Secondary education, teachers - Bangladesh | Data - World Bank (2021)

Secondary education, teachers, female - Bangladesh | Data - World Bank (2021)

Senegal-Quality Improvement and Equity of Basic Education - AF - World Bank (World Bank)
Senegal-Quality Improvement and Equity of Basic Education - AF

Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms: Public expenditure review - World Bank (World Bank, 2013)
Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms - public expenditure review (English)

Sierra Leone | Data - World Bank

Sierra Leone Free Education Project - World Bank (2020)

Sierra Leone - Multiple Indicator Cluster Survey 2017 - World Bank (2017)

Sierra Leone Public Expenditure Review 2021: Fiscal Policy for a Sustainable Recovery - World Bank (World Bank, 2021)
This Fiscal and Debt Sustainability Note, the first module of a programmatic multisectoral Public Expenditure Review (PER), reviews the recent macro-fiscal challenges, analyzes their causes and consequences and provide policy options for enhancing the conduct of fiscal and PFM policies in the country. The first part of this module draws on the Boost database to provide a comprehensive overview of the budget covering both revenues and expenditures. It analyzes the composition of the budget (based on economic and functional classifications) and discusses the most critical PFM issues the country faces. It also assesses budget execution and the efficiency of public expenditure. The second part of the module focuses on fiscal risks and their implications for medium-term fiscal and debt sustainability. It examines the recent evolution of public debt, its main drivers and relationship to economic growth. It describes recent reforms to address fiscal and debt vulnerabilities and how these reforms have been affected by the global pandemic. It also analyzes the main fiscal risks with a focus on those stemming from State-Own Enterprises (SOEs), local councils, litigations, natural disasters, and health crises. This part uses simulations to analyze the most likely evolution of the public debt path over the next 20 years under alternative risk scenarios. Finally, the module proposes practical and actionable policy options to help improve the macro-fiscal environment over the short term and preserve debt sustainability over the medium term.
Keywords: Debt Sustainability; Fiscal Policy; Fiscal Sustainability; Public Debt; Public Expenditure; Public Financial Management; Public Investment Management; State-Owned Enterprises

Sindh Public Expenditure Review - World Bank (World Bank, 2017)
Sindh has the potential to become a high middle-income province in Pakistan, but it lags far behind in terms of economic, social and development indicators. Sindh is also the most industrialized province, resource-rich and endowed with the country’s largest natural gas and coal reserves. In sum, it has the potential to become a high-growth and high-income region. Nonetheless, Sindh has yet to translate this potential into commensurate economic and social development. The province faces major developmental challenges. Sindh’s weak social indicators are partly the result of the inadequate reach and low quality of public service delivery. This Public Expenditure Review focuses on provincial finances and their utilization with the objective of identifying possible reforms to expand the resource envelope and ensure better value for money by improving the management and efficiency of public spending. It includes two important components: (i) a detailed analysis of the major revenue challenges and the various expenditures, including development spending and; (ii) and in-depth assessment of how some of the key government priorities are undertaken, such as education, health, and social protection. The hope is that by better understanding the constraints, reforms can be designed and implemented to maximize Sindh’s potential and promote a more equitable and productive path.
Keywords: Education; Finance; Fiscal Trends; Health; Inequality; Labor Force Participation; Policy; Poverty; Public Expenditure; Public Sector; Social Protection; Vulnerability

Smart Solutions to Improve Pakistan’s Education - World Bank (World Bank Group, 2017)
The Sindh School Monitoring System spreads across 15 districts and to the remotest parts of the province. Plans are underway to expand it to the entire province.

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

Sudan | Data - World Bank (The World Bank, 2020)

Systems Approach for Better Education Results (SABER) - World Bank (World Bank, 2016)
The Systems Approach for Better Education Results (SABER) was launched by the World Bank in 2011 to produce comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems and the ultimate goal of promoting Learning for All. It allows countries to conduct a thorough inventory of their education policies and institutions based on global best practices, as well as provides decisionmakers and stakeholders at all levels with tools for structured and effective policy dialogue.

Taking Stock: Vietnam Economic Update, March 2023 - World Bank (2023)
Vietnam’s economic growth is projected to ease to 6.3 percent in 2023 from a robust 8 percent last year, as services growth moderates and higher prices and interest rates weigh on households and investors, according to the World Bank’s latest Taking Stock report.

Tanzania Mainland Poverty Assessment: Executive Summary - World Bank (2020)

TCData360 - World Bank

TCdata360: Households w/ personal computer, % - World Bank (TCdata360)
Percentage of households equipped with a personal computer

Teach - World Bank's Classroom Observation Tool - World Bank (World Bank)
Teach-Related Blogs

Teachers and Teaching in Sierra Leone : Teacher Quality and Management Study - World Bank (2021)
Keywords: _C:Sierra Leone

The COVID-19 Pandemic: Shocks to Education and Policy Responses - World Bank (World Bank, 2020)

The Education System in Malawi. Africa education country status report - World Bank (2010)

The Future of Work in Africa: The Roles of Skills, Informality, and Social Protection in Unleashing the Promise of Digital Technologies for All - World Bank (World Bank, 2019)
A new World Bank report says Sub-Saharan African countries could benefit from well-harnessed technological adoption.

The State of Global Learning Poverty: 2022 Update - World Bank (World Bank, 2022)
The State of Global Learning Poverty: 2022 Update

The Third Punjab Education Sector Project (PESP III) - World Bank (World Bank Group, 2019)

The Urgent Need to Focus on Foundational Skills - World Bank (2021)
The urgent need to focus on foundational skills

The What, Why, and How of the Systems Approach for Better Education Results (SABER) - World Bank (2013)
Keywords: Systems Framework

The World Bank DataBank - World Bank

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

The World Bank in Ghana - World Bank (World Bank)
The World Bank Group aims to help Ghana sustain economic growth, surpass the goal of halving poverty by 2015, and maintain its middle income status.

The World Bank in Malawi - World Bank (World Bank, 2022)
The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society.

The World Bank in Tanzania - World Bank

The World Bank in Timor-Leste - World Bank (2022)

The World Bank in Vietnam - World Bank (World Bank, 2024)
Vietnam’s shift from a centrally planned to a market economy has transformed the country from one of the poorest in the world into a lower middle-income country. Vietnam now is one of the most dynamic emerging countries in East Asia region.

The World Bank in Vietnam: Overview - World Bank
Vietnam’s shift from a centrally planned to a market economy has transformed the country from one of the poorest in the world into a lower middle-income country. Vietnam now is one of the most dynamic emerging countries in East Asia region.

