The relationship between parental involvement and psychological adjustment among Chinese children with autism spectrum disorder in the transition from kindergarten to primary school: A chain-mediating model - Hou, Yujia; Yan, Tingrui; Zhang, Junfang (Frontiers in Psychology, 2023)
Introduction This study examined the impact of parental involvement on the psychological adjustment of children with autism spectrum disorder (ASD), and the role of parenting self-efficacy and parenting stress in the transition from kindergarten to primary school. Methods Using the questionnaires, we collected data from 237 Chinese parents of children with ASD. Results Mediation analyses showed that parental involvement partially promoted the psychological adjustment of children with ASD, which was reflected in the fact that parental involvement promoted children’s prosocial behavior but did not reduce their emotional/behavioral problems. Mediation analyses also revealed the role of the mediator in parenting stress between parental involvement and the psychological adjustment of children. Additionally, the results suggested that parenting self-efficacy and parenting stress played a chain-mediating role in the association between parental involvement and psychological adjustment in children with ASD. Discussion These findings enhance our understanding of the mechanisms underlying the relationship between parental involvement and psychological adjustment in children with ASD in the transition from kindergarten to primary school.

The state of education in Ukraine and steps for future progress - Hrynevych, Liliia (Learning during crisis: Insights for Ukraine from across the globe, 2023)
PDF | In this publication, countries participating in the OECD programme on the Future of Education and Skills (Education 2030) are offering a range of... | Find, read and cite all the research you need on ResearchGate

Automated knowledge extraction from IS research articles combining sentence classification and ontological annotation - Huettemann, Sebastian (2023)
Keywords: _Added-ailr-2024; ⛔ No DOI found

Promoting Climate-Sensitive Early Childhood Care and Education in Emergencies - INEE (Inter-agency Network for Education in Emergencies (INEE), 2023)

Disability-Inclusive Education in Emergencies: Key concepts, approaches, and principles for practice - Inter-agency Network for Education in Emergencies (INEE) (INEE, 2023)

Disability-Inclusive EiE Resources Mapping and Gap Analysis - Inter-agency Network for Education in Emergencies (INEE) (INEE, 2023)

Conceptual Framework for Education in Emergencies Data - International Institute for Educational Planning (IIEP)-UNESCO (2023)

Guidelines and Toolkit for a Diagnosis of the Education in Emergencies Data Ecosystem - International Institute for Educational Planning (IIEP)-UNESCO (2023)
Manual and Guideline in English on World about Education and Protection and Human Rights; published on 22 Dec 2023 by UNESCO

Institutionalizing Education in Emergencies Data Production and Use for Crisis-sensitive Educational Planning - International Institute for Educational Planning (IIEP)-UNESCO (2023)

The Geneva Declaration on Education in Emergencies and Protracted Crises - International Parliamentary Network for Education; Geneva Global Hub for Education in Emergencies (2023)

Digital Development Dashboard - International Telecommunication Union (2023)

Digital Development Dashboard: Lao PDR - International Telecommunication Union (2023)

ICT Price Baskets - International Telecommunication Union (2023)

Ukraine Digital Development Country Profile - International Telecommunication Union (2023)

AIED Unplugged: Leapfrogging the digital divide to reach the underserved - Isotani, Seiji; Bittencourt, Ig Ibert; Challco, Geiser C.; Dermeval, Diego; Mello, Rafael F. (Springer Nature Switzerland, 2023)
Artificial Intelligence in Education (AIED) is a driving force to improve education. Nevertheless, policymakers from the Global South fear that AI will increase the digital divide and reduce the opportunities for students in these regions to thrive. To address this problem, we analyzed the past 30 years of data on four aspects of the digital divide. Then, based on these findings and a series of discussions with stakeholders (e.g., policymakers), we proposed the concept of AIED Unplugged. An approach to creating AI-based educational technologies that do not require changes in current school settings (e.g., infrastructure), do not rely on stable internet access, and do not ask for digital skills to use them. We applied this concept to redesign an education policy in Brazil to help students improve their writing skills. Our results show a reduction in time, cost and complexity to running the policy, and a positive impact on more than 500,000 students in 7,000 schools in the country.

Walking the Talk for the Right to Education – A field note on Gilgit Baltistan and its Delivery Lab - Jamil, Baela (2023)

The Mobile Gender Gap Report 2023 - Jeffrie, Nadia (GSMA, 2023)

Low-tech personalised learning to improve girls' education in Kenya. - Jordan, K; Damani, K; Khagame, P; Mongeau, C; Mumbi, A; Myers, C; Njuguna, L; Otieno, J; Zhao, A (EdTech Hub and M-Shule, 2023)

How can messaging apps, WhatsApp and SMS be used to support learning? A scoping review - Jordan, Katy (Technology, Pedagogy and Education, 2023)
In response to disruption to education during the Covid-19 pandemic, mobile phone-based messaging has emerged in some instances as an accessible, low-connectivity way of promoting interactivity. However, no recent reviews have been undertaken in relation to how social media and messaging apps can be used to effectively support education in low- and middle-income countries. In this scoping review, 43 documents were identified for inclusion and three main thematic areas emerged: supporting student learning (including interacting with peers and other students, peer tutoring and collaborative learning; and interacting with teachers, through content delivery, teaching and assessment); teacher professional development (including structured support and prompts, and informal communities of practice); and supporting refugee education. The discussion and findings are both of practical use, to inform responses to the current pandemic and designing initiatives in the future, and will also be useful for advancing research in this expanding field.

Nudging or Nagging? Conflicting Effects of Behavioral Tools - Kalil, Ariel; Liu, Haoxuan; Mayer, Susan; Rury, Derek; Shah, Rohen (SSRN Electronic Journal, 2023)

Learning on Hold: The Toll of COVID-19 School Closures on Mozambique’s Foundational Literacy - Kan, Sophia; Pontuschka, Rafael (Innocenti Research Briefs, 2023)
Keywords: ⛔ No INSPIRE recid found

Exploring the landscape of autism in Africa: Challenges in diagnosis, support, and resources – a short communication - Kantawala, Burhan; Abu-Bakr, Aya; Kasini, Benoît; Ndayambaje, Martin; Ian Soh, Shi; Nazir, Abubakar; Wojtara, Magda; Uwishema, Olivier (Annals of Medicine and Surgery, 2023)

War & Education - Kohut, Iryna; Nikulina, Olena; Syrbu, Olena; Zherobkina, Tetiana; Nazarenko, Yuliia (savEd, 2023)

The evolution of systematic evidence reviews: Past and future developments and their implications for policy analysis - Lemire, Sebastian; Peck, Laura R.; Porowski, Allan (Politics & Policy, 2023)
Abstract Evidence reviews are widely used to summarize findings from existing studies and, as such, are an important base for policy analysis. Over the past 50 years, three waves of evidence reviews have emerged: (1) the meta‐analysis wave, (2) the mixed‐methods synthesis wave, and (3) the core components wave. The present article first describes these waves and reflects on the benefits and limitations of each wave in the context of policy analysis. Informed by this historical account, the article then identifies and discusses three trends that are likely to influence future directions of evidence reviews: (1) using data science tools, (2) embedding an equity focus, and (3) translating research into practice. The concluding discussion connects these developments to public policy, identifying how evidence from systematic evidence reviews informs—or could better inform—policy decisions. Related Articles Nunes Silva, Carlos. 2012. “Policy and Evidence in a Partisan Age: The Great Disconnect—By Paul Gary Wyckoff.” Politics & Policy 40(3): 541–43. https://doi.org/10.1111/j.1747‐1346.2012.00363.x . Sinclair, Thomas A. P. 2006. “Previewing Policy Sciences: Multiple Lenses and Segmented Visions.” Politics & Policy 34(3): 481–504. https://doi.org/10.1111/j.1747‐1346.2006.00025.x . Smith‐Walter, Aaron, Holly L. Peterson, Michael D. Jones, and Ashley Nicole Reynolds Marshall. 2016. “Gun Stories: How Evidence Shapes Firearm Policy in the United States.” Politics & Policy 44(6): 1053–88. https://doi.org/10.1111/polp.12187 . , La evolución de las revisiones sistemáticas de evidencia: Desarrollos pasados y futuros y sus implicaciones para el análisis de políticas Las revisiones de evidencia se utilizan ampliamente para resumir los hallazgos de estudios existentes y, como tales, son un tipo importante de análisis de políticas. En los últimos 50 años, han surgido tres oleadas de revisiones de evidencia: (1) la oleada de metanálisis, (2) la oleada de síntesis de métodos mixtos y (3) la oleada de componentes centrales. El presente artículo primero describe estas oleadas y reflexiona sobre los beneficios y limitaciones de cada oleada en el contexto del análisis de políticas. Basado en este relato histórico, el artículo luego identifica y analiza tres tendencias que probablemente influirán en las direcciones futuras de las revisiones de evidencia: (1) usar herramientas de ciencia de datos, (2) incorporar un enfoque de equidad y (3) traducir la investigación a la práctica. La discusión final conecta estos desarrollos con la política pública, identificando cómo la evidencia de las revisiones sistemáticas de evidencia informa, o podría informar mejor, las decisiones de política. , 系统性证据审查的演变:过去和未来的发展及其对政策分析的影响 证据审查被广泛用于总结现有研究结果，因此是一种重要的政策分析类型。过去50年里，出现了三次证据审查浪潮，即荟萃分析、混合方法综合、以及核心组分法。本文首先描述了这三种方法，并在政策分析情境下反思了每种方法的优势和局限性。根据这一历史叙述，本文随后识别并探讨了可能影响证据审查未来方向的三种趋势:(1)使用数据科学工具，(2)嵌入公平视角，(3)将研究转化为实践。结论将这些发展与公共政策相联系，识别了来自系统性证据审查的证据如何影响政策决策(或如何能更好地影响政策决策)。
Keywords: _Added-ailr-2024; análisis de políticas; componentes básicos; core components; evidence review; meta-analysis; metanálisis; mixed methods; métodos Mixtos; policy analysis; research synthesis; revisión de evidencia; revisión sistemática; systematic review; síntesis de Investigación; 政策分析; 核心组分; 混合方法; 研究综合; 系统性综述; 荟萃分析; 证据审查

