Nigeria Learning Passport Reaches One Million Subscribers: A Milestone in Educational Access - UNICEF (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:VNVGXZW4 2405685:NZ3N4VF3

African higher education network forms interdisciplinary action group to maximize ethical use of AI - Honoris United Universities (2024)
Honoris United Universities recently concluded its two-day Annual Academic Summit for 2024 in Tunis,
KerkoCite.ItemAlsoKnownAs: 2405685:4LFP8964

Revolutionizing EFL instruction: Jordanian teachers' perspectives on interactive whiteboards for word identification enhancement - Alhumsi, Mohammad Husam (Journal of Intercultural Communication, 2024)
KerkoCite.ItemAlsoKnownAs: 10.36923/jicc.v24i2.562 2339240:VFV9XKF8 2405685:56L26WQV 6018420:ANPPKW5L

Radically transforming education systems: What signals can we pay attention to? - Salzano, Carmela; Perrier, Janne Kjaersgaard (Global Partnership for Education, 2024)
As countries embark on, accelerate or scale up their strategies for education system transformation, certain behaviors and actions may signal a profound shift in countries’ efforts to radically improve learning outcomes for all.
KerkoCite.ItemAlsoKnownAs: 2405685:2NBMAFFC

Unlocking Futures: A global overview of education in emergencies financing - Geneva Global Hub for Education in Emergencies (2024)
KerkoCite.ItemAlsoKnownAs: 2405685:L66336QY

AI Literacy: A Framework to Understand, Evaluate, and Use Emerging Technology - Mills, Kelly; Ruiz, Pati; Lee, Keun-woo; Coenraad, Merijke; Fusco, Judi; Roschelle, Jeremy; Weisgrau, Josh (Digital Promise, 2024)
To enable all who participate in educational settings to leverage AI tools for powerful learning, this paper describes a framework and strategies for educational leaders to design and implement a clear approach to AI literacy for their specific audiences (e.g. learners, teachers, or others) that are safe and effective. The first part of the paper describes a framework that identifies essential components of AI literacy and connects them to existing initiatives that districts have been implementing for decades. The second part of the paper identifies strategies and illustrative examples as guidance for educational leaders to integrate AI literacy in PK–12 education and adapt to their unique contexts.
KerkoCite.ItemAlsoKnownAs: 2339240:WEUB46HQ 2405685:7DBFX59E

OpenAI x International Rescue Committee: Leveraging AI to Scale Ed-Tech in Crisis Affected Settings | International Rescue Committee (IRC) - International Rescue Committee (2024)
Ahead of the AI for Good Summit, the International Rescue Committee (IRC) is announcing a new humanitarian partnership with OpenAI leveraging cutting-edge AI technology to improve learning outcomes and reduce disruptions in learning for children in crisis-affected communities.
KerkoCite.ItemAlsoKnownAs: 2339240:BBVYRKVP 2405685:QE4SGVDS

Disclosable Version of the ISR - Ghana Accountability for Learning Outcomes Project - P165557 - Sequence No : 08 - Ackwerh, Eunice (World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:IGWA749T 2405685:V4CT8B9E

Unlocking Literacy: Navigating Parental Engagement with Worldreader’s BookSmart in Kenya - Smith, Wendy; Nicolai, Susan; Kartha, Ashwati; Kimani, Olivia (EdTech Hub, 2024)
Globally, just one-third of 10-year-olds can read and understand basic written stories. Can EdTech and parental engagement change this? Read on to learn more.
KerkoCite.ItemAlsoKnownAs: 2339240:IVVWJ3JN 2405685:9GPPW9T2

Effective and scalable math support: Evidence on the impact of an AI-Tutor on math Achievement in Ghana - Henkel, Owen; Horne-Robinson, Hannah; Kozhakhmetova, Nessie; Lee, Amanda (arXiv, 2024)
This study evaluates the impact of Rori, an AI powered conversational math tutor accessible via WhatsApp, on the math performance of approximately 1,000 students in grades 3-9 across 11 schools in Ghana. Each school was assigned to a treatment group or control group; the students in the control group continued their regular math instruction, while students in the treatment group engaged with Rori, for two 30-minute sessions per week over 8 months in addition to regular math instruction. We find that the math growth scores were substantially higher for the treatment group with an effect size of 0.37, and that the results were statistically significant (p < 0.001). The fact that Rori works with basic mobile devices on low-bandwidth data networks gives the intervention strong potential to support personalized learning on other low-and-middle-income countries (LMICs), where laptop ownership and high-speed internet - prerequisite for many video-centered learning platforms - remain extremely limited. While the results should be interpreted judiciously, as they only report on year 1 of the intervention, and future research is necessary to better understand which conditions are necessary for successful implementation, they do suggest that chat-based tutoring solutions leveraging artificial intelligence could offer a costeffective approach to enhancing learning outcomes for millions of students globally.
arXiv:2402.09809 [cs] KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2402.09809 2405685:L2LGL5QE
Keywords: Computer Science - Human-Computer Interaction

Kaduna State Government, Google, DSN Launch First Hausa-Language AI Learning Series – Independent Newspaper Nigeria - Adejumoh, Justus (2024)
Independent.ng - Nigeria News - Top Nigerian newspapers - Breaking news - Top news headlines from Nigeria and World.
KerkoCite.ItemAlsoKnownAs: 2339240:6ZI64LEJ 2405685:7QTFBJ7M

Towards cool cities and communities: Preparing for an increasingly hot future by the development of heat-resilient infrastructure and urban heat management plan - Cui, Yi; Yin, Mingqiang; Cheng, Xiang; Tang, Junqing; He, Bao-Jie (Environmental Technology & Innovation, 2024)
Planning for extreme heat challenges is an urgent task for urban planners, designers, and managers because urban heat is a new normal climate-related challenge for many cities. However, how to integrate existing scientific outcomes and achieve the transformation from research to practice is a critical question. This study aims to frame a heat-resilient infrastructure system and an urban heat management plan (UHMP) to better promote heat solution implementation. This study analyses heat-related challenges, with China as a typical nation with highly urbanized and urbanizing cities, to demonstrate the urgency of preparing for an extreme heat era. This study then elucidates the fundamentals and methods for heat-resilient infrastructure and UHMP development, with a structure of prevention, preparation, mitigation, adaptation, and co-benefits approaches. Heat–resilient infrastructure was framed to ensure that society withstands, responds to, and recovers from heat–related impacts through actions of planning, design, construction, and operation, considering structural measures, non–structural measures, and a co-benefits approach. Furthermore, a UHMP framework was developed by determining the key mission, critical components, and associated agencies. Overall, this study provides planners, designers, and managers with theoretical and methodological frameworks to comprehensively understand heat solutions and increase their implementation capacity.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.eti.2024.103568 2339240:RXVRKFX2 2405685:VB3C5JJS
Keywords: Challenges and opportunities; Heat-resilient infrastructure; Information technology and telecommunication; Preparation; mitigation and adaptation; Structural and non-structural measures; Urban heat management

Design and development of cognitive skills enhancement for neurodivergent children using CNN - Ganju, Gaurav; Kumar, Aryan; Uma, M. (2024 International Conference on Advances in Computing, Communication and Applied Informatics (ACCAI), 2024)
Addressing the unique challenges faced by neurodivergent individuals, especially young children, this paper introduces CogniQuest-an iOS application designed to enhance basic cognitive skills from an early age. CogniQuest offers three difficulty levels of cognitive tests focusing on memory, object identification, and word processing. The app employs a handwriting recognition CNN (Convolutional Neural Network) model trained on a local dataset from Kaggle using Keras, TensorFlow framework, Open CV and flask for deploying the model using an API. Swift UI is used for processing user input and for rating the handwriting correctness we use the SSIM score. With a minimalistic and neurodivergent-friendly design, CogniQuest ensures accessibility and ease of use. The paper explores the app’s design principles, development process, and the effectiveness of its cognitive enhancement features for the young neurodivergent community.
KerkoCite.ItemAlsoKnownAs: 10.1109/ACCAI61061.2024.10601914 2339240:NE33D63S 2405685:YT39YTCZ
Keywords: CNN; CogniQuest; Convolutional neural networks; Focusing; Handwriting recognition; Informatics; Keras; Object recognition; Open CV; Text processing; iOS

The impact of the COVID-19 pandemic in the inclusion of refugee students in Greek schools: Pre-service teachers’ views about distance learning - Samsari, Eleni; Palaiologou, Nektaria; Nikolaou, Georgios (Societies, 2024)
Over the last two years, the prolonged massive school closure due to COVID-19 has provoked significant constraints for refugee children. The present study aimed to investigate the perceptions of Greek pre-service teachers on refugee education during the COVID-19 pandemic. A questionnaire was addressed to 32 native university students (n = 32) who attended Education Departments in Western Macedonia in Greece. The results showed that the prevalence of distance education affected pre-service teachers’ perceptions. The access to devices with internet capability as well as the cultural barriers was considered to be crucial factors for the school attendance of refugee children. Participants’ perceptions of the level of teacher preparation in a distance learning environment were related to their level of self-efficacy for supporting refugee students. The findings suggest that in the aftermath of COVID-19 pandemic, the international community should make efforts to ensure the school attendance of all refugee students.
KerkoCite.ItemAlsoKnownAs: 10.3390/soc14050060 2339240:FYZC4CR9 2405685:25BNVPTC

EdTech from the Perspective of Edtech Firms and Investors - Shi, Lulu (NORRAG Blog, 2024)
In this blogpost, Lulu Shi presents some takeaways from the edtech summit EdTechX, which provided an opportunity to gain insights into the edtech sector. She notes that EdTech firms conceptualise education as a market rather than as a common good. A part of NORRAG’s digitalisation of education blog series, this blogpost is the first in... Read More
KerkoCite.ItemAlsoKnownAs: 2339240:5EYGJQJ6 2405685:U8KAAUGX

Open Knowledge Repository - World Bank (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:HYSSGDDV 2405685:4JEU3QWZ
Keywords: ⛔ No INSPIRE recid found

The World Bank in Vietnam - World Bank (World Bank, 2024)
Vietnam’s shift from a centrally planned to a market economy has transformed the country from one of the poorest in the world into a lower middle-income country. Vietnam now is one of the most dynamic emerging countries in East Asia region.
KerkoCite.ItemAlsoKnownAs: 2339240:IJRUZTDP 2405685:CPHL6EHT

Introducing Meta Llama 3: The most capable openly available LLM to date - Meta (Meta AI, 2024)
Today, we’re introducing Meta Llama 3, the next generation of our state-of-the-art open source large language model. In the coming months, we expect to share new capabilities, additional model sizes, and more.
KerkoCite.ItemAlsoKnownAs: 2405685:NB5CKG83

Neurodiversity and cognitive load in online learning: A focus group study - Le Cunff, Anne-Laure; Giampietro, Vincent; Dommett, Eleanor (PLOS ONE, 2024)
It is widely accepted that cognitive load plays a crucial role in online learning. However, despite neurodevelopmental conditions being the largest category of qualifying disabilities in education, and the rise of online learning, there is little understanding of the factors impacting cognitive load in online learning for neurodivergent students and how these factors differ from those affecting neurotypical students. This study used qualitative comparison groups with neurotypical and neurodivergent students to examine their experiences of cognitive load in online learning. A sample of 26 university students (14 neurotypical and 12 neurodivergent) participated in focus group discussions. While neurodivergent students reported many similar experiences of cognitive load in online learning compared to their neurotypical peers—such as confusion in navigating the content and technical issues—some difficulties were more present for neurodivergent students—such as transcripts including mistakes and inaccessible content presentation—creating additional barriers in effectively engaging with the educational content. The results suggest that neurotypical and neurodivergent students experience similar challenges, albeit to differing degrees of intensity, and that more research is needed to explore the relationship between neurodiversity and cognitive load in online learning.
Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0301932 2339240:2UB26FYS 2405685:F9SW75A8

Assisting in Writing Wikipedia-like Articles From Scratch with Large Language Models - Shao, Yijia; Jiang, Yucheng; Kanell, Theodore A.; Xu, Peter; Khattab, Omar; Lam, Monica S. (arXiv, 2024)
We study how to apply large language models to write grounded and organized long-form articles from scratch, with comparable breadth and depth to Wikipedia pages. This underexplored problem poses new challenges at the pre-writing stage, including how to research the topic and prepare an outline prior to writing. We propose STORM, a writing system for the Synthesis of Topic Outlines through Retrieval and Multi-perspective Question Asking. STORM models the pre-writing stage by (1) discovering diverse perspectives in researching the given topic, (2) simulating conversations where writers carrying different perspectives pose questions to a topic expert grounded on trusted Internet sources, (3) curating the collected information to create an outline. For evaluation, we curate FreshWiki, a dataset of recent high-quality Wikipedia articles, and formulate outline assessments to evaluate the pre-writing stage. We further gather feedback from experienced Wikipedia editors. Compared to articles generated by an outline-driven retrieval-augmented baseline, more of STORM's articles are deemed to be organized (by a 25% absolute increase) and broad in coverage (by 10%). The expert feedback also helps identify new challenges for generating grounded long articles, such as source bias transfer and over-association of unrelated facts.
arXiv:2402.14207 [cs] KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2402.14207 2405685:TYQUGGVR
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computation and Language

Ministry’s Artificial Intelligence Strategy Workshop to Attract 120 Experts from Across the World - Federal Ministry of Communications, Innovation and Digital Economy (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TP2SEDX4 2405685:N8H96K5P

Electrification in post-conflict Timor-Leste: Opportunities for energy services to enhance rural agricultural development - Heynen, Anthony P.; MacGinley, Tamara J.; Aguilar, Luis E. (Energy Research & Social Science, 2024)
Timor-Leste, in Southeast Asia, emerged from decades of conflict in the late 20th century to become an independent nation in 2002. A key focus for the new nation has been to improve energy access via the rapid roll-out of an electricity network. However, Timor-Leste has seen little improvement in its (predominantly subsistence) agricultural sector, and its food security situation remains precarious. This Perspective paper aims to elucidate the influence of Timor-Leste's improvements in electricity access on its national development outcomes and how these may be enhanced, with a particular focus on rural agricultural development. Semi-structured interviews with key institutional stakeholders revealed that the electrification program was implemented through a ‘top-down’ approach, focussed on improving social cohesion rather than engaging rural landholders to modernise agricultural practices. Using the Energy Services Cascade framework, several mechanisms have been recommended to enhance energy services used in irrigation, agricultural mechanisation and post-harvest processing. These include the establishment of village energy committees; providing lending and subsidies for agricultural equipment; and supporting women's involvement in agriculture and energy services. In addition, the wider use of the Multi-Tier Framework should be considered to better understand the community-level energy access situation. More broadly, the findings emphasise that electrification programs in post-conflict reconstruction should have strong community engagement to fulfil the potential of electrification to enhance development outcomes.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.erss.2024.103433 2405685:ZH8YYR84
Keywords: Agriculture; Development; Electrification; Energy services; Post-conflict; SDG 7; Timor-Leste

