Coronavirus: Edtech unicorn BYJU’S free offer sees 150% jump in new students - Sangwan, Sujata (2020)
The initiative to support students to learn from home during coronavirus outbreak receives overwhelming response from metros and non-metros, BYJU'S said.
Library Catalog: yourstory.com Section: Edtech KerkoCite.ItemAlsoKnownAs: 2339240:VRC6PFJK 2405685:JRCPS8TT

Moving beyond the predictable failure of Ed-Tech initiatives - Sancho-Gil, Juana M.; Rivera-Vargas, Pablo; Miño-Puigcercós, Raquel (Learning, Media and Technology, 2020)
The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.
Publisher: Routledge _eprint: https://doi.org/10.1080/17439884.2019.1666873 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 2339240:GCR3V5QP 2405685:86I72796 4656463:48WL9B8V 4656463:M4NW5YGX
Keywords: Educational change; digital technology corporations; educational challenges; educational policies; school improvement

Meeting the challenges posed by per diem in development projects in southern countries: a scoping review - Samb, Oumar Mallé; Essombe, Christiane; Ridde, Valery (Globalization and Health, 2020)
This study presents the results of a review whose goal is to generate knowledge on the possible levers of action concerning per diem practices in southern countries in order to propose reforms to the existing schemes.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12992-020-00571-6 2339240:MCNG2S7E 2405685:FRYC6H9R 4656463:P6QZDCEC
Keywords: Per diem; Policy dialogue; Reform; West Africa

SALCAB | Home - SALCAB (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:7LEIDSTB

This organization is creating access to virtual classrooms for children in slums - Salaudeen, Aisha; Patrick, Anita (CNN, 2020)
Slum2school is providing access to online learning for underprivileged students in Lagos, Nigeria
KerkoCite.ItemAlsoKnownAs: 2339240:RK22IM6H 2405685:USLJUJBQ

COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica - Salas, Gonzalo; Santander, Priscilla; Precht, Andrea; Scholten, Hernán; Moretti, Renato; López-López, Wilson (Avances en Psicología Latinoamericana, 2020)
The Coronavirus-19 (covid-19) pandemic has exceeded five million cases worldwide, and its consequences have been devastating for health and society in general. As part of the health protocols that seek to mitigate the pandemic’s effects, school closures were implemented in most countries, where Chile was no exception. In the framework of this article, we seek to give an account of the psychosocial impact of this initiative on Chilean schools and to broaden the reflection to the rest of Latin America. In this sense, we analyze government decisions since the creation of the Aprendo en Línea [I Learn Online] program and propose a contextualization and a contrast with the measures adopted in other countries. We then explore the conditions of the exercise of the teaching activity, its consequences in the family context, and the impact on the relationship between families and schools. This allows us to visualize, once again, not only the structural inequality of the Chilean education system but also its maintenance and eventual deepening. The discussions and measures to be implemented in the current situation pose challenges that, beyond the context of Chile, can be extended to other Latin American countries.
KerkoCite.ItemAlsoKnownAs: 2339240:NNZKS2PJ 2405685:CUWC2WFF
Keywords: ⛔ No DOI found

COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica - Salas, Gonzalo; Santander, Priscilla; Precht Gandarillas, Andrea; Scholten, Hernán; Moretti, Renato; López-López, Wilson (Avances en Psicología Latinoamericana, 38(2), 1-17, 2020)
La pandemia de Coronavirus-19 (COVID-19) ha superado los cinco millones de casos en todo el mundo y sus consecuencias han sido devastadoras para la salud y la sociedad en general. Como parte de los protocolos sanitarios que buscan mitigar los efectos de la pandemia, se implementó el cierre de escuelas en la mayoría de los países; Chile no fue la excepción. En el marco de este artículo, se busca dar cuenta del impacto psicosocial de esta medida en las escuelas chilenas y ampliar la reflexión a Latinoamérica. En este sentido, se analizan fundamentalmente las decisiones gubernamentales a partir de la creación del programa Aprendo en Línea y se propone una contextualización y un contraste con las iniciativas adoptadas en otros países, para luego explorar las condiciones del ejercicio de la actividad docente y sus consecuencias en el contexto familiar, para terminar con el impacto en la relación entre las familias y las escuelas. Esto permite visualizar, una vez más, no solo la desigualdad estructural del sistema educativo chileno, sino también su mantenimiento y eventual profundización. Las discusiones y medidas por implementar a partir de la coyuntura actual plantean retos que, más allá del contexto particular de Chile, pueden hacerse extensivos a otros países de Latinoamérica.
Accepted: 2020-11-12T13:39:51Z KerkoCite.ItemAlsoKnownAs: 2339240:CWNC5UZI 2405685:QUGY7FQY
Keywords: ⛔ No DOI found

Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania - Sabates, Ricardo; Rose, Pauline; Alcott, Benjamin; Delprato, Marcos (Journal of Development Effectiveness, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2020.1844782 2339240:ZWKGJ4FV 2405685:YPU8GIXB

Free Videos & Tests, Grades K-12, Pakistan - Sabaq Foundation (2020)
Sabaq Foundation provides more than 14000 FREE video lectures and tests for grades K-12 Pakistani students. It was founded in 2012 as a non-profit Trust.
Library Catalog: sabaq.pk KerkoCite.ItemAlsoKnownAs: 2339240:QBFG8DVL 2405685:93GZL6WR 2405685:JKYZSYNN

Pakistan’s Award-winning Learning Apps for Kids - SABAQ (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LRUVZ4EI 2405685:NSPUH7ND 2405685:QV9PX9DY

Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions - Ryan, Richard M.; Deci, Edward L. (Contemporary Educational Psychology, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.cedpsych.2020.101860 2339240:H7GQ3NBI 2405685:HGBR3JY8

Elearning- Rwanda Polytechnic - Rwanda Polytechnic (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:4PPBR9V3 2405685:4LP8M7TA

Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak - Rwanda Ministry of Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:I8LIGBS7 2405685:XMEHJILZ

Ruzivo Digital Learning | Home - Ruzivo Digital Learning (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:KV2YSXB4

EQUIP-Tanzania impact evaluation - Ruddle, Nicola; Rawle, Georgina (Oxford Policy Management, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3DXCE65T 2405685:E6MXPUT8
Keywords: ⛔ No DOI found

EQUIP-Tanzania Impact Evaluation: Endline qualitative evaluation report - Ruddle, Nicola; Jagmag, Mehjabeen; Casey, Kelly; Medardi, Deogardius; Sutoris, Peter (Oxford Policy Management, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WPKRDKSH 2405685:E4DI9VVW

General Population Census of the Kingdom of Cambodia 2019 - Royal Government of Cambodia (National Institute of Statistics, Ministry of Planning, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:SX77YMC9

COVID-19 Response Plan - Royal Government of Bhutan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9B2N535D 2405685:B65CL3D5

الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال في الأردن العام المقبل - Roya News (رؤيا الأخباري, 2020)
الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال ....
Library Catalog: royanews.tv KerkoCite.ItemAlsoKnownAs: 2405685:HU525652

Link it, open it, use it: changing how education data are used to generate ideas - Rossiter, Jack (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:TI93K3JQ 2405685:5C7QHDNJ 8836279:4T7GVVU4 8836279:9WYHNMFV 8836279:EZC3PBDB 8836279:HPLJT6V2 8836279:YLSJNHSD

Link It, Open It, Use It: Changing How Education Data Are Used to Generate Ideas - Rossiter, Jack (Center for Global Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YXBCLR9K 2405685:5M7N4NGE 4656463:5SQLXUEG

Teachers Learning Together: Large-scale approaches to teacher communities of practice - Rossignoli, Serena; Amenya, Donvan; Kamana, Dieudonne; Tiganescu, Andrea; Kudenko, Irina (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:KJU6N64C 2405685:WFJZTGQZ
Keywords: C:Kenya / Rwanda

Transformative political leadership to promote 12 years of quality education for all girls - Rose, Pauline; Gordon, Rebecca; Marston, Lauren; Zubairi, Asma; Downing, Phoebe (REAL Centre, Faculty of Education, University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BB5MPD63 2405685:HLZ56W9C

Supporting the mental health of teachers in COVID-19 through trauma-informed educational practices and adaptive formative assessment tools - Roman, Tiffany (Journal of Technology and Teacher Education, 2020)
To address the emotional and mental health needs of teachers during the COVID-19 pandemic, existing instructional technology tools can be rapidly adapted to support trauma- informed educational practices. In this action research and practice brief, the instructional strategies and communication tools used to support the mental health needs of preservice teachers within an instructional technology course are de- tailed. Preliminary outcomes indicate that although preser- vice teachers are effective in using instructional technology tools to articulate the status of their health and well-being, not all preservice teachers chose to engage in course activi- ties, highlighting that the most vulnerable preservice educa- tors need additional support during COVID-19 teaching and learning. Implications for preservice and in-service educa- tion are discussed. Keywords
KerkoCite.ItemAlsoKnownAs: 2405685:3XH37Y6D
Keywords: At Risk Students; College Faculty; Communicable Diseases; Coping; Disease Control; Educational Technology; Formative Evaluation; Health Needs; Mental Health; Online Courses; Preservice Teachers; Stress Variables; Teaching Methods; Technology Uses in Education; Well Being; ⛔ No DOI found

