Acting Now for Tomorrow: Addressing Climate Mobility Challenges in Southeast Asia - Ysmael Arriola, Sarah Lou (The ASEAN, 2024)

Introduction to Gilgit-Baltistan: Geographical, Cultural, and Historical overview – North Times - Aziz, Baqir (2024)

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

Country Office Annual Report 2023: Vietnam - UNICEF Viet Nam (2024)

Perspectives of teachers on the employ of educational artificial intelligence tools in education: The case of the Gaza Strip, Palestine - Abdelmoneim, Rania; Jebreen, Kamel; Radwan, Eqbal; Kammoun-Rebai, Wafa (Human Arenas, 2024)

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

Use of Artificial Intelligence in Education Delivery and Assessment - Felix, Juri; Webb, Laura (UK Parliament, House of Commons Library, 2024)
This POSTnote considers how artificial intelligence (AI) technologies can be used by educators and learners in schools, colleges and universities.

Advancing technology for learning in Chad - GPE KIX (GPE KIX, 2024)

Global Humanitarian Overview 2023 - Office for the Coordination of Humanitarian Affairs (2024)

Ahlan Simsim Impact Report - Sesame Workshop (Sesame Workshop, 2024)
A critical need, historic response, profound impact

Emergency Handbook: Mental Health and Psychosocial Support (MHPSS) - United Nations High Commissioner for Refugees (UNHCR, 2024)
Mental health and psychosocial support (MHPSS) in refugee emergencies requires action in health, education, community-based protection, child protection and GBV

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

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

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

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

ijmarshall/robotreviewer - Marshall, Iain (2024)
Automatic synthesis of RCTs
Keywords: bias; clinical-trials; cochrane; icasr; rcts; systematic-reviews; trial

Distance learning in Ukraine in Covid-19 emergency - Shevchenko, Viktoriya; Malysh, Nataliia; Tkachuk-Miroshnychenko, Olena (Open Learning: The Journal of Open, Distance and e-Learning, 2024)

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

Artificial Intelligence in school administration in the post-basic education and career development (PBECD) in Nigeria - Galadima, Farida; Abdullahi, Muhammad Yakub (International Journal of Learning Development and Innovation, 2024)
This paper assessed the impact of Artificial Intelligence on school administration and teachers job performance in post-basic education and career development (PBECD) in Nigeria. Secondary data were used in the paper. The data were collected from print and online publications. The paper established that Artificial Intelligence aids effective school administration such as Data analysis and Decision Making, Automation of Administrative task, Resource Optimization, Student Support and intervention among others. It also identify some challenges and ethical considerations in schools such as Ethical Use of Student Data, Data Privacy and Security Concerns, Potential Bias in AI Decision Making. The studies also suggest that School administrators have to periodically inspect AI systems for bias and take actions to mitigate any found flaws. Additionally, varied and representative datasets should be used to train AI systems in order to reduce biases in decision making. Based on this findings, the paper concludes that government should increase investment on Artificial Intelligence infrastructure facilities in post-basic education and career development (PBECD) in Nigeria.
Keywords: ⛔ No DOI found

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

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

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

Timor-Leste Country Brief - World Food Programme (2024)

Proceedings of the Eleventh ACM Conference on Learning @ Scale (LAK '24: The 14th Learning Analytics and Knowledge Conference, 2024)

The unmasking of autism in South Africa and Nigeria - Adam, Skye (Neuropsychiatric Disease and Treatment, 2024)

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

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

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

Annual Status of Education Report ASER-Pakistan 2023: National (Rural) - ASER Pakistan (2024)

From EdTech to PedTech: Changing the way we think about digital technology - Aubrey-Smith, Fiona; Twining, Peter (Routledge, 2024)

Narrowing the data gap - Australian Council for Educational Research (ACER) (ACER Data Visualisations, 2024)

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

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

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

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

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

The high rates of comorbidity among neurodevelopmental disorders: Reconsidering the clinical utility of distinct diagnostic categories. - Bonti, E.; Zerva, I. K.; Koundourou, C.; Sofologi, M. (Journal of Personalized Medicine, 2024)

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

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

East-Timor - Britannica (2024)

Laos | History, Flag, Map, Capital, Population, & Facts - Britannica (2024)
Keywords: ⛔ No INSPIRE recid found

Ministry of Education and Science of Ukraine and Palantir partner to create safe conditions for in-person education in schools - Business Wire (2024)
The Ministry of Education and Science, along with Palantir (NYSE:PLTR), a leading provider of AI systems, have signed an agreement. The main goal is to facil...