Providing distance education during the war: The experience of Ukraine - Londar, Lidia; Pietsch, Marcus (Information Technologies and Learning Tools, 2023)
Explore millions of resources from scholarly journals, books, newspapers, videos and more, on the ProQuest Platform.

Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives - Lurvink, Anne-Fleur; Pitchford, Nicola J. (Frontiers in Education, 2023)
Background: Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method: A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results: Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion: Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.

Building Education Foundations through Innovation & Technology: Malawi Scale-Up Program Overview - Malawi Ministry of Education (Government of Malawi, 2023)

Building Education Foundations through Innovation & Technology: Malawi Scale-up Program Overview - Malawi MoE (2023)

Building Education Foundations through Innovation & Technology: Malawi Scale-up Program Overview - Malawi MoE (2023)

Issues and strategies in inquiry-based learning evaluation - Mao, Yiqing (Open Journal of Social Sciences, 2023)

Feasibility of a mobile phone training on autism spectrum disorders for teachers in Tanzania - Martino, Daniele C.; Naqvi, Nilofer C. (Technology, Pedagogy and Education, 2023)
Despite the rising global prevalence of autism spectrum disorders (ASD), significant disparities in ASD knowledge persist worldwide. Professional development trainings are effective in increasing teacher knowledge of ASD; however, in-person trainings pose accessibility concerns for teachers in low- and middle-income countries. In sub-Saharan Africa, few teacher development opportunities exist and logistical barriers limit attendance, highlighting the need for a more accessible training modality. The present study used a pre-post-test methodology among general and special education teachers in urban Tanzania to evaluate the feasibility of a mobile phone-delivered training on ASD. Results indicated a robust 84% participation rate and high quiz scores across training modules. The benefits of using mobile phone technology in a low-resource setting are presented. As the first asynchronous ASD training developed and implemented among teachers in Tanzania, this study can guide future research that explores how best to increase ASD knowledge among community members using technology.

Mobile application based early educational intervention for children with autism: A pilot trial - Mazumdar, Arpita; Banerjee, Mallika; Chatterjee, Biswajoy; Saha, Sayan; Gupta, Gauri Shankar (Disability and Rehabilitation: Assistive Technology, 2023)
To design and develop a mobile application for pre-school readiness of children with autism and also to identify their learning pattern. Based on strong foundation of functional academics, we have developed a mobile application for providing an early educational intervention program to the children with autism. Three successive software trials have been conducted among 31 children with autism of age group of three to 10 years. The mobile app has been provided to educators and parents and they have been allowed to supervise the children during their learning phase for eight to 10 weeks. The imprint of learning pattern is recorded and learning progress profile is generated for individual child. Data analysis of learning progress profile shows that 90% of the participants preferred drag and drop or simple touch approach over conventional methods practised during classroom teachings. More than 84% of the children are found to adapt pre-requisite skills for writing like scribbling, tracing, dots joining, copying, etc. after using the app on their tablet who are reluctant to hold pencil and paper otherwise. Twenty-five percent of the participants are reported to reciprocate the greeting etiquettes in class such as greeting teachers and their peers. The mobile application made a valuable contribution to early intervention program for children with autism by imparting appropriate learning opportunities readily available to them. Performance metrics underlying each activity form a strong base of identification of learning patterns and formulation of revised individualized education plan (IEP).Implications for RehabilitationChildren with autism need the mobile application as an educational intervention program for it is readily available and user friendly.Educators need the mobile application to quantify the performance parameters and there by monitor/evaluate the progress of the child.Overall, the present research has aimed to develop an easy reach app by which educating as well as handling challenging behaviour of the children with autism would be easier. Children with autism need the mobile application as an educational intervention program for it is readily available and user friendly. Educators need the mobile application to quantify the performance parameters and there by monitor/evaluate the progress of the child. Overall, the present research has aimed to develop an easy reach app by which educating as well as handling challenging behaviour of the children with autism would be easier.

The current landscape and future of tablet-based cognitive assessments for children in low-resourced settings - McHenry, Megan S.; Mukherjee, Debarati; Bhavnani, Supriya; Kirolos, Amir; Piper, Joe D.; Crespo-Llado, Maria M.; Gladstone, Melissa J. (PLOS digital health, 2023)

Implementation of Universal Design for Learning in Low- and Middle-Income Countries: ‘I Thought These Principles Could Have Been Written by Me’ - McKenzie, Judith; Karisa, Amani; Kahonde, Callista (Disabilities, 2023)
UNESCO’s Global Education Monitoring Report (2020) strongly recommends the adoption of Universal Design for Learning (UDL) at the government level so that it becomes an integral part of countries’ inclusive education policies. However, UDL has largely been developed in high-income countries with technology as a central theme. The question is whether the purported benefits of the UDL approach can translate into low and middle-income country (LMIC) contexts. This study explores the relevance and fit of UDL to LMIC contexts by use of interviews (either individual or group) with 12 representatives of international agencies, non-governmental organizations (NGOs), and UDL experts who have experience in providing inclusive education services in LMICs. Three themes are reported: understanding of UDL, UDL supporting inclusive education, and UDL in teacher-training initiatives and capacity building. The concept of UDL is not new in LMICs, although the name may be. The potential for UDL to support inclusive education in LMICs is recognized. UDL needs to be mainstreamed in teacher training programs, and its implementation should be adapted to respond to the contextual realities of LMICs. The encounter between UDL proponents from high-income countries and education stakeholders in LMICs should be mutually enriching rather than imposing the approach from high-income countries on those in LMICs.
Keywords: LMIC; UDL; disability; inclusion; ⛔ No INSPIRE recid found

Damage Assessment Report - Ukraine June 2023 - Ministry of Education and Science (2023)

Strategic Action Plan by 2027 - Ministry of Education and Science of Ukraine (Gov. of Ukraine, 2023)

Результати міжнародного дослідження якості освіти PISA-2022 - Ministry of Education and Science of Ukraine (2023)

Transforming Education Through Technology: EdTech Masterplan 2030 - Ministry of Education, Singapore (2023)
Gain insights on the strategic focus of our Educational Technology (EdTech) Plan, or “EdTech Masterplan 2030” for short.

Teacher Policy Action Plan - Ministry of Education, Youth and Sports, Kingdom of Cambodia (2023)

The Education, Youth and Sport Performance Report to Congress for the Academic Year 2021–2022 - Ministry of Education, Youth and Sports, Kingdom of Cambodia (2023)

National Information & Communication Technology Policy 2023 - Ministry of Technology and Science (Government of the Republic of Zambia, 2023)

What’s Behind the Growing Number of Attacks in Southern Thailand? - Mishra, Rahul (2023)
Whoever ends up leading the country’s next government, they need to prioritize the implementation of the 2013 peace plan.
Keywords: ⛔ No INSPIRE recid found

Navigating narratives in Ukraine: Humanitarian response amid solidarity and resistance - Moallin, Zainab; Hargrave, Karen; Saez, Patrick (Overseas Development Institute (ODI Global), 2023)
Keywords: ⛔ No DOI found

A digital accessibility and inclusive design-based e-module in Higher Education: Does it work in a classroom with a deaf student? - Musayaroh, Siti; Asmiati, Neti; Utami, Yuni Tanjung; Mulia, Dedi; Sidik, Sistriadini Alamsyah; Febri, Reza; Abadi, Toni Yudha Pratama; Maslahah, Sayidatul; Pramudyo, Anggoro Suryo (ASEAN Journal of Community and Special Needs Education, 2023)
Keywords: accepted; ⛔ No DOI found; ⛔ No INSPIRE recid found

Eduten Partners with Laos for a Landmark 12-Week Educational Research Project - Muurimaa, Henri (2023)
Eduten is excited to announce the launch of a new 12-week research project in Laos, in collaboration with local educational authorities.

