Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico - Hevia, Felipe J.; Vergara-Lope, Samana; Velásquez-Durán, Anabel; Calderón, David (International Journal of Educational Development, 2022)
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss. • Prolonged school closures have increased learning loss around the world. • In Mexico, we estimated a learning loss in a range from 0.34 to.045 SD in reading and 0.62-0.82 SD in numeracy. • According to SES, we found an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. • Gaps in fundamental learning by gender and SES increased. • We discussed the need to establish a strategy to address these lags through remedial courses that teach at the right level.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102515 2339240:6FDL5LIM 2405685:H5PA97KE
Keywords: Academic achievement; Educational equality; Learning assessment; Learning gap; Learning loss; Learning poverty

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

Blended Learning For All (BEFA) - a2i (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:ABJT6PFB 2405685:FFDJPNYF

ADHD diagnostic trends: increased recognition or overdiagnosis? - Abdelnour, Elie; Jansen, Madeline O.; Gold, Jessica A. (Missouri medicine, 2022)
Publisher: Missouri State Medical Association KerkoCite.ItemAlsoKnownAs: 2339240:2ARVQT3T 2405685:TADL7BSA
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Barriers of distance learning in physical education of learners with hearing impairment - Acain, Beverly; Ortiz-Ocariza, Avi Gail Cal; Cabales, Vincent I.; Matutinao, Rafael G.; Rubin, Jelly L.; Ancheta Jr, Rosein A.; Manalastas, Rebecca DC; Reyes, Niña Rozanne T. Delos; Capuno, Reylan G.; Manguilimotan, Ramil P. (Journal of Positive School Psychology, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:257SREIR 2405685:Z6A8TJCL
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Accelerated Education in the Democratic Republic of Congo, South Sudan, Tanzania and Uganda - Accelerated Education Working Group (AEWG); Inter Agency Network for Education in Emergencies (INEE) (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:FNIQVHQ6

Teacher Training and Support in Africa during the COVID-19 Pandemic. - ADEA; AU/CIEFFA; APHRC (Association for the Development of Education in Africa (ADEA); African Union’s International Center for Girls’ and Women’s Education in Africa (AU/CIEFFA); African Population and Health Research Center (APHRC), 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:44G2KH79 2405685:2BINBD72

Digital Education Strategy Fact Sheet - African Union (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:VMP8BHRG 2405685:YCDKN8UP

Tech-enhanced Continuous Professional Development​ - Aga Khan University (2022)
As a private, non-denominational university, AKU is committed to quality education and promoting human welfare through teaching, research and community service initiatives.
KerkoCite.ItemAlsoKnownAs: 2405685:9CI8WVJG

Technology supported learning and pedagogy in times of crisis: The case of COVID-19 pandemic - Ahmed, Vian; Opoku, Alex (Education and Information Technologies, 2022)
Online teaching within disciplines such as Engineering require experiential learning that equip future graduates with highly intellectual and professional skills to meet the demands of employers and the industry. The outbreak of COVID-19 however, has shifted the academic community into new landscapes that require educators and students to adapt and manage their expectations. Although literature reports on research attempts to study the implications of Covid-19 on the Higher Education curricular, little has been reported on its impact on Engineering Education. This paper therefore uses the theory of Emergency Management Life Cycle (mitigation, preparedness, response, and recover) as a lens to examine the challenges faced by students and academics and coping mechanism during the COVID period. This study adopts a mixed method approach using a case study from the College of Engineering at a Higher Education Institution in the UAE due to the sudden migration to online teaching amid COVID-19. Data is collected through interviews and surveys with both students and instructors on challenges, strategies and online delivery good practices that enhanced students’ learning experience. The results show that, Technology Supported Learning tools are capable of enhancing students’ experiential learning and associated competencies, however there were a number of pedagogical, technological and psychological challenges that faced students and instructors as a result of the sudden migration online, which are likely to play a role in the impediment of the students’ learning cycle, due to the lack of preparedness in response to the state of emergency created by Covid-19. Despite these challenges, the study found that instructors with effective communication skills and teaching style, competent use of technology, flexible, friendly and supportive attitude towards teaching, played a positive role in mitigating for the lack of preparedness in response to sudden migration online. The study also reveals that by overcoming some of the technical challenges such as slow internet connection and interruptions, lessons learnt from the sudden migration to online delivery amid COVID-19, will help create new opportunities for the use of blended learning approaches to meet the needs of the on-going COVID and future online deliveries.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-021-10706-w 2339240:Z2G9GH8A 2405685:8G7VA92X

Nudging Parents to Increase Preschool Attendance in Uruguay - Ajzenman, Nicolas; Luna, Laura; Hernández-Agramonte, Juan; Boo, Florencia; Vásquez-Echeverría, Alejandro; Diaz, Mercedes (SSRN Electronic Journal, 2022)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4114425 2339240:RBK8EAHR 2405685:U65FUQWL

Personalized learning - Alam, Andaleeb; Castillo (UNICEF Office of Global Insight & Policy, 2022)
A landscape analysis of tech-enabled personalized learning solutions in developing country contexts.
KerkoCite.ItemAlsoKnownAs: 2339240:9JGXBGDF 2405685:9XBTFFBI

Partnership for Digitizing Teaching in Post-Covid Nigeria: TRCN Master Trainers’ Digital Literacy for Teachers and School Administrators - Alimigbe, Frances A; Avoseh, Mejai B M (Commission for International Adult Education, 2022)
Aberration in teaching and learning caused by the Coronavirus (COVID-19) pandemic is still a stark reality. Efforts at ameliorating havoc in Nigeria necessitated the Global Partnership for Education (GPE) Accelerated Fund to support state-driven interventions to address gaps in delivering Education in Emergencies (EiE) and inequalities existing within the education sector. GPE is supported Nigeria with a COVID-19 response programme entitled ‘Continuing learning through alternate home-based platforms’ in 16 states across Nigeria to develop capacities of teachers and school leaders on effective use and application of technology in teaching and learning. The programme included a teacher capacity development component to enable teachers to utilize flexible digital and remote/home-based learning resources. The programme hopes to enhance teachers’ and school leaders’ capacity to deploy technology in classrooms and improve online and offline distance learning methods. Training needs assessment was conducted to ensure digital training was designed to fit the identified digital skills gap of teachers in Nigeria. This paper scrutinized secondary data to discuss various processes of the intervention. It further discussed outcomes of the programme on teachers who were target beneficiaries of the program and education in Nigeria. It then concluded with a focus on benefits of partnerships between donor agencies and Teachers Registration Council of Nigeria (TRCN), the training goal, desired outcomes, methodology, challenges, the way forward, and implications for school administrators on teaching and learning in Nigeria.
KerkoCite.ItemAlsoKnownAs: 2339240:WLS5KRYG 2405685:9TDWRZCT

Whose Data is it Anyway?: Decoding the Draft India Data Accessibility & Use Policy, 2022 - Alliance for Digital India Foundation (2022)
If India wants to fulfil its ambition of achieving a $5 trillion economy, it has to hone its ability of harnessing the value of data.
KerkoCite.ItemAlsoKnownAs: 2339240:GPMLRWK3 2405685:IV47IUJD

Impact Report 2022: Local Solutions to Global Challenges - Asante Africa Foundation (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:GCQ3SEYM 2405685:7ZP2FI97

Annual Status of Education Report 2021 (ASER, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:V4TFIXQM 2405685:4NXSN78X 4656463:NETWQXMZ

How to manage distance learning for children with autism during the COVID-19 pandemic at Rumah Autis Depok, Indonesia? - Ayuningtyas, Fitria; Sevilla, Vinta; Uljanatunnisa, Uljanatunnisa (International Journal of Multicultural and Multireligious Understanding, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PA9YCH6A 2405685:VPK8C85K
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Achieving Cost-Effective Instructional Coaching at Scale: Evidence from Senegal - Bagby, Emilie; Swift-Morgan, Jennifer; Niang, Ablaye; Upadhyay, Arjun (Chemonics International, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8AWEL33Y 2405685:7A7UIMZX

Implementing DREAMS Programming in Malawi - Bantwana World Education Initiative (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:CNBT7I8Y

Floods in Pakistan: Human Development at Risk - Barón, Juan D.; Bend, Mary; Roseo, Elena; Farrakh, Izza (World Bank, 2022)
This note assesses the effects of the 2022 floods on human capital in Pakistan. It focuses on the results of a Pakistan-wide phone survey that gathered information on the experiences of approximately 4,000 families with children ages 3 to 17.
KerkoCite.ItemAlsoKnownAs: 2339240:LLDG8ERK 2339240:RY7788BK 2405685:RJB9PQXN 2405685:W7C2N58F
Keywords: ⛔ No DOI found