The World Bank In Zimbabwe - World Bank (2019)
The World Bank's lending program in Zimbabwe is inactive due to arrears, and the role is now limited to technical assistance and analytical work.

The World by Income and Region - World Bank

There will be no recovery without empowered, motivated and effective teachers - World Bank (2021)
There will be no recovery without empowered, motivated and effective teachers

Thinking inside the "Box": Pakistan turns to education TV during Covid-19 - World Bank (2021)

Timor-Leste Overview - World Bank (The World Bank in Timor-Leste, 2022)
Keywords: ⛔ No INSPIRE recid found

To take learning seriously, start by measuring it - World Bank (World Development Report 2018: Learning to Realize Education's Promise, 2017)

Trained teachers in primary education (% of total teachers) - Ghana | Data - World Bank (The World Bank Open Data, 2021)

TV-Based Learning in Bangladesh: Is it Reaching Students? - World Bank (World Bank Group, 2020)
Keywords: ___working_potential_duplicate

TV-Based Learning in Bangladesh: Is it Reaching Students? - World Bank (2020)
Keywords: ___working_potential_duplicate

Two-Thirds of Poorer Countries Are Cutting Education Budgets Due to COVID-19 - World Bank (World Bank, 2021)

Unemployment, female (% of female labor force) (national estimate) - Viet Nam, World Bank Open Data - World Bank
Free and open access to global development data

Unemployment, male (% of male labor force) (modeled ILO estimate) - Viet Nam, World Bank Open Data - World Bank
Free and open access to global development data

Urban population - Pakistan | Data - World Bank (World Bank Group, 2019)

World Bank Country and Lending Groups - World Bank Data Help Desk - World Bank
Keywords: ⛔ No INSPIRE recid found

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

World Bank Data Bank: Urban Population - World Bank (2022)

World Bank Data Catalog - World Bank

World Bank Gender Data Portal - World Bank (2024)
Gender indicators for Lao PDR
Keywords: ⛔ No INSPIRE recid found

World Bank in Cambodia - World Bank (2024)

World Bank Open Data - World Bank
Free and open access to global development data

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

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

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

World Bank Open Data: Access to electricity, rural (% of rural population) - Malawi - World Bank (World Bank)
Free and open access to global development data

World Bank Open Data: Ghana Data - World Bank (World Bank Data, 2019)

World Bank Open Data portal - World Bank (2021)

World Bank: pandemic threatens to drive unprecedented number of children into learning poverty - World Bank (2021)
World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty

World Development Indicators - World Bank (2021)

World Development Indicators | DataBank - World Bank

World Development Indicators | DataBank - World Bank

World Development Indicators | DataBank - World Bank (2022)

World Development Report 2016: Digital dividends - World Bank (World Bank, 2016)
Keywords: AWP2; AWP2-actual

World Development Report 2016: Digital Dividends - World Bank (2016)
Information related to the World Development Report 2016: Digital Dividends

World Development Report 2017: Governance and the Law - World Bank (World Bank, 2017)
World Development Report 2017: Governance and the Law

World Development Report 2018: Learning to realize education’s promise - World Bank (World Development Report, 2018)
World Development Report 2018: LEARNING to Realize Education’s Promise
Keywords: C:Low- and middle-income countries

World Development Report 2021: Data for Better Lives - World Bank (The World Bank, 2021)

Mobile cellular subscriptions (per 100 people) - Tanzania | Data - World Bank Development Indicators (World Bank Development Indicators website, 2020)

Reimagining Human Connections: Technology and Innovation in Education at the World Bank - World Bank (forthcoming) (World Bank, 2020)

Bangladesh - Additional Financing to the Second Reaching Out-of-School Children Project : Learning Opportunities for Displaced Rohingya Children - World Bank Group (2019)

Bangladesh Engaging the Private Sector in Education: SABER Country Report 2016 - World Bank Group (World Bank, 2016)

Bangladesh - Third Primary Education Development Program (English) - World Bank Group (2018)

Two Years After: Saving a Generation - World Bank, UNICEF (World Bank, 2022)

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

Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? - World Bank; Foreign, Commonwealth & Development Office; BE2 (2020)
Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English)

Capturing Cost Data - World Bank; International Rescue Committee (World Bank, 2019)
Keywords: ⛔ No DOI found

Vietnam 2035: Toward Prosperity, Creativity, Equity, and Democracy - World Bank; Ministry of Planning and Investment of Vietnam (World Bank, 2016)

Education Finance Watch 2021 - World Bank; UNESCO (Global Education Monitoring Report, 2021)

The State of the Global Education Crisis: A Path to Recovery. - World Bank; UNESCO; UNICEF (2021)
"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website

The Global Cost of Inclusive Refugee Education - World Bank; UNHCR (World Bank, 2021)

Nigeria | World Poverty Map - World Data Lab (2020)
Explore poverty data by age, gender, and region for every country in the world until 2030

6 Data Policy Issues Experts Are Tracking Right Now - World Economic Forum (2021)

Cambodia Digital Education Inventory - World Education
A collection of digital tools and interventions that promote learning and teaching in Cambodia

Cambodia Digital Education Landscape Scan - World Education (2023)
The Cambodian Ministry of Education, Youth and Sport (MoEYS) is committed to increasing the efficiency and effectiveness of teaching and learning across classrooms, school libraries, teacher training centers, and other educational institutions by leveraging digital tools and resources. In August 2022, MoEYS shared a draft National Statement of Commitment To Transform Education System in Cambodia in which advancing digital education is one of eight top priorities.1 In line with MoEYS’s national priorities, World Education, (WE) has been contracted by UNICEF under CDPF III to support the design and development of an improved digital educational environment for educators and learners that will enhance outcomes by encouraging active learning, enabling greater differentiation and personalization in instruction, improving cooperation among learners, educators, students, and increasing positive attitudes towards learning. From October 2022 to January 2023, WE conducted a Cambodia Digital Education landscape scan to map existing efforts and assess their quality, effectiveness and impact, accessibility and adoption, and efficiency and sustainability. The goal of this national landscape scan was to gain a deeper understanding of the existing or emerging digital learning interventions for teachers and students, including platforms and centers, that were or are in use and for whom and in what contexts they are effective or not. WE employed a mixed-methods approach that featured key informant interviews, online surveys, desk research, focus group discussions with teacher educators and general education teachers. In total, research was conducted with over 500 stakeholders in diverse education settings across 20 provinces. It is important to note that there were two limitations of our study: the first that there was a high proportion of teacher educators (approximately 62%) from our sample in comparison to general education teachers (30%), which skewed results and made it difficult to generalize; the team sought to mitigate this by disaggregating responses by teacher role where possible. The second limitation is that the online surveys were distributed digitally so teachers in rural areas where internet access is limited would not have been able to access the online survey. The landscape scan culminated in a co-design workshop in February 2023 bringing together 25 participants from technical departments of MoEYS, other relevant government agencies, and development partners to triangulate findings and co-develop recommendations.