National Digital Literacy Framework - National Information Technology Development Agency (2023)

Learning Disabilities - National Institute of Neurological Disorders and Stroke (2023)
Learning disabilities are disorders that affect the ability to understand, or use spoken or written language, do mathematical calculations, coordinate movements, and/or direct attention. Learning disabilities occur in very young children, yet they are usually not noticed until the child reaches school age. Learning disabilities can be lifelong conditions.
Keywords: ⛔ No INSPIRE recid found

National Numeracy Programme (NNP) – Objectives - National Numeracy Programme (NNP) (2023)

Challenges encountered by teachers in supporting children with autism in primary schools in Tanzania - Ndunguru, N.E.; Kisanga, S.E. (Papers in Education and Development, 2023)
This paper reports the challenges experienced by teachers in supporting children with autism (CA) in primary schools in Tanzania. It is a qualitative study that employed purposive sampling technique to select seven primary school teachers of CA from two schools. Data were collected using a semi-structured interview and were analysed thematically. The findings of the study revealed that teachers experience challenges when supporting CA due to inadequate knowledge in managing the behaviours of CA. Also, teachers received little collaboration from parents of CA due to a lack of commitment to the education of their CA. The paper recommends for continuous professional development training to teachers of CA to enhance the acquisition of updated knowledge and skills for supporting CA. Also, there is a need for effective collaboration between teachers and parents for the successful support of CA.

Implementation Completion and Results Report – Vietnam Quality Improvement of Primary Education for Deaf Children Project (QIPEDC) - Nguyen, Anh Thuy (2023)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone - Nicolai, Susan; Jordan, Katy; Adam, Taskeen; Kaye, Tom; Myers, Christina (International Journal of Educational Development, 2023)

Edtech and parental engagement - Nicolai, Susan; Rui, Tingting (Yang); Zubairi, Asma; Chebet, Seluget; Kamninga, Tony (UNESCO, 2023)
Keywords: ⛔ No INSPIRE recid found

Technology in education: a case study on Lao People's Democratic Republic - Nietschke, Yung; Dabrowski, Anna (2023)

Technology in education: a case study on Lao People's Democratic Republic - Nietschke, Yung; Dabrowski, Anna (International Education Research, 2023)
This paper was commissioned by the Global Education Monitoring Report as background information for the development of the 2023 Global Education Monitoring (GEM) Report: technology and education, Southeast Asia. Digital technology has the potential to transform learning and offer a solution to persistent challenges in equity of access and quality of learning for all students. COVID-19 has accelerated the adoption of technology to deliver alternative modes of education. It has also put the spotlight on the digital divide that technology creates. This Case Study explores the progress of technology integration in the education sector in Lao PDR in line with its aspirations for a thriving digital economy driven by a digitally-skilled workforce. It explores the current conditions that facilitate or inhibit digitalization of the education sector and considers the impact across the system, sector-wide and school levels. This includes issues relating to digital access, digital literacy of teachers and students, technology infrastructure investments and the regulatory environment. The findings suggest that many of these challenges are not unique to Lao PDR. However, with a clear strategy, political commitment and sustainable resourcing of the education sector, there are opportunities for the Government of Lao PDR and its partners, to set a strong foundation for digitalizing the education system.
Keywords: accepted; checks the GP(disadvntaged group-OOS)T, publisher: Global education Monitering report,; ⛔ No DOI found; ⛔ No INSPIRE recid found

Improving Enrollment and Learning through Videos and Mobiles: Experimental evidence from Northern Nigeria - Orozco-Olvera, Victor; Rascon-Ramirez, Ericka (World Bank Group, 2023)
Improving Enrollment and Learning through Videos and Mobiles : Experimental Evidence from Northern Nigeria (English)

Collaboration to Realise Kenya’s National Learning Goals through EdTech - Otieno, Jennifer; Omuthe, Ronald; Ampofo, Rudolph (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Law of Ukraine "About complete general secondary education" - Parliament of Ukraine (2023)

Personal communication: Research on solar-power projector DPL implementation in Malawi - Pitchford, Nicola J. (2023)

Access to Education for Refugee Children in Indonesia During the COVID-19 Pandemic: Challenges and Adaptation Strategies - Prabaningtyas, Raden Ajeng Rizka Fiani; Pudjiastuti, Tri Nuke; Alami, Athiqah Nur; Farhana, Faudzan; Arfan (ASEAS - Advances in Southeast Asian Studies, 2023)
The protracted refugee situation in Indonesia during the COVID-19 pandemic has increased refugee children's vulnerability due to the non-fulfillment of their fundamental rights, including the right to education. Drawing on data collected through interviews and observation of refugee children during fieldwork in the cities of Batam and Makassar, this paper aims to investigate how and why their access to education has changed during the pandemic. This study finds that, shortly before the pandemic, the Indonesian government provided access to education for refugee children through the issuance of the Circular Letter from the Secretary General of the Ministry of Education, Culture, Research and Technology Number 752553/A.A4/HK/2019 dated on 10 July 2019. However, the pandemic complicated the accessibility of education for refugee children suggested by the Circular Letter due to lockdown policy and mobility restrictions. The complication is apparent in four aspects of accessibility, namely: access to information, activities in the learning process, environmental support, and the motivation of refugee children. Notwithstanding, this study also finds that the pandemic has induced developments of adaptation strategies through the adoption of online learning among refugee communities to enable wider access to education for refugee children. Therefore, the pandemic may have revealed the urgency for a more rights-based policy on refugee treatment in Indonesia.
Keywords: Bildungsbeteiligung; Bildungschance; Epidemie; Flüchtling; Indonesia; Indonesien; Kind; child; educational opportunity; epidemic; participation in education; refugee

Basic Education Data - President's Office — Regional Administration and Local Government; Government of Tanzania (2023)

What Can the Education Sector Do to Adapt to the Forthcoming Impacts of Climate Change? - Proctor, Jamie (Global Partnership for Education, 2023)
Practitioner experience and reflections on what can be done specifically within the education sector to adapt and reduce the negative impacts of climate change on education.

Designing Safe Digital Mental Health and Psycho–Social Support for Displaced and Stateless Adolescents Hub - Raftree, Linda (MHPSS Hub, 2023)
This report explores how digital approaches and interventions could be safely incorporated into the different layers of the MHPSS Pyramid. It also provides a summary of the existing evidence-base and inputs from UNHCR staff to lay out the case and the caveats for digital MHPSS for forcibly displaced and stateless adolescents.

Breaking through limitations: enhanced systematic literature reviews with large language models - Reason, Tim; Langham, Julia; Gimblett, Andy; Malcolm, Bill; Klijn, Sven (Population, 2023)
Keywords: _Added-ailr-2024; ⛔ No DOI found

Dakar Framework for Action - Right To Education (2023)
The Education for All (EFA) movement is a global commitment to provide quality basic education for all children, youth and adults. At the World Education Forum (Dakar, 2000), 164 governments pledged to achieve EFA and identified six goals to be met by 2015. Governments, development agencies, civil society and the private sector are working together to reach the EFA goals.[ESPAÑOL] [FRANÇAIS]

Investigating the situation for children with autism and their families in Cambodia - Rose, Richard; Jegannathan, Bhoomikumar; Mong, Dalin; Pat, Puthy; Sok, Derozet (Education Sciences, 2023)
Keywords: ⛔ No INSPIRE recid found

Mapping National Digital Learning Platforms: Full Dataset - Rui, Tingting; Chuang, Rachel; Thinley, Sangay; AlSheikh Theeb, Thaer; Villavicencio, Xuzel; Hasiniavo, Rasolohery (EdTech Hub, 2023)
The dataset provided here as a link to a spreadsheet presents raw data from a global mapping exercise of 471 national digital platforms across 184 countries conducted by EdTech Hub as part of a Helpdesk request from UNICEF. The mapping exercise examined three key areas of availability, usability, and inclusivity of national digital learning platforms. Analysis from the dataset was used to generate a report on national digital learning platforms. The datasheet includes the authors’ organisation of the dataset under key indicators. Readers can use the datasheet to replicate or conduct their own analysis. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Systematic Review using a Spiral approach with Machine Learning - Saeidmehr, Amirhossein; Steel, Piers; Samavati, Faramarz (2023)
With the accelerating growth of the academic corpus, doubling every nine years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with Logistic Regression, TF-IDF for vectorization, and Maximum Probability for prioritization. Results demonstrate up to a 90% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.
Keywords: _Added-ailr-2024

Text classification using deep learning techniques: A bibliometric analysis and future research directions - Sarin, Gaurav; Kumar, Pradeep; Mukund, M. (Benchmarking: An International Journal, 2023)
Keywords: Bibliometric analysis; Classification; Data mining; Deep learning; Text analytics; _Added-ailr-2024

