Limiting Learning Loss using Phone-based Programming during Covid-19 in Botswana - Angrist, Noam; Bergman, Peter; Brewstar, Caton; Matsheng, Moitshepi (The Abdul Latif Jameel Poverty Action Lab (J-PAL), 2020)
Working in Botswana, researchers rapidly evaluated a phone-based remote learning program aimed at keeping children engaged with math during the Covid-19 pandemic. Students who received weekly SMS messages and phone calls to review math exercises increased their math skills after twelve weeks, while students who received only SMS messages did not.
KerkoCite.ItemAlsoKnownAs: 2339240:ERXJR257 2405685:S6P3E5AS

Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana - Angrist, Noam; Bergman, Peter; Brewster, Caton; Matsheng, Moitshepi (SSRN Electronic Journal, 2020)
The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.
shortDOI: 10/ghd7tq KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3663098 10/ghd7tq 2129771:37WVYGRH 2129771:3GGG8ENA 2129771:4XBSBHNZ 2129771:NQQA5HAW 2129771:ZAKRMJ4F 2339240:3KEMQZFY 2339240:8UQPKQ7W 2339240:A6GTDZPI 2339240:S9NW6UM3 2339240:TUIKVLFK 2339240:WELWFJX5 2405685:7YTYUC4P 2405685:CI9DR8FZ 2405685:FVE4BJUX 2405685:LH88EXET 2405685:RL286U4T 2405685:SE6BFJGL 2405685:XRR4DFUM
Keywords: Education; Human Capital; Technology; _COVID_DEAA-List; __C:filed:1; ___working_potential_duplicate

Stemming learning loss during the pandemic: A rapid randomized trial of a low-tech intervention in Botswana - Angrist, Noam; Bergman, Peter; Brewster, Caton; Matsheng, Moitshepi (2020)
The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially longterm consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at fourto six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.
KerkoCite.ItemAlsoKnownAs: 2339240:2WJEWLAA 2405685:VDBNW37T

Practical Lessons for Phone-Based Assessments of Learning - Angrist, Noam; Bergman, Peter; Evans, David K.; Hares, Susannah; Jukes, Matthew C. H.; Letsomo, Thato (BMJ Global Health, 2020)
School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce education risks as well as new, longer run health risks, via lost education. While some studies measure student involvement in educational activities during the crisis through phone-based surveys, the literature on assessing learning by phone is almost nonexistent, despite the fact that learning loss has major implications for school dropout and rising inequality. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary principles to guide researchers and service providers as they try phone-based learning assessments. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) learn from the speed and confidence of responses, (7) use effective strategies to encourage respondents to pick up the phone, and (8) build rapport with adult caregivers and youth respondents.
KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003030 2339240:I378X6JW 2339240:P25HFKJM 2405685:38EVAGB5 2405685:ESLUMEE3 2405685:NTW7ML7H 2405685:ZEYIMGM6
Keywords: ___working_potential_duplicate; health economics; health services research; public health; ⛔ No DOI found

Practical Lessons for Phone-Based Assessments of Learning - Angrist, Noam; Bergman, Peter; Evans, David K.; Hares, Susannah; Jukes, Matthew C. H.; Letsomo, Thato (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:SIUERIEE 2486141:CRGPJ2XK

Experimental evidence on learning using low-tech when school is out - Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi (Nature Human Behaviour, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-022-01381-z 2405685:BBFICUKT

School’s Out: Experimental Evidence on Limiting Learning Loss Using “Low-Tech” in a Pandemic - Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi (National Bureau of Economic Research, 2020)
Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w28205 2339240:IJXPSRFF 2339240:IRQDPEL7 2405685:8XJARTV7 2405685:LHBGNCNF 2405685:YHH4SI2X 2534379:I69U33PS
Keywords: ___working_potential_duplicate

Learning Curve: Progress in the Replication Crisis - Angrist, Noam; Cullen, Claire; Ainomugisha, Micheal; Bathena, Sai Pramod; Bergman, Peter; Crossley, Colin; Letsomo, Thato; Matsheng, Moitshepi; Panti, Rene Marlon; Sabarwal, Shwetlena; Sullivan, Tim (AEA Papers and Proceedings, 2023)
We present detailed monitoring data across a five-country randomized trial of phone-based targeted tutoring–one of the largest multicountry replication efforts in education to date. We study an approach shown to work in Botswana and replicated in India, Kenya, Nepal, the Philippines, and Uganda. While the existing literature often finds diminishing effects as proof-of-concept studies are replicated and scaled, we find the opposite: implementation fidelity (the degree of targeted educational instruction) improves across replications and over time. This demonstrates that replication is not intractable; rather, equipped with mechanisms to learn from experience, organizational “learning curves” can enable effective replication and scale-up.
KerkoCite.ItemAlsoKnownAs: 10.1257/pandp.20231009 2405685:48MA4RDL

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

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (The World Bank, 2020)
Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just $100 per child—compared with zero years for other classes of interventions.
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2129771:TUR7B4UV 2339240:3LCE9HV8 2339240:438DD95Z 2339240:98FSI5XH 2339240:PRN4F3XJ 2339240:S527VEKP 2339240:SNZZPXZE 2339240:TSZ5USU5 2405685:2W6J6E78 2405685:52GAJX48 2405685:59W7LV77 2405685:67PNDWSU 2405685:E7BQQ8AY 2405685:PJMJJZIG 2405685:W96R4GKX 2405685:X53U5NLR 2405685:XF4XK3C6 2534378:RYREI3A2 2534379:2C73YQ47
Keywords: Cost-Benefit Analysis; Education Outcomes; Government Policy; Impact Evaluation; Learning Loss; Learning-Adjusted Years of Schooling; Public Expenditure; Years of Schooling; ___working_potential_duplicate; ⛔ No DOI found

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FCGVKGYD 2405685:UZH2P3ET 4656463:BUSJHPWA

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (The World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2339240:FUVY78BN 2405685:MFJLAVX6
Keywords: COST-BENEFIT ANALYSIS; EDUCATION OUTCOMES; GOVERNMENT POLICY; IMPACT EVALUATION; LEARNING LOSS; PUBLIC EXPENDITURE; SCHOOLING; YEARS OF SCHOOLING

Using Technology to Improve Education for Marginalised Girls: Lessons in implementation from the Girls’ Education Challenge - Anonymised for Peer Review Purposes (EdTech Hub, 2023)
This article presents the findings of an in-depth study on the implementation of six EdTech-supported projects within the UK Government Foreign, Commonwealth and Development Office (FCDO)’s Girls’ Education Challenge portfolio, which aims to improve education for the world’s most marginalised girls. Using primary key informant interviews and secondary data from sampled projects, the study identifies the core components related to the implementation of EdTech within the sampled projects: evidence-informed design and delivery; building and maintaining relationships across and between stakeholders; comprehensive and continuous training and capacity development; and situating EdTech within a broader holistic model that prioritises gender inclusion to optimise implementation for marginalised girls. In doing so, the study provides key lessons for optimising the future implementation of EdTech for marginalised girls. Keywords: educational technology; girls’ education; programme implementation; Covid-19 An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8116387 ZenodoArchiveConcept: 8116386 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8116387 10.53832/edtechhub.0172 2405685:V8CZHW5B
Keywords: _r:AddedByZotZen

Computational literature reviews: method, algorithms, and roadmap - Antons, D.; Breidbach, C.F.; Joshi, A.M. (Organizational Research Methods, 2021)
KerkoCite.ItemAlsoKnownAs: 2405685:4JL8RZ7H 2486141:R52FLCHH
Keywords: _Added-ailr-2024; ⛔ No DOI found

The Great Debate: Why Rwanda may be the Best Country to Launch and Scale Your Tech Startup! - Antoun, Nadine (Medium, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:J8KD84EM 2405685:QM7AM53H

COVID-19 and Bangladesh: challenges and how to address them - Anwar, Saeed; Nasrullah, Mohammad; Hosen, Mohammad Jakir (Frontiers in Public Health, 2020)
As the coronavirus outbreak quickly surges worldwide, many countries are adopting non-therapeutic preventive measures, which include travel bans, remote office activities, country lockdown, and most importantly, social distancing. However, these measures face challenges in Bangladesh, a lower-middle-income economy with one of the world's densest populations. Social distancing is difficult in many areas of the country, and with the minimal resources the country has, it would be extremely challenging to implement the mitigation measures. Mobile sanitization facilities and temporary quarantine sites and healthcare facilities could help mitigate the impact of the pandemic at a local level. A prompt, supportive, and empathic collaboration between the Government, citizens, and health experts, along with international assistance, can enable the country to minimize the impact of the pandemic.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpubh.2020.00154 2339240:Q8J6VE8P 2405685:6JBHGPXJ

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

Impact Evaluation of Funda Wande Coaching Intervention Midline Findings: Midline I - Ardington, Cally; Meiring, Tiaan (SALDRU, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IZWYX8R8 2405685:IZ8ZW2PK

COVID-19 learning losses: Early grade reading in South Africa - Ardington, Cally; Wills, Gabrielle; Kotze, Janeli (International Journal of Educational Development, 2021)
• In South Africa in 2020 around 60 % of early grade school days were lost due to COVID. • Grade 2 students have reading losses of between 57 % and 70 % of a year of learning. • Grade 4 students have reading losses of between 62 % and 81 % of a year of learning. • These losses imply learning to schooling loss ratios in the region of 1–1.4. • Students with stronger initial reading proficiency are more negatively impacted. Using three different studies on early grade reading from no-fee schools across in South Africa, this paper establishes short-term learning losses in reading for grade 2 and 4 students from under-resourced school contexts. We find that in 2020 grade 2 students lost between 57 % and 70 % of a year of learning relative to their pre-pandemic peers. Among a grade 4 sample, learning losses are estimated at between 62 % and 81 % of a year of learning. Considering that in 2020 students in the samples lost between 56 %–60 % of contact teaching days due to school closures and rotational timetabling schedules compared to a pre-pandemic year, this implies learning to schooling loss ratios in the region of 1–1.4. There is some evidence from the grade 4 sample that the reading trajectories of children benefiting more from attending school pre-pandemic – namely girls and children with stronger initial reading proficiency - are more negatively impacted. Mitigating the long-run implications of these learning losses will require a significant pivoting of the education system to ensure that instructional practices are appropriately levelled to optimise learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102480 2339240:3AG6DC4Z 2405685:UZD3F4EQ
Keywords: BEGINNING reading; COVID-19; COVID-19 pandemic; Early grade reading; Learning losses; READING (Preschool); READING ability testing; SCHOOL closings; School closure