Siyakha Girls Toolkit and Guide: an economic empowerment resource for adolescent girls and young women - World Education, Inc./Bantwana (2020)

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

Assistive technology - World Health Organization (2019)
WHO fact sheet on assistive technology. Assistive technology enables people to live healthy, productive, independent, and dignified lives, and to participate in education, the labour market and civic life.

Assistive Technology. Fact sheet. Retrieved 10 December 2020, from - World Health Organization

Considerations for school-related public health measures in the context of COVID-19 - World Health Organization (2020)

Deafness and Hearing Loss. Fact Sheet - World Health Organization (2017)
Deafness and hearing loss fact sheet from WHO: providing key facts and information on causes, impact, prevention, identification, management and WHO response.

Ebola data and statistics - World Health Organization (WHO, 2016)

Guidelines on Physical Activity, Sedentary Behaviour and Sleep for Children Under 5 Years of Age - World Health Organization (World Health Organization, 2019)
33 p.

Hunger numbers stubbornly high for three consecutive years as global crises deepen: UN report - World Health Organization (2024)
Around 733 million people faced hunger in 2023, equivalent to one in eleven people globally and one in five in Africa, according to the latest State of Food Security and Nutrition in the World (SOFI) report published today by five United Nations specialized agencies.

Improving access to assistive technology, Report by the Director-General. - World Health Organization (2017)

International Classification of Functioning, Disability and Health Framework (ICF) - World Health Organization (2002)

State of Hearing & Ear Care in the South-East Asia Region - World Health Organization (World Health Organization, Regional Office for South-East Asia, 2005)
Keywords: ⛔ No INSPIRE recid found

Total expenditure on health: As a percentage of gross domestic product - World Health Organization (OECD Publishing, 2017)
This table includes data on total expenditure on health, as a percentage of gross domestic product. The table is part of the key tables collection on health.

WHO Coronavirus Disease (COVID-19) Dashboard - World Health Organization (2020)
World Health Organization Coronavirus disease situation dashboard presents official daily counts of COVID-19 cases and deaths worldwide, while providing a hub to other resources. Interactive tools, including maps, epidemic curves and other charts and graphics, with downloadable data, allow users to track and explore the latest trends, numbers and statistics at global, regional and country levels.

World Hearing Day - World Health Organization (2021)
Statement by Dr Poonam Khetrapal Singh, WHO Regional Director for South-East Asia
Keywords: ⛔ No INSPIRE recid found

World Report on Disability - World Health Organization (World Health Organization, 2011)

Bangladesh - World Inequality Database (WID - World Inequality Database, 2021)
Bangladesh The source for global inequality data. Open access, high quality wealth and income inequality data developed by an international academic consortium.

World Inequality Database on Education - Viet Nam - World Inequality Database

United Republic of Tanzania - World Inequality Database on Education (WIDE); GEM report; WIDE (World Inequality Database on Education (WIDE), 2017)

Countries by Density - World Population Review (World Population Review, 2021)

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

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

Phnom Penh Population - World Population Review (2024)

Population of Cities in Vietnam 2024 - World Population Review

OER2Go - World Possible
The world's best educational websites, now available for download OER2Go Explore

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

Using Digital Content for Learning: Teacher’s Guide - World Possible

Real-Time Evaluation of World Vision's Response to the Syrian Crisis - World Vision (2014)
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Belgium BEL; _C:Canada CAN; _C:Finland FIN; _C:Germany DEU; _C:Iraq IRQ; _C:Japan JPN; _C:Jordan JOR; _C:Korea XKOR; _C:Lebanon LBN; _C:Malaysia MYS; _C:Norway NOR; _C:Singapore SGP; _C:Switzerland CHE; _C:Syrian Arab Republic SYR; _C:Turkey TUR; _C:United Kingdom GBR; __C:scheme:1

Universal Service and Access Funds: An Untapped Resource to Close the Gender Digital Divide - World Wide Web Foundation (2018)

Bangladesh Population (2021) - Worldometer (2021)
Population of Bangladesh: current, historical, and projected population, growth rate, immigration, median age, total fertility rate (TFR), population density, urbanization, urban population, country's share of world population, and global rank. Data tables, maps, charts, and live population clock

Pakistan Map (Physical) - Worldometer (2020)
Physical Map of Pakistan. Map location, cities, capital, total area, full size map.

Population by Country - Worldometer (World Population Review, 2021)
List of countries and dependencies in the world ranked by population, from the most populated. Growth rate, median age, fertility rate, area, density, population density, urbanization, urban population, share of world population.

Vietnam Population (2024) - Worldometer - Worldometer (Worldometer)
Population of Vietnam: current, historical, and projected population, growth rate, immigration, median age, total fertility rate (TFR), population density, urbanization, urban population, country's share of world population, and global rank. Data tables, maps, charts, and live population clock

Sierra Leone population 2020 - WorldPop (2018)
RF-based gridded population distribution datasets produced in the framework of the Global Project - Funded by The Bill and Melinda Gates Foundation (OPP1134076)
Keywords: Population distribution, Population, Dasymetric disaggregation

2022 Annual Report - Worldreader (Worldreader, 2022)
In 2022, you got children reading. Explore our 2022 Annual Report and see how your support made an impact.

Worldreader - Reports and Research About Mobile Reading - Worldreader (Worldreader, 2017)
We conduct research on our mobile reading programs and publish the results. Download our reports and research about mobile reading in the developing world.

Worldreader | Sierra Leone - Worldreader (2020)
Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation.

Anasoma Mid-Term Report - Worldreader; R4D (Worldreader, 2017)
This report shows the initial findings of the first sprint of the Anasoma Research aimed at identifying barriers of and drivers to female mobile readership in Kenya.