Brief on the Implementation of System-Wide Policies in the Education Sector - Federal Ministry of Education (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:IC5XH9Z3 2405685:ZXPRF8F4

How to maintain education during wars? An integrative approach to ensure the right to education - Tlili, Ahmed; Salha, Soheil; Shehata, Boulus; Zhang, Xiangling; Endris, Awol; Arar, Khalid; Mishra, Sanjaya; Jemni, Mohamed (Open Praxis, 2024)
It is widely acknowledged that the relationship between education, security, and stability is bidirectional. In times of war, access to quality education becomes compromised, and conversely, the absence of proper education constrains individuals to a life under constant threat, disrupting education provision. War, viewed as a "lifetime and life-wide status," evolves into a self-fulfilling prophecy, both at an individual and collective level, making it challenging to break free from, particularly within the broader context of education provision. Although, scant information exists about how education is maintained during wars, hindering the right to education in such contexts. This study therefore addresses this gap by synthesizing the literature to identify and present 14 educational scenarios and teaching strategies on how education was maintained from different war contexts over time. The findings reveal that education during wars can be digital-based (i.e., facilitated by technology) and non-digital based (without technology). Additionally, various teaching strategies are applied during wars, including inspirational, hands-on and practical, fun-based, among others. Finally, teaching during wars is not limited to teachers only, but it could also involve parents, neighbors, etc. The findings of the literature can help to ensure the right to education in crises like wars and reveal the importance of open education in such crises. They can also contribute to enriching the ongoing theoretical and practical debate on how to maintain education in crises like wars. This can help to better be prepared for future education in crises, which is the focus of several international organizations.
Publisher: International Council for Open and Distance Education KerkoCite.ItemAlsoKnownAs: 10.3316/informit.T2024041000014090856799422 2339240:ZGVPDHG5 2405685:D68RANSP
Keywords: Education–Curricula–Evaluation; Human rights–Study and teaching–Activity programs; Open plan schools–Planning; War–Causes

Protocol for a systematic review with meta-analysis: Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils - Haßler, Björn; McBurnie, Chris; Walker, Hannah; Klune, Christopher; Huntington, Bethany; Bhutoria, Aditi (Open Development & Education, 2024)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1077 2405685:HXRIT9HX

The Routledge handbook of postcolonial disability studies - Chataika, Tsitsi; Goodley, Dan (Routledge, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:GKUK9KHZ 2405685:F3G2YBFX

Teacher Professional Development in Africa: A Critical Synthesis of African Research Evidence - Mitchell, Rafael; Ayinselya, Roger A.; Barrett, Angeline M.; Cortez, Artemio; David, Opanga; Imaniriho, Dan; Nwako, Zibah; Reda, Nigusse Weldemariam; Singh, Marcina (Zenodo, 2024)
This study is an original synthesis of African research evidence on teacher professional development (TPD) provision in the sub-Saharan region. It provides a critical appraisal of the evidence base and identifies patterns in the actors and agendas involved in TPD initiatives; the modes and modalities of provision; and teachers’ experiences and outcomes. The study takes the form of a critical interpretive synthesis (CIS) and is informed by theoretical work on decolonising education (Ndlovu-Gatsheni 2013) and promoting Gender Equality and Social Inclusion (GESI). It draws primarily on publications by African-based researchers, where our research team is largely based. The findings point to the prevalence of one-size-fits-all provision can which often undermine, rather than strengthen, the situated professional knowledge and agency of teachers. Additionally, despite the emphasis given to inclusive education and gender-responsive pedagogy as a substantive focus of TPD initiatives, we find that dominant modalities of TPD provision continue to exclude historically marginalised groups, and largely reproduce existing social inequalities along the lines of gender, rurality, dis/ability and other dimensions. Alongside these negative findings, the study also finds fertile ground for more inclusive, generative and empowering TPD in the region.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.12731754 2339240:EG93FIXN 2405685:WRI9SIYF
Keywords: Educational sciences

AI in education: Enhancing learning experiences and student outcomes - Xu, Zhiyi (Applied and Computational Engineering, 2024)
This research article makes an attempt to investigate the potential of Artificial Intelligence (AI) in enhancing the learning experiences, as well as student outcomes. As a result, it has developed a study that will be able to understand how the different AI tools, including machine learning, data learning, virtual reality (VR) and augmented reality (AR), automation, and so forth can be used to develop learning experiences and outcomes. Subsequently, a case study involving a mathematics classroom was used to collect data and confirm whether indeed AI led to improved learning experiences and study outcomes. The study confirms that AI resulted in positive outcome with positive performance measure sin academic performance, motivation and engagement, learning progression, and so forth.
KerkoCite.ItemAlsoKnownAs: 10.54254/2755-2721/51/20241187 2339240:VP5WELWN 2405685:R3ERLE4S

AI’s excessive water consumption threatens to drown out its environmental contributions - Bosch, Hilmer; Gupta, Joyeeta; Vliet, Luc van (The Conversation, 2024)
Artificial intelligence promises revolutionary solutions to global challenges, but the water costs to produce and power AI hardware and infrastructure may exceed the benefits.
KerkoCite.ItemAlsoKnownAs: 2405685:4ESLYJN2

The content analysis of the lesson plans created by ChatGPT and Google Gemini - Baytak, Ahmet (Research in Social Sciences and Technology, 2024)
Following the emergence of chatbots, especially ChatGPT, researchers have begun to examine their capabilities, credibility, and reliability in educational context. In this study, ChatGPT and Google Bard are used as technological tools to create 7th-grade lesson plans for mathematics, science, literature, and social studies classes. Using prompts, these chatbots were asked to create lesson plans for the desired course, subject, and level. The data source of this study is the content produced by these chatbots. We analyzed 18 lesson plans to identify patterns and variations within the context of learning theories and models by using the Taguette qualitative analysis program. The results show that the lesson plans created by both chatbots are strongly resemblance to human-written educational content such as sentence structures, lesson activities, and assessments. Although the activities in all lesson plans defined teachers as facilitators and offered partially constructive lesson plans, it was found that the technology-integrated activities were very limited. The findings of this study provide a practical implication of chatbots for teachers and highlights educational considerations when integrating these tools into lessons.
KerkoCite.ItemAlsoKnownAs: 10.46303/ressat.2024.19 2339240:JXRB5YP2 2405685:KS3P8MYU

‘Digital Her’ conference calls time on the gender-gap in Sierra Leone’s digital boom - Forna, Memuna (2024)
The tech sector is growing faster in Africa than any other region. The Digital Her Conference (21 March 2024) asks how can we ensure Sierra Leonean women share fully in the opportunities facilitated by the digital economy as creators, consumers and beneficiaries? Sierra Leone is on the brink of a tr
KerkoCite.ItemAlsoKnownAs: 2339240:J2EGIFZZ 2405685:J59CRUWS

Reforming data regulation to advance AI governance in Africa - Okolo, Chinasa T. (Brookings, 2024)
Chinasa Okolo explains how data protection is foundational to robust regulation of artificial intelligence in Africa.
KerkoCite.ItemAlsoKnownAs: 2405685:BGPNHFPH

Why has the government issued an AI advisory? - Deep, Aroon (The Hindu, 2024)
What does the March 1 advisory on Artificial Intelligence signal to tech firms? Will they need to seek government permission before putting out ‘under-tested’ Artificial Intelligence models? Why do some in the industry feel this move will hinder innovation?
KerkoCite.ItemAlsoKnownAs: 2405685:TUKD9EQE
Keywords: Advisory on Artificial Intelligence; ChatGPT; Google Gemini; Government permission for Artificial Intelligence models; “Is Modi a fascist?” query to Gemini

Teachers' perspectives on artificial intelligence in education - Uygun, Derya (Advances in Mobile Learning Educational Research, 2024)
Artificial intelligence (AI) is rapidly transforming various aspects of society, including education. Understanding teachers' perspectives on this disruptive technology is essential, given its potential to revolutionize the teaching and learning process. A comprehensive study involving 74 educators utilized the Opinion Scale on Artificial Intelligence in Education to gather valuable insights. The research outcomes reveal a predominantly favourable view of AI in education, albeit accompanied by significant apprehensions regarding ethical and privacy-related issues. This study contributes significantly to the ongoing discourse on the role of AI in education, emphasizing the necessity for a balanced approach that maximizes the benefits of AI while ensuring the protection of the rights and interests of all stakeholders.
KerkoCite.ItemAlsoKnownAs: 10.25082/AMLER.2024.01.005 2339240:AZR5I6MM 2405685:7KLHUQ97

World Bank Gender Data Portal - World Bank (2024)
Gender indicators for Lao PDR
KerkoCite.ItemAlsoKnownAs: 2339240:LPNDNKG6 2405685:IK77DS5W
Keywords: ⛔ No INSPIRE recid found

Learning losses during the COVID-19 pandemic: Understanding and addressing increased learning disparities - Alejo, Anna; Jenkins, Robert; Yao, Haogen (Future in Educational Research, 2024)
Abstract A growing body of evidence has revealed the negative effects of COVID-19-induced school closures on learning, with the largest losses often observed among the most vulnerable children. Learning disparities widened due to six potential reasons related to marginalized children, who (a) were already behind even before the pandemic, (b) were more likely to experience longer school closures, (c) had limited access to and support on remote learning, (d) were less likely to receive supervision and learning support at home, (e) face greater obstacles to return to school, and (f) return to school systems that are less able to provide for their needs. To ensure all children?especially the most vulnerable?can catch up on missed learning, five urgent actions are needed for a RAPID learning recovery and acceleration: (a) Reach every child and keep them in school, (b) Assess learning levels regularly, (c) Prioritize teaching the fundamentals, (d) Increase the efficiency of instruction, and (e) Develop psychosocial health and wellbeing. Implementation of RAPID actions must be strengthened and supported by enabling systems to address the widening disparities in learning.
Publisher: John Wiley & Sons, Ltd KerkoCite.ItemAlsoKnownAs: 10.1002/fer3.21 2339240:86NCUMAX 2405685:9T6USH3H
Keywords: COVID-19; education; learning recovery; policy; school reopening

Learning Loss and Recovery from the COVID-19 Pandemic: A Systematic Review of Evidence - Dela Cruz, Nina Ashley; Adona, Ann Jillian; Molato-Gayares, Rhea; Park, Albert (Asian Development Bank, 2024)
This systematic review covers 56 studies that measure the effects of school closures on learning outcomes during the coronavirus disease (COVID-19) pandemic and 20 studies that evaluate the impact of measures to reduce learning loss. It restricts attention to evaluations with credible control groups and provides the first meta-analysis of learning losses that covers more developing countries (21) than developed ones (15). We find that a year of school closure is associated with learning loss equivalent to 1.1 years’ worth of learning and that school reopening mitigates these losses down to 0.5 years. With regard to measures to reduce learning loss, we find that tutoring delivered either in-person or through mobile phones has positive, statistically significant effects on mitigating learning loss.
KerkoCite.ItemAlsoKnownAs: 2339240:ELPHCPI9 2405685:8URQDXZG

Employment rate in Vietnam 2019-2022, by gender - Nguyen, Minh-Ngoc (Statista, 2024)
In the fourth quarter of 2022, the female employment rate was at around 61.1 percent while the male employment rate was at around 73.1 percent.
KerkoCite.ItemAlsoKnownAs: 2339240:TSD3SYVW 2405685:CBPRDY4M

Human Development Summary- Cambodia - UNDP (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LPS6AL6Z 2405685:WYRBIC2U

Laos – Trade Agreements - International Trade Administration (2024)
Describes trade agreements this country is a party to. Includes resources where U.S. companies can get information on how to take advantage of these agreements.
KerkoCite.ItemAlsoKnownAs: 2339240:6JMUJ4WE 2405685:PMJASRFZ
Keywords: ⛔ No INSPIRE recid found

Multilingual education: A key to quality and inclusive learning - Giannini, Stefania (UN Chronicle, 2024)
The potential of multilingual education is enormous, but realizing its full benefits requires a commitment to lifelong learning and a deeper appreciation of the value of linguistic diversity.
Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 2339240:4K55XKEC 2405685:XCDQRLPH

Tailoring education with GenAI: A new horizon in lesson planning - Karpouzis, Kostas; Pantazatos, Dimitris; Taouki, Joanna; Meli, Kalliopi (arXiv, 2024)
The advent of Generative AI (GenAI) in education presents a transformative approach to traditional teaching methodologies, which often overlook the diverse needs of individual students. This study introduces a GenAI tool, based on advanced natural language processing, designed as a digital assistant for educators, enabling the creation of customized lesson plans. The tool utilizes an innovative feature termed 'interactive mega-prompt,' a comprehensive query system that allows educators to input detailed classroom specifics such as student demographics, learning objectives, and preferred teaching styles. This input is then processed by the GenAI to generate tailored lesson plans. To evaluate the tool's effectiveness, a comprehensive methodology incorporating both quantitative (i.e., % of time savings) and qualitative (i.e., user satisfaction) criteria was implemented, spanning various subjects and educational levels, with continuous feedback collected from educators through a structured evaluation form. Preliminary results show that educators find the GenAI-generated lesson plans effective, significantly reducing lesson planning time and enhancing the learning experience by accommodating diverse student needs. This AI-driven approach signifies a paradigm shift in education, suggesting its potential applicability in broader educational contexts, including special education needs (SEN), where individualized attention and specific learning aids are paramount
arXiv:2403.12071 [cs] KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2403.12071 2339240:HPBKA7JW 2405685:6A5CLBVW
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computers and Society

