Africa’s Covid-19 opportunity (EdTech Hub, 2020)
Educators in Africa are optimistic about the opportunities that Covid-19 brings for reform and innovation in education. That’s the headline from a survey eLearning Africa recently conducted, in which 1,600 education and technology professionals from 52 countries in Africa were asked for their thoughts on the longer-term effects of the pandemic. Despite what it’s doing to societies and economies around…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707890 2405685:AESZ5WMM 2405685:YER28PCY
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

An EdTech reading list from the Helpdesk team: Autumn 2020 (EdTech Hub, 2020)
In this blog post, we summarise six new publications from the Helpdesk and what we have learned about monitoring and evaluation, curriculum reform, blended learning, and teacher education. As Covid-19 continues to affect learning around the world, our Helpdesk is seeing a shift in the requests we receive. Earlier, the bulk of requests were linked to short-term Covid responses. Now,…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707480 2405685:29RAGPFX 2405685:E2UQW73U
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

As Schools Close Over Coronavirus, Protect Kids’ Privacy in Online Learning (Human Rights Watch, 2020)
The educational disruption caused by the coronavirus pandemic is unprecedented in speed and scale. As of today, over 160 countries have closed schools. Education authorities are scrambling to provide remote learning for more than 87% of the world’s student population now missing class.
KerkoCite.ItemAlsoKnownAs: 2339240:9MP83RG3 2405685:8J2QEF52

Call for Research Proposals: EdTech responses to Covid-19 (EdTech Hub, 2020)
EdTech Hub is excited to launch a call for proposals to fund a series of small research projects (3-6 months) related to Covid-19 response and recovery using educational technology (EdTech). The selected research projects will investigate the practical application of EdTech, generate primary research, and develop recommendations which aim to be useful during Covid-19 response, recovery, and beyond. We see…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707484 2405685:QE24K5YV
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Centre for Mathematics, Science and Technology Education in Africa (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:RTKMK547

Community of practice (Wikipedia, 2020)
A community of practice (CoP) is a group of people who share a craft or a profession. The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning (Lave & Wenger 1991). Wenger then significantly expanded on the concept in his 1998 book Communities of Practice (Wenger 1998). A CoP can evolve naturally because of the members' common interest in a particular domain or area, or it can be created deliberately with the goal of gaining knowledge related to a specific field. It is through the process of sharing information and experiences with the group that members learn from each other, and have an opportunity to develop personally and professionally (Lave & Wenger 1991). CoPs can exist in physical settings, for example, a lunch room at work, a field setting, a factory floor, or elsewhere in the environment, but members of CoPs do not have to be co-located. They form a "virtual community of practice" (VCoP) (Dubé, Bourhis & Jacob 2005) when they collaborate online, such as within discussion boards and newsgroups, or a "mobile community of practice" (MCoP) (Kietzmann et al. 2013) when members communicate with one another via mobile phones and participate in community work on the go. Communities of practice are not new phenomena: this type of learning has existed for as long as people have been learning and sharing their experiences through storytelling. The idea is rooted in American pragmatism, especially C. S. Peirce's concept of the "community of inquiry" (Shields 2003), but also John Dewey's principle of learning through occupation (Wallace 2007).
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Cyber Actors Target K-12 Distance Learning Education to Cause Disruptions and Steal Data (2020)
This Joint Cybersecurity Advisory was coauthored by the Federal Bureau of Investigation (FBI), the Cybersecurity and Infrastructure Security Agency (CISA), and the Multi-State Information Sharing and Analysis Center (MS-ISAC).
KerkoCite.ItemAlsoKnownAs: 2339240:27NVH9YU 2405685:HYNK7VR6

Developments in Literacy (2020)
Library Catalog: www.dil.org KerkoCite.ItemAlsoKnownAs: 2339240:TXKHRRQP 2405685:56JWZR28 2405685:UW64ARIU

EdTech call for ideas: What have we learned from the applications? (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. On 21st April, we launched a call for ideas for EdTech in responses to coronavirus and the lockdown of schools around the world. Three weeks later, we’ve taken a slice of the first 100 responses and analysed the data. Combining this with conversations our team is having every day with technologists and…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707827 2405685:NX2U4EMJ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Education during the COVID-19 crisis: Opportunities and constraints of using EdTech in low-income countries (EdTech Hub, 2020)
During this time of crisis, education will not be business-as-usual, and EdTech alone cannot close the learning gap. It will be dedicated teachers and resilient educators who will ensure learning doesn’t stop — but they could be helped by the right EdTech tools.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707786 2405685:8JSCGYMM 2405685:P3KEJIPR
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Education Ministry creates special online study platform for SHS students (2020)
The Ministry for Education has launched a special online study platform for Senior High School students. Ever since Covid-19 halted school activities the Education Ministry together with the Ghana Education Service has stepped up efforts to help...
Library Catalog: www.ghanaweb.com KerkoCite.ItemAlsoKnownAs: 2405685:BM7HEL24

equip Tanzania (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:89I7QNAE 2405685:ZAV7B4ST

#FindFrench: a collaborative search for educational resources in French (EdTech Hub, 2020)
And we need your help! Learning Equality’s Curriculum Operations Specialist, Vahid Masrour, shares more. If you’re teaching or learning during Covid-19 school closures, you’ve probably encountered many solutions proposed for virtual learning environments relying on digital resources. All over the world, people are turning to digital resources — textbooks, lesson plans, videos, tutorials, learning applications, and libraries — to keep…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707893 2405685:YMNW6GG3 2405685:YWNXT2VZ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Five things to think about for out-of-school learning during the coronavirus (COVID-19) outbreak (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Today, over a billion learners are affected by closures due to coronavirus (COVID-19). In these unprecedented times we’re committed to playing our role in supporting countries to provide continued education for all learners. Over the coming weeks and months, we’ll be sharing insights and resources about how educational technology (EdTech)…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707798 2405685:GGVB5UAV
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Francophone countries and COVID-19 EdTech response (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. One thing about coronavirus is clear — it does not respect borders. The COVID-19 pandemic has resulted in school closures across the world. With about 300 million French speakers worldwide, here we consider some initial lessons from francophone education systems, their EdTech response, and the importance of cooperation of countries…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707818 2405685:HSFC8I7U 2405685:Z97WAI9K
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

From the Helpdesk: Observations and guidance on educational response planning during the COVID-19 crisis (EdTech Hub, 2020)
Written by Rachel Chuang, Tom Kaye, Caitlin Moss Coflan & Arjun Upadhyay (EdTech Hub Helpdesk Management Team) Amid one of the biggest global disruptions to schooling in living memory, countries are quickly developing distance education responses for students. The EdTech Hub’s Helpdesk is providing evidence-informed responses to requests for support from governments and their partners as they face this challenge. …
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707838 2405685:84ZQF884
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Global e-Schools and Communities Initiative (GESCI) / African Digital Schools Initiative (ADSI) (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Y6G6PJAW 2405685:9U2K2PDV

Government of Pakistan. Ministry of Federal Education and Professional Training (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NCXMQDF7 2405685:HBV64VUM 2405685:LIABD93C

Government of Pakistan. Ministry of Information Technology & Telecommunication, Government of Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XA9SXH4G 2405685:DYCXFUX2 2405685:HJURPTKF

Government of Sindh. Information Technology Department Government of Sindh (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NT37NYE9 2405685:3PNJTNDV 2405685:HQU5JXI6

Government of the Punjab. Punjab Information Technology Board (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RDXT6JQV 2405685:5XT75C6S 2405685:MCKAA3KB

Government of the Punjab. School Education Department (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RG28NXR6 2405685:3NFDHY6C 2405685:VKFCDUE6