Audio-described educational materials: Ugandan teachers' experiences - Wormnaes, Siri; Sellaeg, Nina (British Journal of Visual Impairment, 2013)
This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.)
Keywords: Access to Education; Audio description; Cultural Relevance; Culturally Relevant Education; ERIC, Current Index to Journals in Education (CIJE); Educational Objectives; Foreign Countries; Higher Education; Inclusion; Instructional Materials; Interviews; Learning Processes; Postsecondary Education; Qualitative Research; Reflection; Student Teachers; Teacher Attitudes; Teacher Education; Teachers; Uganda; Video Technology; Visual Impairments; __:import:01; __:match:final; __:matched; __:study_id:2098573; __finaldtb; blind universal design; educational material accessible media; teacher training

Teachers and the Teaching Profession in Sierra Leone: A comprehensive situation analysis - Wright, Cream (Teaching Service Commission, 2017)

A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission - Wright, Dr. Cream (Global Partnership for Education; World Bank, 2018)

The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families: The Early Window Project - Wright, John; Huston, Aletha; Murphy, Kimberlee; Peters, Michelle; Pinõn, M.; Scantlin, R.; Kotler, Jennifer (Child development, 2001)
For two cohorts of children from low- to moderate-income families, time-use diaries of television viewing were collected over 3 years (from ages 2-5 and 4-7 years, respectively), and tests of reading, math, receptive vocabulary, and school readiness were administered annually. Relations between viewing and performance were tested in path analyses with controls for home environment quality and primary language (English or Spanish). Viewing child-audience informative programs between ages 2 and 3 predicted high subsequent performance on all four measures of academic skills. For both cohorts, frequent viewers of general-audience programs performed more poorly on subsequent tests than did infrequent viewers of such programs. Children's skills also predicted later viewing, supporting a bidirectional model. Children with good skills at age 5 selected more child-audience informative programs and fewer cartoons in their early elementary years. Children with lower skills at age 3 shifted to viewing more general-audience programs by ages 4 and 5. The results affirm the conclusion that the relations of television viewed to early academic skills depend primarily on the content of the programs viewed.

The impact of technology on a multilingual world: Problems and opportunities - Wu, A.; Gonsalves, S-L.R.; Wagner, D.A. (In Lubin, I. (Ed.), Translating Learning Ecologies: ICT Across Global Contexts.)

Ethiopia Begins Reopening Schools to Fight Rising Rates of Child Marriage and Labor - Wuilbercq, Emeline (Global Citizen, 2020)
Ethiopia is working to identify children who have been forced into early marriage or child labor during the pandemic.

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

Session 3: How can I develop an aligned and actionable EdTech strategy - Wyss, Natalie; Mbugua, Wanjiku; Kaye, Tom (2022)
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Understanding the Potential of Using EdTech to Measure and Mitigate Learning Losses in Latin America and the Caribbean - Wyss, Natalie; Myers, Christina (EdTech Hub, 2022)
This document was produced in response to a request from the UNICEF Latin America and the Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in December 2021. The UNICEF team requested a resource that summarises what is known about the use of technology and other approaches to measure and mitigate learning losses related to Covid-19 impacts on education in the LAC region. This resource aims to support UNICEF country offices and partners in the LAC region to assess learning losses and inform school reopening and the development of hybrid education strategies. Our research found that there are limited EdTech approaches to measuring and mitigating learning losses, and fewer still that are specific to the LAC region. This piece outlines the following: What is understood about learning losses and how they can be quantified; What common guidance and evidence suggest are the most effective ways to mitigate Covid-19-specific learning losses; How established EdTech tools and non-tech-based approaches can be leveraged and applied to both processes. Keywords: learning losses; school reopening; personalised learning; assessment; remedial education An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

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

Child labour and school dropout in least-developed countries: empirical evidence from Lao PDR - Xayavong, Thidavong; Pholphirul, Piriya (International Journal of Education Economics and Development, 2018)
Even though topics related to child labour and school dropout have been studied worldwide, little attention has focused in the least-developed countries. This paper examines the impact of child labour on school dropout by using national representative data surveyed in the Lao PDR, which serves as a case study of a least-developed country. Using an average wage of children by province as an instrumental variable, findings indicate that child labour, especially with regard to girls, has a strong impact on driving school dropout. Parental educational attainment, particularly mother's education, seems to show a significant effect on reducing the probability of dropping out. Our evidence supports the need to provide free education programs that have not yet been established in least-developed countries such as the Lao PDR. At the very least, given limited government budgets, support can be targeted to help vulnerable groups and poor families.
Keywords: Lao PDR; child labour; least-developed countries; school dropout; ⛔ No INSPIRE recid found

Research Guides: AI-Based Literature Review Tools: Home - Xiao, Daniel
Research Guides: AI-Based Literature Review Tools: Home
Keywords: _Added-ailr-2024

On the margins or at the center? Distance learning in higher education - Xiao, J (Distance Education, 2018)

Guidance on conducting a systematic literature review - Xiao, Yu; Watson, Maria (Journal of Planning Education and Research, 2017)
Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.
Keywords: CitedIn:BIBBTVET

Guidance on Conducting a Systematic Literature Review - Xiao, Yu; Watson, Maria (Journal of Planning Education and Research, 2017)
Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.
Keywords: CitedIn:BIBBTVET

International Handbook on Education in South East Asia - Ximenes, Pedro Barreto (2021)

International Handbook on Education in South East Asia - Ximenes, Pedro Barreto (2021)

Global learning XPRIZE: Executive summary - XPRIZE (XPRIZE, 2019)

XPRIZE and UNESCO - XPRIZE (XPRIZE, 2018)
Four years ago, when we first decided to conduct the field test for the Global learning XPRIZE in Tanzania, we were looking for a partner willing to take a chance on something audacious.

AI in education: Enhancing learning experiences and student outcomes - Xu, Zhiyi (Applied and Computational Engineering, 2024)
This research article makes an attempt to investigate the potential of Artificial Intelligence (AI) in enhancing the learning experiences, as well as student outcomes. As a result, it has developed a study that will be able to understand how the different AI tools, including machine learning, data learning, virtual reality (VR) and augmented reality (AR), automation, and so forth can be used to develop learning experiences and outcomes. Subsequently, a case study involving a mathematics classroom was used to collect data and confirm whether indeed AI led to improved learning experiences and study outcomes. The study confirms that AI resulted in positive outcome with positive performance measure sin academic performance, motivation and engagement, learning progression, and so forth.

Soft Systems Methodology in an Educational Context—Enhancing Students Perception and Understanding - Yadin, Aharon (International Journal of e-Education, e-Business, e-Management and e-Learning, 2013)
This study was performed within a graduate course in the Organizational Development and Consulting graduate program. The course draws a comparison between the systems analysis processes used in computing systems (hard systems) and the organizational analysis methodologies applied in soft systems, such as Checklands' Soft Systems Methodology (SSM). Since most students' previous academic experience is in social sciences, abstract concepts related to computing systems were difficult to comprehend. The SSM that is mainly used for unstructured and poorly defined problems was exercised for identifying the students' difficulties. Using SSM for analyzing the students' perceived learning system revealed their specific difficulties, while providing a real life example on using the methodology. After understanding the students' difficulties, the course structure was changed for better addressing these difficulties. This paper describes the course, the methodology and the results obtained after implementing the proposed changes to the course.