Children’s personal data and compliance with Digital Personal Data Protection Act, 2023: Not a Child’s Play - Nanda, Akshay S. (ETGovernment.com, 2024)
Digital Personal Data Protection Act 2023 Children: The digital personal data protection legislation places a strong emphasis on protecting the privacy and rights of children in the digital landscape. Adhering to these compliances is not only a legal requirement but also a moral obligation.
Section: blog KerkoCite.ItemAlsoKnownAs: 2405685:P9NK3FTB

Are LLMs useful in the poorest schools? TheTeacher.AI in Sierra Leone - Choi, Jun Ho; Garrod, Oliver; Atherton, Paul; Joyce-Gibbons, Andrew; Mason-Sesay, Miriam; Björkegren, Daniel (arXiv, 2024)
Education systems in developing countries have few resources to serve large, poor populations. How might generative AI integrate into classrooms? This paper introduces an AI chatbot designed to assist teachers in Sierra Leone with professional development to improve their instruction. We describe initial findings from early implementation across 122 schools and 193 teachers, and analyze its use with qualitative observations and by analyzing queries. Teachers use the system for lesson planning, classroom management, and subject matter. Usage is sustained over the school year, and a subset of teachers use the system more regularly. We draw conclusions from these findings about how generative AI systems can be integrated into school systems in low income countries.
arXiv:2310.02982 [cs] version: 2 KerkoCite.ItemAlsoKnownAs: 10.48550/arXiv.2310.02982 2405685:WTRDUD84
Keywords: Computer Science - Computers and Society

Can Using ChatGPT for Lesson Planning Cut Teacher Workload? - Education Endowment Foundation (Education Endowment Foundation, 2024)
New EEF trial to see if generative AI can reduce workload and maintain lesson quality
KerkoCite.ItemAlsoKnownAs: 2339240:6B5VYNAU 2405685:7RL4L55C

Acting Now for Tomorrow: Addressing Climate Mobility Challenges in Southeast Asia - Ysmael Arriola, Sarah Lou (The ASEAN, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:DUNS8MBH 2405685:IW2LPLIA

Introduction to Gilgit-Baltistan: Geographical, Cultural, and Historical overview – North Times - Aziz, Baqir (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:M8N7SV9F 2405685:CTXM6PDE

Sierra Leone: Price for 1GB mobile data 2023 - Galal, Saifaddin (Statista, 2024)
One gigabyte of mobile internet in Sierra Leone cost, on average, 0.67 U.S.
KerkoCite.ItemAlsoKnownAs: 2339240:BB8CTHX7 2405685:QH66APIU

Country Office Annual Report 2023: Vietnam - UNICEF Viet Nam (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LH3W4B4H 2405685:FR7FMVEI

Perspectives of teachers on the employ of educational artificial intelligence tools in education: The case of the Gaza Strip, Palestine - Abdelmoneim, Rania; Jebreen, Kamel; Radwan, Eqbal; Kammoun-Rebai, Wafa (Human Arenas, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1007/s42087-024-00399-1 2339240:DZJPT2V6 2405685:2W4M58TN

UNESCO to implement new phase of Actions of ASEAN Declaration for Out-of-School Children and Youth - UNESCO (UNESCO, 2024)
With the financial support of POSCO 1% Foundation, UNESCO will facilitate access to vocational and transferable skills for out-of-school children and youth in Viet Nam.
KerkoCite.ItemAlsoKnownAs: 2339240:237AQC5Y 2405685:PL5S2AUF

Advancing technology for learning in Chad - GPE KIX (GPE KIX, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:NFG5XXJI 2405685:9NUS6ZAP

Understanding the pricing of the ChatGPT API - API (OpenAI Developer Forum, 2024)
Greetings, if our institution opts for the Tier 3 plan for the ChatGPT API, allowing students to utilize our API, and the usage either surpasses or falls below the predefined limits of Tier 3, how does it influence the monthly pricing? To clarify, if usage exceeds the Tier 3 limits, will our monthly payment remain fixed at $1000, or will the pricing be adapted according to our actual usage? You can refer to the link provided for details on the tier plans: https://platform.openai.com/docs/guides/...
Section: API KerkoCite.ItemAlsoKnownAs: 2405685:WK8YCRCC 2486141:YJVMBKUH

Scopus AI Beta: functional analysis and cases - Aguilera Cora, Elisenda; Lopezosa, Carlos; Codina, Lluís (2024)
Academic databases are a fundamental source for identifying relevant literature in a field of study. Scopus contains more than 90 million records and indexes around 12,000 documents per day. However, this context and the cumulative nature of science itself make it difficult to selectively identify information. In addition, academic database search tools are not very intuitive, and require an iterative and relatively slow process of searching and evaluation. In response to these challenges, Elsevier has launched Scopus AI, currently in its Beta version. As the product is still under development, the current user experience is not representative of the final product. Scopus AI is an artificial intelligence that generates short synthesis of the documents indexed in the database, based on instructions or prompts. This study examines the interface and the main functions of this tool and explores it on the basis of three case studies. The functional analysis shows that the Scopus AI Beta interface is intuitive and easy to use. Elsevier's AI tool allows the researcher to obtain an overview of a problem, as well as to identify authors and approaches, in a more agile search session than conventional search. Scopus AI Beta is not a substitute for conventional search in all cases, but it is an accelerator of academic processes. It is a valuable tool for literature reviews, construction of theoretical frameworks and verification of relationships between variables, among other applications that are actually impossible to delimit.
Accepted: 2024-01-09T15:30:03Z KerkoCite.ItemAlsoKnownAs: 2405685:ELXBVWUQ 2486141:2DKDU6LF
Keywords: ⛔ No DOI found

Designing for Social Justice: A Decolonial Exploration of How to Develop EdTech for Refugees - Barnes, Katrina; Emerusenge, Aime Parfait; Rabi, Asma; Ullah, Noor; Mazari, Haani; Moustafa, Nariman; Thakrar, Jayshree; Zhao, Annette; Koomar, Saalim (Education Sciences, 2024)
This paper reflects on the lived experiences of young refugees located in Pakistan and Rwanda when interacting with education technology (EdTech) during and following displacement. We offer a broad decolonial commentary on issues related to the design and development of EdTech initiatives for refugees, noting some of the historical trends prevalent in the education and emergencies sector. We are guided by questions such as: Why EdTech to start with? Who designs the products? Where are they designed? How are they designed? And, which power dynamics are at play during the design process? From this, we draw on qualitative data generated through three focus groups, where we explore young refugees’ experiences of EdTech. The focus group included a creative element inviting participants to imagine what a liberatory EdTech practice would look like. We aim to illustrate the practical implications of design choices taken by EdTech developers and, from this, recommend a set of justice-centred design principles for developers of EdTech in refugee contexts. These insights relate specifically to the experiences of refugees in Rwanda and Pakistan, though we also discuss the implications of these learnings for other contexts.
KerkoCite.ItemAlsoKnownAs: 10.3390/educsci14010077 2405685:W4XV3TFZ

Enabling technology integrated learning for autistic children using augmented reality based cognitive rehabilitation - Abdullah, A. Sheik; Karthikeyan, J.; Gomathi, V.; Parkavi, R.; Rajarajeswari, P. (SN Computer Science, 2024)
Augmented reality (AR)-based rehabilitation is an excellent teaching tool (ICT tool) for simulating daily activities for autistic children. Children with autism may become more mentally capable with this type of AR-based rehabilitation. It is intended to observe the children's performance in terms of concentration, attention, and identification. The observation has been done through placards as a target image to display the 3D objects on a mobile phone or tablet. In this project, observations are made for 21 autism children in the age group of 7–14, out of whom 17 are boys and 5 are girls. Those 21 children are given practice identifying 15 different objects in an augmented reality environment. Their performance was initially evaluated using conventional instructional techniques. The majority of the kids were having more difficulty identifying things during that observation. Then, with an Augmented Reality environment, the identical observation has been made once more. Using a mobile device or tablet, the 3D objects from the provided placard photos are produced in an augmented reality environment with animation and voice in the languages of English and Tamil. Children with autism are able to recognize and also grasp the behaviors of those objects while viewing them in 3D. Their efforts are measured using a two-point scale (0, 1, 2). The pre-assessment and post-assessment reports for the above observations are tabulated. All the observations are made in the presence of the special education teacher (therapist). However, the children observed in this project fall into three different categories: mild, moderate, and severe. In the Mild category, statistical significance is evident with p values of 0.002 in pre-assessment and 0.014 in post-assessment. Likewise, in the Moderate category, where p values are 0.023 in pre-assessment and 0.033 in post-assessment, significance is observed, as all p values fall below the chosen significance level of 0.05. This leads to rejecting the null hypothesis and concluding a significant difference. Children under the categories of mild and moderate are easily adaptable to the AR environment, and children under the category of severe are still in need of some practice in order to improve their performance.
KerkoCite.ItemAlsoKnownAs: 10.1007/s42979-023-02495-5 2339240:WH2QGU6A 2405685:M35KCLEA

ijmarshall/robotreviewer - Marshall, Iain (2024)
Automatic synthesis of RCTs
original-date: 2016-07-21T19:23:35Z KerkoCite.ItemAlsoKnownAs: 2405685:PQL34IN7 2486141:K5QNVJ2N
Keywords: bias; clinical-trials; cochrane; icasr; rcts; systematic-reviews; trial

Helping families help themselves: The (Un)intended impacts of a digital parenting program - Amaral, Sofia; Dinarte-Diaz, Lelys; Dominguez, Patricio; Perez-Vincent, Santiago M. (Journal of Development Economics, 2024)
Parenting practices play a crucial role in child development. We evaluate the impact of a free digital stress management and positive parenting intervention designed to improve caregiver’s mental health and positive caregiver–child interactions in El Salvador. Drawing on the prior success of in-person interventions, we study the effects of digital intervention delivery and examine differential treatment effects by caregiver’s sex. Using an individual-level experiment, we find that the intervention increased stress and anxiety and lowered caregiver–child interactions among male caregivers. In contrast, among female caregivers, we did not detect changes in mental health and observed a decrease in the use of physical violence against children. We also find that family structure and the severity of economic deprivation greatly moderated the intervention’s impact, especially among male caregivers. Our findings indicate that one-size-fits-all digital parenting interventions may not serve all caregivers effectively, emphasizing the need for thorough evaluations prior to extensive implementation.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2023.103181 2339240:NAASZWJX 2405685:V5FU4M64
Keywords: Child maltreatment; Mental health; Parental stress; Positive parenting

Psychological interventions for children with emotional and behavioral difficulties aged 5–12 years: An evidence review - Brown, Felicity L.; Lee, Catherine; Servili, Chiara; Willhoite, Ann; Ommeren, Mark Van; Hijazi, Zeinab; Kieselbach, Berit; Skeen, Sarah (Cambridge Prisms: Global Mental Health, 2024)
In low- and middle-income countries (LMICs), children and families face a multitude of risk factors for mental health and well-being. These risks are even further exacerbated in humanitarian emergencies. However, access to effective mental health services in such settings is severely limited, leading to a large mental health treatment gap. Middle childhood (5–12 years) is a crucial period for human development during which symptoms of emotional distress often emerge, with one in three mental disorders developing prior to age 14. However, there is little evidence of effective psychological interventions for children in this developmental stage, and suitable for implementation within LMICs and humanitarian emergencies. We conducted this evidence review to inform the development of a new intervention package based on existing best practice for this age group, drawing insights from both global and LMIC resources. Our review synthesizes the findings of 52 intervention studies from LMICs and humanitarian settings; 53 existing systematic reviews and meta-analyses covering both LMICs and high-income countries, and 15 technical guidelines. Overall, there is limited high-quality evidence from which to draw recommendations for this age group; however, some promising intervention approaches were identified for children experiencing externalizing and internalizing symptoms, traumatic stress and a combination of difficulties. Several effective interventions utilize cognitive-behavioral techniques for children, in either group or individual format, and incorporate caregiver skills training into treatment, although the findings are mixed. Most evaluated interventions use specialists as delivery agents and are lengthy, which poses challenges for scale-up in settings where financial and human resources are scarce. These findings will inform the development of new psychological interventions for children in this age group with emotional and behavioral difficulties.
KerkoCite.ItemAlsoKnownAs: 10.1017/gmh.2024.57 2405685:JPZQM2WD
Keywords: child and adolescent; literature review; low- and middle-income countries; mental health; psychological interventions

Ghana Country Brief - International Institute of Capacity Building in Africa, UNESCO (2024)
This brief provides data and references to the literature on issues that matter for education in Ghana. It is part of a series that provides a brief introduction to the state of education systems in Africa. The work was prepared for country pages on IICBA’s website and a digital repository of resources at the country, sub-regional, and continental level. The brief series also informs work conducted in the context of (i) the European Union’s Africa Regional Teachers’ Initiative and (ii) the KIX (Knowledge and Innovation eXchange) Africa 19 Hub for anglophone countries that promotes the use of evidence for policy making and benefits from funding from the Global Partnership for Education and Canada’s International Development Research Center. This brief and its associated webpage are meant to be updated as new information becomes available, at least on a yearly basis.
KerkoCite.ItemAlsoKnownAs: 2339240:VJ7KX5IJ 2405685:Y6GFHR56

Timor-Leste Country Brief - World Food Programme (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:2CZWEQVR 2405685:55FVC264

Proceedings of the Eleventh ACM Conference on Learning @ Scale (Association for Computing Machinery, New York, NY, United States, 2024)
KerkoCite.ItemAlsoKnownAs: 2405685:6MLTGVP7

The unmasking of autism in South Africa and Nigeria - Adam, Skye (Neuropsychiatric Disease and Treatment, 2024)
KerkoCite.ItemAlsoKnownAs: 10.2147/NDT.S461650 2339240:S8AK7CL8 2405685:UMSWR2HE

Continental Artificial Intelligence Strategy: Harnessing AI for Africa’s development and prosperity - African Union (2024)
KerkoCite.ItemAlsoKnownAs: 2405685:W46B72NI

Impact of technology integration on education in emergency (EiE): An analysis of emergency remote education at K-12 level for girls in Afghanistan since 2020 - Ahmadi, Sima (Research Highlights in Technology and Teacher Education Special Edition, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TTJ8NHX2 2405685:WNXNUQ2D

Nigeria’s currency has fallen to a record low as inflation surges. How did things get so bad? | AP News - Asadu, Chinedu (AP News, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:PVM9PXSR 2405685:DZ9AMTRN

Annual Status of Education Report ASER-Pakistan 2023: National (Rural) - ASER Pakistan (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:RKVQLNBW 2405685:B29734GA