Non-financial rewards and job commitment among public secondary school teachers in Ogun State Public Secondary Schools - Bawalla, Oluwatoyin Gbenga; Omolawal, Ayodeji Samuel (Reality of Politics. Estimates - Comments - Forecasts, 2022)
The study examined the relationship between non-financial rewards and teachers job commitment in the educational sector in Ogun State, Nigeria. A survey was conducted on public secondary school teachers to examine the relationship between non-financial rewards (promotion, study leave and sponsorship, provision of long service awards) and teachers’ job commitment. A sample of 750 full-time teachers was taken. Thirty schools were randomly selected across the three senatorial districts of Ogun State. A structured questionnaire was used to elicit information on socio-demographic characteristics and types of non-financial rewards available to public secondary school teachers in Ogun State. The response rate was 90.2%. Pearson Product Moment Correlation was used to test the relationship between non-financial and teachers job commitment. The result showed that non-financial rewards are a strong determinant of job commitment for the teachers in the state public secondary schools. It was therefore recommended that government and other relevant stakeholders in the educational sector are to reward teachers adequately by making use of non-financial rewards.
KerkoCite.ItemAlsoKnownAs: 2405685:LNLECYL6
Keywords: ⛔ No DOI found

Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning - Beam, Emily; Mukherjee, Priya; Navarro-Sola, Laia (SSRN Electronic Journal, 2022)
We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and oneon-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior change—increased tutoring investment—is easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4234910 2339240:Y3YD9HTV 2405685:YFMSGQUG

Hyderbad police bust racket selling fake degree certificates, 10 held - Buddi, Mahesh (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:HX2U7CYL 2405685:Q5R9F9MM

Loss-of-Learning and the Post-Covid Recovery in Low-Income Countries - Buffie, Edward; Adam, Christopher; Kpodar, Kangni; Zanna, Luis-Felipe (IMF Working Papers, 2022)
We analyze the medium-term macroeconomic impact of the Covid-19 pandemic and associated lock-down measures on low-income countries. We focus on the impact over the medium-run of the degradation of health and human capital caused by the pandemic and its aftermath, exploring the tradeoffs between rebuilding human capital and the recovery of livelihoods and macroeconomic sustainability. A dynamic general equilibrium model is calibrated to reflect the structural characteristics of vulnerable lowincome countries and to replicate key dimensions of the Covid-19 shock. We show that absent significant and sustained external financing, the persistence of loss-of-learning effects on labor productivity is likely to make the post-Covid recovery more attenuated and more expensive than many contemporary analyses suggest.
KerkoCite.ItemAlsoKnownAs: 10.5089/9798400200755.001 2339240:R75TP5R6 2405685:PD6VY4VX

2022 Findings on the Worst Forms of Child Labor: Timor-Leste - Bureau of International Labor Affairs (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:6KRZMKLJ 2405685:EXUN69P3
Keywords: ⛔ No INSPIRE recid found

Getting the most out of your SMS Survey: Experimental Results - Busara (Busara Center for Behavioral Economics, 2022)
Summary and Goal of the Study: Together with mSurvey we ran a study with ~9000 participants to test 1) whether we can collect useable and valid SMS survey data, 2) whether there are marked differences between the Busara pool and the mSurvey pool – different in demographics, recruitment method, and familiarity with SMS surveys, and […]
KerkoCite.ItemAlsoKnownAs: 2339240:LQJAALAW 2405685:99KW6CCB

Teacher-led learning circles: Developing teacher leadership and teaching practice for the use of formative assessment to improve students’ learning - Campbell, Carol; DeLuca, Christopher; LaPointe-McEwan, Danielle (Education International Research, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:WVZQJFLR 2405685:56VRXI39
Keywords: ⛔ No DOI found

Trends in Digital Personalized Learning: Landscape Review of Personalized Learning Solutions in Low and Middle-Income Countries. UNICEF Office of Global Insight & Policy. - Castillo, N; Adam, T; Alam, A; Alrawashdeh, G. S.; Tiwari, P (UNICEF Office of Global Insight & Policy., 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:78P6TGA4 2405685:LK8XX2MQ

Global Experience with EMIS (unpublished note) - Center for Global Development (Center for Global Development, 2022)
Global Experience with EMIS This brief sets out a review of international practice on Education Management Information Systems (EMIS). High-income Countries High-income countries typically have data systems that are integrated and open. The public may look up individual schools online and see...
KerkoCite.ItemAlsoKnownAs: 2339240:CLMUB4Y5 2405685:V2ZI4E5X 4656463:AVWLCS6U

Final Report for Evaluation of RTT - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe); UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2022)
ZenodoArchiveID: 6683869 ZenodoArchiveConcept: 6683868 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0283 2339240:HJ56PCHK 2405685:98MKVQ7P

What do we know about Dyslexia in Our Learners - Chiao-Yi, Wu (National Institute of Education (NIE), 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:6VIHG25Q 2405685:93J9HEW7
Keywords: ⛔ No INSPIRE recid found

Dyscalculia: What It Is, Causes, Symptoms & Treatment - Cleveland Clinic (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:JI9CMRMY 2405685:546EN3YX
Keywords: ⛔ No INSPIRE recid found

A case study approach to exploring resilient pedagogy during times of crisis - Clum, Katie; Ebersole, Liz; Wicks, David; Shea, Munyi (Online Learning, 2022)
KerkoCite.ItemAlsoKnownAs: 10.24059/olj.v26i2.2695 2339240:VREUEHIS 2405685:MM8M8Q7A

EAGER Scenario Model – Sierra Leone - Cochran, Mikaela (The International Rescue Committee, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:CXF88QEI 2339240:UWF4RMSZ 2405685:UEIPLTJ9 2405685:UGYV6DSA

Teacher Rotation and Student Outcomes: Experimental Evidence from Uganda - Cohen, Isabelle; Dal Bo, Ernesto; Finan, Federico; Omala, Kizito; Schonholzer, David (2022)
This report summarizes an ongoing study of the effect of teacher rotation on student outcomes in Uganda. In the status quo, teachers are transferred (“rotated”) across schools at the discretion of district authorities. In randomized treatment schools, we incentivize teachers...
KerkoCite.ItemAlsoKnownAs: 2339240:NAYL7M9C 2405685:CFU9P6AL 4656463:5JYX8Z9Y

Council approves Data Governance Act - Council of the EU (2022)
The Council today approved a new law to promote the availability of data and build a trustworthy environment to facilitate their use.
KerkoCite.ItemAlsoKnownAs: 2339240:VZ2UQNQK 2405685:FNMBSA8F

What has worked at scale? - Crawfurd, Lee; Hares, Susannah; Sandefur, Justin (Schooling for all feasible strategies to achieve universal education, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:4HIVSD9D 2405685:8P2AR68Q

Feed The Monster (US English) - Curious Learning (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:CHQSFQAD 4042040:MF5T5VAW

d-portal - d-portal.org (Development Portal (IATI), 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:TP8UYYRT 2405685:2ZVBXGSP 4656463:DQFR6HEF

Transformational Empowerment of Adolescent Marginalised Girls in Malawi - da Silva, Carol; Laesecke, Anne; Murray, Matthew; Salicath; Wang, Erica (Girls' Education Challenge, UK Aid, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:EDU4BFPR

EdTech for Ugandan girls: Affordances of different technologies for girls' secondary education during the Covid-19 pandemic - Damani, Kalifa; Daltry, Rebecca; Jordan, Katy; Hills, Libby; Evans, Laura (Development Policy Review, 2022)
Motivation This article discusses the use of educational technology (EdTech) in girls' education at PEAS (Promoting Education in African Schools) schools in rural Uganda during the Covid-19-related school closures. Purpose This article addresses a research gap surrounding the potential use of EdTech to support girls' education, focusing on the barriers to girls' EdTech use and how technology might be used to enhance girls' education in disadvantaged rural areas—specifically their academic learning and their social and emotional learning. Methods and approach A sequential, explanatory mixed-methods case-study approach was used. Quantitative exploration of a dataset of 483 Ugandan students, from 28 PEAS schools, was first conducted, followed by interviews with PEAS staff to elucidate the reasons and context behind the findings. Findings Findings show that female students are less likely than male students to have access to their caregivers' phones for learning. The form of EdTech that appeared to be most beneficial for girls' academic learning was radio; girls also had significantly more interest in tuning into radio broadcasts than boys did. Also, poorer boys were more likely to be influenced by SMS messages than wealthier boys. Apart from gender-based differences, students with more highly educated parents found SMS messages more helpful, and phone calls from teachers appeared to help boost younger students' self-confidence. Policy implications The findings suggest that policy-makers need to: carefully consider provision of education through multiple modes of EdTech in order to ensure that it reaches all students; ensure that caregivers are involved in the strategies developed for girls' education; make EdTech interventions interactive; and consider language in EdTech interventions. Given the gender differences which emerged, the findings are of relevance both to supporting the continuation of educational provision during periods of school closure, and also in terms of finding additional ways to support girls' education alongside formal schooling.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/dpr.12619 KerkoCite.ItemAlsoKnownAs: 2339240:XVDEX345 2405685:AV99SN2V 2405685:RQ6VBJVK 2405685:S7XK6HFJ
Keywords: Covid-19; EdTech; education; gender; rural Uganda

Attitudes of Filipino parents of children with Down syndrome on noninvasive prenatal testing - De Castro-Hamoy, Leniza G.; Tumulak, Ma-am Joy R.; Cagayan, Maria Stephanie Fay S.; Sy, Peter A.; Mira, Nona Rachel C.; Laurino, Mercy Y. (Journal of Community Genetics, 2022)
1 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.1007/s12687-022-00597-w 2339240:XLW585BH 2405685:R47MEUXE
Keywords: ⛔ No INSPIRE recid found