Análisis comparativo de las prácticas educativas implementadas en Chile y México durante la pandemia de COVID-19 | Guayana Moderna - Arizmendi Loredo, Karla Fabiola; Fernández Hidalgo, Mariana; Núñez Rivadeneira, Scott (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MVTBE3YP 2405685:V3CPUH66

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

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

Digital Divide or Digital Provide? Technology, Time Use, and Learning Loss during COVID-19 - Asadullah, M. Niaz; Bhattacharjee, Anindita (The Journal of Development Studies, 2022)
COVID-19 school closure has caused a worldwide shift towards technology-aided home schooling. Given widespread poverty in developing countries, this has raised concerns over new forms of learning inequalities. Using nationwide data on primary and secondary school children in slum and rural households in Bangladesh, we examine how learning time at home during the early months of school closure varies by access to technology at home. Data confirms a significant socio-economic and gender divide in access to TV, smartphone, computer, and internet among rural households. However, the analysis of daily time use data shows only a modest return to a technology in terms of boosting learning time at home. The learning-grade gradient is shallow and insensitive to TV, smartphone, and computer access at home. We also find no evidence that technology access per se helps learning by boosting time spent in online schooling and private supplementary coaching/tutoring. While technology access matters in households where parents act as home tutors, the magnitude of such a complementary effect are not large. The results imply a loss of out-of-school learning time during school closure even in households with technology access. We consider additional hypotheses relating to institutional and socio-economic barriers to home-based learning in developing countries.
Publisher: Routledge _eprint: https://doi.org/10.1080/00220388.2022.2094253 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2022.2094253 2405685:4QFIBL3G
Keywords: COVID-19; D10; I21; J22; Q50; home-based education; learning crisis; school closure

Coronavirus Outbreak, Schooling and Learning: Study on Secondary School Students in Bangladesh - Asadullah, N; Bhattacharjee, A; Tasnim, M; Mumtahena, F (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q68A9V5S 2405685:KEVNB97X

COVID-19, schooling and learning - Asadullah, Niaz (BRAC, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:DL2YWCN7 2339240:3SFMKWAQ 2339240:7IXRWSHB 2405685:324RM4PS 2405685:69EF4C47 2405685:FFYLQH5J
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Home Schooling during the COVID-19 Pandemic: An Assessment of Malaysia’s PdPR Program - Asadullah, Niaz (Asian Development Bank, 2022)
The majority of homeschoolers in Malaysia prefer to return to on-site education once schools reopen.
Accepted: 2022-05-18 Last Modified: 2022-08-30T18:13+08:00 KerkoCite.ItemAlsoKnownAs: 2405685:STB73A3M

Drought situation in the Kenya ASAL areas now at crisis level - Kenya | ReliefWeb - ASAL Humanitarian Network (2022)
News and Press Release in English on Kenya about Agriculture, Climate Change and Environment, Drought and more; published on 5 Oct 2022 by ASAL Humanitarian Network
KerkoCite.ItemAlsoKnownAs: 2339240:3PE84E95 2405685:I2LURL58

Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Students during the COVID-19 Quarantine - Asanov, Igor; Flores, Francisco; McKenzie, David; Mensmann, Mona; Schulte, Mathis (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:SZ37A924 2339240:A6I3EF94 2405685:2X67SUBU

Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Studentsduring the COVID-19 Quarantine - Asanov, Igor; Flores, Francisco; McKenzie, David; Mensmann, Mona; Schulte, Mathis (World Bank Policy Research Working Paper, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SN2UMVDP 2405685:LZ3GYSNW
Keywords: ⛔ No DOI found

Improving the Mouse Skills of Basic School Learners Using the Optical Mouse and Self Instructional Software. A Case of a Ghanaian Basic School - Asare, Samuel; Leticia, Agyemang (Innovation The European Journal of Social Science Research, 2020)
The study came about as a result of poor performance showed by Bosofour R\C primary 6 learners' during practical sessions. The general objective of the study is to examine the causes of learner's poor mouse skills and provide an immediate solution to it. The research was conducted at Bosofour R\C primary school from the month of December, 2019 to June, 2020. The study was critically analyzed, though ICT is a core subject offered by all learners' in the school, but due to time constraint, nature of the research and inadequate financial support, all the classes could not be covered but few were sampled to represent the whole school. The study adopted a random sampling technique for its appropriateness in reaching out to a large representative sample and generalization of the findings. The target population included five hundred and twenty (520) learners, comprising of two hundred and forty-eight (248) boys and two hundred and seventy-two (272) girls. Random sampling techniques was used to select twenty (20) learners'. Test, interview and observation were the main instruments used for data collection. The main design for the study was action research. The collected data was analyzed with the help of frequency distribution table, using pre-test and post-test as a method of obtaining data. The challenges of the study include; insufficient time for practical activity lessons, abstract methods of teaching, inadequate teaching\ learning resources and teachers' pedagogical knowledge about the course. The results of the study showed that learners' mouse skills may be improved by the use of optical mouse, self-instructional software and giving students enough time during practical sessions. It is therefore recommended that, Ghana Education Service should equip all Basic schools across the country with several types of educational software's, in addition in-service training on ICT should be provided for all teachers, and finally, much time should be allotted for ICT practical activity lessons.
KerkoCite.ItemAlsoKnownAs: 2339240:4TTCYUBI 2405685:WYPK6H3X
Keywords: ⛔ No DOI found

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

How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (Compare: A Journal of Comparative and International Education, 2020)
This article explores equity with respect to South-North partnerships in the context of education research involving scholars based in sub-Saharan Africa. Drawing on large-scale bibliometric analysis of over 1,000 publications published in English between 2010 and 2018, it finds that participation in such partnerships favours a relatively small number of countries in sub-Saharan Africa. These collaborations appear to be reproducing gender imbalances in authorship. Complemented by interviews with 31 researchers based in the region, it further identifies examples of asymmetrical relationships alongside more positive partnerships and practices. Scholars based in sub-Saharan Africa were more likely to view partnerships initiated by researchers based in the region as equitable.
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2020.1811638 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2020.1811638 2339240:IDPL76GX 2405685:C54NGNMP
Keywords: Education; South-North research partnerships; sub-Saharan Africa; sustainable development goals

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

Annual Status of Education Report: ASER-Pakistan 2019 (National) - ASER (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:V7FVUG3V 2405685:FMJKPGEV

Annual Status of Education Report ASER-PAKISTAN 2019 Urban - ASER (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3RUH7M9U 2339240:VJDS6K9D 2405685:FQR3NTDK 2405685:HBB5FK84

Annual Status of Education Report (Rural) 2020. Wave 1 - ASER (ASER Centre, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MS7X4T2X 2405685:ZJYQYIG2

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

Annual Status of Education Report 2019 - ASER Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:659L7XT9 2405685:DP3FSMM5

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

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

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.
ZenodoArchiveID: 4557019 PreviousDOI: 10.5281/zenodo.4477154 PreviousShortDOI: 10/ghgnf2 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3901521 10.5281/zenodo.4557019 10/ghgnf2 2339240:3KCTC7UA 2339240:5B7T9LEG 2339240:K45TP2GI 2339240:NNZ9DD54 2339240:SIV6ZELZ 2339240:W3ALIEA9 2405685:397HVPFN 2405685:4M9GTG8I 2405685:5AWZGNCG 2405685:6EUNRYPS 2405685:E56IKGK2 2405685:E6DMTNLL 2405685:TXGBLY4U 2405685:UUNEJ7FS 2405685:W9JLL7JV
Keywords: L:Refugees and migrants; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _P:Evidence review VCMFM9ZD; _cover:v3; _zenodo:submitted; _zenodoETH

$3 Million ADB Grant to Support Pakistan’s Flood Response - Asian Development Bank (Asian Development Bank, 2022)
ADB approved a $3 million grant to support the Government of Pakistan’s emergency relief efforts amid widespread floods across the country.
Archive Location: Pakistan Last Modified: 2022-09-02T16:36+08:00 Publisher: Asian Development Bank KerkoCite.ItemAlsoKnownAs: 2339240:55WGMGMM 2405685:QNW3WEJD

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

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

Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research? - Atanasova, Dimitrinka (Bridge or Barrier – Does generative AI contribute to more culturally inclusive higher education and research?, 2023)
Whilst the ability of generative AI to produce text in English has been widely covered, the implications of its ability to translate and act as a cultural broker into English have received less att…
KerkoCite.ItemAlsoKnownAs: 2405685:6SRCZ3LI 2486141:TJRDQHQD

Atlassian Team Playbook - Build strong teams with Plays - Atlassian (Atlassian, 2020)
Plays are free workshop resources for addressing common team challenges and starting important conversations.
KerkoCite.ItemAlsoKnownAs: 2339240:JWBB984G 2405685:3V9KHWL9

System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries - Atuhurra, Julius; Kaffenburger, Michelle (RISE, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9K2DMMY4 2405685:52BLIQSF 4656463:46HTEL8B

