PRISMA: Preferred Reporting Items for Systematic Reviews and Meta-Analyses - Moher, D; Liberati, A; Altman, DG (PLoS Med, 2009)
PRISMA is an evidence-based minimum set of items for reporting in systematic reviews and meta-analyses. PRISMA focuses on the reporting of reviews evaluating randomized trials, but can also be used as a basis for reporting systematic reviews of other types of research, particularly evaluations of interventions.
Keywords: THEME: Education management; ⚠️ Invalid DOI

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

Private engagement in refugee education and the promise of digital humanitarianism - Menashy, Francine; Zakharia, Zeena (Oxford Review of Education, 2019)
This paper examines the prevalence of technological interventions in education in emergencies through a case study of private participation in Syrian refugee education in Jordan, Lebanon, and Turkey. This research is conceptually situated within critiques of ‘digital humanitarianism’, simultaneously interrogating the role of technology in humanitarian responses and the roles of private actors who promote this technology. Our study demonstrates that a pervasive optimism concerning education technology in emergencies accompanies a surge in private actor engagement in Syrian refugee education. Findings indicate that while access to technology in educational settings is important to the Syrian refugee populations, private actors’ disproportionate focus on technology is problematic, particularly when technological interventions are viewed as panaceas for refugee education; designed free from coordination; driven by profit motivations; and developed in a manner decontextualised from the learning context. This study attends to the necessity of countering the overwhelming optimism about technology as a panacea for refugee education, which fails to problematise the implications of interventions developed in the Global North for a distant ‘other’ in the Global South.
Keywords: GENERAL - to be categorised; Google Scholar/ "education technology" refugees

Private engagement in refugee education and the promise of digital humanitarianism - Menashy, Francine; Zakharia, Zeena (Oxford Review of Education, 2019)
This paper examines the prevalence of technological interventions in education in emergencies through a case study of private participation in Syrian refugee education in Jordan, Lebanon, and Turkey. This research is conceptually situated within critiques of ‘digital humanitarianism’, simultaneously interrogating the role of technology in humanitarian responses and the roles of private actors who promote this technology. Our study demonstrates that a pervasive optimism concerning education technology in emergencies accompanies a surge in private actor engagement in Syrian refugee education. Findings indicate that while access to technology in educational settings is important to the Syrian refugee populations, private actors’ disproportionate focus on technology is problematic, particularly when technological interventions are viewed as panaceas for refugee education; designed free from coordination; driven by proﬁt motivations; and developed in a manner decontextualised from the learning context. This study attends to the necessity of countering the overwhelming optimism about technology as a panacea for refugee education, which fails to problematise the implications of interventions developed in the Global North for a distant ‘other’ in the Global South.

Prize Lecture: Michael Kremer, Prize in Economic Sciences 2019 - Nobel Prize (2019)

Pro-Poor PRIMR: Improving Early Literacy Skills for Children from Low-Income Families in Kenya - Piper, Benjamin; Jepkemei, Evelyn; Kibukho, Kennedy (Africa Education Review, 2015)
Children from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many poor children. The Primary Math and Reading (PRIMR) Initiative was designed to support the learning gains of Class 1 and 2 pupils in seven counties across Kenya. PRIMR uses a randomised controlled trial design to establish the effect of its intervention and employs basic literacy measures to estimate causal effects. This study shows that PRIMR has been effective for children from low-income families and that early literacy interventions can mitigate socio-economic effects. The findings suggest that efforts to improve literacy outcomes for the poor should begin early in primary school. Strategies for ensuring that instruction is equitable across socio-economic status are advocated.
Keywords: Achievement Gains; Causal Models; Control Groups; Early Intervention; Early Reading; Educational Improvement; Effect Size; Emergent Literacy; Experimental Groups; Foreign Countries; Grade 1; Grade 2; Low Income Students; Oral Reading; Poverty; Randomized Controlled Trials; Reading Comprehension; Reading Fluency; Reading Tests; Regression (Statistics); School Effectiveness; Skill Development; Socioeconomic Status

Problem Analysis. A Global Public Good produced by the EdTech Hub - Hennessy, Sara; Jordan, Katy; Haßler, Björn; Hollow, David; Brugha, Meaghan; Jamieson Eberhardt, Molly; Sabates, Ricardo (EdTech Hub, 2020)
An output by the EdTech Hub - #EdTechHub, https://edtechhub.org
Keywords: LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Problem Analysis and Focus of EdTech Hub’s Work: Technology in education in low- and middle-income countries - Hennessey, Sarah; Jordan, Katy; Wagner, Daniel; EdTech Hub Team (EdTech Hub, 2021)
Keywords: ⛔ No INSPIRE recid found

Problem Analysis and Focus of EdTech Hub’s Work: Technology in education in low- and middle-income countries - Hennessy, Sara; Jordan, Katy; Wagner, Daniel A.; EdTech Hub Team (EdTech Hub, 2021)
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Botswana BWA; _C:Congo, Democratic Republic COD; _C:El Salvador SLV; _C:Gambia GMB; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Jordan JOR; _C:Kenya KEN; _C:Lebanon LBN; _C:Liberia LBR; _C:Malawi MWI; _C:Pakistan PAK; _C:Peru PER; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Zambia ZMB; _C:eSwatini SWZ; _DOILIVE; _EdTechHub_Output; _MELA_seen; __C:scheme:1; ___working_potential_duplicate; _cover:v3; _zenodo:submitted; _zenodoETH; ⛔ No INSPIRE recid found

Problem-Driven Political Economy Analysis - Fritz, Verena; Levy, Brian; Ort, Rachel (World Bank, 2014)

Problem-Driven Political Economy Analysis: The World Bank's Experience - Fritz, Verena; Levy, Brian; Ort, Rachel (World Bank Group, 2014)

Problems and proposals summary: Advice, Money, Results - Hedger, Edward; Schick, Allen; Manning, Nick (2020)

Problems of drop-out students in Indian slum - Siddiqui, Tarannum (International Education and Research Journal, 2017)
The purpose of this paper is to find out the problems of drop-out students at elementary level, specially living in slum areas of India. Educational facility at elementary level and its relationship with infrastructural facilities is the main focus of this paper. Paper highlights the role of government to improve elementary education in slum areas of the country with special focus on drop-out students. Paper is mainly based on primary and secondary data/ information. Study has taken a total sample of 50 households (25 from each district) by using random sampling technique in the urban areas namely- Madiyaon slum of Lucknow in Uttar Pradesh and Dharavi slum of Mumbai in Maharashtra. Intensive interviews have been conducted to procure purpose full information. The numbers of upper primary schools were found half of the primary schools in slum areas. Acording to RTE Act no students could be stop or retained in any class of primary section. To stop drop out situation at elementary level of education, paper recommends opening more government upper primary schools in the slum areas. Due to limited sample size, the research results may lack generalisation. Therefore, researchers and research institutions are encouraged to test the proposed propositions further. Dropping out from elementary education in slum areas are an unexplored area of research which has been covered in this paper.
Keywords: Elementary education in slum areas.; Indian slums; Problems of drop-out students; ⛔ No DOI found

Procedures for Undertaking Systematic Reviews - Kitchenham, B (2004)

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

Proceedings of the Eleventh ACM Conference on Learning @ Scale - Joyner, David; Kim, Min Kyu; Wang, Xu; Xia, Meng (L@S '24: Eleventh ACM Conference on Learning @ Scale, 2024)

Process Evaluation Report 2016: Evaluation Services Provider for the Pakistan Innovation Fund Phase II - Coffey International (2016)

Process for iterative and adaptive implementation of government policy in order to utilise educational technology - Haßler, Björn; Khalayleh, Abdullah (Open Development & Education, 2019)
An output of Activating EdTech Jordan.  Information about the Activating EdTech Jordan and our outputs can be found at http://tiny.cc/ActivatingEdTech.  Our outputs are archived here https://zenodo.org/communities/aet/.

Procurement Details - World Bank (World Bank)

Produits - ED4Free

Professional Development and Teacher Change - Guskey, Thomas R. (Teachers and Teaching, 2002)
This article describes a model of teacher change originally presented nearly two decades ago (Guskey, 1986) that began my long and warm friendship with Michael Huberman. The model portrays the temporal sequence of events from professional development experiences to enduring change in teachers’ attitudes and perceptions. Research evidence supporting the model is summarized and the conditions under which change might be facilitated are described. The development and presentation of this model initiated a series of professional collaborations between Michael and myself, and led to the development of our co-edited book, Professional Development in Education: new paradigms and practices (Guskey & Huberman, 1995), which was named `Book of the Year’ by the National Staff Development Council in 1996.

Professional Development for K–12 Math and Science Teachers: What Do We Really Know? - Scher, Lauren; O'Reilly, Fran (Journal of Research on Educational Effectiveness, 2009)
As investments in K–12 math and science professional development programs expanded over the past decade, researchers and policymakers have questioned whether and how such programs work to improve student learning. This article summarizes the current knowledge-base and offers a theoretical framework researchers can use to design studies that explore mechanisms through which professional development programs inﬂuence teacher knowledge, teacher practices, and ultimately student achievement. We quantitatively pool the most rigorous evaluation research available to determine whether currently held beliefs in the ﬁeld are supported by the evidence. Although this study does ﬁnd some support for the guidance propounded by experts, it cautions policymakers and practitioners that the current evidence base is thin. We urge researchers to build on what we have learned through theory and practice to increase the rigor of evaluations on this important topic by incorporating valid and reliable measures of professional development components as well as valid measures of teacher knowledge and practices.
Keywords: C:United States

Professional Development for Teachers for Blended Learning and Online Strategies - Pilot Project - UNESCO (2020)

Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya - Kerkhoff, Shea N.; Makubuya, Timothy (Reading research quarterly, 2022)
In recent years, the government of Kenya has implemented programs with the hope of moving the country to middle‐income status. The government has implemented the Digital Literacy Programme, distributing tablets to schools across the country, and also a new curriculum, promoting innovative teaching that includes digital literacy, learner‐centered teaching, and relevance to students’ lives. Our purpose in this research was to explore culturally sustaining teaching methods in line with the Kenyan government’s push for innovative teaching and digital literacy attainment for all students. We used case study methods to describe Kenyan teachers’ perceptions of innovative teaching and digital literacy while participating in the Inquiry Initiative, a three‐day professional development series. Participants included preschool, primary, and secondary teachers from Trans Nzoia County. Data sources were pre‐ and post‐surveys, participant‐generated artifacts, and interviews. Our participants perceived the following needs: new literacies for learners, creativity for learners, collaboration and group work, and creativity to overcome technological challenges. Overall, participants embraced learner‐centered teaching theoretically but found that the lack of technological resources created barriers to teaching digital literacy in a learner‐centered fashion. We found that teachers reported mostly using technology for teaching preparation and record keeping rather than engaging students in digital literacy practices. To solve technological challenges, teachers described having students work in groups and using smartphones. Future research could share more creative solutions to technical challenges in low‐income countries.
Keywords: 1‐Early childhood; 2‐Childhood; 3‐Early adolescence; 4‐Adolescence; 6‐Adult; Case Studies; Collaboration; Collaborative Learning; Computer literacy; Constructivism; Creative ability; Creativity; Critical Pedagogy; Culturally Responsive Pedagogy; Digital Literacies; Digital literacy; Digital/media literacy; Education & Educational Research; Educational technology; Gloablization and Literacy; Group work in education; Information literacy; Instructional strategies; methods and materials; Kenya; Literacies; Literacy; Literacy programs; Policy; Postcolonialism; Professional Development; Psychology; Psychology, Educational; Qualitative Research; Social Constructivism; Social Sciences; Socio‐cultural; Students; Study and teaching; Survey Research; Teacher attitudes; Teacher education; Teacher education; professional development; Teachers; Teaching; Teaching methods; Team learning approach in education; Transformative