DHIS2 for Education - DHIS (DHIS2, 2022)
Leverage DHIS2 tools and regional HISP capacity to facilitate data use for improvement in learning outcomes and equitable access to education
KerkoCite.ItemAlsoKnownAs: 2339240:TXCEBUHZ 2405685:Y7BLDTNW 4656463:NQ7DHU7A

DLA Piper Global Data Protection Laws of the World - World Map - DLA Piper (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2GXEDK3U 2405685:MMA7H4EF

How to Design and Institutionalize Spending Reviews - Doherty, Laura; Sayegh, Amanda (2022)
Spending reviews refer to the process of conducting in-depth assessments of existing public expenditure in order to identify opportunities to reduce or redirect spending from low-priority, inefficient, or ineffective spending. They offer a systemic approach to ensuring that spending is aligned with the government’s policy priorities, is effective in achieving its intended objectives and is deployed efficiently. This How to Note outlines the various objectives of spending reviews and provides guidance on designing a spending review process, including the organizational architecture and roles and responsibilities of various stakeholders. It also discusses the various stages of con¬ducting spending reviews and mechanisms for integrat¬ing their outcomes into the budget process. This note draws on lessons and experiences from countries that have established spending reviews, while recognizing that this is an emerging area for further reform.
KerkoCite.ItemAlsoKnownAs: 2339240:RE3DZLBS 2405685:MCXQLRBY 4656463:JIZ6TQ92

Access to Social Assistance Among Ethnic Minorities in Vietnam - Dutta, Puja Vasudeva (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1596/37248 2339240:NJU3ZHFF 2405685:QKWBHCEP

Knowledge Pack: Remote phone-based formative assessment - EdTech and LEeP team (2022)
Remote Phone-Based Formative Assessment Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:L8XNUK2C

EdTech for Digital Personalised Learning - EdTech Hub (EdTech Hub, 2022)
Evidence on how technology can be used to maximise the effectiveness of personalised learning and teaching at the level of the student.
KerkoCite.ItemAlsoKnownAs: 2339240:ZCFHC5VL 2405685:RDDSSH2L

Knowledge Pack: Assistive Technologies - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:MHY6CHRW

Knowledge Pack: Cloud for Education. - EdTech team (World Bank Group, 2022)
Cloud for Education Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:9GB86CPF

Knowledge Pack: Devices for education - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:DIGM2JYH

Knowledge Pack: Digital Teaching and Learning - EdTech team (World Bank Group, 2022)
Digital Teaching and Learning Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:ATH52VLA

Knowledge Pack: EMIS 2.0: Learning And Accountability System Architecture (LASA) - EdTech Team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MTJV6RV3 2405685:59NITM5B 2405685:VFAKS428

Knowledge Pack: Innovation Ecosystems - EdTech team (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:PEP7ACJ3

Knowledge Pack: Learning Management Systems for Education - EdTech team (World Bank Group, 2022)
Learning Management Systems for Education : Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:PYD59GQG

Knowledge Pack Procurement - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:S5KVIKRT

Knowledge Pack: Teachers’ skills and skills frameworks for remote and blended learning - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:TQEYJNHJ

Knowledge Pack: Technologies for personnalized and adaptive learning - EdTech team (World Bank Group, 2022)
Technologies for Personalized and Adaptive Learning Knowledge Pack (English)
KerkoCite.ItemAlsoKnownAs: 2405685:NNMIG6ZV

Knowledge Pack: Technology for literacy - EdTech team (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:DXJYPN6T

Achieving Results: A new way of working - Education Cannot Wait (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:6JLVZU5Q

Best evidence on impact of Covid-19 on pupil attainment - Education Endowment Foundation (EEF, 2022)
The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.
KerkoCite.ItemAlsoKnownAs: 2339240:BF65F3XR 2405685:28W82R5T

The effectiveness of technology-supported teacher professional learning communities in emergency settings - El-Serafy, Yomna; Adam, Taskeen; Hassler, Björn (Future-Proofing Teacher Education, 2022)
Professional learning communities are becoming increasingly popular in emergency settings due to their potential to be a sustainable, scalable, and grounded modality for teacher professional development. In settings where formal structures of professional development are absent or disjointed, professional learning communities respond to the urgent need to develop quality teachers. Moreover, where teachers have experienced significant trauma, such communities offer highly valued spaces for socioemotional support. Increasingly, practitioners in emergency settings are moving towards using technology to support professional learning communities, either by facilitating them entirely online or by using technology for specific components. This chapter builds upon existing literature on the use of technology in professional learning communities, both globally and in emergency settings in particular. The chapter correlates such literature to findings from primary research that involved 280 practitioners of professional learning communities in emergency settings. We demonstrate the potential for technology to significantly increase access to and effectiveness of professional learning communities in emergency settings, while laying out significant barriers to implementation.
Num Pages: 13 KerkoCite.ItemAlsoKnownAs: 2339240:5PIFL9PV 2405685:DCKRX5U6

The lesson study approach to professional development: Promoting teachers' peer mentoring and communities of practice and students' learning in Egypt - Elkomy, Maha M.; Elkhaial, Nevien H. (Teaching and teacher education, 2022)
The purpose of this study was to explore the impact of the lesson study (LS) approach on developing knowledge and perception of peer mentoring (PM) and communities of practice (CoPs) among kindergarten (K.G.) teachers in Egypt. It also aimed to improve students' learning in science concepts and English vocabulary due to teachers' participation in LS. A mixed methods design was employed. Results show that the LS approach provided a rich context for practicing PM experiences and helped teachers to collaborate in a CoP. Further gains were also achieved regarding students’ learning. •Effects of LS on PM and CoP among teachers were investigated.•The impact of the activities developed during LS on students' learning was assessed.•The study was composed of two samples: 21 teachers and 246 learners.•Significant results were obtained concerning teachers' knowledge and perceptions of PM and CoP.•Positive effects on students' learning of science and English were also found.
Place: OXFORD Publisher: Elsevier Ltd KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2021.103538 2339240:U3JC7LQW 2405685:WIDQTX75
Keywords: Community of practice; Education & Educational Research; English learning; Lesson study; Mentors; Peer-mentoring; Professional development; Professional learning; Science learning; Sciences education; Social Sciences; Teachers

Pakistan Floods: Education Snapshot - 30 September 2022 - Pakistan | ReliefWeb - ESWG (2022)
Infographic in English on Pakistan about Education, Flash Flood and Flood; published on 30 Sep 2022 by Education Cluster, Save the Children and 2count other organizations
KerkoCite.ItemAlsoKnownAs: 2339240:8FZWLCHT 2405685:Y3YYM2H7

What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls | The World Bank Economic Review | Oxford Academic - Evans, David K; Yuan, Fei (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:3XU4UDJ3 2405685:WP56IE2H

Dyslexia World-wide: A View of Emerging Themes - Fawcett, Angela J. (The Routledge International Handbook of Dyslexia in Education, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:EYGT98M2 2405685:E8VA43A6
Keywords: ⛔ No INSPIRE recid found

Addressing the Climate, Environment, and Biodiversity Crises in and Through Girls’ Education - FCDO (Foreign, Commonwealth & Development Office, 2022)
This paper sets out the Foreign, Commonwealth & Development Office vision for how education is viewed in relation to climate and environment change.
KerkoCite.ItemAlsoKnownAs: 2339240:ULKKFXR7 2405685:QN6QRGB4

2022 Annual Review of Education Beyond Aid project - Foreign, Commonwealth & Development Office (GOV.UK, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:N3FLI44P 2405685:ZVMWSU5M 4656463:KBGKANWJ

Sierra Leone Secondary Education Improvement Programme II (SSEIP II) - Foreign, Commonwealth Development Office (GOV.UK, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:KKMBX7JV 2405685:U74G9ACW

Teachers’ Skills and Skills Frameworks for Remote and Blended Learning Knowledge Pack - Freeman, Barbara; Raigosa Montoya,, Juliana (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:MN623V5B

Introducing EIDU’s solver platform: Facilitating open collaboration in AI to help solve the global learning crisis - Friedberg, Aidan (Artificial intelligence in education. Posters and late breaking results, workshops and tutorials, industry and innovation tracks, practitioners’ and doctoral consortium, 2022)
Series Title: Lecture Notes in Computer Science KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-11647-6_18 2405685:XNNB5TQS

Gender statistics in Vietnam 2021 - General Statistics Office (Government of the Socialist Republic of Vietnam, 2022)
Gender statistics that help policymakers identify the differences and inequalities between women and men, their priorities and needs; thereby contributing to the development and criticism of policies and programs aimed at ensuring maximum benefits for both women and men, promoting, operating, developing, implementing and
KerkoCite.ItemAlsoKnownAs: 2339240:JM6SCM6B 2405685:WEGRR6TX

The Kenya Ministry of Education’s response to the COVID-19 pandemic: Case study - Gichuhi, Loise; Kallsta, Jane (UNESCO IIEP, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2TPWS8LU 2405685:TMVCYFZ7

EdTech supporting sex education for students in Malawi Global EdTech - Global EdTech (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QTMLVWGG 2405685:ICAKNQAC

Prioritizing Learning During Covid-19: The Most Effective Ways to Keep Children Learning During and Post-Pandemic - Global Education Evidence Advisory Panel (World Bank, FCDO, and UNICEF Office of Research - Innocenti, 2022)
Andrab
KerkoCite.ItemAlsoKnownAs: 2339240:5LBQWKMK 2405685:G2PBI9HI