Towards a Resilient Education Recovery from Pakistan's Floods: Rapid Response Research - Sarwar, Moizza Binat (Malala Fund & Pakistan Coalition for Education, 2023)

The use of technology in hybrid learning for student with special needs - Sarwendah, Ade Putri; Azizah, Nur; Mumpuniarti, Mumpuniarti (Journal of Education and Learning (EduLearn), 2023)
Keywords: ⛔ No INSPIRE recid found

The use of technology in hybrid learning for student with special needs - Sarwendah, Ade Putri; Azizah, Nur; Mumpuniarti, Mumpuniarti (Journal of Education and Learning (EduLearn), 2023)
Keywords: ⛔ No INSPIRE recid found

Education Needs Assessment Report Mykolaiv City, Ukraine - Save the Children (Save the Children International, 2023)

Nearly half a million children in Malawi unable to attend school due to Cyclone Freddy - Save the Children (2023)

About IDELA - Save the Children, IDELA (IDELA, 2023)

Digital degrowth: toward radically sustainable education technology - Selwyn, Neil (Learning, Media and Technology, 2023)
This paper outlines how ideas of ‘degrowth’ might be used to reimagine sustainable forms of education technology. In essence, degrowth calls for a proactive renewal of technology use around goals of voluntary simplicity and slowing-down, community-based coproduction and sharing, alongside conscious minimalization of resource consumption. The paper considers how core degrowth principles of conviviality, commoning, autonomy and care have been used to develop various forms of ‘radically sustainable computing’. The paper then suggests four ways in which degrowth principles might frame future thinking around education technology in terms of: (i) curtailing current manipulative forms of education technology, (ii) bolstering existing convivial forms of education technology; (iii) stimulating the development of new convivial education technologies; and (iv) developing digital technologies to achieve the eventual de-schooling of society. It is concluded that mobilisation of these ideas might support a much-needed reorientation of digital technology in education along low-impact, equitable lines.
Keywords: Degrowth; Illich; digital; education; sustainability

The quality of translated children's literature in the Let’s Read application: Evaluating source text meaning accuracy using Angelelli's Scoring Rubric - Setiajid, Harris; Krisnarani, Natalia; Nirwinastu, Diksita Galuh (ResearchGate, 2023)
PDF | This study evaluates the translation quality of a children's story, "Dive", in the Let’s Read app using Angelelli's scoring rubric. The focus is... | Find, read and cite all the research you need on ResearchGate

Urgent, accelerated efforts needed for universal eye coverage, vision for all: WHO - Sharma, Shamila (World Health Organization Southeast Asia, 2023)
Keywords: ⛔ No INSPIRE recid found

Government embracing EdTech: The case of the TeleSchool app - Sheikh, Maira; Nadeem, Umar (Tabadlab, 2023)
Keywords: ⛔ No DOI found

Independent Evaluation of the Girls’ Education Challenge Phase II – Evaluation Study 4: Educating Girls with Disabilities in GEC II - Singal, N; Niaz, Laraib; Gupta, Romanshi; Bligh, Libby; Ogando-Portela, María José; Aslam, Monazza; Rawal, Shenila (2023)

Overview of Allocation Formulas for Education Subvention in Ukraine - SKL International (2023)
Jan Herczyński “Support to Decentralization in Ukraine” SKL International 1. Education subvention in the system of public finance in...

Lao PDR National Education System - Southeast Asia Ministers of Education Organization (SEAMEO) Secretariat (2023)
Keywords: ⛔ No INSPIRE recid found

Human-AI collaboration to identify literature for evidence synthesis - Spillias, Scott; Tuohy, Paris; Andreotta, Matthew; Annand-Jones, Ruby; Boschetti, Fabio; Cvitanovic, Christopher; Duggan, Joe; Fulton, Elizabeth; Karcher, Denis; Paris, Cecile (2023)
Systematic approaches to evidence synthesis can improve the rigour, transparency, and replicability of a traditional literature review. However, these systematic approaches are time and resource intensive. We evaluate the ability of OpenAI’s ChatGPT to undertake two initial stages of evidence syntheses (searching peer-reviewed literature and screening for relevance) and develop a novel collaborative framework to leverage the best of both human and AI intelligence. Using a scoping review of community-based sheries management as a case study, we nd that with substantial prompting, the AI can provide critical insight into the construction and content of a search string. Thereafter, we evaluate ve strategies for synthesising AI output to screen articles based on prede ned inclusion criteria. We nd low omission rates (< 1%) of relevant literature by the AI are achievable, which is comparable to that of human screeners. These ndings show that generalised AI tools can assist reviewers with evidence synthesis to accelerate the implementation and improve the reliability of a review.
Keywords: _Added-ailr-2024

Subeb Jigawa Embarks on Digital Initiative: Capturing Lgea Staff Data Online – - State Universal Basic Education Board (Jigawa State Universal Basic Education, 2023)

What Is Data Governance and Why Does It Matter? - Stedman, Craig (Data Management, 2023)
Learn what data governance is, why it's important, its benefits, who's responsible for it, data governance best practices and more in this in-depth guide.

Large-scale simulation study of active learning models for systematic reviews - Teijema, Jelle Jasper; de Bruin, Jonathan; Bagheri, Ayoub; van de Schoot, Rens (2023)
The active learning methods for prioritising systematic reviews have undergone significant progress and innovation in recent years. This rapid development, however, has inadvertently highlighted the disparity between the rapid development of these methodologies and their rigorous evaluation, stemming from constraints in simulation size, lack of infrastructure, and the use of few datasets. We embark on a large-scale simulation study involving over 27 thousand simulations and over 156 million datapoints, designed to provide robust empirical evidence of active learning methodologies performance. We evaluate 13 combinations of different classification models and feature extraction techniques across high-quality datasets sourced from the SYNERGY dataset. We run a single simulation for each possible combination of selected classification model, feature extraction technique, dataset, and relevant document. The spectrum of performance varies considerably, from marginally better than random reading to near flawless results. Still, every single model-feature extraction combination outperforms random screening. Results are publicly available for analysis and replication. This study advocates for large-scale simulations as the gold standard for assessing active learning methods; it underscores the importance of comprehensive testing to reduce reporting bias and enhance result reliability. It also highlights the need for curating diverse datasets for systematic review literature.
Keywords: _Added-ailr-2024

Childhood Cost Calculator (C3): User Guide. A costing tool for education and early childhood development - The Brookings Institution (Center for Universal Education at The Brookings Institution, 2023)

EdTech to Support Out-of-School Children and Adolescents - Thinley, Sangay; Rui, Yang (EdTech Hub, 2023)
This Helpdesk report was created in response to a request from the World Bank Malawi Education Team for a curated list of resources on examples of EdTech interventions targeting out-of-school children and adolescents to inform an ASA (Advisory Services and Analytics) output. The ASA output will provide policy options to improve second-chance learning and foundational skills for out-of-school children (OOSC). To provide the World Bank Malawi team with adequate information on the above. This curated list begins with an introduction to the use of EdTech to support out-of-school children and youth, and then moves on to present examples of such interventions and programmes within Malawi, as well the wider African region and the rest of the world. This list is designed to serve as a resource for the team and does not make any direct recommendations on actions to be taken. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen; ⛔ No INSPIRE recid found

Preparing children for an unpredictable world in the middle of a crisis: La Aldea’s approach - Thompson, Nathan; Colón, Samantha; Burde, Dana; Arlini, Silvia Mila; Charif Chefchaouni, Nora; Chia, Jessica; Gordon, Maya; Shrestha, Nishtha; Østby, Gudrun; Gjerløw, Haakon; others (Journal on Education in Emergencies:, 2023)

Population and Housing Census 2022 - Timor-Leste National Institute of Statistics (2023)
The Population and Housing Census 2022 is the fourth census to be conducted since independence in 2002 and the first-ever digital census for Timor-Leste. The Timor-Leste National Institute of Statistics (INETL), formerly the General Directorate of Statistics, implemented the Population and Housing Census 2022 under the slogan ‘Our census, our future be part of it’.