Nudges to Improve Learning and Gender Parity: Preliminary findings on supporting parent-child educational engagement during Covid-19 using mobile phones - Aurino, Elisabetta; Tsinigo, Edward; Wolf, Sharon (EdTech Hub, 2022)
Key words: parental education engagement; caregiver engagement; nudges; text messages; schooling; learning; Ghana; gender In this study we evaluate a digital intervention to improve low-literate caregivers’ engagement with their children’s education and development in rural Ghana during the Covid-19 pandemic. The programme was a text-message-based behavioural change intervention for parents / caregivers that aimed to improve caregiver engagement in children’s educational activities, caregiver beliefs about returns to education, as well as children’s learning, enrollment, attendance, and gender parity in education. This household-randomised trial, conducted in the North East, Northern, Savannah, Upper East, and Upper West regions of Ghana, tested four variations of the intervention, varying both duration and a gender-parity focus. Households were randomised to one of five conditions: (i) regular behavioural nudges, 12 weeks; (ii) gender-boost behavioural nudges, 12 weeks; (iii) regular behavioural nudges, 24 weeks; (ii) gender-boost behavioural-nudges, 24 weeks; or (v) control. The interventions were implemented from January to April 2021 (for the 12-week groups) and January to June 2021 (for the 24-week groups). We collected data at midline (April–June 2021) and endline (August–September 2021). Our preliminary results suggest that a short, light-touch, SMS-based intervention can change caregiver behaviours and child outcomes in a rural, low-literate sample. However, the results were complex and intervention effectiveness depended on the caregiver having minimum levels of schooling. For caregivers with no education (65% of the sample), the intervention only increased caregiver expectations on reaching the desired level of education, especially among girls, but reduced educational engagement and some measures of children’s school enrollment and attendance. Educational engagement among Ghanaian caregivers is low relative to peer countries (Bornstein & Putnick, 2012; McCoy et al., 2018). The findings suggest that caregivers may need a base level of capital and resource (e.g., exposure to formal education) to enact the messages and increase their educational engagement with their children. Without this base level of capital, messages may increase caregivers’ aspirations for their children without providing enough support to change educational investments in positive ways. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6337916 10.5281/zenodo.6337918 10.5281/zenodo.6338002 10.5281/zenodo.6338007 10.53832/edtechhub.0083 2339240:AZXVF44M 2339240:GZRZGRN7 2339240:MJPJVVCU 2405685:6QCZIQR2 2405685:D9VW8AI3 2405685:PWU63GQS 2405685:QAXG3NCJ 2405685:RKRPWPX5 2405685:VT5Z6XB6 2405685:YBG8MTTQ 2405685:ZDHGEBKD
Keywords: _r:AddedByZotZen

Check GES Ghana Learning TV (GLTV) Timetable For JHS, Primary, KG: How To Scan For GLTV - Avenuegh Online Portal (2020)
The Ghana Education Service (GES) has officially released the Ghana Learning TV (GLTV) timetable for
Library Catalog: avenuegh.com EdTechHub.ItemAlsoKnownAs: 2405685:2ZYLJ2SF

Simulating the Potential Impacts of the COVID-19 School Closures on Schooling and Learning Outcomes: A set of Global Estimates - Azevedo, J.P; Hasan, A; Goldemberg, D; Iqbal, S.A; Geven, K (World Bank, 2020)
Simulating the Potential Impacts of the COVID-19 School Closures and Learning Outcomes: A set of Global Estimates
KerkoCite.ItemAlsoKnownAs: 2405685:KPN9W5QY 2534379:7MIIRQSV

How could COVID-19 hinder progress with Learning Poverty? Some initial simulations - Azevedo, João Pedro (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XT5MHPVI 2405685:A6EIFHFE

Learning poverty in the time of COVID-19: a crisis within a crisis - Azevedo, Joao Pedro (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8P9NGICG 2405685:MB7WWDGU

Learning Poverty: Measures and Simulations - Azevedo, João Pedro (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NEU568SV 2405685:KCVJ4N9Y

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

Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates - Azevedo, João Pedro; Hasan, Amer; Goldemberg, Diana; Iqbal, Syedah Aroob; Geven, Koen (The World Bank, 2020)
shortDOI: 10/ghgnf8 KerkoCite.ItemAlsoKnownAs: 10/ghgnf8 2405685:5YLXQ8AN

The State of Global Learning Poverty: 2022 Update - Azevedo, Joao Pedro; Rogers, Halsey; Ahlgren, Ellinore; Akmal, Maryam; Cloutier, Marie-Helene; Ding, Elaine; Raza, Ahmed; Ning Wong, Yi; Montoya, Silvia; Chakroun, Borhene; Chang, Gwang-Chol; Guerriero, Sonia; et al. (The World Bank, 2022)
KerkoCite.ItemAlsoKnownAs: 2339240:MTNZJFPM 2405685:I5JFXK3N

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

Informality, Consumption Taxes and Redistribution - Bachas, Pierre; Gadenne, Lucie; Jensen, Anders (2020)
Can taxes on consumption redistribute in developing countries? Contrary to consensus, we show that taxing consumption is progressive once we account for informal consumption. Using household expenditure surveys in 32 countries we proxy for informal consumption using the type of store where purchases occur. We find that the budget share spent in informal stores steeply declines with income, so that the effective tax rate of a broad consumption tax rises with income. Our findings imply that the widespread policy of exempting food from taxation cannot be justified on equity grounds in low-income-countries.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3637730 2339240:ANXIUGLU 2405685:KN5G2NGN 4656463:8HGZVI42
Keywords: Anders Jensen; Consumption Taxes and Redistribution; Informality; Lucie Gadenne; Pierre Bachas; SSRN

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

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

Radical inclusion means teaching children in a language they understand - Bah, Chernor (Brookings, 2022)
Chenor Bah examines how Sierra Leone is trying to incorporate radical inclusion within the national education system by ensuring children are taught their mother-tongue for the first three to five years of schooling.
KerkoCite.ItemAlsoKnownAs: 2339240:FND65Y2H 2405685:7G5GS3YN

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

Adolescence in the Time of Covid-19: Evidence from Bangladesh - Baird, Sarah; Seager, Jennifer; Sabarwal, Shwetlena; Guglielmi, Silvia; Sultan, Maheen (2020)
This note examines the effects of COVID-19 and subsequent economic and educational disruptions on adolescent well-being in Bangladesh. The analysis is based on data from 2,095 in-school adolescents aged 10–18 collected preCOVID-19 (February–March 2020) through a field survey for an ongoing impact evaluation, and a follow-up virtual survey undertaken early in the pandemic (May–June 2020). Findings show large household-level economic impacts associated with increased food insecurity, anxiety, and mental health issues among adolescents. In addition, school closures have decreased adolescents’ access to learning, increased time spent on household chores, and affected future job aspirations. The impacts are particularly large for girls and for adolescents from more vulnerable households. Policy makers need to consider policies that facilitate school return, targeting girls and the most vulnerable. They also need creative school-based programming to address the likely long-run physical and mental health effects of COVID-19 on young people.
KerkoCite.ItemAlsoKnownAs: 2339240:VBAB3NLH 2405685:4FAR45UM

Digital technologies in the COVID-19 responses in sub-Saharan Africa: policies, problems and promises - Bakibinga-Gaswaga, Elizabeth; Bakibinga, Stella; Bakibinga, David Baxter Mutekanga; Bakibinga, Pauline (The Pan African Medical Journal, 2020)
The gains made five years after the adoption of the 2030 Agenda for Sustainable Development will be lost if the threats presented by the COVID-19 pandemic are not countered in a timely manner. The threat is worse in sub Saharan Africa where poverty and poor health and limited access to services present challenges to even the most robust of health systems on the continent. In light of the requisite public-private collaboration and multi-sectoral approach, digital technologies offer opportunities to support the COVID-19 responses. This commentary reviews the policy environment and the challenges presented by digital illiteracy, poor infrastructure, the high cost of installing ICT infrastructure, the volatile political environment and limited electricity supply as well as the opportunities that digital technologies provide to ensure that people and communities are still able to access goods and services. It highlights how digital technologies are being used by the governments, parliaments, judiciaries, schools, health service providers, transport authorities and marketers to reach their targeted audiences. The commentary concludes with recommendations on possible interventions that emphasize the need to address infrastructural limitations, promote public private partnerships and tackle the digital divide in all its dimensions, including from a gender and rural/urban perspective.
KerkoCite.ItemAlsoKnownAs: 10.11604/pamj.supp.2020.35.2.23456 2339240:ADHCAM8A 2405685:4CW66YTH

Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children - Baloch, Imdad; Kaye, Tom; Koomar, Saalim; McBurnie, Chris (EdTech Hub, 2020)
This brief explores the use of EdTech to support distance learning in Pakistan. Specifically, it explores ways to provide distance education to children in remote rural areas and urban slums.
ZenodoArchiveID: 5652066 previousZenodoArchiveID: 3885606 previousshortDOI: 10/ghgnfw previousDOI: 10.5281/zenodo.3885606 EdTechHub.Copy: 2129771:VAP9K6BW EdTechHub.Copy: 2129771:VAP9K6BW shortDOI: 10/ghgnfw KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3885606 10.5281/zenodo.3885606 10.53832/edtechhub.0026 10/ghgnfw 2129771:IK97VLY8 2129771:MXTVUGAA 2129771:VAP9K6BW 2339240:2ZVLRPTQ 2339240:7PXTZ2FQ 2339240:ZE9V9N4R 2405685:8IJT433J 2405685:9TKV7H6E 2405685:BBLQFJKE 2405685:IDL75DHT 2405685:WMUEC2ZV 2405685:Z2VNN7ER
Keywords: F: Helpdesk response; L:Out-of-school populations; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; _cover:v1; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

EdTech in Pakistan: A Rapid Scan - Baloch, Imdad; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, Pakistan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
ZenodoArchiveID: 5652137 previousDOI: 10.5281/zenodo.3911655 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3911655 10.5281/zenodo.3911655 10.53832/edtechhub.0035 2339240:6WTP2GZS 2339240:WU54X4PB 2405685:89ZSBKU4 2405685:FIQDEKCI 2405685:S4IE8XC8 2405685:V88HMUZ2
Keywords: C:Pakistan; F: Country scan; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

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

2023 Cost-effective Approaches to Improve Global Learning - What does Recent Evidence Tell Us are “Smart Buys” for Improving Learning in Low- and Middle-income Countries? - Banerjee, Abhijit; Andrab, Tahir; Banerji, Rukmini; Dynarski, Susan; Glennerster, Rachel; Grantham-Mcgregor, Sally; Muralidharan, Karthik; Piper, Benjamin; Saavedra Chanduvi, Jaime; Yoshikawa, Hirokazu; Ruto, Sara; Schmelkes, Sylvia (World Bank Group, 2023)
2023 Cost-effective Approaches to Improve Global Learning - What does Recent Evidence Tell Us are “Smart Buys” for Improving Learning in Low- and Middle-income Countries? (English)
KerkoCite.ItemAlsoKnownAs: 2339240:X7GEK8EA 2405685:J3TLG7EN

