TY - RPRT TI - Government of Sierra Leone Education Data Hub: A User Research Report AU - Freiermuth, Sophie AU - Bedoui, Claire AU - Middleton, Emily AU - Taddese, Abeba AB - Report on the Government of Sierra Leone Education Data Hub CN - 0027 CY - Cambridge, UK; Washington D.C. DA - 2020/07/30/ PY - 2020 PB - EdTech Hub ST - Government of Sierra Leone Education Data Hub UR - https://docs.edtechhub.org/lib/8CB5PTUQ KW - C:Sierra Leone KW - ES:Educational data KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH ER - TY - RPRT TI - EdTech in Sierra Leone: A Rapid Scan AU - Mullan, Joel AU - Taddese, Abeba AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert. CN - 0038 DA - 2020/06/30/ PY - 2020 LA - en M3 - Country Scan PB - EdTech Hub SN - 3 ST - EdTech in Sierra Leone UR - https://docs.edtechhub.org/lib/C5MWWQI2 KW - C:Sierra Leone KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH ER - TY - RPRT TI - Teacher Retention and Mobility in Sierra Leone: What factors motivate teachers to stay at or leave schools? AU - Lurvink, Anne-Fleur AU - Mansaray, Kabiru AU - Kamara, Josephine AU - Khanu, Alimamy James AU - Cameron, Emma AU - Godwin, Katie AU - Haßler, Björn AB - The current study is the third in a series of research studies, which aim to generate evidence that can support the MBSSE and TSC with their teacher allocation and deployment strategy. Our first study investigated teacher preferences for school choice and uncovered important considerations for teacher deployment. Following this, we investigated mobility patterns for teachers who are on the government payroll, and payroll teacher retention rates. The latter study helped us understand where teachers move to when they change schools, and also helped us identify areas with high (hot spots) and low retention rates (cold spots). The current study is explanatory in nature and aims to understand why teachers stay at or leave their schools. Keyword: teacher allocation; teacher retention; teacher mobility; Sierra Leone An output of the EdTech Hub, https://edtechhub.org CN - 0168 DA - 2023/06/16/ PY - 2023 LA - en PB - EdTech Hub UR - https://docs.edtechhub.org/lib/CQ8JNCH8 KW - _r:AddedByZotZen ER - TY - RPRT TI - Sierra Leone : Economic Development Documents-National Development Plan, 2019-23 AU - International Monetary Fund. African Dept. AB - The Government of Sierra Leone’s new Medium-term National Development Plan (MTNDP) 2019–2023 has been founded on a strong political commitment to deliver devel-opment results that would improve the welfare of Sierra Leone’s citizens. The plan charts a clear path towards 2023 en route to the goal of achieving middle-income status by 2039 through inclusive growth that is sustainable and leaves no one behind. For the next five years, the Free Quality School Education Programme is the government’s flagship programme to provide a solid base to enhance human capital development and to facilitate the transformation of the economy. DA - 2019/07/09/ PY - 2019 SP - 216 LA - en M3 - Country Report SN - 19/218 ST - Sierra Leone UR - https://www.imf.org/en/Publications/CR/Issues/2019/07/09/Sierra-Leone-Economic-Development-Documents-National-Development-Plan-2019-23-47099 Y2 - 2020/12/15/19:44:01 ER - TY - ELEC TI - Sierra Leone: The power of great teaching in times of crisis | Stories of change AU - Global Partnership for Education AB - The Ebola crisis that plagued Sierra Leone in 2014-2016 had an unexpected positive consequence: giving learners access to the country’s best teachers through an innovative radio educational program. This experience served the country well when the COVID-19 pandemic hit. LA - en ST - Sierra Leone UR - https://www.globalpartnership.org/results/stories-of-change/sierra-leone-power-great-teaching-times-crisis Y2 - 2020/11/25/19:06:42 ER - TY - RPRT TI - Sierra Leone Multiple Indicator Cluster Survey 2017 AU - Statistics Sierra Leone CY - Freetown, Sierra Leone DA - 2018/// PY - 2018 M3 - Survey Findings Report PB - Statistics Sierra Leone UR - https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf Y2 - 2020/11/25/19:27:26 ER - TY - JOUR TI - The Sierra Leone Teachers Union: Labor in a Post-Conflict Society AU - Amman, John AU - O'Donnell, James T2 - WorkingUSA AB - The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers. DA - 2011/// PY - 2011 DO - 10.1111/j.1743-4580.2011.00320.x DP - Wiley Online Library VL - 14 IS - 1 SP - 57 EP - 71 LA - en SN - 1743-4580 ST - The Sierra Leone Teachers Union UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1743-4580.2011.00320.x Y2 - 2020/12/15/17:25:42 ER - TY - RPRT TI - Outputs Register: The Impact of GIS-Supported Teacher Allocation in Sierra Leone AU - Haßler, Björn AU - McBurnie, Chris AU - Beoku-Betts, Iman AB - EdTech Hub, Fab Inc, and the Education Workforce Initiative have produced the outputs listed in this document as part of the EdTech Hub-commissioned research project on ‘GIS-supported teacher allocation in Sierra Leone’. This research project began in January 2022. This document lists all outputs produced under this project. All outputs are available to the public via the EdTech Hub Evidence Library. An output of the EdTech Hub, https://edtechhub.org CN - 0164 DA - 2023/// PY - 2023 LA - en PB - EdTech Hub UR - https://docs.edtechhub.org/lib/WXBISTFE KW - Author:OpenDevEd KW - HLR3 KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - Sierra Leone : Poverty Reduction Strategy Paper-Progress Report (2005-2007) AU - International Monetary Fund AB - This report describes the progress made in implementing the Poverty Reduction Strategy Paper for Sierra Leone covering the period 2005–07. Efforts to reform the public sector were not successful. Management and Functional Reviews were conducted for several ministries, departments, and agencies but the recommendations were not implemented. A Senior Executive Service program was also developed but government and development partners could not agree on an implementation strategy and therefore the funds required for implementation were not provided. CY - Washington D.C. DA - 2008/07// PY - 2008 LA - en SN - 08/250 ST - Sierra Leone UR - https://www.imf.org/en/Publications/CR/Issues/2016/12/31/Sierra-Leone-Poverty-Reduction-Strategy-Paper-Progress-Report-22204 Y2 - 2020/12/15/19:11:56 ER - TY - RPRT TI - Factors Related to Teacher Absenteeism in Sierra Leone: Literature review AU - Vijil, Alejandra AU - McBurnie, Chris AU - Bellinger, Amy AU - Godwin, Katie AU - Haßler, Björn AB - This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone (Hub-Led Research Programme 3). The education workforce is the most important school-level determinant of student learning. In Sierra Leone, the pupil-to-qualified-teacher ratio rises from 44:1 for schools in urban centres to 76:1 for schools in rural areas. Meanwhile, an average of a quarter of the workforce is absent from school on any given day. This informal literature review provides a summary of the most recent literature on teacher absenteeism, covering a wide range of low- and middle-income countries, including Sierra Leone, where the larger study is being undertaken. For the purposes of this review, we have focused on lessons learnt from sub-Saharan African studies that share similar education contexts and challenges as Sierra Leone. Based on the review, we hypothesise that distance from a teacher’s home to their school and their ability to choose which school they would like to work in impact teacher motivation, school attendance, and time on task. Efficient teacher allocation could improve each of these outcome estimates. An output of the EdTech Hub, https://edtechhub.org CN - 0170 DA - 2023/// PY - 2023 LA - en PB - EdTech Hub UR - https://docs.edtechhub.org/lib/MS3CKE8G KW - _r:AddedByZotZen ER - TY - JOUR TI - Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? T2 - EdTech Hub Preprint AB - This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender, family status, and experience to influence school choice preferences. This set of factors — and their interaction with certain teacher characteristics — continues to shape preferences as teachers move up the career ladder. Keywords: Teacher deployment, teacher preferences, Sierra Leone, teacher supply, remote schools An output of the EdTech Hub, https://edtechhub.org CN - 0171 DA - 2023/// PY - 2023 DO - 10.53832/edtechhub.0171 LA - en UR - https://docs.edtechhub.org/lib/KAAC2B78 KW - _r:AddedByZotZen ER - TY - RPRT TI - School Leaders’ Preferences on School Location in Sierra Leone: An individual and school-level study AU - Espinoza-Revollo, Patricia AU - Ramirez, Ana AU - Atherton, Paul AU - Mackintosh, Alasdair AB - Attracting qualified teachers to remote areas is a challenge in Sierra Leone. The pupil-to-qualified-teacher ratio in rural areas is 76:1, rising to 83:1 for schools located more than 15 km away from urban centres — well above the national target of 40:1. As equitable teacher deployment is crucial to ensure high-quality education, the Teaching Service Commission (TSC) aims to increase the deployment of qualified teachers to the most remote areas of the country. This paper describes a quantitative survey of school leaders’ perceptions of what shapes school location preferences and what factors need to be in place (i.e., incentives) to address the imbalanced distribution of qualified teachers in the country. We used data from a text message survey sent to school leaders around the country. This paper accompanies a qualitative inquiry on the same topic: What Matters Most for Teacher Deployment? A case study on teacher school choice preferences in Sierra Leone. Together with the qualitative study, our findings aim to address a gap in empirical evidence on teacher school preferences in Sierra Leone and contribute to a growing literature on teachers’ preferences in low- and middle-income countries. An output of the EdTech Hub, https://edtechhub.org CN - 0106 DA - 2022/09/30/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/MFH269TU KW - _r:AddedByZotZen ER - TY - RPRT TI - School-to-School Mobility Patterns and Retention Rates of Payroll Teachers in Sierra Leone AU - Espinoza-Revollo, Patricia AU - Ali, Yusuf AU - Garrod, Oliver AU - Atherton, Paul AU - Mackintosh, Alisdair AU - Ramirez, Ana AU - Beoku-Betts, Iman AU - Haßler, Björn AB - This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone. Recent studies from this series have shown that being put on the government payroll can incentivise teachers to relocate to remote areas of the country. There is a concern, however, that being put on the payroll does not necessarily ensure the retention of teachers in these areas and that teachers will soon move to locations they consider more favourable. As there is no data on teacher mobility patterns and schools’ teacher retention rates, policies tend to be based on anecdotal evidence. This paper aims to fill this evidence gap by exploring teachers’ school-to-school mobility trends and retention rates using the Annual School Census (ASC) data from 2015 to 2021. Using data on teachers’ individual characteristics, as well as geospatial location data of each school, the paper explores whether mobility patterns vary by teachers’ gender or qualifications and whether the teaching workforce is urbanising. While studies have looked at teacher retention, this study is the first in a low-income country to use school census data to create a panel dataset to study teachers’ movements and school retention rates over time. Keywords: teacher mobility; teacher retention rates; mobility patterns; teacher deployment; Sierra Leone; education An output of the EdTech Hub https://edtechhub.org CN - 0143 DA - 2023/// PY - 2023 LA - en M3 - Working Paper PB - EdTech Hub SN - 48 UR - https://docs.edtechhub.org/lib/DE7XUSMJ KW - _r:AddedByZotZen ER - TY - RPRT TI - Teacher Deployment in Sierra Leone: Lessons learnt and moving forward AU - Beoku-Betts, Iman AB - This report provides an overview of the teacher deployment process in Sierra Leone prior to and including 2022. Through interviews with key stakeholders in the Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC), we look at lessons learnt from the deployment process and next steps for how teacher deployment can be implemented. Although there are a number of volunteer teachers in Sierra Leone, the TSC are aiming to increase the number of qualified teachers on the government payroll as well as retaining teachers in rural areas. It was noted that teachers from rural areas being put on the government payroll and deployed to rural schools are better placed to teach in rural schools than teachers moving from urban to rural areas. Hpwever, it is still challenging to find qualified teachers in these rural areas. The TSC want to look at how they can target teachers to take up rural positions, either through distance learning to gain the right qualifications or working with teacher training institutions (TTIs) to prioritise schools in rural areas for placement. Overall, the TSC want to use data as the basis for decision-making on deploying teachers equitably. Keywords Teacher deployment; teacher training; unqualified teachers; volunteer teachers; rural schools; data for decision-making An output of the EdTech Hub, https://edtechhub.org CN - 0145 DA - 2023/// PY - 2023 LA - en M3 - Policy briefing PB - EdTech Hub UR - https://docs.edtechhub.org/lib/M3D6NGR4 KW - _r:AddedByZotZen ER - TY - BLOG TI - Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes AU - Sierra Leone Education Innovation Challenge AB - A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More DA - 2019/// PY - 2019 LA - en-US UR - https://www.dsti.gov.sl/sierra-leone-invests-1-5-million-to-bring-education-innovation-to-schools-for-better-learning-outcomes/ Y2 - 2020/06/25/18:13:12 ER - TY - RPRT TI - Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone AU - Beoku-Betts, Iman AU - Leh Wi Lan AB - Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school improvement, and attendance monitoring. This report presents findings from qualitative research conducted in three districts in Sierra Leone. The aim is to provide the MBSSE and other partners with insights to understand the variation in and what is needed to maximise SQAO activity levels, increase principal engagement with digital tools, and support and promote quality visits to schools. An output of the EdTech Hub, https://edtechhub.org CN - 0154 DA - 2023/// PY - 2023 LA - en M3 - Working Paper PB - EdTech Hub SN - 51 UR - https://docs.edtechhub.org/lib/AHVWDNGT KW - _r:AddedByZotZen ER - TY - BLOG TI - Sierra Leone turns to technology and analytics to put quality back into education AU - Directorate of Science, Technology & Innovation (Sierra Leone) AB - Today, an estimated 2 million students return to school for the second year of the Free Quality School Education (FQSE) Program. The Government of Sierra Leone commits 21% of theRead More DA - 2019/09/16/T15:14:59+00:00 PY - 2019 LA - en-US UR - https://www.dsti.gov.sl/sierra-leone-turns-to-technology-and-analytics-to-put-quality-back-into-education/ Y2 - 2020/06/25/17:27:09 ER - TY - JOUR TI - ‘Without Education You Can Never Become President’: Teenage Pregnancy and Pseudo-empowerment in Post-Ebola Sierra Leone AU - Menzel, Anne T2 - Journal of Intervention and Statebuilding AB - This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex. DA - 2019/08/08/ PY - 2019 DO - 10.1080/17502977.2019.1612992 DP - Taylor and Francis+NEJM VL - 13 IS - 4 SP - 440 EP - 458 SN - 1750-2977 ST - ‘Without Education You Can Never Become President’ UR - https://doi.org/10.1080/17502977.2019.1612992 Y2 - 2020/12/15/19:22:06 KW - Sierra Leone KW - aid and development KW - gender politics KW - neoliberalism KW - sexual violence KW - teenage pregnancy ER - TY - JOUR TI - Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone AU - Kamanda, Mamusu AU - Madise, Nyovani AU - Schnepf, Sylke T2 - International Journal of Educational Development AB - In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages. DA - 2016/01/01/ PY - 2016 DO - 10.1016/j.ijedudev.2015.09.008 DP - ScienceDirect VL - 46 SP - 114 EP - 124 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Does living in a community with more educated mothers enhance children's school attendance? UR - http://www.sciencedirect.com/science/article/pii/S0738059315001145 Y2 - 2020/12/15/17:05:54 KW - Girls’ education KW - Mothers’ education KW - School attendance KW - Sierra Leone ER - TY - BLOG TI - Sierra Leone series: Freetown Teachers College and its multimodal approach to teacher professional development AU - McBurnie, Chris AU - Moriba, Sambo AU - Brainard, Prince T2 - EdTech Hub AB - Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week two, we connected with Dr Samba Moriba and Prince Brainard from Freetown Teachers… DA - 2021/03// PY - 2021 LA - en M3 - Blog post ST - Sierra Leone series UR - https://docs.edtechhub.org/lib/JV4FPSJW Y2 - 2021/04/21/16:05:42 KW - _DOILIVE KW - _EdTechHub_Output KW - _r:AddedByZotZen KW - _zenodoETH KW - dode_eth-src-eth ER - TY - RPRT TI - EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone AU - Nicolai, Susan AU - Jefferies, Kate AU - Stepanek Lockhart, Ashley AB - To better understand the use of EdTech interventions as part of response to the Covid-19 pandemic, EdTech Hub commissioned ten small-scale research studies in five low- and middle-income countries: Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone. This paper includes insight into research methodologies across these studies, with particularly interesting findings on how EdTech effectiveness is being measured. A semi-structured thematic analysis further provides insights in relation to four main user groups of learners, girls, teachers, and parents and caregivers and points to a series of cross-cutting factors that are important for EdTech interventions in low-resource settings. An overarching takeaway centres on the fact that having technology in place is a small part of EdTech effectiveness, with wider teaching and learning ecosystems accompanying EdTech deserving more attention. Overall, the studies reveal a symbiotic relationship between people and technology, reinforcing that EdTech works best when users are involved across design, iteration, awareness building, and engagement. Keywords: EdTech, Covid-19, digital, education, learning, remote An output of the EdTech Hub, https://edtechhub.org CN - 0114 DA - 2023/// PY - 2023 LA - en M3 - Working Paper PB - EdTech Hub SN - 49 UR - https://docs.edtechhub.org/lib/K5BJUBRE KW - _r:AddedByZotZen ER - TY - BLOG TI - Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes AU - Saidu, Arthur AU - Casado, Eusebio Rincon AU - Shergill, Maggie AU - McBurnie, Chris T2 - EdTech Hub AB - Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from… DA - 2021/03/26/T15:06:02+00:00 PY - 2021 LA - en-US ST - Sierra Leone series UR - https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/ Y2 - 2021/04/21/15:59:45 KW - _DOILIVE KW - _EdTechHub_Output KW - ___working_potential_duplicate KW - _zenodoETH ER - TY - BLOG TI - Sierra Leone series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health. AU - Tahi T2 - EdTech Hub AB - Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.   