Mobile Minute: Global Classrooms Rely on Education Apps As Remote Learning Accelerates - Sydow, Lexi (App Annie, 2020)

The Global Girlhood Report 2020: How COVID-19 is putting progress in peril - Szabo, Gabrielle; Edwards, Jess (Save The Children, 2020)
Keywords: ___working_potential_duplicate

Live virtual sessions with toddlers and preschoolers amid COVID-19: Implications for early childhood teacher education - Szente, Judit (Journal of Technology and Teacher Education, 2020)
This paper shares reflections on over 50 live Zoom instructional lessons with toddlers and preschoolers amid the first three weeks of school closures due to COVID-19 in the State of Florida. Reflections resulted in three themes such as 1) Implementing digital sessions with young children; 2) Establishing and maintaining home-based child engagement through technology; and 3) Ensuring family involvement/engagement through technology. Implications and recommendations are provided for early childhood teacher education programs and in-service professional development opportunities to ensure that teachers are better prepared for teaching and learning in an online environment.
Keywords: Access to Computers; Communicable Diseases; Disease Control; Distance Education; Early Childhood Teachers; Educational Technology; Faculty Development; Family Involvement; Online Courses; Preschool Children; Preservice Teacher Education; Technological Literacy; Toddlers; ⛔ No DOI found

Education technology in the COVID-19 response in Pakistan - Tabassum, Rabia; Hadi, Murium; Qaisrani, Ayesha; Shah, Qasim (EdTech Hub, 2020)
Keywords: ⛔ No INSPIRE recid found

Supporting Refugee Distance Education: A Review of the Literature - Taftaf, Randa; Williams, Christy (American Journal of Distance Education, 2020)
The sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education.
Keywords: Google Scholar/ "refugee education" ICT; RER theme_pedagogies and modalities

A qualitative inquiry of K-12 teachers experience with open educational practices - Tang, Hengtao (International Review of Research in Open and Distributed Learning, 2020)

Quarterly Communication Statistics January-March 2020 - Tanzania Communications Regulatory Authority (2020)

Unlock Education for All: Focus on Children Furthest Behind - Taulo, Wongani Grace; Bergmann, Jessica; Dreesen, Thomas; Nugroho, Dita (Save Our Future, 2020)

Teaching at the Right Level: Evidence - Teaching at the Right Level (Teaching at the Right Level, 2020)
Rigorous evidence shows that, when effectively implemented, TaRL improves learning outcomes. Through a series of randomised evaluations, researchers...

About Us | Teaching Service Commission - Sierra Leone - Teaching Service Commission (Government of Sierra Leone, 2020)

National Policy on Teacher Management - Teaching Service Commission (2020)

Sierra Leone Education Attendance Monitoring System - Teaching Service Commission (2020)

Teacher Management Policy for Sierra Leone - Teaching Service Commission (2020)
Keywords: _C:Sierra Leone SLE

TelOne | Home - TelOne (2020)

Factors That Affect Grade Nine Students in Rawalpindi, Pakistan - Terry, Marion; Malik, Amjad; Chohan, Bushra (2020)
In an attempt to investigate concerns expressed by high school counselors, the researchers developed a quantitative Likert-scale questionnaire to assess the relationships among school experiences and video gaming and texting. Questions about video gaming and texting appeared with other questions about social relations, extra-curricular activities, and leisure-time activities. Two schools in Rawalpindi, Pakistan, were the focus for data collection and analysis. Complete data sets were obtained for 205 grade 9 students (95 males and 110 females), based on anonymized school records and questionnaire responses. The researchers determined Spearman rho correlations with calculations of two-tailed probability of error. Non-educational video gaming correlated with school experiences and relationships with parents and peers. Recreational texting also correlated with school experiences and relationships with parents and peers. Other interesting correlations involved other non-academic activities, peer relationships, school experiences, and self-concept. This report includes the 35 correlations assessed as moderate, fair, or good in strength, separated by gender and collated into 11 tables. The researchers recommend that school professionals advise parents and students of the potentially harmful effects of excessively playing video games and texting.
Keywords: Academic Achievement; Adolescents; Correlation; Extracurricular Activities; Foreign Countries; Gender Differences; Grade 9; Handheld Devices; High School Students; Leisure Time; Parent Child Relationship; Peer Relationship; Self Concept; Student Behavior; Telecommunications; Video Games

About us - TESSA (2020)

Education PS dismissal draws mixed reactions - The Citizen (The Citizen, 2020)
Education stakeholders were yesterday shocked over the drastic steps taken against former deputy permanent secretary (PS) in the ministry of Education, Dr Ave Maria Semakafu, after announcing...

