Ministry of Education, Youth and Sport Cambodia - YouTube - Ministry of Education, Youth and Sport Cambodia

AEPAM Online Library - Ministry of Federal Education & Professional Training

Distance Learning in Pakistan Through Policy Intervention: National Distance Learning Framework. - Ministry of Federal Education & Professional Training

Equitable Access to Education for Children with Disabilities - Mishra, Anant (EdTechReview)
Assistive Technology (AT) broadly categorizes the physical tools that support children with disabilities. Assistive Technology devices range..

Frontier AI LLMs, assistants, agents, services - Mistral AI
The most powerful AI platform for enterprises. Customize, fine-tune, and deploy AI assistants, autonomous agents, and multimodal AI with open models.

Education in Emergencies: A Rapid Evidence Review - Mitchell, Joel; Ashlee, Amy; Clericetti, Giulia; Gladwell, Jessica; Torrance, Rebecca (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodoETH

Cost-Effective EdTech Paper 3 - Mitchell, Joel; D'Rozario, Jonny (EdTech Hub)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _comingsoon; _r:AddedByZotZen

Great buy or just low cost? Lessons on cost-effectiveness from messaging interventions in West Africa - Mitchell, Joel; Mukankusi, Aimée; D'Rozario, Jonny (EdTech Hub)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

How Sierra Leone is betting on data to fight the impact of climate change on schools - Momoh, Adamah; Atherton, Paul (Global Partnership for Education, 2022)
Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.

Movva - Movva

Mtabe – Just Ask Too. - Mtabe

Mtabe – Q&A SMS eLearning Platform - Mtabe

Developing multimedia enhanced content to upgrade subject content knowledge of secondary school teachers in Tanzania - Mtebe, Joel S; Kibga, Elia Y; Mwambela, Alfred A; Kissaka, Mussa M (Journal of Learning for Development, 2015)
The failure rates and lack of interest amongst students in science and mathematics in secondary schools in Tanzania is a serious problem. The Ministry of Education and Vocational Training (MoEVT) implemented a project to enhance and upgrade the pedagogical knowledge and subject content knowledge of teachers in selected difficult topics in science and mathematics in secondary education. This article reports on the process involved in the development of multimedia enhanced content that involved teachers, facilitators, and technical staff. The developed content was evaluated for its satisfaction using a sample of 72 experts that included teachers and instructors after using the content for 10 days. Generally, respondents were satisfied with the quality of the developed multimedia enhanced content. However, accuracy had a minimum percentage of users’ satisfaction with 37%. This shows that the majority of the content had spelling and grammatical errors that were supposed to have been corrected before producing the final product. Although this is ongoing work, we believe that the lessons learned from our efforts can be useful to similar organizations planning to develop multimedia enhanced content for educational purposes.
Keywords: ⛔ No DOI found

Using SMS mobile technology to assess the mastery of subject content knowledge of science and mathematics teachers of secondary schools in Tanzania - Mtebe, Joel S.; Kondoro, Aron; Kissaka, Mussa M.; Kibga, Elia (International Journal of Educational and Pedagogical Sciences, 2015)
Using SMS Mobile Technology to Assess the Mastery of Subject Content Knowledge of Science and Mathematics Teachers of Secondary Schools in Tanzania
Keywords: ⛔ No DOI found

A critical review of eLearning research trends in Tanzania - Mtebe, Joel S.; Raphael, Christina (Journal of Learning for Development, 2018)
This study investigated research trends on eLearning implementation in Tanzania from 2007 to 2017. A total of 74 articles from electronic databases, conference proceedings, and selected electronic journals were reviewed. Using content analysis, the study found that there is an increasing interest in eLearning research with the majority of studies conducted by researchers from three universities. Students was found to be the most studied population group while quantitative research design being the most preferred research design. It was also revealed that mobile and game based learning were the least investigated eLearning technologies despite the proliferation of mobile telephony in Tanzania. Internet access and lack of support were the most ranked challenges hindering eLearning implementation in Tanzania. This study will also help policy makers to promote further research in areas where the research gaps have been identified and find interventions to overcome barriers that hinder eLearning implementation in Tanzania.
Keywords: ⛔ No DOI found