From EdTech to PedTech: Changing the way we think about digital technology - Aubrey-Smith, Fiona; Twining, Peter (Routledge, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:DAAZJ8QK 2405685:V3HSUXD8

Narrowing the data gap - Australian Council for Educational Research (ACER) (ACER Data Visualisations, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:NJCYBX84 2405685:WDGVZDQG

Lots of snakes but where are the ladders? Building environment-smart learning friendly schools responsive to extreme weather - Bangay, Colin (The Education and Development Forum (UKFIET), 2024)
Anyone who has ever been in a concrete-walled, corrugated iron-rooved building in the heat of the dry season or experienced the noise of a tropical rainstorm will appreciate how this can impact on…
KerkoCite.ItemAlsoKnownAs: 2339240:FW4QK7NI 2405685:BIVES25H

Education in times of restriction: An examination of refugee girls’ and young women’s access to learning during COVID-19 school closures in Pakistan - Barnes, Katrina; Ashlee, Amy; Mukankusi, Aimee; Pacitto, Julia; Rabi, Asma; Thomas, Matt; Ullah, Noor; Zazai, Rozina; Zhao, Annette (Educational Research for Policy and Practice, 2024)
Abstract This paper examines the extent to which refugee girls and young women were able to access learning during COVID-19 education closures in Pakistan, and the role that EdTech played in their learning access. It is based on findings from a survey with 403 Afghan refugee students, along with in-depth interviews with six young female refugees. The research shows that, while the majority of female refugee students were able to continue accessing education in some form during school closures, learning access was nevertheless limited, and a sizable minority were not engaged in any learning during this time. Teacher and institutional support was either absent or inadequate for many students, and infrastructure and devices that serve to support remote learning were not always reliable or accessible. Although male respondents were less likely than females to engage in independent study during the closures, refugee girls and young women were significantly less likely than their male counterparts to own the devices they needed for learning. The findings demonstrate how targeted investment in specific types of EdTech and teacher professional development, as well as supporting educational institutions in the establishment of remote learning opportunities, could help sustain learning during future periods of educational restriction.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10671-023-09353-4 2339240:MTL9NX4X 2405685:QLWCDUNL

Basic Education Equivalency Program (BEEP) - BEEP (EdTech Center @ World Education, 2024)
BEEP is a mobile learning initiative that aims to provide out-of-school youth and adults in Cambodia the opportunity to upgrade their skills while working and to enhance access to continuing education and employment opportunities.
KerkoCite.ItemAlsoKnownAs: 2339240:3XI4XWRM 2405685:H3GIWHMU
Keywords: ⛔ No INSPIRE recid found

Gamified interventions for refugee children in primary education: A scoping study - Bizota, Katerina; Papadopoulou, Maria (2024)
By the end of 2022, UNICEF reported a staggering figure of 45 million displaced children worldwide. A significant proportion of these children encounter obstacles in accessing and attaining quality education, particularly in the context of enriching learning opportunities in a second language. Gamification of learning is a design process that can augment an existing educational context by incorporating game elements. To grasp the nature and the full potential of gamification in language learning, a scoping study was applied to detect gamified interventions that were designed for refugee students aged 6-12 years old and implemented in various formal and informal environments. Research papers were selected and supplemented by web searches to trace online reports and relevant projects for refugees. In total, twenty-six (26) interventions were selected for the coding process. The findings were organized in a narrative synthesis of emerging learning practices that respond to several gamified perspectives relating to the needs and characteristics of the target population. The final section of the paper outlines lessons learned to inform practitioners on how to leverage gamification for future learning initiatives in various refugee settings.
KerkoCite.ItemAlsoKnownAs: 2339240:JWDDVPNT 2405685:ZIRWHW74

Resilience in the face of neurodivergence: A scoping review of resilience and factors promoting positive outcomes - Black, Melissa H; Helander, Johan; Segers, Julie; Ingard, Cecilia; Bervoets, Jo; Puget, Vincent Grimaldi de; Bölte, Sven (Clinical Psychology Review, 2024)
Neurodivergent individuals, including a range of conditions impacting neurological function, are at an increased likelihood of poor life outcomes, such as in functional adaptation, mental health, and well-being. Yet, many live meaningful and fulfilling lives. Resilience may provide some explanation for the heterogeneity in outcomes observed in neurodivergent populations. We conducted a scoping review embedded in a neurodiversity-affirmative approach to provide an understanding of resilience in neurodivergent populations. A total of 176 articles were included in this review and were synthesized using a two-phased process. First, findings were synthesized narratively to examine how resilience has been conceptualized and explored in neurodivergent populations. Second, to identify the bio-psycho-social factors important for resilience in neurodivergent individuals, we converted concepts identified in articles to the nomenclature of the World Health Organizations' International Classification of Functioning, Disability and Health (ICF) using a standardized linking process. We find considerable variability in how resilience is conceptualized and measured in neurodivergent populations. We identified 83 unique ICF categories representing resilience factors, of which only 20 appeared in more than 5% of the articles. Identified ICF categories highlight the importance of support systems such as families and friends, community participation and acceptance, and individual capabilities for resilience.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.cpr.2024.102487 2339240:A73ZQLRZ 2405685:7PC3JZXF
Keywords: ADHD; Autism; Developmental diversity; ICF; International classification of functioning; Neurodiversity; Promotive; Protective

The high rates of comorbidity among neurodevelopmental disorders: Reconsidering the clinical utility of distinct diagnostic categories. - Bonti, E.; Zerva, I. K.; Koundourou, C.; Sofologi, M. (Journal of Personalized Medicine, 2024)
KerkoCite.ItemAlsoKnownAs: 10.3390/jpm14030300 2339240:9S2TWKLP 2405685:7E2R6DK8

Designing celebratory technology for neurodiversity with neurodivergent scholars - Boyd, Louanne; Zolyomi, Annuska (Extended abstracts of the CHI Conference on Human Factors in Computing Systems, 2024)
Research indicates that the social stigma of an autism label is the biggest unaddressed problem with autism. To address this gap, a novel celebratory paradigm will seed the first wave of Celebratory Technology for Neurodiversity. By creating Celebratory Technology SIG, we plan to foster an HCI community of neurodiverse scholars over the coming years. A goal of the SIG is to enrich HCI researchers’ understanding of neurodiversity because of increased awareness of neurodiverse communities, approach design from a celebratory perspective that aims to intervene at a societal level, and clarity around community-oriented challenges that warrant further exploration. This SIG will produce knowledge via a conceptual framework and empirically derived interaction designs for social change. Design sprint results and discussion will be encouraged to be expanded upon and disseminated via publications in venues such as ACM CHI, ASSETS, and TACCESS. Ultimately, these new interaction designs may drive programs implemented by social media platforms and policy to reduce autism stigma.
event-place: Honolulu, HI, USA KerkoCite.ItemAlsoKnownAs: 10.1145/3613905.3643988 2339240:RN9F5GL2 2405685:M6RNEAJD

Between gaining acceptance and avoiding harm: Navigating stigma and its consequences among autistic individuals - Brake, Jad (Disability & Society, 2024)
This paper examines autistic adults’ narratives and accounts of their experiences. It focuses on exploring how autistic individuals interpret and respond to stigma and negative attitudes surrounding autism. Thematic analysis of qualitative data obtained from interviews and focus groups reveals how autistic persons reconstruct their self-perception and definition of autism in response to stigma and societal attitudes. Further, the analysis reveals the prevalent use of social camouflaging among autistic adults to manage and cope with their stigmatized identities. This research contends that the dual approach that appeared among participants of advocating for autism acceptance while masking and concealing autism, reflects a continuous balancing act between avoiding stigma and its harmful consequences and striving to fit in, gain acceptance, engage in social interaction and relationships. Reframing autism as positive and reporting decreased motivation for camouflaging and increased self-acceptance, demonstrate stigma resistance and the agency and power possessed by autistic people. This article looks into how autistic adults describe their daily and social experiences. Specifically, it examines the impact of stigma on autistic individuals’ understanding of autism as well as explains how autistic people deal with stigmatic views and negative reactions to autism. The data collected for this study is based on interviews and focus groups conducted with autistic adults. The study highlights the use of masking, where autistic individuals hide their autism to avoid stigma and its negative consequences while seeking social acceptance and engaging socially. By exploring how autism intersects with various social identities, the study reveals how autistic individuals navigate societal challenges, highlighting the diverse experiences and perspectives within the autistic community and the complexity of the autism experience.
Publisher: Routledge _eprint: https://doi.org/10.1080/09687599.2024.2374491 KerkoCite.ItemAlsoKnownAs: 10.1080/09687599.2024.2374491 2339240:DZHEZLWU 2405685:JFCLQK5V

East-Timor - Britannica (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TQPSPK8I 2405685:KSQKJX5D

Laos | History, Flag, Map, Capital, Population, & Facts - Britannica (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:IRZNJEDB 2405685:R2XMJAZD
Keywords: ⛔ No INSPIRE recid found

Supporting Children’s Access and Retention in Education in Emergency, Fragile, and Conflict-Affected Contexts - Cameron, L.; Pon, C.; D'Angelo, S.; Cooper, K. (Global Partnership for Education Knowledge and Innovation Exchange, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:4Y8U6X4W 2405685:55SWUD2T

Education System Resilience - Cameron, Leanne; Thomas, Elizabeth; Amenya, Donvan; West, Helen; Mugiraneza, Jean-Pierre; Page, Ella (Global Partnership for Education Knowledge and Innovation Exchange:, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:Y2QY945U 2405685:LJG2JCRC

Neurodiversity in the minds of students: From perception to campus programming. - Castleman, B. V.; Jarvinen, L. Z.; Jarvinen, M. K. (Journal of Undergraduate Neuroscience Education, 2024)
KerkoCite.ItemAlsoKnownAs: 10.59390/qcwz6366 2339240:7RPYVKW9 2405685:NCP666VT

In-depth Analysis: EU support for access to quality education in Sub-Saharan Africa - Chelpi-Den Hamer, Magali (European Parliament, European Union, 2024)
This in-depth analysis considers different European Union (EU) programmes that support access to quality education in Sub-Saharan Africa, from the perspectives of both development cooperation and humanitarian aid. It investigates how these programmes currently meet the needs of developing countries in Sub-Saharan Africa and where there are still gaps, noting particularly the role of local partners in this support system. The EU has been complying with its commitment to spend 10 % of humanitarian funding on education in emergencies since 2019. In percentage terms, the EU is the only donor doing so to date. The same commitment has been made for development aid in 2020 with the pledge to dedicate 10 % of the EU development budget to educational activities. This has brought light to the EU’s role in supporting the development of human capital in the Global South, with a specific focus on SubSaharan Africa.
KerkoCite.ItemAlsoKnownAs: 2339240:EDWY65UC 2405685:58MY6U9T

Navigating inclusion: Understanding social perception, educational opportunity, and challenges for neurodiverse students in Bangladeshi formal education - Chowdhury, Sabbir Ahmed; Islam, Mohammad Ashraful; Nishat, Md. Tahmid Anjum; Nadiv, Md. Adnan; Ormi, Nosrat Jahan (Frontiers in Education, 2024)
KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2024.1452296 2339240:GP2HETYT 2405685:R9PU4XYE

Teaching and Learning of Mathematics in the Context of the National Numeracy Programme in Malawi: Findings from a rapid in-depth qualitative study - Correa de Oliveira, André; Kanyoza, Charity; Smart, Theresa; Lurvink, Anne-Fleur; Boilo, Violet; Kadzamira, Esme; Haßler, Björn (EdTech Hub, 2024)
To inform the development of Malawi's National Numeracy Programme (NNP), EdTech Hub worked with the Directorate of Quality Assurance Services (Malawi), Cambridge Education, and the UK Foreign, Commonwealth and Development Office (FCDO) to examine the NNP’s components during its extended pilot phase during the 2022–2023 school year, and explore how these might be refined to improve teaching and learning of mathematics in Malawi. In-depth qualitative research in four schools was undertaken to obtain feedback on the programme’s components from teachers, head teachers, and Primary Education Advisors. The study’s methodology incorporated semi-structured interviews, focus group discussions, lesson observations, learning circle observations, training observations, and ethnographic methods. Additionally, a mathematics specialist conducted an independent, in-depth, desk-based review of the NNP teaching and learning resources to refine the study’s analysis. This report summarises the principal findings from the study. Keywords: Malawi, mathematics, numeracy, teacher continuous professional development, teacher learning circles An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7510031 ZenodoArchiveConcept: 7510030 KerkoCite.ItemAlsoKnownAs: 2129771:K9HHIYYP 10.5281/zenodo.7510031 10.53832/edtechhub.0156 2405685:B8SQMMBA
Keywords: _r:AddedByZotZen

Designing Teacher Learning Circles for Improved Foundational Numeracy Outcomes: Findings from the National Numeracy Programme in Malawi - Correa de Oliveira, André; Plaut, Daniel; Kanyoza, Charity; Boilo, Violet; Chidothi, Emmanuel; Kadzamira, Esme; Mpoola, Dorothy; McBurnie, Chris; Phiri, Magret; Haßler, Björn (EdTech Hub, 2024)
The Malawi National Numeracy Programme (NNP) was designed in 2020 in partnership with the Malawi Ministry of Education and Cambridge Education (Mott McDonald), funded by the UK Foreign, Commonwealth and Development Office (FCDO). Building on findings from a prior qualitative review of the NNP's programme components, EdTech Hub proposed a new phase of design-based implementation research (DBIR) to be undertaken in Term 2 of the 2022–2023 school year to refine the school-based teacher continuous professional development (TCPD) model of the NNP. As part of the research, EdTech Hub developed a new TLC guide to be tested in schools. Through observations, focus group discussions, and interviews, the Hub gathered teacher feedback and used it to co-design and iterate on this guide alongside teachers. This report summarises the principal findings from the study. It also outlines the research background, methodology, findings, and recommendations for the programme moving forward. Keywords: teacher continuous professional development, teacher learning circles, National Numeracy Programme (NNP), Malawi, design-based implementation research An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7568301 ZenodoArchiveConcept: 7568300 KerkoCite.ItemAlsoKnownAs: 2129771:VEW2PXA5 10.5281/zenodo.7568301 10.53832/edtechhub.0177 2405685:2AN8XVIA
Keywords: _r:AddedByZotZen