In week one, we connected with Abdulai Swaray and Bai Kamara from the Pikin-to-Pikin Movement.… DA - 2021/03/02/T14:54:39+00:00 PY - 2021 LA - en-US ST - Sierra Leone series UR - https://edtechhub.org/2021/03/02/sierra-leone-series-the-pikin-to-pikin-movement-and-its-focus-on-child-protection-education-nutrition-and-health/ Y2 - 2021/04/21/16:12:27 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms AU - Shepler, Susan AU - Williams, James H. T2 - Comparative Education AB - Various curricular and textbook initiatives exist to aid in the national processes of coming to terms with past violence, often serving the political goals of the victors, sometimes supported by international transitional justice institutions. Sierra Leone and Liberia each experienced a devastating civil war during the 1990s and into the 2000s, and each is struggling to rebuild shattered education systems. In addition, each country has experienced a set of post-conflict transitional justice initiatives: Truth and Reconciliation Commissions in each, and a Special Court for Sierra Leone. Although their respective ministries of education have attempted to address peace education through UNICEF-sponsored curriculum revision processes, those efforts have not yet reached the majority of serving teachers, so a discussion of teachers’ actual practices is vital. This article uses interviews with teachers in rural and urban Sierra Leone and Liberia to discuss whether and how teachers talk about past war in their classrooms; whether they think it is important to discuss past conflicts, and if so, why; and what kind of curricular support would help them better teach about the wars. The article discusses how and why teachers embrace or subvert official efforts through their classroom practices, and compares the Sierra Leone and Liberia contexts and results. This research will help us to understand teachers’ own perspectives on addressing past conflict in their classrooms, and perhaps help policy-makers better implement their peace education initiatives. DA - 2017/07/03/ PY - 2017 DO - 10.1080/03050068.2017.1338641 DP - Taylor and Francis+NEJM VL - 53 IS - 3 SP - 418 EP - 441 SN - 0305-0068 UR - https://doi.org/10.1080/03050068.2017.1338641 Y2 - 2020/12/15/19:19:16 KW - Education KW - Liberia KW - Sierra Leone KW - teachers KW - teaching about conflict KW - transitional justice ER - TY - RPRT TI - Sierra Leone Demographic and Health Survey 2008 AU - Statistics Sierra Leone CY - Freetown, Sierra Leone DA - 2009/07// PY - 2009 DP - Zotero SP - 459 LA - en PB - Ministry of Health and Sanitation UR - https://dhsprogram.com/pubs/pdf/FR225/FR225.pdf ER - TY - RPRT TI - Sierra Leone Multiple Indicator Cluster Survey 2017, survey findings report AU - Statistics Sierra Leone CY - Freetown, Sierra Leone DA - 2017/// PY - 2017 PB - Statistics Sierra Leone UR - https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf Y2 - 2021/09/10/12:05:38 ER - TY - BLOG TI - Education service transformation in Sierra Leone: Where policy meets the people | Blog | Global Partnership for Education AU - Sengeh, David Moinina AB - As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone. DA - 2020/11// PY - 2020 LA - en ST - Education service transformation in Sierra Leone UR - https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people Y2 - 2020/12/16/15:57:20 ER - TY - RPRT TI - Constitution of Sierra Leone AU - Government of Sierra Leone DA - 1991/// PY - 1991 DP - Zotero LA - en ER - TY - BLOG TI - Transforming education service delivery in Sierra Leone: from evidence to action AU - Sengeh, David Moinina AU - May-Wilson, Hannah T2 - Global Partnership for Education AB - Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes. DA - 2020/// PY - 2020 LA - en ST - Transforming education service delivery in Sierra Leone UR - https://www.globalpartnership.org/blog/transforming-education-service-delivery-sierra-leone-evidence-action Y2 - 2020/12/17/09:58:23 ER - TY - RPRT TI - Sierra Leone National Innovation and Digital Strategy (2019-2029): Digitization for all: Identity, Economy, and Governance AU - Directorate of Science, Technology & Innovation (Sierra Leone) DA - 2019/// PY - 2019 UR - https://www.dsti.gov.sl/wp-content/uploads/2019/11/Sierra-Leone-National-Innovation-and-Digital-Strategy.pdf Y2 - 2020/06/25/16:58:56 ER - TY - RPRT TI - Sierra Leone Medium Term National Development Plan (Volume 1) AU - Ministry of Planning and Economic Development (Sierra Leone) DA - 2019/// PY - 2019 UR - http://www.moped.gov.sl/wp-content/uploads/2019/03/Medium-Term-National-Development-Plan-Volume-I.pdf Y2 - 2020/06/25/17:15:58 ER - TY - BLOG TI - Sierra Leone designs online portal to take long wait out of teacher recruitment AU - Directorate of Science, Technology & Innovation (Sierra Leone) AB - A new teacher recruitment portal developed at the Directorate of Science, Technology, and Innovation (DSTI) will make it easier and faster for education administrators to hire teachers, and allocate teachersRead More DA - 2019/12/23/T11:12:31+00:00 PY - 2019 LA - en-US UR - https://www.dsti.gov.sl/sierra-leone-designs-online-portal-to-take-long-wait-out-of-teacher-recruitment/ Y2 - 2020/06/25/17:29:02 ER - TY - ELEC TI - Leh Wi Lan: Improving The Quality Of Secondary Education In Sierra Leone AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 UR - http://www.education.gov.sl/LeWeLearn_Page/LeWeLearn_index.aspx Y2 - 2020/06/25/18:25:21 ER - TY - BLOG TI - Worldreader | Sierra Leone AU - Worldreader AB - Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation. DA - 2020/// PY - 2020 LA - en-US UR - https://www.worldreader.org/where-we-are/sierra-leone/ ER - TY - RPRT TI - Remote Supervision Options for School Quality Assurance Officers: Recommendations for a cost-effective and rapid develop-and-test process AU - Beoku-Betts, Iman AU - Ampofo, Rudolph AU - Haßler, Björn AB - The Sierra Leone Secondary Education Improvement Programme II (SSEIP II) is a five-year programme funded by the UK Foreign, Commonwealth and Development Office (FCDO) to support the Ministry of Basic and Senior Secondary Education (MBSSE) to improve learning outcomes for students at secondary level and to increase the enrolment, retention and well-being of girls and children with disabilities in school. Part of the programme includes exploring the use of different digital tools for School Quality Assurance Officers (SQAOs), including tools for remote visits. In December 2022, the EdTech Hub collaborated with the Government of Sierra Leone and implementing partners of the Leh Wi Lan programme (continued under SSEIP II) to better understand what factors affect the variability in the activity levels of SQAOs and the level of engagement with digital tools by school principals. Based on the findings of this research, the SSEIP II project will look at supporting the MBSSE to formalise remote supervision options for the SQAOs, particularly for those with remote clusters. As part of this work, this report focuses on recommendations for how SQAOs can conduct remote school visits, particularly for schools in hard-to-reach areas.An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1002 DA - 2024/// PY - 2024 LA - en PB - EdTech Hub UR - https://docs.edtechhub.org/lib/VE9NUFGZ KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - Sierra Leone 2015 population and housing census: Thematic report on poverty and durables AU - Statistics Sierra Leone DA - 2017/// PY - 2017 PB - Statistics Sierra Leone UR - https://www.statistics.sl/images/StatisticsSL/Documents/Census/2015/sl_2015_phc_thematic_report_on_poverty_and_durables.pdf Y2 - 2021/09/15/12:38:30 ER - TY - RPRT TI - Learning from Experience: A post-Covid-19 data architecture for a resilient education data ecosystem in Sierra Leone AU - Fab Inc. AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/09/09/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/JTKTA5X5 KW - _DOILIVE KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - BLOG TI - Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes AU - DSTI Media T2 - Directorate of Science, Technology and Innovation AB - A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More DA - 2019/10/24/T09:53:58+00:00 PY - 2019 LA - en-US UR - https://www.dsti.gov.sl/sierra-leone-invests-1-5-million-to-bring-education-innovation-to-schools-for-better-learning-outcomes/ Y2 - 2020/12/15/18:38:55 ER - TY - JOUR TI - Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone AU - Barnett, Sarah AU - van Dijk, Jetske AU - Swaray, Abdulai AU - Amara, Tamba AU - Young, Patricia T2 - BMJ AB -

Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone

DA - 2018/// PY - 2018 DO - 10.1136/bmj.k4667 DP - www.bmj.com VL - 363 SP - k4667 J2 - BMJ LA - en SN - 0959-8138, 1756-1833 ST - Redesigning an education project for child friendly radio UR - http://www.bmj.com/lookup/doi/10.1136/bmj.k4667 ER - TY - BLOG TI - Digital School Census in 10 Weeks? How it was done in Sierra Leone AU - Namit, Kariba AU - Mai, Thanh Thi T2 - World Bank Blogs AB - Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request. DA - 2019/02/06/ PY - 2019 LA - en ST - Digital School Census in 10 Weeks? UR - https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone Y2 - 2020/06/03/13:28:51 ER - TY - RPRT TI - Sierra Leone’s Medium-Term National Development Plan 2019-2023: Education for Development. AU - Government of Sierra Leone DA - 2019/// PY - 2019 UR - https://www.imf.org/en/Publications/CR/Issues/2019/07/09/Sierra-Leone-Economic-Development-Documents-National-Development-Plan-2019-23-47099 ER - TY - RPRT TI - Sierra Leone 2015 Population and Housing Census: Thematic Report on Disability AU - Kabia, Francis AU - Tarawally, Umaru DA - 2017/10// PY - 2017 PB - Statistics Sierra Leone UR - https://sierraleone.unfpa.org/sites/default/files/pub-pdf/Disability%20Report.pdf Y2 - 2020/12/15/15:27:01 ER - TY - RPRT TI - National ICT Policy of Sierra Leone AU - Ministry of Information and Communications DA - 2009/10/28/ PY - 2009 DP - Zotero SP - 63 LA - en PB - Government of Sierra Leone UR - https://www.ellipsis.co.za/wp-content/uploads/2016/07/SierraLeone.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Sierra Leone: Education Country Status Report: An analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone AU - Ministry of Education, Science and Technology DA - 2013/09// PY - 2013 DP - Zotero SP - 204 LA - en PB - Government of Sierra Leone UR - http://www.culture-developpement.asso.fr/wp-content/uploads/2014/02/education-country-status-report-sierra-leonne.pdf ER - TY - RPRT TI - Education Sector Plan, 2018-2020: Getting It Right – Service Delivery, Integrity and Learning in Sierra Leone AU - Ministry of Education, Science and Technology DA - 2018/01/06/ PY - 2018 LA - EN PB - Government of Sierra Leone UR - https://www.globalpartnership.org/sites/default/files/sierra_leones_education_sector_plan_2018-2020.pdf Y2 - 2020/11/23/19:28:48 ER - TY - RPRT TI - Sierra Leone Demographic and Health Survey 2019 AU - Statistics Sierra Leone AB - ICF CY - Freetown, Sierra Leone and Rockville, Maryland, USA DA - 2020/10// PY - 2020 DP - Zotero SP - 647 LA - en PB - The DHS Program SN - FR365 ER - TY - RPRT TI - The teacher salary system in Sierra Leone AU - Turrent, Victoria CY - Education Development Trust DA - 2012/// PY - 2012 SP - 24 UR - https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/3b/3b936954-5bde-4a23-b5c3-14117f7a2af5.pdf Y2 - 2022/05/16/11:44:07 KW - C:Sierra Leone KW - _C:Sierra Leone SLE KW - ⛔ No DOI found ER - TY - ELEC TI - Teacher Monitoring Pilot AU - Sierra Leone Education Attendance Monitoring System (SLEAMS) AB - A pilot project to monitor teacher attendance aimed at achieving better education outcomes in Sierra Leone. UR - https://sleams.org/ Y2 - 2020/09/17/11:06:56 ER - TY - RPRT TI - Sierra Leone Public Expenditure Review 2021: Fiscal Policy for a Sustainable Recovery AU - World Bank AB - This Fiscal and Debt Sustainability Note, the first module of a programmatic multisectoral Public Expenditure Review (PER), reviews the recent macro-fiscal challenges, analyzes their causes and consequences and provide policy options for enhancing the conduct of fiscal and PFM policies in the country. The first part of this module draws on the Boost database to provide a comprehensive overview of the budget covering both revenues and expenditures. It analyzes the composition of the budget (based on economic and functional classifications) and discusses the most critical PFM issues the country faces. It also assesses budget execution and the efficiency of public expenditure. The second part of the module focuses on fiscal risks and their implications for medium-term fiscal and debt sustainability. It examines the recent evolution of public debt, its main drivers and relationship to economic growth. It describes recent reforms to address fiscal and debt vulnerabilities and how these reforms have been affected by the global pandemic. It also analyzes the main fiscal risks with a focus on those stemming from State-Own Enterprises (SOEs), local councils, litigations, natural disasters, and health crises. This part uses simulations to analyze the most likely evolution of the public debt path over the next 20 years under alternative risk scenarios. Finally, the module proposes practical and actionable policy options to help improve the macro-fiscal environment over the short term and preserve debt sustainability over the medium term. CY - Washington, DC DA - 2021/06// PY - 2021 DP - openknowledge.worldbank.org LA - English PB - World Bank ST - Sierra Leone Public Expenditure Review 2021 UR - https://openknowledge.worldbank.org/handle/10986/35857 Y2 - 2022/06/09/12:33:59 KW - Debt Sustainability KW - Fiscal Policy KW - Fiscal Sustainability KW - Public Debt KW - Public Expenditure KW - Public Financial Management KW - Public Investment Management KW - State-Owned Enterprises ER - TY - RPRT TI - Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone AU - Education Workforce Initiative M3 - Country Report PB - the Education Commission; Fab Inc.; UK aid; Government of Sierra Leone UR - https://educationcommission.org/wp-content/uploads/2020/10/2020-EC-Country-Report-Sierra-Leone.pdf Y2 - 2020/12/15/17:22:00 ER - TY - RPRT TI - The Agenda for Prosperity: Road to Middle Income Status AU - Government of Sierra Leone DA - 2013/// PY - 2013 DP - Zotero SP - 216 LA - en UR - http://extwprlegs1.fao.org/docs/pdf/sie149110.pdf KW - ⛔ No DOI found ER - TY - ELEC TI - Orange Education Portal AU - Orange Sierra Leone DA - 2020/// PY - 2020 LA - en_US UR - /personal/1/101/orange-education-2986.html Y2 - 2020/06/25/18:33:23 ER - TY - BLOG TI - Using technology to support teacher continuous professional development in Sierra Leone AU - Beoku-Betts, Iman AU - Plaut, Daniel AU - Tanweer, Rabia AU - Tanweer, Iman Beoku-Betts, Daniel Plaut and Rabia T2 - EdTech Hub AB - In Sierra Leone, EdTech Hub has been working closely with the TSC and the World Bank over the last 18 months to design a TCPD model that will provide primary school teachers with tools to improve their literacy and numeracy instruction. DA - 2022/08/18/T17:17:50+00:00 PY - 2022 LA - en-US UR - https://edtechhub.org/2022/08/18/using-technology-to-support-teacher-continuous-professional-development-in-sierra-leone/ Y2 - 2024/03/26/16:33:16 ER - TY - BLOG TI - How the Government of Sierra Leone is improving its Education Data Hub AU - EdTech Hub T2 - EdTech Hub AB - Sierra Leone’s Education Data Hub, is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and […] DA - 2020/09/08/T16:35:56+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/09/08/how-the-government-of-sierra-leone-is-improving-its-education-data-hub/ Y2 - 2020/09/17/11:14:14 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - How the Government of Sierra Leone is improving its Education Data Hub T2 - EdTech Hub AB - Sierra Leone’s Education Data Hub is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and students could access and use… DA - 2020/09/08/T16:35:56+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/09/08/how-the-government-of-sierra-leone-is-improving-its-education-data-hub/ Y2 - 2020/11/07/12:30:35 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives AU - Lurvink, Anne-Fleur AU - Pitchford, Nicola J. T2 - Frontiers in Education AB - 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. DA - 2023/// PY - 2023 DO - 10.3389/feduc.2023.1069857 VL - 8 UR - https://www.frontiersin.org/articles/10.3389/feduc.2023.1069857/full#h1 ER - TY - BLOG TI - ‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone AU - Walker, Hannah AU - Tegha, Ghislaine AU - Lurvink, Anne-Fleur AU - McBurnie, Chris T2 - Open Development & Education AB - Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […] DA - 2022/// PY - 2022 LA - en-GB ST - ‘Tich Mi Ar Tich Dem’ UR - https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem-designing-a-low-cost-and-scalable-teacher-professional-development-in-sierra-leone/ Y2 - 2022/08/23/07:18:41 ER - TY - ELEC TI - Universal Access Development Fund | Home AU - Universal Access Development Fund (Sierra Leone) DA - 2020/// PY - 2020 UR - https://uadf.gov.sl/ Y2 - 2020/06/25/17:39:05 ER - TY - BLOG TI - Schools ICT project AU - Universal Access Development Fund (Sierra Leone) DA - 2020/// PY - 2020 LA - en-US UR - https://uadf.gov.sl/schools-ict-project/ Y2 - 2020/06/25/18:17:37 ER - TY - BLOG TI - Scientists at DSTI go the extra mile to make it easier for children to get to school AU - Directorate of Science, Technology & Innovation (Sierra Leone) AB - Mike Fabrikant, a software developer from Washington D.C., is embedded within the data science team at the Directorate of Science, Technology, and Innovation (DSTI) to support systems delivery. His workRead More DA - 2020/01/22/T09:38:40+00:00 PY - 2020 LA - en-US UR - https://www.dsti.gov.sl/scientists-at-dsti-go-the-extra-mile-to-make-it-easier-for-children-to-get-to-school/ Y2 - 2020/06/25/17:27:59 ER - TY - ELEC TI - DSTI | Home AU - Directorate of Science, Technology & Innovation (Sierra Leone) DA - 2020/// PY - 2020 UR - https://www.dsti.gov.sl/ Y2 - 2020/06/25/17:36:19 ER - TY - ELEC TI - Ministry of Information and Communications | Home AU - Ministry of Information and Communications (Sierra Leone) DA - 2020/// PY - 2020 UR - https://mic.gov.sl/ Y2 - 2020/06/25/17:37:40 ER - TY - RPRT TI - Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan AU - Ministry of Education, Science and Technology (Sierra Leone) DA - 2018/// PY - 2018 UR - https://www.globalpartnership.org/sites/default/files/2018-10-sierra-leone-program-document-2018-2020.pdf Y2 - 2020/06/25/17:31:55 ER - TY - ELEC TI - EMIS | Education Management Information System AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 LA - en-US UR - https://mbsse.gov.sl/emis/ ER - TY - RPRT TI - COVID-19 Education Emergency Response Plan AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra-leone-covid19-education-response-plan-pdf.pdf Y2 - 2020/06/25/18:31:37 ER - TY - RPRT TI - Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone AU - McBurnie, Chris DA - 2021/02// PY - 2021 M3 - Working Paper PB - EdTech Hub SN - 12 ST - Navigating the ‘Data Revolution’ UR - https://docs.edtechhub.org/lib/FEXGB4IJ KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - ELEC TI - Improving secondary education in Sierra Leone AU - De, Sourovi AU - Durrani, Zara AU - Khurshid, Ayesha T2 - Oxford Policy Management AB - We are leading the monitoring, evaluation and research delivery of a five year programme to improve secondary education and long term growth in Sierra Leone DA - 2021/02/08/T15:55:56+00:00 PY - 2021 LA - en-GB UR - https://www.opml.co.uk/projects/improving-secondary-education-in-sierra-leone Y2 - 2022/07/04/06:00:23 ER - TY - RPRT TI - National Education Policy AU - Ministry of Education, Youth and Sports (Sierra Leone) DA - 2010/// PY - 2010 UR - https://mbsse.gov.sl/wp-content/uploads/2020/03/2010-National-Education-Policy.pdf Y2 - 2020/06/25/17:07:02 ER - TY - RPRT TI - Sierra Leone TCPD Sandbox Report AU - Tanweer, Rabia AU - Plaut, Daniel AU - McBurnie, Chris AB - An output of the EdTech Hub, https://edtechhub.org CN - 0180 DA - Forthcoming PY - Forthcoming LA - en M3 - Sandbox Sprint Review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/9NR4RZ98 KW - _r:AddedByZotZen ER - TY - RPRT TI - Education Sector Plan 2018-2020 AU - Ministry of Education, Science and Technology (Sierra Leone) DA - 2018/// PY - 2018 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra_leone_education_sector_plan_2018-2020_0.pdf Y2 - 2020/06/25/17:11:35 ER - TY - RPRT TI - Mapping the education data ecosystem in Sierra Leone AU - McBurnie, Chris AU - Beoku-Betts, Iman AB - An output of the EdTech Hub, https://edtechhub.org CN - 0068 DA - 2021/12/10/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/EE9QCGHI KW - _r:AddedByZotZen ER - TY - VIDEO TI - President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko AU - SN Radio AB - #sierraleone #presidentbio #fatimabio #sierraleoneparliament #sierranetworkproduction #sierranetwork #sierranetworkwanpotshow President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko. Latest News Website: http://www.blog.snradio.net FaceBook: http://www.facebook.com/SierraNetwork... Youtube: http://www.youtube.com/Salone2Bad Twitter: http://twitter.com/sierra_n_salone Radio: http://SNRadio.net Radio TuneIn App: http://tun.in/sfgyD SoundCould 1: http://www.soundcloud.com/sierra-network SoundCould 2: https://soundcloud.com/sierra-network-sl SoundCould 3: https://soundcloud.com/sierra-network... Contact Us: info@snradio.net Sierra Network For All That Matters Sierra Leone DA - 2020/10/10/ PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=yNtFkTL1jSQ&ab_channel=SNRadio Y2 - 2020/12/15/19:25:02 ER - TY - BLOG TI - Digital School Census in 10 Weeks? How it was done in Sierra Leone AU - Namit, Kariba AU - Mai, Thanh Thi T2 - World Bank Blogs AB - Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request. DA - 2019/02/06/ PY - 2019 LA - en ST - Digital School Census in 10 Weeks? UR - https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone Y2 - 2022/07/04/06:25:25 ER - TY - RPRT TI - Recommendations report for technology and CPD for secondary school leaders and teachers in Sierra Leone AU - Lurvink, Anne-Fleur AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1016 DA - 2024/02/29/T00:00:00.000Z PY - 2024 LA - en PB - EdTech Hub UR - https://docs.edtechhub.org/lib/JRKB9PX4 KW - Coming soon KW - _r:AddedByMyEducationEvidence ER - TY - ELEC TI - School Hits the Airwaves: Sierra Leone Turns to Education Radio as a Response to COVID-19 AU - World Bank T2 - The World Bank AB - Sierra Leone's experience with education radio during the 2014 Ebola outbreak has helped strengthen its radio programming during school closures caused by the COVID-19 pandemic. DA - 2021/05/13/ PY - 2021 LA - en ST - School Hits the Airwaves UR - https://www.worldbank.org/en/news/feature/2021/05/13/school-hits-the-airwaves-sierra-leone-turns-to-education-radio-as-a-response-to-covid-19 Y2 - 2021/10/11/13:53:18 ER - TY - RPRT TI - The Impact of GIS-Supported Teacher Allocation in Sierra Leone AU - EdTech Hub AU - Education Commission AU - Fab Inc. CN - 0055 DA - 2022/// PY - 2022 LA - en PB - EdTech Hub SN - 1 UR - https://docs.edtechhub.org/lib/QAH4K4D6 KW - HLR3 KW - _r:AddedByZotZen ER - TY - BLOG TI - Mitigating COVID-19 impacts and getting education systems up and running again: Lessons from Sierra Leone AU - Davis, Edward AU - Berry, Chris T2 - Global Partnership for Education AB - Reflexions on some of the lessons from the Sierra Leone Ebola education response that could be relevant for countries facing shutdowns of their education systems due to the COVID-19 pandemic. DA - 2020/// PY - 2020 LA - en ST - Mitigating COVID-19 impacts and getting education systems up and running again UR - https://www.globalpartnership.org/blog/mitigating-covid-19-impacts-and-getting-education-systems-and-running-again-lessons-sierra Y2 - 2020/08/18/00:49:44 ER - TY - ELEC TI - Sierra Leone | Data AU - World Bank UR - https://data.worldbank.org/country/sierra-leone Y2 - 2020/11/25/19:10:53 ER - TY - RPRT TI - Sierra Leone Media Landscape Report AU - BBC Media Action DA - 2018/12// PY - 2018 UR - https://www.communityengagementhub.org/wp-content/uploads/sites/2/2019/09/Sierra-Leone-Media-Landscape-Report_BBC-Media-Action_January-2019.pdf Y2 - 2020/11/25/19:20:41 ER - TY - RPRT TI - Advancing Data-Driven Decision-Making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone AU - McBurnie, Chris AU - Beoku-Betts, Iman AU - Waistell, Daniel AU - Nallo, Michael AB - An output of the EdTech Hub, https://edtechhub.org CN - 0066 DA - 2021/06/03/ PY - 2021 LA - en M3 - Working paper PB - MBSSE, EdTech Hub, Leh Wi Lan UR - https://docs.edtechhub.org/lib/MPRD5RKR KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen ER - TY - RPRT TI - What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone AU - McBurnie, Chris AU - Godwin, Katie AU - Beoku-Betts, Iman AU - Bernard-Jones, Lydia AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org CN - 0095 DA - 2022/06/30/ PY - 2022 LA - en PB - EdTech Hub SN - 3 UR - https://docs.edtechhub.org/lib/8GN4RWMR KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - CHAP TI - Reconstructing education in post-conflict Sierra Leone AU - Pai, Grace T2 - Security, Education and Development in Contemporary Africa CY - City University of New York (CUNY) DA - 2016/01/01/ PY - 2016 PB - Guttman Community College UR - https://academicworks.cuny.edu/nc_pubs/87 ER - TY - RPRT TI - Education in Emergencies Endline Evaluation Report – Sierra Leone AU - Sankoh, Didan AU - Cowan, Emma DA - 2016/06/10/ PY - 2016 PB - Girls' Education Challenge, UK Aid ER - TY - RPRT TI - Disability in and Around Urban Areas of Sierra Leone AU - Trani, Jean-Francois AU - Bah, Osman AU - Bailey, Nicki AU - Browne, Joyce AU - Groce, Nora AU - Kett, Maria DA - 2017/11/01/ PY - 2017 DP - ResearchGate UR - https://www.researchgate.net/publication/320757193_Disability_in_and_Around_Urban_Areas_of_Sierra_Leone ER - TY - BLOG TI - Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward AU - McBurnie, Chris AU - Vijil, Alejandra AU - Haßler, Björn T2 - EdTech Hub AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/05/08/ PY - 2022 LA - en UR - https://edtechhub.org/2022/05/06/using-technology-to-improve-the-equity-of-teacher-allocation-in-sierra-leone-the-challenge-and-a-way-forward/ KW - _r:AddedByZotZen ER - TY - RPRT TI - Project Information Document (PID): Sierra Leone Free Education Project (P167897) AU - World Bank DA - 2019/06/10/ PY - 2019 PB - World Bank Group SN - PIDA26770 UR - http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf Y2 - 2020/11/25/20:05:34 ER - TY - RPRT TI - Child-centred Educational Radio Project in Kailahun District, Sierra Leone AU - Walker, David AU - Tristram, Bella AU - Pereznieto, Paola AU - Young, Tricia DP - Zotero SP - 12 LA - en PB - United Nations Girls' Education Initiative; Overseas Development Institute ER - TY - RPRT TI - Sierra Leone research and knowledge systems: a rapid literature review AU - Tarawallie, Mamoud Idriss DA - 2015/// PY - 2015 PB - INASP UR - https://www.inasp.info/sites/default/files/2018-04/Country%20profile%20%E2%80%93%20Sierra%20Leone.pdf ER - TY - ELEC TI - Sierra Leone AU - UNESCO Institute for Statistics AB - ... LA - eng UR - http://uis.unesco.org/en/country/sl Y2 - 2020/11/23/18:33:31 ER - TY - BLOG TI - Sierra Leone AU - Education Partnerships Group T2 - Education Partnerships Group AB - After a number of years of political instability, Cote d’Ivoire now aims to achieve emerging economy status by 2020. LA - en-GB UR - https://epg.org.uk/projects/sierra-leone/ Y2 - 2020/12/15/18:30:52 ER - TY - CHAP TI - Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach AU - Rose, R. AU - Garner, P. AU - Farrow, B. T2 - Inclusion, Equity and Access for Individuals with Disabilities. CY - Singapore DA - 2019/// PY - 2019 PB - Palgrave Macmillan SN - 978-981-13-5961-3 UR - https://link.springer.com/chapter/10.1007/978-981-13-5962-0_21 Y2 - 2020/12/15/12:52:06 ER - TY - RPRT TI - Open Data Readiness Assessment: Prepared for the Government of Sierra Leone AU - Chrzanowski, Pierre AU - Holm, Jeanne AU - Manley, Laura AU - Dodds, Elizabeth AU - Baker, Rob DA - 2016/// PY - 2016 PB - World Bank Group; Open Aid Partnership UR - https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf Y2 - 2020/12/15/17:45:57 ER - TY - RPRT TI - RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic AU - Warren, Shana AU - Parkerson, Doug AU - Collins, Elliott DA - 2020/// PY - 2020 PB - Innovations for Poverty Action UR - https://www.poverty-action.org/recovr-study/recovr-sierra-leone-tracking-effects-covid-19-pandemic Y2 - 2020/12/16/10:25:08 ER - TY - RPRT TI - Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note AU - World Bank DA - 2013/// PY - 2013 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/16787/ACS43930PNT0P10x0379833B00PUBLIC00.pdf?sequence=1&isAllowed=y ER - TY - ELEC TI - Education service transformation in Sierra Leone: Where policy meets the people AU - Sengeh, David DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people ER - TY - JOUR TI - Successes and challenges of implementing a teacher education project in rural Sierra Leone AU - Mcdermott, Peter AU - Allen, Nancy T2 - International Journal of Educational Research DA - 2015/12/31/ PY - 2015 DO - 10.1016/j.ijer.2015.02.001 DP - ResearchGate VL - 71 J2 - International Journal of Educational Research ER - TY - CHAP TI - TVET and community reintegration: exploring the connections in Sierra Leone's DDR process AU - Paulson, J. T2 - International handbook of education for the changing world of work: bridging academic and vocational learning A2 - Maclean, R. A2 - Wilson, D. CY - London DA - 2009/// PY - 2009 DP - researchspace.bathspa.ac.uk VL - 2 PB - Springer SN - 978-1-4020-5280-4 ST - TVET and community reintegration UR - http://researchspace.bathspa.ac.uk/2554/ Y2 - 2020/12/15/19:20:50 ER - TY - THES TI - Devising New Models for School Improvement in Developing Nations: Sierra Leone, a case study AU - Mason, Miriam Theresa DA - 2019/// PY - 2019 DP - Zotero LA - en M3 - Durham theses PB - Durham University UR - http://etheses.dur.ac.uk/13354/1/Devising_New_Models_for_School_Improvement_Final_%2B_corrections.pdf?DDD29+ ER - TY - ELEC TI - Sierra Leone | Education and Literacy Statistics AU - UNESCO AB - ... DA - 2020/// PY - 2020 LA - eng UR - http://uis.unesco.org/en/country/sl Y2 - 2020/06/25/17:05:02 ER - TY - ELEC TI - GSMA Mobile Connectivity Index | Sierra Leone AU - GSMA AB - The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions DA - 2018/// PY - 2018 UR - https://www.mobileconnectivityindex.com/ Y2 - 2020/06/25/17:20:25 ER - TY - RPRT TI - Sierra Leone Multiple Indicator Cluster Survey AU - UNICEF DA - 2017/// PY - 2017 UR - https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf Y2 - 2020/06/25/17:21:26 ER - TY - RPRT TI - COL in the Commonwealth: Sierra Leone AU - Commonwealth of Learning DA - 2020/// PY - 2020 UR - http://oasis.col.org/bitstream/handle/11599/3546/2018-2020_Africa_Sierra_Leone_Country_Highlights.pdf?sequence=1&isAllowed=y Y2 - 2020/06/25/18:21:50 ER - TY - RPRT TI - A Skills Gap Analysis for Private Sector Development in Sierra Leone 2012 Economic Sector Work AU - Mannah, Emmanuel AU - Ngadi Gibril, Yvonne DA - 2012/11// PY - 2012 DP - Zotero SP - 99 LA - en UR - https://nctva.org/wp-content/uploads/2018/09/Skills_Gap_Analysis_2012_AfDB.pdf ER - TY - CONF TI - Using examination and learning assessment data to uncover foundational skill gaps in Sierra Leone’s secondary schools AU - Waistell, Daniel AU - De, Sourovi AU - Ofori Owusu, Diana AU - Allen, Reg AU - Sanni, Kayode AU - Dupigny, Albert T2 - UKFIET Conference C3 - Education technology and data science for inclusive systems DA - 2019/// PY - 2019 KW - ⛔ No DOI found ER - TY - BOOK TI - The Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone AU - Paracka, Daniel J. AB - This book is about Fourah Bay College (FBC) and its role as an institution of higher learning in both its African and international context. The study traces the College's development through periods of missionary education (1816-1876), colonial education (1876-1938), and development education (1938-2001). DA - 2006/// PY - 2006 UR - https://www.routledge.com/The-Athens-of-West-Africa-A-History-of-International-Education-at-Fourah/Paracka-Jr/p/book/9781138987630 ER - TY - BLOG TI - Sierra Leone: Transforming the Country through Innovation AU - O'Connor, Shane AU - Zurutuza, Naroa T2 - UNICEF DA - 2019/// PY - 2019 LA - en UR - https://www.unicef.org/innovation/stories/sierra-leone-transforming-country-through-innovation ER - TY - BLOG TI - How Sierra Leone is betting on data to fight the impact of climate change on schools AU - Momoh, A AU - Atherton, Paul T2 - Global Partnership for Education AB - Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed. DA - 2022/// PY - 2022 LA - en UR - https://www.globalpartnership.org/blog/how-sierra-leone-betting-data-fight-impact-climate-change-schools Y2 - 2022/11/18/15:31:18 ER - TY - RPRT TI - Project Information Document: Sierra Leone Free Education Project AU - World Bank DA - 2019/// PY - 2019 UR - http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf Y2 - 2020/06/25/17:12:20 ER - TY - RPRT TI - Revitalizing Education Development in Sierra Leone (REDISL) Project AU - World Bank DA - 2014/// PY - 2014 UR - http://documents1.worldbank.org/curated/en/909691468299196446/pdf/879000PAD0P1330018034002000with0MAP.pdf Y2 - 2020/06/25/17:33:18 ER - TY - RPRT TI - It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone AU - Crisp, Martin AU - Wolfenden, Freda DA - 2017/// PY - 2017 UR - http://oro.open.ac.uk/49603/1/Sierra%20Leone%20LA%20Research%20Report%20170517%20FINAL.PDF Y2 - 2020/05/25/12:49:51 ER - TY - RPRT TI - A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission AU - Wright, Dr. Cream DA - 2018/02// PY - 2018 PB - Global Partnership for Education; World Bank UR - https://tsc.gov.sl/wp-content/uploads/2020/11/18-448-Sierra-Leone-Teaching-report-web.pdf Y2 - 2020/12/04/10:28:49 ER - TY - BLOG TI - How can Sierra Leone’s education response after Ebola help with the COVID-19 response? AU - Bangay, Colin T2 - The Education and Development Forum (UKFIET) AB - This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […] DA - 2020/04/30/T08:37:22+00:00 PY - 2020 LA - en-GB UR - https://www.ukfiet.org/2020/how-can-sierra-leones-education-response-after-ebola-help-with-the-covid-19-response/ Y2 - 2020/12/04/12:15:26 ER - TY - BLOG TI - Ebola, Education And Innovation In Sierra Leone AU - Berry, Chris T2 - DFID bloggers DA - 2015/// PY - 2015 UR - https://dfid.blog.gov.uk/2015/09/11/ebola-education-and-innovation-in-sierra-leone/ Y2 - 2020/08/18/00:46:00 KW - ___working_potential_duplicate ER - TY - RPRT TI - Sierra Leone and Liberia: Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando T2 - Education continuity during the Coronavirus crisis DA - 2020/// PY - 2020 PB - World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED UR - https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf Y2 - 2020/06/09/10:27:00 ER - TY - RPRT TI - Final Evaluation of the Project: Increasing Access, Retention and Performance in Primary Education: Implemented by Child to Child & the Pikin-To-Pikin Movement Kailahun District, Sierra Leone, 2011-2016 AU - Institute for Development DA - 2016/// PY - 2016 UR - http://www.childtochild.org.uk/wp-content/uploads/2017/09/FINAL-Evaluation-Report-21April2017-Institute-for-Development.pdf Y2 - 2020/12/15/13:06:44 ER - TY - RPRT TI - Education Needs Assessment Report - Sierra Leone AU - Plan International DA - 2016/// PY - 2016 ER - TY - RPRT TI - Open Government Case Study: Costing Sierra Leone’s Open Data Program AU - Joswiak, Naomi DA - 2017/08// PY - 2017 PB - Results for Development UR - https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf Y2 - 2020/12/15/17:44:11 KW - ___working_potential_duplicate ER - TY - GEN TI - Republic of Sierra Leone Settlement Extents AU - GRID3 DA - 2021/// PY - 2021 PB - Center for International Earth Science Information Network (CIESIN), Columbia University and Novel-T UR - https://doi.org/10.7916/d8-26xs-7532 ER - TY - RPRT TI - 2021 Annual School Census Final Report AU - Ministry of Basic and Senior Secondary Education, Sierra Leone DA - 2022/// PY - 2022 UR - https://mbsse.gov.sl/wp-content/uploads/2022/08/MBSSE_ASC2021_V3_Web-Version.pdf ER - TY - RPRT TI - Teachers and Teaching in Sierra Leone AU - The World Bank DA - 2021/// PY - 2021 ER - TY - RPRT TI - Technology and Teacher Professional Development (TPD): the Process and Content of Microlearning in a School-Based Integrated In-Service Teacher Education (INSET) Project AU - Junaid, Muhammad Ibn AU - Ogange, Betty AU - Allela, Melisa AB - Continuing teacher professional development for all teachers across the entire school system poses a challenge in many contexts, especially in developing countries. Teachers from schools located in remote rural areas usually have fewer professional development opportunities due to the lack of accessibility either to their schools or to professional development resources. On-site school-based professional development is a viable option if innovative design is adapted to generate microlearning resources that teachers can easily access and share. This paper reports on a technology enabled school-based integrated INSET project coordinated by the Freetown Teachers College (FTC) in 12 junior secondary schools (JSS) in Sierra Leone under the COL’s Teacher Futures Programme. The project represents an innovation in TPD and is different from the general type of face-to-face and exclusively paper-based in-service teacher training programme common in Sierra Leone. Under the new project a multimodal approach is used where the FTC mentors and the communities of learners (JSS teachers) are presented with both print and microlearning resources and also provided access to an eLearning platform and the use of mobile phones as the main vehicles of delivery. Microlearning is an emergent learning strategy known for its quick response in bridging skills and knowledge gaps. In the context of the INSET Project, it involves a weekly dose of pedagogical content knowledge and skills, including modelling of classroom best practices which teachers can adapt and use. The project design and methods are briefly described, but the main focus of the paper is on the microlearning component of this project and discusses the use of mobile technology in the delivery and implementation of TPD in the 12 project schools. The emphasis is on the methodological and management challenges that arise in creating and nurturing communities of practice (CoPs) in a school-based setting and how these are addressed by the various schools involved. DA - 2019/// PY - 2019 LA - EN PB - Commonwealth of Learning (COL) SN - 287 UR - http://oasis.col.org/bitstream/handle/11599/3313/PCF9_Papers_paper_287.pdf?sequence=1&isAllowed=y Y2 - 2020/12/15/12:43:09 ER - TY - RPRT TI - Education Sector Analysis. Assessing the enabling environment for gender equality AU - Republic of Sierra Leone DA - 2020/// PY - 2020 PB - UNICEF, IIEP - UNESCO ER - TY - RPRT TI - 2019 Annual Schools Census Report And Statistical Abstract AU - Ministry of Basic and Senior Secondary Education DA - 2019/11// PY - 2019 PB - Government of Sierra Leone ER - TY - RPRT TI - How Can Participatory Methods Centre Teachers Within Education Policy? AU - Koomar, Saalim AB - This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the potential for participatory methods to bring teachers closer to the decision-making table. Insights from those closest to the work shed light on the daily contextual realities that can determine the mechanisms for optimal success or failure of a programme. However, these voices are often neglected in the design, implementation, and evaluation of interventions. We examine why and how teachers can have a voice and a space to share their wisdom to inform and improve education policy. We draw on EdTech Hub's work across various low- and middle-income contexts to offer practical insights when using or planning to use participatory methods. We share details of some of the most significant findings and engaging lessons EdTech Hub has learnt about the methods used and how they have contributed to ensuring teachers’ voices are heard at the policymaking level. We also explore areas that require further research, noting five issues that we at EdTech Hub are still grappling with in our own work, and include lists of resources relevant to participatory methods for centring teachers in education policy. Keywords: teacher; participatory methods; action research; implementation research; teacher professional development; education policy An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1005 DA - 2024/// PY - 2024 LA - en M3 - Learning Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/GXMUGXHE KW - _r:AddedByMyEducationEvidence KW - _r:AddedByZotZen ER - TY - RPRT TI - The Future of EMIS: A Public Financial Management Perspective AU - Cresswell, Simon AU - Long, Cathal AU - Fraser, Alasdair AB - Policymakers in low- and lower-middle-income countries are in a bind: while more complex EMIS designs may make processes more likely to fail following donor exit, simple EMIS designs do not provide enough information to track the effects of reforms and progress addressing the learning crisis. Even for basic measures, EMIS appear to generate inaccurate data in many cases. Reflections on EMIS implementation challenges point to demand and supply issues, with the former being the more important determinant for realising EMIS potential and their ongoing development. This paper considers demand and supply for EMIS from a public financial management (PFM) perspective. Keywords: public financial management, budgeting, digital, data governance, education An output of the EdTech Hub, https://edtechhub.org CN - 0165 DA - 2023/// PY - 2023 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/4NSU75DR KW - _r:AddedByZotZen ER - TY - STAT TI - Sierra Leone Teaching Service Commission Act AU - Government of Sierra Leone DA - 2011/03//10th PY - 2011 UR - http://www.sierra-leone.org/Laws/2011-01.pdf Y2 - 2022/12/22/13:40:19 ER - TY - RPRT TI - Radio: A Rapid Evidence Review AU - Damani, Kalifa AU - Mitchell, Joel AB - This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance education have renewed salience during this period because many students cannot access schooling in a school building due to social distancing requirements. As one of the longest-serving and most accessible types of educational technology (EdTech), and one that has had some success in education delivery in an LMIC context that was affected by an epidemic, it is particularly useful to focus on radio (Barnett et al., 2018; Hallgarten, 2020). Notably, the RER aims neither to advocate nor discourage the use of radio in education in response to the COVID-19 pandemic. Instead, it provides an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential of radio in education delivery. DA - 2020/06// PY - 2020 DP - Zotero LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 4 ST - Radio UR - https://docs.edtechhub.org/lib/YMWE6FR6 KW - L:English UXZJW5DR KW - TAG:E:Primary education QIVZD2B2 KW - TAG:E:Secondary education JS5BG2RE KW - TAG:F:Access W8TZWAGE KW - TAG:F:Educational data QWBAFGFR KW - TAG:F:Online and distance teaching and learning A32ARSFK KW - TAG:H:Audio and Radio QIAXGMEU KW - TAG:P:Teachers DAJFZBM8 KW - TAG:W:Low connectivity and/or electricity KET3PKDI KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _L:English UXZJW5DR KW - _MELA_seen KW - _T:E:Primary education QIVZD2B2 KW - _T:E:Secondary education JS5BG2RE KW - _T:F:Access W8TZWAGE KW - _T:F:Educational data QWBAFGFR KW - _T:F:Online and distance teaching and learning A32ARSFK KW - _T:H:Audio and Radio QIAXGMEU KW - _T:P:Teachers DAJFZBM8 KW - _T:W:Low connectivity and/or electricity KET3PKDI KW - ___working_potential_duplicate KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH ER - TY - JOUR TI - Education Sector Plan AU - Malawi AU - Sierra Leone ER - TY - ELEC TI - EMIS – MBSSE AU - Government of Sierra Leone DA - 2022/// PY - 2022 UR - https://mbsse.gov.sl/emis/ Y2 - 2022/06/01/07:01:09 ER - TY - ELEC TI - Leh Wi Lan | MBSSE AU - Ministry of Basic and Senior Secondary Education: Sierra Leone LA - en-US UR - https://mbsse.gov.sl/leh-wi-lan/ Y2 - 2020/07/16/15:37:03 ER - TY - ELEC TI - Every Adolescent Girl Empowered and Resilient (EAGER) AU - International Rescue Committee (IRC) AB - A project designed to create accessible and empowering learning opportunities for out-of-school adolescent girls in Sierra Leone, strengthening their knowledge, skills, and agency to shape their lives. LA - en UR - https://www.rescue.org/eager-project Y2 - 2023/06/22/09:26:11 ER - TY - BLOG TI - A rapid scan of the EdTech landscape in 11 countries AU - Taddese, Abeba T2 - EdTech Hub AB - By Abeba Taddese We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic systems perspective but are by… DA - 2020/08/11/T14:53:49+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/08/11/a-rapid-scan-of-the-edtech-landscape-in-11-countries/ Y2 - 2020/11/07/12:43:06 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Reimagining Education for Continuous Learning and Teaching AU - Sengeh, Hon Minister David Moinina AU - Team, MBSSE Delivery AU - Team, Hon Minister David Moinina Sengeh and MBSSE Delivery T2 - EdTech Hub AB - EdTech Hub has partnered with the Ministry of Basic and Senior Secondary Education in Sierra Leone to increase the use of evidence in decisions around EdTech. Click to read more. DA - 2021/09/14/T14:08:21+00:00 PY - 2021 LA - en-US UR - https://edtechhub.org/2021/09/14/edtech-in-sierra-leone-reimagining-education-for-continuous-learning-and-teaching/ Y2 - 2022/09/07/16:40:59 ER - TY - BLOG TI - Radical inclusion means teaching children in a language they understand AU - Bah, Chernor T2 - Brookings AB - Chenor Bah examines how Sierra Leone is trying to incorporate radical inclusion within the national education system by ensuring children are taught their mother-tongue for the first three to five years of schooling. DA - 2022/07/20/T15:36:00+00:00 PY - 2022 LA - en-US UR - https://www.brookings.edu/blog/education-plus-development/2022/07/20/radical-inclusion-means-teaching-children-in-a-language-they-understand/ Y2 - 2023/04/04/18:24:15 ER - TY - RPRT TI - Sierra Leone Free Education Project AU - World Bank DA - 2020/06/05/ PY - 2020 M3 - Project Appraisal Document UR - https://documents1.worldbank.org/curated/en/957041593741800590/pdf/Sierra-Leone-Free-Education-Project.pdf Y2 - 2023/11/06/10:33:35 ER - TY - RPRT TI - EAGER Scenario Model – Sierra Leone AU - Cochran, Mikaela DA - 2022/// PY - 2022 LA - en-US PB - The International Rescue Committee UR - https://rescue.app.box.com/s/qd6v37kfdowbcl5zfgmol65rjw7tk8me Y2 - 2023/06/22/09:20:36 ER - TY - RPRT TI - Education Workforce Supply and Needs in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/08// PY - 2020 DP - Zotero SP - 41 LA - en M3 - Research and Policy Paper PB - the Education Commission; Fab Inc. UR - https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Sierra Leone CPD Sandbox - Draft Theory of Change AU - Plaut, Daniel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/06/01/ PY - 2021 LA - en M3 - Internal Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/T7AUREA5 KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen ER - TY - RPRT TI - Continuous professional development in Sierra Leone: Scoping Phase Overview AU - McBurnie, Chris AU - Plaut, Daniel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/02/01/ PY - 2021 LA - en M3 - Internal papers PB - EdTech Hub UR - https://docs.edtechhub.org/lib/EKMQD8WQ KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen ER - TY - JOUR TI - Live tutoring calls did not improve learning during the COVID-19 pandemic in Sierra Leone AU - Crawfurd, Lee AU - Evans, David K. AU - Hares, Susannah AU - Sandefur, Justin T2 - Journal of Development Economics DA - 2023/09// PY - 2023 DO - 10.1016/j.jdeveco.2023.103114 DP - DOI.org (Crossref) VL - 164 SP - 103114 J2 - Journal of Development Economics LA - en SN - 03043878 UR - https://linkinghub.elsevier.com/retrieve/pii/S030438782300069X Y2 - 2023/10/09/11:18:42 ER - TY - RPRT TI - Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone AU - McBurnie, Chris DA - 2021/02// PY - 2021 M3 - Working Paper PB - EdTech Hub SN - 12 ST - Navigating the ‘Data Revolution’ UR - https://docs.edtechhub.org/lib/FEXGB4IJ KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Sierra Leone Series: Plan International and the importance of community support for distance teacher professional development programmes AU - McBurnie, Chris AU - Saidu, Arthur AU - Rincon Casado, Eusebio AU - Shergill, Maggie DA - 2021/04// PY - 2021 LA - en M3 - Blog post PB - EdTech Hub UR - https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/ KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:analysis:nopdf KW - _r:AddedByZotZen ER - TY - RPRT TI - Sierra Leone Series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health AU - McBurnie, Chris AU - Swaray, Abdulai AU - Kamara, Bai DA - 2021/03/31/forthcoming PY - 2021 LA - en M3 - Blog post PB - EdTech Hub UR - https://docs.edtechhub.org/lib/JV4FPSJW KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _r:AddedByZotZen ER - TY - RPRT TI - No Teacher is an Island: A case study on the enablers and barriers for effective school-based teacher professional development in Sierra Leone AU - Lurvink, Anne-Fleur AU - Bangura, Zainab AU - Fortune, Alhaji AU - George, Alex H. AU - Godwin, Katie AU - Mason-Sesay, Miriam AU - Moseray, David AU - Tholley, Ibrahim AU - Turay, Emmanuel B. AU - Haßler, Björn AU - Open Development & Education DA - 2022/08/18/ PY - 2022 DP - DOI.org (Crossref) PB - OpenDevEd ST - No Teacher is an Island UR - https://docs.opendeved.net/lib/N665IBBE Y2 - 2024/03/13/16:32:29 ER - TY - BLOG TI - Understanding the Barriers and enablers of Effective Communities of Practice in Sierra Leone Through a Collaboration Between Dubai Cares and Open Development and Education AU - Lurvink, Anne-Fleur T2 - Open Development & Education DA - 2019/10/02/T14:45:49+00:00 PY - 2019 LA - en-GB UR - https://opendeved.net/blog/, https://opendeved.net/blog/ Y2 - 2024/03/26/16:37:26 ER - TY - GEN TI - Sierra Leone population 2020 AU - WorldPop AB - RF-based gridded population distribution datasets produced in the framework of the Global Project - Funded by The Bill and Melinda Gates Foundation (OPP1134076) DA - 2018/// PY - 2018 DO - 10.5258/SOTON/WP00645 UR - https://www.worldpop.org/geodata/summary?id=6429 Y2 - 2021/09/10/11:12:20 KW - Population distribution, Population, Dasymetric disaggregation ER - TY - STAT TI - The Education Act, 2004 AU - Kabbah, President Alhaji Ahmad Tejan DA - 2004/04/01/ PY - 2004 M1 - 2 UR - http://www.sierra-leone.org/Laws/2004-2p.pdf Y2 - 2020/11/23/19:16:19 ER - TY - RPRT TI - Keynote Address by His Excellency President Julius Maada Bio on the theme of: "Education for Development" at the launch of the Free Quality School Education Programme AU - Maada Bio, Julius CY - Miatta Conference Centre DA - 2018/08/20/ PY - 2018 UR - https://www.sierra.amavserver.com/wp-content/uploads/2018/12/Statement-by-HE.