Eliciting in-service teachers’ technological pedagogical content knowledge for 21st-century skills in Tanzania - Mtebe, Joel S; Raphael, Christina (Journal of Learning for Development, 2018)
The Tanzania Vision 2025 articulates the country's aspiration of becoming an industrialized and middle-income country by 2025. The education sector, which is the main driving force towards realizing this goal, is expected to bring about the right mix of high-quality skills for the rapid development of quality and adequate human resources. The kind of revolution needed is nevertheless impossible if teachers are not equipped with the necessary skills to bring in the desirable changes. This study adapted Technological Pedagogical Content Knowledge (TPACK) for 21st-Century skills to investigate teachers’ competence levels of 21st-Century skills using selfreported survey and classroom observations from a sample of 132 teachers in 20 schools in Pwani and Morogoro regions. The study found out that many teachers have moderate self-reported confidence in all TPACK elements with technology. Conversely, teachers self-reported confidence levels in content knowledge, pedagogical knowledge, and pedagogical content knowledge was found to be high. The findings from this study provides valuable insights on how teachers use ICT to prepare students for 21-Century skills capable of supporting the country’s efforts towards developing an industrial economy.
Keywords: ⛔ No DOI found

Determinants of Implementation of Public Sector Projects in Kenya: A Case of Laptop Project in Public Primary Schools in Kangundo Sub-County, Machakos County - Muinde, Samuel Mutisya
Keywords: ___working_potential_duplicate

Social Media Demographics - NapoleonCat. Stats
Facebook, Instagram, Linkedin and Messenger user demographics updated monthly for every country in the world.

Inicio - National Institute for the Deaf (Insor Educativo)

Population and Housing Census - National Institute of Statistics Rwanda

nawiripro | Karibu - Nawiripro

marginalised-girls - Naylor, Ruth; Gorgen, Kristine
Keywords: ⛔ No DOI found

Certificate of Secondary Education Examination (CSEE) Results - NECTA

Solutions To Learning Poverty - New Globe
Issuu is a digital publishing platform that makes it simple to publish magazines, catalogs, newspapers, books, and more online. Easily share your publications and get them in front of Issuu’s millions of monthly readers. Title: Solutions To Learning Poverty, Author: NewGlobe, Name: can_education_be_standardized_evidence_from_kenya, Length: undefined pages, Page: 1, Published: 2022-06-13

Mother tongue: A foundation for dreams - Nguyen, Hoang Anh; UNICEF Viet Nam; Cai, Doet Lao
Mother tongue – a foundation for dreams

Meta-Analysis of Gender Equity and Social Inclusion in Primary Education for Teachers in Tanzania: An Assessment of Current Status and Future Directions - Nkya, Henry

Launching the Development of an OER World Map: Phase II - North Rhine-Westphalian Library Service Centre (The William and Flora Hewlett Foundation)

Wiki Sign Dict: A Development of an Online Sharing Dictionary for Hearing Impaired. - Nuttaya, Iam-Khong; Surachai, Suksakulchai