Help us improve education through technology: Sign up for user research (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. This week we kicked off our project to make our website more useful during the coronavirus (COVID-19) pandemic. This is part of the EdTech Hub’s strategy to respond to the pandemic, by providing rapid, actionable information and advice to government decision-makers. We want to help decision-makers navigate the opportunities and challenges of…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707822 2405685:FHYYQFSX
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Helping you find and compare EdTech tools (EdTech Hub, 2020)
We’re excited to publish the first version of a tool to help you find and compare EdTech tools. The EdTech Hub’s mission is to increase the use of evidence to inform decision-making about education technology. Right now, our focus is on helping you think about whether and how EdTech can help you respond to the challenges of the school closures…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707844 2405685:M5H8WQNZ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How can governments, schools and teachers support education continuity and good pedagogy under coronavirus (Covid-19)? (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Written by Anna Riggall (Head of Research) and Tony McAleavy (Research Director), Education Development Trust As the horror of Covid-19 became apparent, governments around the world closed schools in their attempts to control the spread of the virus. According to UNESCO, schools are closed in 191 countries, impacting 90% of the world’s…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707824 2405685:6L94W7UK 2405685:H9V63A7B
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How India responded: distance learning in the time of COVID-19 (EdTech Hub, 2020)
As schools began to close earlier in the year, at the EdTech Hub we started to look at how governments pivoted to distance learning, with a number of country case studies exploring this shift. While the full case studies will be released soon, this blog gives an overview of the first of these into India’s response. The onset of COVID-19…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707852 2405685:54S5XRX6 2405685:6JFEC4RJ
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How the Government of Sierra Leone is improving its Education Data Hub (EdTech Hub, 2020)
Sierra Leone’s Education Data Hub is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and students could access and use…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707888 2405685:E2KWWHCK 2405685:LND4UENT
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How to re-imagine learning in the wake of Covid-19 (EdTech Hub, 2020)
Last week the EdTech Hub, #NextGenEdu, and Education Development Trust convened experts, policymakers, and implementers to discuss their visions for a reimagined approach to learning in the wake of coronavirus. The invited speakers were: Mohibul Hasan Chowdhury, Deputy Minister of Education, Bangladesh Ministry of Education Jim Ackers, Regional Education Advisor, UNICEF South Asia Regional Office Sonam Wangchuk, Founder, Students’ Educational…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707880 2405685:KDWC5B3N
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Idara-e-Taleem-o-Aagahi (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7UALNTHU 2405685:I57SKVU9 2405685:ZFDHZ3C9

ILMA (2020)
Innovate.Collaborate.Educate.
Library Catalog: www.ilmassociation.com KerkoCite.ItemAlsoKnownAs: 2339240:P3A8KJWK 2405685:6QDKUYG4 2405685:SWPNEHHL

Instant Network Schools (Vodafone, 2020)
Library Catalog: www.vodafone.com KerkoCite.ItemAlsoKnownAs: 2405685:7IGB96BF

Internet connectivity in Lebanon impacted following blast (NetBlocks, 2020)
Network data from the NetBlocks internet observatory confirm that internet connectivity in Lebanon has significantly fallen following reports of an explosion on Tuesday 4 August 2020, with the outage ongoing ...
KerkoCite.ItemAlsoKnownAs: 2339240:ICIBWXZZ 2405685:FMC2WLXC

invest2innovate (2020)
Library Catalog: invest2innovate.com KerkoCite.ItemAlsoKnownAs: 2339240:7LEYDWIS 2405685:G8V7DHI7 2405685:Z5AAYWS4

Kenya Institute of Curriculum Development (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:2IYJWGUZ

Kenya Institute of Special Education (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:FH3RYNEC

Knowledge Platform (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ERIXNXI6 2405685:65VD4SAT 2405685:RDMSE5SF

Leaving no one behind: technology and the education sector response to COVID-19 in Rwanda (EdTech Hub, 2020)
By Ernest Ngabonzima, Roberte Isimbi, Marie Merci Mwali, Arnaldo Pellini A swift policy response When COVID-19 reached Rwanda, the Ministry of Education (MINEDUC) was quick to shut schools and make use of technology to support and enable distance learning. This includes e-learning platforms and the use of private and public media channels. The first teaching radio programmes were introduced just…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707854 2405685:PBVEZH79
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Lebanon Telecoms, Mobile and Broadband Markets 2020 - Pricing of Telecom Services Has Been Raised as an Issue in Recent Years (Business Wire, 2020)
The
KerkoCite.ItemAlsoKnownAs: 2339240:56DPGZ7E 2405685:5U87V72X

Lebanon: Why the country is in crisis (BBC News, 2020)
What has caused such anger across Lebanon - and why it is not going away.
KerkoCite.ItemAlsoKnownAs: 2339240:PLG3SIYH 2405685:89PJLV5P

Liquid Telecom Kenya (Liquid telecom, 2020)
Liquid Telecom in Kenya is a full-service data communications carrier offering a host of services including IP, broadband transport, infrastructure services and co-location services.
Library Catalog: www.liquidtelecom.com KerkoCite.ItemAlsoKnownAs: 2405685:P2386RRU

Local Content for African Libraries (Worldreader, 2020)
The LOCAL project aims to bring local books to libraries and ensure that children can learn in their mother-tongue language.
Library Catalog: www.worldreader.org KerkoCite.ItemAlsoKnownAs: 2405685:JJ4I5HYN

Loon (Loon, 2020)
Loon is a network of stratospheric balloons designed to bring Internet connectivity to rural and remote communities worldwide.
Library Catalog: loon.com KerkoCite.ItemAlsoKnownAs: 2405685:TM8DBWQC

mCourser (2020)
Try our Learning Management System for free. mCourser supports online schools, free courses, real-time evaluation, private classes and more...
KerkoCite.ItemAlsoKnownAs: 2339240:S2U7CGP6 2405685:C56IM6XG

Mezzanine (Vodacom Ghana, 2020)
Library Catalog: www.vodacom.com.gh KerkoCite.ItemAlsoKnownAs: 2405685:THRAXJRK

Microsoft (2020)
Microsoft, en tant qu’acteur de la transformation numérique en France, aide les individus et les entreprises du monde entier à exploiter pleinement leur potentiel.
Library Catalog: www.microsoft.com KerkoCite.ItemAlsoKnownAs: 2405685:N7I2LYAA

MIT Solve (2020)
Library Catalog: solve.mit.edu KerkoCite.ItemAlsoKnownAs: 2405685:A972JCYU

Mobile School Report Card (mSRC, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:XAKE2D76

National Incubation Center (2020)
The National Incubation Center is Pakistan’s largest technology incubation center; the first purpose built creative space in Pakistan buzzing with innovators, mentors, change-makers and passionate leaders. It’s a living example of a successful public-private partnership between the Ministry of IT & Telecom, Ignite – National Technology Fund, Jazz and Teamup. The National Incubation Center in Islamabad is led by two unicorn founders with around decades of combined experience in setting up organizations from scratch and bringing digital revolution in Pakistan.
Library Catalog: nicpakistan.pk KerkoCite.ItemAlsoKnownAs: 2339240:EZQG5869 2405685:M96PH7IX 2405685:PLK2HPSE

O'Genius Priority Ltd (O'Genius Priority, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JKTZCX5Q 2405685:578RECJL

One Billion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3B5NCJ2L 2405685:RYYH3UQH