-President-Julius-Maada-Bio-on-the-Launching-of-the-Free-Education-20.08.2018.pdf Y2 - 2020/11/23/19:35:57 ER - TY - ELEC TI - What makes a good classroom? New UIS data on school conditions AU - UNESCO T2 - UNESCO AB - New data from the UNESCO Institute for Statistics (UIS) reveal serious disparities in the schooling conditions facing children and teachers – from access to electricity, clean drinking water and single sex-toilets to Internet access and computers. Classroom conditions are key in providing a quality education for all. For children who struggle to enrol in school, for example due to poverty or discrimination on the grounds of gender or disability, poor school conditions can further undermine their chances of a quality education. What are the new data looking at? DA - 2019/03/13/T17:29:11+01:00 PY - 2019 LA - en ST - What makes a good classroom? UR - https://en.unesco.org/news/what-makes-good-classroom-new-uis-data-school-conditions Y2 - 2020/11/25/19:01:50 ER - TY - ELEC TI - Teacher Monitoring Pilot AU - SLEAMS UR - https://sleams.org/about Y2 - 2020/12/15/17:55:44 ER - TY - STAT TI - The Tertiary Education Commission Act AU - Kabbah, President Alhaji Ahmad Tejan DA - 2001/10/25/ PY - 2001 VL - 8 UR - http://sierra-leone.org/Laws/2001-8.pdf Y2 - 2020/12/15/18:48:55 ER - TY - STAT TI - The National Council for Technical , Vocational and other Academic Awards Act AU - Kabbah, President Alhaji Ahmad Tejan DA - 2001/10/25/ PY - 2001 VL - 10 UR - http://www.sierra-leone.org/Laws/2001-10.pdf Y2 - 2020/12/15/18:52:26 ER - TY - STAT TI - The Polytechnics Act AU - Kabbah, President Alhaji Ahmad Tejan DA - 2001/10/25/ PY - 2001 VL - 9 UR - http://www.sierra-leone.org/Laws/2001-9.pdf Y2 - 2020/12/15/18:56:01 ER - TY - STAT TI - The Universities Act AU - Kabbah, President Alhaji Ahmad Tejan DA - 2005/// PY - 2005 SP - 26 LA - en UR - http://lawofficers.gov.sl/PDF_Docs/The%20University%20Act%202005.pdf ER - TY - RPRT TI - Continental Education Strategy For Africa (2016 – 2025) AU - African Union CY - Addis Ababa Ethiopia DA - 2016/// PY - 2016 M3 - CESA 16-25 UR - https://au.int/sites/default/files/documents/29958-doc-cesa_-_english-v9.pdf Y2 - 2020/12/15/19:31:06 ER - TY - JOUR TI - Education for sustainable development in Africa: a critique of regional agendas AU - Tikly, Leon T2 - Asia Pacific Education Review AB - Education is often perceived in policy agendas as playing a transformative role in realising sustainable development and the SDGs on the continent. The assumption is based, however, on an insufficiently critical understanding of the historical role of education in supporting unsustainable development. The article provides a critical account of the relationship between education policy and sustainable development in Africa as an aspect of the postcolonial condition, i.e. as an aspect of the colonial legacy and of Africa’s position in relation to contemporary processes of globalisation. It is argued that if education is to play a transformative role in relation to sustainable development then education policy needs to be fundamentally re-oriented and harnessed to wider processes of economic, cultural and political transformation in the interests of social and environmental justice. DA - 2019/06/01/ PY - 2019 DO - 10.1007/s12564-019-09600-5 DP - Springer Link VL - 20 IS - 2 SP - 223 EP - 237 J2 - Asia Pacific Educ. Rev. LA - en SN - 1876-407X ST - Education for sustainable development in Africa UR - https://doi.org/10.1007/s12564-019-09600-5 Y2 - 2020/12/15/19:34:30 ER - TY - RPRT TI - Rwanda Vision 2020 AU - Ministry of Finance and Economic Planning CY - Kigali DA - 2000/07// PY - 2000 PB - Republic of Rwanda UR - https://repositories.lib.utexas.edu/bitstream/handle/2152/5071/4164.pdf?sequence=1 Y2 - 2020/12/15/19:35:27 ER - TY - RPRT TI - Kenya Vision 2030: A Globally Competitive and Prosperous Kenya AU - Government of Kenya DA - 2007/10// PY - 2007 PB - Republic of Kenya UR - https://www.researchictafrica.net/countries/kenya/Kenya_Vision_2030_-_2007.pdf Y2 - 2020/12/15/19:38:29 ER - TY - RPRT TI - Ethiopia Growth and Transformation Plan II (GTP II) | Green Growth Knowledge Platform AU - Ethiopia National Planning Commission CY - Addis Ababa, Ethiopia DA - 2016/05// PY - 2016 M3 - National Development Plan PB - Federal Democratic Republic of Ethiopia UR - https://www.greengrowthknowledge.org/national-documents/ethiopia-growth-and-transformation-plan-ii-gtp-ii Y2 - 2020/12/15/19:41:11 ER - TY - JOUR TI - Education in Africa: What Are We Learning? AU - Evans, David AU - Acosta, Amina Mendez AB - Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64 percent of the studies evaluate government implemented programs, 36 percent include detailed cost analysis, and 35 percent evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks). DA - 2020/// PY - 2020 DP - Zotero SP - 101 LA - en UR - https://www.cgdev.org/sites/default/files/education-africa-what-are-we-learning.pdf KW - ⛔ No DOI found ER - TY - ELEC TI - DSTI Education Data Hub AU - DSTI DA - 2020/// PY - 2020 UR - https://educationdatahub.dsti.gov.sl/education Y2 - 2020/12/04/00:00:00 ER - TY - RPRT TI - Education Innovation Challenge - Reflection & Learning Summit Report AU - DSTI DA - 2020/// PY - 2020 UR - https://www.dsti.gov.sl/wp-content/uploads/2020/12/THE-HUMAN-CAPITAL-DEVELOPMENT-INDEX-EDUCATION-INNOVATION-CHALLENGE-REFLECTION-AND-LEARNING-SUMMIT-final1.pdf ER - TY - ELEC TI - Integrated GIS Portal AU - DSTI UR - https://gis.dsti.gov.sl/# Y2 - 2020/11/03/19:45:18 ER - TY - RPRT TI - Teacher Management Policy for Sierra Leone AU - Teaching Service Commission DA - 2020/// PY - 2020 UR - https://tsc.gov.sl/policies/ KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Open Data Readiness Assessment: Sierra Leone AU - World Bank DA - 2015/// PY - 2015 UR - https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf ER - TY - RPRT TI - Education Workforce Management in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 32 LA - en M3 - Research and Policy Paper PB - Education Commission ER - TY - ELEC TI - Sierra Leone Education Attendance Monitoring System AU - Teaching Service Commission DA - 2020/// PY - 2020 UR - https://sleams.org/ Y2 - 2020/12/17/08:59:05 ER - TY - RPRT TI - Country-level research review: Sierra Leone AU - Kallon Kelly, Christiana AU - Koomar, Saalim AU - Kreimeia, Adam AU - McBurnie, Chris AU - Mitchell, Joel AU - Myers, Christina DA - 2020///unpublished PY - 2020 KW - dode_eth-src-eth ER - TY - RPRT TI - Teaching and Testing by Phone in a Pandemic AU - Crawfurd, Lee AU - Evans, David K. AU - Hares, Susannah AU - Sandefur, Justin AB - How did children learn while schools were closed during 2020 due to the COVID-19 pandemic? In this paper we evaluate the effectiveness of live tutoring calls from teachers, using a randomized controlled trial with 4,399 primary school students in Sierra Leone. CY - Washington, DC DA - 2021/09// PY - 2021 LA - en M3 - Working Paper PB - Center for Global Development SN - 591 UR - https://www.cgdev.org/sites/default/files/teaching-and-testing-phone-pandemic.pdf Y2 - 2021/11/11/17:34:32 KW - ___working_potential_duplicate ER - TY - RPRT TI - Education Workforce Spatial Analysis in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius CY - New York, NY DA - 2020/// PY - 2020 DP - Zotero SP - 31 LA - en M3 - Research and Policy Paper PB - Education Commission UR - https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf KW - _yl:a KW - ⛔ No DOI found ER - TY - ELEC TI - Government of Sierra Leone Education Data Hub AU - Directorate of Science, Technology and Innovation DA - 2019/// PY - 2019 UR - https://educationdatahub.dsti.gov.sl/ Y2 - 2020/12/17/08:58:28 ER - TY - ELEC TI - Sierra Leone - Multiple Indicator Cluster Survey 2017 AU - World Bank DA - 2017/// PY - 2017 UR - https://microdata.worldbank.org/index.php/catalog/3210 Y2 - 2021/09/10/11:08:56 ER - TY - RPRT TI - Education Workforce Recruitment and Matching in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero PB - Education Workforce Initiative UR - https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf KW - _yl:b KW - ⛔ No DOI found ER - TY - SLIDE TI - Sierra Leone teacher & school MIS developments: Sierra Leone Education Attendance Monitoring System (SLEAMS) and Teacher Records Management (TRM) system A2 - Graham, Hannah CY - Teaching Service Commission DA - 2021/03// PY - 2021 ER - TY - GEN TI - Sierra Leone and Liberia: Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando DA - 2020/// PY - 2020 DP - DOI.org (Crossref) LA - en ER - TY - ELEC TI - Leh wi Lan - Sierra Leone Secondary Education Improvement programme AU - Cambridge Education UR - https://www.camb-ed.com/intdev/article/510/education-at-the-heart-of-sierra-leones-post-recovery-and-march-to-growth Y2 - 2022/07/04/06:13:46 ER - TY - GEN TI - Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme AU - DFID DA - 2018/// PY - 2018 LA - EN Y2 - 2020/12/15/00:00:00 ER - TY - RPRT TI - West African Senior School Certificate Examination: Sierra Leone Results Analysis AU - Ministry of Basic and Secondary Education DA - 2022/// PY - 2022 ER - TY - RPRT TI - Sierra Leone: Economic Development Documents-National Development Plan, 2019-23 AU - International Monetary Fund DA - 2019/07/09/ PY - 2019 SP - 1 EP - 42 LA - en_US M3 - IMF Country Reports PB - IMF, African Department SN - 19/218 UR - https://www.elibrary.imf.org/view/IMF002/26222-9781498324960/26222-9781498324960/26222-9781498324960_A001.xml?redirect=true Y2 - 2020/11/25/20:20:44 ER - TY - RPRT TI - Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone AU - Education Workforce Initiative DA - 2020/// PY - 2020 PB - Education Commission UR - https://educationcommission.org/wp-content/uploads/2020/10/2020-EC-Country-Report-Sierra-Leone.pdf Y2 - 2020/12/16/13:15:53 ER - TY - RPRT TI - Independent Reporting Mechanism (IRM): Sierra Leone Design Report 2019–2021 AU - Field, Tracey-Lynn DA - 2020/// PY - 2020 PB - Open Government Partnership UR - https://www.opengovpartnership.org/documents/sierra-leone-design-report-2019-2021/ ER - TY - RPRT TI - Sierra Leone Education Attendance Monitoring System (SLEAMS) Final Technical Report AU - Graham, Hannah AU - Kawa, Muniru AU - Lee, Philip AU - Malyon, Stephanie AU - Hayward, Harry AU - Conteh, Sheriff AU - Chandia, Gloria DA - 2020/// PY - 2020 PB - Charlie Goldsmiths Associates ER - TY - ELEC TI - Automated teller machines (ATMs) (per 100,000 adults) - Sierra Leone AU - World Bank DA - 2012/// PY - 2012 UR - https://data.worldbank.org/indicator/FB.ATM.TOTL.P5?locations=SL&most_recent_value_desc=false Y2 - 2022/01/10/17:23:12 ER - TY - JOUR TI - Sierra Leone: education country status report; an analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone; 2013 DP - Zotero SP - 204 LA - en ER - TY - RPRT TI - Open Government Case Study: Costing Sierra Leone’s Open Data Program AU - Joswiak, Naomi DA - 2017/// PY - 2017 PB - Results for Development UR - https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf Y2 - 2020/12/18/12:18:01 KW - ___working_potential_duplicate ER - TY - RPRT TI - Teachers and the Teaching Profession in Sierra Leone: A Comprehensive Situation Analysis AU - Wright, Cream DA - 2017/10// PY - 2017 PB - TSC ER - TY - ELEC TI - Leh wi Lan - Sierra Leone Secondary Education Improvement programme - Camb-Ed AU - Cambridge Education UR - https://www.camb-ed.com/intdev/article/510/education-at-the-heart-of-sierra-leones-post-recovery-and-march-to-growth Y2 - 2020/05/29/16:30:54 ER - TY - RPRT TI - A longitudinal study of learning, progression, and personal growth in Sierra Leone AU - Johnson, David AU - Hsieh, Jenny DA - 2019/06// PY - 2019 M3 - Final Report PB - University of Oxford UR - https://static1.squarespace.com/static/5555e7a7e4b01769086660e5/t/5d3701c6d7be6a0001f12772/1563886107580/RAN+Report+2018+Final+-+for+publication.pdf Y2 - 2020/09/11/16:57:28 ER - TY - RPRT TI - Sierra Leone Education Attendance Monitoring System (SLEAMS) Pilot Phase: Inception Report AU - Kawa, Muniru AU - Graham, Hannah AU - Lee, Philip AU - Murray, Tobias AU - Malyon, Stephanie DA - 2020/// PY - 2020 PB - Charlie Goldsmiths Associates ER - TY - RPRT TI - Teachers and Teaching in Sierra Leone : Teacher Quality and Management Study AU - World Bank DA - 2021/// PY - 2021 UR - https://openknowledge.worldbank.org/handle/10986/35918 Y2 - 2022/01/15/03:54:15 KW - _C:Sierra Leone ER - TY - ELEC TI - Incidence of HIV, all (per 1,000 uninfected population) - Sierra Leone | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/SH.HIV.INCD.TL.P3?end=2020&locations=SL&start=1990 Y2 - 2022/01/10/19:28:35 ER - TY - BLOG TI - When teachers are asked to deploy other teachers, we learn a lot about teacher preferences AU - McBurnie, Chris AU - Godwin, Katie AU - Bernard-Jones, Lydia AU - Haßler, Björn T2 - EdTech Hub AB - In Sierra Leone, the availability of facilities such as electricity and water strongly influences the preferences of some teachers. Here, we found that several teachers wanted to relocate to areas where they could access better working conditions, more transportation options, and a wider range of things to do in their free time. DA - 2022/05/13/T19:52:45+00:00 PY - 2022 LA - en-US UR - https://edtechhub.org/2022/05/13/when-teachers-are-asked-to-deploy-other-teachers-we-learn-a-lot-about-teacher-preferences/ Y2 - 2022/11/18/19:01:58 ER - TY - RPRT TI - Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality AU - UNICEF DA - 2020/// PY - 2020 ER - TY - THES TI - Devising New Models for School Improvement in Developing Nations: Sierra Leone, a case study ER - TY - RPRT TI - Education for Development AU - Maada Bio, Julius DA - 2018/// PY - 2018 UR - https://www.sierra.amavserver.com/wp-content/uploads/2018/12/Statement-by-HE.-President-Julius-Maada-Bio-on-the-Launching-of-the-Free-Education-20.08.2018.pdf Y2 - 2020/06/25/17:09:56 ER - TY - ELEC TI - Proportion of schools with access to basic facilities, all schools AU - UNESCO DA - 2018/// PY - 2018 UR - http://data.uis.unesco.org/index.aspx?queryid=3483 Y2 - 2020/06/25/17:24:15 ER - TY - ELEC TI - SALCAB | Home AU - SALCAB DA - 2020/// PY - 2020 UR - https://www.salcab.sl/ Y2 - 2020/06/25/17:40:04 ER - TY - BLOG TI - Mobile Learning Lab Evaluation & Analysis AU - 60 Million Girls T2 - 60 million girls DA - 2018/// PY - 2018 LA - en-US UR - https://60millionsdefilles.org/en/rd/evaluation-report/ Y2 - 2020/06/25/18:23:46 ER - TY - RPRT TI - EdTech, Learning and Equity: The EdTech Hub Research Portfolio AU - Haßler, Björn AU - Wagner, Dan AU - Outhwaite, Laura CN - edtechhub.1000 DA - 2023/11/30/T00:00:00.000Z PY - 2023 LA - en PB - EdTechHub UR - https://docs.edtechhub.org/lib/MBGNU7HP KW - _internal KW - _r:AddedByMyEducationEvidence ER - TY - BOOK TI - The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone AU - Sabarwal, Shwetlena AU - Evans, David K. AU - Marshak, Anastasia T2 - Policy research working paper : WPS DA - 2014/// PY - 2014 LA - eng PB - Washington, DC : World Bank, Education Global Practice Group & Africa Region, Office of the Chief Economist ST - The permanent input hypothesis ER - TY - RPRT TI - Education continuity during the Coronavirus crisis: Sierra Leone and Liberia Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando DA - 2020/// PY - 2020 PB - Rising Academy Network UR - https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf Y2 - 2021/10/11/13:14:41 ER - TY - BLOG TI - Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone AU - Belfield, Sophie AU - Mathur, Meenu AU - Caine, Ellie T2 - FCDO - GEC DA - 2021/// PY - 2021 UR - https://girlseducationchallenge.org/blogs/blog-article/getting-girls-back-into-school-strategies-for-successfully-re-enrolling-girls-in-ghana-and-sierra-leone/ Y2 - 2022/01/02/20:01:28 ER - TY - SLIDE TI - Mapping education data in sub-Saharan Africa: Our experience from the Unlocking Data campaign and Sierra Leone A2 - Unlocking Data DA - 2021/11// PY - 2021 UR - https://docs.google.com/presentation/d/1WEUyqVEnxjx53eF-X4thxv8Gy2wWLvEdbN4aBuZiPbk Y2 - 2022/05/10/10:17:01 ER - TY - RPRT TI - Recovering from school closures in Sierra Leone: Status of pupil learning outcomes in junior and senior secondary schools AU - Leh Wi Lan DA - 2021/// PY - 2021 ER - TY - ELEC TI - Incidence of malaria (per 1,000 population at risk) - Sierra Leone, Sub-Saharan Africa (excluding high income) | Data AU - World Bank DA - 2018/// PY - 2018 UR - https://data.worldbank.org/indicator/SH.MLR.INCD.P3?locations=SL-ZF Y2 - 2022/01/10/19:43:56 ER - TY - JOUR TI - Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan, and Sierra Leone AU - Nicolai, Susan AU - Jordan, Katy AU - Adam, Taskeen AU - Kaye, Tom AU - Myers, Christina T2 - International Journal of Educational Development DA - 2023/10// PY - 2023 DO - 10.1016/j.ijedudev.2023.102841 DP - DOI.org (Crossref) VL - 102 SP - 102841 J2 - International Journal of Educational Development LA - en SN - 07380593 ST - Toward a holistic approach to EdTech effectiveness UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059323001177 Y2 - 2023/08/16/20:10:18 ER - TY - BLOG TI - Tech plus teachers: Did one-on-one phone tutorials help kids learn better during school closures in Sierra Leone? AU - Crawfurd, L AU - Evans, D AU - Guiterrez Bernal, M AU - Hares, S AU - Sam-Kpakra, R AU - Sandefur, J AU - Shojo, M DA - 2021/// PY - 2021 UR - https://blogs.worldbank.org/africacan/tech-plus-teachers-did-one-one-phone-tutorials-help-kids-learn-better-during-school ER - TY - RPRT TI - Guidance Note on Education Data Mapping in Sub-Saharan Africa: Moving from theory to practice AU - Selwaness, Irene AU - Adam, Taskeen AU - Lawson, Laté AU - Heady, Lucy CN - 0096 DA - 2022/08/04/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/KQUDWCXC KW - _r:AddedByZotZen ER - TY - RPRT TI - A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission AU - Teaching Service Commission DA - 2018/02// PY - 2018 SP - en PB - Global Partnership for Education UR - https://tsc.gov.sl/reports/ Y2 - 2020/12/15/00:00:00 ER - TY - BLOG TI - Focus Country: Kenya T2 - EdTech Hub AB - Kenya Focus country EdTech Hub works in six focus countries (Bangladesh, Ghana, Kenya, Pakistan, Sierra Leone and Tanzania) to conduct research, support governments, and support scale-up of EdTech programmes.   “Female students with teacher on computer” by Ericsson Images is licensed under CC BY-NC-ND 2.0 READ KENYA COUNTRY SCAN Population: 47.6 million Median age: 20 years Internet penetration: 43% Mobile penetration:… LA - en-US ST - Focus Country UR - https://edtechhub.org/focus-country-kenya/ Y2 - 2021/09/14/09:36:52 ER - TY - RPRT TI - Cost Effective Approaches to Improve Global Learning What Does Recent Evidence Tell Us Are Smart Buys for Improving Learning in Low-and-Middle-Income Countries AU - Global Education Evidence Advisory Panel DA - 2020/10// PY - 2020 PB - World Bank; FCDO; Building Evidence in Education UR - http://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf Y2 - 2020/12/15/16:59:36 ER - TY - RPRT TI - How Can EMIS be Designed and Implemented in Ways That Make Them Used and Useful? AU - Adam, Taskeen AU - Mitchell, Joel AB - This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at education management information systems (EMIS). EMIS are pivotal in educational administration, facilitating the digitisation of processes and data to enable informed decision-making. However, persistent challenges impede their effectiveness. We examine why it is vital to consider how EMIS are designed and implemented, particularly with regard to the needs and contexts of low- and middle-income countries (LMICs). We consider constraints in technical capacity, limited funding, and insufficient user engagement. We identify concrete, evidence-based recommendations for how to make EMIS useful and used more frequently based on current and recent research. To enhance EMIS efficacy, there is a need to underscore utility and usability, ensuring the collection of pertinent data and user-friendly interfaces. Furthermore, the social implications of EMIS data on individuals and communities must be considered in order to meet their needs. We also explore areas for further consideration and include lists of resources relevant to EMIS and questions and solutions to consider. Keywords: education management information systems (EMIS); low- and middle-income countries (LMICs); user-centred design; evidence-based decision-making; EdTech; educational administration. An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1015 DA - 2024/// PY - 2024 LA - en M3 - Learning Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/X56ZT79X KW - _r:AddedByMyEducationEvidence KW - _r:AddedByZotZen ER - TY - RPRT TI - Back-to-School Campaigns Following Disruptions to Education AU - Chuang, Rachel AU - Kaye, Tom AU - Moss Coflan, Caitlin AU - Haßler, Björn AB - This EdTech Hub Helpdesk response focuses on back-to-school campaigns following disruptions to education, ensuring that children rapidly return to school as soon as it is safe and practical. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television). CN - 0019 DA - 2020/06// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 12A UR - https://docs.edtechhub.org/lib/DS66UGW4 KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa AU - Adam, Taskeen AU - El-Serafy, Yomna AU - Podea, Marius AU - Haßler, Björn AB - We set out to investigate the existing and potential use cases of open-source, modular ‘building blocks’ to build digital platforms for education in sub-Saharan Africa (SSA). Building blocks fall into two main categories: teaching and learning (e.g., learning management systems) and education system management (e.g., data collection tools). CN - 0049 DA - 2021/// PY - 2021 PB - EdTech Hub UR - https://docs.google.com/presentation/d/1kbsum_aPxdwhuGNzAEzHnr_Wx_psKAUVldt1M2Wz34I/edit#slide=id.gdedd2e55e3_3_285 KW - _EdTechHub_Output KW - _MELA_seen ER - TY - RPRT TI - How Can Implementers Apply Digital Personalised Learning in Schools? AU - Plaut, Daniel AB - This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at digital personalised learning (DPL), a promising EdTech approach to improving learning outcomes, and consider how to implement this approach in school settings. We draw on work from EdTech Hub and other prominent researchers to first unpack the ‘basics’ of DPL implementation. These include the importance of teaching at the right level as a driver of DPL’s impact, and how DPL tools are applied in schools as supplementary learning and / or integrated into existing curricula. We also consider some of DPL’s technical requirements and achievements in improving learning outcomes. We then explore emerging insights about effective DPL implementation in schools, including the role of teachers as facilitators, the evidence behind student-device ratios, and the importance of coordinating DPL implementation with broader education system actors. Lastly, we look at areas that require further research, noting issues that we at EdTech Hub are still grappling with in our own work, and include lists of resources relevant to DPL application in education systems. Keywords: digital personalised learning; DPL; implementation research; teaching at the right level; learning outcomes; education policy An output of the EdTech Hub, https://edtechhub.org/ CN - edtechhub.1008 DA - 2024/// PY - 2024 LA - en M3 - Learning Brief PB - EdTech Hub UR - https://docs.edtechhub.org/lib/ACMFRNNS KW - _r:AddedByMyEducationEvidence ER - TY - RPRT TI - How to Guide: Delivering High-Quality Radio Learning AU - Rising Academies AU - EdTech Hub DA - 2021/02/02/ PY - 2021 UR - https://docs.edtechhub.org/lib/DU497D8A KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:other:ok KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Bangladesh Back-to-School Campaign AU - Kaye, Tom AU - Chuang, Rachel AU - Moss Coflan, Caitlin AU - Haßler, Björn AB - The EdTech Hub received a request from the FCDO Bangladesh team to provide a topic brief identifying best practices from previous back-to-school campaigns following disruptions. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television). CN - 0020 DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 12B UR - https://docs.edtechhub.org/lib/3HP24UTI KW - C:Bangladesh KW - COV:COVID and reopening of schools KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _yl:g KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana AU - Afoakwah, Edmund AU - Carballo, Francisco AU - Caro, Alex AU - D’Cunha, Samantha AU - Dobrowolski, Stephanie AU - Fallon, Alexandra AB - This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions. An output of the EdTech Hub, https://edtechhub.org CN - 0051 DA - 2021/10/20/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub ST - Dialling up Learning UR - https://docs.edtechhub.org/lib/P22BR78B KW - _r:AddedByZotZen ER - TY - RPRT TI - Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana AU - Afoakwah, Edmund AU - Carballo, Francisco AU - Caro, Alex AU - D’Cunha, Samantha AU - Dobrowolski, Stephanie AU - Fallon, Alexandra AB - This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions. An output of the EdTech Hub, https://edtechhub.org CN - 0051 DA - 2021/10/20/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub ST - Dialling up Learning UR - https://docs.edtechhub.org/lib/P22BR78B KW - _r:AddedByZotZen ER - TY - BLOG TI - 15 EdTech research papers that we share all the time AU - Moss, Caitlin T2 - EdTech Hub AB - We hope you saw our recent blog post responding to questions we often get about interesting large-scale EdTech initiatives. Another question we are often asked is: “What EdTech research should I know about?”  As Sara’s blog post explains, one of the Hub’s core spheres of work is research, so we ourselves are very interested in […] DA - 2020/01/24/T13:53:24+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/01/24/15-edtech-research-papers-that-we-share-all-the-time/ Y2 - 2020/02/27/20:34:53 KW - F:Blog post KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Where do teachers go, and where do they stay? AU - Lurvink, Anne-Fleur AU - Espinoza-Revollo, Patricia AU - Ali, Yusuf AU - Garrod, Oliver AU - Atherton, Paul AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Beoku-Betts, Iman AU - Haßler, Björn AU - Godwin, Katie AU - Godwin, Anne-Fleur Lurvink, Patricia Espinoza-Revollo, Yusuf Ali, Oliver Garrod, Paul Atherton, Alasdair Mackintosh, Ana Ramirez, Iman Beoku-Betts, Björn Haßler and Katie T2 - EdTech Hub AB - In Sierra Leone, a government payroll position is tied to the teacher, not the school, meaning teachers can change schools once they go on the payroll. This leads to certain schools being chronically understaffed. It also suggests that deploying teachers to rural and understaffed schools (or putting teachers already there on payroll) might not tackle high pupil-to-qualified-teacher ratios in the longer term. Investigating the school-to-school movement of payroll teachers can help us understand where teachers go after they go on the payroll and how long they stay in a given school. We also looked at overall movement nationally to identify areas of the country that are outliers in terms of high and low retention of teachers. DA - 2023/03/22/T10:30:33+00:00 PY - 2023 LA - en-US UR - https://edtechhub.org/2023/03/22/where-do-teachers-go-and-where-do-they-stay/ Y2 - 2023/06/27/19:20:21 ER - TY - RPRT TI - Nepal “Ask me anything” Session: Responses to audience questions AU - Kaye, Tom AU - Groeneveld, Caspar AU - Moss, Caitlin AU - Haßler, Björn AB - On Thursday, 30 April 2020, EdTech Hub participated in an 'Ask me anything' session for policymakers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the Covid-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office, and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the Covid-19 pandemic, presented by the World Bank EduTech team and EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions. CN - 0014 DA - 2020/05/04/ PY - 2020 LA - en M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 13 ST - Nepal "Ask me anything" Session UR - https://docs.edtechhub.org/lib/UXQG7GRG KW - C:Nepal KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - JOUR TI - Effectiveness of Multimodal Microlearning for In-Service Teacher Training AU - Allela, Melisa Achoko AU - Ogange, Betty Obura AU - Junaid, Muhammad Ibn AU - Charles, Prince Brainard T2 - Journal of Learning for Development AB - To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project. DA - 2020/// PY - 2020 DO - 10.56059/jl4d.v7i3.387 DP - ERIC VL - 7 IS - 3 LA - en SN - 2311-1550 UR - https://eric.ed.gov/?id=EJ1280612 Y2 - 2022/08/22/20:53:59 KW - Barriers KW - Communities of Practice KW - Electronic Learning KW - Foreign Countries KW - Inservice Teacher Education KW - Integrated Learning Systems KW - Internet KW - Multimedia Materials KW - Portfolios (Background Materials) KW - Professional Continuing Education KW - Professional Development KW - Program Effectiveness KW - Secondary School Teachers KW - Social Media KW - Synchronous Communication KW - Teacher Collaboration KW - Teacher Competencies KW - Workshops ER - TY - BLOG TI - 18 large-scale EdTech initiatives on our radar in 2020 AU - Moss, Caitlin T2 - EdTech Hub AB - During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […] DA - 2020/01/22/T12:03:51+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/01/22/18-large-scale-edtech-initiatives-on-our-radar-in-2020/ Y2 - 2020/02/27/20:36:04 KW - F:Blog post KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning AU - Allier-Gagneur, Zoé AU - Moss Coflan, Caitlin AB - EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders. CN - 0025 CY - Cambridge, UK; Washington D.C. DA - 2020/06/14/ PY - 2020 M3 - Helpdesk Response PB - EdTech Hub SN - 14 UR - https://docs.edtechhub.org/lib/VX7UW757 KW - F: Helpdesk response KW - L:Gender and education KW - L:Out-of-school populations KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _zenodoETH KW - dode_eth-src-dode ER - TY - RPRT TI - EdTech and Covid-19: 10 Things to Know AU - Nicolai, Susan AU - Wilson, Samuel AU - Jefferies, Kate AB - EDTECH AND COVID-19 10 THINGS TO KNOW Covid-19 has reshaped our world. In education, mass school closures have accelerated the global use of education technologies. Yet the benefits do not reach everyone. Since the start of the pandemic, EdTech Hub and its partners have been researching and applying evidence on what works in technology for education in different contexts. Here… DA - 2021/// PY - 2021 LA - en PB - EdTech Hub ST - EdTech and Covid-19 UR - https://edtechhub.org/edtech-and-covid-19-10-things-to-know/ Y2 - 2021/03/09/10:59:52 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Session 4: How can I rapidly upskill my large teacher workforce? AU - Koomar, Saalim AU - Proctor, Jamie AB - The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org CN - 0138 DA - 2022/// PY - 2022 LA - en M3 - EdTech Hub Presentation UR - https://docs.edtechhub.org/lib/E7C9MN3V KW - _r:AddedByZotZen ER - TY - RPRT TI - Education in Emergencies: A Rapid Evidence Review AU - Mitchell, Joel AU - Ashlee, Amy AU - Clericetti, Giulia AU - Gladwell, Jessica AU - Torrance, Rebecca DA - 2020b PY - 2020b M3 - Rapid Evidence Review PB - EdTech Hub SN - 7 UR - https://docs.edtechhub.org/lib/ZPTMAP5C KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodoETH ER - TY - RPRT TI - EdTech to Support Out-of-School Children and Adolescents AU - Thinley, Sangay AU - Rui, Yang AB - 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 CN - 0163 DA - 2023/// PY - 2023 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://docs.edtechhub.org/lib/AG764A26 KW - _r:AddedByZotZen ER - TY - BOOK TI - Mother Tongue Education: The West African Experience AU - Bamgbose, Ayo AB - In the rapidly changing political, economic, and social life of West Africa, there is a renewed interest in cultural identity. This book describes the developments and the difficulties experienced by different West African countries in the use of mother tongues in multi-lingual society. The book was commissioned to give scholars, educators, and policy-makers concerned with mother tongue education an account of developments in selected countries. Three broad areas are covered: (1) situations where the mother tongue has not yet been introduced into the formal school system but where preparations are being made; (2) situations where there has been a long tradition of mother tongue education; and (3) special projects. An introduction discusses the role of the mother tongue in education, with particular reference to West Africa. This is followed by a historical sketch of developments in mother tongue education. Contributions from Sierra Leone and Dahomey cover the first of the areas mentioned. Ghana's report covers the second area. The last two reports, from Nigeria, fall into the third category. Finally, two projects are described: the Six-Year Primary Project on the use of a major language as a medium of instruction and the Rivers Readers Project on the introduction of smaller languages into the formal school system. (Author/AM) DA - 1976/// PY - 1976 DP - ERIC LA - en PB - Hodder and Stoughton Ltd ST - Mother Tongue Education Y2 - 2022/04/06/16:13:47 KW - African Culture KW - African Languages KW - Bilingual Education KW - Educational Planning KW - French KW - Igbo KW - Language Planning KW - Language of Instruction KW - Mandingo KW - Mende KW - Multilingualism KW - Native Speakers KW - Portuguese KW - Regional Dialects KW - Sociolinguistics KW - Susu KW - Uncommonly Taught Languages KW - Wolof KW - Yoruba ER - TY - RPRT TI - Data Access and Protection Laws in Pakistan: A technical review AU - Halim, Waqas AU - Upadhyay, Arjun AU - Coflan, Caitlin AB - The advancement of technologies has supported an exponential rise in the collection and use of data. Data, when used appropriately, can support better decision-making and inform innovation. Data has value to entrepreneurs and innovators who seek to design products that respond to user needs. However, the widespread collection and use of data have also spawned concerns about individual rights and data privacy. Issues related to collection, usage, dissemination, and access to data have also come to the forefront. To address these concerns, many countries across the globe have introduced data protection laws. This policy brief identifies and analyses global best practices in data protection and data access. It is developed in response to an inquiry related to data and research in the education sector, specifically in Pakistan. The brief explores the potential practical challenges in the enforcement and implementation of global good practices in the context of the data protection environment in Pakistan; it proposes a set of key recommendations for the Government of Pakistan, provincial governments, development partners, and other education-related ministries and public departments. Keywords: Data protection (laws), good practices, data access, privacy rights, children's data, sensitive data, data-driven policy, data integration, third-party data sharing, open data, data security, data governance, encryption An output of the EdTech Hub, https://edtechhub.org CN - 0098 DA - 2022/06/30/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 44 UR - https://docs.edtechhub.org/lib/GV4MKFZH KW - _r:AddedByZotZen ER - TY - RPRT TI - The Sandbox Handbook v1.0: A guide to growing and testing EdTech ideas AU - Rahman, Asad AU - Carter, Alice AU - Plaut, Daniel AU - Dixon, Dixon, AU - Salami, Taiye AU - Schmitt, Laurel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/07/01/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub SN - 33 UR - https://docs.edtechhub.org/lib/772S7Z4R KW - _DOILIVE KW - _EdTechHub_Output KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List AU - Koomar, Saalim AU - Moss Coflan, Caitlin AU - Kaye, Tom AB - This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis. CN - 0042 DA - 2020/06/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Request PB - EdTech Hub SN - 11 ST - Using EdTech in Settings of Fragility, Conflict and Violence UR - https://docs.edtechhub.org/lib/CMS6HPI8 KW - C:Yemen KW - F: Helpdesk response KW - LP: English KW - W:Fragile and conflict affected contexts KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Les Technologies De L’enseignement Et Le Covid-19 - 10 Choses À Savoir AU - EdTech Hub Team DA - 2021/// PY - 2021 LA - fr UR - https://docs.edtechhub.org/lib/DQ5URLSY KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list AU - McBurnie, Chris AB - Interactive Radio Instruction (IRI) is a distance education tool that enables educators to use radio broadcasts to direct active learning in the home. This curated list of resources aims to inform and support the use of IRI to mitigate the educational impact of Covid-19. CN - 0022 DA - 2020/04// PY - 2020 LA - EN M3 - Helpdesk Response PB - EdTech Hub SN - 6 ST - Using Interactive Radio Instruction to mitigate the educational impact of COVID-19 UR - https://docs.edtechhub.org/lib/A3T2DQ4D KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - H:Radio KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Overview of emerging country-level response to providing educational continuity under COVID-19: What are the lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in lower- and middle-income countries? AU - Naylor, Ruth AU - Gorgen, Kristine DA - 2020/05// PY - 2020 DP - Zotero SP - 22 LA - en PB - EdTech Hub ST - Overview of emerging country-level response to providing educational continuity under COVID-19 UR - https://docs.edtechhub.org/lib/SLJSKY8J KW - COV:COVID and reopening of schools KW - L:Gender and education KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:other:ok KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - ⛔ No DOI found ER - TY - RPRT TI - Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan AU - Ministry of Education, Science and Technology DA - 2018/04// PY - 2018 M3 - Programme Document PB - Government of Sierra Leone; UNICEF UR - https://www.globalpartnership.org/sites/default/files/2018-10-sierra-leone-program-document-2018-2020.pdf Y2 - 2020/11/23/19:47:00 ER - TY - RPRT TI - The Economic Lives of Young Women in the Time of Ebola: Lessons from an Empowerment Program AU - Bandiera, Oriana AU - Buehren, Niklas AU - Goldstein, Markus AU - Rasul, Imran AU - Smurra, Andrea AB - We evaluate an intervention to raise young women’s economic empowerment in Sierra Leone, where women frequently experience sexual violence and face multiple economic disadvantages. The intervention provides them with a protective space (a club) where they can …nd support, receive information on health/reproductive issues and vocational training. Unexpectedly, the post-baseline period coincided with the 2014 Ebola outbreak. Our analysis leverages quasi-random across-village variation in the severity of Ebola-related disruption, and random assignment of villages to the intervention to document the impact of the Ebola outbreak on the economic lives of 4 700 women tracked over the crisis, and any ameliorating role played by the intervention. In highly disrupted control villages, the crisis leads younger girls to spend signi…cantly more time with men, out-of-wedlock pregnancies rise, and as a result, they experience a persistent 16pp drop in school enrolment post-crisis. These adverse e¤ects are almost entirely reversed in treated villages because the intervention enables young girls to allocate time away from men, preventing out-of-wedlock pregnancies and enabling them to re-enrol in school post-crisis. In treated villages, the unavailability of young women leads some older girls to use transactional sex as a coping strategy. The intervention causes them to increase contraceptive use so this does not translate into higher fertility. Our analysis pinpoints the mechanisms through which the severity of the aggregate shock impacts the economic lives of young women, and shows how interventions in times of crisis can interlink outcomes across younger and older cohorts. JEL Classi…cation: I25, J13, J24. DA - 2018/12// PY - 2018 DP - DOI.org (Crossref) LA - en PB - World Bank ST - The Economic Lives of Young Women in the Time of Ebola UR - http://elibrary.worldbank.org/doi/book/10.1596/31219 Y2 - 2020/07/21/14:36:33 KW - ___working_potential_duplicate ER - TY - RPRT TI - Open Educational Resources in Africa: A Curated Resource List AU - Koomar, Saalim AU - Jull, Stephen AB - This curated list defines Open Rducational Resources (OER), offers background on open-source licensing, and provides a review of OER that can be used in the sub-Saharan African context. CY - London, UK DA - 2020/// PY - 2020 LA - EN M3 - Helpdesk Response PB - EdTech Hub SN - 20 ST - Open Educational Resources in Africa UR - https://docs.edtechhub.org/lib/10.5281/zenodo.3906041 KW - C: Ghana KW - F: Helpdesk response KW - H: Open resources KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance on Pre-Assessment for Establishing E-Learning Centres AU - AlSheikh Theeb, Thaer AU - McGinty, Sara AU - Obaid, Rasha AB - An output of the EdTech Hub, https://edtechhub.org CN - 0084 DA - 2022/01/02/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 38 UR - https://docs.edtechhub.org/lib/DPWSAA9Z KW - _r:AddedByZotZen ER - TY - RPRT TI - Session 3: How can I develop an aligned and actionable EdTech strategy AU - Wyss, Natalie AU - Mbugua, Wanjiku AU - Kaye, Tom AB - The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org CN - 0137 DA - 2022/11/07/ PY - 2022 LA - en M3 - EdTech Hub Presentation UR - https://docs.edtechhub.org/lib/VVT2BI9M KW - _r:AddedByZotZen ER - TY - JOUR TI - Education during the COVID-19: crisis Opportunities and constraints of using EdTech in low-income countries AU - Jordan, Katy AU - David, Raluca AU - Phillips, Toby AU - Pellini, Arnaldo T2 - Revista de Educación a Distancia (RED) AB - The Covid-19 pandemic has ushered in a period of educational disruption on an unprecedented scale. During this time of crisis, education will not be business as usual, and EdTech alone cannot close the learning gap. It will be dedicated teachers and resilient educators who will ensure learning doesn’t st op — but they could be helped by the right EdTech tools. However, the digital divide means that internet and mobile network access varies greatly in middle and low - income countries. In this discussion paper, we explore some of the key constraints of using EdTech at scale to support education in low - income countries at a time of crisis, and highlight the opportunities that have so far emerged, in a rapidly - changing context. We draw upon evidence and examples to inform policy and programming decisions, moving from the initial emergency response to building resilience in the longer term, and planning to diagnose and treat the learning gaps that have emerged during the crisis. DA - 2021/// PY - 2021 DO - 10.6018/red.453621 DP - Google Scholar VL - 21 IS - 65 LA - en SN - 1578-7680 UR - https://revistas.um.es/red/article/view/453621 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _zenodo:submitted KW - países de bajos ingresos ER - TY - JOUR TI - Consequences of school closure on access to education: lessons from the 2013–2016 Ebola pandemic AU - Smith, William C. T2 - International Review of Education AB - The COVID-19 pandemic has seen an unprecedented shutdown of society. Among the various safety measures taken, much attention has been given to school closure as a non-pharmaceutical mitigation tool to curb the spread of the disease through ensuring “social” (physical) distancing. Nearly 1.725 billion children in over 95% of countries worldwide have been affected by school closures implemented in April 2020 as the virus continued to spread. In the field of education, policymakers’ attention has been directed at keeping students on board through remote learning and addressing the immediate needs of schools upon reopening. The study presented in this article focuses on who remains absent after schools resume. Using publicly available survey data from the USAID Demographic Health Surveys Program and the UNICEF Multiple Indicator Cluster Survey from before and after the 2013–2016 Ebola pandemic in Guinea and Sierra Leone in West Africa, the author examined changes in school enrolment and dropout patterns, with targeted consideration given to traditionally marginalised groups. At the time, schools closed for between seven to nine months in the two countries; this length and intensity makes this Ebola pandemic the only health crisis in the recent past to come close to the pandemic-related school closures experienced in 2020. The author’s findings suggest that post-Ebola, youth in the poorest households saw the largest increase in school dropout. Exceeding expected pre-Ebola dropout rates, an additional 17,400 of the poorest secondary-age youth were out of school. This evidence is important for minimising the likely post-COVID-19 expansion in inequality. The author’s findings point to the need for sustainable planning that looks beyond the reopening of educational institutions to include comprehensive financial support packages for groups most likely to be affected. DA - 2021/04/01/ PY - 2021 DO - 10.1007/s11159-021-09900-2 DP - Springer Link VL - 67 IS - 1 SP - 53 EP - 78 J2 - Int Rev Educ LA - en SN - 1573-0638 ST - Consequences of school closure on access to education UR - https://doi.org/10.1007/s11159-021-09900-2 Y2 - 2021/09/03/13:39:27 ER - TY - RPRT TI - Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children AU - Baloch, Imdad AU - Kaye, Tom AU - Koomar, Saalim AU - McBurnie, Chris AB - This brief explores the use of EdTech to support distance learning in Pakistan. Specifically, it explores ways to provide distance education to children in remote rural areas and urban slums. CN - 0026 DA - 2020/06/17/ PY - 2020 LA - en M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 17 ST - Pakistan Topic Brief UR - https://docs.edtechhub.org/lib/9TKV7H6E KW - F: Helpdesk response KW - L:Out-of-school populations KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - EdTech evidence for Covid-19 response: Rapid evidence reviews of EdTech use in low-income and crisis contexts AU - Jordan, Katy AU - Mitchell, Joel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/09/16/ PY - 2021 LA - en M3 - FP-ETH Rapid evidence review (was: Rapid Evidence Review) PB - EdTech Hub UR - https://docs.edtechhub.org/lib/JGTWVQI4 KW - _DOILIVE KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - Engaging Girls with E-Learning: A curated list of good practices AU - AlSheikh Theeb, Thaer AB - An output of the EdTech Hub, https://edtechhub.org CN - 0069 DA - 2022/01/08/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 34 UR - https://docs.edtechhub.org/lib/PXUQJZTH KW - Helpdesk Response KW - _r:AddedByZotZen ER - TY - RPRT TI - 2019 Annual School Census Report AU - Ministry of Basic and Senior Secondary Education CY - Sierra Leone DA - 2019/// PY - 2019 PB - Ministry of Basic and Senior Secondary Education UR - https://mbsse.gov.sl/wp-content/uploads/2020/03/2019-Annual-School-Census-Report.pdf#page=156&zoom=100,92,96 Y2 - 2020/10/06/17:19:01 ER - TY - RPRT TI - 2021 Annual Schools Census Data. AU - Ministry of Basic and Senior Secondary Education. CY - Sierra Leone DA - Forthcoming PY - Forthcoming ER - TY - RPRT TI - EdTech to Reach the Most Marginalised: A Call to Action AU - Zubairi, Asma AU - Kreimeia, Adam AU - Jefferies, Kate AU - Nicolai, Susan AB - An output of the EdTech Hub, https://edtechhub.org CN - 0045 DA - 2021/09/08/ PY - 2021 LA - en M3 - FP-ETH Position paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/W8DB96IE KW - _DOILIVE KW - ___working_potential_duplicate KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - تكنولوجيا التعليم وجائحة كوفيد 19 - .10 أشياء يجب معرفتها AU - EdTech Hub Team DA - 2021/// PY - 2021 LA - ar UR - https://docs.edtechhub.org/lib/26VNTFQU KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - EdTech That Reaches Marginalised Learners: Relevant Examples for the Indonesian Context AU - Rui, Yang AU - Upadhyay, Arjun AB - This curated list of resources presents a sample of education technology programmes that effectively reach marginalised learners, including children with SEND, girls, and children in frontier, outermost, and disadvantaged regions. This list provides short summaries of lessons in using EdTech such as radio, television, and mobile phones to reach marginalised learners, emphasising interventions and evidence relevant to the Indonesian context. Keywords: marginalised learners, Indonesia, radio, television, mobile phones, girls, no-tech options An output of the EdTech Hub, https://edtechhub.org CN - 0102 DA - 2022/07/28/ PY - 2022 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 37 UR - https://docs.edtechhub.org/lib/MNMTIMGA KW - _r:AddedByZotZen ER - TY - RPRT TI - Mapping National Digital Learning Platforms AU - Rui, Tingting AU - Chuang, Rachel AU - Thinley, Sangay AU - AlSheikh Theeb, Thaer AU - Villavicencio, Xuzel AU - Hasiniavo. Rasolohery AB - This report presents findings from a global mapping exercise of 471 national digital platforms across 184 countries that was conducted by EdTech Hub following a Helpdesk request from UNICEF. The mapping exercise focused on examining three key areas of availability, usability, and inclusivity of national digital learning platforms. The study found that 32% of identified national digital learning platforms no longer exist, have not been updated since 2020, or have links that do not work. Only 30% of platforms offer offline functionality. Eighty-five per cent of platforms were accessible on a basic smartphone. This report serves as a snapshot in time of national digital learning platforms around the world. Future mapping exercises and reports may be carried out to expand on this work. Keywords: platforms, digital, learning, mobile, mapping, offline An output of the EdTech Hub, https://edtechhub.org CN - 0109 DA - 2023/// PY - 2023 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 45 UR - https://docs.edtechhub.org/lib/HPWRQP7M KW - _r:AddedByZotZen ER - TY - BLOG TI - 10 principles to consider when introducing ICTs into remote, low-income educational environments AU - Trucano, Michael T2 - World Bank Blogs AB - there must be an I, a C, and a T here somewhere ... There are, broadly speaking, two strands of concurrent thinking that dominate discussions around the use of new technologies in education around the world. At one end of the continuum, talk is dominated by words like 'transformation'. The ... DA - 2013/07/08/ PY - 2013 LA - en UR - https://blogs.worldbank.org/edutech/10-principles-consider-when-introducing-icts-remote-low-income-educational-environments Y2 - 2020/06/03/15:06:51 ER - TY - RPRT TI - Inequalities in Girls’ Learning Opportunities via EdTech: Addressing the Challenge of Covid-19 AU - Crompton, Helen AU - Chigona, Agnes AU - Jordan, Katy, Jordan, AU - Myers, Christina AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/06/09/ PY - 2021 LA - en M3 - Working paper PB - EdTech Hub SN - 31 UR - https://docs.edtechhub.org/lib/D6PWMC4I KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _r:AddedByZotZen ER - TY - BOOK TI - Transforming Education Service Delivery Through Evidence-Informed Policy and Practice AU - The Ministry of Basic and Senior Secondary Education (MBSSE) CY - Freetown, Sierra Leone DA - 2021/02// PY - 2021 VL - 1 PB - The Ministry of Basic and Senior Secondary Education (MBSSE) UR - https://mbsse.gov.sl/wp-content/uploads/2021/02/MBSSE_Policy-E-book-V.1.pdf Y2 - 2021/02/19/09:33:15 ER - TY - RPRT TI - The effect of Covid-19 on education in Africa and its implications for the use of technology AU - eLearning Africa AU - EdTech Hub DA - 2020/// PY - 2020 PB - EdTech Hub UR - https://www.elearning-africa.com/ressources/pdfs/surveys/The_effect_of_Covid-19_on_Education_in_Africa.pdf KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - EdTech and Covid-19: Insights from our Sandbox Portfolio. In Collaboration with Sandbox Partner Organisations AU - Rahman, Asad AU - Plaut, Daniel AU - Salami, Taiye AU - Carter, Alice AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/03/18/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/MXMPWAA2 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - Developing a national EdTech strategy AU - Coflan, Caitlin AU - Wyss, Natalie AU - Thinley, Sangay AU - Roland, Mark AB - An output of the EdTech Hub, https://edtechhub.org CN - 0142 DA - 2022/10/03/ PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/2437EGZU KW - _r:AddedByZotZen ER - TY - RPRT TI - How EdTech Can Be Used to Help Address the Global Learning Crisis: A Challenge to the Sector for an Evidence-Driven Future AU - Hollow, David AU - Jefferies, Kate CN - 0115 DA - 2022/// PY - 2022 LA - en M3 - Preprint PB - EdTech Hub UR - https://docs.edtechhub.org/lib/UUDK52LQ ER - TY - RPRT TI - Building an Acceptable Use Policy AU - Tanweer, Rabia AU - Wyss, Natalie AB - Acceptable use policies (AUPs) aim to define how digital and technological tools and services (both devices and ICT services) should be used in or by education systems and actors. These policies address the rights, privileges, responsibilities, and ramifications associated with the use of technology in education spaces and for educational purposes. In doing so, AUPs attempt to promote good practice and responsible, safe use of the internet and digital technologies. This brief uses global examples of AUP policies and guidance on the development of AUPs to outline best practices and key considerations for the development of AUPs. Keywords: EdTech usage; acceptable use policy; tablets; laptops; desktop computers; EdTech hardware; EdTech software. An output of the EdTech Hub, https://edtechhub.org CN - 0161 DA - 2023/// PY - 2023 LA - en M3 - Helpdesk Response PB - EdTech Hub UR - https://docs.edtechhub.org/lib/6E2WK46K KW - _r:AddedByZotZen ER - TY - RPRT TI - Methodology for literature reviews AU - Haßler, Björn AU - Adam, Taskeen AU - Allier-Gagneur, Zoe AU - Blower, Thomas AU - Brugha, Meaghan AU - Damani, Kalifa AU - Hennessy, Sara AU - Martin, Kevin AU - Megha-Bongnkar, Ghislaine AU - Murphy, Mary AU - Walker, Hannah AU - Walker, Hannah AB - An output of the EdTEch Hub CN - 0002 DA - 2021/02/01/ PY - 2021 DP - DOI.org (Crossref) LA - en M3 - Working Paper PB - EdTech Hub SN - 10 UR - https://docs.edtechhub.org/lib/2CKWI7RR KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _yl:k KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - An international review of plans for school reopening AU - Gorgen, Kristine AU - McAleavy, Tony DA - 2020/// PY - 2020 PB - Education Development Trust UR - https://docs.edtechhub.org/lib/MWNVG7LR KW - auto_merged ER - TY - RPRT TI - An international review of plans for school reopening AU - Gorgen, Kristine AU - McAleavy, Tony DA - 2020/// PY - 2020 PB - Education Development Trust UR - https://docs.edtechhub.org/lib/MWNVG7LR ER - TY - RPRT TI - An international review of plans for school reopening AU - Gorgen, Kristine AU - McAleavy, Tony DA - 2020/// PY - 2020 PB - Education Development Trust UR - https://docs.edtechhub.org/lib/MWNVG7LR ER - TY - RPRT TI - Lessons learnt from education data mapping in Africa: Workshop summary and synthesis AU - Pambe, Rigobert AU - Kadzamira, Esme AU - Mjomba, Renaldah AU - Lawson, Laté AU - Onsomu, Eldah AU - Adam, Taskeen AU - Heady, Lucy AU - Mugo, John AU - Tinto, Teg-WendeIdriss AB - An output of the EdTech Hub, https://edtechhub.org CN - 0052 DA - 2021/// PY - 2021 DP - DOI.org (Crossref) LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/NNN9EZ7J KW - _r:AddedByZotZen ER - TY - RPRT TI - Community Help for Inclusive Learning and Development (CHILD): A Study of How Mobile Phones Were Used to Recruit and Equip Community Volunteers to Support Children’s Learning During Covid-19 School Closures in Zimbabwe AU - Power, Tom AU - Buckler, Alison AU - Ebubedike, Margaret AU - Tengenesha, Martha AU - Jama, Mbuso AU - Ndlovu, America AU - Mukoyi, Jane AU - Ndou, Mashudu AU - Mubaira, Simbarashe DA - 2021/04/02/ PY - 2021 M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/HZRHPNI5 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Country list with HDI, iHDI, MPI and Gini (version 1) AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah AB - This is pdf of a country list with HDI, iHDI, MPI and Gini. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB (which will also be available as a data file). CN - 0017 DA - 2019/01/09/ PY - 2019 M3 - Research instrument PB - EdTech Hub SN - 08-2 UR - https://docs.edtechhub.org/lib/3BG5X7VG KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _yl:q KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Using Technology to Improve Education for Marginalised Girls: Lessons in implementation from the Girls’ Education Challenge AU - Anonymised for Peer Review Purposes AB - This article presents the findings of an in-depth study on the implementation of six EdTech-supported projects within the UK Government Foreign, Commonwealth and Development Office (FCDO)’s Girls’ Education Challenge portfolio, which aims to improve education for the world’s most marginalised girls. Using primary key informant interviews and secondary data from sampled projects, the study identifies the core components related to the implementation of EdTech within the sampled projects: evidence-informed design and delivery; building and maintaining relationships across and between stakeholders; comprehensive and continuous training and capacity development; and situating EdTech within a broader holistic model that prioritises gender inclusion to optimise implementation for marginalised girls. In doing so, the study provides key lessons for optimising the future implementation of EdTech for marginalised girls. Keywords: educational technology; girls’ education; programme implementation; Covid-19 An output of the EdTech Hub, https://edtechhub.org CN - 0172 DA - 2023/// PY - 2023 LA - en M3 - Preprint PB - EdTech Hub UR - https://docs.edtechhub.org/lib/V8CZHW5B KW - _r:AddedByZotZen ER - TY - RPRT TI - Keyword inventory (version 1) AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoe AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah AB - The document contains the keyword inventory used for automated searching. This file is now superseeded by DOI: 10.5281/zenodo.3908363, see https://docs.edtechhub.org/lib/55A44ZRB. CN - 0016 DA - 2019/10/31/ PY - 2019 M3 - Working Paper - Research Instrument PB - EdTech Hub SN - 08-1 UR - https://docs.edtechhub.org/lib/LSEETV6K KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _yl:p KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Eight Reasons Why EdTech Doesn’t Scale: How sandboxes are designed to counter the issue AU - Simpson, Lea AU - Carter, Alice AU - Rahman, Asad AU - Plaut, Daniel AB - The EdTech Hub’s sandbox approach offers implementers and decision makers a clear way to implement and scale only the most effective EdTech interventions. In this position paper we share our view on why EdTech isn’t scaling and how we see the sandboxes approach addressing them. Keywords: innovation; implementation; sandboxes; EdTech; scale; experimentation An output of the EdTech Hub, https://edtechhub.org CN - 0116 DA - 2021/04/01/ PY - 2021 LA - en M3 - Position Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/8HKCSIRC KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen ER - TY - RPRT TI - Problem Analysis and Focus of EdTech Hub’s Work: Technology in Education in Low- and Middle-Income Countries AU - Hennessy, Sara AU - Jordan, Katy AU - Wagner, Daniel A. AU - EdTech Hub Team DA - 2021/// PY - 2021 M3 - Working Paper PB - The EdTech Hub SN - 7 ST - Problem Analysis and Focus of EdTech Hub’s Work UR - https://docs.edtechhub.org/lib/PBXBB7LF KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Congo, Democratic Republic COD KW - _C:El Salvador SLV KW - _C:Gambia GMB KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Pakistan PAK KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Zambia ZMB KW - _C:eSwatini SWZ KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - __C:scheme:1 KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Impact de la pandémie de COVID-19 sur l’éducation en Afrique et incidence sur le recours aux technologies: Sondage sur l’expérience et les opinions des éducateurs et spécialistes de technologies AU - eLearning Africa AU - EdTech Hub DA - 2020/09// PY - 2020 LA - French KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH KW - ⚠️ Invalid DOI ER - TY - RPRT TI - EdTech Innovation for COVID-19: Insights from our global call for ideas AU - Plaut, Daniel AU - Carter, Alice AU - Dixon, Miranda AU - Salami, Taiye DA - 2020/// PY - 2020 M3 - Insight Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/S7JARBXV KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Messaging Apps, SMS, and Social Media: A Rapid Evidence Review AU - Jordan, Katy AU - Mitchell, Joel AB - This Rapid Evidence Review (RER) provides an overview of existing research on the use of mobile phone-based messaging (including SMS, and messaging through apps such as WhatsApp) to support education in low- and middle-income countries (LMICs). This topic was chosen as the focus for a RER in response to the Covid-19 pandemic and school closures, as this form of technology has been adopted as part of some countries’ methods of providing continuing education during closures and disruption. As such, the overall purpose of this document is to summarise the existing research literature around messaging, so that the existing evidence can be used to inform ongoing responses to the pandemic. The findings are intended to be of use to educational decision makers, including donors and those in government and NGOs, to inform responses to the current pandemic. DA - 2020/09/29/ PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 8 UR - https://docs.edtechhub.org/lib/XHBPFYVC Y2 - 2020/12/02/06:25:57 KW - Covid-19 KW - LMICs KW - SMS KW - Social media KW - TPD KW - WhatsApp KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - educational technology KW - mobile learning KW - refugee education KW - teacher professional development KW - text message KW - ⛔ No DOI found ER - TY - RPRT TI - Delivering Remote Learning Using a Low-Tech Solution: Evidence from an RCT during the Covid-19 Pandemic AU - Islam, Asad AU - Wang, Liang Choon AU - Hassan, Hashibul AB - During the prolonged school closure due to the Covid-19 pandemic, many children in rural Bangladesh were missing out on formal education. What is more these children had limited access to distance learning modalities such as the internet, television, and radio. To counteract this poor access, this study used the widely accessible modality of mobile phones to deliver a set of audio lessons to primary school students using Interactive Voice Response (IVR). These lessons were developed using the Interactive Radio Instruction (IRI) method. An output of the EdTech Hub, https://edtechhub.org CN - 0070 DA - 2022/// PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub SN - 43 UR - https://docs.edtechhub.org/lib/FE3VBQQW KW - _r:AddedByZotZen ER - TY - RPRT TI - Low-Tech Devices and Connectivity for Learning in Lebanon AU - Chuang, Rachel AU - Khalayleh, Abdullah AB - This document was produced in response to a request from the FCDO Lebanon team for guidance on leveraging low-tech devices and enabling connectivity to support learners in Lebanon, aligning with school reopenings. The document compiles effective initiatives across Lebanon and other countries. DA - 2021/// PY - 2021 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 29 UR - https://docs.edtechhub.org/lib/ISTFVCA7 KW - F: Helpdesk response KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana: Insights for inclusive policy and programming AU - Hodor, Raymond AU - Owusu, Ernest Adu AU - Ofori-Davis, Lucy AU - Afram, Alexander AU - Sefa-Nyarko, Clement AB - An output of the EdTech Hub, https://edtechhub.org CN - 0064 DA - 2021/11/01/ PY - 2021 LA - en M3 - Technical Report PB - EdTech Hub ST - Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana UR - https://docs.edtechhub.org/lib/2A5NQEV8 KW - _r:AddedByZotZen ER - TY - RPRT TI - Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle-Income Countries AU - Kaye, Tom AU - Groeneveld, Caspar AU - Bashir, Amreen AB - This brief outlines a model for monitoring and evaluating distance learning based on a desktop review of interventions during the Covid-19 school closures and other previous school shutdowns. It then examines how this might be applied in the Bangladeshi context. DA - 2020/11/23/ PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 30 ST - Monitoring Distance Education UR - https://docs.edtechhub.org/lib/XUVA9827 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - EdTech and COVID-19 response [Save Our Future] AU - Haßler, Björn AU - Nicolai, Susan AU - McBurnie, Chris AU - Jordan, Katy AU - Wilson, Sam AU - Kreimeia, Adam T2 - #SaveOurFuture AB - This document is background paper 3 for the #SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D DA - 2020/10/22/ PY - 2020 M3 - Background paper PB - Education Commission SN - 3 UR - https://saveourfuture.world/wp-content/uploads/2020/10/EdTech-and-COVID-19-Response_SOF_BP3-1.pdf KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:other:ok KW - _cover:v2 KW - _r:CopiedFromEvLib KW - _yl:j KW - _yl:k KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - EdTech and COVID-19 response [EdTech Hub Report] AU - Haßler, Björn AU - Nicolai AU - McBurnie, Chris AU - Jordan, Katy AU - Wilson, Sam AU - Kreimeia, Adam AB - This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6. DA - 2020/10/23/ PY - 2020 DP - DOI.org (Datacite) M3 - Working Paper PB - EdTech Hub SN - 11 UR - https://docs.edtechhub.org/lib/IA9PL99D Y2 - 2021/05/12/08:53:44 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _cover:v2 KW - _yl:j KW - _yl:k KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - The Maldives and Sri Lanka: Question & Answer Session AU - Adam, Taskeen AU - Kaye, Tom AU - Haßler, Björn AB - EdTech Hub participated in a question and answer session in May 2020 for policymakers in The Maldives and Sri Lanka. The session focused on the challenges and issues in designing effective distance education programmes during the Covid-19 pandemic. This document provides answers to a list of 13 questions received from stakeholders. CN - 0018 DA - 2020/06/18/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 18 UR - https://docs.edtechhub.org/lib/HE2Q6Z8Y KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 4: Content curation AU - Groeneveld, Caspar AB - In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fourth of five reports on the development of a proof of concept for the Hub and describes our observations during content curation. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org CN - 0078 DA - 2022/01/31/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub SN - 4 UR - https://docs.edtechhub.org/lib/9VKXVKGI KW - _r:AddedByZotZen ER - TY - RPRT TI - Technology, Teacher Professional Development and Low- and Middle-Income Countries: Technical report on systematic mapping review AU - Hennessy, Sara AU - D'Angelo, Sophia AU - McIntyre, Nora AU - Koomar, Saalim AU - Kreimeia, Adam AU - Cao, Lydia AU - Brugha, Meaghan AU - Zubairi, Asma AB - An output of the EdTech Hub, https://edtechhub.org CN - 0047 DA - 2021/09/23/ PY - 2021 LA - en M3 - Technical Report PB - EdTech Hub ST - Technology, teacher professional development and low- and middle-income countries UR - https://docs.edtechhub.org/lib/VTQDT65R KW - ___working_potential_duplicate KW - _r:AddedByZotZen ER - TY - RPRT TI - Syṡtemic Mixed-Methods Research — a conceptual framework for scalable EdTech research AU - Haßler, Björn AU - El-Serafy, Yomna AU - Khalayleh, Abdullah AU - McBurnie, Chris CN - 0001 DA - 2021/03/01/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub SN - 9 ST - Systemic Mixed-Methods Research — a conceptual framework for scalable EdTech research UR - https://docs.edtechhub.org/lib/TD2ASC4G KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v3 KW - _yl:n KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Desk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistan AU - Wilson, Sam AU - Khalayleh, Abdullah AU - Baloch, Imdad AU - Kaye, Tom AB - During the Covid-19 pandemic, EdTech has been used in many different ways to keep children learning in Pakistan. This has ranged from educational radio broadcasting to children in remote mountains, to TV channels being used to deliver classes nationwide. Yet, as the pandemic has developed, this picture has become more complex. Optimism in EdTech’s promise has given way to fears that the most marginalised children — particularly those who cannot access technological solutions — are falling further behind. Even those children who are able to use EdTech may not be learning. In short, a pre-existing digital divide has become more pronounced now that education delivery has had to increasingly rely on technology. This divide must be addressed if EdTech is to support effective learning for all children in all contexts in Pakistan. This desk review argues that the only way to realise EdTech’s potential is to recognise its shortcomings. Technology alone will not help children learn. EdTech’s role is as one part of a wider education system. Technology facilitates learning with support from key actors such as parents, teachers, and school leaders and with sustained political support and supporting infrastructure. This review provides an overview of Pakistan’s technology-facilitated learning landscape that caters to the learning needs of children aged 6–16. It sets out key EdTech-related features, challenges and trends, in addition to highlighting prominent EdTech organisations and tools in Pakistan. Keywords: infrastructure; low tech; policy; out-of-school children; marginalised learners; Pakistan; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org CN - 0071 DA - 2022/// PY - 2022 LA - en M3 - Evidence Review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/6FN5VTP7 KW - _r:AddedByZotZen ER - TY - RPRT TI - Effective Use of EdTech for Remedial Learning Programmes: Considerations for Mongolia AU - Upadhyay, Arjun AU - Shoobridge, James AU - Moss Coflan, Caitlin AB - This document was produced in response to a request from the World Bank Mongolia team to: 1. Outline the evidence of effective practices on remedial education generally. 2. Explore appropriate uses of EdTech to support remedial education. 3. Summarise the implications of these findings for Mongolia. CY - Cambridge, UK DA - 2020/07/22/ PY - 2020 LA - English M3 - Helpdesk Response PB - EdTech Hub SN - 27 UR - https://docs.edtechhub.org/lib/IJGQTHH9 KW - F: Helpdesk response KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _zenodo:submitted ER - TY - RPRT TI - Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] AU - Haßler, Björn AU - Bennett, Gemma AU - Damani, Kalifa AB - This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education. DA - 2020/// PY - 2020 M3 - Preprint UR - https://docs.opendeved.net/lib/WMYNLNVK KW - C:sub-Saharan Africa KW - _yl:t KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - The Power of Girls' Reading Camps: Exploring the impact of radio lessons, peer learning and targeted paper-based resources on girls’ remote learning in Kenya AU - Amenya, Donvan AU - Fitzpatrick, Rachael AU - Njeri, M.E. AU - Naylor, Ruth AU - Page, Ella AU - Riggall, Anna AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/06/10/ PY - 2021 LA - en M3 - Working paper PB - EdTech Hub SN - 32 ST - The Power of Girls' Reading Camps UR - https://docs.edtechhub.org/lib/P8IAN448 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - JOUR TI - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development AU - Haßler, Björn AU - Hennessy, Sara AU - Hofmann, Riikka T2 - Journal of Learning for Development AB - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives. DA - 2018/03/17/ PY - 2018 DP - Google Scholar VL - 5 IS - 1 SP - 58 EP - 78 J2 - Journal of Learning for Development LA - en SN - 2311-1550 ST - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa UR - https://files.eric.ed.gov/fulltext/EJ1174461.pdf KW - Active Learning KW - Africa KW - Author:Haßler KW - C:sub-Saharan Africa KW - Developing Nations KW - Educational Technology KW - Elementary Secondary Education KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - Inservice Teacher Education KW - Low Income Groups KW - Motivation KW - Open Educational Resources KW - Peer Teaching KW - Resource Allocation KW - Rural Schools KW - Scaffolding (Teaching Technique) KW - Scheduling KW - Shared Resources and Services KW - Sustainable Development KW - Sustainable Development Goal 4 KW - Teacher Professional Development KW - Technology Uses in Education KW - Telecommunications KW - ___working_potential_duplicate KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - peer-facilitation KW - school-based active learning KW - sub-Saharan Africa KW - ⛔ No DOI found ER - TY - JOUR TI - Tablet use in schools: a critical review of the evidence for learning outcomes AU - Haßler, Björn AU - Major, Louis AU - Hennessy, Sara T2 - Journal of Computer Assisted Learning DA - 2016/// PY - 2016 DO - 10.1111/jcal.12123 DP - Google Scholar VL - 32 IS - 2 SP - 139 EP - 156 ST - Tablet use in schools KW - Android KW - Author:Haßler KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - iPad KW - learning outcomes KW - school KW - systematic reviews KW - tablets ER -