A meta-analysis of studies on the effects of active learning on Asian students’ performance in science, technology, engineering and mathematics (STEM) subjects - Ting, Fridolin S. T.; Shroff, Ronnie H.; Lam, Wai Hung; Garcia, Raycelle C. C.; Chan, Chi Lok; Tsang, Wing Ki; Ezeamuzie, Ndudi O. (The Asia-Pacific Education Researcher, 2023)
Document Title, Type of Document, Journal Name and References fields. The selection of keywords in the Scopus database was critical to our meta-analytic analysis since the keywords directly influenced the amount of data that was retrieved. Different active learning pedagogies and treatments were extracted from those included in Freeman’s meta-analysis, and keywords were used in a comprehensive search for titles and abstracts in Scopus to narrow down literature related to active learning.
Keywords: ⛔ No INSPIRE recid found

Pandemic pedagogy conceptualizations of university students during emergency remote education - Toquero, Cathy Mae Dabi; Toquero, Joel Paco (Mediterranean Journal of Social & Behavioral Research, 2023)
During the spike of the global health crisis, literature has conceived pandemic pedagogy in a broad sense of meaning based on pedagogical assumptions. Few studies explore the conceptualizations of students regarding pandemic pedagogy. Based on state university students’ reflections and insights during emergency remote learning, this study examined pandemic pedagogy through the content analysis of 37 learning modules. The student teachers conceptualize pandemic pedagogy as encompassing six approaches to mitigate learning during emergency remote education in the context of the Philippines. Pandemic pedagogy encapsulates the pedagogical concepts of personalized learning, human centered pedagogy, pedagogy of care, active learning pedagogy, game-based learning, and contextualized online pedagogy. Through a better understanding of how students choose to learn, teachers can improve online course plans to sustain students’ engagement in emergency online or remote learning.

Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments - U.S. Department of Education (Department for Education, 2023)

DigitALL: Innovation and technology for gender equality in Viet Nam - UN Resident Coordinator's Office; UN Women Viet Nam (UN Women Viet Nam, 2023)

Independent Country Programme Evaluation – Cambodia - UNDP (2023)

2023 Global Education Monitoring Report - UNESCO (2023)

An Ed-Tech Tragedy? Educational technologies and school closures in the time of COVID-19 - UNESCO (United Nations Educational, Scientific and Cultural Organization (UNESCO), 2023)

Basic Education Equivalency Programme (BEEP) - UNESCO (2023)

Cameroon | Technology | Education Profiles - UNESCO (UNESCO, 2023)

Comores | Technologie | Education Profiles - UNESCO (UNESCO, 2023)

Côte d’Ivoire | Technologie | Education Profiles - UNESCO (UNESCO, 2023)

Education in Ukraine: Over $51 million in grants and in-kind support - UNESCO (2023)
As the war continues in Ukraine, severely disrupting education, the Global Partnership for Education (GPE), Google, Microsoft Corporation and UNESCO will provide over US$51 million for distance

Education in Ukraine: UNESCO mobilizes US$12 million to step up its action on the ground - UNESCO (2023)

Eritrea | Technology | Education Profiles - UNESCO (UNESCO, 2023)

Gabon | Technologie | Education Profiles - UNESCO (2023)

Global Education Monitoring Report 2023, Southeast Asia: Technology in education: A tool on whose Terms? - UNESCO (2023)
Keywords: ⛔ No INSPIRE recid found

Global Education Monitoring Report 2023: Technology in Education: A tool on whose terms? - UNESCO (2023)

Guinea Ecuatorial | Tecnología | Education Profiles - UNESCO (UNESCO, 2023)

Guinée | Technologie | Education Profiles - UNESCO (2023)

Mauritanie | Technologie | Education Profiles - UNESCO (UNESCO, 2023)

Mozambique | Technology | Education Profiles - UNESCO (UNESCO, 2023)

Namibia | Technology | Education Profiles - UNESCO (UNESCO, 2023)

Nigeria | Technology | Education Profiles - UNESCO (2023)

Readiness Assessment Methodology: A Tool of the Recommendation on the Ethics of Artificial Intelligence - UNESCO (2023)

République centrafricaine | Technologie | Education Profiles - UNESCO (2023)

République Démocratique du Congo | Technologie | Education Profiles - UNESCO (UNESCO, 2023)

São Tomé and Príncipe | Technology | Education Profiles - UNESCO (UNESCO, 2023)

SDG 4 September 2023 - UNESCO (2023)

Sénégal | Technologie | Education Profiles - UNESCO (UNESCO, 2023)

South Sudan | Technology | Education Profiles - UNESCO (UNESCO, 2023)

Strengthening resilience of education system in Ukraine for emergency response and recovery - UNESCO (2023)

Tchad | Technologie | Education Profiles - UNESCO (UNESCO, 2023)

Ukraine: UNESCO mobilizes support for learning continuity - UNESCO (2023)
UNESCO is mobilizing support to maintain continuity of education and to help teachers and learners in Ukraine. Through its Global Education Coalition, the Organization will provide computer hardware

UNESCO laureate Room to Read Cambodia helps girls stay in school - UNESCO (2023)

Technology in Education: A Case Study on Timor-Leste - UNESCO Global Education Monitoring Report Team; SEAMEO Regional Centre for Quality Improvement for Teacher and Education Personnel in Science (UNESCO, 2023)

Technology in Disability-Inclusive Education - UNESCO Global Education Monitoring Report Team; SEAMEO Regional Centre for Special Educational Needs (Background paper prepared for the 2023 Global Education Monitoring Report: technology and education, Southeast Asia, 2023)
Keywords: ⛔ No INSPIRE recid found

Conceptual Framework for Education in Emergencies Data - UNESCO-IIEP (International Institute for Educational Planning, 2023)

Data for Education. a Guide for Policymakers to Leverage Education Data - UNESCO Institute for Statistics (UIS, 2023)

Asia-Pacific regional synthesis: climate change, displacement and the right to education - UNESCO Digital Library - UNESCO; UNESCO Multisectoral Regional Office in Bangkok; United Nations University Institute for the Advanced Study of Sustainability (2023)

Principles of Digital Learning for Refugee-host Communities - UNHCR; UNICEF (2023)

46 million school-aged children out of school across Eastern and Southern Africa | UNICEF Eastern and Southern Africa - UNICEF (2023)
Education in emergencies is a human right yet millions of children are denied access to learning
Keywords: ⛔ No INSPIRE recid found

Digital learning tools open a world of possibilities for ethnic minority girls in remote Viet Nam - UNICEF (2023)
Digital learning tools open a world of possibilities for ethnic minority girls in remote Viet Nam

Federal Ministry of Education and UNICEF Celebrate 500,000 Registered Users on the Nigeria Learning Passport - UNICEF (2023)

Harnessing the Transformative Potential of Education for Climate Change Mitigation, Adaptation and Resilience Building in Europe and Central Asia - UNICEF (UNICEF Europe and Central Asia (ECA), 2023)

Humanitarian Action for Children: Ukraine and refugee response. Revision 1 - UNICEF (2023)

Humanitarian Action for Children: Ukraine and refugee response. Revision 2 - UNICEF (2023)

Lao Peoples Democratic Republic 2023: Country Office Annual Report - UNICEF (UNICEF, 2023)
Keywords: ⛔ No INSPIRE recid found

NIGERIA Country Programme 2023-2027 - UNICEF (2023)

Transforming Education with Equitable Financing - UNICEF (UNICEF, 2023)

Ukraine Humanitarian Situation Report No. 26 - UNICEF (2023)

UNICEF Data Warehouse - UNICEF (2023)

Girls’ Digital Literacy in the East Asia and Pacific Region: Spotlight on Cambodia, Indonesia, Lao PDR, Timor-Leste and Vietnam - UNICEF East Asia and Pacific Regional Office (EAPRO) (2023)
Keywords: ⛔ No INSPIRE recid found

Girls’ Digital Literacy in the East Asia and Pacific Region: Spotlight on Cambodia, Indonesia, Lao PDR, Timor-Leste and Viet Nam - UNICEF East Asia and the Pacific Regional Office (UNICEF EAPRO, 2023)
Keywords: ⛔ No INSPIRE recid found

Gateways to Public Digital Learning - United Nations (United Nations, 2023)

World Population Dashboard Cambodia - United Nations Fund for Population Activities (2023)

All Children Reading: A Grand Challenge for Development – Final Report - USAID (2023)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Coaching & mentoring report Tz Jifunze Uelewe 2023 - USAID (2023)

Vietnam Innovation & Tech Investment Report 2023 - Vietnam National Innovation Center (Vietnam National Innovation Center, 2023)

Cambodia - TED: Strengthening teacher trainers through blended trainings - VVOB (2023)