What is Data Lifecycle Management? And What phases would it pass through? - Romadhoni, Firmansyah (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:PRVJTTQ8 2405685:6VPAJ7AJ

The COVID-19 Pandemic: Shocks to Education and Policy Responses - Rogers, Halsey; Sabarwal, Shwetlena; Avitabile, Ciro; Lee, Jessica; Miyamoto, Koji; Nellemann, Soren; Venegas Marin, Sergio (World Bank, 2020)
shortDOI: 10/ghgngm KerkoCite.ItemAlsoKnownAs: 10.1596/33696 10/ghgngm 2339240:4REJAPR4 2339240:RFLVCS9J 2405685:848G5JN6 2405685:PYLHH8Q5

M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora: pp67-71 - Rodríguez, Roberto Avello; Antón, Tamara Fernández (2020)
M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora
KerkoCite.ItemAlsoKnownAs: 2405685:NS29CWZ8 4042040:IQ3KDUCF

Educational Technology in Developing Countries: A Systematic Review - Rodriguez-Segura, Daniel (University of Virginia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:3NFUQ2N5 2339240:7X8NJI23 2339240:AAP9R7UD 2339240:TY3PYSTX 2405685:5IRBQ464 2405685:5J25FLQT 2405685:RQ4ND4UQ 2405685:RVLBVG3I 2405685:YLEQ3IT6
Keywords: ___working_potential_duplicate

Educational Technology in Developing Countries: A Systematic Review - Rodriguez-Segura, Daniel (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QBIAAP8T 2405685:N327X4KZ 2405685:V6JIZBHW
Keywords: C:Low- and middle-income countries; ___working_potential_duplicate

Rising Academies - Rising On Air - Rising Academy Network (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KCT7W2GQ 2405685:F3L6UE82 KCT7W2GQ

Repurposing Established Radio and Audio Series to Address the COVID-19 Educational Crises - Richmond, Simon (Education Development Center, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:KCF8ZXBF 2405685:HFI98LDE 2405685:YLLNE9VA

Teaching literacy to youth in Dadaab - Rich, Sam (eLimu, 2020)
According to what statistics you use, Dadaab refugee camp is the fifth or sixth biggest city in Kenya. In the middle of 2017, its population was 250,000 and Norwegian Refugee Council (an international humanitarian organisation that focuses on displaced people) was running…
Library Catalog: e-limu.org KerkoCite.ItemAlsoKnownAs: 2339240:BML382C2 2405685:CCU7TETF

Ivory Coast children head back to school after virus shutdown - Reuters Staff (Reuters, 2020)
Thousands of children in face masks flocked back to school in Ivory Coast on Monday after the country became one of the first in West Africa to restart lessons after a two-month coronavirus shutdown.
KerkoCite.ItemAlsoKnownAs: 2339240:EKB2MANC 2405685:EE3FSPZV
Keywords: Africa; Aid Relief / Humanitarian Agencies; CORONAVIRUS; Children / Youth Issues; Coronavirus; EDUCATION; Education; Epidemics; HEALTH; Health / Medicine; Human Rights / Civil Rights; IVORYCOAST; Ivory Coast; Overseas Development Aid; Pictures; US; Video Available; West Africa; Western Europe

Summative Evaluation of GPE's Country-level Support to Education. Bangladesh - Results for Development (Universalia, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2UZNK2DF 2405685:JCNQQAWC

Education Sector Analysis. Assessing the enabling environment for gender equality - Republic of Sierra Leone (UNICEF, IIEP - UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:X5MR76ZW 2405685:29U93GQF

National COVID-19 Preparedness and Response Plan - Republic of Malawi (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9ISTURV3 2405685:46BPCHFP

A framework to guide an education response to the COVID-19 pandemic of 2020 - Reimers, Fernando M.; Schleicher, Andreas (OECD, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QJU8B4R3 2405685:LC9WU54Z

Educating Students to Improve the World - Reimers, Fernando M. (Springer Singapore, 2020)
shortDOI: 10/ghgnd6 KerkoCite.ItemAlsoKnownAs: 10/ghgnd6 2405685:EIJXQKZ4

Good teaching is inclusive for all, so why focus on marginalised adolescent girls? - Reilly, Anita (The Education and Development Forum (UKFIET), 2020)
This blog was written by Anita Reilly, Girls’ Education Challenge. It was published on the Girls’ Education Challenge website on 15 December 2020. The Foreign, Commonwealth and Development Office’s Education Policy makes good teaching a top priority, recognising that teaching quality is the most important factor affecting learning in school. It is difficult to quantify […]
KerkoCite.ItemAlsoKnownAs: 2339240:9AFXG8PP 2405685:FZHNY5BE

COVID-19 and options for financing education - Read, Lindsay (Save Our Future, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:E9UXAI3F 2405685:EWQEBEM5

Understanding the impact of OER courses in relation to student socioeconomic status and employment - Read, K; Tang, H; Dhamika, A; Bodily, B (International Journal of Open Educational Resources, 2020)
KerkoCite.ItemAlsoKnownAs: 10.18278/ijoer.3.1.5 2405685:QH8J7VBV

COVID-19 and Options for Financing Education - Read, Lindsay (Save Our Future, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BVEIXCBA 2405685:78YVW3BC

Challenges in the online component of blended learning: A systematic review - Rasheed, Abubakar Rasheed; Kamsin, Amirrudin; Abdullah, Nor Aniza (Computers & Education, 2020)
Blended learning is widely regarded as an approach that combines the benefits afforded by face-to-face and online learning components. However, this approach of combining online with face-to-face instructional components have raised concerns over the years. Several studies have highlighted the overall challenges of blended learning mode of instruction as a whole, but there has been no clear understanding of the challenges that exist in the online component of blended learning. Thus, a systematic review of literature was conducted with the aim of identifying the challenges in the online component of blended learning from students, teachers and educational institutions perspectives. Self-regulation challenges and challenges in using learning technology are the key challenges that students face. Teachers challenges are mainly on the use of technology for teaching. Challenges in the provision of suitable instructional technology; and effective training support to teachers are the main challenges faced by educational institutions. This review highlights the need for further investigations to address students, teachers and educational institutions challenges in blended learning. In addition, we proposed some recommendations for future research.
shortDOI: 10/ggvp7s KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2019.103701 10/ggvp7s 2405685:UE2MZK4X
Keywords: Adult learning; Improving classroom teaching; Pedagogical issues; Teaching/Learning strategies

Online university teaching during and after the Covid-19 Crisis: Refocusing teacher presence and learning activity - Rapanta, Chrysi; Botturi, Luca; Goodyear, Peter; Guàrdia, Lourdes; Koole, Marguerite (Postdigital Science and Education, 2020)
The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era.
KerkoCite.ItemAlsoKnownAs: 10.1007/s42438-020-00155-y 2405685:E3Q5247V
Keywords: Covid-19; Emergency situation; Higher education; Instructional design; Online teaching; Pedagogical content knowledge

ICT integration in teaching and learning activities in higher education: a case study of Nepal's teacher education - Rana, Kesh; Rana, Karna (Malaysian Online Journal of Educational Technology, 2020)
This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.
Publisher: University of Malaya Faculty of Education, Kuala Lumpur 50603 Malaysia Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2396845922?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17220/mojet.2020.01.003 2405685:7QTWPNA2 2534378:2HFCURH3 2534378:7EF9ZFLB 2534378:9RI575FJ
Keywords: ERIC; Current Index to Journals in Education (CIJE); Educational Policy; Foreign Countries; Higher Education; Information Technology; Nepal; Postsecondary Education; Preservice Teacher Education; Program Implementation; Sustainability; Technology Integration; __:import:01; __:match:final; __:matched; __:study_id:2095751; __finaldtb

COVID-19 boosts digitization of higher education in Bangladesh - Rahman, M; ul-Aziz, M; Ahmed, S (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YMV5DY38 2405685:F66HV332

EdTech Interventions for Deaf Learners in Pakistan: Sprint 1 Review - Rahman, Asad; Siddiqui, Maira; Shaikh, Sarah; Geary, Richard; Awasen, Aaron; Plaut, Daniel (EdTech Hub, 2020)
ZenodoArchiveID: 5652083 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652083 10.53832/edtechhub.0130 2339240:HBZUCV8U 2405685:CYESNSWU
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf

Virtual Sandbox Pack - Rahman, Asad; Carter, Alice (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147542 2405685:RCGXK5RH
Keywords: _r:AddedByZotZen