Our new partnerships with eKitabu, Rising Academies, and Learning Equality (EdTech Hub, 2020)
We are thrilled to announce our new partnerships with three amazing organizations – eKitabu, Rising Academies, and Learning Equality. We’ll be working alongside them in the months ahead to advance equitable educational solutions for the most marginalized learners. We’re excited to offer the Hub as a platform for amplifying their work – making new connections and fostering collaboration across thinkers…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707882 2405685:4DSHAABL 2405685:UXH56ELI
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Pakistan country scan_0614 (Google Docs, 2020)
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Library Catalog: docs.google.com KerkoCite.ItemAlsoKnownAs: 2339240:5ND49CF8 2405685:8PSTLMFE 2405685:Q2U74JQV

ProFuturo (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TTHJPAAF 2405685:9A963DBQ

Publish, learn, improve (EdTech Hub, 2020)
This week we’ve designed and prototyped a tool to make our website more useful during the coronavirus (COVID-19) pandemic. We want to enable decision-makers to make informed choices about if, when and how to use EdTech during this crisis. We’re building something to help you find education responses by governments and EdTech tools that support these responses. Given the urgency…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707831 2405685:K2X97KWP 2405685:Y8M4EAQR
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Rapid‌ ‌Evidence‌ ‌Review:‌ ‌Accelerated‌ ‌Learning‌ ‌and‌ ‌EdTech‌ (EdTech Hub, 2020)
Rapid‌ ‌Evidence‌ ‌Review:‌ ‌Accelerated‌ ‌Learning‌ ‌and‌ ‌EdTech‌ Download report (PDF) Key Findings Accelerated learning programmes focus on speeding up learning. They commonly do so by focusing on cognitive development, social and emotional learning, interactive pedagogy and community support. These programmes further commonly use diagnostic needs assessment and flexible approaches to education, to help children to catch up on missed learning.…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707794 2405685:QURIACXM 2405685:U53B2E7E
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Rapid Evidence Review: Girls' Education and EdTech (EdTech Hub, 2020)
Full PDF Download Key Findings Access to technology has shown to be often disproportionately more empowering for girls relative to boys, with wider benefits which expand beyond formal education. Most studies suggest there is a significant existing gender digital divide: cultural bias and gendered assumptions about girls’ competence and enjoyment of technology, and the benefits […]
Library Catalog: edtechhub.org KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707796 2405685:WS22AEWL
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Re:Coded (Re:Coded, 2020)
Library Catalog: www.re-coded.com KerkoCite.ItemAlsoKnownAs: 2339240:M2V5467Q 2405685:L873E2RX 4803016:LKQXJVKZ

Read Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QFG87N2P 2405685:P98GDGJE 2405685:VQFEPPPB

Realizing the promise: How can education technology improve learning for all? (Brookings, 2020)
This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.
KerkoCite.ItemAlsoKnownAs: 2339240:JD6HHQM8 2405685:2KMRM4IE

Right To Education: Pakistan (2020)
Right To Education Pakistan (RTE Pakistan) is an organization dedicated to making sure that the state provide free and compulsory education to all children in Pakistan.
Library Catalog: rtepakistan.org KerkoCite.ItemAlsoKnownAs: 2339240:TCMLZT3M 2405685:H9NPVL3Q 2405685:IUGEAUXG

Rumie Initiative (Rumie Initiative, 2020)
Here at Rumie we are doggedly passionate about addressing the UN’s sustainable development goal of Quality Education. We are always excited to work with partners who share our vision of using affordable technology to deliver innovative, digital learning solutions to communities who need it ...
Library Catalog: rumie.org KerkoCite.ItemAlsoKnownAs: 2339240:BD8RSW4Q 2405685:XWCCGLNZ 4803016:KF6JMJ8A

ShuleDirect (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Z4YBGRZJ 2405685:ITIKHZ2Y

Solutions EdTech face au COVID-19 dans les pays francophones (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons que nous pouvons tirer de…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707820 2405685:SVXJAUKP
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Supporting innovation in the time of COVID: What we've done and what we'll do next (EdTech Hub, 2020)
When COVID-19 emerged as a clear and present danger, we in the Hub innovation team were forced to rethink our plans for 2020. We previously told you about our work and how it looks to support and scale innovation with real people in real life. Now we had to reassess what this would look like and how it could be…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707842 2405685:INIYKGVN
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Teachers Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:W5NH7MZX

Teleschool Inauguration 13-04-2020.jpg (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RAHP7XM5 2405685:FTPWV76K 2405685:J3DRSJ79

The EdTech Hub’s Helpdesk and COVID-19: Demand-driven advice (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. With more than 1.5 billion children now affected by school closures, ministries of education and decision-makers around the world are urgently in need of fast, evidence-based, context-specific advice about out-of-school learning. Teachers, caregivers, parents and policymakers are tirelessly working to ensure that learning doesn’t stop. Faced with one of the…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707475 2405685:666VVKWG 2405685:AFE9INVN
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Think Local: Support for learning during coronavirus (COVID-19) could be found from within communities (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. While technology is a potentially powerful tool in low-resourced contexts, technology use is not always possible or appropriate, as previous Hub blogs have asserted. The following blog emphasises the particular role that communities can play in supporting continued learning opportunities for the billions of children whose education has been disrupted by…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707810 2405685:8C79QZUZ 2405685:HM8YRCFL 2405685:Q6J6TH8K
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Virtual University of Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HL82G8I7 2405685:EGH8HY8Y 2405685:YHV2GIUQ

What we have learnt from designing and implementing tablet-based learning across the world (EdTech Hub, 2020)
Written by Susan Colby (Imagine Worldwide) and Nicola Pitchford (University of Nottingham) As COVID-19 has disrupted education worldwide, more organizations and governments are exploring using tablet-based learning models to provide children with flexible access to learning that can take place anywhere. When implemented well, tablet-based learning can empower learners to build skills and knowledge through the use of technology. Children…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707870 2405685:YJ2GWVMA
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What you can expect from the future EdTech Hub website (EdTech Hub, 2020)
The EdTech Hub had just finished a seven-month planning phase when COVID-19 hit. A profound sense of urgency swept over us. We realized that the planning we had done for a gradual ramp-up was now feeling insufficient to fulfill our mission, given the new global reality of kids being away from school, and the potential for EdTech to help. Our…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707862 2405685:RRQSDQ99
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Why the COVID Crisis Is Not EdTech’s Moment in Africa (EdTech Hub, 2020)
This blog was originally posted on the Center for Global Development blog with data used from the EdTech Hub’s database of interventions. Our database, which was initially limited to sub-Saharan Africa, now has a global scope. As the blog suggests, there is a need to increase the database’s representation of interventions in other regions. Please add your EdTech intervention to…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707833 2405685:2AW76Y8P
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

WonderTree (2020)
Library Catalog: wondertree.co KerkoCite.ItemAlsoKnownAs: 2339240:VAA5TRUM 2405685:A3Z82GP6 2405685:RQJE5YDE

Worldreader (2020)
With low-cost technology, culturally-relevant digital books, and a network of partners, we’re helping millions of people read more and read better.
Library Catalog: www.worldreader.org KerkoCite.ItemAlsoKnownAs: 2339240:VJC4YWVV 2405685:4LGUUN7F 2405685:RWWDH2UT

Final Report on: Assessment of Distance Learning Initiative of the Government of Bangladesh during COVID-19 Pandemic - a2i (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:Q6R8864R 2405685:3K8CG3MF

Resources - Aahung (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KZGUIIQP 2405685:BMM7X9D9 2405685:CX5WZVEV