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

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

Neurodiversity in the minds of students: From perception to campus programming. - Castleman, B. V.; Jarvinen, L. Z.; Jarvinen, M. K. (Journal of Undergraduate Neuroscience Education, 2024)

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

AI use cases of Bangladesh - Chowdhury, Anir (2024)

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

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

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

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

The Complete Guide to Mobile Data Collection - Dimagi Inc (2024)

The Disasters Emergency Committee (DEC) Lessons Paper: Strategic period 2020-2024 - Disasters Emergency Committee (2024)

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

Special edition for the African Union Year of Education 2024 - Education Finance Watch (World Bank, 2024)

Education in Emergencies: A lifeline - Educo (2024)

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

Artificial intelligence in education management: Opportunities, challenges, and solutions - Feng, Tong; Li, Qinglun (Frontiers in Business Economics and Management, 2024)
PDF | Education management, as an integral part of management science, encompasses core functions such as organizing, planning, coordinating, and... | Find, read and cite all the research you need on ResearchGate

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

Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme - Foreign, Commonwealth Development Office (GOV.UK, 2024)

UK Government Support for Girls’ Education Worldwide - Foreign, Commonwealth & Development Office (GOV.UK, 2024)
Keywords: ⛔ No INSPIRE recid found

Using diverse distribution platforms to support young children’s coping strategies in the midst of crisis and conflict - Foulds, Kim; Solomon, Senait; Cameron, Scott; Casas, Carolina; Cohen, David; Wright, Tara; Kohn, Shanna; Tomchinsky, Julia (Communication Studies, 2024)
Keywords: Early childhood development; coping strategies; education in conflict and crisis; media interventions

EduCare: Digital Resilience for Displaced Youth - Gautier, Maya; Ciriello, Raffaele F (Australasian Conference on Information Systems 2024: Digital Futures for a Sustainable Society, 2024)
The ongoing crises of geopolitical conflict and climate change have forced millions of children worldwide into displacement, disrupting their education, mental health, and access to food security. This researchin-progress paper reports on the design and evaluation of a mobile solution, EduCare, which aims to address the intertwined needs of forcibly displaced school-aged children. Building upon previous research, EduCare integrates educational resources, mental health support, and nutritional guidance into a cohesive sociotechnical system. Using a design science research methodology, this paper outlines the development process of EduCare, guided by principles of resilience, awareness, and empowerment. The potential of EduCare to enhance the resilience of displaced youth is explored through scenariobased design and evaluation of its desirability, viability, and feasibility. This work contributes to the information systems (IS) literature by offering a novel approach to supporting the complex needs of forcibly displaced youth through a sociotechnical framework.
Keywords: ⛔ No DOI found

Guidelines: System Capacity Grant - Global Partnership for Education (2024)

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

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

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

Refugee Education Financing: Key Facts and Findings - Hopper, Robert (World Bank, 2024)

EiE Glossary: Education in Emergencies - Inter-agency Network for Education in Emergencies (INEE) (INEE, 2024)

Minimum Standards for Education: Preparedness, Response, Recovery - Inter-agency Network for Education in Emergencies (INEE) (2024)

Gender Equality in and through Education A Research Synthesis - International Development Research Centre (2024)

Inside the 2024 Emergency Watchlist - International Rescue Committee (2024)

Inside the 2024 Emergency Watchlist | The IRC - International Rescue Committee (IRC, 2024)

Ukraine, 10 Years On: Normal life remains out of reach for millions - International Rescue Committee (2024)

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

Child Friendly School Development Project - Kampuchea Action to Promote Education (2024)

AI governance in Bangladesh: A critical evaluation of the transition from strategic vision to policy framework - Karmakar, Abir (Indian Journal of Legal Review, 2024)
This article critically evaluates the progression of Bangladesh’s Artificial Intelligence (AI) governance, focusing on the transition from the National AI Strategy 2020 to the Draft AI Policy 2024. The 2020 Strategy set the foundation for AI-driven national development, though it lacked specific implementation mechanisms. The Draft AI Policy 2024, however, introduces more concrete frameworks centered on regulation, ethics, data governance, and capacity building. By comparing these policy documents, the article highlights Bangladesh’s efforts to balance innovation with responsibility, addressing challenges such as ethical AI use, data privacy, and workforce development. This analysis reflects the country’s commitment to aligning AI governance with global standards while fostering sustainable and inclusive AI adoption.
Keywords: ⛔ No DOI found