Professional Development Research: Consensus, Crossroads, and Challenges - Hill, Heather C.; Beisiegel, Mary; Jacob, Robin (Educational Researcher, 2013)
Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of Educational Researcher as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base. The authors illustrate with examples of both a proposed study and reviews of evidence on key questions in the literature.
Keywords: C:International

Professionalizing in- service teachers’ focus on technological pedagogical and content knowledge - Getenet, Seyum Tekeher; Beswick, Kim; Callingham, Rosemary (Education and Information Technologies, 2016)
In Ethiopia, primary school teachers of science and mathematics are encouraged to integrate Information and Communication Technology (ICT) into their teaching as a means to improve the quality of education. However, there has not been the same emphasis placed on providing professional learning opportunities for teachers on how to use ICT in their teaching. The present study investigated how a group of practising primary school science and mathematics teachers developed the skills needed to integrate ICT into their teaching. The study employed a combination of qualitative and quantitative research methods within an action research approach. The teachers took part in activities from a Technological Pedagogical and Content Knowledge (TPACK) based professional learning workshop, including designing lessons, classroom instruction, and reflection activities in teams. A lesson evaluation sheet, questionnaire, observation checklist, and logbook were used to gather data. The results showed that the teachers acquired an improved competency to integrate available ICT into their teaching through the intervention activities.

ProFuturo (2020)

Progotir Pathey, Bangladesh Multiple Indicator Cluster Survey 2019, Survey Findings Report - Bangladesh Bureau of Statistics (BBS); UNICEF Bangladesh (Bangladesh Bureau of Statistics (BBS), 2019)

Program Assessment of Kolibri FLY - Assaf, Teib; Taylor, Stefanie (Open Development & Education, 2022)

Program Assessment of Kolibri FLY - Open Development and Education (OpenDevEd, 2022)

Program of the IX Constitutional Government - Government of Timor-Leste

Programa de Educação em Emergência 2020-2021 financiado pela Parceria Global da Educação - Global Partnership for Education (2020)

Programa de Ensino á Distância no Ensino Secundário (PESD1 e 2) - Government of Maputo City (2018)

Programme d’Amélioration de la Qualité, de l’Équité et de la Transparence – Transparence –Education / Formation (PAQUET – EF) - Ministère de l’Éducation Nationale, et al.

Programme for International Student Assessment (PISA): Results from Pisa 2018 - OECD (2019)

Programme Monitoring & Implementation Unit - PMIU (2020)

Programme Sectoriel de l’Education de la Guinée Bissau (2017-2025) - Ministère de l’Education Nationale (República da Guiné-Bissau, 2017)

Progress Under Threat: Refugee education one year on from the Global Refugee Forum and the impact of COVID-19 - Save the Children (2021)

Project Appraisal document on a Global Partnership for Education Fund grant in the amount of US$88.4 million to the Republic of Kenya for a primary education development project - World Bank (2015)

Project Appraisal document on a grant from the Global Partnership for Education to the Republic of Madagascar - World Bank (2018)

Project Information Document (PID) Concept Stage: Mongolia Education Quality Reform Project - World Bank (The World Bank, 2013)

Project Information Document (PID): Sierra Leone Free Education Project (P167897) - World Bank (World Bank Group, 2019)

Project Information Document: Sierra Leone Free Education Project - World Bank (2019)

Project overseas: Teachers helping teachers - Anonymous (Alberta Teachers Association, 2007)
Ghana: Celebrating 50 years of independence

Project RAY for the visually impaired | Smartphones for Blind, Cell Phones for Visually Impaired - Project Ray (2018)

Projetos de inclusão digital na educação em Angola: avanços e recuos - Barbante, Cesário José Sanajmbo (Revista Brasileira de Estudos Africanos, 2021)
The inclusion of technology in education in Angola marks yet another moment of transition in the Education and Teaching System, with the integration of new digital tools that have provided a new use, new learning and management standards for administrative processes. The study presented in this document aims to reflect on the digital inclusion initiatives in education in Angola, mainly in basic education. Contextualized in the domain of the inclusion of information and communication technologies in Angolan schools and focused, in particular, on existing projects, this study is part of an empirical approach of a qualitative nature, assuming a descriptive investigation. In comparative terms, the Escola Meu Kamba Project was the most solid, due to the fact that it had direct financial coverage from the State; the ProFuturo Project was the most innovative when using mobile and tactile devices, in addition to having an alternative power supply to the public network; and, finally, the E-Net project was the one that had contributed the most to Internet access by the school community. On the other hand, there are regrets about the discontinuities of both projects.
Keywords: Ensino de base.; inclusão digital na educação; projetos tecnológicos

Promises to keep: impact of COVID-19 on adolescents in Kenya - Presidential Policy and Strategy Unit (Kenya); Population Council (2021)

Promising Practices for Equitable Remote Learning: Emerging lessons from Covid-19 education responses in 127 Countries - Dreesen, Thomas; Akseer, Spogmai; Brossard, Mathieu; Dewan, Pragya; Giraldo, Juan-Pablo; Kamei, Akito; Mizunoya, Suguru; Correa, Javier Santiago Ortiz (Innocenti Research Briefs, 2020)
Keywords: ⛔ No INSPIRE recid found

Promising practices for equitable remote learning: Emerging lessons from COVID-19 education responses in 127 countries - Dreesen, Thomas; Akseer, Spogmai; Brossard, Matt; Dewan, Pragya; Giraldo, Juan-Pablo; Kamei, Akito; Mizunoya, Suguru; Ortiz, Javier Santiago (UNICEF, 2020)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Promising Practices for Equitable Remote Learning: Emerging lessons from COVID-19 education responses in 127 countries - Dreesen, Thomas; Akseer, Spogmai; Brossard, Matt; Dewan, Pragya; Giraldo, Juan-Pablo; Kamei, Akito; Mizunoya, Suguru; Ortiz, Javier Santiago (UNICEF Innocenti – Global Office of Research and Foresight, 2020)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Promising Practices for Equitable Remote Learning. Emerging lessons from COVID-19 education responses in 127 countries - Innocenti, UNICEF Office of Research- (UNICEF-IRC, 2020)
The COVID-19 pandemic has had an unprecedented impact on societies, globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners – approximately 91 per cent of the world’s enrolled stud

Promising Practices in Teacher Professional Development - Inter-Agency Network for Education in Emergencies (Teachers in Crisis Context, 2022)

Promoting academic literacy with technology: successful laptop programs in K-12 schools - Warschauer, Mark; Grant, David; Real, Gabriel Del; Rousseau, Michele (System, 2004)
One of the main challenges that US schools face in educating English language learners is developing their academic literacy. This paper presents case studies of two K-12 schools that successfully employ high-technology environments, including laptop computers for each student, toward the development of English language learners’ academic language proficiency and academic literacy. In the first school, Latino fourth-grade students use laptops and other new technologies for a wide variety of pre- and post-reading tasks as part of their effort to transition from learning to read to reading to learn. In the second school, diverse immigrant and refugee students at the middle school level combine technology use with Expeditionary Learning to carry out community projects leading to the development of sophisticated products. In both schools, technology is used to engage students in cognitively demanding activity, motivate independent reading, and provide scaffolding for language development, while the researchers also made use of technology to document learning processes and outcomes. Taken together, the schools offer valuable lessons for utilization of technology to promote academic literacy among culturally and linguistically diverse students.
Keywords: Laptops; Literacy; Technology

Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo - Aber, J. Lawrence; Tubbs, Carly; Torrente, Catalina; Halpin, Peter F.; Johnston, Brian; Starkey, Leighann; Shivshanker, Anjuli; Annan, Jeannie; Seidman, Edward; Wolf, Sharon (Development and Psychopathology, 2017)
Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.

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

Promoting education for sustainable development by using ICT enhanced problem based learning in a developing country - Roy, A.; Kihoza, P.; Suhonen, J.; Vesisenaho, M. (2012 IEEE Fourth International Conference on Technology for Education, 2012)
One of the goals of education is to create responsible citizens who can understand and respond to problems in their societies adequately. Such acts of responsibility may need knowledge, ability to think critically about the problem and some action towards a possible solution. Previous research shows that forest fires in Tanzania are serious social problem. Adequate education about this problem does not take place because of lack of number of teachers required and lack of qualification among the teachers. This study used ICT media to connect the expertise of local environmental officers to school students who creatively conducted projects-based-learning activities to solve local environmental conservation problems. These projects when followed by student presentations encourage and ensure that students learn about the problem well. Amix-method research approach shows that the use of video for learning and providing environmental education was ranked as being very effective by participants.
Keywords: Communities; Educational institutions; Fires; ICT enhanced problem based learning; ICT media; ICT supported pedagogical model; ICT4D; ICT4E; Project Based Learning; Reflection; Sociology; Vegetation; computer aided instruction; developing country; environmental education; environmental science computing; information technology; interactive video; learning videos; local environmental conservation problems; local environmental officers; problem solving; problems in developing world; projects-based-learning activity; responsible citizens; school students; social awareness; social issues; student presentations; sustainable development; technical presentation

Promoting Family and Teacher’s Engagement Through Nudges - RECC (TRECC, 2016)
Eduq+ is a nudgebot, a technology product aimed at encouraging parents’ engagement in their children’s school life.

Promoting gender equality in education in Kenya: A case for innovative programmes to bridge the divide - Kinyanjui, Joyce (Buwa, 2016)
This issue of BUWA explores these questions and provides space for African women and men to define the kind of education that can meet SDG goals. Articles in the issue assess the existing policy frameworks and the officially stated drivers which are shaping them as well as those which are not stated. The various tested and emerging untested models for delivering quality education for women and girls on the continent are considered, as well as key questions around innovative, robust financing models and challenges for education. The main focus here is the extent to which the provision of quality education has to be fully catered to through domestic finances and resources – both for sustainability and ownership purposes.
Keywords: Equity through Access; ⛔ No DOI found; ⛔ No INSPIRE recid found

Promoting Intrinsic and Extrinsic Motivation among Chemistry Students using Computer-Assisted Instruction - Gambari, Isiaka A.; Gbodi, Bimpe E.; Olakanmi, Eyitao U.; Abalaka, Eneojo N. (Contemporary Educational Technology, 2016)
The role of computer-assisted instruction in promoting intrinsic and extrinsic motivation among Nigerian secondary school chemistry students was investigated in this study. The study employed two modes of computer-assisted instruction (computer simulation instruction and computer tutorial instructional packages) and two levels of gender (male and female) using pretest-posttest experimental group design. Ninety (45 males and 45 females) senior secondary one (SS1) students from three secondary schools in Minna, Nigeria, made up the sample. The schools were purposively sampled and randomly assigned to experimental and control groups. The Experimental Group I was taught two selected concepts of chemistry using computer simulation instructional package (CSIP), Experimental Group II was exposed to computer tutorial Instructional package (CTIP) while conventional teaching method (CTM) was used for the Control Group. Validated Chemistry Achievement Test (CAT) and Chemistry Motivation Questionnaire (CMQ) with reliability coefficient of 0.89 and 0.94 respectively were used for data collection. Classroom observations as well as interview schedules were also conducted. Data from CAT and CTM were analyzed using One-way ANOVA and Scheffe’s post-hoc test, while the data from the classroom observations and interview schedules were thematically analyzed. The outcome of this study revealed that students taught with CSIP performed better than those in CTIP and CTM groups. The CSIP and CTIP were found also to be gender friendly. Moreover, students taught with CSIP had higher intrinsic and extrinsic motivation than their counterparts in CTIP and CTM respectively. Based on the findings, it was recommended that chemistry teachers should employ computer simulation for improving their students’ performance and motivation in the subject.