Reimagine Education: ICT & Innovation in Timor-Leste - The Convention Centre of Dili (CCD) (2020)
Keywords: ⛔ No INSPIRE recid found

How covid-19 is interrupting children’s education - The Economist (The Economist, 2020)
Almost a billion children have seen their schools close

EdTech Hub Strategy: Mitigating the impact of COVID-19 on equitable education access and learning - The EdTech Hub (2020)

Developing a Shared Vision of Ethical AI in Education: An invitation to participate - The Institute of Ethical AI in Education (University of Buckingham, 2020)

The National Treasury and Planning (@KeTreasury) - The National Treasury and Planning (Twitter, 2020)

TESSA - The Open University (2020)

Malawi ICT and Digitalization Policy Roadmap 2022-2026 (Draft) - The Presidential Delivery Unit Digitalization Labs (2020)

Inclusive considerations for optimal online learning in times of disasters and crises - Thompson, Kim M; Copeland, Clayton (Information and Learning Science, 2020)
Purpose: Special submission format guidelines indicate to insert placeholder and upload full abstract. Design/methodology/approach: Special submission format guidelines indicate to insert placeholder and upload full abstract. Findings: Special submission format guidelines indicate to insert placeholder and upload full abstract. Research limitations/implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Practical implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Social implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Originality/value: Special submission format guidelines indicate to insert placeholder and upload full abstract.
Keywords: Course design; Diversity; Equity; Evidence-based practice; Inclusion; Inclusive pedagogy; Learning environment; Universal design for learning; pedagogy

The potential of research for professional development in isolated settings during the COVID-19 crisis and beyond - Trikoilis, Dionysios; Papanastasiou, Elena (Journal of Technology and Teacher Education, 2020)
The global COVID-19 pandemic has created the urgent need for quality online instruction throughout all levels of educa- tion. However, this pandemic has found teachers physically isolated within their homes, and unprepared for the challeng- ing tasks of teaching online. Many of the challenges faced by teachers due to this isolation, are similar to those faced by teachers in remote areas around the world. One such issue, is the lack of access to traditional professional development op- portunities, which is frequently the only type of professional development offered to teachers in many countries. Thus, many teachers lack guidance on how to resolve many online teaching challenges during this period. Therefore, this study examines the potential of utilizing educational research for assisting teachers through this trying period of COVID-19
Keywords: Access to Education; Communicable Diseases; Disease Control; Educational Research; Educational Technology; Faculty Development; Foreign Countries; Online Courses; Professional Isolation; Rural Areas; Technology Uses in Education; ⛔ No DOI found

Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic - Trust, Torrey; Whalen, Jeromie (Journal of Technology and Teacher Education, 2020)
In the midst of the COVID-19 outbreak, many educators across the country and around the world scrambled to shift their practice from in-person to remote teaching within a mat- ter of days. This global pandemic exposed a significant gap in teacher preparation and training for emergency remote teaching, including teaching with technology to ensure con- tinuity of learning for students at a distance. To learn more about educators’ experiences during this crisis, we designed and distributed an online survey that received 325 responses from K-12 educators between April 4 and May 10, 2020. In this article, we share initial insights from the survey and pro- vide recommendations for how to better prepare and support educators for teaching remotely in times of need. RATIONALE
Keywords: Barriers; Communicable Diseases; Disease Control; Distance Education; Educational Technology; Elementary School Teachers; Faculty Development; Online Courses; Secondary School Teachers; Teacher Attitudes; Teacher Competencies; Technological Literacy; ⛔ No DOI found