Challenges and strategies of working with learners with low vision: Implications for teacher training - Yalo, J. A.; Indoshi, F. C.; Agak, J. O. (Educational Research and Reviews, 2012)
Learners with low vision can be trained to increase their visual functioning through a planned programme of visual experiences. Such a low vision training programme was introduced in Kenya in 1994. However, despite its implementation over the last 15 years, challenges still persist among teachers who work with such learners. The purpose of this study was to document challenges that learners with low vision have on teachers’ performance when teaching learners with low vision in special primary schools for the visually impaired in Kenya. The study was carried out in 6 schools for the visually impaired respondents in the study including 78 teachers survey through questionnaire and observation. The study established challenges faced by teachers as lack of appropriate devices for learners, lack of adequate training of teachers and lack of regular teacher auditing. Strategies suggested to address the challenges were supply of low vision devices, low vision teams based at each school reconstituted to provide co-ordinated learning support and regular case conferencing be mounted to provide teacher support.

Unprecedented pandemic, unprecedented shift, and unprecedented opportunity - Yan, Zheng (Human Behavior and Emerging Technologies, 2020)

Emanant themes of blended learning in K-12 educational environments: lessons from the Every Student Succeeds Act - Yang, Sohyun; Carter, Jr, Richard; Zhang, Ling; Hunt, Tiffany (Computers & Education, 2021)
Blended learning (BL) is an instructional design structure that facilitates the benefits of technology, paired with face-to-face instruction, to address the variance in student learning. BL has been widely utilized in education with the rapid development of technology. While the Every Student Succeeds Act (ESSA, 2015) of the United States emphasizes supporting states to implement BL by facilitating the use of technology, it is unclear how states intend to operationalize BL in practice based on the federal statute. Therefore, this study investigated how many states referenced BL and how they operationalized BL in state ESSA plans by using thematic analysis. Results suggested a total of 17 states addressed BL in their finalized state ESSA plans. While these states referenced BL in various titles and parts, the researchers identified three major themes that operationalize BL, including (a) BL leveraging technology to support learning, (b) BL in professional development, and (c) BL as an alternative pathway. In the discussion, the researchers noted the ambiguity of the definition of BL among stakeholders (e.g., states) as well as the possibility of the use of BL towards enabling personalized learning in K-12. The researchers also discussed how to empower educators in the context of BL.

Computers and the academic performance of elementary school-aged girls in China's poor communities - Yang, Yihua; Zhang, Linxiu; Zeng, Junxia; Pang, Xiaopeng; Lai, Fang; Rozelle, Scott (Computers & Education, 2013)
Experts agree that computers and computing play an important role in education. Since the 1980s there has been a debate about gender as it relates to computers and education. However, results regarding gender differences concerning computer use in education are not consistent. In particular there is little work done in China on this issue. Therefore, the overall goal of this paper is to demonstrate whether girls and boys can gain equally from computer-based education in China’s elementary schools. To do so we analyze results from three randomized ﬁeld experiments of a Computer Assisted Learning (CAL) program and One Laptop Per Child (OLPC) program. The ﬁeld experiments are carried out in three kinds of schools: Shannxi rural public schools; Qinghai minority public schools; and Beijing migrant schools. Although CAL and OLPC have been considered cost effective means to improve learning outcomes, it is not known whether the programs impact girls differently than boys. Our analysis shows that, in fact, there were no differences between female and male students in either the improvement in standardized math test scores or Chinese test scores with either the CAL or OLPC programs. Our study suggests that among disadvantaged students in China’s rural areas and migrant communities, there is reason to believe that computer based learning can beneﬁt both girls and boys equally. This ﬁnding has possible implications for China’s ongoing efforts to integrate computers and computing technologies into the nation’s underserved schools.

Computers and the academic performance of elementary school-aged girls in China's poor communities - Yang, Yihua; Zhang, Linxiu; Zeng, Junxia; Pang, Xiaopeng; Lai, Fang; Rozelle, Scott (Computers & Education, 2013)
Experts agree that computers and computing play an important role in education. Since the 1980s there has been a debate about gender as it relates to computers and education. However, results regarding gender differences concerning computer use in education are not consistent. In particular there is little work done in China on this issue. Therefore, the overall goal of this paper is to demonstrate whether girls and boys can gain equally from computer-based education in China's elementary schools. To do so we analyze results from three randomized field experiments of a Computer Assisted Learning (CAL) program and One Laptop Per Child (OLPC) program. The field experiments are carried out in three kinds of schools: Shannxi rural public schools; Qinghai minority public schools; and Beijing migrant schools. Although CAL and OLPC have been considered cost effective means to improve learning outcomes, it is not known whether the programs impact girls differently than boys. Our analysis shows that, in fact, there were no differences between female and male students in either the improvement in standardized math test scores or Chinese test scores with either the CAL or OLPC programs. Our study suggests that among disadvantaged students in China's rural areas and migrant communities, there is reason to believe that computer based learning can benefit both girls and boys equally. This finding has possible implications for China's ongoing efforts to integrate computers and computing technologies into the nation's underserved schools.
Keywords: Country-specific developments; Elementary education; Evaluation of CAL systems; Gender studies; Teaching/learning strategies

How Much Does Universal Digital Learining Cost? - Yao, Haogen; Brossard, Matt; Mizunoya, Suguru; Nasir, Bassem; Walumgembe, Patrick; Cooper, Rachel; Rafique; Reuge, Nicolas (UNICEF Office of Research - Innocenti, 2021)

UN/DESA Policy Brief #89: Strengthening Data Governance for Effective Use of Open Data and Big Data Analytics for Combating COVID-19 - Yao, Keping; Park, Mi Kyoung (2020)

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

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

Securing learning for children in conflict and crisis - Yarrow, Noah; Capek, Maja (World Bank, 2019)