Promoting Parental Involvement in Schools: Evidence From Two Randomized Experiments - Barrera-Osorio, Felipe; Gertler, Paul; Nakajima, Nozomi; Patrinos, Harry (National Bureau of Economic Research, 2020)
Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.

Promoting physical activity for children with autism spectrum disorders during Coronavirus outbreak: Benefits, strategies, and examples - Yarımkaya, Erkan; Esentürk, Oğuz Kaan (International Journal of Developmental Disabilities, 2020)
Described as a global outbreak (pandemic) by the World Health Organization, Coronavirus disease (COVID-19) raises great concern with more than 2 million infected patients worldwide. A series of measures are taken by governments worldwide to prevent the spread of the outbreak. As new cases increase, people are asked to stay at home. Active living areas such as sports centers, parks and schools are closed in most countries. In this process, staying at home for a long time makes it difficult for individuals with special needs such as Autism Spectrum Disorders (ASD) to stay physically active as well as typically developing individuals. The education process of children with ASD is disrupted, especially due to closed special education schools and rehabilitation centers. Online learning environments are often not suitable for children with ASD. It is predicted that excessive weight, obesity and sedentary life, which are high in children with ASD, may increase even more due to COVID-19. This article outlines the benefits of physical activity for children with ASD and provides strategies and examples of physical activity for children with ASD during the COVID-19 outbreak. The article is thought to be a guide for encouraging children with ASD in the home environment to physical activity.
Keywords: COVID-19; children with ASD; physical activity; stay at home

Promoting proper education for sustainability: An exploratory study of ICT enhanced Problem Based Learning in a developing country - Roy, Amit; Kihoza, Patrick; Suhonen, Jarkko; Vesisenaho, Mikko; Tukiaianen, Markku (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2014)
One of the goals of education is to create responsible citizens who can adequately understand the problems faced by their societies and who can then act to help solve them. Such behaviour can be fostered through proper education that facilitates expert knowledge about social issues, nurtures the ability to think critically and learns the skills needed to pro-actively search for possible solutions. Through this study we aimed to develop an Information and Communication Technologies (ICT) supported pedagogical framework, Children as Agents of Social Change (CASC), as a possible vehicle to facilitate appropriate education about social issues. This article analyses the first implementation of the CASC framework carried out at schools in Tanzania. Forest fires in Tanzania are often caused by human activity and education about this pressing problem needs to be provisioned on a large scale. However, due to a lack of teachers and teacher expertise, this is not the reality. With help of the local community, we created a locally contextualised video supported by a Problem Based Learning (PBL) solution to connect local forest experts with school students. These students then creatively conducted PBL activities in order to help solve local environmental and conservation problems. Data was collected through pre- and post-tests of control-experimental groups and teacher interviews. Results suggest that the participants were enlightened as to a variety of active problem solving possibilities and that they ranked the CASC methodology as an effective approach to sustainability.
Keywords: ⛔ No DOI found

Promoting resilience: developing capacity within education systems affected by conflict - Bird, Lyndsay (UNESCO, 2009)

Promoting Student–Teacher Interactions: Exploring a Peer Coaching Model for Teachers in a Preschool Setting - Johnson, Stacy R.; Finlon, Kristy J.; Kobak, Roger; Izard, Carroll E. (Early Childhood Education Journal, 2017)
Peer coaching provides an attractive alternative to traditional professional development for promoting classroom quality in a sustainable, cost-effective manner by creating a collaborative teaching community. This exploratory study describes the development and evaluation of the Colleague Observation And CoacHing (COACH) program, a peer coaching program designed to increase teachers’ effectiveness in enhancing classroom quality in a preschool Head Start setting. The COACH program consists of a training workshop on coaching skills and student-teacher interactions, six peer coaching sessions, and three center meetings. Pre-post observations of emotional support, classroom organization, and instructional support using the Classroom Assessment Scoring System of twelve classrooms assigned to peer coaching were compared to twelve control classrooms at baseline and following the intervention. Findings provide preliminary support that the peer coaching program is perceived as acceptable and feasible by the participating preschool teachers and that it may strengthen student–teacher interactions. Further program refinement and evaluation with larger samples is needed to enhance student–teacher interactions and, ultimately, children’s adaptive development.
Keywords: Classroom quality; Head Start; Peer coaching; Professional development; Professional learning communities; Student–teacher interactions

Promoting sustainable living in the borderless world through blended learning platforms - Ng, Khar; Parahakaran, Suma; Febro, Rhea; Weisheit, Egbert; Lee, Tan (Open Praxis, 2013)

Promoting teaching and learning in Ghanaian Basic Schools through ICT - Natia, James; Al-hassan, Seidu (International Journal of Education and Development using ICT, 2015)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Promoting teaching and learning in Ghanaian Basic Schools through ICT - Natia, James; Al-hassan, Seidu (International Journal of Education and Development using ICT, 2015)
The Basic School Computerization policy was created in 2011 to introduce computers and e-learning into the entire educational system to promote training and life-long learning. Using data obtained by Connect for Change Education Ghana Alliance, this paper investigates the extent to which school administration, and teaching and learning are promoted through the use of ICT in Ghanaian Basic Schools. The data was obtained through a cross-sectional survey involving a random sampling of 333 Primary and 295 Junior High Schools across four regions (Northern, Upper East, Upper West and Volta) in...
Keywords: ___working_potential_duplicate; ⛔ No DOI found

PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL): COPING THE DEMANDS OF 21ST CENTURY IN SECOND LANGUAGE LEARNING CLASSROOM IN PAKISTAN - Akhter, Farhat Perveen; Hisham, Dzakiria (2017)
Download Free Full-Text of an article PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL): COPING THE DEMANDS OF 21ST CENTURY IN SECOND LANGUAGE LEARNING CLASSROOM IN PAKISTAN

Proportion of schools with access to basic facilities, all schools - UNESCO (2018)

Proposal for GPE Accelerated Funding for COVID-19 Response (Malawi) - Global Partnership for Education (2020)

Proposal for GPE Accelerated Funding for COVID-19 Response: Malawi - GPE (Global Partnership for Education, 2020)

Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan - Ministry of Education, Science and Technology (Government of Sierra Leone; UNICEF, 2018)

Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan - Ministry of Education, Science and Technology (Sierra Leone) (2018)

Prospective evaluation of GPE’s country-level support to education - Outhred, Rachel; Turner, Fergal (2020)

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

Prospective teachers' teaching experience: teacher learning through the use of video - Osmanoglu, Aslihan (Educational Research, 2015)
Background: Future teachers need to observe, interpret and analyse teaching during the initial teacher education period. The use of videoed teaching and learning in teacher education promotes reflection, and analysing videos of teaching is helpful in learning effective classroom practices that prospective teachers mostly do not have the chance to observe during fieldwork experiences. The analysis of videos of teaching can be seen as a way to enhance the development of prospective teachers' professional vision, which, in turn, improves instruction. Purpose: The purpose of this study was to examine prospective teachers' reflections on video examples depicting their own teaching experiences. It aimed to create a professional development environment to facilitate the prospective teachers' reflection on their own videos and those of their peers to improve their professional vision. Sample: This study was conducted with over 200 (in 31 groups) third-year prospective mathematics teachers in a university in Western Turkey. The student teachers, receiving training to teach first- to fourth-grade elementary school pupils, were taking a teaching methods course. Design and methods: In the first week of the semester, the student teachers, working in groups, were assigned mathematics topics to teach the elementary school pupils. During the semester, each group prepared by trying out their activities in front of other student teachers in other groups. At the end of the semester, one student teacher from each group presented a short lesson related to their mathematical topic to the elementary school pupils. This lesson was videotaped, then later it was watched and discussed by the student teachers. Of the student teachers who undertook the teaching in the videos, 22 volunteers agreed to be interviewed. All groups of student teachers provided written reflections on their experience. Selected videos of the class discussions about the videos of teaching were also used for triangulation. The data were analysed to identify the issues the prospective teachers reflected upon. A content analysis technique was employed. Results: The data indicated that the prospective teachers were able to reflect on several issues related to effective teaching, connect their theoretical knowledge to their practice and consider issues related to pupil learning and difficulties. Conclusion: The findings suggested that the use of video, together with discussions between the student teachers, had the potential to create promising learning opportunities for prospective teachers.
Keywords: Case Method (Teaching Technique); Case Studies; Case-based pedagogy; Content Analysis; Data Analysis; Discussion (Teaching Technique); EDUCATION of student teachers; EFFECTIVE teaching; ELEMENTARY school teachers; ERIC, Current Index to Journals in Education (CIJE); Educational Benefits; Electronic Learning; Elementary Education; Elementary School Teachers; Foreign Countries; Higher Education; Knowledge Base for Teaching; Learning Activities; Mathematics Teachers; Methods Courses; Microteaching; Outcomes of Education; PROFESSIONAL education; Postsecondary Education; Preservice Teacher Education; Preservice Teachers; Reflective Teaching; Student Teacher Attitudes; Student Teachers; TEACHER education; TEACHING methods; TRAINING of student teachers; Teacher Effectiveness; Teaching Experience; Theory Practice Relationship; Turkey; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2096187; __finaldtb; class discussions; prospective teacher education; reflection; video case study

Prospects of media education: Children empowerment through media literacy by the parents - Naseer, Rehana; Ahmed, Munib; Moazzam, Munawar (Pakistan Journal of Educational Research, 2022)
Media not only in Pakistan but all over the world have become the most influential and dominant source of information and entertainment. With the growing number of electronic gadgets, the device usage has been an indispensable component of these digitally aged children without which they feel their lives incomplete. The vast majority of children spend the significant amount of time using media devices in order to gratify their social needs and to gain information and entertainment, but its impact on young children is certainly undeniable. In relation to this context, the role of parents would be considered highly important in monitoring their children media-related activities. The in-depth interviews from parents of children aged between 8-13 years from Islamabad were conducted to understand their perceptions regarding the media related activities of their children, their mediation strategies, their key concerns, their awareness of media literacy, its significance value for children and their willingness to implement media literacy in educational curriculum for their children empowerment. The key finding indicates that advocating for initiation and implementation of media literacy education will be beneficial and enhance critical thinking skills among children to understand and evaluate media content and messages. Empowering children through media literacy education can address the major serious concerns of parents because restriction or limitation of children media usage is no longer effective. Hence, this study suggests that the engagement and active participation of children with these devices should be encouraged in a productive style. This study proposes that a high level of parental monitoring occurs when children use devices. Parents should monitor their children device usage. This recommends that parents need to have discussions with their children regarding their media related activities, because they are always worried about their children media usage both in school and at in home.