1 Billion More Phones Than People In The World! - Turner, Ash (2020)

Jusoor’s WhatsApp-Assisted Learning Programme: Sprint Review 1. - Tutunji, Suha; Boujikian, Michèle; Carter, Alice; Atkinson, Grace (EdTech Hub Sprint Review, 2020)
Keywords: ___working_potential_duplicate

What is Twaweza? - Twaweza (2020)

Akili Impact Report 2016-2020 DRAFT - Ubongo (2020)

Results - Ubongo Learning - Ubongo (2020)
Research shows that watching Ubongo's edutainment leads to significantly improved learning outcomes for kids and positive behavioural change for caregivers. We are committed to measuring the impact of our content to ensure we are preparing kids for success in school and life.

Ubongo Kids - Ubongo (2020)

SDG: 4.1.4 – Completion rate (primary, lower secondary, upper secondary) - UIS (Technical Cooperation Group on the Indicators for SDG 4, 2020)

Policy brief: Education during COVID-19 and beyond - UN (United Nations, 2020)
The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l

Inequality in access to information and communication technologies (ICTs) in East and North-East Asia and South-East Asia - UN Economic and Social Commission for Asia and the Pacific (2020)
Keywords: reference source; ⛔ No DOI found; ⛔ No INSPIRE recid found

Fact Sheet: UN Joint Programme on Girls Education (JPGE) - UN Joint Programme on Girls Education (JPGE) (UNDP, UNFPA, and UNICEF, 2020)

Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region - UN Women (UN Women | Americas and the Caribbean, 2020)
Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region

The Scheme: The Minimization of Child Marriage and Consanguineous Marriage in Ethnic Minority Areas Period 2015-2025 - UN Women Viet Nam (UN Women, 2020)

Summary of Adoption of E-Commerce Legislation Worldwide - UNCTAD (2020)

Country programme document for Timor-Leste (2021–2025) - UNDP (2020)

Human Development Reports - UNDP (2020)

The Socio-Economic Implications of the COVID-19 Pandemic: Ideas for Policy Action - UNDP (UNDP Latin America and the Caribbean, 2020)

The Socio-Economic Implications of the COVID-19 Pandemic: Ideas for Policy Action - UNDP (UNDP Latin America and the Caribbean, 2020)

School closures caused by Coronavirus (Covid-19) - UNESCO (2020)
Keywords: ___working_potential_duplicate; auto_merged

Addressing the gender dimensions of school closures - UNESCO Digital Library - UNESCO (Education Sector Issue Note, 2020)

Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development - UNESCO (Roscongress Building Trust, 2020)

COVID-19 Education Response Education Sector Issue Notes: Conflict-affected, displaced and vulnerable populations - UNESCO (2020)

COVID-19 education response: Preparing the reopening of schools: resource paper - UNESCO (2020)

COVID-19 Impact on Education - UNESCO (UNESCO, 2020)
Keywords: ___working_potential_duplicate

COVID-19 is a serious threat to aid to education recovery | Global Education Monitoring Report - UNESCO (Global Education Monitoring Report, 2020)

COVID 19: Senegal intends to ensure #LearningNeverStops - UNESCO (2020)

Distance learning solutions - UNESCO (2020)

Ensuring Effective Distance Learning During Covid-19 Disruption: Guidance for Teachers - UNESCO (2020)

Gender in Teaching - a Key Dimension of Inclusion - UNESCO (UNESCO, 2020)
Keywords: ⛔ No INSPIRE recid found

Giving Cambodia’s Marginalized Learners a Second Chance - UNESCO (2020)

Global Education Monitoring Report 2020: Inclusion and Education – All Means All - UNESCO (UNESCO, 2020)

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO Digital Library - UNESCO (UNESCO, 2020)

National learning platforms and tools - UNESCO (UNESCO, 2020)

Results of the Curricular Analysis of the Fourth Regional Comparative and Explanatory Study (ERCE 2019) - UNESCO (UNESCO, 2020)

Sierra Leone | Education and Literacy Statistics - UNESCO (2020)
...