Blended learning and Syrian refugees' empowerment through a capability approach lens - Abdelfattah Ahmed Younes, Mona (Lancaster University, 2020)
This study analyses the learning experiences of three Syrian refugee youth who enrolled in and completed blended learning (BL) programmes in Jordan, in order to explicate how BL has/or has not empowered those refugees. To achieve this objective, the following research questions framed this study: Does blended learning empower Syrian refugee youth living in Jordan? 1. Is blended learning, in the case of Syrian refugee youth, an empowering capability? 2. Does blended learning help Syrian refugee youth to overcome their restrictive ‘rules of the game’? 3. Does blended learning improve Syrian refugee youth’s resource portfolio? This study followed a case study approach. Three Syrian youth, each of whom attended a different BL programme, were interviewed between December 2018 and March 2019. While all three cases expressed aspirations that are education-bound, this study shows some difference in the aspirations of males and females and of urban refugees versus those residing in the camps. BL has been for all three cases a feasible learning opportunity. Programme providers designed the courses in a manner that accommodated to refugees’ locations, time, and economic status. Social media disseminated information about educational opportunities and possessing smartphones made following up with lectures and assignments possible and easy. The investigated BL programmes proved also to be enjoyable due to their constructive, learner-centred and collaborative approach, and competent facilitators. However, this finding does not indicate that those programmes were “empowering”. Restrictive legislations that constrain refugees’ work, movement, and lives, as well as patriarchal traditions that hampered females’ choices of education, were “rules of the game” that hindered students’ ability to fully benefit from the provided programmes. Despite the development of oral and public speaking, employability, and English language skills and despite the enhancement of self-esteem, confidence, and respect towards others, those programmes did not lead to refugees’ full empowerment.
KerkoCite.ItemAlsoKnownAs: 2339240:MWJ2IMNI 2405685:ZP753LBR
Keywords: Google Scholar/ "mobile learning" "refugee education"; RER theme_pedagogies and modalities

Cambridge University Press & Cambridge Assessment. (2020). The Learning Passport Research and Recommendations Report: Summary of Findings. Cambridge, UK: Cambridge University Press & Cambridge Assessment. - Abdul, Zahara (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TDDFUP7H 2405685:ZCG5H6AF
Keywords: ⛔ No DOI found

COVID-19 and e-learning: the challenges of students in tertiary institutions in Ghana - Aboagye, Emmanuel; Yawson, Joseph Anthony; Appiah, Kofi Nyantakyi (Social Education Research, 2020)
Problems associated with the transition from conventional learning (face to face) to online learning (e-learning) in the educational system are well documented. The present study explores the challenges students in tertiary institutions have reported facing in online learning in the era of coronavirus pandemic. Using a sample (n = 141), an initial principal component factor analysis was conducted to group the constructs. Eight groups that emerged were social issues, lecturer issues, accessibility issues, learner motivation, academic issues, generic issues, learner intentions, and demographics. Cronbach’s alpha was used to determine the reliability of the scales resulting in the deletion of learner motivation. Comparing the means of the factors revealed that the most important challenge for students to study online was accessibility issues. This was followed by social issues, lecturer issues, academic issues, and generic issues. The mean for the individual items in learners’ intention to study online showed that students were not ready to study online. A Multiple Regression Analysis was further conducted to determine which factors pose the most important challenges to the student’s decision to study online. Social issues and lecturer issues were significant. In the final model, only lecturer issues were significant. A blended approach-where conventional teaching is combined with online teaching should have ushered the learners to complete online learning.
KerkoCite.ItemAlsoKnownAs: 10.37256/ser.122020422 10/gmfk2s 2339240:LRIUE6NN 2405685:BFIVBVE8

Impact of COVID-19 on Education in Sub-Saharan Africa - Aborode, A; Anifowoshe, O; Ifeoluwapo T, Ayodele; Rebecca A, Iretiayo; Oluwafemi O., David (Preprints, 2020)
The eruption of the COVID-19 pandemic has affected every sphere of life and may forever change how we have always lived and conducted our businesses, and no one can resist the wind of change that is blowing. Of all the sectors of governance, the educational sector, particularly at the tertiary level, appears to have been most greatly affected and therefore requires a more pragmatic approach to resolution. As of 29th June, Sub-Sahara Africa has reported 382,190 cases of COVID-19. In rejoinder to the virus epidemic, several Sub Sahara African governments implement the resolution to slam learning institutions to enclose the infection. Consequently, advanced schooling institutions obliged to reorganize their loom, becoming more digitally become forward, and changing to online platforms
KerkoCite.ItemAlsoKnownAs: 10.20944/preprints202007.0027.v1 2405685:Z5AGTX7N
Keywords: Africa; COVID-19; Deadly disease; Education; Governments; Resolution; Sub- Sahara

Unlocking Data to Tell the Story of Education in Africa: Webinar Summary and Synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wacharia, Wairimu; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (Zenodo, 2020)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4279156 2405685:IX9GRQQ3 2486141:QVCFTMBD

Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth - Adam, Taskeen (University of Cambridge, 2020)
The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education through a form of digital neocolonialism, which is where hegemonic powers indirectly control or influence marginalised groups through the internet or information technology. In striving for justice-oriented online education models, this study analyses to what extent Massive Open Online Courses (MOOCs), produced both internationally and locally, support (or could support) the needs, preferences, and aspirations of marginalised South African youth and address the material, cultural-epistemic, political, and geopolitical injustices they face. To evaluate what South African peri-urban youth desire in their education and futures, as well as the challenges they experience, a seven-part survey was conducted with 250 youth from five townships in South Africa. Responses showed that whilst participants strongly value and aspire to further their education, financial difficulties, infrastructural barriers, family problems, and lack of emotional support and life mentorship limit them from achieving this. Participants reflected on how colonial and apartheid legacies have affected their educational experiences and identities through inferior quality of education, forced languages, forgotten histories and incongruent values, cultural norms and practices. In parallel, semi-structured interviews were conducted with 35 MOOC designers, from South Africa and the USA, to investigate the ways in which efforts, if any, were being made to reach students most in need of quality education. Interviews covered themes of openness, accessibility, and justice. It was found that, depending on the MOOC designer’s understanding of social justice and decolonial thought, they placed varying emphasis on addressing different forms of injustice. Some focused on resource, access and infrastructural barriers, while others focused on issues of content relevance and knowledge production. Furthermore, MOOC designers’ attempts to address injustices strongly related to their own identities and lived experiences, highlighting the importance of plurality of thought and epistemic diversity in the producers of MOOCs. Drawing on the historical injustices and lived experiences of the youth, and the attempts to address injustices by the MOOC designers, it was ascertained that there is no one size-fits-all formula to creating equitable MOOCs. Rather, depending on the purpose and target audience of the MOOC, nuanced approaches to addressing injustices are suggested. These approaches are shaped by various leverage points that influence the types of, and the extent to which, participatory methods, accessibility measures, knowledge sources, assessment and critical pedagogy are implemented. Additionally, the importance of these leverage points varies over the MOOC’s lifecycle, from inception and design, to implementation and assessment. Bearing in mind the broad-ranging injustices that youth participants raised, these approaches are presented with great caution that educational technologies and open education are not panaceas but if designed and used appropriately and justly, can be tools for liberation.
Accepted: 2020-08-24T08:23:28Z shortDOI: 10/ghgk6k KerkoCite.ItemAlsoKnownAs: 10/ghgk6k 2405685:Q835BH7A
Keywords: dode_eth-src-dode; dode_eth-trf2-dode

Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices - Adam, Taskeen (Journal of Interactive Media in Education, 2020)
As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.
Number: 1 Publisher: Ubiquity Press EdTechHub.Source: 2129771:TMULW29L shortDOI: 10/ggx3rf KerkoCite.ItemAlsoKnownAs: 10.5334/jime.557 10/ggx3rf 2129771:TMULW29L 2405685:UBRAD3MS
Keywords: MOOC designers; cultural-epistemic injustice; decolonisation; dode_eth-src-dode; dode_eth-trf2-dode; geopolitical injustice; material injustice; social justice