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

Efficacy of an Adaptive Game-Based Math Learning App to Support Personalized Learning and Improve Early Elementary School Students’ Learning - Bang, Hee Jin; Li, Linlin; Flynn, Kylie (Early Childhood Education Journal, 2023)
This study investigates whether using My Math Academy, which provides personalized content and adaptive embedded assessments to support existing curricula, can improve learning outcomes and engagement for kindergarten and first grade students (N = 505 treatment, 481 control). Findings indicate that students using My Math Academy made significant learning gains in math relative to children who did not. More skills mastered in My Math Academy was associated with greater learning gains on the external assessment, with the greatest impacts among students with lower levels of math knowledge, where there was more room for growth and on the most difficult skills. Teachers surveyed found My Math Academy easy to use in their classrooms and recognized it as a valuable learning resource that supplemented their existing curricula to improve students’ engagement, motivation, and confidence in learning math.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10643-022-01332-3 2339240:ACCHG7IU 2405685:WT3YZ6CJ
Keywords: Adaptive instructional systems; Early childhood education; Game-based learning; Math learning; Personalized learning

How can Sierra Leone’s education response after Ebola help with the COVID-19 response? - Bangay, Colin (The Education and Development Forum (UKFIET), 2020)
This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […]
KerkoCite.ItemAlsoKnownAs: 2339240:D5Q8A77B 2405685:PK7UUFGK

How Bangladesh repurposed pre-existing online platforms to reimagine education during Covid-19 - Bangladesh), Anir Choudhury (a2i (EdTech Hub, 2021)
Forty-two million. That is the total number of students in Bangladesh. Forty-two million potential leaders of tomorrow. Forty-two million reasons to be hopeful for the country’s future. Forty-two million students who, because of Covid-19, were left without classrooms, without their friends, without their schools and colleges – without formal education.
KerkoCite.ItemAlsoKnownAs: 2405685:HVNU4INN 2405685:TA8WC382
Keywords: _EdTechHub_Output

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

Designing for scale: Learnings from a design-based research study of a technology-based personalised learning mathematics platform - Bapna, Akanksha; Myers, Christina; Sharma, Namrata (2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7100019 ZenodoArchiveConcept: 7100018 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7100019 2405685:NUAAR9IR
Keywords: _r:AddedByZotZen

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5651995 previousDOI: 10.5281/zenodo.4604769 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4604769 10.5281/zenodo.5651995 2339240:5JZ4FURY 2339240:5MG5JK99 2339240:8CEUGJ7E 2339240:N7XVM2BS 2339240:QL5LSA92 2339240:UIDN49MT 2405685:5HSPDN5N 2405685:AMGEVSIH 2405685:JMP2BJ2E 2405685:M8P5BVVK 2405685:ST8IBIUV 2405685:UR6CQL9K 2405685:VBZ4N4AM 2534378:PDNLLG9Y 4656463:RA69ZQLB
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

17 EdTech Frameworks and Who Needs to Know Them - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam; Wilson, Susan Nicolai, Christina Myers, Arnaldo Pellini, Namrata Sharma and Sam, Akanksha Bapna (EdTech Hub, 2021)
17 EdTech frameworks that provide a valuable bridge between theory and practice. EdTech resources for policy-makers, educational institutions, teachers and multi-stakeholders.
KerkoCite.ItemAlsoKnownAs: 2339240:ZT8D763J 2405685:9TG8YM2I

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

OOSYC in ASEAN - Barnes, Katrina (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10610797 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1007 ZenodoArchiveConcept: 10610796
Keywords: _r:AddedByMyEducationEvidence; coming soon

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, 2023)
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 2405685:SWPGW69K
Keywords: COVID-19; Distance education; Educational technology; Gender; Pakistan; Refugee education

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.

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

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

Promoting Parental Involvement in Schools: Evidence From Two Randomized Experiments - Barrera-Osorio, Felipe; Gertler, Paul; Nakajima, Nozomi; Patrinos, Harry (National Bureau of Economic Research, 2020)
Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.
KerkoCite.ItemAlsoKnownAs: 10.3386/w28040 2339240:VJIZKVA5 2405685:3DJ6GAZB

Texting Parents about Early Child Development: Behavioral Changes and Unintended Social Effects - Barrera, Oscar; Macours, Karen; Premand, Patrick; Vakis, Renos (The World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9492 2339240:R5IIXYTZ 2405685:JYCH7N3U

Governance of student data - Barrett, Lindsey (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ECCMIU3S 2339240:FE4N2WXW 2405685:WTEUYXE2 2405685:ZNQ632HM
Keywords: ___working_potential_duplicate

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

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

Assessing the real-life socio-economic scenario of established slums in Dhaka: the cases of Korail and Sattola - Bashar, Raisa; Tonmoy, Sirajus; Ria, Alvira; Khan, Nazmul (European Online Journal of Natural and Social Sciences, 2020)
The research aims to assess the current situation of three primary socioeconomic indicators, namely education, health and water availability at the two most established slums of Bangladesh's capital Dhaka-Korail and Sattola. Surveys, using cluster and then random sampling to target households, and analysis, found that both slums' children's education level was moderate with 52%-68% and 20%-28% availing primary and secondary education, respectively; several NGOs had helped to establish brick-and-mortar latrines and disseminate necessary and effective awareness about sanitation; and surveyed slum dwellers were economically strong, with 68%-70% of the interviewed households' income levels being 10,000-15,000 BDT (USD 118-178) per month. A comparative analysis with national level statistics also yielded that the conditions in these slums are truly better than previously thought. Primary recommendation includes in-depth monitoring to understand why such large numbers live in slums, even though they can afford better.
KerkoCite.ItemAlsoKnownAs: 2405685:Y4FHHY92
Keywords: ⚠️ Invalid DOI

New Brief: Monitoring Distance Learning During the Covid-19 Pandemic - Bashir, Amreen; Groeneveld, Caspar; Kaye, Tom (EdTech Hub, 2020)
In the initial rush to respond to school closures, countries focused on rolling out distance education. Policy-makers now realise that effective distance education requires robust data generated via high-quality monitoring. This blog highlights the findings of a brief synthesising effective practices in monitoring distance education. Since March 2020, the Covid-19 pandemic has impacted 36 million learners in Bangladesh. Schools closed…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4708238 2405685:73G8TGWV
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Pivot Stories: BEC Members Continue to Meet New Learner Needs during COVID-19 - Basic Education Coalition (Basic Education Coalition, 2020)
The Basic Education Coalition (BEC) developed this document to highlight how international education programs are adapting to meet new learner needs that have emerged due to the COVID-19 crisis. This new, updated version of the document includes even more examples of adaptations from implementers.
Library Catalog: www.basiced.org KerkoCite.ItemAlsoKnownAs: 2339240:ME2JCZPL 2405685:9Q82QQ6V 4803016:F598T32Q

Transition to online education in schools during a SARS-CoV-2 Coronavirus (COVID-19) pandemic in Georgia - Basilaia, Giorgi; Kvavadze, David (Pedagogical Research, 2020)
The situation in general education in Georgia has changed in the spring semester of 2020, when the first case of coronavirus COVID-19 infection was detected rising to 211 local and more than 1,5 million infection cases worldwide by the Apr. 8. 2020. Georgia became one of 188 countries worldwide that has suspended the education process. The paper studies the capacities ofthe country and its population to continue the education process atthe schools in the online form of distance learning, study reviews the different available platforms and indicates the ones that were used by the support of the government, such as online portal, TV School and Microsoft teams for public schools and the alternatives like Zoom, Slack and Google Meet, EduPage platform that can be used for online education and live communication and gives examples of their usage. Authors made a case study, where the Google Meet platform was implemented for online education in a private school with 950 students, shows the usage statistics generated by the system for the first week of the online education process. Results confirm that the quick transition to the online form of education went successful and gained experience can be used in the future. The experience and studies can be useful for other countries that have not found the ways of transition yet. The lesson learned from the pandemic of 2020 will force a generation of new laws, regulations, platforms and solutions for future cases, when the countries, government and population will be more prepared than today.
KerkoCite.ItemAlsoKnownAs: 10.29333/pr/7937 2405685:ANG2XXWV

Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines - Baticulon, Ronnie E.; Alberto, Nicole Rose I.; Baron, Maria Beatriz C.; Mabulay, Robert Earl C.; Rizada, Lloyd Gabriel T.; Sy, Jinno Jenkin; Tiu, Christl Jan S.; Clarion, Charlie A.; Reyes, John Carlo B. (medRxiv, 2020)
Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized Emx1-creXRosa26-GCaMP3 mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3% and 8% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.
Publisher: Cold Spring Harbor Laboratory Press shortDOI: 10/ghd7r8 KerkoCite.ItemAlsoKnownAs: 10/ghd7r8 2405685:GFX8VVRS

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

What does Tanzania’s move to lower-middle income status mean? - Battaile, William G. (World Bank Blogs, 2020)
On July 1, 2020, the World Bank announced that the Tanzanian economy had been upgraded from low to lower-middle income status. So, what does that mean? Below, we answer some of the most frequently asked questions about this global exercise and what it means for Tanzania.
KerkoCite.ItemAlsoKnownAs: 2339240:7TC53AV8 2405685:5Q2EN93I

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

Guidance note on using learning assessment in the process of school reopening - Bazaldua, Diego Luna; Levin, Victoria; Liberman, Julia (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FIF7BCJ9 2405685:K86PC7QW

Coronavirus: John Magufuli declares Tanzania free of Covid-19 - BBC (BBC News, 2020)
President John Magufuli says prayers have helped eliminate the deadly virus from the country.
KerkoCite.ItemAlsoKnownAs: 2339240:GIYAXEL4 2405685:VC4LV73V

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

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

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

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

Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning - Beam, Emily; Mukherjee, Priya; Navarro-Sola, Laia (2022)
We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and one-on-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior changeincreased tutoring investmentis easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.4234910 2339240:VTATZW3D 2405685:T9HU5JTI
Keywords: educational inequality; educational technology; human capital; parental investments

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

Modelling the learning process #1: What is a pedagogical production function—and how does it help us understand student learning? - Belafi, Carmen (RISE Programme, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JHUWT24H 2405685:7CJZQMXU