World Inequality Database on Education- Cambodia - UNESCO (2020)

2020 GEM Report – Inclusion and education – All means all - UNESCO GEM (2020)

Using data to improve the quality of education - UNESCO IIEP (Monitoring Learning, 2020)

Education | Liberia - UNESCO Institute for Statistics (2020)

International Standard Classification of Education (ISCED) - UNESCO Institute for Statistics (2020)
The world's education systems vary widely in terms of structure and curricular content. Consequently, it can be difficult to compare national education systems with those of other countries or to benchmark progress towards national and international goals. ...

Out-of-school children, adolescents and youth - UNESCO Institute for Statistics (2020)
Definition: Number of children and young people in the official age range for the given level of education who are not enrolled in pre-primary, primary, secondary or higher levels of education.Data sourceAdministrative data from schools or household survey data on enrolment by single year of age; population censuses and surveys for population estimates by single year of age (if using administrative data on enrolment); administrative data from ministries of education on the structure (entrance age and duration) of the education system....
Keywords: ⛔ No INSPIRE recid found

SDG 4 Dashboard - UNESCO Institute for Statistics (2020)

United Republic of Tanzania - UNESCO Institute for Statistics (UNESCO Institute for Statistics website, 2020)
...

UIS Statistics - UNESCO Institute of Statistics (2020)

TVET Country Profile — Timor Leste - UNESCO‐UNEVOC International Centre for Technical and Vocational Education and Training; SEAMEO‐VOCTECH Regional Centre (2020)
Keywords: ⛔ No INSPIRE recid found

Lao TVET Country Profile - UNESCO; UNEVOC (2020)
Keywords: ⛔ No INSPIRE recid found

Coming Together for Refugee Education - UNHCR (2020)

Situation Syria Regional Refugee Response - UNHCR (2020)

Closing the Gap: Asia Education Update - UNHCR Regional Bureau for Asia and the Pacific (2020)
Keywords: ⛔ No INSPIRE recid found

Children with disabilities | UNICEF Lao People's Democratic Republic - UNICEF (2020)
Access for all, no matter what
Keywords: ⛔ No INSPIRE recid found

Colombia: Recommendations for the ountry Office to support the most vulnerable communities for continuous learning during COVID-19 - UNICEF (2020)

COVID-19 and School Closures: Are children able to continue learning - UNICEF (2020)
Keywords: ___working_potential_duplicate

COVID-19 - Are children able to continue learning during school closures? A global analysis of the potential reach of remote learning policies using data from 100 countries - UNICEF (United Nations Children's Fund, 2020)

COVID-19: Más del 95 por ciento de niños y niñas está fuera de las escuelas de América Latina y el Caribe - UNICEF (2020)

Education - UNICEF (2020)
Providing quality education to all

Education cannot wait - UNICEF (2020)
Learning continues for students in KP despite the pandemic

Education: Giving Every Child the Right to Education - UNICEF (2020)
Providing quality education to all

GIGA - UNICEF (2020)
Connecting Every School to the Internet

Good governance of children’s data - UNICEF (2020)
Developing a manifesto to protect children’s data security and privacy

Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures - UNICEF (UNICEF Regional Office for South Asia, 2020)

How many children and young people have internet access at home? Estimating digital connectivity during the COVID-19 pandemic - UNICEF (United Nations Children's Fund, 2020)

Malaysia – Empowering teachers to deliver blended learning after school reopening - UNICEF (2020)

Mapping gender equality in STEM from school to work | UNICEF Office of Global Insight & Policy - UNICEF (2020)

National education sector investment plan - UNICEF (Government of Malawi, 2020)
Ministry of Education

Opening Up Better Schools Toolkit - UNICEF (Humanitarian UNICEF, 2020)
The “Risk Assessment Tool for Schools Reopening” and the “Opening Up Better Schools Toolkit” are tools designed to help with the thinking and actions needed to build back better schools. The two tools draw on existing guidance from UNICEF and other UN Agencies, and include a compilation of checklists and technical guides that decision-makers, practitioners and development organizations can use to help assess the readiness for a safe reopening of school and define and/or support a comprehensive approach to school reopening.