Engaging with equity: insights from our first sandbox meetup - Rahman, Asad (EdTech Hub, 2020)
Talented, committed innovators are working with EdTech all over the world to make sure children continue learning amidst the school closures caused by Covid-19. At the EdTech Hub, we are lucky to work with six such initiatives in Sandboxes. From experimenting with telephone helplines in Afghanistan to testing Whatsapp in refugee camps in Lebanon, to working with an advocacy campaign…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707465 2339240:Z6JFQX9W 2405685:JHAMLTST 2405685:QUU7IUSY
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Sandbox Lean Cost Model - Rahman, , Asad (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147557 2405685:C44MFZNK
Keywords: _r:AddedByZotZen

Sandbox Meet-up Planning Template - Rahman, , Asad (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147564 2405685:JXX8J5WJ
Keywords: _r:AddedByZotZen

Sandbox Sprint Review Template - Rahman, , Asad (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5147553 2405685:9GMPGWCB
Keywords: _r:AddedByZotZen

Mobile phone technologies in coping with the challenges and opportunities of CPEC by the youth of rural mountainous areas of Gilgit-Baltistan, Pakistan - Rahim, Sabit; Qutoshi, Sadruddin Bahadur; Sahar, Gul; Jabeen, Gul; Ali, Imran (Mobile Information Systems, 2020)
The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6% response rate. The results show that 97% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey.
KerkoCite.ItemAlsoKnownAs: 10.1155/2020/5816803 2405685:S26GG6U4
Keywords: ___working_potential_duplicate

Mobile Phone Technologies in Coping with the Challenges and Opportunities of CPEC by the Youth of Rural Mountainous Areas of Gilgit-Baltistan, Pakistan - Rahim, Sabit; Qutoshi, Sadruddin Bahadur; Sahar, Gul; Jabeen, Gul; Ali, Imran (Mobile Information Systems, 2020)
The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6% response rate. The results show that 97% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey.
Publisher: Hindawi KerkoCite.ItemAlsoKnownAs: 10.1155/2020/5816803 2339240:T7Y9UQTC 2405685:46LFGCZC
Keywords: ___working_potential_duplicate

COVID-19: A spotlight on child data governance gaps - Raftree, Linda; Day, Emma (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C2MRJPP3 2405685:TV2FJKIG
Keywords: ___working_potential_duplicate

COVID-19: A spotlight on child data governance gaps - Raftree, Linda; Byrne, Jasmina (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:44UFDWU4 2405685:977L3Z8B
Keywords: ___working_potential_duplicate

Girl-focused life skills interventions at a distance - Rafaeli, Tal (Institute of Development Studies, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M7CX7E4R 2405685:HQGB6ICQ

TV Okey - Radio Television Malaysia (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WCI6MJUB 2405685:2G4GDTSI

Ghost schools can be traced through RTMS in Balochistan - Quetta Voice (Quetta Voice Breaking News, English News, Technology, Health, 2020)
The real time monitoring system (RTMS) proved to be an effective system in tracing of closed/ghost schools across Balochistan. The system was established
Section: Education KerkoCite.ItemAlsoKnownAs: 2339240:B6DKYGLD 2405685:ZGASEXZM 4656463:E23MB9SH

Edraak - Queen Rania Foundation (Edraak, 2020)
Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF).
Library Catalog: www.edraak.org KerkoCite.ItemAlsoKnownAs: 2405685:MSEG8TIY

Karim and Jana - Queen Rania Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:CWY8BD2E

Realization School learning - Queen Rania Foundation (Edraak, 2020)
Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF).
Library Catalog: www.edraak.org KerkoCite.ItemAlsoKnownAs: 2405685:6WWXGGJ2

أكاديمية الملكة رانيا لتدريب المعلمين - Queen Rania Foundation (2020)
Library Catalog: qrta.edu.jo KerkoCite.ItemAlsoKnownAs: 2405685:33LKZ8PU

The political economy of the primary education system in Tanzania - Quak, Evert-jan (K4D Helpdesk Report, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DAKVCZMC 2405685:SYVKPWX9
Keywords: ⛔ No DOI found

Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana - Quaicoe, James Sunney; Pata, Kai (Education and Information Technologies, 2020)
This survey-based study explores the nature of Digital Divide among Ghana’s basic (primary and junior high) schools from the perspective of Teachers’ Digital Literacy and their usage of digital technologies in school. The ICT-enhanced Teacher Standards for Africa (ICTeTSA) Framework comprising digital attitude, knowledge, skills and application components was used for measuring the perceived Teacher Digital Literacy, while, the European Union’s rubrics for measuring ICT frequency in schools was adopted for estimating the extent of teachers’ digital technology usage/activities. The study covered six districts in Ghana with 233 teachers (n = 233) sampled from 45 schools. Based perceptions of the Teacher Digital Literacy two significantly different Digital Divide clusters were found among schools that diverged based on the teachers’ digital application component of Teacher Digital Literacy. While, most schools teachers claimed an above average level of Teacher Digital Literacy; however, more than 50% of the schools are digitally proactive. Suggesting that teachers appear not to be actually using ICT tools and digital resources for professional practice. The cluster of schools differentiated by the extent of digital activities (TDA) were performed weekly. The study reveals several critical issues of teachers’ digital empowerment for technology in Ghana’s basic schools, of which school-based management (SBM) governance be adapted to address them.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10158-8 2339240:KAE2M2W5 2405685:BRSMLLYH

Digital & Innovative Learning in Pakistan: The domestic K12 products and services industry overview and enterprise directory - Qazilbash, Zulfiqar; Javeed, Khadija (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2ZWIVV9S 2405685:ZIB5JSI9

Increasing Parent Engagement in Children's Literacy: A Needs Assessment to Inform the Design of Parent Engagement Efforts - Project Literacy; Results for Development; Center for Education Innovations (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:W6TSA5IH 2405685:C3CBXREK

Schools and Covid-19 - Privacy International (Privacy International, 2020)
An estimated 90% of the world’s student population are affected by school closures in the Covid-19 pandemic. And, in the absence of physical space, education technology companies are stepping in to fill the gap.
KerkoCite.ItemAlsoKnownAs: 2339240:6LNSLD2D 2405685:4GJ5GUKG

PM E Vidya Program | Online [Digital Learning] for Students | Portal | Courses List, Registration - Pradhan Mantri e-Vidya Initiative for Digital Education (Hindi Yojana, 2020)
[New] Complete details of Pradhan Mantri E Vidya Yojana. New Initiative for Digital learning in India. Details of Courses, Registration process.
Section: Central Govt KerkoCite.ItemAlsoKnownAs: 2339240:GRI4Z8RK 2405685:YJWCEUCF

Activating local study-groups for children’s learning—an equitable EdTech response? - Power, Tom (EdTech Hub, 2020)
Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707840 2339240:SR6Q67QK 2405685:5ETXZ323 2405685:8RXKC68I 2405685:Q539CZ7X
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Programme Monitoring & Implementation Unit - PMIU (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:65XCV2TN 2405685:SFR256YQ

10 challenges of e-learning during COVID-19 & ways to solve them - Plitnichenko, Lisa (Jellyfish.tech, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:W6RD3XBG 2405685:N9TSIG35

EdTech Innovation for COVID-19: Insights from our global call for ideas - Plaut, Daniel; Carter, Alice; Dixon, Miranda; Salami, Taiye (EdTech Hub, 2020)
ZenodoArchiveID: 4768571 previousDOI: 10.5281/zenodo.4277895 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4277895 10.5281/zenodo.4768571 2339240:5M4KPPAH 2339240:MQLLLDAJ 2405685:S7JARBXV 2405685:T2HBLDU6 2405685:TE7A3D6X
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted; _zenodoETH

Lessons for effective CPD - Synthesis of a Sandbox Learning Session - Plaut, Daniel (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 5123352 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5123352 2405685:JN3CGXFK
Keywords: _EdTechHub_Output; _r:AddedByZotZen

Structured Pedagogy Literature Review - Piper, Ben; Dubeck, Margaret M. (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RADU25XK 2405685:VJFUGPYI

Digital technology governance: developing countries’ priorities and concerns - Phillips, Toby; Kira, Beatriz; Tartakowsky, Andrea; Dolan, Jonathan; Natih, Putu (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JLPVD2VU 2405685:FTX9VQI3

Teacher Education Modality Rapid Review, Modes, Affordances and Evidence on Remote and Blended Initial and Continuing Teacher Education - Perry, Dr Thomas; Findon, Dr Madeleine; Braim, Dr Benjamin; Davison, Dr Ian; Whatmore, Dr Tracy; Cottle, Dan; Anbreen, Noshaba; Cordingley, Philippa; Crisp, Bart (STEM Learning, University of Birmingham, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SHWIGDZU 2405685:FVDRXMPR

Education during the COVID-19 crisis: Opportunities and constraints of using EdTech in low-income countries - Pellini, Arnaldo; David, Raluca; Katy, Jordan; Phillips, Toby (2020)
Library Catalog: www.ukfiet.org EdTechHub.ItemAlsoKnownAs: 2405685:HJLBXYCD
Keywords: ___working_potential_duplicate