Protect a generation: The impact of Covid19 on children’s lives - Save the Children (Save the Children, 2020)

Protecting children in Pakistani cyberspace: Technology-religion education safety approach - Abas, Naeem; Naseem, Farhat; Kalair, Ali Raza; Saleem, Muhammad Shoaib (The Innovative and Creative Education and Teaching International Conference, 2018)

Protecting children online - UNICEF (2022)
Every child must be protected from violence, exploitation and abuse on the internet

Protecting the right to education for refugees - Rolla, Moumné; Sakai, Leticia (UNESCO, 2017)
With over 20.7 million people who are currently refugees, challenges are numerous in relation to access, quality, and equity. Yet education plays a key role in ensuring refugees can fully develop themselves, find a job and contribute to society. UNESCO has produced this paper which analyze how to protect and enforce the right to education of refugees.

Protecting the Space for Policy Research: Comparing Think Tanks and Universities in South Asia - Wood, Geof (Think Tank Initiative, 2014)

Protocol for a systematic review with meta-analysis: Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils - Haßler, Björn; McBurnie, Chris; Walker, Hannah; Klune, Christopher; Huntington, Bethany; Bhutoria, Aditi (Open Development & Education, 2024)

Providing access to education in Sub-Saharan countries through Content-Oriented technology - Kiboro, Angelica; Bailey, Sheena; Nair, Mrinay; Salam, Tomisin; Dwhytie, Alex (2014 IEEE Canada International Humanitarian Technology Conference - (IHTC), 2014)
Access to education has been a growing concern for children in developing economies, namely lack of access to quality customized online content in the classroom and at home; lack of tools that make learning fun and effective in key subject areas; and lack of state resources to meet educational demands. The Rumie Initiative was founded to tackle these concerns. It is a non-profit organization bringing educational content to the world's underprivileged children through low-cost technology. The Rumie Initiative's vision is to redefine the way education is provided, and through this, significantly reduce poverty and drive economic development. The primary advantage of The Rumie Initiative over all other educational technology solutions is that its content is specifically tailored to meet the local educational needs and curriculum standards. Utilizing the vast reserves of free online updated educational content available today; these android driven tablets are an affordable and intuitive way to deliver pre-loaded content without the requirement of internet access. Through mass global volunteerism, The Rumie Initiative collaborates with educators in choosing appropriate educational content and distributes content-loaded tablets through local Non-Governmental Organizations, communities and government entities. The Rumie Initiative has started a program of trials around the world and recently received a positive response at a Computer - Based Math Education Summit in New York hosted by UNICEF from November 21st to 22nd 2013. The initiative was first launched in Haiti on 25th October 2013 and has since, been gaining momentum, currently exploring opportunities in Sub-Saharan countries such as Ghana, Kenya, Uganda, Rwanda, Burundi, South Africa and Nigeria. This paper focuses on The Rumie Initiative's unique business model to reach the masses, emphasizing issues relating to the power of volunteer ism, the forging of strategic development partners, and content-oriented technologies in increasing access to education.
Keywords: Blogs; Communities; Education; Internet; Internet access; Monitoring; Organizations; Rumie initiative; Servers; Terminology; authorisation; computer aided instruction; content management; content-oriented technology; curriculum standards; economics; economies; educational content; educational demands; government entities; non-governmental organizations; online content; standards; sub-Saharan countries

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

Provision of continuing professional development by resource centres in selected high schools of the Copperbelt province - Mwale, Kelly Kezala (2011)
The purpose of the study was to investigate the effectiveness of resource centres in providing Continuing Professional Development to high school teachers in the Copperbelt Province.Major concerns have been expressed by various stakeholders that not enough has been done in enhancing and strengthening the concept of Continuing Professional Development among high school teachers. The Teacher Resource Centres that are supposed to be custodians of In-service Training of Teachers(INSET) now Continuing Professional Development (CPD) are perceived not to have done enough. The establishment of Teacher Resource Centres throughout the country was meant to help upgrade the skills and competencies of teachers at both basic and high school levels. These Continuing Professional Development activities that should be on-going include School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC).A purposive sample of 8 teacher resource centres and 12 high schools giving the study a number of 84 respondents was selected.Data were collected by way of questionnaires, interviews and Focus Group Discussions. The major informants were the following: Headteachers, Heads of Department, Teachers and Resource Centre Coordinators.The results of the study revealed that Teacher Resource Centres were not effectively providing Continuing Professional Development (CPD) activities among high school teachers. The findings further revealed that the Continuing Professional Development activities such as School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC) were almost non-existent in high schools despite clustering them with basic schools.Generally, the findings indicated lack of commitment both by the coordinators in Resource Centres and school administrators. Further revelations by the study indicate that little or no effort has been given to school - based workshops, seminars, professional meetings and conferences. Additionally,constant monitoring of CPD activities was not given prominence by Resource Centre Coordinators hence the glaring lapses in the actual implementation of Continuing Professional Development programmes.Further analysis of both quantitative and qualitative data revealed that there was lack of significant advocacy and sensitisation on the difference between Continuing Professional Development activities and In-service Teacher Education tenable at colleges of education and universities. In view of the research findings, recommendations were made. Teacher Resource Centres ought to enhance advocacy and sensitisation of Continuing Professional Development activities. Pedagogical competences and skills would be strengthened at high school level if Teacher Resource Centres played their expected role of providing Continuing Professional Development to teachers. The study has also shown that school administrators did not apportion equal weight to Continuing Professional Development as they did with sporting activities. There is need to give both areas equal attention.

Psychological impacts of 'screen time' and 'green time' for children and adolescents: A systematic scoping review - Oswald, Tassia K.; Rumbold, Alice R.; Kedzior, Sophie G. E.; Moore, Vivienne M. (PLOS ONE, 2020)
Technological developments in recent decades have increased young people’s engagement with screen-based technologies (screen time), and a reduction in young people’s contact with nature (green time) has been observed concurrently. This combination of high screen time and low green time may affect mental health and well-being. The aim of this systematic scoping review was to collate evidence assessing associations between screen time, green time, and psychological outcomes (including mental health, cognitive functioning, and academic achievement) for young children (<5 years), schoolchildren (5–11 years), early adolescents (12–14 years), and older adolescents (15–18 years). Original quantitative studies were identified in four databases (PubMed, PsycInfo, Scopus, Embase), resulting in 186 eligible studies. A third of included studies were undertaken in Europe and almost as many in the United States. The majority of studies were cross-sectional (62%). In general, high levels of screen time appeared to be associated with unfavourable psychological outcomes while green time appeared to be associated with favourable psychological outcomes. The ways screen time and green time were conceptualised and measured were highly heterogeneous, limiting the ability to synthesise the literature. The preponderance of cross-sectional studies with broadly similar findings, despite heterogeneous exposure measures, suggested results were not artefacts. However, additional high-quality longitudinal studies and randomised controlled trials are needed to make a compelling case for causal relationships. Different developmental stages appeared to shape which exposures and outcomes were salient. Young people from low socioeconomic backgrounds may be disproportionately affected by high screen time and low green time. Future research should distinguish between passive and interactive screen activities, and incidental versus purposive exposure to nature. Few studies considered screen time and green time together, and possible reciprocal psychological effects. However, there is preliminary evidence that green time could buffer consequences of high screen time, therefore nature may be an under-utilised public health resource for youth psychological well-being in a high-tech era.
Keywords: Adolescents; Attention; Children; Cognitive psychology; Mental health and psychiatry; Psychology; Schools; Social psychology

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

Psychological Well-Being Levels of Teacher Candidates in the Distance Education Process - Özkul, Ramazan; Kirbaç, Metin; Kaya, Fatih (2021)
The expansion of the global communication network with the help of technological developments has undoubtedly shown its greatest impact in the field of education. As a matter of fact, the spread of communication networks between countries and individuals, in the field of education; it has created a global perception of education by accelerating the circulation of information resources, ideas and products. Especially with the COVID-19 epidemic, the transition to distance education has accelerated. In this context, it is considered important to investigate the behaviors and psychological states of students and to contribute to their good management of this process. The aim of this study is to examine the psychological well-being levels of teacher candidates in the distance education process. This research, which aims to examine the psychological well-being levels of teacher candidates in the distance education process, is a quantitative method with a causal comparison model. The study population of the research consists of Inönü University Faculty of Education students. The sample of the study consisted of 584 participants determined by the random stratified sampling method from the population. The data of the study were collected with the "Psychological Well-Being Scale". Obtained data, independent groups t-test, one-way ANOVA and descriptive statistics tests were performed. Research findings showed that participants had high levels of psychological well-being.
Keywords: Access to Computers; COVID-19; Correlation; Distance Education; Foreign Countries; Gender Differences; Handheld Devices; Internet; Mental Health; Pandemics; Physical Environment; Preferences; Preservice Teachers; Rural Urban Differences; Study Habits; Synchronous Communication; Telecommunications; Undergraduate Students; Well Being

Psychometric assessment of the Handwriting Proficiency Screening Questionnaire (HPSQ) — Thai version for primary school-aged children - Thichanpiang, Peeradech; Kaunnil, Anuchart; Lee, Kerry; Gao, Xiaozi; Nopparat, Chutikorn; Permpoonputtana, Kannika (Children, 2022)
Keywords: ⛔ No INSPIRE recid found

PTA Annual Report - Pakistan Telecommunications Authority (2019)

Public Documents Profile Viewer

Public Education Statistics and Indicators 202–12022 - Ministry of Education, Youth and Sports, Kingdom of Cambodia (2022)

Public financial management and health service delivery: Necessary, but not sufficient? - Welham, Bryn; Hart, Tom; Mustapha, Shakira; Hadley, Sierd (2017)
Keywords: ⛔ No DOI found

Public Financial Management and Its Emerging Architecture - Cangiano, Marco; Curristine, Teresa; Lazare, Michael (2013)
The first two decades of the twenty-first century have witnessed an influx of innovations and reforms in public financial management. The current wave of reforms is markedly different from those in the past, owing to the sheer number of innovations, their widespread adoption, and the sense that they add up to a fundamental change in the way governments manage public money. This book takes stock of the most important innovations that have emerged over the past two decades.