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

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

Elevating EdTech Investment: Prioritizing Evidence-Based Practices for Lasting Impact - Kucirkova, Natalia I (WiKIT AS, 2024)

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

Lao Social Indicator Survey III (LSIS III) 2023 - Lao Statistics Bureau (2024)
Keywords: ⛔ No INSPIRE recid found

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

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

Africanising neurodiversity: A postcolonial view - Manase, Ndakaitei (The Routledge handbook of postcolonial disability studies, 2024)

The Impact of Climate Change on Education and What to Do about It - Marin, Sergio Venegas; Schwarz, Lara; Sabarwal, Schwetlena (The World Bank, 2024)

Forced migration or displacement data - Migration Data Portal (Migration Data Portal, 2024)

About the MBSSE - Ministry of Basic and Senior Secondary Education (Ministry of Basic and Senior Secondary Education, Government of Sierra Leone, 2024)

About the Ministry – Ministry of Communication, Technology & Innovation - Ministry of Communication, Technology & Innovation (Ministry of Communication, Technology & Innovation, Government of Sierra Leone, 2024)

Education Digest - Ministry of Education and Science of Ukraine (2024)

The Ministry of Education and Science, in collaboration with the Ministry of Digital Transformation and the Olena Zelenska Foundation, has officially launched the Device Coalition - Ministry of Education and Science of Ukraine (2024)

Multi-Year Resilience Programme (MYRP) Ukraine 2024-2026 - Ministry of Education and Science of Ukraine; Education Cannot Wait (2024)

Training of Teachers on Addressing Learning Losses - Ministry of Education and Science of Ukraine; GPE; UNICEF; Osvitoria (Google Docs, 2024)

Nationwide Monitoring Study of the Quality of Education in the Institutions of General Secondary Education Under Martial Law - Ministry of Education and Science of Ukraine; Ukrainian Center for Educational Quality Assessment (2024)

Transforming Education through Technology: Masterplan 2030 - Ministry of Education, Singapore (2024)

AI Revolution in Education: What you need to know - Molina, E.; Cobo, C.; Pineda, J.; Rovner, H. (In Digital Innovations in Education, 2024)

AI Revolution in Education: What you need to know - Molina, Ezequiel; Cobo, Cristobal; Pineda, Jasmine; Rovner, Helena (Digital Innovations in Education, 2024)

GEC Guidance on Coordinated Anticipatory Action in Education - Monserez, Mackenzie; Hodgkin, Marian (Global Education Cluster, 2024)

Challenges faced by newly appointed teachers at autism- specific school: A thematic analysis study. - Mpangane, E.; Maepa, M. P.; Muhadisa, T. (The Open Public Health Journal, 2024)

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

The use of technology in curriculum development and social studies learning design in elementary schools: A critical analysis and literature review - Mustakim, Mustakim; Ajwar, Muhamad; Kertih, Wayan; Lasmawan, Wayan (Jurnal Humanitas Katalisator Perubahan Dan Inovator Pendidikan, 2024)

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

NCAOOSCE - National Commission for Almajiri Education and Out-of-School Children (2024)

Industry Statistics - National Communications Commission (2024)

Strategic Roadmap and Action Plan (2024–2027) - National Information Technology Development Agency (2024)

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

Ukraine Humanitarian Response 2023: Situation Report in January-December 2023 - Office for the Coordination of Humanitarian Affairs (United Nations, 2024)

Digital Competency Development Manual: For teachers and educational personnel - Office of the Basic Education Commission (OBEC) (Government of Thailand, 2024)

Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky: 25th International Conference, AIED 2024, Recife, Brazil, July 8–12, 2024, Proceedings, Part II - Olney, Andrew M.; Chounta, Irene-Angelica; Liu, Zitao; Santos, Olga C.; Bittencourt, Ig Ibert (Communications in Computer and Information Science, 2024)

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

Osvitoria - Annual Report 2023 - Osvitoria (2024)

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

Decolonising inclusive education - Peruzzo, Francesca; Allan, Julie (Routledge eBooks, 2024)

Lao PDR Network Readiness Index 2023 - Portulans Institute (2024)
Keywords: ⛔ No INSPIRE recid found

Principles for Digital Development - Principles for Digital Development Working Group (Principles for Digital Development, 2024)

Re-learn - Re-learn (2024)

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

Education | Sierra Leone | Save the Children - Save the Children (2024)