Kemendikbud Terbitkan Pedoman Penyelenggaraan Belajar dari Rumah - Belajar dari Rumah (Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, 2020)
Kementerian Pendidikan dan Kebudayaan (Kemendikbud) menerbitkan Surat Edaran Nomor 15 Tahun 2020 tentang Pedoman Penyelenggaraan Belajar Dari Rumah Dalam Masa Darurat Penyebaran Covid-19. Staf Ahli Menteri Pendidikan dan Kebudayaan Bidang Regulasi, Chatarina Muliana Girsang menyampaikan Surat Edaran Nomor 15 ini untuk memperkuat Surat Edaran Mendikbud Nomor 4 Tahun 2020 tentang Pelaksanaan Pendidikan Dalam Masa Darurat Coronavirus Disease (Covid-19).
Section: Siaran Pers KerkoCite.ItemAlsoKnownAs: 2339240:WMQGW2Q5 2405685:FD82HXYD

FCDO - GEC - Belfield, Sophie; Mathur, Meenu; Caine, Ellie (2021)
KerkoCite.ItemAlsoKnownAs: 2339240:83NFRUKM 2405685:KL5VN6CJ

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

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

Language issues in comparative education II: Policy and practice in multilingual education based on non-Dominant languages - Benson, Carol; Kosonen, Kimmo (BRILL, 2021)

Teacher Deployment in Sierra Leone: Lessons learnt and moving forward - Beoku-Betts, Iman (EdTech Hub, 2023)
This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of qualified teachers on the government payroll as well as retaining teachers in rural areas. It was noted that teachers from rural areas being put on the government payroll and deployed to rural schools are better placed to teach in rural schools than teachers moving from urban to rural areas. Hpwever, it is still challenging to find qualified teachers in these rural areas. The TSC want to look at how they can target teachers to take up rural positions, either through distance learning to gain the right qualifications or working with teacher training institutions (TTIs) to prioritise schools in rural areas for placement. Overall, the TSC want to use data as the basis for decision-making on deploying teachers equitably. Keywords Teacher deployment; teacher training; unqualified teachers; volunteer teachers; rural schools; data for decision-making An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7521062 ZenodoArchiveConcept: 7521061 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521062 10.53832/edtechhub.0145 2405685:M3D6NGR4
Keywords: _r:AddedByZotZen

Remote Supervision Options for School Quality Assurance Officers: Recommendations for a cost-effective and rapid develop-and-test process - Beoku-Betts, Iman; Ampofo, Rudolph; Haßler, Björn (EdTech Hub, 2024)
The Sierra Leone Secondary Education Improvement Programme II (SSEIP II) is a five-year programme funded by the UK Foreign, Commonwealth and Development Office (FCDO) to support the Ministry of Basic and Senior Secondary Education (MBSSE) to improve learning outcomes for students at secondary level and to increase the enrolment, retention and well-being of girls and children with disabilities in school. Part of the programme includes exploring the use of different digital tools for School Quality Assurance Officers (SQAOs), including tools for remote visits. In December 2022, the EdTech Hub collaborated with the Government of Sierra Leone and implementing partners of the Leh Wi Lan programme (continued under SSEIP II) to better understand what factors affect the variability in the activity levels of SQAOs and the level of engagement with digital tools by school principals. Based on the findings of this research, the SSEIP II project will look at supporting the MBSSE to formalise remote supervision options for the SQAOs, particularly for those with remote clusters. As part of this work, this report focuses on recommendations for how SQAOs can conduct remote school visits, particularly for schools in hard-to-reach areas.An output of the EdTech Hub, https://edtechhub.org/
ZenodoArchiveID: 10354009 KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.1002 ZenodoArchiveConcept: 10354008
Keywords: _r:AddedByMyEducationEvidence

EdTech Horizon Scan: Blockchain technology in education - Beoku-Betts, Iman; Kaye, Tom (EdTech Hub, 2022)
EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6676491 10.5281/zenodo.6812384 10.53832/edtechhub.00101 10.53832/edtechhub.0101 2405685:94H68P58 2405685:S9XXPAHD 2405685:VJ84DKDF
Keywords: _r:AddedByZotZen

Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone - Beoku-Betts, Iman; Leh Wi Lan (EdTech Hub, 2023)
Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school improvement, and attendance monitoring. This report presents findings from qualitative research conducted in three districts in Sierra Leone. The aim is to provide the MBSSE and other partners with insights to understand the variation in and what is needed to maximise SQAO activity levels, increase principal engagement with digital tools, and support and promote quality visits to schools. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7521375 ZenodoArchiveConcept: 7521374 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7521375 10.53832/edtechhub.0154 2405685:AHVWDNGT
Keywords: _r:AddedByZotZen

Using technology to support teacher continuous professional development in Sierra Leone - Beoku-Betts, Iman; Plaut, Daniel; Tanweer, Rabia; Tanweer, Daniel Plaut and Rabia, Iman Beoku-Betts (EdTech Hub, 2022)
In Sierra Leone, EdTech Hub has been working closely with the TSC and the World Bank over the last 18 months to design a TCPD model that will provide primary school teachers with tools to improve their literacy and numeracy instruction.

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

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

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

Escasez de docentes en Latinoamérica: ¿Cómo se puede medir y que políticas están implementando los países para resolverlo? - Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Martínez, Matias; Méndez, Carolina; Montalva, Veronica; Olsen, Anne Sofie; Santos, Humberto; Soares, Sammara (Inter-American Development Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18235/0002224 2405685:HA9QB4D8

Is School Funding Unequal in Latin America?: A Cross-country Analysis - Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Martínez, Matias; Santos, Humberto; Soares, Sammara (2020)
Public spending on education has increased significantly in Latin America over the last decades. However, less is known whether increased spending has been translated into a more equitable distribution of resources within countries in the region. This study addresses this gap by measuring the inequality in per-pupil spending between regions with different levels of socioeconomic status (SES) within five Latin American countries: Brazil, Chile, Colombia, Ecuador, and Peru. Results show that Brazil, a federal country, has the widest socioeconomic funding gap due to large inequalities in local revenues between high and low SES regions. However, the country's funding gap has narrowed over time. School funding in Colombia has become more regressive over time, but its gap is half the size of the one in Brazil. The distribution of school funding in Peru has changed over time from being regressive-benefiting the richest regions-to being progressive-benefiting the poorest regions. Education spending in Chile and in Ecuador are, on the other hand, consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeted at disadvantaged rural areas, the funding formulas in Chile addresses socioeconomic inequalities beyond the rural-urban gap.
Publisher: Inter-American Development Bank KerkoCite.ItemAlsoKnownAs: 10.18235/0002854 2339240:9JLTQPEY 2405685:IBBYHF76 4656463:V76SUDGT

Supporting teachers during the COVID-19 (coronavirus) pandemic - Beteille, Tara (2020)
Supporting teachers during the COVID-19 (coronavirus) pandemic
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:PEZZZHCF 2405685:LBXLM7JX

Three Principles to Support Teacher Effectiveness During COVID-19 - Beteille, Tara; Ding, Elaine; Molina, Ezequiel; Pushparatnam, Adelle; Wilichowski, Tracy (World Bank, 2020)
shortDOI: 10/ghgng2 KerkoCite.ItemAlsoKnownAs: 10.1596/33775 10/ghgng2 2339240:4L2A2MJZ 2405685:EVVG746M 2405685:YUAST7F4
Keywords: ___working_potential_duplicate

Ready to Learn: Before School, in School, and beyond School in South Asia - Béteille, Tara; Tognatta, Namrata; Riboud, Michelle; Nomura, Shinsaku; Ghorpade, Yashodhan (World Bank Publications, 2020)
Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6-11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skill-improving opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by non-state actors, private nonprofit and for-profit entities, in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy.
ISSN: ISSN- Publication Title: World Bank KerkoCite.ItemAlsoKnownAs: 2339240:RW9HJMPG 2405685:T5TAZCDZ
Keywords: 21st Century Skills; Access to Education; Administrator Role; Barriers; Child Development; Child Health; Early Childhood Education; Educational Attainment; Educational Equity (Finance); Educational Finance; Educational Policy; Educational Quality; Elementary Secondary Education; Equal Education; Faculty Development; Foreign Countries; Gender Bias; Global Approach; Governance; Government Role; Higher Education; Inservice Teacher Education; Job Skills; Nutrition; Parenting Skills; Preschool Education; Preservice Teacher Education; Principals; Private Schools; Public Education; Public Policy; Readiness; Skill Development; Teacher Competencies; Teacher Qualifications; Teacher Salaries; Technology Integration; Technology Uses in Education

Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya - Bett, Harry; Makewa, Lazarus (Asia-Pacific Journal of Teacher Education, 2020)
Continuing Professional Development (CPD) for teachers in Kenya suffers from challenges such as inadequate resources, poor planning, competing interests, among others. Besides being traditional in approach, most CPD sessions are far between to be meaningfully helpful. With increasing uptake of technology and number of social media users in Kenya, Facebook can be a potential platform to enhance teachers’ professional development. This exploratory cross-sectional survey focussed on discussions teachers had in the month of February 2015 on one Facebook Group named ‘Teachers of English’. A directed content analysis of the 647 posts following Shulman’s category of teacher knowledge base revealed that interactions on the group centred on the teaching of English and Literature, as well as on other education-related matters. This study concludes that that Facebook Groups can be fertile avenues for teachers’ ongoing professional development, especially in developing countries where such opportunities are scarce.
Publisher: Routledge _eprint: https://doi.org/10.1080/1359866X.2018.1542662 KerkoCite.ItemAlsoKnownAs: 10.1080/1359866X.2018.1542662 10.1080/1359866x.2018.1542662 10/gg3988 2339240:FPKG4LA8 2339240:RNEM52U7 2405685:9BBCI3GD 2405685:9EFWDEUR 2405685:EQBTMC7A 2534378:BJ75PKH4 2534378:F8XIDPG4 2534378:FNUR2CDH 2534378:N4ZG4GTY
Keywords: Content analysis; Education–Teaching Methods And Curriculum; English teachers; Facebook Groups; Kenya; Professional development; Social networks; Teacher education; Teachers; __:import:02; __:match:final; __:matched; __:study_id:2425933; __finaldtb; professional development

Virtual Roundtable on Structured Pedagogy - better purpose (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9FRXYLAQ 2405685:3P77F7IB