Use of Assistive Education Technologies to Support Children with Visual and Hearing Difficulties in the East Asia and Pacific Region - Yarrow, Noah; Pynnonen, Lauri; Song, Chuyu; Bhardwaj, Riaz; Spiezio, Mario (World Bank, 2023)
Evidence on the uptake, use, and impact of EdTech at scale on participation and learning among students with disabilities in low- and middle-income countries remains very limited. This report presents findings on access to EdTech for children with difficulties in hearing and vision in middle-income countries (MICs) in the East Asia and Pacific (EAP) region using three approaches: (i) a systematic regional literature review; (ii) interviews with 17 actors from the education technology private sector across the EAP region; and (iii) case studies from four countries: Vietnam, the Philippines, China, and Tonga. The main findings from the literature review are that most EdTech solutions in EAP MICs were applied at very small scale, with a focus on the tech testing stage, and only two of the 13 identified studies from a sample of 1,661 studies measured changes in student learning outcomes. The private sector interviews indicate qualitatively that most actors in this space are unaware of the needs of children with vision and hearing disabilities, and that other challenges such as profitability and general inequalities related to access to devices and high-speed internet receive the most attention. The case studies report no examples of national deployment of any assistive education technology, though there are multiple examples of small-scale digital approaches developed by individual schools or NGOs and shared locally or, in two cases, regionally. In looking at country contexts for the case studies, we found a lack of publicly available data on spending for assistive EdTech in EAP, a lack of data on (a) prevalence of disabilities among the student population, (b) student learning, and (c) student persistence in higher grades. We examine new data on policy-maker estimates of access and inclusion of children with disabilities, and find that despite support for inclusion, there is large scope for improving data collection, service delivery and access to assistive EdTech in MICs in the EAP region.

Thespians in print: Gender portrayal in Pakistani English print media - Yasmin, Musarat; Masso, Isamar Carrilo; Bukhari, Nadeem Haider; Aboubakar, Muhammad (Cogent Arts & Humanities, 2019)

Gender bias in attitude towards girls in the use of computers in selected schools in Central Africa - Yeba, Judith Sama Mouokuio Meno (Journal of Continuing, Open and Distance Education, 2012)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Patronage of Educational Broadcasts and its Effects on Academic Growth of Students of Winneba and Apam Senior High Schools in the Central Region of Ghana. - Yelkpieri, Daniel; Kweku, Wilson Esia-Donkoh; Kwesi (Academic Leadership: The Online Journal, 2011)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Patronage of Educational Broadcasts and its Effects on Academic Growth of Students of Winneba and Apam Senior High Schools in the Central Region of Ghana. - Yelkpieri, Daniel; Kweku, Wilson Esia-Donkoh; Kwesi (Academic Leadership: The Online Journal, 2011)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Patronage of Educational Broadcasts and its Effects on Academic Growth of Students of Winneba and Apam Senior High Schools in the Central Region of Ghana. - Yelkpieri, Daniel; Kweku, Wilson Esia-Donkoh; Kwesi (Academic Leadership: The Online Journal, 2011)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Ensuring Equality in Education Access: The Dynamics and Challenges for Vietnamese Ethnic Minority Girls - Yen, Nguyen Thi Hong; Hoi, Nguyen Van (Journal of Contemporary Sociological Issues, 2023)
Education access is one of the critical human rights that has been decided for the development of everyone and has been codified in the international and national legal systems. Despite important achievements in ensuring and promoting fundamental human rights in general, with the characteristics of being one of the most vulnerable in society, ethnic minority girls experienced discrimination and double inequality in benefiting their rights, including access to education. Regarding the education right of girls in the ethnic minority in Vietnam today, the following article focuses on the following matters: (i) Analysing the Vietnamese legal framework in ensuring the education right of ethnic minority girls; (ii) Presenting the difficulties and challenges in ensuring this right for ethnic minority girls in Vietnam; (iii) Proposing necessary recommendations for the Government to improve the enjoyment of the right for Vietnamese ethnic minority girls in the upcoming time. Keywords: Education Access, Equality, Ethnic Minority Girls, Vietnam, Women's rights

Examining Pre-Service Teachers’ Views about Online Chemistry Laboratory Learning Experiences Amid the Covid-19 Pandemic - Yeşi̇Loğlu, Sevinç Nihal; Gençer, Sinem; Eki̇Ci̇, Funda; Işik, Burcu (Journal of Turkish Science Education, 2021)
With the continued spread of the COVID-19 crisis, the universities were closed temporarily in Turkey just as in the rest of the world. As a result of this, many educators and students tried to adapt online education quickly. This research study examined 67 pre-service teachers' views on online chemistry laboratory learning experiences amid the COVID-19 pandemic. A data collection tool consisting of seven open-ended questions was used. Data sources included responses given to open-ended questions about the online chemistry laboratory learning experiences, the applications used for the chemistry experiments (e.g., simulations, images, and videos), the methods used for assessing online learning, and the system used for the virtual classroom platform. Content analysis was applied to participants’ responses. Participants’ views about online chemistry laboratories amid the COVID-19 pandemic were gathered in five themes: (i) advantages and disadvantages of online chemistry laboratories, (ii) effects of online chemistry laboratories on learning outcomes, (iii) views on technological applications used in online chemistry laboratories, (iv) views on measurement and assessment methods used in online chemistry laboratories, and (v) views of pre-service teachers on the virtual classroom platform used in online chemistry laboratories. The findings of the study highlighted that online laboratory learning has both advantages and disadvantages. The findings also included the strengths and weaknesses of the system used for the virtual classroom platform. The findings may provide useful information on how to design a positive online laboratory experience such as integrating hands-on activities as a part of the online laboratories to overcome the lack of “learning by doing” and using videos containing more detailed explanations about the experimental setup.
Keywords: ⛔ No DOI found

Towards equitable access to information and opportunity for all: mapping schools with high-resolution Satellite Imagery and Machine Learning - Yi, Zhuangfang; Zurutuza, Naroa; Bollinger, Drew; Garcia-Herranz, Manuel; Kim, Dohyung (Proceedings of the IEEE/CVF Conference on Computer Vision and Pattern Recognition Workshops, 2019)

Preservice teachers' perceptions about the use of blended learning in a science education methods course - Yılmaz, Özkan; Malone, Kathy L (Smart Learning Environments, 2020)
The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.
Keywords: Blended learning; Data analysis; Education; Education--Teaching Methods And Curriculum; Elementary preservice teachers; Higher education; Learning; Learning environment; Science education; Science instruction; Science methods courses; Students; Teachers; Teaching methods; __:import:01; __:match:final; __:matched; __:study_id:2095728; __finaldtb

Preservice teachers' perceptions about the use of blended learning in a science education methods course - Yılmaz, Özkan; Malone, Kathy L. (Smart Learning Environments, 2020)

Reviewing the evidence on how teacher professional development affects student achievement - Yoon, Kwang Suk; Duncan, Teresa; Wen-yu Lee, Sylvia; Scarloss, Beth; Shapley, Kathy (Issues & Answers, 2007)
Keywords: C:United States