Leveraging Caregivers to Provide Remote Early Childhood Education in Hard-to-Access Settings in Lebanon Impacts From a Randomized Controlled Trial.pdf - Schwartz, Kate; Michael, Duja; Torossian, Lina; Hajal, Diala; Yoshikawa, Hirokazu; Abdulrazzak,, Somaia; Youssef,, Jamile; Phoebe, Sloane; Hashwe, Siwar; Foulds, Kim; Bowden, Brooks; Hoyer, Kayla; et al. (Journal of Research on Educational Effectiveness, 2024)

Disability-Inclusive Education in Southeast Asia - SEAMEO Regional Centre for Special Education (SEN) (SEAMEO SEN, 2024)

Being a Teacher with Disabilities: Perspectives, practices and opportunities - Singal, Nidhi; Kwok, Patricia; Wijesinghe, Thilanka (British Council, 2024)
Keywords: Disability; FOS: Educational sciences; Inclusion

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

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

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

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

Learner Agency in Personalised Content Recommendation: Investigating Its Impact in Kenyan Pre-primary Education - Sun, Chen; Major, Louis; Moustafa, Nariman; Daltry, Rebecca; Friedberg, Aidan (AIED, 2024)

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

Blended and online learning: what works and why in primary and secondary schools. Evidence from Northern Ireland - Taggart, Samuel; Skinner, Barbara; Roulston, Stephen; Austin, Roger (Pedagogy and Education, 2024)
Keywords: ⛔ No INSPIRE recid found

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

Beyond accountability as feedback - Tindall, Theo (Overseas Development Institute (ODI), 2024)

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

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

Grant Opportunity - Entrepreneurship in Creative Industries - U.S. Department of State (2024)

Testing 2024 abroad - Ukrainian Center for Educational Quality Assessment (2024)
We are grateful to all our partners for the support!

AI Competency Framework for Students - UNESCO (UNESCO, 2024)

AI Competency Framework for Teachers - UNESCO (2024)

Benin | Technology | Education Profiles - UNESCO (UNESCO, 2024)

Cabo Verde | Technology | Education Profiles - UNESCO (UNESCO, 2024)

Global Education Monitoring Report: Gender report - Technology on her terms - UNESCO (UNESCO, 2024)

Mali | Technologie | Education Profiles - UNESCO (UNESCO, 2024)

More than 48,000 Ukrainian teachers enrolled in UNESCO’s "Digital teacher" training - UNESCO (2024)
Launched four months ago, UNESCO’s “Digital teacher” training in Ukraine has already attracted more than 48,000 teachers. Through this online course, Ukrainian teachers are developing pedagogical skills in the use of digital tools for the delivery of quality distance education.

Niger | Technologie | Education Profiles - UNESCO (UNESCO, 2024)

Ukraine: UNESCO’s platform to bring together teachers and - UNESCO (2024)
In a time of unprecedented challenges imposed by war, educators in Ukraine have found a designated space for professional development and support in the online Community of Modern Teachers and

Ukraine: UNESCO trains 50,000 teachers on digital pedagogy - UNESCO (2024)
Kyiv, 11 October 2023 – UNESCO and Ukraine’s Ministry of Education and Science are launching an online training in digital pedagogy for 50,000 teachers, while the education of many Ukrainian students is still disrupted by the war. Photo: © Lilia Simbirska

UNESCO to implement new phase of Actions of ASEAN Declaration for Out-of-School Children and Youth - UNESCO (2024)
Keywords: ⛔ No INSPIRE recid found

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

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

Challenging Systematic Prejudices: An investigation into bias against women and girls in Large Language Models - UNESCO; International Research Centre on Artificial Intelligence (IRCAI) (UNESCO, 2024)

Despite progress in accessing education, hundreds of thousands of school-aged refugee children from Ukraine remain out of school - UNHCR (UNHCR Ukraine, 2024)
As the third disrupted school year for children and youth from Ukraine draws to a close, more than 600,000 remain out of school across the European Union, from an estimated 1.4 million school-aged refugee children from Ukraine in the block. This is despite some progress in terms of school enrolment, particularly of primary school-aged children.