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

Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function - Bettinger, Eric; Fairlie, Robert; Kapuza, Anastasia; Kardanova, Elena; Loyalka, Prashant; Zakharov, Andrey (National Bureau of Economic Research, 2020)
Experimental studies rarely consider the shape and nature of the education production function, which is useful for deriving optimal levels of input substitution in increasingly resource constrained environments. Because of the rapid expansion of EdTech as a substitute for traditional learning around the world and against the backdrop of full-scale temporary substitution due to the coronavirus pandemic, we explore the educational production function by using a large randomized controlled trial that varies dosage of computer-assisted learning (CAL) as a substitute for traditional learning. Results show production is concave in CAL. Moving from zero to a low level of CAL, the marginal rate of technical substitution (MRTS) of CAL for traditional learning is greater than one. Moving from a lower to a higher level of CAL, production remains on the same or a lower isoquant and the MRTS is equal to or less than one. The estimates are consistent with the general form of a Cobb-Douglas production function and imply that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide and its continued substitution for traditional learning.
shortDOI: 10/ghgk6x KerkoCite.ItemAlsoKnownAs: 10.3386/w26967 10/ghgk6x 2339240:CKF9HN4H 2339240:S4QWMRBY 2339240:TRKM9BLZ 2339240:XS952L7F 2405685:2CA8JM36 2405685:QNXAXD73 2405685:YBNVX46E 2405685:YMGYAZPV

EdTech in Indonesia: Ready for Take-off? - Bhardwaj, Riaz; Yarrow, Noah; Calì, Massimiliano (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4B3EHJHR 2405685:LZVIGAX3

E-readiness of senior secondary school learners to online learning transition amid COVID-19 lockdown - Bhaumik, Rikisha; Priyadarshini, Anita (Asian Journal of Distance Education, 2020)
In the backdrop of recent COVID-19 lockdown, the school learners across the country have had the opportunity to experience online mode of learning. This study attempts to find out e-readiness of senior secondary school learners for transition to online learning along with their views on this mode of learning transaction. Quantitative descriptive survey method was used for the purpose of this study. A questionnaire comprising 20 Likert-type items covering four dimensions, viz. access, digital literacy and e-readiness, delivery of online learning, and online load, was administered on a 100-student sample from different schools of Delhi using non-probability sampling. Access to online learning and online load on learners were found to be high. The study also revealed that only 35.2% learners found online classes as effective as face-to-face classes. The delivery of online learning by teachers and digital skills of learners were found lacking. The geographical scope of the study is limited to National Capital Region of Delhi which has better smartphone penetration and internet access as compared to other states in India. The study concludes that online pedagogy and digital skills of teachers and learners need to be strengthened for a possible roadmap ahead. The study may provide useful insights into the challenges of online learning and areas for further improvement. Keywords:
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3891822 2405685:MX6XWGUS
Keywords: covid-19; digital access; e-readiness; online delivery; online learning

Bolo Bhi’s Analysis of the Personal Data Protection Bill 2020 - Bhi, Bolo (Bolo Bhi, 2020)
On April 10, 2020, the Ministry of Information and Technology and Telecommunications (MOITT) invited input from stakeholders on a draft Personal Data Protection Bill 2020 via email by May 15, 2020. Putting up a draft seeking stakeholder input is certainly a good step towards transparency and a collaborative, consultative process, unlike the approach adopted with …
Section: Blog KerkoCite.ItemAlsoKnownAs: 2339240:67LEIICC 2405685:PRJMUGBG

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

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

Personalized education and artificial intelligence in United States, China, and India: A systematic review using a Human-In-The-Loop model - Bhutoria, Aditi (Computers and Education: Artificial Intelligence, 2022)
The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is evident that the next generation educational reforms would take a quantum leap forward piloted by Big Data analysis and AI. The objective of this paper is to organize the vast literature on the use of AI for personalization of education and to shed light on the key themes by which an AI-driven approach makes structural modifications to the existing education system. To this effect, the paper employed a systematic review using a Human-In-The-Loop natural language processing model of past two years' literature (2019–2021) in English language from IEEE Xplore on countries China, India and the USA. This process yielded more than 2000 search results at first and these were eventually shortlisted to 353 relevant papers for in-depth analysis. Being the pioneers in EdTech innovations, insights from research done in these three countries provides valuable input for the development of global education systems and research. The findings bring forward AI's success in catering to specific learning requirements, learning habits, and learning abilities of students and guiding them into optimized learning paths across all three countries. Not just that, it is also evident from the literature that AI augments educational content, customizes it for any individual according to their needs, and raises the flag of caution for anticipated learning difficulties. This recalibrates the role of instructors as well as optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the future generation, but also comes with its challenges. Data privacy issues, availability of digital resources, and affordability constraints have been reported in the recent literature as impediments in the way of promoting such technologies for day-to-day practice.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.caeai.2022.100068 2129771:J4Q99UYW 2129771:MJJTLAUJ 2129771:SNQL9SJR 2405685:4R8W9A36
Keywords: Artificial intelligence; Big data; China; India; Personalized education; USA; _genre:LR-literature_review

The Effect of Computer-Assisted Learning on Students’ Long-Term Development - Bianchi, Nicola; Lu, Yi; Song, Hong (Social Science Research Network, 2020)
In this paper, we examine the effect of computer-assisted learning on students’ long-term development. We explore the implementation of the “largest ed-tech intervention in the world to date,” which connected China’s best teachers to more than 100 million rural students through satellite internet. We find evidence that exposure to the program improved students’ academic achievement, labor performance, and computer usage. We observe these effects up to ten years after program implementation. These findings indicate that education technology can have long-lasting positive effects on a variety of outcomes and can be effective in reducing the rural–urban education gap.
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3309169 2339240:ZHPK63EW 2405685:9H5R8VY2
Keywords: China; computer-assisted education; education policy; education quality; education technology

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

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

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

Students perception of mobile learning during COVID-19 in Bangladesh: university student perspective - Biswas, Bikram; Roy, Sajib Kumar; Roy, Falguni (Aquademia, 2020)
The aim of this study is to measures the student’s perception of using mobile for learning during COVID-19 in Bangladesh especially at the university student’s perspective. During the COVID-19 pandemic period, mobile learning may help the students to fulfill the study gap. Due to COVID-19 pandemic 213 countries, higher education has affected all over the world of June 2020. Although all of the developed countries considered mobile learning as an effective tool for education, it is not used properly in Bangladesh. This survey method conducted on 416 students from different university students in Bangladesh to understand the student’s perception of using mobile phones as a learning system. The findings of this study show that most of the students at the university level have a positive perception of m-learning. This study revealed that m-learning is very helpful to recover the study gap during this COVID-19 pandemic time and the findings of this study will help the education policymaker as well as the educational institutions to incorporate mobile learning technology for the whole system where social media may enhance the process of teaching and learning.
Publisher: Veritas Publications LTD KerkoCite.ItemAlsoKnownAs: 10.29333/aquademia/8443 2339240:KHZM9M89 2405685:RBZUY224

TV-Based Learning in Bangladesh: Is it Reaching Students? - Biswas, Kumar; Asaduzzaman, T.M.; Evans, David; Fehrler, Sebastian; Ramachandran, Deepika; Sabarwal, Shwetlana (World Bank, 2020)
Is TV-based learning during COVID-19 school closures in Bangladesh reaching students? Most students (86 percent) within our sample of more than 2,000 Grade 9 stipend recipients are aware of government provided TV-based learning programs; yet only half of the students with access to these programs choose to access them. Also, very few students (21 percent) have access to government provided online learning programs, and among those that do, only about 2 percent choose to access them. There is a perceptible decline in the time students spend studying at home after school closures. This may be linked to the fact that 1 in 2 parents claim they are unable to help their children with new topics. Despite lower education, mothers are significantly more likely to be involved in the child’s education compared to fathers. Most students (90 percent) claim they have a supportive environment at home for studying. This is true for both boys and girls. Finally, nearly 65 percent of households in our sample report declines in income and 28 percent had to decrease the amount of food consumed within the household in the previous week.
KerkoCite.ItemAlsoKnownAs: 10.1596/34138 2339240:C5IHCNQD 2339240:IM47JZ2Z 2339240:M56ICKNT 2339240:SVXNVHB3 2405685:2NGQ3V9V 2405685:5SKQVXG9 2405685:F8Y2BXPY 2405685:HCD7DA27 2405685:XQXHTGSI 2534379:EBH9X23R
Keywords: Access to Education; Distance Learning; Education; Online Learning; School Closure; Secondary Education; ___working_potential_duplicate

Template for costing remote learning encouragement - Blagrave, Holly Jean (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WVNZ95F5 2405685:NMXS89SP

Educational inequalities in Europe and physical school closures during Covid-19 - Blaskó, Zsuzsa; Schnepf, Sylke V (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:3MPSDT4N

Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators’ leadership experience, students’ collaboration skills, and sustainability - Blau, I.; Shamir-Inbal, T.; Hadad, S. (Journal of Computer Assisted Learning, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12436 2405685:JZRM5WNP

5 things MENA countries can do to design better digital skills development programs - Blom, Andreas; Nusrat, Mariam; Goldin, Nicole (2020)
The COVID-19 pandemic has fueled the need for digital skills, therefore education and training need to become more affordable, relevant, context-vigilant and inclusive. There are five elements to consider when designing digital learning interventions.
KerkoCite.ItemAlsoKnownAs: 2339240:XIWH62IL 2405685:5UJPYKIW

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

Displaced and dismayed: how ICTs are helping refugees and migrants, and how we can do better - Bock, Joseph G.; Haque, Ziaul; McMahon, Kevin A. (Information Technology for Development, 2020)
shortDOI: 10/ggsp4w KerkoCite.ItemAlsoKnownAs: 10.1080/02681102.2020.1727827 10/ggsp4w 2339240:JE8AC55J 2405685:QQ5VHJDF
Keywords: Google Scholar/ "education technology" refugees; RER theme_pedagogies and modalities

Education Reform through a Systems Approach for Sustainable Development - Borsari, Bruno; Mora, Cristhian (Quality Education, 2020)
Change/s in education; Study program; Systemic approach Educational reform The process of changing public education in order to empower all learners, and to adapt it to the changes occurring in...
Publisher: Springer, Cham KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-69902-8_4-1 2339240:3HYUJCHY 2405685:86EMS57I

Achieving gender and youth inclusivity in Malawi through Productive Alliances - Botha, Blessings (2022)
When I was young, there was a common adage “youth are the leaders of tomorrow,” and I was always looking forward, with optimism that this tomorrow will indeed come one day.
KerkoCite.ItemAlsoKnownAs: 2339240:E7DG7FBL 2405685:8PTK8M68