Lessons on Implementation: Stakeholders’ Experiences with Digital Personalized Learning Platforms - D'Angelo, Sophia; Barón, Juan; Mazari, Haani; Morales, Daniel; Tabares, Santiago Ospina; Santos, Paola Polanco; Kaye, Tom (World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:MCYVG4AG 2405685:9A2P2NAW

The Complete Guide to Mobile Data Collection - Dimagi Inc (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:3PKTQ85C 2405685:C78CKCHE

The Disasters Emergency Committee (DEC) Lessons Paper: Strategic period 2020-2024 - Disasters Emergency Committee (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:6KSGZA2N 2405685:FNSH98WW

A trans-diagnostic investigation of attention, hyper-focus, and monotropism in autism, attention dysregulation hyperactivity development, and the general population - Dwyer, Patrick; Williams, Zachary J.; Lawson, Wenn B.; Rivera, Susan M. (Neurodiversity, 2024)
The monotropism hypothesis posits that hyper-focus on interests is core to autistic cognition; moreover, hyper-focus is common in attention dysregulation hyperactivity development (ADHD). However, ADHD is partly defined by susceptibility to distraction, and research has found evidence of attention capture in autism. We investigated hyper-focus in autism and ADHD, its relationship to inattention, and whether it is related to quality of life, hypervigilance, negative repetitive thinking, and symptoms of anxiety and depression. 492 adults (122 ADHD-only, 130 autistic-only, 141 autistic + ADHD, and 99 comparison) completed questionnaires indexing hyper-focus in multiple domains, inattention, and the valence of their hyper-focus experiences. Hyper-focus and inattention were elevated in all neurodivergent groups, and were positively correlated, implying that atypical regulation of attention, sometimes manifesting in hyper-focus and sometimes in inattention, is a trans-diagnostic phenomenon. Hyper-focus predicted poorer global quality of life, more hypervigilance, more negative repetitive thinking, and more symptoms of anxiety and depression; however, positive experiences of hyper-focus mediated an indirect relationship between hyper-focus and greater quality of life, partially attenuating the overall negative association. Indeed, neurodivergent participants not only reported more negative experiences of hyper-focus than controls, but also more positive experiences. Further studies could explore contextual factors influencing whether hyper-focus has positive or negative impacts on daily life.Community AbstractWhat is already known about this topic? Many autistic people support the monotropism theory, which says that hyper-focus on interests is central to autism. Prior research also shows that hyper-focus is common in ADHD. However, it is also the case that at other times autistic and ADHD people can be more likely to become distracted from things they are trying to focus on. What does this paper add? We asked autistic, ADHD, and control (i.e. neither autistic nor ADHD) adults to answer questions about their experiences of hyper-focus in different areas of life. We also asked participants about whether these experiences were good or bad, and we asked about inattention. Moreover, we asked about quality of life and mental health.We found that both autistic and ADHD people had more experiences of both hyper-focus and inattention than control participants. Neurodivergent (autistic and/or ADHD) people said they had both more positive and more negative experiences of hyper-focus than controls, and there were ways that hyper-focus was related to both better and worse quality of life. Hyper-focus was related to experiencing more anxiety, depression, negative repetitive thoughts, and vigilance towards possible threats. Implications Our results emphasize the importance of understanding how attention is allocated in the world of autistic and ADHD individuals. These findings also imply that hyper-focus and inattention are not opposites but may have common roots. Finally, this study shows that hyper-focus can have either positive or negative impacts—but negative impacts were especially prominent. Future research could explore how we could change the world or provide specialized supports to maximize positive and minimize negative impacts.
_eprint: https://doi.org/10.1177/27546330241237883 KerkoCite.ItemAlsoKnownAs: 10.1177/27546330241237883 2339240:4IAHV2MR 2405685:S54N65VT

Special edition for the African Union Year of Education 2024 - Education Finance Watch (World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:3TYCM4XL 2405685:UN5NA8XU

Education in Emergencies: A lifeline - Educo (2024)
KerkoCite.ItemAlsoKnownAs: 2405685:E2GSA9I4

Student engagement and teaching presence in blended learning and emergency remote teaching - Fan Su, Di Zou; Wang, Lixun; Kohnke, Lucas (Journal of Computers in Education, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:Z33PFJV6 2405685:6JCR9VJ8
Keywords: ⛔ No DOI found

Climate Change and Education: From evidence to action - Fitzpatrick, Rachael; Amenya, Donvan; McAleavy, Tony (Education Development Trust, 2024)
Over the past ten years, the world’s poorest countries have experienced nearly eight times as many natural disasters compared to three decades ago. This report considers the impacts of the global climate emergency on school education in low-income countries, and explores how to address the negative consequences it has on learning.
KerkoCite.ItemAlsoKnownAs: 2339240:IJW5LN3D 2405685:IZHTUBDN

Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme - Foreign, Commonwealth Development Office (GOV.UK, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:X4QX7MSL 2405685:LUH7MFXZ

UK Government Support for Girls’ Education Worldwide - Foreign, Commonwealth & Development Office (GOV.UK, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:3S6I6688 2405685:EY5R8GQE
Keywords: ⛔ No INSPIRE recid found

Teachers to get more trustworthy AI tech, helping them mark homework and save time - GOV.UK (2024)
The UK government announced a new project today that will enhance the ability of AI generative tools to learn from a new bank of lesson plans and curriculums.
KerkoCite.ItemAlsoKnownAs: 2339240:UIMGZPVD 2405685:IMPUJKUM

Effective and scalable math support: Experimental evidence on the impact of an AI-math tutor in Ghana (Communications in Computer and Information Science, 2024)
This study is a preliminary evaluation of the impact of receiving extra math instruction provided by Rori, an AI-powered math tutor accessible via WhatsApp, on the math performance of approximately 500 students in Ghana. Students assigned to both the control and treatment groups continued their normal classes with identical curricula and classroom hours. Students in the treatment group were given access to a phone for one hour a week – during their study hall period – and were allowed to use Rori to independently study math. All other aspects of the groups’ in-school experience were the same. We find that the math growth scores were substantially higher for the treatment group and statistically significant (p < 0.001). The effect size of 0.36 is considered large in the context of educational interventions: approximately equivalent to an extra year of learning. Importantly, Rori works on basic mobile devices connected to low-bandwidth data networks, and the marginal cost of providing Rori is approximately $5 per student, making it a potentially scalable intervention in the context of LMICs’ education systems. While the results should be interpreted judiciously, as they only report on year 1 of the intervention, they do suggest that chat-based tutoring solutions leveraging AI could offer a cost-effective and operationally efficient approach to enhancing learning outcomes for millions of students globally.
ISSN: 1865-0929, 1865-0937 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-64315-6_34 2339240:23TJHX6S 2405685:L7WVWEPE

HITCH - HITCH (2024)
Learn easily with our curated library of educational videos. Access for free from almost any device. Browse topics of interest or follow a curriculum.
KerkoCite.ItemAlsoKnownAs: 2339240:QVAMPDSY 2405685:J4B299IM

Refugee Education Financing: Key Facts and Findings - Hopper, Robert (World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:N44UFXHF 2405685:QM9Q9R7U

EiE Glossary: Education in Emergencies - Inter-agency Network for Education in Emergencies (INEE) (INEE, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:6N75ASRS 2339240:SQ3FSFGV 2405685:AILTYPCA 2405685:TE7LWUX7

Gender Equality in and through Education A Research Synthesis - International Development Research Centre (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:QZG6IBHI 2405685:RYQS5C4C

Inside the 2024 Emergency Watchlist - International Rescue Committee (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:ATQ6Y7G9 2405685:ELNIT9N5

ISTE Standards - International Society for Technology in Education (ISTE) (2024)
The widely adopted ISTE Standards provide a framework for educators to create high-impact, sustainable and scalable learning experiences for all students.
KerkoCite.ItemAlsoKnownAs: 2339240:PZEPDMZN 2405685:YWI65BIU

Child Friendly School Development Project - Kampuchea Action to Promote Education (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TLDFNVW9 2405685:9DDP9DDF

The influence of emergency remote teaching on K-12 world language instruction - Kissau, Scott; Davin, Kristin; Ade-Thurow, Benjamin; Haudeck, Helga; Price, Laura (NECTFL Review, 2024)
The abrupt shift to online instruction that occurred in spring 2020, often referred to as emergency remote teaching (ERT), caught many world language educators off guard. To prepare for future disruptions to face-to-face learning and illustrate promising online teaching practices that emerged during this extended period of time that could serve to expand and enhance world language instruction, it is important to understand how ERT influenced K-12 world language programs around the world. To help the world language teaching community better understand how ERT influenced world language instruction, a team of researchers collected interview data from world language teachers and students in the United States and Germany. Results confirmed that instruction was negatively impacted by the sudden shift to online formats, explained how and why instruction was influenced, and identified promising practices exhibited by teachers to mitigate the negative impact of ERT. World language teachers, stakeholders, and school leaders may wish to consider the results of this study to lessen the impact of future disruptions to on campus learning and to enhance the growing presence of online learning in schools.
Publisher: Northeast Conference on the Teaching of Foreign Languages ERIC Number: EJ1418130 KerkoCite.ItemAlsoKnownAs: 2339240:NER45NMP 2405685:YDAS2A5N
Keywords: Best Practices; COVID-19; Cross Cultural Studies; Distance Education; Educational Change; Educational Practices; Elementary Secondary Education; Foreign Countries; Kindergarten; Language Teachers; Pandemics; Second Language Instruction; Second Language Learning; Teacher Attitudes; ⛔ No DOI found

MEWAKA National Teacher Development Reform in Tanzania: Design-Based Implementation Research: Cycle 1 Findings - Koomar, Saalim; Massam, Winston; Chachage, Kristeen; Anthony, G.; Mrope, Winifrida Jacob; Malibiche, Mustafa; Mutura, Emmanuel; Adam, Taskeen; Hennessy, Sara; Mtenzi, Fred; Komba, Aneth; Mwakabungu, Fika; et al. (EdTech Hub, 2024)
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teacher Continuous Professional Development [TCPD]) is a landmark, school-based teacher professional development programme being implemented nationally by the Government of Tanzania, with the ultimate aim of raising learning outcomes in schools. EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) are conducting research to iteratively enhance the MEWAKA implementation at primary school level and to understand the role that technology can play in scaling TCPD. This report presents the findings and recommendations from the first cycle of design-based implementation research (DBIR) conducted in rural schools in the Lindi region. Following a pilot peer facilitator workshop, data was collected through observation and self-reporting methods between September and December 2022. The aims were to capture stakeholders' perspectives at all levels of the education system and to see how schools are implementing the programme on the ground. The emerging findings and recommendations are being used to inform the redesign and further implementation of this TCPD model, and were used to identify key areas to test and investigate in the second cycle of the DBIR in 2023. Keywords: teacher professional development; design-based implementation research; Tanzania; primary education An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7783382 ZenodoArchiveConcept: 7783381 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7783382 10.53832/edtechhub.0167 2339240:R9JRWMKC 2405685:6CC8GQZP 2405685:XHJC3W67
Keywords: _r:AddedByZotZen

Elevating EdTech Investment: Prioritizing Evidence-Based Practices for Lasting Impact - Kucirkova, Natalia I (WiKIT AS, 2024)
Publisher: Unpublished Version Number: 1 KerkoCite.ItemAlsoKnownAs: 2339240:K7GNJXRV 2405685:ZCSV4A6K

Factors in Mathematics Teachers’ Access to Digital Technologies and Their Professional Development Through Praxis in Marginalised Communities in Bangladesh - Kukulska-Hulme, Agnes; Power, Tom; Dawadi, Saraswati; Rahman, S M Hafizur; Parvin, Tauhida (Journal of Technology and Teacher Education, 2024)
The paper presents findings from a research study of 318 mathematics teachers’ experiences of access to, and use of, digital technology in their professional development in marginalised communities in ten districts across Bangladesh. The innovative two-cycle qualitative study design involved early career researchers collaborating with peer-researcher teachers who interviewed their peers about local teachers’ experiences. The interview data was analysed through the lens of Van Dijk’s model of digital access and use, addressing motivation, physical access, skills, and usage. The findings reveal that most rural teachers were able to overcome barriers to access and complete the online course using their mobile phones, but the aim of making mathematics learning more active and joyful was only realised among the minority of teachers who had a supportive school environment. Promoting and supporting opportunities for praxis in schools is essential if technology enhanced professional development is to lead to improvements in teaching and learning. The findings have important implications for practice and at policy level to rethink access to professional development through ‘mobile first’ technologies and support for praxis in schools, in marginalised communities in Bangladesh and elsewhere.
KerkoCite.ItemAlsoKnownAs: 10.70725/918790tkfksp 2405685:U2RKX6JN

Lao Social Indicator Survey III (LSIS III) 2023 - Lao Statistics Bureau (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:RDMJDNCF 2405685:8D67NIJ7
Keywords: ⛔ No INSPIRE recid found

Promoting social-inclusion: Adapting and refining a school participation and connectedness intervention for neurodiverse children in UK primary schools - Littlefair, David; McCloskey-Martinez, Matthew; Graham, Pamela; Nicholls, Fiona; Hodges, Amy; Cordier, Reinie (Research in Developmental Disabilities, 2024)
Background Education systems on an international basis have experienced an increase of neurodiverse students in mainstream schools. Such students can experience a deficit in school connectedness which restricts inclusive participation. In My Shoes is an intervention programme developed in Australia to support the inclusion of pupils with autism in primary school settings. This study aimed to adapt this programme for delivery in UK primary schools and widen it to encompass all neurodiverse pupils. Methods Focus groups of key stakeholders (Pupils, Parents, Teachers and Senior Leaders) explored and shared perspectives on the In My Shoes programme with regard to adapting and refining it for delivery in UK primary schools. Focus group data were analysed using a thematic approach. Results Five themes emerged from the data focusing upon materials, curriculum, context, duration, and whole-school approach. Linking the intervention to the PSHE curriculum for delivery was a key finding. Conclusions All key stakeholder groups found the programme beneficial to school connectedness and participation. They contributed to adaptations necessary to widen intervention to encompass all neurodiverse children and for deployment in UK primary schools. The biggest endorsement came from the pupil groups that were most enthusiastic about the intervention, who demonstrated an understanding and a relation to the concepts of the programme. Following revisions to the materials and adaptations suggested by stakeholders, a small feasibility study will be conducted with neurodiverse pupils and their typically developing peers across mainstream year 4 and year 5 classrooms (age 8-10 year olds) in the UK.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ridd.2024.104857 2339240:L72YZC7X 2405685:KC9RAFD2
Keywords: In My Shoes; Neurodiverse Children; School Connectedness; School Participation Intervention; Social Inclusion; UK Primary Schools