Public Participation, Teacher Accountability, and School Outcomes: Findings from Baseline Surveys in Three Indian States - Pandey, Priyanka; Goyal, Sangeeta; Sundararaman, Venkatesh (2008)

Public-private partnerships in ICT for education - Pillay, Hitendra; Hearn, Greg (Digital Review of Asia Pacific 2009-2010, 2009)
A recent World Bank report notes that across the world, per capita economic growth is driven by three information and communication technology (ICT)-related factors: investments in equipment and infrastructure, investments in human capital (i.e. in education and innovation), and efficient use of labour (human resource) and capital that increases productivity (Schware 2005). These three factors have a direct impact on the provisioning of education. For one, the demand to adopt ICT-supported education services, or e-education, is outweighing the capacity of governments to adequately support education reform and expansion.
Keywords: ⛔ No INSPIRE recid found

Public-Private Virtual-School Partnerships and Federal Flexibility for Schools during COVID-19 POLICY BRIEF - Butcher, Jonathan (2020)
The coronavirus has altered the daily lives of families around the world. In the United States, one of the most significant changes for millions of families is that most K-12 pupils have become homeschool or virtual-school students for the foreseeable future. As of March 25, state and local officials in every state have closed some or all brick-and-mortar K-12 schools for at least two weeks, affecting approximately 55 million students. 1 More announcements about extended closures may be coming: Kansas Governor Laura Kelly was the first to close schools in the state for the remainder of the school year. 2 Educators in Kansas are turning to online instruction, as are schools around the country, facing the choice of providing virtual courses or forgoing schoolwork entirely, perhaps until the fall. Making effective partnerships with existing online schools and virtual content providers will be critical for students in the coming weeks. Furthermore, policymakers should afford district and charter schools more flexibility with existing resources so that schools can direct taxpayer spending to areas of need. Finally, the US Department of Education has issued guidance that removes regulatory barriers to schools attempting to provide online course material. Schools and districts should not be allowed to cite rules and point to obstacles that prevent any attempts at offering virtual instruction. The pandemic offers an opportunity to see just how quickly, and how extensively , public and private educators can expand virtual instruction-which may change the way society considers all of education in the future.
Keywords: internet; online education; schools; virtual schools

Public Statement on the Status of Payments to County Governments FY 2021-2022 - Republic of Kenya National Treasury and Planning (2022)

Public vs Private Quality Education at Primary Level in Pakistan - Farooq, Muhammad Sabil; Feroze, Nazia; Kai, Yuan Tong (International Online Journal of Primary Education, 2017)
Pakistan is an ethnically and religiously diverse country of over 190 million people. There are 22.6 million boys and girls out of school that's nearly half (44%) of all children in the country. This study was designed to assess comparative quality measures of primary level education at both public and private institutions of Pakistan. This study based on secondary data specially focused on ASER Pakistan Survey Report 2015 that was conducted in 146 rural districts of Pakistan, covering 83,755 households in 4,217 villages throughout the country. Detailed information was collected on 258,021 children (59% males, 41% females) aged 3-16 years. Out of these 219,609 children aged 5-16 years were tested for language and arithmetic competencies. It was found that Public schools lacking with trained teaching staff, well equipped classrooms and good policy and administration. While the other hand private schools deficient of well-educated staff, good infrastructure and self-motivation. It was recommended that the Government needs to realize this situation and to equalize the standards of public and private sector to achieve vigorous quality education at this level.
Keywords: Academic Achievement; Arithmetic; Educational Administration; Educational Policy; Educational Quality; Educational Resources; Elementary Education; Elementary School Students; Foreign Countries; Literacy; Mathematics Skills; Private Education; Public Education; Secondary School Students; Socioeconomic Influences; Teacher Competencies; ⛔ No DOI found

Publish, learn, improve (EdTech Hub, 2020)
This week we’ve designed and prototyped a tool to make our website more useful during the coronavirus (COVID-19) pandemic. We want to enable decision-makers to make informed choices about if, when and how to use EdTech during this crisis. We’re building something to help you find education responses by governments and EdTech tools that support these responses. Given the urgency…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Pulse Check on Digital Learning - UNICEF (2022)

Pulse Check on Digital Learning - UNICEF (UNICEF, 2022)

Punjab Education Sector Plan 2019/20–2023/2024 - Government of the Punjab (2019)
Keywords: ___working_potential_duplicate; auto_merged

Punjab Education Sector Plan (2019-2024) - Government of the Punjab (2019)

Punjab Education Support Programme II - Foreign, Commonwealth and Development Office (GOV.UK, 2020)
Keywords: ___working_potential_duplicate; auto_merged

Punjab IT Policy - Government of the Punjab (2018)
Keywords: ___working_potential_duplicate; auto_merged

Punjab: Multiple Indicator Cluster Survey 2016/17 - UNICEF; Government of Punjab (2018)

Punjab, Pakistan: Using Open School Data to Improve Transparency and Accountability - Khan, Kashmali (2018)

Punjab School Monitoring - Punjab School Monitoring

Pupil Census 2021 - Scottish Government (2021)

Pupil-teacher ratio, secondary - Tanzania | Data - World Bank (2018)

Pushing the child centred approach in Myanmar: the role of cross national policy networks and the effects in the classroom - Lall, Marie (Critical Studies in Education, 2011)
Keywords: C:Myanmar

Putting a band-aid on a corpse: Incentives for nurses in the Indian public health care system - Banerjee, Abhijit V.; Glennerster, Rachel; Duflo, Esther (Journal of the European Economic Association, 2008)
The public Indian health care system is plagued by high staff absence, low effort by providers, and limited use by potential beneficiaries who prefer private alternatives. This artice reports the results of an experiment carried out with a district administration and a nongovernmental organization (NGO). The presence of government nurses in government public health facilities (subcenters and aid-posts) was recorded by the NGO, and the government took steps to punish the worst delinquents. Initially, the monitoring system was extremely effective. This shows that nurses are responsive to financial incentives. But after a few months, the local health administration appears to have undermined the scheme from the inside by letting the nurses claim an increasing number of “exempt days.” Eighteen months after its inception, the program had become completely ineffective.

Putting Education in “Educational” Apps: Lessons From the Science of Learning - Hirsh-Pasek, Kathy; Zosh, Jennifer M.; Golinkoff, Roberta Michnick; Gray, James H.; Robb, Michael B.; Kaufman, Jordy (Psychological Science in the Public Interest, 2015)
Children are in the midst of a vast, unplanned experiment, surrounded by digital technologies that were not available but 5 years ago. At the apex of this boom is the introduction of applications (?apps?) for tablets and smartphones. However, there is simply not the time, money, or resources available to evaluate each app as it enters the market. Thus, ?educational? apps?the number of which, as of January 2015, stood at 80,000 in Apple?s App Store (Apple, 2015)?are largely unregulated and untested. This article offers a way to define the potential educational impact of current and future apps. We build upon decades of work on the Science of Learning, which has examined how children learn best. From this work, we abstract a set of principles for two ultimate goals. First, we aim to guide researchers, educators, and designers in evidence-based app development. Second, by creating an evidence-based guide, we hope to set a new standard for evaluating and selecting the most effective existing children?s apps. In short, we will show how the design and use of educational apps aligns with known processes of children?s learning and development and offer a framework that can be used by parents and designers alike. Apps designed to promote active, engaged, meaningful, and socially interactive learning?four ?pillars? of learning?within the context of a supported learning goal are considered educational.

Putting girls’ education first in Kenya | Blog | Global Partnership for Education - GPE (2020)
With support from the Global Partnership for Education, the Government of Kenya is making strides in ensuring that all girls – including those living in the poorest and most remote areas of the country - have access to quality education.

Putting the ‘learning’ back in remote learning - Alam, Andaleeb; Tiwari, Priyamvada (UNICEF, 2020)

Putting the Power of Transparency in Context: Information's Role in Reducing Corruption in Uganda's Education Sector - Working Paper 136 - Hubbard, Paul (Center for Global Development | Ideas to Action, 2007)
One story popular in development circles tells how Uganda slashed corruption simply by publicly disclosing the amount of monthly grants to schools--thus making it harder for officials to siphon off money for their own enrichment. This working paper finds that while the percentage of funds being diverted did indeed drop, the real value of funds diverted only fell by a modest 12 percent over six years. And the information campaign was no panacea; other policies and reforms also contributed to the improvement. Learn More
Keywords: ⛔ No DOI found

Qaabdhismeedka Manhajka Waxbarashada Qaranka Soomaaliyeed - Xafiiska Horumarinta Manaahijta (Wasaaradda Waxbarashada, Hiddaha iyo Tacliinta Sare, 2017)

QALY-based cost-effectiveness analysis - Pinto-Prades,, J. L; Herrero, C; Abellán, J. M (The Oxford Handbook of Well-Being and Public Policy, 2016)

Qdrant - Vector Database
Qdrant is an Open-Source Vector Database and Vector Search Engine written in Rust. It provides fast and scalable vector similarity search service with convenient API.

QRF Fact Sheet: Gender and Education in Jordan - Queen Rania Foundation (2018)

Qualitative Inquiry and Research Design: Choosing Among Five Approaches - Creswell, John W. (2013)
Civil rights rhetoric has been central to the debate over U.S. immigration policy since at least the 1960s. A coalition of interest groups, including churches, ethnic organizations, civil rights groups, and employer associations has played a fundamental role in advancing civil rights norms in the immigration arena. The growing importance of civil rights rhetoric in the debate over U.S. immigration policy, DeLaet asserts, helps to explain the liberalization of U.S. immigration policy in spite of growing evidence that the public opposition to immigration has grown during the same period. In turn, the liberalization of U.S. immigration policy has contributed to rising numbers of both legal and illegal immigrants. Thus, high levels of immigration reflect the basic provisions of current U.S. immigration policy, rather than a loss of governmental control. Many analysts have suggested that the immigration policy reforms passed by Congress in 1996 marked the beginning of a new era of restrictionism. However, as DeLaet illustrates, the new restrictions adopted in 1996 contain many of the same loopholes as previous legislation, indicating the coalition of interest groups supporting immigration still pose a significant obstacle to efforts to restrict immigration.
Keywords: Social Science / Research

Qualitative interview design: A practical guide for novice investigators - Turner, Daniel (The Qualitative Report, 2014)
Qualitative research design can be complicated depending upon the level of experience a researcher may have with a particular type of methodology. As researchers, many aspire to grow and expand their knowledge and experiences with qualitative design in order to better utilize diversified research paradigms for future investigations. One of the more popular areas of interest in qualitative research design is that of the interview protocol. Interviews provide in-depth information pertaining to participants' experiences and viewpoints of a particular topic. Often times, interviews are coupled with other forms of data collection in order to provide the researcher with a well-rounded collection of information for analyses. This paper explores the effective ways to conduct in-depth, qualitative interviews for novice investigators by employing a step-by-step process for implementation.

Qualitative Metasynthesis: Reflections on Methodological Orientation and Ideological Agenda - Thorne, Sally; Jensen, Louise; Kearney, Margaret H.; Noblit, George; Sandelowski, Margarete (Qualitative Health Research, 2004)
In an era of pressure toward evidence-based health care, we are witnessing a new enthusiasm for qualitative metasynthesis as an enterprise distinct from conventional literature reviews, secondary analyses, and the many other scholarly endeavors with which it is sometimes confused. This article represents the reflections of five scholars, each ofwhom has authored a distinct qualitative metasynthesis strategy. By providing the reader a glimpse into the tradition of their various qualitative metasynthesis projects, these authors offer a finely nuanced examination of the tensions between comparison and integration, deconstruction and synthesis, and reporting and integration within the metasynthesis endeavor. In so doing, they account for many of the current confusions about representation and generalization within the products of these inquiries. Through understanding the bases of their unique angles of vision, the reader is invited to engage in their commitment to scholarly integrity and intellectual credibility in this emerging methodological challenge.