O'Genius Panda - O'Genius Panda

Learning English Language by Radio in Primary Schools in Kenya - Odera, Florence Y
Radio is one of the most affordable educational technologies available for the use in education and development in developing countries. This article explores the use of school radio broadcast to assist teachers and pupils to learn and improve English language both written and spoken in Kenyan primary schools. English language occupies a central place in formal education in Kenya. It is one of the compulsory subjects in both primary (aged six to 13 years) and secondary education (aged 14 to 18 years). It is also a medium of instruction in upper primary from standard four to university education in Kenya. However, teaching and learning English remains one of the most difficult and taxing assignment to primary schoolteachers, because when children join class one they go to the classroom with pre-set language skills. They have developed skills in their vernacular which is the language of instruction in most of rural schools or Kiswahili in urban schools. Sometimes, they mix vernacular, Kiswahili and English and come up with another language called “Sheng”. This makes it very difficult for them to learn English language. Research from developed and developing countries indicates that the use of school radio programmes assist pupils and teachers to learn foreign language like English faster and help them to improve pronunciation of difficult words. School radio broadcast was introduced in Kenya in 1961. One of the reasons was to help improve the standard of spoken and written English language and set the standard for the spoken English in the country. Radio was chosen, because it is affordable and simple to maintain. Despite of the existence of the program in Kenya for many years, there has been an out cry over falling standard in English language evidenced by poor performance in national examinations. The purpose of this study was to find out if teachers in primary schools use broadcasts to schools radio programmes to assist them in teaching and learning the language. The study was based on a descriptive survey. The area of study was Kisumu district and saturated sampling technique was used to select a sample of participants. Data were collected by use of questionnaire for pupils and teachers, while semi-structured interview was used to collect information from head teachers. The main findings indicated that most teachers were not listening to the school radio broadcasts. Very few of them used radio lessons citing various problems, such as lack of resources, broadcast time tables and teachers guide notes, negative attitudes and large number of pupils in the class. Those, who listened to English radio lessons, valued them very much and noted how it has helped to improve the pupils spoken English and performance in Kenya certificate of primary education examination. In view of the findings, the paper recommends that head teachers should provide teachers with radio sets and support materials, encourage and assist them to use English radio lessons.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Data-driven innovation for growth and well-being - OECD
Data and research on e-commerce including measuring the information economy, internet economy outlook, open internet, openness, key ICT indicators, digital economy policy papers., Greater access and use of data creates a wide array of policy issues, such as privacy and consumer protection, open data access, skills and employment, and measurement to name a few. The OECD is undertaking extensive analysis on the role of data in promoting innovation, growth and well-being.

Data Governance, Privacy and Digital Security - OECD
Data and research on e-commerce including measuring the information economy, internet economy outlook, open internet, openness, key ICT indicators, digital economy policy papers., The global and interconnected digital environment offers a wide range of social and economic benefits and generates enormous potential by fostering innovation, productivity and new sources of growth. Data governance, privacy and digital security are key issues at the heart of OECD work on trust in the digital economy.

Viet Nam Teachers and teaching conditions, primary to upper secondary education - OECD (Education GPS)

OER Courseware, Research and Policies | OER Africa - OER Africa

OER Commons - OER Commons (OER Commons)

Creative Commons — Attribution-NonCommercial 3.0 Unported — CC BY-NC 3.0 - OER World Map

OER World Map - OER World Map

ICT education for girls provides the bandwidth for a more robust digital society | United Nations in Thailand - Okuda, Atsuko (United Nations Thailand)
Closing the gender gap in education outcomes has not translated into equal participation and representation in politics, the economy and society in Thailand.
Keywords: ⛔ No INSPIRE recid found

Open Learning Exchange | Moving from education to learning - OLE

http://www.oleghana.org/index.php - OLE Ghana

onebillion: one app that delivers reading, writing and numeracy - Onebillion

onebillion: one app that delivers reading, writing and numeracy - onebillion

onebillion: onecourse – one app for reading and numeracy - onebillion

Context and Appropriate Technology: The Unavoidable Partnership - Onguko, Brown (2012)
Keywords: ⛔ No DOI found

Open Data Commons: legal tools for open data - Open Knowledge Foundation

Ghana Reads - Open Learning Exchange

Open Learning Exchange: Moving from education to learning - Open Learning Exchange

Our Platform | Open Learning Exchange - Open Learning Exchange

OpenAlex: The open catalog to the global research system - OpenAlex
Keywords: _Added-ailr-2024

Taleemabad - Orenda Project

Innovative Research Methodologies: Participatory Ethnographic Evaluation Research (PEER). - Oyinloye, Bukola
This podcast is the third in a series commissioned by the Research Methodology in Education Special Interest Group to showcase the variety of methodologies and methods being undertaken by...