Between Social Justice and Decolonisation: Exploring South African MOOC designers’ conceptualisations and approaches to addressing injustices [O-143] - Adam, Taskeen (OER20, 2020)
Visit the post for more.
KerkoCite.ItemAlsoKnownAs: 2405685:Y54SUGPI
Keywords: dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

Open educational practices of MOOC designers: embodiment and epistemic location - Adam, Taskeen (Distance Education, 2020)
This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757405 shortDOI: 10/ghd7n3 KerkoCite.ItemAlsoKnownAs: 10/ghd7n3 2405685:H9NKFIJF
Keywords: MOOC designer; OEP; critical consciousness; dode_eth-src-dode; dode_eth-trf2-dode; embodiment; epistemic location; positionality

The privilege of #pivotonline: A South African perspective - Adam, Taskeen (Open Development & Education, 2020)
Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary …
Library Catalog: opendeved.net Section: blog EdTechHub.Source: 2129771:YIULJYN8 KerkoCite.ItemAlsoKnownAs: 2129771:XBIPY9PU 2129771:YIULJYN8 2339240:AWXAQ2CJ 2405685:BE8K7HXB 2405685:D2RECET8
Keywords: ___working_potential_duplicate; dode_eth-src-dode; dode_eth-trf2-dode

Unlocking data to tell the story of education in Africa: webinar summary & synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wairimu, Wacharia; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (Zenodo, 2020)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4279156 10.5281/zenodo.4279156 2129771:XYEJSVYW 2339240:EETQSD8S 2339240:HZTGKNN9 2405685:6KDDB8UA 2405685:MS5GH9KJ 2405685:S9MFQ8KB
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Unlocking data to tell the story of education in Africa: webinar summary & synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wairimu, Wacharia; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (Zenodo, 2020)
[No description available.]
KerkoCite.ItemAlsoKnownAs: 2339240:59XYS4NB 2405685:2W6A2G3H
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

The Maldives and Sri Lanka: Question & Answer Session - Adam, Taskeen; Kaye, Tom; Haßler, Björn (EdTech Hub, 2020)
EdTech Hub participated in a question and answer session in May 2020 for policymakers in The Maldives and Sri Lanka. The session focused on the challenges and issues in designing effective distance education programmes during the Covid-19 pandemic. This document provides answers to a list of 13 questions received from stakeholders.
ZenodoArchiveID: 5652128 previousZenodoArchiveID: 3885817 previousshortDOI: 10/ghgngv previousshortDOI: 10/ghgngv previousDOI: 10.5281/zenodo.3885817 previousshortDOI: 10/ghgngv EdTechHub.Source: 2405685:HE2Q6Z8Y EdTechHub.Source: <this> shortDOI: 10/ghgngv KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3885817 10.53832/edtechhub.0018 10/ghgngv 2129771:YC82FCEP 2339240:TND87RAP 2405685:HE2Q6Z8Y 2405685:SRU74BP6
Keywords: F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans - Adam, Taskeen; Koomar, Saalim; Haßler, Björn (EdTech Hub, 2020)
This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the USD 300 million is allocated and spent most effectively.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3986727 2129771:B5Z854HJ 2339240:IEATEWRY 2405685:7AFXFRPC
Keywords: Helpdesk Response; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF; dode_eth-src-eth; dode_eth-trf2-dode

Rolling Out a National Virtual Learning Environment - Adam, Taskeen; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
A virtual learning environment (VLE) is a virtual space designed to support teaching and learning and can resemble anything from a curated content repository to a synchronous video-enabled learning space. This technical note aims to inform the design and implementation of a VLE at a national level for basic education.
previousshortDOI: 10/ghgnf6 previousshortDOI: 10/ghgnf6 previousDOI: 10.5281/zenodo.3406132 previousshortDOI: 10/ghgnf6 EdTechHub.Source: 2405685:KWJRW62J EdTechHub.Source: <this> shortDOI: 10/ghgnf6 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3406132 10.5281/zenodo.3406132EdTechHub.ItemAlsoKnownAs: 10.53832/edtechhub.0010 10/ghgnf6 2129771:3H8JIJ9T 2129771:MG4TM5B3 2339240:CN8LY32H 2339240:EG4V9NYX 2339240:T37Q6QE6 2339240:W2B4DTPS 2405685:7EP4VHD7 2405685:B76WDWTE 2405685:KWJRW62J 2405685:QFMSIUXQ 2405685:Y4EVL7PR 2486141:TAPS8LVP
Keywords: F: Helpdesk response; H:Online learning; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

“I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 - Adarkwah, Michael Agyemang (Education and Information Technologies, 2020)
Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government’s initiative to ensure “education anytime anywhere for everyone” by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students’ educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10331-z 2339240:9RBTK9P8 2339240:BM2YW6VU 2339240:KFUF9I2X 2405685:6LC3X3CD

Covid-19 pandemic and online learning: the challenges and opportunities - Adedoyin, Olasile Babatunde; Soykan, Emrah (Interactive Learning Environments, 2020)
The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities, including educational activities, and this has resulted in tremendous crisisresponse migration of universities with online learning serving as the educational platform. The crisis-response migration methods of universities, faculty and students, challenges and opportunities were discussed and it is evident that online learning is diﬀerent from emergency remote teaching, online learning will be more sustainable while instructional activities will become more hybrid provided the challenges experienced during this pandemic are well explored and transformed to opportunities.
KerkoCite.ItemAlsoKnownAs: 10.1080/10494820.2020.1813180 10/ghwrhc 2339240:43R9NVSG 2405685:AQ4WGY8K

A rapid assessment: Impact of COVID-19 on Education in Bangladesh - Advocacy for Social Change, BRAC; BRAC Education Programme (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JEFXQAWR 2405685:B2L94Z4W

All Tanzania schools reopen amid strict virus protocols - AfricaNews (Africanews, 2020)
The government on the other hand has issued stringent measures to be followed even as schools are reopening to prevent the spread of the novel coronavirus among students.
KerkoCite.ItemAlsoKnownAs: 2339240:T5CCIXD5 2405685:7REVA6GB

Late resumption of schools in Senegal amid COVID safety concerns - AfricaNews (Africanews, 2020)
In the Senegalese capital of Dakar, pupils, parents and teachers return to the Lycée Ousmane Sembène for the start of a new school year
KerkoCite.ItemAlsoKnownAs: 2339240:ILD7VXJU 2405685:M45CHDAM

Pakistan - Aga Khan Development Network (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FNWXJIMV 2405685:QZNM33ZM 2405685:VW62DLK6

Advancing education and speech recognition in Nigeria with AI and machine learning - Agajo, J; Shuaibu, A; Guda, B (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:MG5P8U97 2405685:ICPS3L4J

Semi-supervised learning to perceive children's affective states in a tablet tutor - Agarwal, Mansi; Mostow, Jack (Proceedings of the AAAI Conference on Artificial Intelligence, 2020)
Number: 09 KerkoCite.ItemAlsoKnownAs: 10.1609/aaai.v34i09.7057 2339240:3L6Z5HX7 2405685:HP5Q26MU

With the largest share of funding, test prep startups leading the EdTech charge in India - Agarwal, Meha (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:5WRSPLLH 2405685:FYD65D9P