An exploratory investigation into the factors related to EdTech use among Kenyan girls - Watson, Joe; Baier, Jasmin; Mughogho, Winnie; Millrine, Mark (British Journal of Educational Technology, 2023)
This paper contributes to the scarce literature on factors affecting EdTech use in households. These factors were considered through exploratory mixed-methods analyses of cross-sectional data on Kenyan girls and caregivers, captured during the COVID-19 pandemic. Quantitative analysis of the child dataset (n = 544) suggested the importance of both structural factors—such as technology hardware availability—and non-structural factors—including caregiver permission. Findings were supported by a thematic analysis of interview data from girls' caregivers (n = 58), which emphasised the role they play in girls' use of EdTech. Interviews also highlighted numerous caregiver concerns with EdTech, related to the relevance and rigour of educational content, the possibility of children accessing age-inappropriate material and child health (especially eyesight). Policy makers could alleviate these concerns by providing guidance on EdTech use and clearly signalling their approval of verified initiatives. Practitioner notes What is already known about this topic EdTech can benefit girls' education, yet there are various barriers to it being used. Existing research shows clearly that EdTech use can be impeded by structural factors (eg, hardware ownership). However, we find insufficient empirical evidence on the role of non-structural or behavioural factors. What this paper adds This paper addresses this gap, using a mixed-methods approach to explore the influence of 33 different measures (including non-structural factors) that could affect the number of hours girls spend using EdTech at home. Findings from a quantitative sample of girls (n = 544) and a qualitative sample of girls' caregivers (n = 58) highlighted the importance of non-structural factors, especially caregiver permission. The variable most strongly associated with girls' EdTech usage in our selected quantitative model concerned whether this was sanctioned by their caregivers. Our qualitative data suggested why caregiver permission to use EdTech might be withheld: caregivers emphasised perceived concerns about the risks and rigour of EdTech. Implications for practice and/or policy Our findings suggest the viability of policy interventions that provide EdTech guidance to caregivers. Caregivers uncertain about EdTech could be reassured of the appropriateness of verified initiatives, while those already convinced might be aided in their attempts to support EdTech learning. Such guidance could provide a low-cost means of further exploiting the benefits that household EdTech learning can provide.
Keywords: COVID-19; EdTech; Kenya; caregivers; girls' education; ⛔ No INSPIRE recid found

An exploratory investigation into the factors related to EdTech use among Kenyan girls - Watson, Joe; Baier, Jasmin; Mughogho, Winnie; Millrine, Mark (British Journal of Educational Technology, 2023)
This paper contributes to the scarce literature on factors affecting EdTech use in households. These factors were considered through exploratory mixed-methods analyses of cross-sectional data on Kenyan girls and caregivers, captured during the COVID-19 pandemic. Quantitative analysis of the child dataset (n = 544) suggested the importance of both structural factors—such as technology hardware availability—and non-structural factors—including caregiver permission. Findings were supported by a thematic analysis of interview data from girls' caregivers (n = 58), which emphasised the role they play in girls' use of EdTech. Interviews also highlighted numerous caregiver concerns with EdTech, related to the relevance and rigour of educational content, the possibility of children accessing age-inappropriate material and child health (especially eyesight). Policy makers could alleviate these concerns by providing guidance on EdTech use and clearly signalling their approval of verified initiatives.

Factors associated with attention deficit hyperactive disorder in school-age Thai children - Weerakul, Jiranun; Patigburt, Pakakrong (Journal of the Medical Association of Thailand, 2023)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

An Ed-Tech Tragedy? Educational Technologies and School Closures in the Time of COVID-19 - West, Mark (UNESCO Digital Library, 2023)
Keywords: ⛔ No INSPIRE recid found

Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR. Final report - Wong, Debbie; Hollingsworth, Hilary; Anderson, Prue; Goundar, Payal; Mercer, Agnes (Australian Council for Educational Research, 2023)
The Australian Government is supporting the Government of Lao PDR to undertake significant primary education reforms through its flagship Basic Education Quality and Access in Lao PDR program (BEQUAL). A key focus of these reforms is the rollout of a new national primary curriculum intended to improve teaching quality and learning outcomes for students. As part of a multi-year study series, the Education Analytics Service (EAS) investigated how the BEQUAL program made a difference to improving these teaching and learning outcomes.
Keywords: ⛔ No INSPIRE recid found

Children Out of School in Cambodia - World Bank (2023)

Education and Technology Readiness Index (ETRI) - World Bank (World Bank, 2023)
The ETRI webpage describes the EdTech Readiness Index, its global context and potential uses, how ETRI can be implemented, where it has been piloted, useful resources (e.g., videos, podcasts, technical note, toolkit, and indicators), and the ETRI team.

Human Capital Country Brief Ghana - World Bank (World Bank, 2023)

Mozambique Energy For All (ProEnergia) - World Bank (World Bank, 2023)
Development Projects : Mozambique Energy For All (ProEnergia) - P165453
Keywords: ⛔ No INSPIRE recid found

South Africa Public Expenditure and Institutional Review for Early Childhood Development - World Bank (2023)
South Africa Public Expenditure and Institutional Review for Early Childhood Development (ECD PEIR) (English)

The World Bank in Eastern and Southern Africa: Development news, research, data - World Bank (World Bank, 2023)
Home to about 700 million of Africa’s people, the World Bank’s Eastern and Southern Africa Region is a geographically, culturally and economically diverse region of 26 countries stretching from the Red Sea in the North to the Cape of Good Hope in the South.
Keywords: ⛔ No INSPIRE recid found

World Bank Data Bank: Population in Cambodia - World Bank (2023)

World Bank Open Data - World Bank (World Bank Open Data, 2023)
Free and open access to global development data

Global Gender Gap Report 2023 - World Economic Forum (2023)
The Global Gender Gap Index annually benchmarks the current state and evolution of gender parity across four key dimensions (Economic Participation and Opportunity, Educational Attainment, Health and Survival, and Political Empowerment). It is the longest-standing index tracking the progress of numerous countries’ efforts towards closing these gaps over time since its inception in 2006.

In some Southeast Asian markets, more than one in five of smartphone users connect to the Internet only on mobile networks | Opensignal - Wyrzykowski, Robert (2023)
In the latest regional benchmark analysis Opensignal looks at the proportions of smartphone users in ten Southeast Asian markets, who rarely or never connect to Wi-Fi services. The analysis shows a diverse picture between Southeast Asian markets — the percentage of mobile-only users ranges from less than 10% of total smartphone users in countries like Vietnam, Brunei, or the Philippines, to more than a quarter in markets like East Timor, Laos, Thailand or Malaysia.
Keywords: ⛔ No INSPIRE recid found

Using Education Technology to Improve K-12 Student Learning in East Asia Pacific: Promises and Limitations - Yarrow, Noah; Alyono, Kevin; Shen, Sharon (World Bank Group, 2023)
Keywords: ⛔ No INSPIRE recid found

Government policies to evaluate edtech in Africa - Zelezny-Green, Ronda; Metcalfe, Hannah (2023)

The effectiveness of using Let’s Read application as a media to improve student English vocabulary in junior high school - Mardiah, Issyatul; Junaidi, Muh; Hadi, Marham Jupri; Aulia, Arlinda (Linguistics and English Language Teaching Studies, 2022)

USAID Announces $74 Million for Early Grade Reading in Malawi | Press Release - USAID (U.S. Agency for International Development, 2022)
The U.S. government, through the U.S. Agency for International Development (USAID), is supporting Malawi’s vision for early grade literacy through the new Next Generation (NextGen) early grade reading project. This investment of $74 million over the next five years, subject to appropriations, will improve the delivery of high-quality early grade reading instruction in all of Malawi’s over 5,700 public primary schools nationwide. Since 2015, the U.S. government has invested more than $136 million in Malawi’s early grade reading efforts.

Considering EdTech in climate emergencies: To what extent and when is it feasible? - Mazari, Haani; Baloch, Imdad; Riley, Matthew; Riley, Haani Mazari, Imdad Baloch and Matthew (EdTech Hub, 2022)
New research from EdTech Hub explores the response to climate emergencies following the Pakistan floods - the worst in recent history - and highlights the importance of utilising existing, most accessible technologies to ensure learning continuity.

Training the educators for Vietnam's future growth - Kieu Vo, Dung (World Bank Blogs, 2022)
Training for teachers is crucial in a fast-changing world. Learn how Vietnam has successfully rolled out an initiative to help 600,000 teachers stay ahead of the curve.

Cohort 3 Digital Skills Training Completion | Digital Malawi - Ntha Foundation (Ntha Foundation, 2022)
The evaluation and assessment process of the first phase of the Digital skills training is taking place at the Kwathu Innovation and Creative Centre hub this week.

Technology use for teacher professional development in low- and middle-income countries: A systematic review - Hennessy, Sara; D'Angelo, Sophia; McIntyre, Nora; Koomar, Saalim; Kreimeia, Adam; Cao, Lydia; Brugha, Meaghan; Zubairi, Asma (Computers and Education Open, 2022)
Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators.
Keywords: ICT; Teacher professional development; e-learning; low- and middle-income countries (LMICs); pedagogy; peer learning; teacher training; technology

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

School leaders’ and teachers’ preparedness to support education in Rwanda during the COVID-19 emergency - Carter, Emma; Cortez Ochoa, Artemio Arturo; Leonard, Philip; Nzaramba, Samuel; Rose, Pauline (2022)
Due to the COVID-19 pandemic, all Rwandan schools were closed in March 2020; they started to reopen in November 2020. To understand the Rwandan schools’ level of preparedness to teach remotely during this unprecedented emergency, and for the eventual return to school, we conducted phone surveys with school leaders and teachers in 298 secondary schools in August 2020. Drawing from knowledge mobilization theory and quantitative data, our results indicate that there were gaps in school leaders’ and teachers’ access to technology and training, a lack of preparedness that could inform policy and practice in future emergencies. Our findings reveal that, before the pandemic, the male teachers in Rwanda had more access than the female teachers to both technological devices and online experience, and that the teachers from well-resourced schools were more likely than teachers from regular schools to own some kind of device to use for teaching. We found that the teachers whose school leaders had received guidance on how to continue education during the school closures were more likely to receive their support. Two additional findings were that younger teachers were more likely than the older ones to support their students during the school closures, and that the school leaders and teachers we surveyed believed that students from low-income families and rural areas benefitted the least from remote learning. These findings indicate that, in Rwanda, the level of preparedness to support schooling during the COVID-19 emergency was negatively affected by preexisting and ongoing inequalities in access to both material and nonmaterial resources.