Prioritizing learning during COVID-19: The most effective ways to keep children learning during and postpandemic. - Global Education Evidence Advisory Panel (World Bank, FCDO, and UNICEF Office of Research - Innocenti, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:GW9VPIXE 2339240:U67VZL9B 2405685:GVNYZVGK 2405685:JM2BP6EU

Education finance watch 2022 - Global Education Monitoring Report Team (UNESCO, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PWKV3B4G 2405685:8UXEKWK5

Education Management Information System (EMIS) - Government of Balochistan (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:J8U2DT7E 2405685:89SAV9L2 4656463:VMYTQUAS

The Promise of Inclusive Digital Learning in Kenya - Government of Kenya (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MD6TC9XP 2405685:RHPUQZC5

Malawi Social Cash Transfer Programme Strategic Plan 2022 - 2027 - Government of Malawi; UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:NNGIVX4W 2405685:XXEGUPKH

Pakistan Floods 2022: Post-Disaster Needs Assessment - Government of Pakistan; Asian Development Bank; European Union; United Nations Development Programme; World Bank (2022)
Assessment in English on Pakistan about Agriculture, Health, Flash Flood, Flood and more; published on 28 Oct 2022 by ADB, EU and 4count other organizations
KerkoCite.ItemAlsoKnownAs: 2339240:D2KKEMFP 2405685:AQ76DABK

RwandaEQUIP - Government of Rwanda (RwandaEQUIP, 2022)
RwandaEQUIP A legacy of excellence in education The Transformation of Education begins with Teachers 2019 Nobel Prize-winning economist, Professor Michael Kremer’sground-breaking study announcing learning gains among the largest ever measured in international education. The impact of the methodology, underpinning RwandaEQUIP, is among the greatest of any rigorously studied intervention in emerging markets. Read the Full Study Here […]
KerkoCite.ItemAlsoKnownAs: 2339240:98G7KUFA 2339240:VAIG5DJE 2405685:H6WAYGS9 2405685:R5HGEKMD 4656463:VDFH2G4R

EMIS – MBSSE - Government of Sierra Leone (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:HKHF8XA6 2405685:BWCAJFI4 4656463:QV6UP6K3

Sierra Leone Education Sector Plan: Transforming learning for all 2022–2026 - Government of Sierra Leone (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:8FE32XB4 2486141:8HN4J7TQ

South Sudan Schools: Ana Fii Inni - Government of South Sudan (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:J8Q88APF 2405685:7YU4XEMS 4656463:BK426X4U

Government Gazette - Government of the Republic of South Africa (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:X3Y7MC54

Can Education be Standardized? Evidence from Kenya - Gray-Lobe, Guthrie; Keats, Anthony; Kremer, Michael; Mbiti, Isaac; Ozier, Owen (Becker Friedman Institute for Economics at the University of Chicago, 2022)
We examine the impact of enrolling in schools that employ a highly-standardized approach to education, using random variation from a large nationwide scholarship program. Bridge International Academies not...
KerkoCite.ItemAlsoKnownAs: 2339240:RHPEGZVF 2405685:GD26M8HS

Perceptions of autism spectrum disorder among the Swahili community on the Kenyan coast - Greer, Jo; Sood, S. S. M.; Metcalfe, Dale (Research in Developmental Disabilities, 2022)
Background: In high-income and Western societies there is great understanding and awareness of autism spectrum disorder (ASD); however, for many low-middle income countries, research and knowledge is notably lacking. In Africa, there is a growing prevalence of ASD due to increased diagnosis, yet it is still a poorly understood condition. Aims: Emerging literature has emphasised how cultural and societal beliefs underpin the level of understanding of ASD, and which typically results in lack of awareness and acceptance. As such it is important to investigate the cultural perceptions towards ASD within low-middle income communities of African culture, to further understand the challenges and barriers individuals with ASD face. The aim of the current study was to probe participants from the Swahili community, on the coast of Kenya, of their cultural views towards ASD.Method: Semi-structured interviews were conducted with seven participants, and the data analysed using thematic analysis. Results: Three key themes developed from the data; stigma, lack of awareness, and Government responsibility. Conclusion: Cultural perceptions negatively impacted awareness and are exacerbated by lack of directive from the Government in providing appropriate diagnostic and educational support.
1 citations (Crossref) [2024-04-29] KerkoCite.ItemAlsoKnownAs: 10.1016/j.ridd.2022.104370 2339240:H936FS6S 2405685:ZI8AAL6P
Keywords: ASD; Government responsibility; Lack of awareness; Stigma; Swahili community; ⛔ No INSPIRE recid found

Early Warning Systems in the Philippines: Building Resilience Through Mobile and Digital Technologies - GSMA (The GSM Association, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:A9M7BGS3 2405685:54MHLBIR

Blockchain Explained - Hayes, Adam (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:T4GQC8D9 2405685:YRREMX3Y

2022 Global Education Outlook - HolonIQ (2022)
HolonIQ’s annual analysis of the global education market and expectations for 2022 and beyond.
KerkoCite.ItemAlsoKnownAs: 2339240:UKZMADY6 2405685:SSCCLGBV

Parents’ perceptions of secondary school students’ motivation and well‐being before and during the COVID‐19 lockdown: the moderating role of student characteristics - Hornstra, Lisette; van den Bergh, Linda; Denissen, Jaap J. A.; Diepstraten, Isabelle; Bakx, Anouke (Journal of Research in Special Educational Needs, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1111/1471-3802.12551 2339240:DSJW9SL5 2405685:Y4N6RW4S

Data quality check for hierarchical linear data with outliers - idinsight (2022)
How to implement a data quality check for pairs of variables displaying linear relationships.
KerkoCite.ItemAlsoKnownAs: 2339240:M8FQ77D9 2405685:43GVXKPC 4656463:SNDBI83X

World Employment and Social Outlook | Trends 2022 - ILO (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:ZBSJ45I5 2405685:DR9CPE67 4656463:2R94XTGQ

Endline Evaluation Report - IMC Worldwide (International Rescue Committee and EAGER Consortium, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:L32BDHY2 2405685:ZR7Q4CXB

Kenya's pioneering eLearning programme - iMlango (iMlango, 2022)
iMlango aims to improve education outcomes in maths, literacy & life skills for 180,000 children in 245 schools by delivering access to digital education services & content.
KerkoCite.ItemAlsoKnownAs: 2339240:KPD8MKWN 2405685:NDXD68C9

Mind the Gap 2: Seeking Safe and Sustainable Solutions for Girls’ Education in Crises - Inter-agency Netwducation in Emergencies (INEE, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QS3PJRE8 2405685:FR6NVNEM

A Guidance Note for Teacher Wellbeing in Emergency Settings - Inter-agency Network for Education in Emergencies (INEE, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:IP6AGVVP 2405685:MUMW9BCS

Promising Practices in Teacher Professional Development - Inter-Agency Network for Education in Emergencies (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:74VNBZDB 2405685:GI2TV5HH

Distance Education in Emergencies - Inter-agency Network for Education in Emergencies (INEE) (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:WJF8UCSK 2405685:VBJPL58M

Dos anos despues salvando a una generacion - International Bank for Reconstruction and Development; World Bank (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PQLERLG8 2405685:CVM5YGI9

Data Explorer | Open Budget Survey | International Budget Partnership - International Budget Partnership (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:D69W9L3W 2405685:LK8DZU67 4656463:6HT97ATH

What is blockchain technology? - International Business Machines (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:H2QWPSWB 2405685:4MPN6XLX

E-learning in Thailand: Mapping the digital divide - International Communication Union (2022)
The shift to e-learning as a result of the pandemic was swift and challenging. This document maps the digital divide in the context of school education in Thailand.
KerkoCite.ItemAlsoKnownAs: 2405685:THF9B8LA

Individuals using the Internet (% of population) - Sierra Leone - International Telecommunication Union (World Bank Open Data, 2022)
Free and open access to global development data
KerkoCite.ItemAlsoKnownAs: 2339240:SAP2T6U2 2405685:EJFTAQ95

5 Problems with the Draft India Data Accessibility & Use Policy, 2022 - Jain, Anushka (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8UX9JFS7 2405685:T22SXW3W

Barriers to refugee adolescents' educational access during COVID-19: Exploring the roles of gender, displacement, and social inequalities - Jones, Nicola; Pincock, Kate; Guglielmi, Silvia; Baird, Sarah; Tapia, Ingrid Sanchez; Oakley, Erin; Seager, Jennifer (Journal on Education in Emergencies, 2022)
In this article, we adopt an intersectional conceptual framework to explore the roles gender and other social inequalities have played in shaping adolescents’ access to education during the COVID-19 pandemic. We examine two refugee populations: the Rohingya, who have been excluded from formal education opportunities in Bangladesh, and Syrian refugees in Jordan, who have access [...]Read More...
KerkoCite.ItemAlsoKnownAs: 2339240:KJQ9GDGS 2405685:RKZTB536