Ghana’s education response during the COVID-19 crisis: EdTech to the rescue? - Agbe, Edem; Sefa-Nyarko, Clement (EdTech Hub, 2020)
ZenodoArchiveID: 4706036 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706036 2339240:CB8D4LUQ 2339240:METE88UD 2339240:MK55NVDC 2339240:Z3EF9Q75 2405685:3XIBJD8G 2405685:3Y33YNL3 2405685:8JZVGC6W 2405685:HBXKVKMA 2405685:QJ783WH5
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH

Online learning in higher education during COVID-19 pandemic: A case of ghana - AGORMEDAH, Edmond Kwesi; HENAKU, Eugene ADU; AYİTE, Desire Mawuko Komla and ANSAH, Enoch APORİ (Journal of Educational Technology and Online Learning, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:EB372T82
Keywords: ⛔ No DOI found

Mental health and learning: BRAC’s response in Bangladesh during Covid-19 - Ahmad, J; Mariam, E; Sadaf, B; Sarwar, S; Siddique, S; Zaman, S (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NT98ND5A 2405685:S58SFAFK

Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan: Evaluation of Teaching Practice - Ahmed Abdullah, Nauman; Sultana Mirza, Munawar (International review of research in open and distance learning, 2020)
In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves.
Publisher: Athabasca University Press AU Press KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v21i2.4606 2339240:6D6GUQFG 2405685:GTJHJZRJ

The Role of Evidence in Policymaking in Pakistan: Political Economy Analysis Report - Ahmed, K; Ahmed, V; Javed, S.A.; Jillani, A; Khan, A; Khaver, A.A; Nadeem, U; Pellani, A; Shah, Q; Shaxson, L; Suleri, A.Q; Zaidi, A; et al. (Oxford Policy Management, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4HQCSPQ6 2405685:T6TKT6E7

Education and Covid-19 response: bringing schools and learning back on track - Ahmed, Manzoor; Rahaman, Mostafizur; Hossain, Syed Shahadat; Ahmed, Ghiasuddin (Education Watch/Campaign for Popular Education (CAMPE), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:G9RHE7L5 2405685:7U3LNXWS

Teacher Training Programs - AIMS Rwanda (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HXFSQLYS 2405685:NGD3KA6Z

Altruism or Money?: Reducing Teacher Sorting Using BehavioUral Strategies in Peru - Ajzenman, Nicolás; Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Méndez, Carolina (Inter-American Development Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U8EEDFA2 2405685:AQ7PIZ5G

Akello Digital Classroom | Home - Akello Digital Classroom (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:I89TBIGA

Gendered Impacts of COVID-19 School Closures: Insights from Frontline Organizations - Akmal, Maryam (2020)
COVID-19 school closures pose significant operational and financial risks to frontline organizations delivering vital education services, including non-governmental organizations, school operators, and other service providers. In this survey, we ask these organizations about the challenges they are facing in light of COVID-19 closures, particularly for girls. The responses shed light on how COVID-19 is affecting education service operations—and what providers are doing in response. We uncover three major findings. First, 69 percent of the respondents believe that girls are at a greater risk than boys from COVID-19 school closures, with more than half of those respondents citing girls’ exposure to gender-based violence as a major concern. Second, close to half (42 percent) of the respondents report that their organization is experiencing budget cuts, with 73 percent of those respondents citing a drop in funding from private and philanthropic donors. Third, despite the financial and operational disruptions due to school closures and lockdowns, 89 percent of the respondents report planning and delivering additional vital interventions during the pandemic. It is crucial, now more than ever, that donors and policymakers support and engage with frontline organizations delivering vital services for girls and their communities.
KerkoCite.ItemAlsoKnownAs: 2339240:KI8D3WZN 2405685:KHMCGX6G 2405685:VMCU7KCE
Keywords: ⛔ No DOI found

COVID-19 in Pakistan: A Phone Survey to Assess Education, Economic, and Health-Related Outcomes - Akmal, Maryam; Crawfurd, Lee; Hares, Susannah; Minardi, Ana Luiza (2020)
Using a sample of 1,211 households in Pakistan, we examine the effects of COVID-19 on three key domains: education, economic, and health-related. F...
Publisher: Harvard Dataverse KerkoCite.ItemAlsoKnownAs: 10.7910/DVN/EGQ4XO 10.7910/dvn/egq4xo 2339240:CUILXSEZ 2339240:MY7ADG9Y 2405685:EPTUPZJ6 2405685:IQ335DK7
Keywords: ___working_potential_duplicate

Jordan’s EdTech response to COVID-19 - Al-Hindawi, Hind; Hashem, Lina (EdTech Hub, 2020)
ZenodoArchiveID: 4706057 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706057 2339240:7DDCIKY9 2339240:P8XVRD6S 2405685:BTX9XW3J 2405685:KNCXGVW3 2405685:XFBMF3QV
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

The Impact of the COVID-19 Pandemic on Education Financing - Al-Samarrai, Samer (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:43H84UX8 2405685:RW6PYTEP

Reaching Children & Students in Remote Locations - Aladin, Katija (2020)
During this educational shift from school to home, how are we addressing the needs of students in remote locations with little to no access to connectivity? From providing educational content through Whatsapp, Facebook messenger to accessing online content offline, these innovative ideas are helping children and families connect with teachers and lessons in other ways than online.
Library Catalog: hundred.org Section: innovation EdTechHub.ItemAlsoKnownAs: 2405685:D9XFGTPK

Putting the ‘learning’ back in remote learning - Alam, Andaleeb; Tiwari, Priyamvada (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YDUHXW2G 2405685:LHEMZBWW

Tackling inequity in education during and after COVID-19 - Alasuutari, Hannah (UKFIET, 2020)
Library Catalog: www.ukfiet.org KerkoCite.ItemAlsoKnownAs: 2339240:35GX34HL 2405685:ZAD9IZXZ

COVID-19: Effects of School Closures on Foundational Skills and Promising Practices for Monitoring and Mitigating Learning Loss - Alban Conto, Carolina; Akseer, Spogmai; Dreesen, Thomas; Kamei, Akito; Mizunoya, Suguru; Rigole, Annika (UNICEF Office of Research - Innocenti, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PREWBDEI 2339240:WKL4LVJR 2405685:7627L3MV 2405685:F76W8RNW
Keywords: ___working_potential_duplicate; ⛔ No DOI found

From Assessment to Action: Lessons from the Development of Theories of Change with the People's Action for Learning Network - Alcott, Benjamin; Rose, Pauline; Sabates, Ricardo; Ellison, Christine (Global Education Review, 2020)
In recent years, much attention has been given to extremely poor levels of learning outcomes in low-and lower-middle income countries. Citizen-led assessments have played a vital role in highlighting this "learning crisis." Having developed these citizen-led assessments, members of the People's Action for Learning (PAL) Network are now increasingly devising and implementing actions aimed at tackling the learning crisis in different country contexts. This article documents the process we undertook of developing theories of change with PAL Network members across 10 countries to inform their shift from assessment of children's learning to action aimed at raising learning outcomes. The article highlights, in particular, the importance for theories of change to take account of context in identifying appropriate actions. Based on their country circumstances, the actions identified by PAL Network members vary, for example, from using assessment data to influence national government reform, to more localized activities associated with "teaching at the right level." For appropriate actions to tackle the learning crisis to be identified and successfully implemented, an important lesson from the PAL Network experience is the need to enable South-to-South learning and adaptation. As such, the article highlights a pressing need for flexible and iterative theories of change that reflect contextual realities.
Publisher: Mercy College New York KerkoCite.ItemAlsoKnownAs: 2339240:ZRWHRI86 2405685:GZEXQEF6
Keywords: Agency Cooperation; Change Strategies; Citizen Participation; Cultural Differences; Educational Assessment; Educational Change; Foreign Countries; Government Role; Low Income Groups; Middle Class; Networks; Parent Role; School Role; Socioeconomic Influences; Theories; ⛔ No DOI found