Report on Internet Resources in Viet Nam 2022 - Ministry of Information and Communications, Vietnam; Viet Nam Internet Network Information Center (2022)

ILAT (Software as a Service): Interactive Learning Application Tool for Autism Screening and Assessment in children with Autism Spectrum Disorder - Arivuselvan, K.; Nadesh, R. K.; Perumal, R. Srinivasa (International Journal on Recent and Innovation Trends in Computing and Communication, 2022)
Autism is a type of neurological disorder usually noticeable during the early stage of childhood, especially between one to three years and occurs in all social groups. The common problem experienced by the autism subjects includes lack in social interaction, poor communication skill, overexcited, unable to express their emotions. While these disorders are not fully curable, early detection can reduce the severity with proper therapy. Even though there are no appropriate medications and treatments, still we can improve the lifestyle of the autism subject through various supportive therapies. If this disorder is not detected at early stages, the severity rate may probably increase during the later stage.  Developing countries like India witness 0.2 percentage of the autism population in the overall community based on the information provided by the Rehabilitation Council of India. Express growth in the Information and Communication Technologies allows developing various assistive tools to enhance the lifestyle of the autism people. Fourth Generation Technologies like the Internet of Things, Wearable Devices, Cloud Computing, Big Data Analytics, and Artificial Intelligence, Mobile devices, Location-aware technology, Sensors, Augmented and Virtual Reality together provide a smart solution to all the sufferers. The objective of Interactive Learning Application Tool is used for Autism Screening and Assessment in children with Autism Spectrum Disorder and extended to explore the assistive technologies available to serve the community. This will enhance the social interaction, learning and communication skills in children, a tool for analysing the aggressive level, a tool for caregivers and supportive and ranking tool for psychiatrist dealing with autism subject.
Keywords: Social interaction

The participation of local and national actors in humanitarian coordination structures - Humanitarian Action (2022)

Mozambique – Country Commercial Guide - International Trade Administration (2022)
This is a best prospect industry sector for this country. Includes a market overview and trade data.
Keywords: ⛔ No INSPIRE recid found

Evaluating the impact of technology-supported personalised learning interventions on the mathematics achievements of elementary students in India - Tailor, Kavita (2022)
Technology-supported personalised learning (TSPL) refers to the use of technology to personalise a learner’s experience by adjusting the pace and relevance of content based on the learner’s age, capability and prior knowledge (FitzGerald et al., 2018). Although technology has been epitomised in creating personalised and effective learning experiences for students, there are perennial debates on its role in enhancing quality, productivity and learning (Payal Arora, 2019; Zierer, 2019). This review explores the effectiveness of TSPL on the mathematics achievements of elementary students in India. This review argues that while evidence on using TSPL at scale to benefit all learners remains mixed and inconclusive, with continued iterative research, TSPL holds promise in serving learners’ needs irrespective of achievement level or socio-economic background. In doing so, this review outlines an agenda for future research to improve the efficiency, reach, and effectiveness of TSPL. This involves gaining a deeper understanding of whether TSPL works best as either a supplement or substitute in classrooms and the impacts of doing so in different quality schools. Mechanisms around how TSPL interventions can operate via low-tech mechanisms to better serve low-income communities and to advantage students of all learning abilities are also explored.
Keywords: India; education technology; elementary school; mathematics; personalised learning

Laptops give Ukrainian children a lifeline to education - Global Business Coalition for Education (2022)

Education in Ukraine - Global Partnership for Education (2022)
Learn more about Ukraine's education objectives and strategy, view grant information and education data, and explore the results and progress made.

Climate-induced Disasters as an Evolving Threat to Southeast Asia's Maritime Security - Gong, Lina (Asia Maritime Transparency Initiative, 2022)
This article is part of Evolving Threats to Southeast Asia’s Maritime Security, a series of analyses produced by experts convened by the S. Rajaratnam School of International Studies. How has the threat of climate-induced disasters evolved over the last 20 years? Natural hazards originating from the oceans such as tropical storms and tsunamis that are […]
Keywords: ⛔ No INSPIRE recid found

Engaging parents and caregivers in EdTech is critical to foundational learning in Kenya - Nicolai, Susan; Khan, Amina; Mwachi, Joan; Otieno, Jennifer Cotter (EdTech Hub, 2022)
Kenya, sometimes called the ‘Silicon Savannah’ of Africa, is home to one of the most vibrant EdTech ecosystems in Africa (see Otieno & Taddesse, 2020). Building on government initiatives such as the flagship Digital Literacy Programme (DLP), the country’s Covid-19 education response (Ngware & Ochieng, 2020) included tremendous efforts to provide distance learning solutions. This week, the Kenya EdTech Summit 2022 is bringing together many of those who have been making this happen to discuss the role of evidence and collaboration to accelerate the pace of progress in Kenya.

Measuring Rohingya Children’s Development: Cultural and Contextual Adaptation of IDELA - Nyeu, Maung; Alif, Ahmed; Tiwari, Priyamvada; Busch, Julian; Tofail, Fahmida; Yoshikawa, Hirokazu (figshare, 2022)
In this brief, NYU Global TIES for Children researchers describe a rapid iterative process of cultural, linguistic, and contextual adaptation and extension of child assessment tools for Rohingya Children in Cox's Bazar, Bangladesh. It includes three specific examples showcasing the rigorous, culturally responsive, equity-based approach to adaptation. This report also highlights some of the most critical findings from using this extended IDELA, known as IDELA-E, in our pilot study. Results suggest that IDELA-E is responsive to the environment in which the Rohingya children grow up and can capture their learning and development gains across multiple domains. Assessment using IDELA-E shows the age-based developmental progression of Rohingya children across these five domains: fine and gross motor, emergent literacy, emergent numeracy, socio-emotional, and executive function development. Overall, this brief highlights a rigorous process of cultural and contextual adaptation of tools for assessing children in a low-resourced context in the global south.

Diverse definitions of engagement: Personalised learning analytics to support staff and students - Thoeming, Alix; Baird, Aaron; Weeks, Ruth; Liu, Danny; Flitcroft, Harriet; Bridgeman, Adam (ASCILITE Publications, 2022)
Although teachers design learning experiences, their pedagogical and pastoral connections to students and teaching are often unaccounted for in learning analytics approaches. What is needed for analytics to reconnect teachers and students at a unit and program level, and help unit and program coordinators support those students who need it most? We present the approaches and findings from a pilot initiative where a freely available learning analytics platform allowed unit coordinators to define their own contextually unique measures of engagement and allowed program coordinators to see across units. We discuss the forms of outreach afforded by the initiative, the support provided to coordinators, and the implications of learning analytics that are not one-size-fits-all on using data meaningfully to support human connection.
Keywords: relational pedagogy

ASEAN Master Plan on Rural Development 2022 to 2026 - Association of Southeast Asian Nations (ASEAN) (2022)

Extending our vital technology support for Ukraine - Smith, Brad (Microsoft On the Issues, 2022)
Today, we are announcing that Microsoft will extend technology support free of charge for Ukraine throughout calendar year 2023. This commits our company to providing additional technology aid valued at roughly $100 million, which will ensure that government agencies, critical infrastructure and other sectors in Ukraine can continue to run their digital infrastructure and serve...

Learning Loss in Cambodia and the Use of Edtech During Covid-19 - Bhatta, Saurav Dev; Katwal, Saurav; Pfutze, Tobias; Ros, Vutha; Wong, Yi Ning; No, Fata (World Bank, 2022)
Keywords: COVID-19; ⛔ No INSPIRE recid found

Timor-Leste Population and Housing Census 2022 Preliminary Results - Government of Timor-Leste (2022)
The 2022 Population and Housing Census is the fourth census to be conducted in Timor-Leste, following the previous censuses conducted in2015, 2010 and 2004 in the post-independence era. It is the first digital census and also the last one to be conducted at ϐive-year intervals, as the next census will be conducted after 10 years, according to international recommendations. The objective of the 2022 census is to provide up-to-date data on the country’s population size and distribution.This information is important for monitoring the implementation of the Timor-Leste Strategic Development Plan 2011 to 2030 and also provides the country’s disaggregated data for Sustainable Development Goals (SDG) indicators.
Keywords: ⛔ No INSPIRE recid found

Digital Tools for Real-Time Data Collection in Education - Gustafsson-Wright, Emily; Osborne, Sarah (Center for Universal Education at The Brookings Institution, 2022)
Real-time performance data in education enable critically needed tracking of program activities and instructors’ and learners’ progress to better inform adaptations along the way. In this report, we provide an overview of some of the key considerations related to real-time data collection in education, with a particular focus on the digital tools that enable their collection. Importantly, we have developed a typology of tools and selection criteria to support policymakers, practitioners, and researchers around the globe in either developing new tools or selecting from the landscape of existing ones. Our aim is to help initiate dialogue around the use of real-time data for adaptive management in education and contribute to data-informed decisions toward ensuring that all children have access to quality teaching and learning experiences.