A Dialogic Design-Based Research Partnership Approach: Developing Close-to-Practice Educational Technology Theory in Kenya - Major, Louis; Daltry, Rebecca; Rahman, Asad; Plaut, Daniel; Otieno, Mary; Otieno, Kevin (Global Perspectives on Teaching with Technology, 2024)
Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement by adopting a dialogue-informed ‘intermediate theory building’ framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.
Num Pages: 19 KerkoCite.ItemAlsoKnownAs: 2339240:ZWZ4VVZD 2405685:96RA5UW7 2405685:EJWQSZTI

Africanising neurodiversity: A postcolonial view - Manase, Ndakaitei (The Routledge handbook of postcolonial disability studies, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:CW3VBS44 2405685:HH4HSG7T

The Impact of Climate Change on Education and What to Do about It - Marin, Sergio Venegas; Schwarz, Lara; Sabarwal, Schwetlena (The World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:H5HV9GIF 2405685:J3KSTAFA

Forced migration or displacement data - Migration Data Portal (Migration Data Portal, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:5Y9JPELQ 2405685:MDKDHZZZ

About the MBSSE - Ministry of Basic and Senior Secondary Education (Ministry of Basic and Senior Secondary Education, Government of Sierra Leone, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:BILIZ8KM 2405685:28TCKZ8D

About the Ministry – Ministry of Communication, Technology & Innovation - Ministry of Communication, Technology & Innovation (Ministry of Communication, Technology & Innovation, Government of Sierra Leone, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:W2WW8I6D 2405685:4ZS3MLSW

Multi-Year Resilience Programme (MYRP) Ukraine 2024-2026 - Ministry of Education and Science of Ukraine; Education Cannot Wait (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:KYHJPB3T 2405685:2LPXQJD4

Transforming Education through Technology: Masterplan 2030 - Ministry of Education, Singapore (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:A8MGHKAK 2405685:GVF8ITXD

AI Revolution in Education: What you need to know - Molina, E.; Cobo, C.; Pineda, J.; Rovner, H. (World Bank, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:DDB299C3 2405685:T3ZU8PCT

GEC Guidance on Coordinated Anticipatory Action in Education - Monserez, Mackenzie; Hodgkin, Marian (Global Education Cluster, 2024)
KerkoCite.ItemAlsoKnownAs: 2405685:GS6P2W8X

Challenges faced by newly appointed teachers at autism- specific school: A thematic analysis study. - Mpangane, E.; Maepa, M. P.; Muhadisa, T. (The Open Public Health Journal, 2024)
KerkoCite.ItemAlsoKnownAs: 10.2174/0118749445322081241114104043 2339240:H7AP9IA2 2405685:N7QLTXNZ

Digital tools for direct assessment of autism risk during early childhood: A systematic review - Mukherjee, Debarati; Bhavnani, Supriya; Estrin, Georgia Lockwood; Rao, Vaisnavi; Dasgupta, Jayashree; Irfan, Hiba; Chakrabarti, Bhismadev; Patel, Vikram; Belmonte, Matthew K. (Autism, 2024)
Current challenges in early identification of autism spectrum disorder lead to significant delays in starting interventions, thereby compromising outcomes. Digital tools can potentially address this barrier as they are accessible, can measure autism-relevant phenotypes and can be administered in children’s natural environments by non-specialists. The purpose of this systematic review is to identify and characterise potentially scalable digital tools for direct assessment of autism spectrum disorder risk in early childhood. In total, 51,953 titles, 6884 abstracts and 567 full-text articles from four databases were screened using predefined criteria. Of these, 38 met inclusion criteria. Tasks are presented on both portable and non-portable technologies, typically by researchers in laboratory or clinic settings. Gamified tasks, virtual-reality platforms and automated analysis of video or audio recordings of children’s behaviours and speech are used to assess autism spectrum disorder risk. Tasks tapping social communication/interaction and motor domains most reliably discriminate between autism spectrum disorder and typically developing groups. Digital tools employing objective data collection and analysis methods hold immense potential for early identification of autism spectrum disorder risk. Next steps should be to further validate these tools, evaluate their generalisability outside laboratory or clinic settings, and standardise derived measures across tasks. Furthermore, stakeholders from underserved communities should be involved in the research and development process.Lay abstract The challenge of finding autistic children, and finding them early enough to make a difference for them and their families, becomes all the greater in parts of the world where human and material resources are in short supply. Poverty of resources delays interventions, translating into a poverty of outcomes. Digital tools carry potential to lessen this delay because they can be administered by non-specialists in children’s homes, schools or other everyday environments, they can measure a wide range of autistic behaviours objectively and they can automate analysis without requiring an expert in computers or statistics. This literature review aimed to identify and describe digital tools for screening children who may be at risk for autism. These tools are predominantly at the ‘proof-of-concept’ stage. Both portable (laptops, mobile phones, smart toys) and fixed (desktop computers, virtual-reality platforms) technologies are used to present computerised games, or to record children’s behaviours or speech. Computerised analysis of children’s interactions with these technologies differentiates children with and without autism, with promising results. Tasks assessing social responses and hand and body movements are the most reliable in distinguishing autistic from typically developing children. Such digital tools hold immense potential for early identification of autism spectrum disorder risk at a large scale. Next steps should be to further validate these tools and to evaluate their applicability in a variety of settings. Crucially, stakeholders from underserved communities globally must be involved in this research, lest it fail to capture the issues that these stakeholders are facing.
_eprint: https://doi.org/10.1177/13623613221133176 KerkoCite.ItemAlsoKnownAs: 10.1177/13623613221133176 2339240:RBYLLEH3 2405685:H2RMEQT4

The use of technology in curriculum development and social studies learning design in elementary schools: A critical analysis and literature review - Mustakim, Mustakim; Ajwar, Muhamad; Kertih, Wayan; Lasmawan, Wayan (Jurnal Humanitas Katalisator Perubahan Dan Inovator Pendidikan, 2024)
KerkoCite.ItemAlsoKnownAs: 10.29408/jhm.v10i3.26986 2339240:F2LWDWC2 2405685:ERCVJPFX

There and back again: Neuro-diverse employees, liminality and negative capability - Nash, Louise (Work, Employment and Society, 2024)
The workplace challenges faced by neuro-diverse employees are currently under-researched. This article considers how such employees experience the world of work, focusing on the demands they face to conform to established expectations around self-presentation and performance and how they utilise spatial resources in order to transcend them. Drawing on data generated from a series of in-depth interviews, it explores both their everyday experiences of frustration alongside how the mobilisation of liminal spaces can assist them in transitioning to and from the demands of the ‘neuro-typical’ workplace. The article seeks to contribute to an understanding of the lived experiences of neuro-diverse employees and how the design and practices of the workplace can contribute to feelings of marginalisation and even exclusion. It highlights the potentially empowering and emancipatory potential of embracing liminality and explores the relationship to ‘negative capability’ as a conceptual and diagnostic lens in studies of workplace diversity.
_eprint: https://doi.org/10.1177/09500170221117420 KerkoCite.ItemAlsoKnownAs: 10.1177/09500170221117420 2339240:YVWP7JHL 2405685:ELACLJAZ

NCAOOSCE - National Commission for Almajiri Education and Out-of-School Children (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:DGYTR2A9 2405685:8ZNTPJPM

Industry Statistics - National Communications Commission (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:RCZV8C4M 2405685:57M5NQNB

Strategic Roadmap and Action Plan (2024–2027) - National Information Technology Development Agency (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:7I5PTJ6V 2405685:VT5AM2EL

Strengthening Foundational Learning in the Asean Region: A Review of Promising Practices - Nietschke, Yung; Monty, Adeola; Dabrowski, Anna; Goundar, Payal; Ahmed, Syeda Kashfee; Wong, Debbie; Spink, Jeaniene (Australian Council for Educational Research, 2024)
In the Association of Southeast Asian Nations (ASEAN) region, there is a learning crisis. Children from the most marginalised groups face insurmountable barriers to accessing a quality education, while many of those who are in school are not learning. Foundational learning is often described as the essential skills and knowledge that serve as the basis for further learning and development, and includes basic literacy (reading and writing) and numeracy (mathematics), and more recently, a focus on critical thinking, problem-solving, and socioemotional skills. In collaboration, ASEAN and the United Kingdom have established the Supporting the Advancement of Girls' Education (SAGE) Programme under their ASEAN-UK partnership. This initiative is designed to narrow the development gap between the first six ASEAN members and the four newer member countries (Cambodia, Myanmar, Lao PDR and Viet Nam) and Timor-Leste, by addressing their education priorities within the ASEAN region, specifically focusing on challenges faced by girls and marginalised groups. The SAGE program aims to understand early-grade students' challenges in the ASEAN region, identify effective practices to address these issues and provide practical recommendations to empower students with essential foundational skills for lifelong learning. This report, part of a three-part series, focuses on supporting foundational learning in primary school settings in ASEAN countries. Its objective is to comprehend the challenges faced by the region in promoting foundational learning.
KerkoCite.ItemAlsoKnownAs: 10.37517/978-1-74286-740-3 2339240:XG5LY2UE 2405685:78EJC3UJ

Digital Competency Development Manual: For teachers and educational personnel - Office of the Basic Education Commission (OBEC) (Government of Thailand, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:BFJ462FN 2405685:BCZ87PU7

Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky: 25th International Conference, AIED 2024, Recife, Brazil, July 8–12, 2024, Proceedings, Part II - Olney, Andrew M.; Chounta, Irene-Angelica; Liu, Zitao; Santos, Olga C.; Bittencourt, Ig Ibert (Springer Nature Switzerland, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-64312-5 2405685:NYQ6U4YD

Generative AI in Education: Educator and expert views - Open Innovation Team; Department for Education (Government of the United Kingdom, 2024)
KerkoCite.ItemAlsoKnownAs: 2405685:B5YUVEDT

Financing refugee inclusion in national education systems: What we don’t know - Pacifico, Arianna (2024)
Given the growing commitment to refugee inclusion and limited evidence on what works, it is a critical moment to question assumptions about how to finance refugee-inclusive education systems to ensure future investments meet both immediate and long-term needs of all learners.
KerkoCite.ItemAlsoKnownAs: 2339240:8R2LICCP 2405685:RUY8GXAX

Decolonising inclusive education - Peruzzo, Francesca; Allan, Julie (Routledge eBooks, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:A85KXER4 2405685:S6VQNI6J

Lao PDR Network Readiness Index 2023 - Portulans Institute (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:6QRPFRYD 2405685:VMEM7I6Q
Keywords: ⛔ No INSPIRE recid found

Principles for Digital Development - Principles for Digital Development Working Group (Principles for Digital Development, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:TFEAKR98 2405685:XFMQ9UCF

Re-learn - Re-learn (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:HP4DBZVC 2405685:Z43C5UHC

Observing executive functioning of neurodivergent students and supporting practices of their teachers in the classroom - Safer-Lichtenstein, Jonathan; Kenworthy, Lauren; Verbalis, Alyssa; Ba, Caroline; Mikulich-Gilbertson, Susan; Anthony, Bruno J.; Anthony, Laura G. (Neurodiversity, 2024)
Executive function (EF) challenges, including difficulties with cognitive flexibility, planning/ organization, and emotional control, are common in neurodivergent children. We developed the Behavioral Observation of Classroom Executive Functioning (BOCEF) tool to examine observable EF-related behaviors of elementary students and EF-supporting strategies of their teachers. The BOCEF student score correlated significantly with teacher-completed ratings of similar behaviors. Autistic students (n = 48) and students with ADHD (n = 98) were rated as having similar rates of several EF-related behaviors, while autistic students were rated as significantly more likely to get “stuck.” Teachers were found to be more likely to display strategies of planning, clear instructions, and visual supports, and less likely to utilize favorable praise to correction ratios, transition priming, flexibility, rule referencing, or behavioral reward systems. Praise was the teacher strategy found to have the greatest association with student behavior. Implications for student accommodation/support and teacher training are discussed.Lay abstract Autistic children and children with ADHD often have difficulties with thinking flexibility, planning, and managing frustration. We developed a tool called the Behavioral Observation of Classroom Executive Functioning (BOCEF) to evaluate how children struggle with these executive functioning behaviors in the classroom, and how often teachers are using strategies known to support these behaviors. Our ratings of students on the BOCEF were similar to how teachers rated these same types of behaviors in these students. Autistic students (n = 48) and students with ADHD (n = 98) were rated as having similar rates of difficulties in the classroom, with the exception that autistic students got “stuck” more often, meaning they had more difficulty moving on from specific ideas or topics. Teachers were found to be more likely to display strategies of planning, clear instructions, and visual supports, and less likely to utilize adequate praise, warnings prior to transitions, flexibility, rule referencing, or behavioral reward systems. Praise was the teacher strategy found to be most related to student behavior. Findings from this study indicate the BOCEF could be helpful for schools to determine how much these types of challenges are impacting neurodivergent students in the classroom. Additional teacher training on incorporating praise and other ways to support neurodivergent students in the classroom is also likely to be important moving forward.
_eprint: https://doi.org/10.1177/27546330241258817 KerkoCite.ItemAlsoKnownAs: 10.1177/27546330241258817 2339240:WEFJTY24 2405685:FNQXV9P4

Education | Sierra Leone | Save the Children - Save the Children (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:ZTLL99IS 2405685:Z5K7YXLN

Disability-Inclusive Education in Southeast Asia - SEAMEO Regional Centre for Special Education (SEN) (SEAMEO SEN, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:9WZSTNW8 2405685:7L8HX5V5

Being a Teacher with Disabilities: Perspectives, practices and opportunities - Singal, Nidhi; Kwok, Patricia; Wijesinghe, Thilanka (British Council, 2024)
Medium: application/pdf KerkoCite.ItemAlsoKnownAs: 10.57884/NP7V-WC92 2339240:EWQ2NY4Z 2405685:7RNND2DJ
Keywords: Disability; FOS: Educational sciences; Inclusion