A Beginner's Guide to Applied Educational Research using Thematic Analysis - Peel, Karen L. (Practical Assessment, Research & Evaluation, 2020)
Publisher: University of Massachusetts Amherst KerkoCite.ItemAlsoKnownAs: 10.7275/RYR5-K983 10.7275/ryr5-k983 2339240:B4RF2Y4H 2405685:2N6FJTMH

Report of the Standing Committee on Finance and Budget on the Third Basis for allocating among the counties the share of national revenue - Parliament of Kenya (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:UIDS46VR 2405685:HQLH7WZB 4656463:IHB44RJV

2020 Formula for sharing the DACF. 2020 - Parliament of Ghana (Government of the Republic of Ghana, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BDXUM8GH 2405685:2A4ASLHF 4656463:W7S6ELIP

Ready4K - ParentPowered (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HGUC9MU7 2405685:V6PFRQLX

Education budget of Pakistan - Pakistan Alliance for Girls Education (2020)
Budget provide an apprehension into the Government’s policy priorities. Education receives a remarkable fragment of Federal and Provincial budgets every year.
KerkoCite.ItemAlsoKnownAs: 2339240:ASUNRHWE 2405685:RD9K77B7

Lessons learned from the outcomes and delivery of girls’ clubs in educational programmes - Page, Ella (Institute of Development Studies, 2020)
This helpdesk provides a rapid review of the evidence on the outcomes and delivery of girls’ clubs in educational programmes. The review found some evidence of girls’ clubs specific programmes in school settings having positive impacts on educational and life skills outcomes. Girls clubs delivered as part of education programmes can have positive impacts on literacy, numeracy, enrolment and attendance. Although the evidence is limited.Clubs delivered in schools which combine the delivery of life skills training with sports also show promising impact on education. Evaluation of one of such programmes showed that participation had increased their determination to complete their education and girls were more able to express ambition. However, not all the evaluations of girls’ club found for this review showed positive outcomes – for example one evaluation found no impact on school enrolment or other empowerment outcomes.
KerkoCite.ItemAlsoKnownAs: 2405685:I4NXTSY4 2534379:MB29IWDI
Keywords: ⛔ No DOI found

The "new normal" in education - Pacheco, Jose Augusto (PROSPECTS, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-020-09521-x 2339240:G9YV4MWK 2405685:VULUEXJE

Kenya: extreme inequality in numbers - Oxfam (Oxfam International, 2020)
Library Catalog: www.oxfam.org KerkoCite.ItemAlsoKnownAs: 2405685:BLVRKMF2

THE IMPACT OF COVID-19 ON LEARNING - THE PERSPECTIVE OF THE GHANAIAN STUDENT - Owusu-Fordjour, C.; Koomson, C. K.; Hanson, D. (European Journal of Education Studies, 2020)
This study aimed at accessing the impact of Covid-19 on Ghana’s teaching and learning. The study employed a Descriptive survey design in which 11 items Likert-scale type of questionnaires was administered to 214 respondents mainly students in the second cycle and tertiary institutions of Ghana. The study employed simple random sampling technique in selecting the respondents for the study. The study revealed some challenges students encounter in the close down of schools due to the outbreak of the pandemic Covid-19: Students are unable to study effectively from the house thus, making the online system of learning very ineffective. Again, parents are incapable of assisting their wards on how to access online learning platform, neither can they entirely supervise the learning of their children at home without any complications. It came to light that the pandemic really has had a negative impact on their learning as many of them are not used to effectively learn by themselves. The e-learning platforms rolled out also poses challenge to majority of the students because of the limited access to internet and lack of the technical knowhow of these technological devices by most Ghanaian students. The study therefore recommends that students should be introduced to e-learning platforms to supplement classroom teaching and learning. Article visualizations:
Number: 0 KerkoCite.ItemAlsoKnownAs: 10.46827/ejes.v0i0.3000 2405685:EQNYAN9P
Keywords: emotions; highlife music; lyrics; popular music; structure; ⚠️ Invalid DOI

Language counts when learning mathematics with interactive apps - Outhwaite, Laura A.; Gulliford, Anthea; Pitchford, Nicola J. (British Journal of Educational Technology, 2020)
When available in multiple languages, educational apps can deliver the same mathematics instruction in the child’s first language or different language of instruction. This pilot study examined the ...
Publisher: John Wiley & Sons, Ltd shortDOI: 10/ghgn5f KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12912 10/ghgn5f 2339240:3KW6NVWT 2339240:BNU3GCP4 2405685:2EQJSHFN 2405685:RDKAHWMQ

Prospective evaluation of GPE’s country-level support to education - Outhred, Rachel; Turner, Fergal (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:QZX9EWFT

EdTech in the time of COVID-19: We need more than evidence to harness the potential of EdTech to deliver on its promise | The Education and Development Forum - Outhred, Rachel; Lipcan, Alina (UKFIET, 2020)
Library Catalog: www.ukfiet.org KerkoCite.ItemAlsoKnownAs: 2339240:G8SDCU4Z 2405685:643JH9FQ

Building effective COVID-19 education response plans: Insights from Africa and Asia - Otieno, Jenn Cotter; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2020)
by Jenn Cotter Otieno, Eric Kimenyi and Tom Kaye As countries around the world rapidly respond to the educational challenges posed by the COVID-19 pandemic many countries have begun to leverage technology to provide educational continuity. We at the EdTech Hub are working with many countries to help them design interventions to support learning during this crisis. The first question…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707848 2405685:53CUDS8Y 2405685:FTVF4TKE
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

EdTech in Kenya: A Rapid Scan - Otieno, J.; Taddese, A. (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, 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, Kenya. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
previousshortDOI: 10/ghgk67 previousDOI: 10.5281/zenodo.3909977 shortDOI: 10/ghgk67 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3909977 10.5281/zenodo.3909977 10.53832/edtechhub.0032 10/ghgk67 2339240:APCX6FZF 2339240:GCTJ3BGT 2339240:L7QHYF3W 2339240:T4YIDZJ7 2339240:TAJM927Q 2405685:7JQHE3IU 2405685:C4PSATWV 2405685:CQ5E3ESF 2405685:DKEN8UKZ 2405685:X257CWNC 2405685:ZPITMJJ3
Keywords: C:Kenya; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Magoha Releases Final School Calendar - Otieno, Imran (Kenyans.co.ke, 2020)
Education CS Professor George Magoha announced the school calendar with all students expected to resume learning on January 4, 2021.
KerkoCite.ItemAlsoKnownAs: 2339240:VCWQYWC6 2405685:5WXBMFXN

Disability, computer and school data in Zanzibar (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:NX2DISED 2405685:4C2J8V4D

GIS data of schools in Zanzibar (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RB88SJ7J 2405685:565IY627

Number of Computers by District 2018 (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CXDZH729 2405685:73RNJ3SS

School data Zanzibar, per district and grade (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:9M3JLUFK 2405685:2ULSUIS3

Taleemabad - Orenda Project (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:N4Z655E3 2405685:Y3FWMG3H 2405685:ZRSJ3NXE

Orange Education Portal - Orange Sierra Leone (2020)
Library Catalog: www.orange.sl KerkoCite.ItemAlsoKnownAs: 2405685:YV3WDQAQ

Opportunity Education - Opportunity Education Foundation (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DYSII6N2 2405685:MYJMZAPQ

OpenEMIS - OpenEMIS (OpenEMIS, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:SDRM4HY9 2405685:PR8GHPEC

Open School BC Home Page - Open School BC (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:FB7UPPB9 2405685:SYAV3ETQ SYAV3ETQ

Open Learning Exchange - Open Learning Exchange (2020)
Library Catalog: www.ole.org KerkoCite.ItemAlsoKnownAs: 2405685:JF264N4L

onebillion: COVID-19 UPDATE: How we can keep children learning - onebillion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:JEYRECE4 2405685:LKVB55XR

Onecourse – one app for reading and numeracy - Onebillion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:D22UZRYK 2405685:2QMRIDCA

onetab - onebillion (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:63XVIAX4 2405685:II2Z2MLN

E-Pustakalaya | Home - OLE Nepal (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:LRSJY9G6

FTTx Deployment - OGERO (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RGSD7UV8 2405685:46ANSAXN

Creditor Reporting System (CRS) - OECD (Organisation for Economic Cooperation and Development (OECD), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2M8XI4TR 2405685:A8SUQKJN
Keywords: ___working_potential_duplicate

Lessons for Education from COVID-19 A Policy Maker’s Handbook for More Resilient Systems - OECD (OECD Publishing, 2020)
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move. When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo. Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal. This Handbook provides practical guidance to support them to do just that. It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic. It proposes three key lessons and related policy pointers for the current academic term and beyond. Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity. The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy. As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.
Google-Books-ID: lAkPEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2339240:P9VP49QS 2405685:K76DA8BJ