Digital Tools for Real-Time Data Collection in Education - Gustafsson-Wright, Emily; Osborne, Sarah; Aggarwal,, Muskan (Brookings Institute, 2022)

No teacher is an Island - Lurvink, Anne-Fleur; Bokamba, Tania Elena Megogo; Mason, Miriam; Godwin, Katie; Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie (Open Development and Education, 2022)
When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive

Artificial intelligence for strengthening healthcare systems in low- and middle-income countries: A systematic scoping review - Ciecierski-Holmes, Tadeusz; Singh, Ritvij; Axt, Miriam; Brenner, Stephan; Barteit, Sandra (npj Digital Medicine, 2022)
In low- and middle-income countries (LMICs), AI has been promoted as a potential means of strengthening healthcare systems by a growing number of publications. We aimed to evaluate the scope and nature of AI technologies in the specific context of LMICs. In this systematic scoping review, we used a broad variety of AI and healthcare search terms. Our literature search included records published between 1st January 2009 and 30th September 2021 from the Scopus, EMBASE, MEDLINE, Global Health and APA PsycInfo databases, and grey literature from a Google Scholar search. We included studies that reported a quantitative and/or qualitative evaluation of a real-world application of AI in an LMIC health context. A total of 10 references evaluating the application of AI in an LMIC were included. Applications varied widely, including: clinical decision support systems, treatment planning and triage assistants and health chatbots. Only half of the papers reported which algorithms and datasets were used in order to train the AI. A number of challenges of using AI tools were reported, including issues with reliability, mixed impacts on workflows, poor user friendliness and lack of adeptness with local contexts. Many barriers exists that prevent the successful development and adoption of well-performing, context-specific AI tools, such as limited data availability, trust and evidence of cost-effectiveness in LMICs. Additional evaluations of the use of AI in healthcare in LMICs are needed in order to identify their effectiveness and reliability in real-world settings and to generate understanding for best practices for future implementations.
Keywords: Health policy; Translational research

The work lives of disabled teachers: Revisiting inclusive education in English schools - Ware, Hannah; Singal, Nidhi; Groce, Nora (Disability & Society, 2022)
Globally there is a focus on ensuring a more diverse teaching workforce ensuring representation across gender, sexual orientation, race and ethnicity. However, little attention is paid to ensuring the inclusion of disabled teachers. This paper examines the work lives of ten disabled teachers in schools across England. Their experiences suggest that whilst there is a strong discourse on inclusive education within English schools and policies this does not necessarily extend to disabled teachers themselves. Whilst the disabled teachers participating in this research demonstrated ways in which their presence disrupted normative notions of able-bodiedness in education and they actively created spaces for inclusive learning, the majority also reported facing significant discrimination and barriers whilst at work. Urgent change is needed to support disabled teachers to access effective training as well as the removal of barriers to enable disabled teachers to remain in the workforce and progress their careers.

Teachers with disabilities: A literature review - Neca, Patrícia; Borges, Maria Leonor; Pinto, Paula Campos (International Journal of Inclusive Education, 2022)
The development of an inclusive education system is regarded as a fundamental pillar for the full participation of persons with disabilities in society. To date, research on inclusive education has been mainly focused on students with disabilities, special education teachers and the role of legislation with less attention being paid to another important player in the implementation of a truly inclusive education system: teachers with disabilities. To address this knowledge gap, in this article we present a literature review, analysing the main ﬁndings and contributions from research that examines issues pertaining to teachers with disabilities. Drawing from 53 articles published in English in peerreview journals, the paper identiﬁes four main research topics: (1) Teachers’ life trajectories, educational practices, and challenges; (2) Teacher’s training; (3) Perspectives about teachers with disabilities (among students and school principals), and (4) the underrepresentation of teachers with disabilities in the literature. We conclude arguing that the research agenda on inclusive education would beneﬁt from including the perspective of teachers with disabilities.

Prevalence and causes of visual impairment in children aged seven years and below in a tertiary eye care centre in Malaysia - Teoh, Ru Jian Jonathan; Bahari, Nor Akmal; Zahri, Juhaida; Rahmat, Jamalia (Malaysian Journal of Ophthalmology, 2022)
Purpose: To determine the prevalence and causes of visual impairment among children aged 7 years and below in a tertiary eye care centre in Kuala Lumpur, Malaysia. Study design: Cross-sectional retrospective study. Methods: Medical records of all children aged 7 years and below who attended the paediatric ophthalmology clinic in a tertiary eye care centre in 2020 were reviewed. Results: In 2020, 2,460 children were seen in the clinic, of whom 549 (22.3%) presented with visual impairment. At the time of presentation, 73.2% of the visually impaired children were diagnosed with blindness; of these children, 62.8% were under 1 year old. The percentage of treatable causes of visual impairment was 38.4%, while 31.1% of them were preventable. The most common causes of visual impairment were cerebral visual impairment (24.2%), congenital cataract (16.6%), and retinoblastoma (6.2%). Conclusion: More than half of the causes of childhood visual impairment were preventable or treatable. The majority of children were under 1 year old. Cerebral visual impairment was the main cause of visual impairment. This study highlights the importance of early screening and intervention programs to prevent childhood visual impairment.
Keywords: Malaysia; paediatric visual impairment; prevalence; ⛔ No INSPIRE recid found

Analysis of hybrid learning for students with learning disabilities in primary schools providing inclusive education - Rachmawati, Nugraheni; Supena, Asep; Yufiarti, Yufiarti; Yarmi, Gusti; Casmana, Asep (The Qualitative Report, 2022)
Keywords: ⛔ No INSPIRE recid found

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

Re-envisioning a “skills framework” to meet 21st century demands: What do young people need? - Buasuwan, Prompilai; Suebnusorn, Wanwisa; Butkatunyoo, Oraphan; Manowaluilou, Nongluck; Kaewchinda, Marid; Lalitpasan, Usanee; Srilapo, Nart; Sarnswang, Sudarat; Suksiri, Weeraphat; Wiboonuppatham, Rangsun; Sripongpankul, Saipan (Frontiers in Education, 2022)
Young people today face rapidly changing landscapes in all aspects of life. These changes pose challenges to the wellbeing of future generations and the success of the global commitment to Sustainable Development Goals (SDGs). The skills framework project was introduced to reexamine the “Life skills”/Skills Education Framework to guide the direction of twenty-first century skills in Thai Education. Skills frameworks have been developed and proposed by various organizations. In re-envisioning one for Thailand’s young people, it was crucial to involve them in the process. This paper describes a design-thinking approach to developing a skills framework involving stakeholders’ voices and, crucially, Thai children and youth. The paper argues that any skills framework for the twenty-first century must include young people’s values and aspirations. This study shows that while Thai children and adolescents share common interests and have the vision to make Thailand a prosperous nation, they differ in their focus on required skills and are also challenging some core values. The proposed basic education skills framework is designed to be comprehensive and flexible. It encompasses a global skills framework to meet twenty-first century needs and support global commitments to the SDGs. At the same, it reflects the diverse needs of Thailand’s stakeholders, especially young people. It also emphasizes the principles of applicability, adaptability and relevance and seeks to reflect the aspirations and dreams of its young people in the context of a changing environment and future demands.
Keywords: 21 st Century Skills1; Children and Youth Participation6; Competencybased Curriculum8; Participatory Approach4; SDG4 Quality Education7; Skills Framework2; Thai Basic Education3

Predictive models for higher education dropout: A systematic literature review - Tete, Marcelo Ferreira; Sousa, Marcos de Moraes; de Santana, Talia Santos; Silva, Salatyel Fellipe (Education Policy Analysis Archives, 2022)
School dropout is considered a complex problem and one that cuts across several levels of analysis. The development of predictive models has been a more dynamic and proactive response to tackle this problem. This research offers a systematic literature review on dropout prediction in higher education. The analysis period was from 2010 to 2020, searching scientific studies in six databases and working with a sample of 48 studies. The results indicate methodological and contextual characteristics of the cutting-edge literature on dropout prediction and enable the proposition of a research agenda for future studies. The analysis revealed an absence of research reporting or proposing management actions and educational policies that go beyond applying dropout predictive models.
Keywords: higher education dropout; predictive models; state of the art; university management

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