Vietnam: employment rate by gender 2022 - Statista (2024)
In the fourth quarter of 2022, the female employment rate was at around 61.1 percent while the male employment rate was at around 73.1 percent.
KerkoCite.ItemAlsoKnownAs: 2405685:KYZYQKB9

Vietnam: households with electricity access 2022 - Statista (2024)
In 2022, almost all households in urban areas in Vietnam had electricity, while the share of households living in rural areas with access to electricity was slightly lower, albeit still relatively high, at 99.5 percent.
KerkoCite.ItemAlsoKnownAs: 2339240:9RKH9I97 2405685:JU2Z9V6K 2405685:R9VH4YDE

'Mature enough to handle it?': Gendered parental interventions in and adolescents’ reactions to technology use during the pandemic - Steinberg, Hillary; Mollborn, Stefanie; Pace, Jennifer (Journal of Family Issues, 2024)
This study investigated how teenagers reacted to parental regulation of technology. Using longitudinal dyadic interviews with 24 teenagers and their 21 parents in two predominantly white middle-class communities, we explored how teenagers used technology during the COVID-19 pandemic and the differential consequences parental interventions had for teens’ well-being and confidence with technology. Parents’ narratives and actions about technology use were deeply gendered. Boys felt confident about their self-regulation of technology, and parents did not substantially limit boys’ technology use during the pandemic. Girls were less confident about their ability to self-regulate and either worked with their mothers to manage technology, distrusted parents who monitored them, or lacked access to virtual hangout spaces such as video games and social media. The findings illustrate how parent-teen dynamics around adolescent technology use can produce short-term gendered inequalities in teenagers’ well-being and result in long-term disadvantages for girls.
KerkoCite.ItemAlsoKnownAs: 10.1177/0192513X221150979 2339240:L7WVVG4Q 2405685:B8NBRBLN

BEFIT and Sun King roll out solar tech to primary schools in Malawi - Sun King (Sun King, 2024)
Building on its commitment to enhance primary education, the Malawian government's BEFIT initiative is set to transform the country’s learning landscape.
KerkoCite.ItemAlsoKnownAs: 2339240:93YVH5Y5 2405685:Y3Q53B56

Teacher-AI Collaboration in Content Recommendation for Digital Personalised Learning among Pre-primary Learners in Kenya - Sun, Chen; Major, Louis; Daltry, Rebecca; Moustafa, Nariman; Friedberg, Aidan (Proceedings of the Eleventh ACM Conference on Learning @ Scale, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1145/3657604.3664662 2405685:BMHDWMV9

Learner Agency in Personalised Content Recommendation: Investigating Its Impact in Kenyan Pre-primary Education - Sun, Chen; Major, Louis; Moustafa, Nariman; Daltry, Rebecca; Friedberg, Aidan (Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky, 2024)
Series Title: Communications in Computer and Information Science KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-031-64312-5_25 2405685:IYFT5P4N

The impact of different personalisation algorithms on literacy and numeracy in Kenyan pre-primary education: A comparative study of summative and formative assessments results - Sun, Chen; Major, Louis; Moustafa, Nariman; Daltry, Rebecca; Lazar, Obradovic; Friedberg, Aidan (Companion Proceedings 14th International Conference on Learning Analytics & Knowledge (LAK24), 2024)
Digital personalisation has demonstrated potential to enhance learning. However, there is limited evidence on the comparative impact of different content personalisation algorithms on early-year numeracy and literacy outcomes, especially in low- and middleincome countries (LMIC). This paper reports an A/B/C test conducted over three weeks via a digital personalised learning tool used by 6479 Kenyan pre-primary learners. Two personalisation algorithms were implemented (maximising learner engagement or score), while expert-curated sequence was used as a control. Learners from 1509 classes were randomly divided across the three partitions. Learning in numeracy and literacy was compared across three metrics: summative assessment, curriculum progress, and formative assessment. Results showed no difference between partitions in the summative assessment. Different partitions tended to progress through the digital curriculum at a different pace. Significant differences between partitions were found in formative assessment scores, with the impact of each algorithmic approach varying according to different learning strands. Findings contribute to a deeper understanding of how different algorithms impact pre-primary education in LMIC contexts, with implications for designing personalised learning approaches tailored to specific learning content and learner profiles. Keywords: Digital personalised learning, pre-primary, low- and middle-income country, literacy, numeracy
KerkoCite.ItemAlsoKnownAs: 2405685:S5ZKP4A2

Blended and online learning: what works and why in primary and secondary schools. Evidence from Northern Ireland - Taggart, Samuel; Skinner, Barbara; Roulston, Stephen; Austin, Roger (Pedagogy and Education, 2024)
0 citations (Crossref) [2024-03-22] KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2024.2305706 2339240:IGCWJT99 2405685:GPK6KTZD
Keywords: ⛔ No INSPIRE recid found

Supporting the mental health needs of neurodivergent students: Outcomes of a mental health literacy program for primary school educators - Terlich, Rebecca; Krishnamoorthy, Govind; Fein, Erich C. (Education Sciences, 2024)
This study evaluated the effectiveness of neurodiversity training modules from a mental health literacy program for primary school staff offered over a three-year period (2013–2015), entitled ‘Teaching and Mental Health’. Using archival data, this study aimed to identify how much teachers learned, how confident they were about using this newly acquired knowledge, and how well the training met the teachers’ learning needs. This study also aimed to explore the relationship between knowledge and confidence, and how satisfaction indicators affected this relationship. Key ethical considerations of neurodiversity training and outcome measurement are discussed. A pre-test and post-test survey design was conducted with 99 primary school teachers from the Brisbane region in Australia. Analyses included three paired-samples t-tests, descriptive statistics, a linear regression analysis, and a mediation analysis. Significant increases of knowledge and confidence were found compared to baseline, and mean satisfaction ratings were high. Knowledge was a significant predictor of confidence, and mental health presenter ratings partially mediated this relationship. It is proposed that future delivery of the program should invest in improving presenter effectiveness.
KerkoCite.ItemAlsoKnownAs: 10.3390/educsci14101069 2339240:ELQLGSSV 2405685:78ZNXJBQ

Language data for Nigeria - Translators without borders (2024)
Open-source language data and maps about languages spoken in Nigeria can improve how we communicate with communities in crisis.
KerkoCite.ItemAlsoKnownAs: 2339240:FG8ELZUS 2405685:GSFEHELF

The educational experiences of autistic children with and without extreme demand avoidance behaviours - Truman, Clare; Crane, Laura; Howlin, Patricia; Pellicano, Elizabeth (International Journal of Inclusive Education, 2024)
Extreme demand avoidance (EDA) is increasingly described as part of the autism spectrum and is sometimes diagnosed as Pathological Demand Avoidance (PDA). Yet little is known, about the educational experiences of children with and without EDA behaviours. Using an online survey collecting both quantitative and qualitative data, 211 parents reported on the school experiences of their autistic children. 57 parents had a child with an additional diagnosis of PDA (AUT-PDA); 91 had a child with no diagnosis of PDA but, according to parent report, displayed EDA behaviours (AUT-EDA); and 63 had a child with neither a PDA diagnosis nor EDA behaviours (AUT). Results demonstrated that there were few group differences in terms of the frequency of failed school placements and exclusions. However, children in the AUT-EDA/-PDA groups had higher levels of behaviour that challenges, which were particularly high in those with a PDA diagnosis. There were no significant differences in school exclusions, but the fact that these occurred across all groups is of concern. Qualitative results suggested overwhelmingly negative school experiences for all groups but especially the AUT-EDA and AUT-PDA groups. Parents attributed such experiences to misunderstanding of their children’s diagnoses and a lack of targeted support.
Publisher: Routledge _eprint: https://doi.org/10.1080/13603116.2021.1916108 KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2021.1916108 2339240:763AK6AI 2405685:Y3IB7ULP

AI Competency Framework for Teachers - UNESCO (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:Z7LGR89F 2405685:F2FBQ5DU

Benin | Technology | Education Profiles - UNESCO (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:C86EI6Q7 2405685:NLLUJJ7Z

Cabo Verde | Technology | Education Profiles - UNESCO (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:6F4WUFEK 2405685:7P27Z2AZ

Global Education Monitoring Report: Gender report - Technology on her terms - UNESCO (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:2EC9B4I6 2405685:UGPYA3M2

Mali | Technologie | Education Profiles - UNESCO (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:LYHK9XDP 2405685:INPY4QHP

Niger | Technologie | Education Profiles - UNESCO (UNESCO, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:ET2AWUL2 2405685:UPPV8ZRH

UNESCO to implement new phase of Actions of ASEAN Declaration for Out-of-School Children and Youth - UNESCO (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:B8HBASX5 2405685:7URW7G95
Keywords: ⛔ No INSPIRE recid found

Use of AI in education: Deciding on the future we want - UNESCO (2024)
Artificial intelligence tools are being deployed rapidly in education systems across the globe. As much as they offer immense opportunities to enhance and expand learning, their rapid roll out also presents risks: They are being used in the absence of regulatory frameworks needed to protect learners and teachers, and ensure a human-centered approach to using these technologies in education. Stefania Giannini, UNESCO Assistant Director-General for Education, shares her insights on the various implications of AI in education.
KerkoCite.ItemAlsoKnownAs: 2339240:MU3NW865 2405685:8MDGI3ZX

Global Report on Teachers: Addressing teacher shortages and transforming the profession. - UNESCO & International Task Force on Teachers for Education 2030 (Paris: UNESCO., 2024)
Teachers are central to unlocking every learner's potential and achieving Sustainable Development Goal 4 of inclusive, equitable and quality education for all. Regrettably, worldwide teacher shortages have been endangering the future of education. New data collected for the Global Report on Teachers indicates that 44 million additional teachers are needed to achieve universal primary and secondary education by 2030. Shortages are widespread, with sub-Saharan Africa needing 15 million more teachers, while higher-income countries face retention challenges, resulting in teachers massively leaving the profession. Echoing calls from the International Commission on the Futures of Education and the 2022 Transforming Education Summit, this report advocates for dignifying, diversifying, and valorizing the teaching profession. It emphasizes the importance of improved working conditions, enhanced professional development, and increased teacher involvement in decision-making to bridge the gap. This report is a tool to mobilize international and country efforts to empower, recruit, train, and support teachers within resilient education systems for a collaborative, innovative, and cohesive teaching profession. It is a roadmap, aiming to elevate the status of the teaching profession and ensure quality education for all learners, urging immediate action
KerkoCite.ItemAlsoKnownAs: 2339240:4JG8SWCP 2405685:3LQH2SBN

Figures at a glance - UNHCR (UNHCR UK, 2024)
At least 122.6 million people were forcibly displaced at the end of June 2024. View the latest statistics and graphs of the number of refugees and other people forced to flee.
KerkoCite.ItemAlsoKnownAs: 2339240:C6N954YQ 2405685:S8PXF83C

Lebanon: Needs at a Glance – 2024 - UNHCR (2024)
KerkoCite.ItemAlsoKnownAs: 2405685:3EZCN88R

Innovative finance reshaping cyclone resilience and child-responsive disaster management in Madagascar - UNICEF Climate, Environment, Energy and Disaster Risk Reduction (2024)
In Madagascar, severe cyclones have become an integral part of children’s lives. Between 2000 and 2024, more than 50 tropical storms and cyclones have impacted over six million boys, girls and adults. Given that nearly 60 percent of Madagascar’s population (31 million) is under the age of 25, children and young people bear a disproportionate burden.*This case study shows how UNICEF, the Government of Madagascar and civil society are working together to pilot a ground-breaking, innovative finance solution that includes a child-responsive, parametric risk transfer product for tropical cyclones. The Today & Tomorrow approach aims to reduce child exposure and vulnerability to future shocks and hazards, engage children and young people in solutions and strengthen the essential social systems and services they rely on most. In Madagascar, Cyclones Cheneso, Freddy and Gamane and Tropical Storm Alvaro affected nearly 200,000 students. The case study highlights UNICEF Madagascar and government efforts in the education sector to support these students and build disaster resilience in affected communities.*ACAPS, Madagascar, Cyclone Exposure and Vulnerabilities and UNICEF, Child Climate Risk Index (CCRI).
KerkoCite.ItemAlsoKnownAs: 2405685:78UELPJZ

Teachers’ digital literacy in the East Asia and pacific region: Spotlight on Cambodia, China, Lao PDR, Solomon Islands and Vanuatu - UNICEF EAPRO (UNICEF East Asia and Pacific Regional Office, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:AWU9AT6Z 2405685:TD5HX6DU

Investing in Science, Technology, Engineering and Math (STEM) Education to Build Africa’s Resilience Against Climate Change - United Nations (United Nations Office of the Special Adviser on Africa, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:CYYBCDFF 2405685:XWIPV7D3

Human Development Report 2023/2024 - United Nations Development Programme (UNDP, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:AJWGTAXE 2405685:XILU4638

Cost Analysis Guidance for USAID Funded Education Activities, third edition - Walls, Elena; Tulloch, Caitlin; Keuren, Christine Harris Van (United States Agency for International Development, 2024)
KerkoCite.ItemAlsoKnownAs: 2339240:EMYGMF34 2405685:D6A7UF66

Artificial intelligence in education: A systematic literature review - Wang, Shan; Wang, Fang; Zhu, Zhen; Wang, Jingxuan; Tran, Tam; Du, Zhao (Expert Systems with Applications, 2024)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.eswa.2024.124167 2339240:S83E34JY 2405685:27ZYE7D4

Representation of neurodivergence in fiction books: Exploring neurodivergent young peoples' perspectives - Webber, Charlotte; Santi, Elena; Cebula, Katie; Crompton, Catherine J.; McGeown, Sarah (Literacy, 2024)
Abstract In recent years, there has been growing awareness of the importance of representation in fiction books, to ensure all children and young people can see themselves reflected in what they read. Much of this work has focused, importantly, on increasing ethnic representation, yet there has been much less exploration of the representation of other minority experiences, such as those of neurodivergent young people, and how these are perceived by neurodivergent young people themselves. This article provides new insights into neurodivergent young people's perceptions of representation of neurodivergence in fiction books (and other text types) based on semi-structured interviews with 16 neurodivergent young people (aged 14 to 17 year olds) from 2 high schools in Scotland. Using an inductive data-driven thematic analysis process, three themes were identified: (1) representation of neurodivergence should be complex, realistic, and positive; (2) representation of neurodivergence should be normalised; (3) representation of neurodivergence beyond books is important. Each of these themes is explored in detail, followed by implications for future research, practice and the publishing of Young Adult fiction.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/lit.12369 KerkoCite.ItemAlsoKnownAs: 10.1111/lit.12369 2339240:B27GF383 2405685:VIKR5WYA
Keywords: books; fiction; neurodivergence; neurodiversity; reading; representation