Lack of Means or Lack of Awareness? Survey findings: barriers to learning with WhatsApp in refugee camps in Lebanon - Boujikian, Michèle; Carter, Alice (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4780972 2405685:4UQT8WRN 2405685:WWUQ7VRT
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

The Sandbox Model: A Novel Approach to Iterating while Implementing an Emergency Education Program in Lebanon during the COVID-19 Pandemic - Boujikian, Michèle; Carter, Alice; Jordan, Katy (2022)
Jusoor’s Refugee Education Program helps Syrian refugee children living in Lebanon integrate back into formal schooling. When schools closed due to the COVID-19 pandemic, the refugee program adapted to distance learning by developing Azima, a novel program that used WhatsApp to enable children to keep learning. Azima had to respond immediately to the emergency context while maintaining high education standards, and it also needed to find an effective way to test and refine its content quickly. To do this, the Azima program adopted an innovative experimental approach called a sandbox. A sandbox model operates in rapid iterative cycles and uses multiple methods to quickly test a program’s assumptions about how it will meet its goals. In this field note, we use Azima as a case study to report on our experience of applying the sandbox model. We reflect on the benefits and limitations of this novel approach in supporting the use of education technology in a crisis situation.
Accepted: 2022-11-07T13:27:21Z Publisher: Inter-agency for Education in Emergencies (INEE) KerkoCite.ItemAlsoKnownAs: 10.33682/rj45-k7z7 2405685:LDWAQKHF

WhatsApp-Assisted Learning for Refugees. End of Sandbox Sprint 3 - Boujikian, Michèle; Carter, Alice; Khalayleh, Abdullah (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4783017 2405685:89DPN3SP 2405685:EVSZNGMA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Women's access to cash transfers in light of COVID-19: The case of Pakistan - Bourgault, Shelby; O'Donnell, Megan (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9SLGDAR6 2405685:XIAZWDYL

Legislating gender and sexuality in Africa: Human rights, society, and the state - Boyd, Lydia; Burrill, Emily (University of Wisconsin Pres, 2020)
In recent decades, a more formalized and forceful shift has emerged in the legislative realm when it comes to gender and sexual justice in Africa. This rigorous, timely volume brings together leading and rising scholars across disciplines to evaluate these ideological struggles and reconsider the modern history of human rights on the continent. Broad in geographic coverage and topical in scope, chapters investigate such subjects as marriage legislation in Mali, family violence experienced by West African refugees, sex education in Uganda, and statutes criminalizing homosexuality in Senegal. These case studies highlight the nuances and contradictions in the varied ways key actors make arguments for or against rights. They also explore how individual countries draft and implement laws that attempt to address the underlying problems. Legislating Gender and Sexuality in Africa details how legal efforts in the continent can often be moralizing enterprises, illuminating how these processes are closely tied to notions of ethics, personhood, and citizenship. The contributors provide new appraisals of recent events, with fresh arguments about the relationships between local and global fights for rights. This interdisciplinary approach will appeal to scholars in African studies, anthropology, history, and gender studies.
Google-Books-ID: Cp7eDwAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:EYJ99ERE 2405685:448SI79U
Keywords: History / Africa / General; Political Science / Human Rights; Social Science / Gender Studies

Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic - Bozkurt, A; Sharma, R C (Asian Journal of Distance Education, 2020)
At the end of the day, the lesson learnt was so simple... With online and offline connections, the world is a global village (McLuhan, 1962) and a butterfly flapping its wings in Asia can cause a hurricane all around the world (Lorenz, 1972). Currently, it seems that the global education system is in the middle of this hurricane. These times, where we are all witnessing developments warily, are certainly interesting and strange, but the hope is that lessons will have been learned once things hopefully return to normal. Though there were early warnings to be prepared (White, Ramirez, Smith, & Plonowski, 2010) and already ongoing interruptions to education (Briggs, 2018; GCPEA, 2018), this is the first crisis to occur on the global scale in the digital knowledge age, and there will be socio-cultural, economic, and political consequences in the wake of this crisis. In other words, the educational landscape will feel the rush of air from the butterfly’s flapping wings to the full extent.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3778083 2405685:IDTPIWRX
Keywords: & Sharma; 15(1); A.; Bozkurt; R. C. (2020). Emergency remote teaching in a time; i-vi. https://doi.org/10.5281/zenodo.3778083

A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis - Bozkurt, Aras; Jung, Insung; Xiao, Junhong; Vladimirschi, Viviane; Schuwer, Robert; Egorov, Gennady; Lambert, Sarah; Al-Freih, Maha; Pete, Judith; Don Olcott, Jr; Rodes, Virginia; Aranciaga, Ignacio; et al. (Asian Journal of Distance Education, 2020)
Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions.
Number: 1 EdTechHub.Source: 2129771:QXHI373Z EdTechHub.Source: 2129771:QXHI373Z KerkoCite.ItemAlsoKnownAs: 2129771:QXHI373Z 2405685:7ZV7JHZ7 2405685:CFE5CVWB 2405685:XYNYDBYX
Keywords: COVID-19; Coronavirus Pandemic; Covid-19.; Emergency remote education; distance education; dode_eth-src-dode; dode_eth-trf2-dode; emergency remote education; online learning; ⛔ No DOI found

A Rapid Assessment: Impact of COVID-19 on Education in Bangladesh - BRAC (Advocacy for Social Change (ASC), BRAC, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:8UGKK4SX 2405685:7PRVRPXW

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

BRCK | KioKit - BRCK (2020)
Library Catalog: www.brck.com KerkoCite.ItemAlsoKnownAs: 2405685:TRVYGXS9

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

Bridge International | Liberian Education Advancement Program (LEAP) - Bridge International (Bridge International Academies, 2020)
Delivering transformation at scale is more effective if achieved through the local Ministry of Education. The Liberian Education Advancement Programme …
Library Catalog: www.bridgeinternationalacademies.com KerkoCite.ItemAlsoKnownAs: 2405685:5UXWYA4U

Bridge International Academies- Home Learning - Bridge International Academies (Bridge International Academies, 2020)
If your child is at one of our schools, then their lessons will have been interrupted because schools are temporarily closed. Please access the weekly class specific lesson plan for your child so they can continue learning at home.
KerkoCite.ItemAlsoKnownAs: 2339240:QDKNLHUR 2405685:HP935QSJ

Safe Schools: getting children back into education after disaster strikes - Briggs, Billy (Theirworld, 2020)
To mark Theirworld's Safe Schools report, we look at how countries can rebuild their education system after an earthquake, tsunami or other catastrophic event.
Archive Location: http://theirworld.org/ Publisher: Theirworld KerkoCite.ItemAlsoKnownAs: 2339240:8AYC7RZN 2405685:W3FA2CUU

The Impact of COVID-19 on Opportunities for Adolescent Girls and the Role of Girls' Groups - Briggs, Hannah; Haberland, Nicole; Desai, Sapna; De Hoop, Thomas; Ngo, Thoai (Evidence Consortium on Women's Groups, 2020)
COVID-19 has disrupted lives, networks, and institutions across social, economic, and health dimensions around the globe. We examine how the pandemic has affected adolescent girls and young women in particular, and explore how group-based programs for girls in low-and middle-income countries have been affected by and are responding to the pandemic. The COVID-19 pandemic has affected adolescent girls and young women across multiple outcomes, including education, livelihoods, sexual and reproductive health, sexual- and gender-based violence, the burden of unpaid care, and early and forced marriage. These heightened barriers to economic and social opportunities and the resulting loss of human capital have the potential to derail progress towards gender equality unless recognized and addressed. Girls’ groups may offer potential pathways of resilience for girls during system shocks like the COVID-19 pandemic, though more evidence is needed on their effects and how they function when social connectivity and mobility are heavily restricted, limiting program implementation.
KerkoCite.ItemAlsoKnownAs: 10.13140/RG.2.2.19023.92325 2405685:EXW36QGI 2534379:WBF4RJXT

Cambodia Introduction and Quick Facts - Britannica (2023)
KerkoCite.ItemAlsoKnownAs: 2339240:8R4HFGR8 2405685:SGYLFNVE

Connecting Classrooms through Global Learning - British Council (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JLPFY3DT 2405685:H4WV2NL5

In moments of crisis, Broadband Commissioners come together to offer immediate support to communities worldwide - Broadband Commission (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:8UAYJE3V

Parental Engagement in Children’s Learning: Insights for remote learning response during COVID-19 - Brossard, Mathieu; Cardoso, Manuel; Kamei, Akito; Mishra, Sakshi; Mizunoya, Suguru; Reuge, Nicolas (2020)
This research brief is one of a series that explores the impact of COVID-19 on education. It focuses on the potential parental role in learning and its association with foundational reading and numeracy skills. Fifty-three per cent of children in low
KerkoCite.ItemAlsoKnownAs: 2339240:4JNQ2YEI 2339240:8LJAYYGZ 2339240:GZ3YG9K5 2339240:LTIZ9PUB 2405685:94N2JRHU 2405685:AIRLRUKJ 2405685:E62QNLQK 2405685:KFF6NHJH 2405685:R4EHMGS6

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

The creation of a nudging protocol to support online student engagement in higher education - Brown, Alice; Lawrence, Jill; Basson, Marita; Axelsen, Megan; Redmond, Petrea; Turner, Joanna; Maloney, Suzanne; Galligan, Linda (Active Learning in Higher Education, 2023)
Combining nudge theory with learning analytics, ‘nudge analytics’, is a relatively recent phenomenon in the educational context. Used, for example, to address such issues as concerns with student (dis)engagement, nudging students to take certain action or to change a behaviour towards active learning, can make a difference. However, knowing who to nudge, how to nudge or when to nudge can be a challenge. Providing students with strategic, sensitive nudges that help to move them forward is almost an art form. It requires not only technical skills to use appropriate software and interpret data, but careful consideration of what to say and how to say it. In this article a nudge protocol is presented that can be used in online courses to encourage student engagement with key course resources that are integral to supporting their learning.
Publisher: SAGE Publications KerkoCite.ItemAlsoKnownAs: 10.1177/14697874211039077 2339240:UIHACPNQ 2405685:VQ794IWE