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

Lebanon: Needs at a Glance – 2024 - UNHCR (2024)

UNHCR Annual Results Report 2023 Ukraine - UNHCR (2024)

First day of school in Ukraine marred by attacks - UNICEF (2024)
Schools reportedly damaged as children in Ukraine enter a fifth year of disrupted education

Situation Analysis of Children in Ukraine - UNICEF (2024)
The Situation Analysis of Children in Ukraine: 2024 assesses the conditions and needs of children amid the ongoing war, providing rights- and evidence-based insights to inform decision-making and program development. The report aims to support the improvement of the lives of children in Ukraine by identifying barriers and areas needing support, aligning with the 2030 Agenda and Sustainable Development Goals. The report provides an in-depth analysis of the challenges faced by children in Ukraine, covering critical areas such as health, education, child protection, social policy, and water, sanitation and hygiene.The analysis reveals alarming statistics, including a significant decline in the child population, extensive damage to health and educational infrastructure, and severe impacts on water and sanitation systems which has disrupted children’s access to critical services.The report also highlights identified bottlenecks across various sectors and proposed strategies to address these challenges. Additionally, it emphasizes the importance of child rights monitoring to track progress and ensure the effective implementation of policies and programs.The report underscores the urgent need for coordinated efforts to address these challenges and ensure that all children in Ukraine enjoy their rights.In addition to the full report, an interactive story developed by UNICEF's partners, Ukrainian Institute for Social Research after Olexander Yaremenko and Texty.org.ua highlights the most important data and statistics on children, making the key findings more accessible and engaging for a broader audience: https://texty.org.ua/d/2024/childhood-disrupted/

Ukraine Humanitarian Situation Report No. 42 - UNICEF (2024)

UNICEF distributes learning kits for distance learning in Ukraine - UNICEF (2024)
Due to the ongoing war, children in the Mykolaivska region are forced to study online amid internet interruptions and power outages.

UNICEF presents standard shelters designs for schools and kindergartens in Ukraine - UNICEF (2024)

UNICEF Ukraine Humanitarian Situation Report No. 46 - UNICEF (2024)

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

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

Investing in Science, Technology, Engineering and Math (STEM) Education to Build Africa’s Resilience Against Climate Change - United Nations (United Nations Office of the Special Adviser on Africa, 2024)

Human Development Report 2023/2024 - United Nations Development Programme (UNDP, 2024)

Refugee Data Finder - United Nations High Commissioner for Refugees (2024)

Ukrainian children face forced Russification while in school under occupation - Vincent, Faustine (Le Monde, 2024)
A report by Human Rights Watch lifts the veil on violations committed by Russian occupiers in the school system, where children are 're-educated.'

Cost Analysis Guidance for USAID Funded Education Activities, third edition - Walls, Elena; Tulloch, Caitlin; Keuren, Christine Harris Van (United States Agency for International Development, 2024)

Artificial intelligence in education: A systematic literature review - Wang, Shan; Wang, Fang; Zhu, Zhen; Wang, Jingxuan; Tran, Tam; Du, Zhao (Expert Systems with Applications, 2024)

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

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

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

Ghana Accountability for Learning Outcomes Project - World Bank (2024)

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

Lao PDR | Data - World Bank (2024)
Keywords: ⛔ No INSPIRE recid found

Lao PDR Public Expenditure and Institutional Review: Financial Management in Education Analysis 2023 - World Bank (2024)
Keywords: ⛔ No INSPIRE recid found

Lifting Education Access and Resilience in Times of Need in Ukraine Program - World Bank (2024)
Ukraine - Lifting Education Access and Resilience in Times of Need in Ukraine Program (English)

Program Appraisal Document for Lifting Education Access and Resilience in Times of Need in Ukraine Program - World Bank (2024)

Ukraine Lifting Education Access and Resilience in times of Need (LEARN) Program (P504171) Environmental and Social Systems Assessment (ESSA) - World Bank (2024)

World Bank in Cambodia - World Bank (2024)

World Bank Open Data - World Bank (2024)
Free and open access to global development data
Keywords: ⛔ No INSPIRE recid found

Laos Population 2024 (live) - World Population Review (2024)
Keywords: ⛔ No INSPIRE recid found

Linguistic Diversity Index by Country 2024 - World Population Review (2024)
Keywords: ⛔ No INSPIRE recid found

Phnom Penh Population - World Population Review (2024)

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

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

Adapting to tech winter: Strategies for resilience in the dynamic tech industry - Akbar, Fitra (Bootcamp, 2023)