Methodological Guidance Paper: The Art and Science of Quality Systematic Reviews - Alexander, Patricia A. (Review of Educational Research, 2020)
The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking.
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654319854352 10/ggwsgp 2405685:3RWPAK66 2405685:CIMTNSA3 2405685:GC76C27N 2534378:I28YADAU
Keywords: ___working_potential_duplicate; critical questions; literature search; systematic review

Responding to Iraq’s learning crisis - Ali, Laila (UNICEF Connect, 2020)
Amidst the devastation in Mosul's Old City, UNICEF supports the rehabilitation of primary education for a safe environment that’s conducive to learning.
Library Catalog: blogs.unicef.org Section: Children in emergencies KerkoCite.ItemAlsoKnownAs: 2339240:BDGJFV3D 2405685:YE5NPCPV 4803016:K6GQ5HLF

Gender, power and progress: How norms change - ALiGN (Align Platform, 2020)
This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights.
KerkoCite.ItemAlsoKnownAs: 2339240:XGN4B2W7 2405685:WK4NYWAQ

Balloons to Deliver Emergency Internet Across Kenya - Alison, Buckholtz (2020)
Telkom Kenya-Loon partnership will result in country-wide 4G connectivity during pandemic, boosting government services.
Library Catalog: www.ifc.org EdTechHub.ItemAlsoKnownAs: 2405685:9STZ6Q6P

Allama Iqbal Open University - Allama Iqbal Open University (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CCT4YGVS 2405685:QXVTKYVN 2405685:T4YJDV6I

Effectiveness of Multimodal Microlearning for In-Service Teacher Training - Allela, Melisa Achoko; Ogange, Betty Obura; Junaid, Muhammad Ibn; Charles, Prince Brainard (Journal of Learning for Development, 2020)
To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.
Publisher: Commonwealth of Learning KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v7i3.387 2339240:98GSBC3X 2405685:Z794TZUM
Keywords: Barriers; Communities of Practice; Electronic Learning; Foreign Countries; Inservice Teacher Education; Integrated Learning Systems; Internet; Multimedia Materials; Portfolios (Background Materials); Professional Continuing Education; Professional Development; Program Effectiveness; Secondary School Teachers; Social Media; Synchronous Communication; Teacher Collaboration; Teacher Competencies; Workshops

From luxury to lifeline: Reducing the cost of mobile devices to reach universal internet access. - Alliance for Affordable Internet (Web Foundation, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:VM6UDM3C 2405685:2CZW5CKH 2405685:Q447FXM3
Keywords: ___working_potential_duplicate

Using Blended Learning to Support Marginalised Adolescent Girls’ Education: A Review of the Evidence - Allier-Gagneur, Zoé; Chuang, Rachel; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
This topic brief reviews evidence about the use of blended learning to support the education of marginalised adolescent girls in low- and middle- income countries.
ZenodoArchiveID: 4762319 previousDOI: 10.5281/zenodo.4762319 previousDOI: 10.5281/zenodo.4762319 previousDOI: 10.5281/zenodo.3952069 10.5281/zenodo.3952069 2405685:7PYD5JNV 2405685:H3AI5F3C 2339240:ENEKVCE3 2129771:FX6TFDPQ 2129771:9Q4PMCJN 2486141:TE93MW3V KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3952069 10.5281/zenodo.4762319 10.53832/edtechhub.0009 2339240:MU9RJZS3 2339240:WG969BFI 2405685:7PYD5JNV 2405685:A7IA7VZZ 2405685:H3AI5F3C 2405685:XMDKD3TS
Keywords: F: Helpdesk response; H:Blended learning; L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; dode_eth-src-eth; dode_eth-trf2-dode

Conseils pour l’introduction de la technologie en classe Liste de sources annotée - Allier-Gagneur, Zoé; Lwamba, Etienne (EdTech Hub, 2020)
Cette liste de sources annotée a pour but d’informer la prise de décisions des acteurs du domaine de l’éducation concernant l’introduction de technologies en classe dans les pays à revenu faible et intermédiaire. Cette liste est une introduction qui expose de façon informelle certains des conseils généraux que prodiguent souvent les experts de l’EdTech Hub.
ZenodoArchiveID: 3952001 previousDOI: 10.5281/zenodo.3952001 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3952001 10.53832/edtechhub.0024 2339240:6H2ZA568 2405685:HDRVT5N4 2405685:PA2H8NGA
Keywords: F: Helpdesk response; LP: French; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? - Allier-Gagneur, Zoe; McBurnie, Chris; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2020)
This paper analyses a range of literature reviews to identify characteristics of effective teacher education, including focusing on practical subject pedagogy; incorporating peer support and; creating a coherent policy environment.
previousDOI: 10.5281/zenodo.4762301 previousDOI: 10.5281/zenodo.3873462 EdTechHub.Copy: 2129771:237CSM4W EdTechHub.Copy: 2129771:237CSM4W KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873462 10.5281/zenodo.4762301 10.53832/edtechhub.0007 2129771:237CSM4W 2129771:RMWSKUI5 2339240:2Y5CD84V 2339240:4P99D7MN 2339240:5P9STQIK 2339240:8DMB3N8E 2339240:AQFSE6DQ 2339240:K3RVT7JU 2339240:WP59YJ57 2339240:ZV7A4BWS 2405685:3T894KD8 2405685:3TKLS2TH 2405685:3UXB7ZWR 2405685:BHY8AJBY 2405685:I62EYSDT 2405685:LNUMVYFV 2405685:P5MEX8KB 2405685:R9VVKUH5 2405685:T48HFJM4 2486141:IX4B74H9 2534378:T2X9U5AV
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _forthcoming; _zenodoETH:submitted; _zenodoODE; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning - Allier-Gagneur, Zoé; Moss Coflan, Caitlin (EdTech Hub, 2020)
EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders.
previousshortDOI: 10/ghgng8 previousDOI: 10.5281/zenodo.3874247 EdTechHub.Source: 2405685:VX7UW757 EdTechHub.Source: <this> 2339240:KPL424XH shortDOI: 10/ghgng8 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3874247 10.5281/zenodo.3874247 10.53832/edtechhub.0025 10/ghgng8 2129771:LBII97HZ 2339240:2R8Z34D2 2339240:FT2TLP7Q 2339240:G93JLKST 2339240:J7DSQVEZ 2339240:QSKUJUNV 2339240:YK2KWXPL 2405685:2D6GK36K 2405685:48AAKD33 2405685:7VFMN2XM 2405685:G7ZB68PJ 2405685:I5WKHBZI 2405685:TP5CQYPQ 2405685:VX7UW757 2405685:YEVYTSJA 2405685:ZUDWQVKI
Keywords: F: Helpdesk response; L:Gender and education; L:Out-of-school populations; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v1; _r:CopiedFromEvLib; _zenodoETH; dode_eth-src-dode