OECD Digital Economy Outlook 2020 - OECD (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2SVTCF5V 2405685:YEBSH72B

PISA 2021 ICT Framework - OECD (2020)
zotzenLib.CopiedFrom: 2339240:9V4N7QF4 KerkoCite.ItemAlsoKnownAs: 2339240:9V4N7QF4 2405685:5M3PZ5A9
Keywords: ⛔ No DOI found

Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis - OECD (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:DYKBSIJT 2405685:C489QCHG

Teachers’ use of new technologies in Latin America - OECD (Making the Most of Technology for Learning and Training in Latin America, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1787/ce2b1a62-en 2339240:W35S4TJK 2405685:GRWZFAZ7

The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings - OECD (2020)
Series: OECD Policy Responses to Coronavirus (COVID-19) KerkoCite.ItemAlsoKnownAs: 10.1787/d593b5c8-en 2339240:HJ77WBL2 2405685:QPTQEPUC

Universal child benefits: Policy issues and options - ODI & UNICEF (Overseas Development Institute/ United Nations Children's Fund, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2IESFPQB 2405685:WUGIBXUX

CEPAL - SECRETARIA TECNICA DEL ELAC (*) - Núñez, Georgina; Jordán, Valeria; Rojas, Fernando (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:C3REYAYA 2405685:DSL9X4VX
Keywords: ⛔ No DOI found

NITDA | e-Learning Facilities - NITDA (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:5EPQAVFL

Economic role of education in agriculture: evidence from rural Vietnam - Ninh, Le Khuong (Journal of Economics and Development, 2020)
Purpose This paper investigates the impact of education on output of rice farming households in Vietnam. Design/methodology/approach Given the literature review, this paper specifies three empirical models (i.e. linear constant coefficient model, partially nonlinear model and linear varied coefficient model) with variables that well describe the mechanism through which education affects output. The data were collected from 901 rice farming households randomly selected out of ten provinces and city in the Mekong River Delta (MRD) of Vietnam. The models are estimated using ordinary least squares (OLS) and Robinson's (1988) double residual estimators. Findings Estimates of the empirical models show that seed, fertilizer, labor and farm size have significant impacts on output of rice farming households while pesticide and herbicide do not. Education is also found to have a positive effect on output of rice farming households because it helps them better manage farms of larger size via combining various inputs in a more desirable way. Originality/value This paper confirms the positive impact of education on agricultural output, which implies that policies aiming to provide better education to rural people will greatly enhance their income as well as trigger long-term economic and agricultural growth.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JED-05-2020-0052 2339240:8WVZQKDR 2405685:Y25ZN4GM 4656463:N9ECH866
Keywords: Agriculture; Education; Household; Input; Output; Rice; Rural; Schooling; Vietnam

A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic - Niemi, Hannele Marjatta; Kousa, Päivi (International Journal of Technology in Education and Science, 2020)
This study describes one local upper secondary school in Finland during the COVID-19 pandemic. All teaching was changed to distant for around two months. The study describes students’ and teachers’ perceptions during that time. Participants responded to the survey four times and freely described their experiences five times. The number of participants varied from 56 to 72 students and 9 to 15 teachers at different times. The data were analyzed by descriptive statistics, cluster analysis, and qualitative content analysis. The main findings indicate that distance teaching was implemented very successfully. However, open comments and cluster analysis revealed many challenges. Students complained of heavy workloads and fatigue. Some students lost motivation. These difficulties did not disappear over time. The main challenges for teachers included non-authentic interaction and a lack of the spontaneity that in-person teaching provides. Teachers quickly learned to use technological platforms, but interaction through it was not of as high quality. Teachers were also worried about students’ progress. Teachers did not recognize students’ heavy workload and motivation problems in the way that students described them. The study provides several recommendations for future remote teaching.
KerkoCite.ItemAlsoKnownAs: 10.46328/ijtes.v4i4.167 2339240:RTX5YPDY 2405685:87JLSSBA

EdTech and Covid-19: 10 things to know - Nicolai, Susan; Wilson, Samuel; Jefferies, Kate (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4709698 2339240:C67KNIJR 2339240:IH4ZG3U7 2339240:JUZ57X4A 2339240:R39DB2EG 2339240:W7FD9YT3 2339240:ZD45QNVV 2405685:26VNTFQU 2405685:DQ5URLSY 2405685:FMY4DMRL 2405685:VJ488Z7L
Keywords: _EdTechHub_Output; _GS:not_indexed; _cover:v3; _r:CopiedFromEvLib; _zenodoETH

EdTech’s three promising approaches to #SaveOurFuture - Nicolai, Susan; Hassler, Bjorn (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:USBN7MB2 2405685:FG5JBG9Z 4656463:5T538I9L

EdTech’s three promising approaches to #SaveOurFuture - Nicolai, Susan; Haßler, Björn (EdTech Hub, 2020)
By Susan Nicolai and Björn Haßler Covid-19 has led to the biggest upheaval to daily life that many of us have ever seen, including for education. Even before schools shut in early March, there was a recognised global learning crisis and some 260 million not in school. The pandemic has further interrupted education for 90% of children around the world,…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707486 2129771:HQIS6BEE 2405685:G5RWH5HE 2405685:PIYPR6M6
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

EdTech and the COVID-19 response: A case study of Kenya - Ngware, Moses; Ochieng, Vollan (EdTech Hub, 2020)
ZenodoArchiveID: 4706019 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706019 2339240:D85SY35R 2405685:SMLIMS2X
Keywords: Kenya; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

The voices of children and youth in Tanzania's COVID-19 response - Ngutuku, Elizabeth (Africa at LSE, 2020)
Rapid research into COVID-19's effects on young people reveals severe anxiety about the virus as it relates to economic livelihoods and the community.
KerkoCite.ItemAlsoKnownAs: 2339240:ULLR648B 2405685:ZH84J8YI

Disaster Management Preparedness in the Education Sector in Kenya – A Case of the COVID-19 Pandemic. - Ngari, Prof Fr Stephen Mbugua; Ndung’u, Stephen W. (Editon Consortium Journal of Educational Management and Leadership, 2020)
This study examined the disaster management preparedness in the education sector in Kenya, with a focus on the COVID-19 pandemic period. The study adopted destktop literature review for data collection. The collected data pertains e-learning in Kenya and in other countries during the time of the novel coronavirus pandemic. Notably, the education sector, like in many other countries, seeks to actualise the Millennium Development Goals (MDGs) in line with the United Nations and the Education for All (EFA) movement lead by UNESCO (MacEwen, et al., 2011). Examples of these events are; accidents such as the one evident in Kakamega Primary School where the school closed for about two weeks (Daily Nation, 2020), attack by militia groups as was the case of Garissa University in 2015, intercommunity wars that lead to displacements, famine, and fires. These disasters and events, whenever they strike, have led to the closure of affected institutions of learning to pave the way for interventions. Garissa University is a leading example since it had to close for about nine months in 2015-2016 (BBC, 2016). In Kenya, disasters and other events disrupt the progress towards achieving MDGs and EFA time to time, and that was the inspiration for this study. The study concludes that disasters like nature patterns, militia groups, electricity faults, and those instigated by learners can derail learning in education and cause loss of lives. As such, online learning comes in handy to lessen such disasters. The possibility of such learning model has been tested and proved during COVID-19 pandemic and it has been successful in many institutions of higher learning and middle level colleges.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.51317/ecjeml.v1i1.192 2339240:UELFBQUK 2405685:QLGP6X6I
Keywords: COVID-19 Pandemic; Disaster Management; Education Sector; Preparedness

Distance learning in the context of COVID-19: the case of Rwanda - Ngabonzima, Ernest; Isimbi, Roberte; Mwali, Marie Merci; Pellini, Arnaldo (EdTech Hub, 2020)
ZenodoArchiveID: 4706016 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706016 2339240:F62THLX3 2339240:V5PQVKX2 2405685:ADNJFTFA 2405685:CMDUS73G 2405685:T2JBHFBC
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

An Improved Model for the Implementation of Web-Based Learning in Adult Secondary School Education in Kenya - Ng’ang’a, Ms Martha Muthoni; Kimani, Prof Stephen; Kimwele, Dr Michael W. (International Journal of Computer (IJC), 2020)
The development of technology, which evolves continuously, has led to the transformation of traditional courses into web-based courses. However, as these e-learning systems grow more complex, involving numerous users with different levels of need, there is a need to have web-based learning models that adequately address such users’ needs, taking into consideration their levels of expertise, access and ability to interact with such systems. Most of the existing models present the adult learners with difficulties, as most of them have to concentrate mostly on learning the technology rather than learning the desired content. Most of the difficulties arise from the web-based learning model configurations in use in the country. The majority lack features and capabilities of highly interactive, fast-paced multimedia-supported learning currently demanded by most learners and tutors. Therefore, the main aim of this research was to devise an improved model for implementing a web-based learning programme in adult secondary school education. After analysing the existing models and establishing their operational challenges, an improved model was proposed. The proposed model was statistically tested using sample data. The results showed that recognizing both technological and user attributes along the recognized theoretical frameworks was important in increasing the users’ behavioural inclination to use the improved model. Therefore, it is recommended that more sensitization to web-based learning should be implemented by the adult education department in the Ministry of Education among adult learners in the country. It is also recommended that system developers should find ways of incorporating additional features into the model without affecting its architecture and function. Finally, there is need for future studies on the causal antecedents of the constructs presented in this research model to provide more precise practical implications.
KerkoCite.ItemAlsoKnownAs: 2339240:9FRGYBCA 2405685:JXYIK4RA
Keywords: Adult Learners; Model; Web Based Learning; ⛔ No DOI found