Policy Brief: The Impact of COVID-19 on children - UNICEF (2020)
Effects of COVID-19

Primary and Secondary Impacts of the COVID-19 Pandemic on Children and Women in Ghana - UNICEF (COVID-19 IMPacts on Children, 2020)

Printed materials - Google Drive - UNICEF (2020)

Reimagine Education and Skills Development for Children and Adolescents in Latin America and the Caribbean - UNICEF (2020)

Reimagine Education: ICT and Innovation in Timor-Leste | UNICEF Timor-Leste - UNICEF (2020)
Timor-Leste’s First Conference and Exhibition on ICT and Innovation in Education
Keywords: ⛔ No INSPIRE recid found

Reimagine Education – Summary Case for Investment - UNICEF (2020)

Reimagining our Future: Building Back Better from COVID-19 - UNICEF (2020)
This report presents the need to link COVID-19 recovery and response to climate and environmental action and details UNICEF's proposed solutions to reduce the impact of COVID-19 that can at the same time create a foundation for a greener, more sustainable future for children.
Keywords: ⛔ No INSPIRE recid found

Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality - UNICEF (2020)

Review of Education Management Information Systems (EMIS) that Track Individual Student Data - Malaysia - UNICEF (2020)

Review of Education Management Information Systems (EMIS) That Track Individual Student Data Summary Report - UNICEF (2020)

Safe to Learn during COVID-19: Recommendations to Prevent and Respond to Violence against Children in all Learning Environments - UNICEF (2020)

School Mapping - UNICEF (2020)
To map every school in the world and show their connectivity

Situation of women and children in Nigeria - UNICEF (2020)
Challenges faced by women and children in Nigeria

The Impacts of COVID-19 on Children in Mozambique - UNICEF (UNICEF Mozambique, 2020)
Keywords: ⛔ No INSPIRE recid found

Towards an Equal Future: Reimagining Girls’ Education Through Stem - UNICEF (UNICEF, 2020)
Keywords: ⛔ No INSPIRE recid found

UNICEF Education COVID-19 case study: Malaysia – Empowering teachers to deliver blended learning after school reopening | UNICEF Evaluation - UNICEF (2020)
In Malaysia, schools were closed on 18 March 2020, disrupting learning for five million students. To keep children learning, the Ministry of Education launched an online teaching and learning platform nationwide. The national platform has kept 3 million children learning during school closures and will continue to play an important role after gradual school reopening starting 24 June 2020 as part of the country’s approach of blending face-to-face and online learning. A critical part of the platform is the Komuniti Guru Digital Learning or Teacher Digital Learning Community, established with support from UNICEF, that aims to equip teachers with the skills and knowledge required to deliver distance classes effectively and efficiently through a five-module online teacher training course that includes notes, video tutorials, and quizzes on how to plan, build and launch digital content for remote teaching and learning. To date, around 2,400 teachers from over 1,600 schools all over the country have participated in the online teacher training. Originally published OCHA Humanitarian Response and ReliefWeb

UNICEF scales up support to keep children learning, as COVID-19 forces schools to close - UNICEF (2020)

UNICEF to support launch of Ukrainian School Online for youngest learners and sign language translation - UNICEF (2020)

Why are Boys Leaving Lower Secondary School in Cambodia? - UNICEF (2020)

UNICEF Education COVID-19 Case Study - UNICEF Malaysia (2020)

Nigeria | Education - UNICEF Nigeria (2020)
See how UNICEF in Nigeria supports children so they can attend school and learn.