Understanding the Potential of Digital Interventions to Support English Language Learners in Rwanda - Yoon, Semee; Kim, Hyunju; Connor, Jacqueline (Global Engagement and Empowerment (IGEE) at Yonsei University; Enuma, Inc., 2018)

One step at a time: the effects of an early literacy text-messaging program for parents of preschoolers - York, Benjamin N.; Loeb, Susanna; Doss, Christopher (Journal of Human Resources, 2019)
Large systematic differences in young children’s home learning experiences have long-term economic consequences. Many parenting programs place significant demands on parents’ time and inundate parents with information. This study evaluates the effects of READY4K!, an eight-month-long text-messaging intervention for parents of preschoolers that targets the behavioral barriers to engaged parenting. We find that READY4K! increased parental involvement at home and school by 0.15 to 0.29 standard deviations, leading to child gains in early literacy of about 0.11 standard deviations. The results point to the salience of behavioral barriers to parenting and the potential for low-cost interventions to reduce these barriers.
Keywords: C93; D91; I21

Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes - Yoshikawa, Hirokazu; Snow, Catherine; Barata, Clara; Gomez, Celia; Leyva, Diana; Treviño, Ernesto; Weiland, Christina; Moreno, Lorenzo (Developmental Psychology, 2015)
We assessed impacts on classroom quality and on 5 child language and behavioral outcomes of a 2-year teacher professional-development program for publicly funded prekindergarten and kindergarten in Chile. This cluster-randomized trial included 64 schools (child N 1,876). The program incorporated workshops and in-classroom coaching. We found moderate to large positive impacts on observed emotional and instructional support as well as classroom organization in prekindergarten classrooms after 1 year of the program. After 2 years of the program, moderate positive impacts were observed on emotional support and classroom organization. No significant program impacts on child outcomes were detected at posttest (1 marginal effect, an increase in a composite of self-regulation and low problem behaviors, was observed). Professional development for preschool teachers in Chile can improve classroom quality. More intensive curricular approaches are needed for these improvements to translate into effects on children.

The social support networks stepping up in coronavirus-stricken China - You, Mi (openDemocracy, 2020)
Below the sweeping centralized measures, decentralized networks have provided relief to thousands.

COVID-19 could reverse two decades of progress: Emerging policy recommendations to support young people in developing countries - Young Lives (Young Lives, 2021)

Channeling Fisher: Randomization Tests and the Statistical Insignificance of Seemingly Significant Experimental Results* - Young, Alwyn (The Quarterly Journal of Economics, 2019)
I follow R. A. Fisher'sThe Design of Experiments (1935), using randomization statistical inference to test the null hypothesis of no treatment effects in a comprehensive sample of 53 experimental papers drawn from the journals of the American Economic Association. In the average paper, randomization tests of the significance of individual treatment effects find 13% to 22% fewer significant results than are found using authors’ methods. In joint tests of multiple treatment effects appearing together in tables, randomization tests yield 33% to 49% fewer statistically significant results than conventional tests. Bootstrap and jackknife methods support and confirm the randomization results.

Blended Learning in Universities in East Africa: Lessons from the PEBL Partnership - Young, John; Nzegwu, Dr Femi; Schaeffler, Dr Veronika; Khandoker, Fiona; Calamassi, Sara; Perris, Dr Kirk; George, Dr; Ikiara, Dr Lucy (2021)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

ROMA: a guide to policy engagement and influence - Young, John; Shaxson, Louise; Jones, Harry; Hearn, Simon; Datta, Ajoy; Cassidy, Caroline (Overseas Development Institute, 2014)
Excerpt "It is worth noting that ROMA draws heavily on the concepts underpinning Outcome Mapping (OM). Developed in the early 2000s, OM is an approach to fostering change that centres on understanding how different actors behave and how changing the behaviour of one actor fosters change in another (see Box 1). The context within which policy change happens is a complex one, happening with a range of different actors at different levels, as Chapter 1 outlines.

Effectiveness of a youth-led early childhood care and education programme in rural Pakistan: A cluster-randomised controlled trial - Yousafzai, Aisha K.; Rasheed, Muneera A.; Rizvi, Arjumand; Shaheen, Fariha; Ponguta, Liliana A.; Reyes, Chin R. (PLOS ONE, 2018)
Background The United Nation’s Sustainable Development Goals encompass lifelong learning from birth to youth to adulthood (Goal 4) and economic opportunities for young people (Goal 8). The targets include improving access to quality early childhood care and education (ECCE) as well as learning and training opportunities for adolescents and youth. Cross-generational models for young children and youth may offer opportunities to address the interconnections between goals and targets for the next generation. We investigated whether an ECCE programme for young children (3.5–6.5 years) delivered by female youth (18–24 years) in rural Pakistan would be effective on children’s school readiness. Methods In partnership with the National Commission for Human Development in Pakistan, we implemented the ‘Youth Leaders for Early Childhood Assuring Children are Prepared for School’ (LEAPS) programme to train female youth to deliver ECCE. The effectiveness of the LEAPS programme on children’s school readiness was evaluated in a cluster-randomised controlled trial. We randomly allocated five clusters (villages) to receive the intervention (n = 170 children) and five clusters to control (n = 170 children). Children’s school readiness was assessed after nine months of intervention exposure using the International Development and Early Learning Assessment tool. Analyses was by intention-to-treat. The trial is registered with ClinicalTrials.gov, number NCT02645162. Findings At endline, the intervention group had significantly higher school readiness scores (n = 166, mean percentage score 59.4, 95% CI 52.7 to 66.2) compared with the control group (n = 168, mean percentage score 45.5, 95% CI 38.8 to 52.3). The effect size (Cohen’s d) was 0.3. Conclusion Trained female youth delivered an ECCE programme that was effective in benefitting young children’s school readiness. The cross-generational model is a promising approach to support early child development; however, further evaluation of the model is needed to assess the specific benefits to youth including their skills and economic development.
Keywords: Caregivers; Child development; Children; Human learning; Pakistan; Schools; Supervisors; Teachers

The Political Economy of Data Protection - Yu, Peter K (2009)