Qualitative Research: A Guide to Design and Implementation - Merriam, Sharan B. (John Wiley & Sons, 2009)
Praise for the Third Edition of Qualitative Research: "Sharan B. Merriam synthesizes twenty years of developments in qualitative research with clarity and acumen." ?Michael Quinn Patton, author, Qualitative Research and Evaluation Methods "Here is a qualitative research methods book that reinforces the connection between professional experience and qualitative inquiry." ?Robert Stake, author, The Art of Case Study Research and Multiple Case Study Analysis "In this new edition, Sharan Merriam once again presents the world of qualitative research in language engaging and accessible?for new and experienced readers alike. If you can have only one book about qualitative research, this is it!" ?Patricia M. Reeves, associate professor, School of Social Work, University of Georgia "Mystified by qualitative research? You couldn't ask for a better guide than Sharan Merriam, who introduces you to the fundamental concepts of this research method, explains its complex forms, and then shows you exactly how to do a high-quality qualitative study." ?M. Carolyn Clark, coeditor, The International Journal of Qualitative Studies in Education
Keywords: Education / General

Quality assessment tool for quantitative studies - Effective Public Health Practice Project (Effective Public Health Practice Project, 1998)
The “Quality Assessment Tool for Quantitative Studies” developed by the Effective Public Health Practice Project (EPHPP) is a tool for doing knowledge synthesis. This instrument, along with a user manual, provides a standardized means to assess study quality and develop recommendations for study findings. The quality appraisal tool was developed by the Effective Public Health Practice Project (EPHPP) as a discrete step within the systematic review process.
Keywords: Reviewed

Quality, continuity for primary education - UNICEF (UNICEF)

Quality in Qualitative Evaluation: A framework for assessing research evidence - Spencer, Liz; Ritchie, Jane; Lewis, Jane; Dillon, Lucy (GOV.UK, 2003)
Guidance on maintaining the quality of qualitative evaluation for use in Government research

Quality models in online and open education around the globe: State of the art and recommendations - Ossiannilsson, Ebba; Williams, Keith; Brown, Mark (Distance Education, 2015)

Quality of education and teacher learning: a review of the literature - Leu, Elizabeth; Price-Rom, Alison (American Institutes for Research under the EQUIP1 LWA; U.S. Agency for International Development, 2006)

Quality of Education and Teacher Learning: A Review of the Literature - Leu, Elizabeth; Price-Rom, Alison (American Institutes for Research under the EQUIP1 LWA Academy for Educational Development, 2006)

Quality of education and teacher learning: a review of the literature - Leu, Elizabeth; Price-Rom, Alison (American Institutes for Research under the EQUIP1 LWA; U.S. Agency for International Development, 2006)

Quality Teaching Framework: A focus on marginalised girls - Girls' Education Challenge (2020)

Quantitative Determination of the Relationship between Internal Validity and Bias in Software Engineering Experiments: Consequences for Systematic Literature Reviews - Dieste, Oscar; Grim´n, Anna; Juristo, Natalia; Saxena, Himanshu (2011 International Symposium on Empirical Software Engineering and Measurement, 2011)
Quality assessment is one of the activities performed as part of systematic literature reviews. It is commonly accepted that a good quality experiment is bias free. Bias is considered to be related to internal validity (e.g., how adequately the experiment is planned, executed and analysed). Quality assessment is usually conducted using checklists and quality scales. It has not yet been proven, however, that quality is related to experimental bias. Aim: Identify whether there is a relationship between internal validity and bias in software engineering experiments. Method: We built a quality scale to determine the quality of the studies, which we applied to 28 experiments included in two systematic literature reviews. We proposed an objective indicator of experimental bias, which we applied to the same 28 experiments. Finally, we analysed the correlations between the quality scores and the proposed measure of bias. Results: We failed to find a relationship between the global quality score (resulting from the quality scale) and bias, however, we did identify interesting correlations between bias and some particular aspects of internal validity measured by the instrument. Conclusions: There is an empirically provable relationship between internal validity and bias. It is feasible to apply quality assessment in systematic literature reviews, subject to limits on the internal validity aspects for consideration.
Keywords: Checklist; Context; Correlation; Inspection; Instruments; Quality Assessment (QA) of experiments; Quality Scale; Quality assessment; Software engineering; Systematic Literature Review (SLR); Systematics

Quantitizing Affective Data as Project Evaluation on the Use of a Mathematics Mobile Game and Intelligent Tutoring System - Nygren, Eeva; Blignaut, Seugnet; Leendertz, Verona; Sutinen, Erkki (Informatics in Education, 2019)
Technology-enhanced learning generally focuses on the cognitive rather than the affective domain of learning. This multi-method evaluation of the INBECOM project (Integrating Behaviourism and Constructivism in Mathematics) was conducted from the point of view of affective learning levels of Krathwohl et al. (1964). The research questions of the study were: (i) to explore the affective learning experiences of the three groups of participants (researchers, teachers and students) during the use of a mobile game UFractions and an intelligent tutoring system ActiveMath to enhance the learning of fractions in mathematics; and (ii) to determine the significance of the relationships among the affective learning experiences of the three groups of participants (researchers, teachers and students) in the INBECOM project. This research followed a sequential, equal status, multi-mode research design and methodology where the qualitative data were derived from the interviews with researchers, teachers and students, as well as from learning diaries, feelings blogs, and observations (311 documents) across three contexts (South Africa, Finland, and Mozambique). The qualitative data was quantitized (Saldaña, 2009), i.e. analysed deductively in an objective and quantifiable way as instances on an ExcelT spreadsheet for statistical analyses. All the data was explored from the affective perspective by labelling the feelings participants experienced according to the affective levels of the Krathwohl et al. (1964) framework. The researchers concluded that: (i) the research participants not only received information, but actively participated in the learning process; responded to what they learned; associated value to their acquired knowledge; organised their values; elaborated on their learning; built abstract knowledge; and adopted a belief system and a personal worldview; and (ii) affirmation of affective learning at all five levels was recognised among the three groups of participants. The study raised a number of issues which could be addressed in future, like how affective levels of learning are intertwined with cognitive levels of learning while learning mathematics in a technology-enhanced learning environment; and how pedagogical models which take into account both cognitive and affective aspects of learning support deep learning.

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

¿Qué debe incluir la política pública del próximo presidente para integrar completamente a El Salvador a la economía digital? - GSMA (2018)

Queen Rania Center for Education and Information Technology Center - Ministry of Education, Jordan (2020)

RACHEL - World Possible (World Possible)
Hi, my name is RACHEL Buy online

RACHEL Deployment Journal in Baucau Area, Timor Leste - Countries / South Pacific - World Possible (World Possible Community, 2018)
Objective of this Post Why RACHEL/Rasp Pis provide a low cost & easy to set up Facility for Education/Health in Remote Areas Journal of our recent Timor Trip Encourage other Groups/Ecosystems to do something similar, which we can also learn from =============================================== The RACHEL Story in Baucau with FLD - How did this begin? RACHEL stands for Remote Area Community Hotspot for Education and Learning. FLD, as known as the The Good Crocodile Foundation (Fundação Lafae...
Keywords: ⛔ No INSPIRE recid found

Radical inclusion means teaching children in a language they understand - Bah, Chernor (Brookings, 2022)
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.

Radical solutions for education in a crisis context: COVID-19 as an opportunity for global learning - Burgos, Daniel; Tlili, Ahmed; Tabacco, Anita (2021)

Radically transforming education systems: What signals can we pay attention to? - Salzano, Carmela; Perrier, Janne Kjaersgaard (Global Partnership for Education, 2024)
As countries embark on, accelerate or scale up their strategies for education system transformation, certain behaviors and actions may signal a profound shift in countries’ efforts to radically improve learning outcomes for all.

Radio: A Rapid Evidence Review - Damani, Kalifa; Mitchell, Joel (EdTech Hub, 2020)
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.
Keywords: L:English UXZJW5DR; TAG:E:Primary education QIVZD2B2; TAG:E:Secondary education JS5BG2RE; TAG:F:Access W8TZWAGE; TAG:F:Educational data QWBAFGFR; TAG:F:Online and distance teaching and learning A32ARSFK; TAG:H:Audio and Radio QIAXGMEU; TAG:P:Teachers DAJFZBM8; TAG:W:Low connectivity and/or electricity KET3PKDI; _DOILIVE; _EdTechHub_Output; _GS:indexed; _L:English UXZJW5DR; _MELA_seen; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:F:Educational data QWBAFGFR; _T:F:Online and distance teaching and learning A32ARSFK; _T:H:Audio and Radio QIAXGMEU; _T:P:Teachers DAJFZBM8; _T:W:Low connectivity and/or electricity KET3PKDI; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Radio-based learning gets its day in the sun in Mali - UNICEF (2021)
Solar-powered radios are helping conflict-affected and displaced children follow lessons outside of the classroom

Radio Education: Physical Distance but Social Solidarity | INEE - Minetti, Elena (2020)

Radio in Education in the Face of COVID-19 - Núñez, Felix (Institute for the Future of Education, 2021)
The pandemic came to reaffirm radio as a flexible, massive, low-cost, and long-range communication medium for education.

Radio Instruction to Strengthen Education and Zanzibar Teacher Upgrading by Radio: Post Project Evaluation - Education Development Center (2015)

Radio Instruction to Strengthen Education (RISE) in Zanzibar. Learning gains assessment: more than child's play. - Morris, Emily; Philip, Miriam; Othman, Abrahman Faki; Mitchell, James; Quiones, Esteban J.; Leatxe, Denisse (Education Development Center, Inc. and Ministry of Education and Vocational Training, 2009)
Students at a RISE learning center, who now have access to an early childhood education. RADIO INSTRUCTION TO STRENGTHEN EDUCATION (RISE) IN ZANZIBAR LEARNING GAINS ASSESSMENT:…

Radio Learning Brings Hope and Education to Displaced Children like Awana in North-East Nigeria | UNICEF Nigeria - Adebayo, Folashade (UNICEF Nigeria, 2023)
Through funding from donors, UNICEF is supporting radio learning classes and radio clubs as alternative learning pathways in north-east Nigeria.

Radio lessons in Northern Nigeria support reading during COVID-19 pandemic - Creative - Fugate, Janey (Creative, 2020)
Creative's Northern Education Initiative Plus developed radio programs to bring reading lessons to kids and families during COVID-19.

Radio Market in Ghana - Media Ownership Monitor: Ghana (Media Ownership Monitor)
Radio is the most prevalent media in Ghana: a huge number of 481 FM broadcasting stations are authorized, out of which 354 stations...