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

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

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

Scalability of digital psychological innovations for refugees: A comparative analysis in Egypt, Germany, and Sweden - Woodward, Aniek; Burchert, Sebastian; Barry, Alexandra S.; Broerse, Jacqueline E. W.; Sondorp, Egbert; Bold, Anoushka; Ruberl, Alexander; Hessling, Jonas M.; Knaevelsrud, Christine; Roberts, Bayard; Fuhr, Daniela C.; Ventevogel, Peter; et al. (SSM - Mental Health, 2023)
E-mental health interventions may offer innovative means to increase access to psychological support and improve the mental health of refugees. However, there is limited knowledge about how these innovations can be scaled up and integrated sustainably into routine services. This study examined the scalability of a digital psychological intervention called Step-by-Step (SbS) for refugees in Egypt, Germany, and Sweden. We conducted semi-structured interviews (n = 88) with Syrian refugees, and experts in SbS or refugee' mental health systems in the three countries. Data collection and analysis were guided by a system innovation perspective. Interviewees identified three contextual factors that influenced scalability of SbS in each country: increasing use of e-health, the COVID-19 pandemic, and political instability. Nine factors lay at the interface between the innovation and potential delivery systems, and these were categorised by culture (ways of thinking), structure (ways of organising), and practice (ways of doing). Factors related to culture included: perceived need and acceptability of the innovation. Acceptability was influenced by mental health stigma and awareness, digital trust, perceived novelty of self-help interventions, and attitudes towards non-specialist (e-helper) support. Factors related to structure included financing, regulations, accessibility, competencies of e-helpers, and quality control. Factors related to practice were barriers in the initial and continued engagement of end-users. Many actors with a potential stake in the integration of SbS across the three countries were identified, with nineteen stakeholders deemed most powerful. Several context-specific integration scenarios were developed, which need to be tested. We conclude that integrating novel e-mental health interventions for refugees into routine services will be a complex task due to the many interrelated factors and actors involved. Multi-stakeholder collaboration, including the involvement of end-users, will be essential.
Keywords: Egypt; Germany; Scalability; Step-by-Step; Sweden; Syrian refugees; Systems perspective; e-mental health

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

Fixing Ed-Tech’s Investment Model - Labun, Jakub (Stanford Social Innovation Review, 2023)
The sector currently suffers from a version of the classic “lemons problem.”

OECD digital education outlook 2023: Towards an effective digital education ecosystem - OECD (OECD Digital Education Outlook, 2023)

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

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

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

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

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

Foreign aid surges due to spending on refugees and aid for Ukraine - OECD (OECD, 2023)
Foreign aid from official donors in 2022 rose to an all-time high of USD 204 billion, up from USD 186 billion in 2021, as developed countries increased their spending on processing and hosting refugees and on aid to Ukraine, according to preliminary data collected by the OECD.

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

Responding to the field: Development of and findings from the PSS-SEL Toolbox - Temko, Sonya; Smith, Rachel; Nelson, Bryan; Park, Christine; Bailey, Rebecca; Johna, Julia Finder; Ferráns, Silvia Diazgranados; Jones, Stephanie M. (Social and Emotional Learning: Research, Practice, and Policy, 2023)
There are many and varied frameworks for PSS-SEL being applied in many contexts, settings, and situations around the globe. Having diverse perspectives and approaches, to SEL is a positive sign for the field. However, without ways to make sense of this, important variation and to connect frameworks to each other, misalignment and, imprecision can occur. In addition, the majority of research, frameworks, and programs, tied to SEL come from the Global North, leaving out important perspectives and, variation from the Global South. In response to these challenges, the Inter-agency, Network for Education in Emergencies (INEE) convened a research-practice, partnership to develop a toolbox for Psychosocial Support and Social and Emotional, Learning (PSS-SEL) in Education in Emergencies. The online, open source toolbox, contains data-based visual tools to look within and across approaches to PSS-SEL, from over fifty countries, tools to guide localization and contextualization efforts serving, various objectives, as well as additional resources that provide further information about particular topics of interest within the project and the field. This paper describes, the process of developing the PSS-SEL Toolbox in which researchers partnered with organizations in 13 different countries to field-test the tools before publicly launching the site. We discuss findings and lessons learned from this multi-year and multinational, project including the most salient skills and competencies that surfaced across field testing sites as well as broad priorities and challenges facing practitioners in diverse contexts across the field of social and emotional learning and psychosocial support in education in emergencies.
Keywords: Contextualization; Frameworks; Localization; Psychosocial support; Social and Emotional Learning

Using digital twins in education from an innovative perspective: Potential and application areas - Ağca, Rıdvan Kağan (Education Mind, 2023)
PDF | Despite existing for two decades, digital twin technologies have failed to catch up with similar emerging technologies. The education sector is... | Find, read and cite all the research you need on ResearchGate