Information and Communication Technology in Educational Policies in the Asian Region - Yuen, Allan; Hew, Khe (2018)
The chapter analyses the various policies towards ICT in primary and secondary education from the perspective of Asian region, where it is the world’s most diverse region, and the most heterogeneous, especially for integrating and sustaining ICT across several domains, including education. Using the Knowledge Ladder framework, this chapter explores firstly the rationale for the development of ICT policies in Asia in terms of four types of education models. Over the past decade, we can observe that the development of ICT policies in Asia are mixed. In certain nations, e.g., Lao PDR and Vietnam, the policy priority areas of basic education focused on poverty alleviation, improving ICT use by teachers and improving training in ICT for students. In other nations such as Malaysia, Singapore, Thailand, Hong Kong, Taiwan, China, Japan, Korea and India the policy priority areas supported knowledge deepening, knowledge acquisition or knowledge creation. This chapter shows that recent ICT policies in the Asian region have placed more emphasis on the development of students than of teachers. Other stakeholders such as parents are also included in the ICT policies in some Asian countries. From recent empirical research, we noted three main challenges: closing the digital divide, promoting the safe and responsible use of ICT, and measuring and evaluating ICT literacy skills. Finally, we also provide emerging perspectives for the development of ICT in education in Asia, namely alignment of local and international goals, student engagement in learning alongside social and leisure activities, and the context of Asian culture.
Keywords: ⛔ No INSPIRE recid found

Special education teachers’ perceptions toward online learning during the Covid-19 pandemic - Yunita, Vania Martha; Sunardi, Sunardi; Kristiyanto, Agus (JPI (Jurnal Pendidikan Indonesia), 2021)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Interventions for children with dyslexia: A review on current intervention methods - Yuzaidey, Nurul Anis Mohd; Din, Normah Che; Ahmad, Mahadir; Ibrahim, Norhayati; Razak, Rogayah A.; Harun, Dzalani (Med J Malaysia, 2018)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Parents’ perceptions of student academic motivation during the covid-19 lockdown: a cross-country comparison - Zaccoletti, Sonia; Camacho, Ana; Correia, Nadine; Aguiar, Cecília; Mason, Lucia; Alves, Rui A.; Daniel, João R. (Frontiers in Psychology, 2020)
The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents ( n Italy = 173, n Portugal = 394) reported on their children’s academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students’: (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students’ age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations.

Education continuity during the Coronavirus crisis: Pakistan - TeleSchool and Taleem Ghar (Educational TV at Home) - Zacharia, Sharon (World Bank, 2020)

Education Radio Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon (World Bank Group, 2020)

Education Radio Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon (World Bank Group, 2020)

Education Radio Knowledge Pack: With a Focus on Low-Resource Settings - Zacharia, Sharon (2020)
Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English)

Education Radio Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon (World Bank Group, 2020)

Education Radio Knowledge Pack: With a Focus on Low-Resource Settings - Zacharia, Sharon (2020)
Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English)

Television Education Knowledge Pack : With a Focus on Low-Resource Settings - Zacharia, Sharon; EdTech Team (World Bank Group, 2020)
Television Education Knowledge Pack : With a Focus on Low-Resource Settings (English)

A multivariate approach to predicting student outcomes in web-enabled blended learning courses - Zacharis, Nick. Z. (Internet and Higher Education, 2015)

The coronavirus effect on Pakistan’s digital divide - Zahra-Malik, Mehreen (BBC Worklife, 2020)
Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education?
Keywords: ___working_potential_duplicate

The coronavirus effect on Pakistan’s digital divide - Zahra-Malik, Mehreen; BBC (BBC Worklife, 2020)
Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education?
Keywords: ___working_potential_duplicate

Mode of tele-communication and software used by children with hearing impairment - Zahra, Arjamand; Khan, Sikander Ghayas; Butt, Ayesha Kamal; Noreen, Hafsa; Saeed, Muhammad Imtiaz; Iftikhar, Nayab (Biomedical Research, 2018)
Objective: The study is being conducted to find out mode of tele-communication and software used by children with hearing impairment. Methodology: This cross-sectional study was done at special education centers and schools in Lahore and Sheikhupura. Data was collected from children with hearing impairment by using a questionnaire of 11 items about the modes of tele-communication and software used by children with hearing impairment. Sample size was 362 which was calculated by using online sample size calculator. The population includes male and female children with mild, moderate, severe and profound hearing impairment studying in special education schools of Lahore and Sheikhupura. All these children use hearing aid and have congenital bilateral hearing loss. Results: This study shows that almost 80% population of children with hearing impairment know about computer and mobile. They also have awareness about the use of computer, Facebook, e-mail etc. In addition, 40 to 50% children with hearing impairment use Skype, Facebook and e-mail as a communication tool. Conclusion: The conclusion from this study is that most of the children use computer and mobile on daily basis in schools and homes for communication. Mild to moderate hearing loss children benefit from these devices between the ages of 10 to 20 y.

How solar mini-grids can bring cheap, green electricity to rural Africa - Zajicek, Charlie (odi.org, 2019)
Well-suited to small, remote communities, renewable energy mini-grids can be the most cost-effective option for rural electrification in Africa.

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

After COVID-19, let’s reimagine education in Kenya - Zaman, Maniza (2021)
Digital learning should be part of a basic package of essential services for every child

Dropout at primary and secondary level: a challenge to ensure rights to education for the Government of Bangladesh - Zaman, Md. Mostafa (Institute of Governance Studies (IGS), BRAC University, 2014)

'My Mother Does a Lot of Work': Women Balancing Paid and Unpaid Care Work in Tanzania - Zambelli, E; Roelen, Keetie; Hossain, Naomi; Chopra, Deepta; Musoke, Jenipher (The Institute of Development Studies and Partner Organisations, 2017)
Tanzanian women spend more time overall than men on unpaid care work activities, and less on cash-earning work. This report presents the findings of research conducted in Tanzania as part of the ‘Balancing unpaid care work and paid work: successes, challenges and lessons for women’s economic empowerment programmes and policies’ research project. In particular, it reflects the voices and experiences of women and their household members who live across four rural districts in the Tanga region. The study finds that women in the region shoulder the majority of unpaid care work responsibilities, and struggle to balance these with paid work. Women therefore suffer the drudgery and physical and psychosocial stress of juggling paid work with unpaid work. Reasons for this include: the persistence of gender norms about who should do care work; the lack of public services essential to both the care and paid economies; and the low incomes earned by both women and men in these impoverished communities. The study highlights that intervention is needed to support a rebalancing of unpaid care with paid work. This could be achieved through: improved working conditions and pay; provision of childcare; public water or fuel services; gender-sensitive infrastructural development; and efforts to address gender-unequal social norms and values that proscribe the redistribution of care.

Educational reform in Ghana: the leadership challenge - Zame, Martin Y.; Hope, Warren C.; Respress, Trinetia (International Journal of Educational Management, 2008)