The Political Economy of School Education in Post-18th Amendment Balochistan - Kakar, Rafiullah; Saleem, Muhammad; Sarwar, Bilal (2022)
Application of ‘political settlement’ lens reveals that education outcomes aren’t recording major improvements because elite interest is aligned with neither learning nor access. Instead, elite interest is aligned more around patronage politics. Education delivery is driven by short-term, clientelist, political objectives, which are in turn shaped by the highly fragile, exclusive, fragmented and personalized nature of political settlement.
KerkoCite.ItemAlsoKnownAs: 2339240:NPREC8H3 2405685:7UV8F39B 4656463:UBMJGEPP
Keywords: ⛔ No DOI found

Foundational Literacy and Numeracy in Rural Afghanistan - Kan, Sophia; Fahez, Mirwais; Valenza, Marco (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:8UH934JL 2486141:F7YTWQF3
Keywords: ⛔ No DOI found

Improving teaching and learning mathematics in Malawi primary schools: a review of reforms, interventions, successes and challenges - Kazima, Mercy; Longwe, Justina; Gobede, Fraser (Journal of Applied Learning & Teaching, 2022)
KerkoCite.ItemAlsoKnownAs: 10.37074/jalt.2022.5.S2.3 2339240:4FKUR5CB 2405685:EDYLSVNI

Keep Kenya Learning (KKL): Training to Engage Caregivers in Digital Learning - Keep Kenya Learning (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:B9P3SYV3 2405685:439ATWCE

Teaching and Learning Materials in Malawi - Kendall, Nancy; Samati, Madalo (Global Education Monitoring Report, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:WA4Q9XHZ 2405685:NQ65CGEN

Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya - Kerkhoff, Shea N.; Makubuya, Timothy (Reading research quarterly, 2022)
In recent years, the government of Kenya has implemented programs with the hope of moving the country to middle‐income status. The government has implemented the Digital Literacy Programme, distributing tablets to schools across the country, and also a new curriculum, promoting innovative teaching that includes digital literacy, learner‐centered teaching, and relevance to students’ lives. Our purpose in this research was to explore culturally sustaining teaching methods in line with the Kenyan government’s push for innovative teaching and digital literacy attainment for all students. We used case study methods to describe Kenyan teachers’ perceptions of innovative teaching and digital literacy while participating in the Inquiry Initiative, a three‐day professional development series. Participants included preschool, primary, and secondary teachers from Trans Nzoia County. Data sources were pre‐ and post‐surveys, participant‐generated artifacts, and interviews. Our participants perceived the following needs: new literacies for learners, creativity for learners, collaboration and group work, and creativity to overcome technological challenges. Overall, participants embraced learner‐centered teaching theoretically but found that the lack of technological resources created barriers to teaching digital literacy in a learner‐centered fashion. We found that teachers reported mostly using technology for teaching preparation and record keeping rather than engaging students in digital literacy practices. To solve technological challenges, teachers described having students work in groups and using smartphones. Future research could share more creative solutions to technical challenges in low‐income countries.
Place: HOBOKEN Publisher: Wiley KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.392 2339240:ZUF5QSBN 2405685:TCG8Z8AZ
Keywords: 1‐Early childhood; 2‐Childhood; 3‐Early adolescence; 4‐Adolescence; 6‐Adult; Case Studies; Collaboration; Collaborative Learning; Computer literacy; Constructivism; Creative ability; Creativity; Critical Pedagogy; Culturally Responsive Pedagogy; Digital Literacies; Digital literacy; Digital/media literacy; Education & Educational Research; Educational technology; Gloablization and Literacy; Group work in education; Information literacy; Instructional strategies; methods and materials; Kenya; Literacies; Literacy; Literacy programs; Policy; Postcolonialism; Professional Development; Psychology; Psychology; Educational; Qualitative Research; Social Constructivism; Social Sciences; Socio‐cultural; Students; Study and teaching; Survey Research; Teacher attitudes; Teacher education; Teacher education; professional development; Teachers; Teaching; Teaching methods; Team learning approach in education; Transformative

White Paper on Privacy and Data Protection - Khaitan and Co (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:LKB63AC3 2405685:G9DXNY88

Mega risks, education, knowledge, and sustainability - Khan, Mohammad Aslam (Cities and mega risks: COVID-19 and climate change, 2022)
This chapter presents the crises urban education systems are facing across the world due to mega risks. The pandemic has caused the largest disruption in history in education affecting 1.6 billion students in about 190 countries. Simulations of learning losses show that the current generation of students may have lost an estimated 17 trillion US dollars in lifetime earnings at present value due to the pandemic alone—equivalent to 14% of today’s global GDP. Climate change has also affected cities world over with recurring climate-related extreme events like cyclones and floods through destruction of schools, relevant infrastructure, and learning materials. Indirectly they impact family livelihood and well-being by affecting health, food, and shelter—resulting in increased absenteeism, dropouts, and deteriorating quality of learning. Again, their financial impacts are believed to be in trillions of dollars. Besides learning losses, school closures also affect the growth and development of children by denying them school meals, health services including vaccinations, and psychosocial support. In terms of response, school closures increased the reliance of institutions upon remote technology—digital solutions or broadcast media like radio and television. This chapter besides highlighting key obstacles in a shift to distance learning or adapting to new normal also discusses the lessons learnt and emerging opportunities. It emphasizes speeding up reform and preparing future generations to be both productive and resilient to face mega risks through education and practice.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-14088-4_8 2339240:EJRBQ9VM 2405685:8HGQX6NY

Developing Pedagogical Abilities in Students through Introducing Modern Forms and Methods of Education in the Mother Tongue Teaching Process - Kochkorbaevna, Kurbanova Bakhtikhon; Hilola, Isaqova (International Journal of Culture and Modernity, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:AFVA66C9 4042040:RBR2QRNK
Keywords: ⛔ No DOI found

Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes - Koh, Joyce Hwee Ling; Daniel, Ben Kei (International Journal of Educational Technology in Higher Education, 2022)
This systematic literature review of 36 peer-reviewed empirical articles outlines eight strategies used by higher education lecturers and students to maintain educational continuity during the COVID-19 pandemic since January 2020. The findings show that students’ online access and positive coping strategies could not eradicate their infrastructure and home environment challenges. Lecturers’ learning access equity strategies made learning resources available asynchronously, but having access did not imply that students could effectively self-direct learning. Lecturers designed classroom replication, online practical skills training, online assessment integrity, and student engagement strategies to boost online learning quality, but students who used ineffective online participation strategies had poor engagement. These findings indicate that lecturers and students need to develop more dexterity for adapting and manoeuvring their online strategies across different online teaching and learning modalities. How these online competencies could be developed in higher education are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1186/s41239-022-00361-7 2339240:HJPD6A8P 2405685:UBDMIFV7
Keywords: COVID-19; E-learning; Emergency response teaching; Online dexterity; Online learning; Online pedagogy

Opinion: EdTech promised a learning revolution — but didn't deliver - Kucirkova, Natalia (World Economic Forum The Agenda Weekly, 2022)
Education technology, EdTech, promised equitable learning for children worldwide. It has failed to live up to that promise, but there is still a chance.
KerkoCite.ItemAlsoKnownAs: 2339240:KBL562LF 2405685:WUYDC4IM

Videos as a Tool in Teacher Professional Learning: How Do Videos Scaffold Teachers’ Understanding of the Behaviours of Students with ASD? - Lam, Cici Sze-ching (Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder, 2022)
Videos are often used in teacher training. However, when considering professional learning for teachers in supporting students with autism spectrum disorder (ASD), the manner by which teacher educators can make use of videos in professional learning has rarely been documented. On the basis of a model called ‘Fostering a Community of Learners’ (FCL), this chapter aims to show a case study on how a professional learning course for in-service teachers uses videos as a tool to train teachers in understanding pedagogies and handling students with ASD, thus providing a platform for teachers to discuss their common points of interest. Individual interviews were conducted to understand the process of video learning. Hopefully, this article will inform practitioners or teacher educators on the use of videos and case studies in assisting teachers to understand the needs of students with ASD. Implications focus on how scaffolding of knowledge of the behaviours of students was supported with the use of videos in an FCL cycle.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-16-6417-5_12 2339240:4LM2MG4W 2405685:C62C3XAQ
Keywords: Scaffolding; Teaching self-efficacy; Video learning

An Emerging Dragon: Vietnamese Education After Resolution 29 - Le, Anh Vinh; Han, Puyuan; Khaing, Maw Maw; Farrar, Olivia (Education to Build Back Better: What Can We Learn from Education Reform for a Post-pandemic World, 2022)
In the years since its independence in 1975, Vietnam has experienced much political, social, economic, and educational change. Multiple comprehensive reforms over the past few decades have served to transform Vietnam from a country of war into an “emerging dragon” across all social and economic sectors, including education. In 2013, Vietnam passed one of the most significant pieces of education legislature in the country’s history: Resolution 29, a fundamental and comprehensive education reform that put the development of Vietnam’s education system at the top of socioeconomic development plans. This chapter accounts for the major changes of Vietnam education system after Resolution 29, including the country’s “success formula” as well as its lapses. It makes further recommendations for educational policymakers and educators in Vietnam regarding the role of the education sector in the coming ever-disruptive social and economic context.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-93951-9_5 2339240:RFAMG9TP 2405685:ZWDBGCAZ