Using digital technologies to build connections between families and schools as children transition to school - Woodhouse, Hazel; Passey, Don; Anderson, John (Education Sciences, 2024)
This paper reports research that investigated how digital technologies were used to develop and maintain home–school connections and develop positive relationships when children transition to nursery schools and schools. School case studies, comprising four purposively selected schools with nursery provision in Northern Ireland and four primary schools in New Zealand, provided the context and evidence to enable a small-scale comparative study of how digital technologies enabled the development of relationships between homes and schools over time. In this paper, the findings were analysed using a conceptual model and framework derived from earlier studies in this field. However, given the contemporary social and technological context, it was found that the framework could be reviewed and elaborated, enabling the creation of a new conceptual framework that is offered here. Our findings reveal methods of employing digital technologies to positively support parental engagement when children transition to nurseries and schools. From the analysis of our findings using the framework developed, points to consider for future practice, policy, and research are highlighted, with an emphasis on understanding and integrating parents’ aspirations into the transition process. Opportunities that use existing and emerging methods for home–school–community connections need to be made known to teachers and schools. While the digital technologies used must be capable of maintaining appropriate regular communication, additionally, supporting ways for involving parental voice in reviews of existing practices and exploring new opportunities should be shared with teachers and schools. Future research should explore how the use of digital technologies in developing wider and deeper engagement and participation of parents and carers with nurseries and schools might lead to a longer-term and positive engagement in later years beyond nursery schools and initial transition to school.
KerkoCite.ItemAlsoKnownAs: 10.3390/educsci14050520 2339240:2VQIKTDY 2405685:47WYPG8D

Confronting the Learning Crisis: Lessons from World Bank Support for Basic Education, 2012–22: An independent evaluation - World Bank (2024)
KerkoCite.ItemAlsoKnownAs: 2405685:ZZGUJTAQ

Ghana Accountability for Learning Outcomes Project - World Bank (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:YCB68JNL 2405685:XUEVLBIQ

Government expenditure on education, total (% of GDP) – Lao PDR, Singapore, Thailand, Malaysia, Philippines - World Bank (2024)
Free and open access to global development data
KerkoCite.ItemAlsoKnownAs: 2405685:YDMXR445

Lao PDR | Data - World Bank (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:EEVIA6BP 2405685:YAY683EU
Keywords: ⛔ No INSPIRE recid found

Lao PDR Public Expenditure and Institutional Review: Financial Management in Education Analysis 2023 - World Bank (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:KJX4995B 2405685:M8L7C8GV
Keywords: ⛔ No INSPIRE recid found

World Bank in Cambodia - World Bank (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:4DY9EWI8 2405685:EZTPMN3D

World Bank Open Data - World Bank (2024)
Free and open access to global development data
KerkoCite.ItemAlsoKnownAs: 2339240:9TB2QTEU 2405685:XH5MAPNY
Keywords: ⛔ No INSPIRE recid found

Laos Population 2024 (live) - World Population Review (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:M8SAXJUK 2405685:62FUAR3P
Keywords: ⛔ No INSPIRE recid found

Linguistic Diversity Index by Country 2024 - World Population Review (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:UYVQFNFE 2405685:D52VUZ8C
Keywords: ⛔ No INSPIRE recid found

Phnom Penh Population - World Population Review (2024)
KerkoCite.ItemAlsoKnownAs: 2339240:X8LJ5YGY 2405685:UR7DN3PU

Minoritised Languages, Education, and Technology: Current practices and future directions in low- and middle-income countries - Zhao, Annette; Mitchell, Joel; Gasanabandi, Gentille; Ullah, Noor; Barnes, Katrina; Koomar, Saalim (EdTech Hub, 2024)
This article explores the current status and future directions of mother-tongue-based multilingual education (MTB MLE) and the use of technology in low- and middle-income countries (LMICs), focusing on the use of minoritised mother tongues. An initial literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in MTB MLE across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, interviews and a collaborative workshop with four organisations with relevant educational technology (EdTech) initiatives were conducted. The analysis covers facilitating and limiting factors these organisations have encountered, and the potential positive impact on learners and society generally. We conclude by identifying practical, policy, and research priorities for multilingual education and educational technology in general.
ZenodoArchiveID: 7267302 ZenodoArchiveConcept: 7267301 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7267302 10.53832/edtechhub.0127 2339240:V7ARHU93 2405685:GBBGHCBH 2405685:QADQUWU3 2405685:UTTZNZ24
Keywords: _r:AddedByZotZen

Conceptual modeling: Topics, themes, and technology trends - Storey, Veda C.; Lukyanenko, Roman; Castellanos, Arturo (ACM Computing Surveys, 2023)
Conceptual modeling is an important part of information systems development and use that involves identifying and representing relevant aspects of reality. Although the past decades have experienced continuous digitalization of services and products that impact business and society, conceptual modeling efforts are still required to support new technologies as they emerge. This paper surveys research on conceptual modeling over the past five decades and shows how its topics and trends continue to evolve to accommodate emerging technologies, while remaining grounded in basic constructs. We survey over 5,300 papers that address conceptual modeling topics from the 1970s to the present, which are collected from 35 multidisciplinary journals and conferences, and use them as the basis from which to analyze the progression of conceptual modeling. The important role that conceptual modeling should play in our evolving digital world is discussed, and future research directions proposed.
KerkoCite.ItemAlsoKnownAs: 10.1145/3589338 2405685:I4MW7HVE 2486141:DE5MJL8K
Keywords: _Added-ailr-2024

Adapting to tech winter: Strategies for resilience in the dynamic tech industry - Akbar, Fitra (Bootcamp, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:3SZPGNJB 2405685:2VZZ98TD

Why states can’t access N64bn UBEC fund – NGF - Zakariyau, Abdulrahman (Punch Newspapers, 2023)
The Nigeria Governors’ Forum has called for a review of the Universal Basic Education Commission Act to reduce the out-of-school children.
KerkoCite.ItemAlsoKnownAs: 2339240:I9G6DLYZ 2405685:9BV2SKAS

paperdigest (AI-Powered Research Platform) (Paper Digest, 2023)
Based in New York, we serve users from thousands of universities & companies on search, review, text rewriting and more.
KerkoCite.ItemAlsoKnownAs: 2405685:W9ZJSRE6 2486141:P4Y6JGVW

Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya - Jordan, Katy; Damani, Kalifa; Myers, Christina; Mumbi, Albina; Khagame, Phoebe; Njuguna, Lydia (African Educational Research Journal, 2023)
The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning.
KerkoCite.ItemAlsoKnownAs: 10.30918/AERJ.114.23.088 2405685:6BR2KK45

Assessing Digital and Financial Literacy in Timor-Leste: A Survey on Knowledge, Skills and Access - United Nations Capital Development Fund Pacific Office (UNCDF, 2023)
KerkoCite.ItemAlsoKnownAs: 2339240:GLLHJNMP 2405685:NPEGNI5T
Keywords: ⛔ No INSPIRE recid found

Fixing Ed-Tech’s Investment Model - Labun, Jakub (Stanford Social Innovation Review, 2023)
The sector currently suffers from a version of the classic “lemons problem.”
KerkoCite.ItemAlsoKnownAs: 10.48558/epwa-p379 2339240:YQMY8XW7 2405685:S63AQTR6

ChatGPT Pricing: How Much Does ChatGPT Cost? - Drapkin, Aaron (Tech.co, 2023)
ChatGPT has lots of different plans, models and services. But how much do they actually cost? We take a closer look.
KerkoCite.ItemAlsoKnownAs: 2405685:AN26LXEA 2486141:XCIX2SMK

Vietnam Digital Transformation Agenda - OpenDevelopment Vietnam (2023)
Vietnam is pushing toward Industry 4.0 with the government's Digital Transformation Agenda (DTA) to leverage digital technologies to drive economic growth, improve governance, and promote social development. Digital transformation is being promoted as the key to unlocking the country's two primary development goals: achieving net zero carbon emission by 2050 and becoming a high-income country
KerkoCite.ItemAlsoKnownAs: 2339240:JEZF39C7 2405685:Y3DTWWS5

AI's climate impact goes beyond its emissions - Coleman, Jude (Scientific American, 2023)
To understand how AI is contributing to climate change, look at the way it’s being used
KerkoCite.ItemAlsoKnownAs: 2405685:Z9G6569K

Digital competencies and the 21 century skills of university teachers in Nigeria - Ogunbodede, Kolawole Francis; Ewata, Thompson O.; Kumar, Amit; Okediji, Oyekanmi Gabriel (European Journal of Interactive Multimedia and Education, 2023)
The study examined university teachers’ digital literacy in Nigeria’s south-south geopolitical region. The descriptive survey approach was used, and three research questions served as the study’s direction. Data were gathered via an online questionnaire. SPSS version 23 was used to calculate the mean and standard deviation after frequency counts and simple percentages were used to evaluate the data while the independent t-test was used to test the hypothesis. The online survey was distributed to 200 faculty members, and 91 of them fill it out, yielding a 46% response rate. The sample for the study consisted of 91 lecturers who answered the online survey. Two measurement and evaluation specialists and two experts in digital technology evaluated the questionnaire. Cronbach’s alpha was employed to determine the instrument’s dependability, and the result was 0.74. The results showed that university lecturers possess high levels of both fundamental and multidimensional digital competence. The survey found that among the difficulties experienced by university teachers in acquiring digital skills were a lack of opportunity for information and communication technology (ICT) training, the high cost of ICT literacy training, inadequate ICT facilities, and a lack of sponsorship. Lastly, the outcome of the hypothesis test indicates that there is no statistically substantial difference in the levels of digital competence between male and female university lecturers. Based on their findings, the researchers suggested that university administrators set up digital skills training for university faculty members as well as assistance and incentives to promote development of digital abilities. The government should be dedicated to education overall by investing adequate finances for teacher training, infrastructural development, and enhanced welfare programs to deliver excellent university education in this digital era.
KerkoCite.ItemAlsoKnownAs: 10.30935/ejimed/13966 2339240:5ECG87D3 2405685:BMLZCI77

Making preschool STEM education accessible, affordable in Vietnam - HundrEd (2023)
KidsEdu is Vietnam's first preschool STEM curriculum validated by STEM.org. It aims to bring digital literacy to millions of preschool children, with focus on computational thinking and robotics. KidsEdu makes it possible to deliver preschool STEM program at fee as low as USD 3.5/student/month, by: localizing curriculum; sponsoring STEM labs; supporting preschool STEM teacher development.
KerkoCite.ItemAlsoKnownAs: 2339240:FI57USH2 2405685:T2CIKIN7

Implementing educational technology in Higher Education Institutions: A review of technologies, stakeholder perceptions, frameworks and metrics - Chugh, Ritesh; Turnbull, Darren; Cowling, Michael A.; Vanderburg, Robert; Vanderburg, Michelle A. (Education and Information Technologies, 2023)
In a world driven by constant change and innovation, Higher Education Institutions (HEIs) are undergoing a rapid transformation, often driven by external factors such as emerging technologies. One of the key drivers affecting the design and development of educational delivery mechanisms in HEIs is the fast pace of educational technology development which not only impacts an institution’s technical capacity to infuse hardware and software solutions into existing learning infrastructure but also has implications for pedagogical practice, stakeholder acceptance of new technology, and HEI administrative structures. However, little is known about the implementation of contemporary educational technology in HEI environments, particularly as they relate to competing stakeholder perceptions of technology effectiveness in course delivery and knowledge acquisition. This review fills that gap by exploring the evidence and analyses of 46 empirical research studies focussing on technology implementation issues in a diverse range of institutional contexts, subject areas, technologies, and stakeholder profiles. This study found that the dynamic interplay of educational technology characteristics, stakeholder perceptions on the effectiveness of technology integration decisions, theoretical frameworks and models relevant to technology integration in pedagogical practices, and metrics to gauge post-implementation success are critical dimensions to creating viable pathways to effective educational technology implementation. To that end, this study proposes a framework to guide the development of sound implementation strategies that incorporates five dimensions: technology, stakeholder perceptions, academic discipline, success metrics, and theoretical frameworks. This study will benefit HEI decision-makers responsible for re-engineering complex course delivery systems to accommodate the infusion of new technologies and pedagogies in ways that will maximise their utility to students and faculty.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-023-11846-x 2339240:NSN58M2M 2405685:PF6THKHJ

EdTech Quality Frameworks and Standards Review - Foster, Dina; McLemore, Caitlin; Olzeweski, Brandon; Chaudhry, Ali; Cooper, Ekaterina; Forcier, Laurie; Luckin, Rose (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:V5GYGL6B 2405685:ZNZZJVWB
Keywords: ⛔ No DOI found

Technology in Education: A Case Study on Viet Nam - Le, Anh Vinh; Luong, Minh Phuong; Do, Duc Lan; Tran, My Ngoc; Bui, Thi Dien (Global Education Monitoring Report Team and Viet Nam National Institute of Educational Sciences, 2023)
KerkoCite.ItemAlsoKnownAs: 10.54676/GPDF6007 2339240:EJZELGYX 2405685:ZU8DYU3K

Integrating ICT for teaching and learning in selected SEAMEO countries - UNESCO Global Education Monitoring Report Team; SEAMEO Regional Centre for STEM Education (STEM-ED) (SEAMEO Regional Centre for STEM Education (STEM-ED), 2023)
KerkoCite.ItemAlsoKnownAs: 10.54676/BBIC8850 2339240:QG2BQRH5 2405685:KXKEERFU

Technology and Open and Distance Learning - UNESCO Global Education Monitoring Report Team; SEAMEO Regional Open Learning Centre (SEAMOLEC) (GEM Report UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 10.54676/XZAZ1743 2339240:VZQYJYU4 2405685:5BS7XGUT

Artificial intelligence in education unplugged: A new era for the underserved - da Silva, Thomaz Edson Veloso (eLearning Industry, 2023)
This opinion piece explores the potential of AIED Unplugged for underserved communities, particularly in the global south.
KerkoCite.ItemAlsoKnownAs: 2405685:RV965VYQ