB 2405685:2PRYNM2B
Keywords: Facebook; academic distraction; laptops; learning; media multitasking; online learning; performance; phubbing; smartphones; social media

Unlocking Learning: The implementation and effectiveness of digital learning for Syrian refugees in Lebanon, Innocenti Research Report - Dreesen, Thomas; Kamei, Akito; Karamperidou, Despina; Abou Fakher, Sara; Marji, Lama; Ortiz Correa, Javier Santiago (UNICEF Office of Research - Innocenti, 2021)
Digital learning has the potential to offer interactive and personalized learning for children, in and out of school, including the most marginalized. However, depending on programme design, delivery, and use, digital learning can also exacerbate learning inequalities. This report presents tangible findings on the implementation and use of digital learning to improve outcomes for marginalized children in Lebanon. This report focuses on the UNICEF-Akelius Foundation Partnership and its implementation of a digital course used on tablets and mobile phones for language learning of Syrian refugees in Lebanon. The report provides findings across three areas: First, the report investigates the digital course’s use in a blended learning environment where it was used on tablets by students as part of traditional face-to-face classroom instruction with teachers. Second, the analysis examines the transition to remote learning where the course was used on devices owned by the household, supported by teachers remotely. Third, the report estimates the effectiveness of the use of the digital course during this period of remote learning from August–November 2020 showing positive results for language and art competencies.
KerkoCite.ItemAlsoKnownAs: 2339240:7ANL23GH 2405685:CBVBP2KY

Global Climate Risk Index 2021: Who Suffers Most from Extreme Weather Events? - Eckstein, David; Kunzel, Vera; Shafer, Laura (German Watch, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:R6827BCW 2405685:GJDSJQFE

Challenges and opportunities for secondary education in Latin America and the Caribbean during and after the pandemic - ECLAC (2021)
The pandemic has had a critical impact on the educational trajectories of children and adolescents in Latin America. Video-call interviews with more than 150 students, teachers, and parents in eight countries in the region (namely, Argentina, Bolivarian Republic of Venezuela, Chile, Ecuador, Costa Rica, Honduras, Mexico, and Uruguay) in 2020 and 2021 reveal the challenges and
Last Modified: 2021-12-27T13:29-03:00 Publisher: CEPAL KerkoCite.ItemAlsoKnownAs: 2339240:VIRJKUAZ 2405685:Y3VKPZY8

Focus country: Bangladesh - EdTech Hub (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:R62Y25DW 2405685:IFIR3QC9

Research - EdTech Hub (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:S7VNMT74 2405685:SGN72ZXM

The Egyptian Ministry of Education’s E-Learning Portal - Egyptian Ministry of Education (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:MDAHAACH 2405685:LUET6JSM

How gender equality in STEM education leads to economic growth - Eige (European Institute for Gender Equality, 2021)
Reducing the gender gap in Science, Technology, Engineering and Mathematics (STEM) education areas could help reduce skills gap, increase employment and productivity of women and reduce occupational segregation. Ultimately this would foster economic growth via both higher productivity and increased labour market activity. However, despite good employment opportunities and highly productive jobs in this area, there is currently a low proportion of women studying and graduating in STEM subjects.
KerkoCite.ItemAlsoKnownAs: 2339240:DPW6J56H 2405685:APWKXFWI

High, Low, or No Tech? A Roundtable Discussion on the Role of Technology in Refugee Education - El-Sefary, Yomna; Ozegovic, Mia; Wagner, Emma; Benchiba, Soraya (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:N9TG6QCP 2405685:3RGI8CQ4

Learning loss due to school closures during the COVID-19 pandemic - Engzell, Per; Frey, Arun; Verhagen, Mark D. (Proceedings of the National Academy of Sciences, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.2022376118 2339240:44J4M2BJ 2405685:DRSWVWNR