The Learning Passport - Learning Passport (2022)
A new solution designed to close the learning poverty gap, the LP is an online, mobile, and offline tech platform enabling high quality, flexible learning
KerkoCite.ItemAlsoKnownAs: 2339240:S2S9GZD2 2405685:TBKCHJ89

Operationalising positive tipping points towards global sustainability - Lenton, Timothy M.; Benson, Scarlett; Smith, Talia; Ewer, Theodora; Lanel, Victor; Petykowski, Elizabeth; Powell, Thomas W. R.; Abrams, Jesse F.; Blomsma, Fenna; Sharpe, Simon (University of Exeter: Global System Institute, 2022)
Non-Technical Summary Transforming towards global sustainability requires a dramatic acceleration of current progress. Hence there is growing interest in finding ‘positive tipping points’ at which small interventions can trigger self-reinforcing feedbacks that accelerate systemic change. Examples have recently been seen in power generation, personal transport, and lighting. But how to identify positive tipping points that have yet to occur? We synthesise theory and examples to provide initial guidelines for creating enabling conditions, sensing when a system can be positively tipped, who can trigger it, and how they can trigger it. All of us can play a part in triggering positive tipping points.
KerkoCite.ItemAlsoKnownAs: 2339240:62SKN9I7 2405685:ZUTFIIJ3

Reading problems and risk of dyslexia among early elementary students in Thailand - Lerthattasilp, Tiraya; Sritipsukho, Paskorn; Chunsuwan, Issarapa (Journal of Population & Social Studies, 2022)
KerkoCite.ItemAlsoKnownAs: 10.25133/JPSSv302022.040 2339240:P2Y4H7SX 2405685:7C8ANSXU
Keywords: ⛔ No INSPIRE recid found

Two-year RCT of EdTech in Malawi - Levesque, Karen; Bardack, Sarah; Chigeda, Antonie; Bahlibi, Abraham; Winiko, Symon (2022)
Malawi’s primary education system has been challenged to provide quality learning in the face of expanding enrollment. To address poor learning outcomes, the Ministry of Education piloted use of onebillion’s onecourse software in about 100 schools. Initial studies of onecourse conducted over 8 weeks to 8 months produced significant effect sizes in math and literacy, although absolute gains were modest. To measure longer-term impacts, Imagine Worldwide conducted a 2-year efficacy randomized controlled trial in two Malawi schools. Despite COVID-related school closures, onecourse produced statistically significant impacts in literacy and math. Further, the 13 months of (interrupted) intervention produced larger effect sizes and higher rates of attaining emergent or fluent reading and math benchmarks than the prior 8-month study.
KerkoCite.ItemAlsoKnownAs: 2339240:J8CBHM6Z 2405685:WNI92EHA
Keywords: ⛔ No DOI found

Two-year RCT of EdTech in Malawi: Impacts of a 2-year education technology program on early primary learning in Malawi amid disruptions due to COVID-19 - Levesque, Karen; Bardack, Sarah; Chigeda, Antonie; Bahlibi, Abraham; Winiko, Symon (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:ZDDVIBT7

M-Shule LEAD Toolkit: Learn, Evaluate, Activate, Data - M-Shule (2022)
M-Shule is an SMS knowledge-building platform that helps organizations deliver Learning, Evaluation, Activation, and Data tools across East Africa.
KerkoCite.ItemAlsoKnownAs: 2339240:U9I4ADKV 2405685:JVWSXCRL

2022 Malawi Education Statistics Report (EMIS) - Malawi Ministry of Education (Government of Malawi, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:QDQNJ628 2405685:PVLSA2PA

Joint Sector Review Resources – Presentations - Malawi Ministry of Education (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8QQZ2C4K 2405685:6L23TW3P

Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia - Maldonado-Carreño, Carolina; Yoshikawa, Hirokazu; Escallón, Eduardo; Ponguta, Liliana Angelica; Nieto, Ana María; Kagan, Sharon Lynn; Rey-Guerra, Catalina; Cristancho, Juan Camilo; Mateus, Angy; Caro, Luz Angela; Aragon, Carlos Andrés; Rodríguez, Ana María; et al. (Child Development, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1111/cdev.13665 2339240:6V59Z928 2405685:GPHJQQ57

Overview of the Situation for Dyslexia in Thailand - Maneeratanayon, Piyanat; Ruangdaraganon, Nichara; Pree-Iam, Prapatsorn; Sruansan, Benjawan (The Routledge International Handbook of Dyslexia in Education, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:ZMX5DV9G 2405685:2DPM6XTF
Keywords: ⛔ No INSPIRE recid found

Parents’ satisfaction with online education for learners with special needs at the elementary level - Manguilimotan, Ramil P.; Cabalda, Jacob A.; Arnado, Anna Mie M.; Padillo, Gengen G.; Espina, Raymond C.; Capuno, Reylan G. (Cypriot Journal of Educational Sciences, 2022)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.18844/cjes.v17i4.7106 2339240:YA5UHSEA 2405685:SGI2VUJ6
Keywords: SEND; philipines; EdTech; accepted; publisher: Cypriot Journal of Educational Sciences; ⛔ No INSPIRE recid found

The impact of the COVID-19 pandemic on education: international evidence from the Responses to Educational Disruption Survey (REDS) - Meinck, Sabine; Fraillon, Julian; Strietholf, Rolf (UNESCO; International Association for the Evaluation of Educational Achievement, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:Z8CHKBHX 2405685:ALWN3L68

Guidelines for ICT in education policies and masterplans - Miao, Fengchun; Hinostroza, J. Enrique; Lee, Molly; Isaacs, Shafika; Orr, Dominic; Senne, Fabio; Martinez, Ana-Laura; Song, Ki-Sang; Uvarov, Alexander; Holmes, Wayne; Vergel de Dios, Benjamín (UNESCO Digital Library, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:Q8XUYWC2 2405685:YER5WGBX

Estratégia de Educação à Distância - Ministério da Educação e Desenvolvimento Humano (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FJZYDW6Y 2405685:CV6X3YWE

West African Senior School Certificate Examination: Sierra Leone Results Analysis - Ministry of Basic and Secondary Education (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2WY3SC9N 2405685:YKA8Y8DM

Education Sector Plan 2022-2026: Transforming Learning for All - Ministry of Basic and Senior Secondary Education (Ministry of Basic and Senior Secondary Education, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:RJEZPR4R 2405685:TAFLCLQ3

2021 Annual School Census Final Report - Ministry of Basic and Senior Secondary Education, Sierra Leone (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:M7XYZTWF 2405685:C7C3BM9Z

Sierra Leone Education Sector Plan 2022-2026 - Ministry of Basic and Senior Secondary Education; Ministry of Technical & Higher Education (Government of Sierra Leone, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:JLYG52CA 2405685:MYV4GHKW

Education Statistics Report - Ministry of Education (Government of the Republic of Malawi, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:A5HSJY46 2405685:5VPNL7IE

Southeast Asia Primary Learning Metrics 2019 Regional Assessment Results: Lao PDR Country Report - Ministry of Education and Sports; UNICEF Lao PDR (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:KTCZQ5Q7 2405685:TMEGNE92
Keywords: ⛔ No INSPIRE recid found

School Level MEWAKA Implementation Guidelines - Ministry of Education, Science and Technology (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:DIIULWEL 2405685:CV7JMXZX

TCPD Supervision Guidelines - Ministry of Education, Science and Technology (2022)
MWONGOZO WA KUSIMAMIA UTEKELEZAJI WA MPANGO WA MAFUNZO ENDELEVU KWA WALIMU KAZINI
KerkoCite.ItemAlsoKnownAs: 2339240:F9V87LUV 2405685:8V6MJ3DK

Mwongozo Wa Kusimamia Utekelezaji Wa Mpango Wa Mafunzo Endelevu Kwa Walimu Kazinioutline - Ministry of Education, Science & Technology [MOEST] (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:E32MRUPW

Cyber wellness - Ministry of Education (Singapore) (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:S28C8GQT 2405685:6PCYGUAU

Draft India Data Accessibility and Use Policy - Ministry of Electronics and Information Technology (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:RLA7GE4F 2405685:LWVFFURR

The Revised National Development Strategy for South Sudan – 2021-2024 - Ministry of Finance and Planning (Republic of South Sudan, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:N6CXNQDA 2405685:8UI7SKCV

EduTech Roadmap - Ministry of Industry, Science, Technology and Innovation, Royal Government of Cambodia; National Council of Science Technology and Innovation (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:DAGR4AG5 2405685:ZZ9IFUA5

Cambodia Digital Government Policy 2022–2035 - Ministry of Post and Telecommunications, Royal Government of Cambodia (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:UN62XY2N 2405685:KC6N2Y3F

How Sierra Leone is betting on data to fight the impact of climate change on schools - Momoh, A; Atherton, Paul (Global Partnership for Education, 2022)
Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.
KerkoCite.ItemAlsoKnownAs: 2405685:AVDJP4T3 4042040:AJHHQGBH

Let’s learn together’: co-creating mental health solutions with adolescents in Tanzania and Viet Nam - Myers, Christina; Samuels, Fiona (ODI, 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:TU9L3ERY

Annexure W1 Explanatory memorandum to the division of revenue - National Treasury of the Republic of South Africa (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2WTMLS68 2405685:BS9MXPVV 4656463:4AP5L782