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

Under the Hood of an EdTech Study in Kenya: Implementation challenges, successes, and lessons learnt - Büchel, Konstantin; Crossley, Colin; Cullen, Claire; Letsomo, Thato (EdTech Hub, 2023)
In the years following a global pandemic that left 1.6 billion learners out of school, the global learning crisis has grown more urgent. Governments worldwide have sought technology-enabled education platforms that can support higher quality, resilient education systems. One cheap and easy tool for delivering remote educational support is basic mobile phones, which represent a potentially cost-effective and remote platform for adapting a range of proven pedagogical methods. To do so successfully, programme delivery should consider three key factors that include (1) careful training on delivering pedagogical methods in a phone setting, (2) Appropriate monitoring systems to ensure weekly delivery fidelity and, (3) an appropriate data and/or delivery infrastructure to enable programme monitoring. If done successfully, mobile phone programmes can present education ministries with an efficient delivery option for quality education at a fraction of the cost of higher-tech solutions. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 8370318 ZenodoArchiveConcept: 8370317 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.8370318 10.53832/edtechhub.0175 2405685:XRGSHEUJ
Keywords: _r:AddedByZotZen

The Relative Effectiveness of Teachers and Learning Software: Evidence from a Field Experiment in El Salvador - Büchel, Konstantin; Jakob, Martina; Kühnhanss, Christoph; Steffen, Daniel; Brunetti, Aymo (Journal of Labor Economics, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1086/717727 2405685:RVZAW7V6

The relative eﬀectiveness of teachers and learning software: Evidence from a field experiment in El Salvador - Buchel, Konstantin; Jakob, Martina; Kuhnhanss, Christoph; Steﬀen, Daniel; Brunetti, Aymo (University of Bern, 2020)
This study provides novel evidence on the relative eﬀectiveness of computer-assisted learning (CAL) software and traditional teaching. Based on a randomized controlled trial in Salvadoran primary schools, we evaluate three interventions that aim to improve learning outcomes in mathematics: (i) teacher-led classes, (ii) CAL classes monitored by a technical supervisor, and (iii) CAL classes instructed by a teacher. As all three interventions involve the same amount of additional mathematics lessons, we can directly compare the productivity of the three teaching methods. CAL lessons lead to larger improvements in students’ mathematics skills than traditional teacher-centered classes. In addition, teachers add little to the eﬀectiveness of learning software. Overall, our results highlight the value of CAL approaches in an environment with poorly qualiﬁed teachers.
KerkoCite.ItemAlsoKnownAs: 2339240:QBLAB2G4 2339240:URIKLIDV 2405685:CTWU7VNK 2405685:F2XBIBS4
Keywords: Quality: H; Relevance: H; computer-assisted learning; primary education; productivity in education; teacher content knowledge; ⛔ No DOI found

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

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

Evaluating the Use of Radios to Promote Learning in Liberia During COVID-19 - Bulat, Dr. Jennae (RTI International, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RJ6SVFBP 2405685:XX2VV4AV

Releasing the potential of teachers in the COVID response in low-income countries - Bullard, Katy; Sonnenberg, Krystyna (Global Partnership for Education, 2020)
How can teachers in low income countries be involved to support learning and student well-being during the COVID-19 crisis? Drawing lessons from past disease outbreaks and from current examples of the COVID-19 education response, we look at tools and practices to help teachers continue doing their work during the crisis.
Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2339240:GHTHVSQC 2405685:43SE8ETE 2405685:L3UPU6TB
Keywords: ___working_potential_duplicate

How should we help the Covid19 cohorts make up the learning loss from lockdown? - Burgess, Simon (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5Q3GQ2B5 2405685:99JYRAWP

Leveraging community partnerships to engage digitally foreign learners in response to COVID-19 - Burgess, W Keith; Anderson, Jimmeka L (Middle Grades Review, 2020)
This practitioner perspective discusses how creating and leveraging community partnerships in response to COVID-19 enhanced remote learning with science curriculum in an urban middle school with digitally foreign learners. The term digitally foreign learners was coined by the authors to contextualize the experiences of students with limited digital learning both at home and in school as a result of the digital divide. By developing a partnership with the nonprofit organization, I AM not the MEdia, Inc., along with parents and an external educator, the authors describe how a classroom blog site was created that enhanced remote learning engagement with students and families in a high poverty community. Strategies for addressing technology inequities and engaging digitally foreign learners through digital curriculum is provided.
KerkoCite.ItemAlsoKnownAs: 2339240:T2AMHYLK 2405685:QHB7XQU2 2405685:V9PDIVXY
Keywords: ___working_potential_duplicate; ⛔ No DOI found

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

School, interrupted: 4 options for distance education to continue teaching during COVID-19 - Burns, Mary (Global Partnership for Education, 2020)
Take a look at the four most common distance technology for contractors, donors and educators who find themselves needing to explore distance-learning options, with a particular focus on sub-Saharan Africa.
Library Catalog: www.globalpartnership.org KerkoCite.ItemAlsoKnownAs: 2405685:PSW9X5JE 2405685:XQH95TTX

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

A COVID-19 panacea in digital technologies? Challenges for democracy and higher education: - Burns, Ryan (Dialogues in Human Geography, 2020)
Universities have transitioned to online education in order to slow the spread of COVID-19. This transition mobilizes the technological utopian imaginary that d...
Publisher: SAGE Publications Sage UK: London, England shortDOI: 10/ghgn4m KerkoCite.ItemAlsoKnownAs: 10/ghgn4m 2405685:J97U7XNQ

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

Key Insights from Behavioral Journey Mapping of Caregivers - Busara (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FUP4ZI3Q 2405685:MZPI7CSU

Public-Private Virtual-School Partnerships and Federal Flexibility for Schools during COVID-19 POLICY BRIEF - Butcher, Jonathan (2020)
The coronavirus has altered the daily lives of families around the world. In the United States, one of the most significant changes for millions of families is that most K-12 pupils have become homeschool or virtual-school students for the foreseeable future. As of March 25, state and local officials in every state have closed some or all brick-and-mortar K-12 schools for at least two weeks, affecting approximately 55 million students. 1 More announcements about extended closures may be coming: Kansas Governor Laura Kelly was the first to close schools in the state for the remainder of the school year. 2 Educators in Kansas are turning to online instruction, as are schools around the country, facing the choice of providing virtual courses or forgoing schoolwork entirely, perhaps until the fall. Making effective partnerships with existing online schools and virtual content providers will be critical for students in the coming weeks. Furthermore, policymakers should afford district and charter schools more flexibility with existing resources so that schools can direct taxpayer spending to areas of need. Finally, the US Department of Education has issued guidance that removes regulatory barriers to schools attempting to provide online course material. Schools and districts should not be allowed to cite rules and point to obstacles that prevent any attempts at offering virtual instruction. The pandemic offers an opportunity to see just how quickly, and how extensively , public and private educators can expand virtual instruction-which may change the way society considers all of education in the future.
KerkoCite.ItemAlsoKnownAs: 2405685:YXMFHBYJ
Keywords: internet; online education; schools; virtual schools

Digitally Nudged Learning: A Nudged Gamification Study Intervention - Byrne, Jason; Ito, Takehiko; Furuyabu, Mariko (International Journal of Emerging Technologies in Learning (iJET), 2022)
The research focused on two elements of technology enhanced learning: the digital nudge and gamified online learning. The objective was to digitally nudge students towards a gamified online learning tool, thereby improving quiz test performance through a fun motivating language learning game. A mixed methods approach: the primary quasi-experimental methodology was regression discontinuity design, with a follow up survey. The findings show that few students actively participated in the fun gamified activities, yet none-the-less there was a significant 5% treatment effect afforded by the digitally nudged call to action. The research demonstrates the effectiveness of nudging students to complete L2 learning activity. It also somewhat shows the potential of gamification for voluntary engagement amongst first-year students at a Japanese university. Keywords—Digital nudge, Online learning, Gamification, L2 teaching/learning strategies.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v17i12.30567 2339240:CI9K6TPW 2405685:H7F66ER6

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

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

Worldwide Mobile Data Pricing 2022 | 1GB Cost in 233 Countries - Cable (Cable.co.uk, 2022)
A global league table of mobile data costs. The average cost of one gigabyte (1GB) was then calculated and compared from over 5,000 mobile data plans in 233 countries.
KerkoCite.ItemAlsoKnownAs: 2339240:T5WI5HXK 2405685:5SB8GXIC

Worldwide Mobile Data Pricing League | Cost of 1GB in 230 countries - Cable (Cable, 2020)
Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries.
Library Catalog: www.cable.co.uk EdTechHub.ItemAlsoKnownAs: 2405685:EQ83VI56
Keywords: auto_merged

Worldwide Mobile Data Pricing League | Cost of 1GB in 230 countries - Cable (Cable, 2020)
Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries.
Library Catalog: www.cable.co.uk EdTechHub.ItemAlsoKnownAs: 2405685:EQ83VI56

Developing dialogic classroom practices through supporting professional agency: Teachers’ experiences of using the T-SEDA practitioner-led inquiry approach - Calcagni, Elisa; Ahmed, Farah; Trigo-Clapés, Ana Laura; Kershner, Ruth; Hennessy, Sara (Teaching and Teacher Education, 2023)
Classroom dialogue is considered productive for learning but rarely observed, and practitioner professional development is needed. This study investigated how 67 teachers across educational phases in six countries contextualised the T-SEDA inquiry toolkit to conduct classroom inquiries and develop new practices. Surveys and inquiry reports yielded insights into how practitioner agency was further developed, with implications for sustainability. Change was evident in self-reported enhanced awareness and understanding of dialogue and use of dialogic strategies. Increases in students’ dialogic participation and plans for dissemination to colleagues were reported.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2023.104067 2405685:ZQQP3GIM
Keywords: Classroom dialogue; Dialogic teaching; Professional development; Professional learning; Reflective inquiry; Teacher agency

The Learning Passport: Curriculum Framework (Maths, Science, Literacy) - Cambridge Assessment (Cambridge Assessment, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5LQ3SB6L 2405685:XZU6VIBY

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

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

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

A Slum2School charity's first Virtual Learning Studio - Campos, Guy (AV Magazine, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GEB4VQDP 2405685:VC6QTSX4

Así consumíamos medios en El Salvador antes de la COVID-19 - Carballo, Willian; Marroquín, Amparo (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TTIIHASA 2405685:DM8MX37B