Solving the Iceberg Problem: Addressing Learning Loss in Middle School Math through Tailored Acceleration - New Classrooms (New Classrooms, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:U9PM6NW8 2405685:BA2KMH4V

Caring in the time of COVID-19: Gender, unpaid care work and social protection - Nesbitt-Ahmed, Zahrah; Subrahmanian, Ramya (UNICEF Evidence for Action, 2020)
The impact of COVID-19 on care workers and the role of social protection in ensuring they thrive while performing critical services in homes and communities
KerkoCite.ItemAlsoKnownAs: 2339240:TMG38QUI 2405685:B2TBAGDR

Computational Grounded Theory: A Methodological Framework - Nelson, Laura K. (Sociological Methods & Research, 2020)
This article proposes a three-step methodological framework called computational grounded theory, which combines expert human knowledge and hermeneutic skills with the processing power and pattern recognition of computers, producing a more methodologically rigorous but interpretive approach to content analysis. The first, pattern detection step, involves inductive computational exploration of text, using techniques such as unsupervised machine learning and word scores to help researchers to see novel patterns in their data. The second, pattern refinement step, returns to an interpretive engagement with the data through qualitative deep reading or further exploration of the data. The third, pattern confirmation step, assesses the inductively identified patterns using further computational and natural language processing techniques. The result is an efficient, rigorous, and fully reproducible computational grounded theory. This framework can be applied to any qualitative text as data, including transcribed speeches, interviews, open-ended survey data, or ethnographic field notes, and can address many potential research questions.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/0049124117729703 2405685:IQFAV8I9 2486141:G3BE6P2T 2486141:WP4ANB2D
Keywords: _Added-ailr-2024

Out of 47.6 million Kenyans, 35.7 million are under the age of 35 - Ndungu, Tonny (Citizen Digital, 2020)
Kenya is a country of the youth according to the 2019 Census results which shows that 75% of the 47.6 million population is under the age of 35.
Library Catalog: citizentv.co.ke Section: news KerkoCite.ItemAlsoKnownAs: 2405685:73QJMNDY

Enriching performance of mathematics in secondary schools using mobile learning - Ndume, Vitalis A; Songoro, Marietha; Kisanga, Dalton H (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2020)
To date, there has been limited understanding of how mobile learning could positively motivate teaching and learning in secondary education in Tanzania. More precisely, such an understanding could contribute significantly towards rescuing the poor performance in Mathematics that has been a typical feature characterizing the subject in Tanzania over the years. This paper reports on a study that aimed at exploring the methodology that could be adopted in Mobile Learning in order to improve performance in Mathematics in secondary schools in Tanzania. A cohort research design which involved students and teachers sampled from 10 private and public secondary schools in Ilala Municipality in Dar es Salaam region, was conducted over a period of four months. Questionnaires and documentary review were used as the instruments of data collection. Data were analyzed using the Statistical Package for Social Sciences (SPSS) software. Results showed that the majority of participants accept the concept of using Mobile learning in education. The results also indicate that the use of technology had no adverse impact on the culture. Moreover, preliminary results on the mobile learning model showed that students’ understanding of Mathematics considerably improved.
KerkoCite.ItemAlsoKnownAs: 2339240:2NFAS9NU 2405685:XNEI7RKG
Keywords: ⛔ No DOI found

What are countries doing that already use remote learning extensively? What can we learn from them? - Ndaruhutse, Susy; Gibbs, Emma; Fitzpatrick, Rachael (2020)
ZenodoArchiveID: 4706067 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706067 2339240:Y24AUHV8 2405685:I3AV65H3 2405685:WQ8HX957
Keywords: H: Distance education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Smart buys: system reform, local-level buy-in and reaching the most marginalised - Ndaruhutse, Susy (The Education and Development Forum (UKFIET), 2020)
This blog was written by Susy Ndaruhutse, Chair of the Board of Trustees, UKFIET. Earlier this month, I listened with interest to representatives of the Global Education Evidence Advisory Panel (GEEAP) presenting a summary of the findings and recommendations from their latest report Cost-Effective Approaches to Improve Global Learning: What does recent evidence tell us […]
KerkoCite.ItemAlsoKnownAs: 2339240:S3CPGUIH 2405685:BSJGIH79

Nigerian Communications Commission | Home - NCC (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:QY3BG457

Overview of emerging country-level response to providing educational continuity under COVID-19: What are the lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in lower- and middle-income countries? - Naylor, Ruth; Gorgen, Kristine (EdTech Hub, 2020)
ZenodoArchiveID: 4706059 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4706059 2339240:3HJRFVNR 2339240:3VR6UC7F 2339240:9U79NYYD 2339240:NCZSLKX5 2339240:UEWQXHSF 2339240:YFCV9UXA 2339240:YMYNESML 2405685:9NJI87R8 2405685:B54L7JGC 2405685:C6QUC3Z7 2405685:D9SU8CEK 2405685:LK4JMG78 2405685:PW66MNDR 2405685:SLJSKY8J 2405685:VSAZQYD7 2405685:Z3XYMJZN
Keywords: COV:COVID and reopening of schools; L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Policy brief: Education during COVID-19 and beyond - Nations, United (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:IQQZWATH
Keywords: ⛔ No DOI found

National Universities Commission | Open Distance & e-Learning - National Universities Commision (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:L2JPYP3U

Malawi – Fifth Integrated Household Survey 2019-2020 - National Statistical Office (World Bank Microdata Library, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:WQNKCSRI 2405685:KWDWZ5RP

National Household Survey on Access and Usage of ICT Services in Malawi 2019 - National Statistical Office (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:8XN2BTBI

DIKSHA - National Portal of India (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XU82DGFU 2405685:5RN6C3TX 5RN6C3TX

Malawi Vision 2063 Document - National Planning Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M39XQECB 2405685:IYB8C7VR

Forum Guide to Data Governance - National Forum on Education Statistics (National Center for Education Statistics, 2020)
The Forum Guide to Data Governance highlights the multiple ways that data governance programs can benefit education agencies. It addresses the management, collection, use, and communication of education data; the development of effective and clearly defined data systems and policies to handle the complexity and necessary protection of data; and the continuous monitoring and decisionmaking needed in a regularly shifting data landscape. The Guide also features 12 case studies from state and local education agencies that have implemented effective data governance programs.
KerkoCite.ItemAlsoKnownAs: 2339240:HGBDFCQW 2405685:U9J3F56J

Textbook - National Council of Educational Research and Training (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:YH6ILVRW 2405685:JUTWVE3Q

The ICT Rights of Persons with Disability Act 2020 - National Assembly of Pakistan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:7RMWHTD5 2405685:BDY9AXTY

Stop thinking about tomorrow: Even in the era of COVID-19 History is teaching past and present reflections on teaching History during COVID-19 - Nasson, L. (Yesterday and Today, 2020)
Publisher: The South African Society for History Teaching (SASHT) KerkoCite.ItemAlsoKnownAs: 2405685:EN39RVFT
Keywords: ⛔ No DOI found

Recovery of Learning Loss Created Due to COVID-19 Crisis: Analysis of Bangla Learning Outcomes and Identification of Content - NAPE; Room to Read (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:6BFW7CPF 2405685:3WDEFT65

Impact of use of technology on student learning outcomes: Evidence from a large-scale experiment in India - Naik, Gopal; Chitre, Chetan; Bhalla, Manaswini; Rajan, Jothsna (World Development, 2020)
One of the Sustainable Development Goals (SDG-4) adopted by the United Nations focuses on ensuring inclusive and equitable quality education for all. Most research on impact of technology on learning outcomes depends on designs that require low student-to-computer ratio and extensive retraining of teachers. These requirements make the designs difficult to implement on a large scale and hence are limited in terms of inclusivity and ability to ‘provide equitable opportunity for all’. Our paper is the first to evaluate an intervention design that is aimed at dealing with these concerns. We conduct a large-scale randomised field experiment in 1823 rural government schools in India that uses technology-aided teaching to replace one-third of traditional classroom teaching. Even with high student-to-computer ratios and minimal teacher training, we observe a positive impact on student learning outcomes. The study thus presents a low cost, resource-light design, which can be implemented in a developing country on a large scale to address the problem of poor learning outcomes, thereby making the intervention inclusive and equitable in line with the spirit of SDG-4.
shortDOI: 10/ggjpcz KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2019.104736 10/ggjpcz 2339240:3NJT52QX 2339240:GS4FDFA5 2405685:DKG7WIV7
Keywords: Field experiment; India; Quality of learning; SDG-4; School education; Technology-aided-teaching