Radio: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)

Radio Timetable 2020 - Kenya Institute of Curriculum Development (2020)

Raising domestic resources for equitable education - Zubairi, Asma; Rose, Pauline (Education Commission, 2016)

Raising kids with Down syndrome: Experiences of selected parents in the Philippines - Masanda, Carmi Miko P.; Masanda, Argel B. (International Journal of Science and Research, 2019)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Raising Learning Outcomes: The opportunities and challenges of ICT for learning - UNICEF (2018)

Raising learning outcomes : the opportunities and challenges of ICT for learning - Appendix II - UNICEF (2018)

Raising Readers: Can mobile technology enable Kenyan schools to improve parent and carer engagement in reading with their children? - Nicolai, Susan; Khan, Amina; Kartha, Ashwati; Bapna, Akanksha; Kamninga, Tony (EdTech Hub, 2023)
Deploying design-based, mixed-methods research, the study Raising Readers (Phase 1) explores how technology can be best used to strengthen parent and carer engagement with children’s reading in Kenya. In close collaboration with Worldreader, a digital reading organisation, five co-designed modalities (parental training, feedback loops, nudges/messaging, incentives, and reading celebrations) were tested in 14 schools across Nairobi and Kiambu counties over 12 weeks in 2022. The intervention helped to assess the potential of the different modalities in facilitating parental/carer engagement around children’s reading using the BookSmart app. As measured by average reading time, intervention groups showed higher engagement using BookSmart than the control group. ‘Incentives’ led with 39 hours 29 minutes average reading time per school over 12 weeks, followed by ‘reading celebrations’ with 24 hours 13 minutes. ‘Feedback loops’ and ‘training’ had comparable levels (10 hours, 28 minutes, and 9 hours, 27 minutes per school, respectively). ‘Messaging / nudges’ had the lowest engagement (5 hours 57 minutes versus 3 hours 2 minutes in the control group). Parental/carer knowledge, attitudes, and practices supporting their child's reading improved with the interventions. Findings of Phase 1 were used to inform the design of Phase 2. Keywords: Education, app, reading, school, child, Kenya An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Raising readers: Kenya schools use of technology to improve parent and carers' engagement in literacy learning: Inception Report - Nicolai, Susan; Zubairi, Asma; Bapna, Akanksha; Myers, Christina (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Randomised Controlled Trial Protocol: Digital personalised learning to improve literacy and numeracy outcomes in Kenyan classrooms - Major, Louis; Daltry, Rebecca; Otieno, Mary; Otieno, Kevin; Zhao, Annette; Hinks, Jessica; Sun, Chen; Friedburg, Aidan (EdTech Hub, 2023)
This protocol provides a detailed overview of a cluster-randomised controlled trial (RCT) being undertaken in pre-primary schools in Kenya. The RCT seeks to rigorously investigate the impact of a classroom-integrated digital personalised learning (DPL) tool on early grade numeracy and literacy learning outcomes. The protocol is being disseminated prior to endline data analysis to promote transparency and a comprehensive understanding of the RCT approach and design. This protocol was originally published in October 2023. This is an updated version where we have a) clarified that the sample size stated in Sections 2 and 2.2 is the 'pre-attrition' sample; and b) added a paragraph to Section 2.4.1 to provide further clarification regarding the use of code-switching. No changes to the analytical approach have been made. Keywords: digital personalised learning; DPL; Randomised controlled trial; RCT; research methodology; learning outcomes; Kenya An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Randomised controlled trials (RCTs) in education research – methodological debates, questions, challenges - Styles, Ben; Torgerson, Carole (Educational Research, 2018)

Randomized Trial of Tablet Computers for Education and Learning in Children and Young People with Low Vision - Gothwal, Vijaya K.; Thomas, Rachel; Crossland, Michael; Bharani, Seelam; Sharma, Sujata; Unwin, Hilary; Xing, Wen; Khabra, Komel; Dahlmann-Noor, Annegret (Optometry and Vision Science, 2018)
SIGNIFICANCE Mobile devices such as tablet computers have become widely available as mainstream devices and are also used in some schools, but there is an absence of robust information regarding the efficacy of any optical/electronic low vision device or tablet computer in supporting education of young people with low vision. PURPOSE A randomized controlled trial (RCT) is needed to measure the impact of tablet computers on education, specifically on independent access to educational material, in children and young people with low vision. We conducted a pilot RCT to determine the feasibility of conducting a full-scale trial. METHODS This was a randomized multicenter pilot trial across two sites in the United Kingdom and one site in India. Forty children and young people aged 10 to 18 years with low vision (best-corrected visual acuity for distance between <20/60 [0.48 logMAR] and 20/400 [1.30 logMAR] in the better eye) in the United Kingdom (n = 20) and India (n = 20) were randomized to two parallel arms, with a 1:1 allocation ratio, to control (n = 20) or intervention (n = 20). Control group participants received standard low vision care. The intervention group received a tablet computer (iPad) with low vision applications and instruction in its use, including accessibility features. Four primary outcomes included (1) 6-month recruitment rate, (2) retention of participants for 3 months, (3) acceptance/usage of device, and (4) accessibility of device. RESULTS Nineteen participants (95%) enrolled within 6 months in the United Kingdom, and 20 participants (100%), in India. Retention at 3 months was 85% (n = 17) in the United Kingdom and 95% (n = 19) in India. More than one half of participants reported using a tablet computer at school at least once every day. The majority (90%) found it easily accessible. CONCLUSIONS This study demonstrated that it is feasible to recruit children and young people with low vision into an international multicenter RCT of electronic assistive technology. Regardless of geographical location, children and young people with low vision reported using tablet computers at least once a day at school and accessed them easily.

Randomizing Development: Method or Madness? - Pritchett, Lant (2019)
An important argument for the increased use of randomized control trial methods in development is that the evidence from these studies will encourage the uptake of effective programs and projects (both through discouraging ineffective projects and improving design of new projects) and this will lead to reduced poverty and improved human well-being. However, cross-national evidence shows that the four-fold transformation of national development, to higher productivity economies, to more responsive states, the more capable organizations and administration and to more equal social treatment produces gains in poverty and human well-being that are orders of magnitude bigger than the best that can be hoped from better programs. Arguments that RCT research is a good (much less “best”) investment depend on both believing in an implausibly low likelihood that non-RCT research can improve progress national development and believing in an implausibly large likelihood that RCT evidence improves outcomes.
Keywords: ⛔ No DOI found

Rapid Assessment of Teleschool Initiative - Gallup Pakistan (2020)

Rapid Assessment Process: An Introduction - Beebe, James (Rowman Altamira, 2001)
A newer edition of this book is available at the following address: https: //rowman.com/ISBN/9780759123212 Rapid Assessment Process (RAP) has gone under many names but invariably uses the techniques of fieldwork and ethnography in a telescoped manner to provide solid, field-based research findings for use by policymakers and program planners. It uses an emic perspective, a team of researchers, triangulation of research findings, and iterative process to produce high-quality research in a fraction of the time taken by traditional ethnography. Long used for third world projects, RAP is now being used to inform policy in many different settings. This volume is the first introduction to this group of methods, explaining to researchers and to students how to do RAP research well. The author, an international development professional who has been doing RAP studies for over two decades, clearly outlines the process, promise and pitfalls of RAP in this brief volume. Included are many examples of successful RAP studies and clear guidance to readers on how to embark on their own RAP research
Keywords: Social Science / Anthropology / General; Social Science / Methodology; Social Science / Research

Rapid Education and Risk Analysis (RERA) Toolkit - USAID
USAID’s EducationLinks is a resource for all education practitioners to learn and share knowledge to create and implement successful, effective education and skills development programs.

Rapid Evidence Assessment (REA) of what works to improve educational outcomes for people with disabilities in Low- and Middle-Income Countries - Kuper, Hannah; Ashrita, Saran; White, Howard (Department for International Development (DFID), 2018)

Rapid‌ ‌Evidence‌ ‌Review:‌ ‌Accelerated‌ ‌Learning‌ ‌and‌ ‌EdTech‌ (EdTech Hub, 2020)
Rapid‌ ‌Evidence‌ ‌Review:‌ ‌Accelerated‌ ‌Learning‌ ‌and‌ ‌EdTech‌ Download report (PDF) Key Findings Accelerated learning programmes focus on speeding up learning. They commonly do so by focusing on cognitive development, social and emotional learning, interactive pedagogy and community support. These programmes further commonly use diagnostic needs assessment and flexible approaches to education, to help children to catch up on missed learning.…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Rapid Evidence Review: Girls' Education and EdTech (EdTech Hub, 2020)
Full PDF Download Key Findings Access to technology has shown to be often disproportionately more empowering for girls relative to boys, with wider benefits which expand beyond formal education. Most studies suggest there is a significant existing gender digital divide: cultural bias and gendered assumptions about girls’ competence and enjoyment of technology, and the benefits […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Rapid Evidence Review on Remote Teaching and Learning - Pacitto, Julia; Hayat, Amal; Hinks, Jessica; Emerusenge, Aime Parfait; Ullah, Noor; Rabi, Asma (EdTech Hub, 2025)
This Rapid Evidence Review (RER) provides a synthesis of recent evidence relating to teaching practices and pedagogies for emergency remote learning. The main aim of this review is to provide education decision-makers, funders, and implementers (among others) with a clear understanding of the available global evidence on effective practices in teaching when students are educated remotely during emergencies, and to assess the relevance of this evidence for low- and middle-income contexts. The findings of the RER are organised by the following five themes: (i) instructional design for remote learning in emergency contexts; (ii) student engagement and interactivity in emergency remote teaching; (iii) assessment, feedback, and pedagogical adaptation in remote teaching during emergencies; (iv) well-being, ‘Maslow before Bloom’, and pedagogies of care in emergency remote teaching; (v) teacher training and support in remote teaching during crises. It also identifies critical gaps in the literature on emergency remote teaching and learning, and suggest avenues for future productive research to address these gaps. Keywords: Education in Emergencies, remote learning, pedagogy, teaching methods, EdTech, emergency remote teaching An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Rapid Evidence Summary on Mass Communication | - Inter-agency Network for Education in Emergencies (INEE). (2020)

Rapid Evidence Summary on Mass Communication - International Rescue Committee (International Rescue Committee, 2020)

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

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

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

Rapid Review of Assistive Technologies for Persons with Disability in India - Singh, Suneeta; Tomar, Manika; Mahendra, Vaishali S (Amaltas Consulting Private Ltd, 2020)
The purpose of this study is to support a better understanding of the evidence on assistive technology and support an effective response

Rapid versus traditional qualitative analysis using the Consolidated Framework for Implementation Research (CFIR) - Nevedal, Andrea L.; Reardon, Caitlin M.; Opra Widerquist, Marilla A.; Jackson, George L.; Cutrona, Sarah L.; White, Brandolyn S.; Damschroder, Laura J. (Implementation Science, 2021)
Qualitative approaches, alone or in mixed methods, are prominent within implementation science. However, traditional qualitative approaches are resource intensive, which has led to the development of rapid qualitative approaches. Published rapid approaches are often inductive in nature and rely on transcripts of interviews. We describe a deductive rapid analysis approach using the Consolidated Framework for Implementation Research (CFIR) that uses notes and audio recordings. This paper compares our rapid versus traditional deductive CFIR approach.
Keywords: Consolidated Framework for Implementation Research (CFIR); Implementation science; Qualitative methods; Rapid analysis; Veterans