Exploring the critical challenges and factors influencing the e-learning system usage during COVID-19 pandemic - Almaiah, Mohammed Amin; Al-Khasawneh, Ahmad; Althunibat, Ahmad (Education and Information Technologies, 2020)
The provision and usage of online and e-learning system is becoming the main challenge for many universities during COVID-19 pandemic. E-learning system such as Blackboard has several fantastic features that would be valuable for use during this COVID-19 pandemic. However, the successful usage of e-learning system relies on understanding the adoption factors as well as the main challenges that face the current e-learning systems. There is lack of agreement about the critical challenges and factors that shape the successful usage of e-learning system during COVID-19 pandemic; hence, a clear gap has been identified in the knowledge on the critical challenges and factors of e-learning usage during this pandemic. Therefore, this study aims to explore the critical challenges that face the current e-learning systems and investigate the main factors that support the usage of e-learning system during COVID-19 pandemic. This study employed the interview method using thematic analysis through NVivo software. The interview was conducted with 30 students and 31 experts in e-learning systems at six universities from Jordan and Saudi Arabia. The findings of this study offer useful suggestions for policy-makers, designers, developers and researchers, which will enable them to get better acquainted with the key aspects of the e-learning system usage successfully during COVID-19 pandemic.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10219-y 10/ffq3 2339240:Z2CR6JQB 2405685:TRLJHG7B

Learning in times of lockdown: how Covid-19 is affecting education and food security in India - Alvi, Muzna; Gupta, Manavi (Food Security, 2020)
A vast majority of the relief and rehabilitation packages announced in the months following the nationwide lockdown in India have focused on economic rehabilitation. However, the education sector has remained absent from this effort, including in India’s central government’s 250 billion dollar stimulus package. In this paper, we discuss the implications of lockdown-induced school and rural child-care center closures on education and health outcomes for the urban and rural poor. We especially focus on food and nutritional security of children who depend on school feeding and supplementary nutrition programs. We argue that the impacts are likely to be much more severe for girls as well as for children from already disadvantaged ethnic and caste groups. We also discuss ways in which existing social security programs can be leveraged and strengthened to ameliorate these impacts.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12571-020-01065-4 2339240:AJ4ZVUR6 2405685:I7TYUPIC

Towards e-learning in basic schools during Covid-19: Insights from Ghanaian teachers - Amanor-Mfoafo, Naa Kai; Edonu, Kwamina Kurefi; Akrofi, Olivia; Dowuona, Ebenezer Nortei (2020)
In the wake of the current closure of schools in Ghana, basic schools have been tasked to deliver teaching and learning using e-learning. This study seeks to explore the readiness of teachers in Ghanaian basic schools to undertake e-learning. Using an online questionnaire, data was collected from 108 teachers in both private and public basic schools in Ghana. A factor analysis was conducted to identify the challenges that influenced the ability of basic school teachers to teach using e-learning. The study findings indicated that a majority of the teacher participants preferred face-to-face teaching as compared to online teaching. The study recommends that basic schools adopt a blended approach to teaching where teachers can combine both face-to-face methods with e-learning methods. The study contributes to discussions on the transition from conventional teaching methods to E-learning methods in educational institutions across Ghana.
KerkoCite.ItemAlsoKnownAs: 2339240:7BV64SSU 2405685:ENWM8MDZ

COVID-19 and education: The digital gender divide among adolescents in sub Saharan Africa - Amaro, D.; Pandolfelli, L.; Sanchez-Tapia, I.; Brossard, M. (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:GX9Y3A7S 2339240:SI5DHXIX 2405685:BPUUSE6D 2405685:PQUQVC76
Keywords: ___working_potential_duplicate

Maintaining learning continuity during school closure: Community Health Volunteer support for marginalised girls in Kenya - Amenya, Donvan; Fitzpatrick, Rachael; Page, Ella; Naylor, Ruth; Jones, Charlotte; McAleavy, Tony (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:9GTVFSEH 2534379:PDMPBGRU

Emergency remote-oriented learning and assessment in teacher education (EROLA) - Anamuah-Mensah, Jophus; Ananga, Eric; Noble-Rogers, Bea; Awuku, Samuel; Fletcher, Jonathan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:68ISFSFJ 2405685:PTDSRFEH

Loss of brick-and-mortar schooling: How elementary educators respond - Anderson, Emma; Hira, Avneet (Information and Learning Science, 2020)
Purpose: This paper aims to understand how elementary school educators who teach subjects that traditionally require hands-on work in schools are rising to the challenge of losing brick-and-mortar facilities in the wake of the Coronavirus disease 2019 (COVID-19) crisis. Design/methodology/approach: The authors interviewed six elementary school educators and developed iterative grounded codes from the interviews to understand how the teachers are rising to the challenge of teaching online, what supports they need, and how they are viewing their roles and student learning in the present landscape. Findings: In response to losing brick-and-mortar schools, teachers are rising to the challenge by creating creative assignments and communicating with students and parents via multiple platforms. They are learning to use technology to create meaningful, socially distant learning experiences and, in the process, blurring their own boundaries between work and life. They exercise compassion for their students while providing the best education they can in these circumstances. Practical implications: This work provides administrators, educators, policymakers and technology developers insight into the challenges teachers are facing. Originality/value: In addition to the timeliness of this study in light of the COVID 19 crisis, the focus on elementary school students, who often need support from parents or guardians to use Web technologies, and subjects traditionally requiring face-to-face interactions and hands-on work contribute to the originality of the study.
KerkoCite.ItemAlsoKnownAs: 10.1108/ILS-04-2020-0085 2405685:Y348J52F
Keywords: COVID-19; Compassionate teachers; Educational technology; Elementary school; Hands-on learning; Pandemic; Social distance learning

Human Capital Accumulation and Disasters: Evidence from the Pakistan Earthquake of 2005 - Andrabi, Tahir; Daniels, Benjamin; Das, Jishnu (UKAID, Australian Aid, Gates Foundation, and Oxford Policy Management, 2020)
We trace the effects of a devastating earthquake that occurred in Northern Pakistan in 2005. Using a new dataset from a survey conducted four years after the earthquake, we first show that the distance of the household from the fault line was not correlated with pre-existing household characteristics, while it was strongly predictive of earthquake-related damage and mortality. Through emergency relief aid, households living close to the fault line reported receiving substantial cash compensation that amounted to as much as 150 percent of their annual household consumption expenditure. Four years after the earthquake, there were no differences in public infrastructure, household or adult outcomes between areas close to and far from the fault line. However, children in their critical first thousand days at the time of the earthquake accumulated large height deficits, with the youngest the most affected. Children aged 3 through 15 at the time of the earthquake did not suffer growth shortfalls, but scored significantly worse on academic tests if they lived close to the fault line. Finally, children whose mothers completed primary education were fully protected against the emergence of a test score gap. We estimate that if these deficits continue to adult life, the affected children could stand to lose 15 percent of their lifetime earnings. Even when disasters are heavily compensated, human capital accumulation can be critically interrupted, with greater losses for already disadvantaged populations
KerkoCite.ItemAlsoKnownAs: 2339240:6UX6ZLW9 2339240:BSXBSGKH 2339240:KYXD4HM8 2405685:DAMJ5L34 2405685:X2T7I3MD 2405685:XLZI3FQ3

Use of adaptive computer assisted remediation programs to prevent student dropout in the context of COVID-19 - Angel-Urdinola, Diego (2020)
Library Catalog: blogs.worldbank.org KerkoCite.ItemAlsoKnownAs: 2339240:J5Q46ESZ 2405685:5YD7R436

Distanced and Disadvantaged: A Study on the Effects of COVID-19 on Education for Learners with Disabilities in Kenya, October 2020 - Angoye, James; Mbari-Kirika, Irene; Walker, Bruce; Kavua, Martin (inABLE.org, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C26APPB9 2405685:RG8YAEM9

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

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

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

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 I - Ardington, Cally; Meiring, Tiaan (SALDRU, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:IZWYX8R8 2405685:IZ8ZW2PK

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

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

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

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 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: 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

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

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

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

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

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

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

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

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

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

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

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

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

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

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