An interactive math braille learning application to assist blind students in Bangladesh - Nahar, L; Sulaiman, R; Jafaar, A (Assistive Technology, 2020)
Due to the lack of affordable assistive tools for learning mathematics, blind students in Bangladesh still use outdated learning tools like Tailor Frame. Therefore, demand for a low-cost technological tool is there that will help the blind students to learn math braille and calculate numbers more easily. To provide an effective and affordable assistive tool, this study begins with a needs assessment study to identify the basic needs of blind students in learning math braille and solving mathematical calculations. Afterward, a mobile phone based interactive assistive application is proposed to improve the learning facilities of math braille using Nemeth code for blind students in Bangladesh. Interfaces of the application are designed based on their needs. Besides, interaction methods (such as, hearing & touching) of blind students with the physical world were another criterion in designing very interactive interfaces that provide self-learning facilities. The interfaces are evaluated by the teachers, experts, and end users in order to identify the usability. The evaluation shows a promising result toward the acceptability of the designed application. Therefore, this application can be helpful for the blind students to learn math braille using Nemeth Code.
KerkoCite.ItemAlsoKnownAs: 10.1080/10400435.2020.1734112 10/gkm64j 2339240:9H367DU5 2405685:9SMEBFMC

Higher education and programme delivery in the context of COVID-19 and institutional closures: student responses to the adoption of e-Learning at a public university in Zambia - Mwale, Nelly; Chita, Joseph (Ndimande-HlongwaN. RamrathanL. MkhizeN. SmitJ. A.(Eds.), Technology-based Teaching and Learning in Higher Education during the Time of COVID-19, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:3UPL6GJE
Keywords: ⛔ No DOI found

Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India - Muralidharan, Karthik; Singh, Abhijeet (Research on Improving Systems of Education (RISE), 2020)
We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2020/056 2339240:4STG83CB 2405685:IADCST5Q

Covid-19 Response: Diagnostic Assessment - Munyan-Penney, Nicholas; Barone, Charles (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:ZWVTN8DU 2405685:PZQYCR5N
Keywords: ⛔ No DOI found

Type of intervention: Public-private partnership (led by the government) Website: http://subeb.edostate.gov.ng/home-school/ - Munoz-Najar, Alberto; Osa Oviawe, Joan (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:LVI7NZUK 2405685:3SMIXA38
Keywords: ⛔ No DOI found

Peru: Aprendo en casa - Munoz-Najar, Alberto (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:474WB6NJ 2405685:UUKZMAEV

Mongolia leads in organizing TV classes for children - Munkhzul, A (Montsame (Mongolia), 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:BIQ9P6M5 2405685:SYZ4XSBI 4803016:64QPZ5AD

Equity-Focused Approaches to Learning Loss during COVID-19 - Mundy, Karen; Hares, Susannah (2020)
Even in the best-resourced and highest-performing education systems, most COVID responses in education will end up by privileging better-off children. In developing countries, where far fewer children have access to secondary education, and where learning opportunities are heavily defined by quality education in the early years, COVID presents an especially stark equity challenge.
Library Catalog: www.cgdev.org KerkoCite.ItemAlsoKnownAs: 2339240:ADUFI2B5 2339240:LP3AE2HY 2339240:PMKBKUFC 2405685:6XDWQ7A4 2405685:72SGDFR3 2405685:INAZVHPJ 2405685:RR6F4GN6
Keywords: ___working_potential_duplicate

Managing Education Systems During COVID-19: An Open Letter to A Minister of Education - Mundy, Karen; Hares, Susannah (Center For Global Development, 2020)
The job of an education minister is now to “make sense of the mess”—to turn a series of interrelated challenges into a series of organized and prioritized problems and then into a strategy for action.
Library Catalog: www.cgdev.org KerkoCite.ItemAlsoKnownAs: 2339240:6YSRN7RQ 2405685:RFENY758 RFENY758

EdTech in Sierra Leone: A Rapid Scan - Mullan, Joel; 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, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert.
previousshortDOI: 10/ghgnd3 previousDOI: 10.5281/zenodo.3903213 shortDOI: 10/ghgnd3 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3903213 10.5281/zenodo.3903213 10.53832/edtechhub.0038 10/ghgnd3 2339240:4GMNADXW 2339240:NJVI79X2 2339240:VJKBU72Y 2405685:C5MWWQI2 2405685:D25NXEFY 2405685:NNCCIL5M 2405685:RHJ9EDQH 4656463:K7AIYRDP
Keywords: C:Sierra Leone; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Prospective teachers' online learning mathematics activities in the age of COVID-19: A cluster analysis approach - Mulenga, Eddie M; Marbán, José M (Eurasia Journal of Mathematics, Science and Technology Education, 2020)
The learning situation in the Zambian education sector has changed in the age of COVID-19 when the first two cases of COVID-19 infection were detected in the country rising to 45 local and at least 1.8 million infections globally by 13th April, 2020. Zambia became one of the many countries globally that has prematurely closed all schools. This study examines prospective teachers' online learning mathematics activities in the age of COVID-19 pandemic. Cluster analysis results revealed that online learning mathematics activities have significant mean differences in clustering. Cluster 2 recorded the best performance, implying that students in this cluster exhibited excellent online learning skills for mathematics in technology-rich environments in which they will be forced to study and work in the future. The study reviews various available online platforms and indicates the one that will be opened by the government which is the Educational Channel on TV.
KerkoCite.ItemAlsoKnownAs: 10.29333/EJMSTE/8345 2405685:XS6UDPHU
Keywords: COVID-19; Mathematics education; Online learning; Prospective teachers; Virtual teaching; Zambia

The ICT Landscape in Northern Kenya: Challenges & Opportunities - Mugendi, Jacob; Valbuena, Gustavo (Engineering For Change, 2020)
EDITORIAL TEAM: Carolina Rojas, E4C Expert Fellow; Mariela Machado, E4C Program Manager; Grace Burleson, E4C Research Manager DISCLAIMER: Any views and/or opinions expressed in this post by individual authors or contributors are their personal views and/or opinions and do not necessarily reflect the views and/or opinions of Huawei Technologies or iGov Africa. Click here to view the full report. The northern region of Kenya, which is arid and semi-arid in nature, forms...
KerkoCite.ItemAlsoKnownAs: 2339240:D688FAVN 2405685:6CD2PYZC

Conducting value for money analysis in digitising education systems in Tanzania (inception report) - Mtebe, Joel (PO-RALG, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:RW75LGCQ 2405685:5498ABMY

Transforming teacher education and learning - Mott MacDonald (2020)
KerkoCite.ItemAlsoKnownAs: 2405685:UHRZC5H2

15 EdTech research papers that we share all the time - Moss, Caitlin (EdTech Hub, 2020)
We hope you saw our recent blog post responding to questions we often get about interesting large-scale EdTech initiatives. Another question we are often asked is: “What EdTech research should I know about?” As Sara’s blog post explains, one of the Hub’s core spheres of work is research, so we ourselves are very interested in […]
Library Catalog: edtechhub.org Section: general shortDOI: 10/ghgk6c KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3690149 10/ghgk6c 2339240:6LUYX6ZR 2339240:AS8A9UGV 2405685:CV2HG6CJ 2405685:FI72KCVG 2405685:JTA347FP 2405685:N2YMVN4S 2405685:TEVH3TNS
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

18 large-scale EdTech initiatives on our radar in 2020 - Moss, Caitlin (EdTech Hub, 2020)
During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […]
Library Catalog: edtechhub.org Section: general KerkoCite.ItemAlsoKnownAs: 2339240:35E4A2TD 2339240:4LGNB3A8 2339240:AA5FSXJC 2339240:RYJUP2SP 2405685:ATRDA7GD 2405685:BYEPNBQB 2405685:CLFVRHB5 2405685:EIZKB3Q4 2405685:QCXEVZTI 2405685:VMYU87NN 2405685:WWNJCJVG 2405685:ZFJGNIZJ 4656463:7UTAZK7R
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Delivering distance learning in emergencies: A review of evidence and best practice - Morris, Emily; Farrell, Anna; EnCompass LLC; MSI (USAID, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:X4TPTP4U

What Is Universal Design for Learning (UDL)? - Morin, Amanda (Understood, 2020)
Universal Design for Learning (UDL) is a teaching approach to help all learners be successful. Learn how it benefits kids with learning and attention issues.
KerkoCite.ItemAlsoKnownAs: 2405685:5RVK7RQA 2405685:L8J8Y26T