Leveraging Education Technology to Reach Disadvantaged Children and Youth - UNICEF (ROSA) (2020)

Monitoring Distance Learning During School Closures - UNICEF ROSA (2020)

ICT for Learning Process and Tools – Volume II | UNICEF Eastern and Southern Africa - UNICEF; Aga Khan Foundation and Innovation Unit (2020)

Country Report Lao People’s Democratic Republic Lao Social Indicator Survey II 2017 MICS - UNICEF; Government of Lao People's Democratic Republic (2020)
Keywords: ⛔ No INSPIRE recid found

How many children and young people have internet access at home - UNICEF; ITU (2020)

Towards an equal future: Reimagining girls’ education through STEM - UNICEF; ITU (2020)
Marking the 25th anniversary of the Beijing Declaration and Platform for Action

Reimagine Education: ICT & Innovation in Timor-Leste - UNICEF; Ministry of Education (2020)

Mozambique school children face ‘catastrophic’ fall-out from COVID-19: A UN Resident Coordinator blog | Africa Renewal - United Nations (2020)
Keywords: ⛔ No INSPIRE recid found

Policy Brief: Education during COVID-19 and beyond - United Nations (2020)

UN Flagship Report Disability. - United Nations (2020)

UN radio spreads Covid-19 information to remote areas - United Nations (United Nations, 2020)
In the Central African Republic, radio broadcasts are a useful means to share public information, especially to the most remote populations. UN Volunteers assigned with the MINUSCA’s radio are on the frontline to raise awareness aboutt the COVID-19 pandemic. These dedicated UN Volunteers share current up-dates on COVID-19 via radio programmes, while advocating for prevention and protection measures.

Human Development Reports - United Nations Development Programme (2020)

Teachers and mothers join forces to keep girls in school in Malawi - United Nations Population Fund (Africa Renewal, 2020)

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - United Nations Statistics Division (2020)

Policy Brief: A Disability Inclusive Response to COVID-19 - United Nations Sustainable Development Group (UNSDG) (2020)
Keywords: ⛔ No INSPIRE recid found

Schools ICT project - Universal Access Development Fund (Sierra Leone) (2020)

Universal Access Development Fund | Home - Universal Access Development Fund (Sierra Leone) (2020)

Summative Evaluation of GPE’s Country-Level Support to Education: Bangladesh - Universalia (2020)

Policy Brief: Education during COVID-19 and beyond - UNSDG (2020)
The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l

Private education and compliance with the Abidjan Principles: A study of Malawi, Mozambique, Tanzania and Nigeria - Unterhalter, Elaine; Robinson, Lynsey; Luis, Jose; Canelhas, Benito; Coysh, Joanne (ActionAid, 2020)

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (United Nations Educational, Scientific and Cultural Organisation, 2020)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, UNESCO, UniTwin, 2020)

Report homepage https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/ - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (2020)
Keywords: ⛔ No DOI found

2019 Civil Society Organization Sustainability Index - for Asia 6th Edition – December 2020 - USAID (United States Agency for International Development Bureau for Democracy, Conflict and Humanitarian Assistance Center of Excellence on Democracy, Human Rights and Governance, 2020)

ICT4E How-To Note Final_Feb20.pdf - USAID (2020)

Language of Instruction Country Profile: South Africa - USAID (2020)
Keywords: ⛔ No DOI found

USAID digital strategy - USAID (USAID, 2020)

USAID Digital Strategy - USAID (2020)

USAID Partnership for Education - USAID (Global Reading Network, 2020)
The USAID Ghana Partnership for Education: Learning activity developed a phonics-based reading program that will provide evidence-based tools and strategies for improving reading performance in 100 districts in Ghana, reaching approximately 1.1 million primary students. This brochure provides an overview of Learning’s approach, which includes teacher professional development models, methods for scaling up, a model for primary mathematics, a rigorous monitoring and support system and a learning-by-doing approach to capacity development. The brochure also highlights strong results from a prototype of the program conducted in the Dagbani language.

Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis - Usawa Agenda (Usawa Agenda, 2020)

Ustad Mobile – Access and share education content offline - Ustad (Ustad Mobile, 2020)

Covid-19 disrupts education in rural Bangladesh - Uttom, Stephan; Rozario, Rock (UCA News, 2020)
Pupils and teachers lament lack of access to online classes due to poverty

Are Our Children Learning? The status of remote-learning among school-going children in Kenya during the Covid-19 Crisis - Uwezo (Usawa Agenda, 2020)

Efficiency and effectiveness in choosing and using an EMIS - van Wyk, Chris; Crouch, Luis (UNESCO, 2020)

Efficiency and effectiveness in choosing and using an EMIS - van Wyk, Chris; Crouch, Luis (UNESCO, 2020)

Building back better: Education systems for resilience, equity and quality in the age of Covid-19 - Vu, B.T.; Savonitto, I.S. (World Bank, 2020)

Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery - Wagner, Emma; Warren, Hollie (Save The Children, 2020)
Keywords: ___working_potential_duplicate

Cost Analysis Guidance for USAID-Funded Education Activities - Walls, Elena; Tulloch, Caitlin; Harris-Van Keuren, Christine (United States Agency for International Development, 2020)

Cost Measurement Guidance Note for Donor-Funded Education Programming - Walls, Elena; Tulloch, Caitlin; Holla, Alaka (United States Agency for International Development, prepared for Building Evidence in Education (BE2), 2020)

Misallocation in the Public Sector? Cross-Country Evidence from Two Million Primary Schools, - Walter, Torsten Figueiredo (STICERD - Economic Organisation and Public Policy Discussion Papers Series, 2020)

Can't Wait To Learn - War Child Holland (Warchild English, 2020)
War Child empowers children and young people in conflict areas by providing psychosocial support, stimulating education and protecting children from the effects of war.

Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery - Warren, Hollie; Wagner, Emma (Save the Children, 2020)
Keywords: ___working_potential_duplicate

RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic - Warren, Shana; Parkerson, Doug; Collins, Elliott (Innovations for Poverty Action, 2020)

Using Technology to Change Education: Blended Learning in the Science Classroom - Washington, LaToya (2020)
Keywords: ⛔ No DOI found

The relationship between educational television and mathematics capability in Tanzania - Watson, Joseph; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2020)
Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low perviewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content.
Keywords: Tanzania; ___working_potential_duplicate; cost effectiveness; educational television; mathematics; ⛔ No DOI found

Back to school with telepresence robot technology: A qualitative pilot study about how telepresence robots help school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment - Weibel, Mette; Nielsen, Martin Kaj Fridh; Topperzer, Martha Krogh; Hammer, Nanna Maria; Møller, Sarah Wagn; Schmiegelow, Kjeld; Bækgaard Larsen, Hanne (Nursing Open, 2020)
Aim: To explore how an AV1 telepresence robot helps school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design: Qualitative pilot study. Methods: Data were collected through semi-structured interviews with school-aged children and adolescents (N = 3, 12–14 years) diagnosed with cancer, their parents (N = 3), teachers (N = 2), classmates (12–14 years, N = 15, focus group interviews) and healthcare professionals (N = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot. Results: Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved.
Keywords: cancer; childhood illness; education; school nursing; technology

Climate Change Impact on Education - Weng, Boey Chun; Morooka, Rina; Mujtaba, Rustam Shariq; Shitong, Yang (Aide et Action, 2020)
Research report done for Aide et Action On selected ASEAN Countries (Cambodia, Vietnam, Laos PDR)
Keywords: Added through targeted search; ⛔ No DOI found; ⛔ No INSPIRE recid found

COVID-19: the gendered impacts of the outbreak - Wenham, Clare; Smith, Julia; Morgan, Rosemary (The Lancet, 2020)
Keywords: ___working_potential_duplicate

WFP and Government of Bangladesh deliver high-energy biscuits to school children affected by COVID-19 school closures - WFP (ReliefWeb, 2020)
English News and Press Release on Bangladesh about Education, Food and Nutrition and Epidemic; published on 19 May 2020 by WFP

Mitigating the effects of the COVID-19 pandemic on food and nutrition of schoolchildren - WFP; FAO; UNICEF (2020)

From coping to improving and accelerating: Supporting teachers in the pandemic and beyond - Wilichowski, Tracy; Cobo, Cristobal (2020)
Countries now have an opportunity to build back better and must consider how best to help teachers not only cope through the crisis, but also become better equipped with the skills to succeed in the wake of it.

COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses| Part II: Developing Countries with Focus on Sub-Saharan Africa - Wodon, Quentin (Journal of Catholic Education, 2020)
Keywords: ⛔ No DOI found

Going Online for Sexual and Reproductive Health - Women Deliver; Girl Effect (2020)

Inclusive education in ASEAN countries: how to support children with disabilities in schools - Wong, Dr Tze Peng (University of Nottingham Asia Research Institute, 2020)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

How many women work in STEM? - Wood, Johnny (World Economic Forum, 2020)
Women in STEM are underrepresented, paid less than men, have fewer publishing opportunities and progress less in their careers.

What has the XPrize done for us lately? - Woollaston, Victoria (Engineering & Technology, 2020)
Twenty-three years. Seventy million dollars and counting. The XPrize began as a boy’s dream of journeying into space – now it is one of today’s most effective philanthropic endeavours and one with a bold mission: to make the seemingly impossible possible.

15 Ways to Support Young Children and their Families in the COVD-19 Response - World Bank (2020)

Access to electricity (% of population) - Kenya - World Bank (2020)

Bangladesh - COVID 19 School Sector Response Project (English) - World Bank (2020)

Children out of school, primary - Latin America & Caribbean | Data - World Bank (2020)

Education Statistics | Education Expenditures - World Bank (2020)

Educational television during COVID-19: How to start and what to consider - World Bank (2020)
Five key insights on starting, using and sustaining education television for remote learning, corroborated by more than 40 current examples from countries.

Guidance Note: Remote Learning and CVID-19 - World Bank (2020)

How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic - World Bank (World Bank, 2020)
Examples of how countries are using edtech to support remote learning under COVID-19
Keywords: ___working_potential_duplicate

Human Capital Index - World Bank (2020)

Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil - World Bank (2020)
Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil (English)

Incidence of HIV, all (per 1,000 uninfected population) - Sierra Leone | Data - World Bank (2020)

Inclusive Education Initiative: Transforming Education for Children with Disabilities - World Bank (Google Docs, 2020)

Individuals using the Internet (% of population) - World Bank (2020)

Individuals using the Internet (% of population) | Data - World Bank (2020)

Individuals using the Internet (% of population) - South Asia | Data - World Bank (2020)

Individuals using the Internet (% of population) - Sub-Saharan Africa | Data - World Bank (2020)

Investing in the Early Years During COVID-19 - World Bank (World Bank, 2020)

Kenya: Off-grid Solar Access Project for Underserved Counties - World Bank (2020)
Kenya: Off-grid Solar Access Project for Underserved Counties

Labor force participation rate, female (% of female population ages 15+) - World Bank (2020)

Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project - World Bank (2020)
Keywords: ⛔ No INSPIRE recid found

LATIN AMERICA AND THE CARIBBEAN Inclusion and education: ALL MEANS ALL - World Bank (2020)

Literacy rate, adult total (% of people ages 15 and above) - World Bank (2020)

Mobile cellular subscriptions (per 100 people) - South Asia | Data - World Bank (2020)

Mobile cellular subscriptions (per 100 people) - Sub-Saharan Africa | Data - World Bank (2020)

Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English) - World Bank (World Bank, 2020)
Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English)

Mongolia Poverty Update 2018 - World Bank (Main Report of "Household Socio-Economic Survey 2018", 2020)

Nigeria | Country Profile - World Bank (2020)
The World Bank is helping to fight poverty and improve living standards for the people of Nigeria with more than 130 IBRD loans and IDA credits since 1958.

Pakistan | Data - World Bank (World Bank Group, 2020)

Pivoting to Inclusion: Leveraging Lessons from the COVID-19 Crisis for Learners with Disabilities - World Bank (2020)

Rapid Response Guidance Note: Educational Television & COVID-19 - World Bank (2020)
Keywords: ___working_potential_duplicate

Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere - World Bank (World Bank, 2020)
Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere (English)

Remote Learning and COVID-19: The use of educational technologies at scale across an education system as a result of massive school closings in response to the COVID-19 pandemic to enable distance education and online learning - World Bank (2020)