Teachers Co-creating for Teachers: Design and Implementation of an Online Teacher Professional Development Course in Sub-Saharan Africa - Negeze, Lucian Vumilia; Iyer, Sridhar (Global Perspectives on Educational Innovations for Emergency Situations, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-99634-5 2339240:AZ5MYLRA 2405685:EZWKWPG9

New Generation School Annual Report 2022 - New Generation Schools (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FDJ525M7 2405685:2NFPDMWH

Effectiveness of implementation of special education curriculum in face-to-face learning during the Covid-19 pandemic for children with special needs - Noor, Moch; Sugiantiningsih, Anak Agung Putu (International Journal of Social Science Research and Review, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:SEFWN4FY 2405685:MHJIGDIU
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Viet Nam MICS-EAGLE factsheet - O'Connell, Tara; Quynh, Nguyen; Lan, Le Anh; Nguyen, Hoang Anh; Fushimi, Akihiro; Mizunoya, Suguru; Mishra, Sakshi; Kelly, Peggy (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:M65QMTVP 2405685:H2F6XSRZ

Open Data Handbook - Open Data Handbook (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:VHCFKFPD 2405685:DWCG7BQT

Open Data Punjab - Open Data Punjab (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:TRPK93UI 2405685:MLU9HKVK

OpenEMIS – Better data. Better education - OpenEMIS (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:HYT2HLNY 2405685:D7LD9WCF 4656463:M8NDLPJN

Improving Enrollment and Learning Through Videos and Mobiles: Experimental Evidence from Northern Nigeria by Victor Orozco-Olvera, Ericka G. Rascon-Ramirez :: SSRN - Orozco-Olvera, Victor; Rascon-Ramirez, Ericka G. (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:ZT8V7EMR 2405685:N869HF5U

Technology Enabled Learning in Kenya: KWA Ground Insights on Building Resilient Distance Learning Ecosystems - Otieno, Jennifer; Ward, Rebecca (IREX, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8Q2N66WW 2405685:NID4DURJ
Keywords: ⛔ No INSPIRE recid found

GDP per capita in England - Our World in Data (Our World in Data, 2022)
Adjusted for inflation and measured in British Pounds in 2013 prices
KerkoCite.ItemAlsoKnownAs: 2339240:2KR4QKBZ 2405685:MJKJS8SG 4656463:GEI2DZLC

A Literature Review of Digital Literacy over Two Decades - Peng, Danhua; Yu, Zhonggen (2022)
A Literature Review of Digital Literacy over Two Decades: The COVID-19 pandemic has forced online learning to be a “new normal” during the past three years, which highly emphasizes students’ improved digital literacy. This study aims to present a literature review of students’ digital literacy. Grounded on about twenty journal articles and other related publications from the Web of Science Core Collection, this paper focused on the definition of digital literacy; the factors affecting students’ digital literacy (age, gender, family socioeconomic status, and parent’s education level); the relationship between students’ digital literacy and their self-control, technostress, and engagement; and the three approaches to gauge the level of students’ digital literacy. The study also provided some advice for educators and policymakers. Finally, the limitations and implications were presented.
KerkoCite.ItemAlsoKnownAs: 2339240:VAYZHZ93 2405685:2T2BDF8L

Basic Education Statistics, Tanzania - President's Office, Regional Administration and Local Government (President’s Office- Regional and Local Government [PO-RALG], 2022)
KerkoCite.ItemAlsoKnownAs: 2405685:UWXKT63Y

Decision no. 131/qd-ttg approving scheme "Strengthening application of information technology and digital transformation in education and training for the period of 2022-2025 with a vision towards 2030" - Prime Minister, Socialist Republic of Vietnam (2022)
The Prime Minister of Government in Vietnam - Decision 131/QD-TTg 2022 application of information technology in education 2022 2025 in Vietnam
KerkoCite.ItemAlsoKnownAs: 2339240:DU2DYJLT 2405685:DUMQMTV3 2405685:GRNJNA2N

National development delivers: And how! And how? - Pritchett, Lant (Economic Modelling, 2022)
Core dual ideas of early development, economics and practice, were that (a) national development was a four-fold transformation of countries towards: (i) a more productive economy, (ii) a more responsive state, (iii) more capable administration, and (iv) a shared identity and equal treatment of citizens and that (b) this four-fold transformation of national development would lead to higher levels of human wellbeing. The second is strikingly correct: development delivers. National development is empirically necessary for high wellbeing (no country with low levels of national development has high human wellbeing) and also empirically sufficient (no country with high national development has low levels of human wellbeing). Three measures of national development: productive economy, capable administration, and responsive state, explain (essentially) all of the observed variation in an omnibus indicator of wellbeing based on over 58 distinct indicators, the Social Progress Index. How national development delivers on wellbeing varies, in three ways. One, economic growth is much more important for achieving wellbeing at low versus high levels of income. Two, economic growth matters more for “basic needs” than for other dimensions of wellbeing (like social inclusiveness or environmental quality). Three, state capability matters more for wellbeing outcomes that depend on public production than on private goods (and for some wellbeing indicators, like physical safety, for which growth doesn’t matter at all). While these findings may seem too common sense to be worth a paper, national development–and particularly economic growth—is, strangely, under severe challenge as an important and legitimate objective of action within the development industry.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.econmod.2021.105717 2339240:ECHNXBLX 2405685:JKLG5SMP 4656463:W94MPC2J

Should we paint all classroom roofs white to improve learning in Tanzania? - Proctor, Jamie (2022)
ZenodoArchiveID: 7139243 ZenodoArchiveConcept: 7139242 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0122 2339240:6MGEXC55 2405685:Y8NP87KG

Reimagining Teacher Continuous Professional Development: Evidence from a Blended Approach in Senegal - Proudfoot, Diane; Pflepsen, Alison; Swift-Morgan, Jennifer; Niang, Ablaye (Chemonics International, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8A2VSI6K 2405685:IZHZFXFK

Portal Rasmi Jabatan Penyiaran Malaysia - Radio Televisyen Malaysia (Nama Agensi, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:PF745AD4 2405685:2WNYYGZQ

From Emergency Remote Teaching to Effective Online Learning: A Teacher Professional Development Case Study from Higher Education in India - Raina, Ashutosh; Rane, Archana; Ngeze, Lucian; Murthy, Sahana; Iyer, Sridhar (Global Perspectives on Educational Innovations for Emergency Situations, 2022)
This chapter describes the design and implementation of an educational solution to prepare teachers and instructors in India for various pedagogical and technological transitions during the pandemic. The goal was to move from an emergency remote teaching approach towards adopting effective online teaching strategies. This solution had to address the key challenge of remote professional development for the online medium while accounting for the diversity in the Indian educational context, taking into account varying needs of learners, teachers, institutions, geography, availability of technology, prior experience, and goals. The solution had two parts: i) a web-based repository for self-learning, consisting of research-based principles, pedagogical strategies and tools for effective design and development of online courses, and ii) synchronous interactive workshops to support instructors in practical implementation of the principles, strategies and tools to make domain specific instruction design decisions. Overall, emphasis was paid to learner engagement, diverse learner needs, peer learning, providing effective feedback and meaningful interaction. The resource repository and workshops guided instructors through making decisions and evaluating trade-offs in their context. This article also provides a brief analysis of the data collected from workshops on teachers’ preparedness at effective integration of technology, and the impact of the OTeach resource repository, which can found at Google Sites and has 25,000+ visitors so far. The article concludes with reflections and recommendations based on our experience.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-99634-5_26 2339240:ZYIEZ59M 2405685:NPZMN2R6
Keywords: Effective online learning; Higher education; Research-based strategies; Teacher professional development

Using Learning Assessment Data for Educational Planning in Sub-Saharan Africa: A Comparative Analysis - Raudonyte, Ieva; Foimapafisi, Tuamanaia (2022)
Publisher: UNESCO-IIEP KerkoCite.ItemAlsoKnownAs: 2339240:3B6FEVSV 2405685:YQ3VD3UM

Language policy in Ghana and Malawi: differing approaches to multilingualism in education - Reilly, Colin; ResCue, Elvis; Chavula, Jean Josephine (Journal of the British Academy, 2022)
Despite substantial international evidence that children learn best in a language which they understand, language-in-education policies in much of Africa do not effectively accommodate the range of languages found in the classroom, instead prescribing dominant national languages and/or colonial languages such as English. Further, these language policies continue to reflect a monoglossic conceptualisation of languages and do not adequately account for the multilingual repertoires of individuals and communities. They do not reflect an understanding of the ways in which multilingual language practices could be harnessed for education. This article provides a comparative overview of the policy context in Malawi and Ghana, at the levels of legislation, practice, and attitudes. Through interviews, questionnaires, classroom observations, and classroom recordings in primary schools, we highlight the multilingual realities of educational spaces in each country. We highlight that, despite different sociolinguistic and legislative contexts, there are similarities between these contexts which emerge as important factors when considering multilingualism within education.
KerkoCite.ItemAlsoKnownAs: 10.5871/jba/010s4.069 2405685:2QFJWC3E 4042040:SBXDCXLU

Kenya Digital Master Plan 2022-2032 - Republic of Kenya ICT Authority (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2JU3HTBP 2405685:Z4EGG6C5