Schools’ readiness for digital learning in the eyes of principals. An analysis from PISA 2018 and its implications for the COVID19 (Coronavirus) crisis response - Moreno, Juan Manuel; Gortazar, Lucas (World Bank Blogs - Education for Global Development, 2020)
An analysis from PISA 2018 and its implications for the COVID19 crisis response
Library Catalog: blogs.worldbank.org EdTechHub.ItemAlsoKnownAs: 2405685:H5822577

Evaluation of the Sida-supported Education Program for Results (EPforR) 2014–2021, Tanzania - Moran, Greg; Connal, Criana; Kirama, Stephen; Leung, Yvonne (Sida, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:2EUL79EI 2405685:B2PJZSBY

Annual Primary School Census 2019 (Draft) - MoPME; Directorate of Primary Education (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:HALFYWI8 2405685:LEVHI9LQ

Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic - Moorhouse, Benjamin Luke (Journal of Education for Teaching, 2020)
This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively online due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author’s experience and be prepared for the suspension of face-to-face classes caused by the COVID-19 pandemic or other health emergencies.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1755205 2405685:KL65EJ4F
Keywords: COVID-19 pandemic; Initial teacher education; adapting to online teaching; synchronous online teaching

Access to digital learning during COVID-19 closures: compounding educational inequality? - Moore, Rhiannon; Marshall, Lydia (2020)
This blog was origially published as a guest blog on the UKFIET forum The COVID-19 global pandemic has led to children across the world seeing their schools closed down – the latest UNESCO estimates suggest that over 87% of the world’s student population is currently unable to attend school or university. This is certainly true for children and young people in countries covered by the Young Lives study, with all schools in India, Ethiopia and Peru and schools in some parts of Vietnam, currently closed.
Library Catalog: www.younglives.org.uk KerkoCite.ItemAlsoKnownAs: 2339240:E5TCVMHM 2405685:HMR72IPB

High Court stops Malawi's 21-day coronavirus lockdown - Montsho, Molaole (2020)
The Lilongwe High Court in Malawi has granted Human Rights Defenders Coalition (HDRC) an order blocking the government from effecting a 21-day lockdown meant to curb the spread of Covid-19.
KerkoCite.ItemAlsoKnownAs: 2405685:IKJMHAAW

Dearth of research in Bangladeshi universities - Momin, S (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:X9NZ9GIQ 2405685:B5DNCPYF

Could coronavirus lockdowns help close Latin America's digital divide? - Moloney, Anastasia (Reuters, 2020)
As Colombia enters its eighth week of coronavirus lockdown, street vendor Luis Duarte worries that his teenage daughter might not finish her school year now that her classes have moved online.
KerkoCite.ItemAlsoKnownAs: 2339240:KHJPGUYA 2405685:JR4YK73X
Keywords: Americas; CORONAVIRUS; Central America; Children; Civil Liberties; Civil Rights; Coronavirus; Education; Enterprise Reporting; Features; Fundamental Rights; General News; Government; HEALTH; Health; Human Rights; Internet; LATAM; Medicine; Peru; Politics; Social Issues; Society; South America; TECH; TRFN; Technology (TRBC level 1); US; United Nations; World Wide Web; Youth Issues

Dhaka slums: where Covid is curiously quiet - Mollah, Shaheen; Islam, Zyma (The Daily Star, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XNG8UT6Z 2405685:P98RB6EV

What COVID-19 reveals about educational inequality in Ghana - Mohammed, W.F. (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:FFLSKVXF

Education under Covid-19 lockdown: Reflections from teachers, students & parents - Moghli, Mai Abu; Shuayb, Maha (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:72A4MY3C 2405685:JNDEFESX 2405685:M3WCABWI

Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 - MoFEPT (Ministry of Federal Education and Professional Training, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:K63QDJHM 2405685:3UQAWDYI

Education sector plan (ESP) for Bangladesh: Fiscal years 2020/21-2024/25 - MoE (Ministry of Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:QEU82LB4 2405685:6AMSJQTC

Education Sector Plan (ESP) for Bangladesh Fiscal Years 2020/21-2024/25 - MoE (2020)
KerkoCite.ItemAlsoKnownAs: 2339240:XHUT23N9 2405685:MWK38D4Z

Mobile Classroom | Home - Mobile Classroom (2020)
Mobile classroom application is bridging the gap between students and learning by giving them the opportunity to take classes online from anywhere in Nigeria...
Library Catalog: www.mobileclassroom.com.ng EdTechHub.ItemAlsoKnownAs: 2405685:M5VAHKWM

Institutions, implementation, and program effectiveness: evidence from a randomized evaluation of computer-assisted learning in rural China - Mo, Di; Bai, Yu; Shi, Yaojiang; Abbey, Cody; Zhang, Linxiu; Rozelle, Scott; Loyalka, Prashant (Journal of Development Economics, 2020)
There is limited evidence on the degree to which differences in implementation among institutions matter for program effectiveness. To examine this question, we conducted an experiment in rural China in which public schools were randomly assigned to one of three treatments: a computer-assisted learning program (CAL) implemented by a government agency, the same program implemented by an NGO, and a pure control. Results show that compared to the pure control condition and unlike the NGO program, the government program did not improve student achievement. Analyzing impacts along the causal chain, we find that government officials were more likely to substitute CAL for regular instruction (contrary to protocol) and less likely to directly monitor program progress. Correlational analyses suggest that these differences in program implementation were responsible for the lack of impacts.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2020.102487 2339240:DGJ5AP6N 2405685:E6237AQC

Why COVID-19 is an EdTech opportunity for Latin America - Mitchell (World Economic Forum, 2020)
The region's digital divide is hindering efforts to deliver remote learning during the pandemic. Here's how governments and start-ups can make a difference.
KerkoCite.ItemAlsoKnownAs: 2339240:TXI22394 2405685:F3H5ND3U

How involved are parents in their children’s learning? MICS6 data reveal critical insights - Mishra, Sakshi; Brossard, Matt; Reuge, Nicolas; Mizunoya, Suguru (Evidence for Action, 2020)
It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new…
Library Catalog: blogs.unicef.org KerkoCite.ItemAlsoKnownAs: 2339240:9VF6WCWQ 2405685:DQGRBQI7

How involved are parents in their children’s learning? MICS6 data reveal critical insights - Mishra, Sakshi; Brossard, Matt; Reuge, Nicolas; Mizunoya, Suguru (Evidence for Action, 2020)
It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new…
KerkoCite.ItemAlsoKnownAs: 2339240:W9H53RAZ 2405685:Y7ZEVBQI

Online teaching-learning in higher education during lockdown period of COVID-19 pandemic - Mishra, Lokanath; Gupta, Tushar; Shree, Abha (International Journal of Educational Research Open, 2020)
The whole educational system from elementary to tertiary level has been collapsed during the lockdown period of the novel coronavirus disease 2019 (COVID-19) not only in India but across the globe. This study is a portrayal of online teaching-learning modes adopted by the Mizoram University for the teaching-learning process and subsequent semester examinations. It looks forward to an intellectually enriched opportunity for further future academic decision-making during any adversity. The intended purpose of this paper seeks to address the required essentialities of online teaching-learning in education amid the COVID-19 pandemic and how can existing resources of educational institutions effectively transform formal education into online education with the help of virtual classes and other pivotal online tools in this continually shifting educational landscape. The paper employs both quantitative and qualitative approach to study the perceptions of teachers and students on online teaching-learning modes and also highlighted the implementation process of online teaching-learning modes. The value of this paper is to draw a holistic picture of ongoing online teaching-learning activities during the lockdown period including establishing the linkage between change management process and online teaching-learning process in education system amid the COVID-19 outbreak so as to overcome the persisting academic disturbance and consequently ensure the resumption of educational activities and discourses as a normal course of procedure in the education system.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2020.100012 2339240:DBZ4WDCG 2405685:HD29E6QQ
Keywords: COVID-19; Lockdown period; Online education; Online teaching-learning modes; Outbreak; Pandemic; Perception

Centre of Education, Research, Innovation and Development - Ministry of Primary and Secondary Education (Zimbabwe) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:Q66947BV

Curriculum Development and Technical Services Department - Ministry of Primary and Secondary Education (Zimbabwe) (2020)
EdTechHub.ItemAlsoKnownAs: 2405685:FVAC729F

COVID-19 Response and Recovery Plan - Ministry of Primary and Mass Education (Government of People's Republic of Bangladesh, 2020)
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COVID-19 response and recovery plan: education sector - Ministry of Primary and Mass Education (Ministry of Education, Government of the People’s Republic of Bangladesh, 2020)
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Making Vision 2041 a Reality: Perspective plan of Bangladesh 2021-2041 - Ministry of Planning (Ministry of Planning,Government of the People’s Republic of Bangladesh, 2020)
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Ministry of Information, Publicity and Broadcasting Services | Home - Ministry of Information, Publicity and Broadcasting Services (Zimbabwe) (2020)
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Ministry of Information and Communications | Home - Ministry of Information and Communications (Sierra Leone) (2020)
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