Rapport d’Observation du Testing Alpha - Ranaivosamoelina, Tokiniaina; Rasolohery, Hasiniavo; Koomar, Saalim (EdTech Hub, 2025)
This document, details the Alpha user testing of a digital learning platform and educational applications for the Ministry of National Education of Madagascar, aimed at training 2000 teachers. Conducted in July 2024, the testing focused on functionality and accessibility. Twenty-nine testers, primarily web developers and instructional designers, used a Google Forms questionnaire to evaluate the platform and applications. The results showed that while the platform was generally functional, with most features validated, several areas needed adjustments, particularly in accessibility and specific functions like the quiz timer. The applications had more issues, with several features requiring fixes and accessibility being a significant concern. Key recommendations included diagnosing and fixing defective parts, restructuring modules for better accessibility, optimising multimedia file sizes, and creating a detailed user guide. The testing highlighted the need for improvements before the Beta testing phase with teachers. Keywords: teacher professional development; Madagascar; Moodle; user testing Ce document détaille les tests utilisateurs en phase Alpha d’une plateforme d’apprentissage numérique et d’applications éducatives développées pour le Ministère de l’Éducation Nationale de Madagascar, dans le cadre de la formation de 2 000 enseignants. Réalisés en juillet 2024, ces tests ont porté sur la fonctionnalité et l’accessibilité. Vingt-neuf testeurs, principalement des développeurs web et des concepteurs pédagogiques, ont évalué la plateforme et les applications via un questionnaire Google Forms. Les résultats ont montré que, bien que la plateforme soit globalement fonctionnelle avec la plupart des fonctionnalités validées, plusieurs ajustements étaient nécessaires, notamment en matière d’accessibilité et pour certaines fonctions spécifiques comme le minuteur des quiz. Les applications présentaient davantage de problèmes, plusieurs fonctionnalités nécessitant des corrections et l’accessibilité étant un défi majeur. Les principales recommandations incluaient le diagnostic et la correction des éléments défectueux, la restructuration des modules pour une meilleure accessibilité, l’optimisation de la taille des fichiers multimédias et la création d’un guide utilisateur détaillé. Ces tests ont mis en évidence la nécessité d’améliorations avant la phase de test Beta avec les enseignants. Mots clés: formation pédagogique; Madagascar; Moodle; test utilisateur An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Rapport d’Observation du Testing BETA - Ranaivosamoelina, Tokiniaina; Rasolohery, Hasiniavo (EdTech Hub, 2025)
This is a report on the Beta testing of a digital learning platform and applications developed for the Ministry of Education in Madagascar. The project aims to train 16,000 teachers, with 2,000 utilising distance learning via tablets. The Beta user testing focused on the pedagogical relevance, usability, and ergonomics of the platform and two offline applications. Twenty-one teachers participated, evaluating tasks like launching applications, navigating content, accessing multimedia, and completing exercises / evaluations. Results showed significant improvement from the Alpha user testing, with high success rates for accessing and navigating modules. However, over 50% of users still found the platform difficult to use, particularly for login, navigation, and profile modification. The applications were generally functional but needed adjustments to content presentation and visual quality. Recommendations included simplifying the platform's interfaces, enhancing user guides, and addressing specific content issues. The document emphasises the importance of ongoing quality assurance and an iterative approach to refining the platform. Keywords: teacher professional development; Madagascar; Moodle; user testing Ce rapport porte sur le test Beta d’une plateforme d’apprentissage numérique et des applications développées pour le Ministère de l’Éducation à Madagascar. Le projet vise à former 16 000 enseignants, dont 2 000 via l’apprentissage à distance sur tablette. Les tests utilisateurs en phase Beta ont évalué la pertinence pédagogique, l’ergonomie et la convivialité de la plateforme ainsi que de deux applications hors ligne. Vingt et un enseignants ont participé, réalisant des tâches telles que le lancement des applications, la navigation dans les contenus, l’accès aux éléments multimédias et la réalisation d’exercices/évaluations. Les résultats montrent une amélioration significative par rapport aux tests Alpha, avec des taux de réussite élevés pour l’accès et la navigation dans les modules. Cependant, plus de 50 % des utilisateurs ont encore rencontré des difficultés, notamment pour la connexion, la navigation et la modification du profil. Les applications étaient globalement fonctionnelles, mais nécessitaient des ajustements dans la présentation des contenus et la qualité visuelle. Les recommandations incluent la simplification des interfaces de la plateforme, l’amélioration des guides utilisateurs et la correction de problèmes spécifiques liés aux contenus. Le document souligne l’importance de l’assurance qualité continue et d’une approche itérative pour affiner la plateforme. Mots clés: formation pédagogique; Madagascar; Moodle; test utilisateur An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Rapport de l’échange de connaissances - Koomar, Saalim; Rasolohery, Hasiniavo; Oojorah, Avinash; Udhin, Waaiza (EdTech Hub, 2025)
This is a report on a knowledge exchange visit between the Ministry of National Education of Madagascar and the Mauritius Institute for Education. The visit focused on sharing lessons and discussing ongoing projects related to technology in education. Key objectives included presenting successes and challenges of distance learning, discussing pedagogical design and digital platforms, and exploring long-term collaboration. School visits provided insights into technology integration in classrooms and teacher experiences. The report details the workshop's activities, participants, and key points, emphasising the importance of data-driven projects, feedback mechanisms, and continuous evaluation. Recommendations for future collaboration include short-term actions like remote communication and training, medium-term initiatives like co-presenting at conferences and personnel exchange, and long-term goals like co-applying for regional research projects. Keywords: teacher professional development; Madagascar; Moodle; knowledge exchange; EdTech; pedagogy Ce rapport porte sur une visite d’échange de connaissances entre le Ministère de l’Éducation Nationale de Madagascar et le Mauritius Institute for Education. La visite avait pour objectif de partager les enseignements tirés et de discuter des projets en cours liés aux technologies éducatives. Les principaux objectifs comprenaient la présentation des succès et des défis de l’apprentissage à distance, la discussion sur la conception pédagogique et les plateformes numériques, ainsi que l’exploration d’une collaboration à long terme. Les visites d’écoles ont permis d’observer l’intégration des technologies en classe et l’expérience des enseignants. Le rapport détaille les activités de l’atelier, les participants et les points clés, en mettant l’accent sur l’importance des projets basés sur les données, des mécanismes de retour d’information et de l’évaluation continue. Les recommandations pour une future collaboration incluent : Actions à court terme : communication et formation à distance; Initiatives à moyen terme : co-présentation lors de conférences et échanges de personnel; Objectifs à long terme : candidature conjointe à des projets de recherche régionaux. Mots clés: formation pédagogique; Madagascar; Moodle; échange de connaissances; technologie dans l’éducation; pédagogie An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Raspberry Pi Foundation - About Us - Raspberry Pi (Raspberry Pi)
The Raspberry Pi Foundation is a UK-based charity that works to put the power of digital making into the hands of people all over the world.

Rayyan - AI Powered Tool for Systematic Literature Reviews (2021)
Rayyan is an intelligent research collaboration platform that saves you time completing literature reviews and systematic reviews. Intuitive, scalable, fast.
Keywords: _Added-ailr-2024

RBF Interventions in Education : Do they Increase Inequality of Outcomes? : A Literature Review - Schipper, Youdi; Pradhan (World Bank, 2022)
RBF Interventions in Education : Do they Increase Inequality of Outcomes : A Literature Review (English)

Re:Coded (Re:Coded, 2020)

(Re)considering the Concept of Literature Review Reproducibility - Cram, W. Alec; Templier, Mathieu; Pare, Guy (Journal of the Association for Information Systems, 2020)

Re-imagining the future education management information systems, beyond head counts: leveraging data systems to support inclusive and effective learning for all - UNESCO (2021)

Re-learn - Re-learn (2024)

Re-orienting Education Management Information Systems (EMIS) towards inclusive and equitable quality education and lifelong learning - Subosa, Miguel; West, Mark (UNESCO, 2018)

REACH2025: Jordan’s Digital Economy Action Plan - REACH2025

Reaching All Children with Education: RACE II (2017-2021) - Ministry of Education and Higher Education (Lebanon) (2016)

Reaching Cambodia’s last mile with inclusive and sustainable energy access - UNDP (2022)

Reaching Children & Students in Remote Locations - Aladin, Katija (2020)
During this educational shift from school to home, how are we addressing the needs of students in remote locations with little to no access to connectivity? From providing educational content through Whatsapp, Facebook messenger to accessing online content offline, these innovative ideas are helping children and families connect with teachers and lessons in other ways than online.

Reaching the Unreached (RtU) through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan - Ferreira, F; Cruz, C; Smith, K (2017)

Reaching the Unreached through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan - Ferreira, F (2017)
Keywords: ___working_potential_duplicate

Reaching the unreached through open and distance learning (ODL) in Bangladesh, India and Pakistan - Ferreira, Frances (Commonwealth of Learning (COL), 2017)
GIRLS Inspire is a Commonwealth of Learning (COL) project established to mobilise the power of open and distance learning (ODL) to provide secondary schooling and skills development training to women and girls who are prevented from attending schools by barriers such as early marriage, cultural norms and distance from schools. This final report to the Department of Foreign Affairs and Trade (DFAT) Australia reflects on the work that has taken place since January 2016. It is framed around the project’s objectives and provides a rich account of activities that took place, presented in both quantitative and qualitative forms.
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Reaching the Unreached Through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan - Ferreira, Frances (Commonwealth of Learning (COL), 2017)
GIRLS Inspire is a Commonwealth of Learning (COL) project established to mobilise the power of open and distance learning (ODL) to provide secondary schooling and skills development training to women and girls who are prevented from attending schools by barriers such as early marriage, cultural norms and distance from schools. This final report to the Department of Foreign Affairs and Trade (DFAT) Australia reflects on the work that has taken place since January 2016. It is framed around the project’s objectives and provides a rich account of activities that took place, presented in both quantitative and qualitative forms.
Keywords: ___working_potential_duplicate

Reaching the Unreached through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan: Final Report - Commonwealth of Learning (Commonwealth of Learning, 2017)

Read Along by Google: A fun reading app - Apps on Google Play - Google
Read Along is a free reading app for Android that helps children have fun while they learn to read. Read Along has an in-app reading buddy that listens to your young learner read aloud, offers assistance when they struggle and rewards them with stars when they do well – guiding them along as they progress. It works best for children who already have some basic knowledge of the alphabet. After the initial download, the app works securely offline. Inspire a love of reading in young learners • Fun game-like experience: Keep young minds engaged with hundreds of stories and word games available in nine languages, including English and Spanish. Build confidence reading out loud with instant rewards of stars and badges • Independent learning: Encourage all young learners to learn at their own pace and track their individual progress. Learners have unique profiles, and each advances on their own reading journey with recommended stories based on their reading level. If needed, they can tap on any word to hear it pronounced Foster learning with confidence • Zero cost with no ads or upsells: Keep them focused on what’s important – reading – and relax knowing there are no in-app purchases • No Wi-Fi or data required: Once downloaded, provide a rich learning experience while relieving worries about unsupervised access to the Internet • Private and secure: No name, age, specific location, contact, email address or phone number is required to use Read Along. Additionally, voice data is analyzed in real time on the device, but not stored or sent to Google servers Languages available: With Read Along, children can read a variety of fun and engaging stories in different languages including: • English • Spanish (Español) • Portuguese (Português) • Hindi (हिंदी) • Bangla (বাংলা) • Urdu (اردو) • Telugu (తెలుగు) • Marathi (मराठी) • Tamil (தமிழ்) With Read Along, children can practice, gain confidence, and grow a lifelong love for reading.