Public Statement on the Status of Payments to County Governments FY 2021-2022 - Republic of Kenya National Treasury and Planning (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:3Y2CWUVK 2405685:KVMAL7TJ

ASIDI - Accelerated School Infrastructure Delivery Initiative - Republic of South Africa (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:8926SWP2 2405685:FQZGB8L5 4656463:43J8MUT5

DBE's National School Nutrition Programme - Republic of South Africa (DBE's National School Nutrition Programme, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:YZ9QTSYZ 2405685:B5V2NBXA 4656463:DV2MRLQV

E-Teaching in Higher Education: An Analysis of Teachers’ Challenges Facing E-Learning in Mozambique - Rhongo, Domingos; da Piedade, Bonifácio (Mobility for Smart Cities and Regional Development - Challenges for Higher Education. ICL 2021. Lecture Notes in Networks and Systems, 2022)
4 citations (Crossref) [2024-03-22] KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-93904-5_41 2339240:3X5AAKKX 2405685:AEKREDRI
Keywords: ⛔ No INSPIRE recid found

Rising Academies - Rising Academy Network (Rising Academies, 2022)
Rising Academies is one of the fastest-growing quality-focused education companies in Africa, and a Certified B Corp®. We constantly refine and improve our model in schools we own and operate ourselves, then take these solutions and partner with governments and other education providers to to improv
KerkoCite.ItemAlsoKnownAs: 2339240:K8IR76M2 2405685:N38LL9DI

Unit Cost Budgeting? (1/4) Marc Robinson Blog - Robinson, Mark (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:2G9V7GRE 2405685:96ZA4IED 4656463:8UGCXAGW

Parents’ New Role and Needs During the COVID-19 Educational Emergency - Rousoulioti, Thomais; Tsagari, Dina; Giannikas, Christina Nicole (Interchange, 2022)
This article contributes to the on-going discussion of parental involvement in the education of children, with emphasis on new and unfamiliar roles of parents during the COVID-19 pandemic. The case study undertaken focuses on parents of first graders who belong to non-vulnerable and vulnerable social groups, and the first-grade teachers of a public primary school in the north of Greece. Research questions address the experience of ‘parents–teachers’, the need for technological tools and the required digital literacy, as well as the impact of homeschooling on the wellbeing of the family unit. Data were collected using semi-structured individual interviews. The data analysis shows that parents of both social groups took on the role of the teacher to accommodate the learning challenges of first graders. Mothers from vulnerable groups, in particular, encountered various challenges when attempting to support their children mainly in language lessons. Regarding the use of new technologies, the pandemic found parents of both groups unprepared and unfamiliar with the process of distance education. Stress and worry were the dominant emotions from the very start of homeschooling during the early stages of the pandemic while towards the end of the first lockdown, exhaustion overwhelmed parents and pupils. The article concludes with emphasizing the importance of active parental involvement and coaching that enables parents to contribute substantially to their children’s education in emergency situations.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10780-022-09464-6 2339240:H68PFXYQ 2405685:ND59D5NV

Improving Early Grade Education Across Kenya - RTI International (RTI, 2022)
Tusome focuses on four key interventions developed and proven to improve literacy outcomes in Kenya. Learn about the impact of this program.
KerkoCite.ItemAlsoKnownAs: 2405685:4Y4R9CS6 2486141:L2RCITFW

Strengthening ASEAN women's participation in STEM - Rubin, Caroline; Utomo, Eko (USAID, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:X2R4ZBCL 2405685:RUVMFDXN
Keywords: ⛔ No INSPIRE recid found

Digitalizing Laos: Improving Government Transparency, the Business Environment, and Human Capital - Runde, Daniel F; Bandura, Romina; Lee, Rachel (Center for Strategic and International Studies, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:6N97WY63 2405685:UQCUEMHV

Schooling for All: Feasible Strategies to Achieve Universal Education - Sandefur, Justin (Center for Global Development, 2022)
This report debates the case for specific public investments in education in low- and lower-middle-income countries, drawing on evidence of what has worked not just in small-scale experiments but historically and in large-scale national programs. Its messages are intended more for economic policymakers than educators, as they speak to what can be accomplished with fiscal instruments (money) and where trade-offs must be made. CGD does not take institutional positions.
KerkoCite.ItemAlsoKnownAs: 2339240:TRJQV3HU 2405685:FBBCDGQS 4656463:WD6IYKWC

The Long-Run Decline of Education Quality in the Developing World - Sandefur, Justin; Le Nestour, Alexis; Moscoviz, Laura (Center for Global Development, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:JMDZFXBT 2405685:CAG4SW4Y 4656463:SMY6W2S2

RBF Interventions in Education : Do they Increase Inequality of Outcomes? : A Literature Review - Schipper, Youdi; Pradhan (World Bank, 2022)
RBF Interventions in Education : Do they Increase Inequality of Outcomes : A Literature Review (English)
KerkoCite.ItemAlsoKnownAs: 2339240:BMJGZX2Q 2405685:LS7P9947 4656463:PUESP9RL

Scottish Local Government Finance 'Green Book' 2022-23 - Scottish Government (2022)
Scottish Local Government Finance Settlement 2022-23: Funding Allocation Formula.
KerkoCite.ItemAlsoKnownAs: 2339240:2SJBGQ99 2405685:BEGQ5SPH 4656463:8PQ43ECW

Mother-tongue Instruction and Later Labor Market Outcomes: Evidence from a Natural Experiment in Ethiopia - Seid, Yared (Applied Economics, 2022)
This paper offers empirical evidence on the effect of mother-tongue instruction in primary school on students’ later labor market outcomes. Moreover, it explores whether the effect varies by the duration of exposure to mother-tongue instruction. Since Ethiopia has adopted mother-tongue instruction after the 1994 Ethiopian education reform, many students who have attended primary school after 1994 are exposed to mother tongue instruction, resulting in a variation in exposure to mother-tongue instruction by birth cohort. In Amhara state, Amharic is adopted as medium of instruction both before and after the education reform. This is in contrast to other states in Ethiopia that have changed the medium of instruction in primary school following the education reform. Among students who have been exposed to mother-tongue instruction following the education reform, however, the duration of their exposure to mother-tongue instruction varies depending on the state in which they have attended primary school. This is because states in Ethiopia mandate students to transition from mother-tongue to English instruction either in grade 5, 7, or 9. Exploiting these two plausibly exogenous sources of variations (across states and birth cohorts) and using data from the 2013 Ethiopian Labor Force Survey, we estimate difference-in-differences model. Estimates from our preferred specifications suggest that mother-tongue instruction in primary school improves later labor market outcomes, but the size of its effect decreases with the number of years an individual was exposed to mother-tongue instruction in primary school.
KerkoCite.ItemAlsoKnownAs: 10.1080/00036846.2022.2083067 2405685:FVA8PVW7 4042040:BDEBTWNL

Localización de la demanda insatisfecha de instituciones educativas. Una propuesta metodológica basada en sala de cuatro (4) años de nivel inicial en Argentina - Sendón, María Alejandra (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:46KQBBWV 4042040:TH2JHXFY

Schools Data – Sindh Education Foundation - Sindh Education Foundation (2022)
SEF|Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education.
KerkoCite.ItemAlsoKnownAs: 2339240:ZR5SLYLD 2405685:ZDK4EJXI 4656463:94ASBQDP

Education Technology - Strigel, Carmen (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:DV4PUSCY 2405685:LUI8NYG4 2486141:NX7GFCLL 2486141:QZNWFGWQ
Keywords: ⛔ No DOI found

Innovation of 'braille corner' digital learning based on learning for the students with visual impairment in inclusion settings - Suherman, Yuyus; Juhanaini, J.; Maryanti, Rina; Rochyadi, Endang (Journal of Engineering Science and Technology, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:5JUA4RBE 2405685:DDFXY77J
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Peer Facilitator Manual - Tanzania Institute of Education (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:L5GU78GL 2405685:Y66B6MLC

Teach For Uganda - Teach For Uganda (Teach for uganda, 2022)
We are nurturing leaders who are committed to advancing equitable access to quality education in low-income communities in Uganda
KerkoCite.ItemAlsoKnownAs: 2339240:S2F9KJKP 2405685:GIL3HEI7

Distance Learning and Teacher Training Strategies - Teacher Task Force; UNESCO (Teacher Task Force, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:7J3GWID6 2405685:UH8ZNZUX

Climate Change Education and Curriculum Revision - Teixeira, Janssen Edelweiss; Crawford, Elizabeth (World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1596/38146 2339240:DFS7S5N6 2405685:BC4AMA4X

Digital Youth in Timor-Leste - The Asia Foundation (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:NHN8G2L3 2405685:JPJH3GYT

Malawi Economy: Population, GDP, Inflation, Business, Trade, FDI, Corruption - The Heritage Foundation (2022)
Learn more about the Malawi economy, including the population of Malawi, GDP, facts, trade, business, inflation and other data and analysis on its economy from the Index of Economic Freedom published by The Heritage Foundation.
KerkoCite.ItemAlsoKnownAs: 2339240:V32U7VEA 2405685:WDLTPYAE

Data Availability and Transparency Bill 2022 - The Parliament of the Commonwealth of Australia (2022)
KerkoCite.ItemAlsoKnownAs: 2339240:FC9SQZBH 2405685:NT2SRNI3