Home - P2PU

Is Technology the Panacea and are we using it? - Pakistan Institute of Development Economics

Introducing ICAN (International Common Assessment of Numeracy)- as a Global Learning Metric - PAL network

Nesta: The Collective Intelligent Design Playbook - Peach, Kathy; Berditchevskaia, Aleks; Bass, Theo (Nesta)

Miya Miya - Pedago

Taleem Ghar: An initiative by Government of the Punjab - PITB

Plan Ceibal - Plan Ceibal

The Ed-Tech Space Pakistan 2020 - Planet N

Video Pilot for TLC Facilitators: A research plan to support Teacher Learning Circle facilitators in Malawi's National Numeracy Programme through video modelling - Plaut, Daniel; Kanyoza, Charity (EdTech Hub)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Unlocking Learning: The Use of Education Technology to Support Disadvantaged Children’s Language Learning and Social Inclusion in Italy - Poleschuk, Svetlana; Dreesen, Thomas; D’Ippolito, Barbara; Lozano, Joaquin Carceles Martinez (UNICEF Innocenti - Global Office of Research and Foresight, 2023)

Unlocking Learning: The Use of Digital Learning to Support the Education and Inclusion of Refugees and Migrant Children in Bosnia and Herzegovina - Poleschuk, Svetlana; Soldo, Andrea; Dreesen, Thomas (UNICEF Innocenti - Global Office of Research and Foresight, 2023)
In Bosnia and Herzegovina, the number of refugees and migrants arriving in the country has increased from just a few dozen arrivals annually prior to 2017 to 95,000 between 2018 and 2022. This increase has put incredible strain on the country's education systems. This research presents critical findings on the implementation and effectiveness of the Akelius digital learning application in Bosnia and Herzegovina, which was introduced as a tool to support refugee and migrant children's English and German language learning. The findings demonstrate that using the digital application in a blended learning approach in classrooms was especially useful for personalizing learning and supporting children with diverse learning levels and needs. The report also explores the challenges faced, and good practices to tangibly improve the implementation of digital learning in classrooms.
Keywords: Access to Education; Barriers; Best Practices; Blended Learning; Computer Software; Elementary School Students; Elementary School Teachers; English (Second Language); Faculty Development; Foreign Countries; German; Handheld Devices; Immigrants; Individualized Instruction; Learning Activities; Learning Motivation; Outcomes of Education; Partnerships in Education; Pedagogical Content Knowledge; Program Effectiveness; Refugees; Second Language Instruction; Second Language Learning; Student Attitudes; Student Needs; Teacher Attitudes; Teaching Methods; Technological Literacy; Technology Integration

The Teachers’ Portal as a Tool for Teachers’ Professional Development in Bangladesh - Prime Minister's Office: Bangladesh (Access to Information Programme: Government of the People's Republic of Bangladesh; UNDP; USAID)

Principles for Digital Development - Principles for Digital Development (Principles for Digital Development)
Resources & Expertise for the Digital Principles
Keywords: ___working_potential_duplicate; ⛔ No INSPIRE recid found

Principles of Digital Developmeent - Design for Scale - Principles for Digital Development (Principles for Digital Development)
Achieving scale requires adoption beyond an initiatives pilot population and often necessitates securing funding or partners that take the initiative to new communities or regions.

Welcome To PEF Foundation Assisted Schools - Punjab Education Foundation

eLearn App for Android - Punjab IT Board (Download.com)
eLearn.Punjab is an Educational app for an official repository of digitized textbooks of Punjab. Each book has been augmented with Video Lectures,

Punjab School Monitoring - Punjab School Monitoring

Modelling Factors Influencing Digital Readiness: A Case of Teachers in Ghana’s Basic School System - Quaicoe, James Sunney; Pata, Kai (Springer International Publishing, 2015)
This study explored the factors involved in developing teachers’ digital readiness towards ICT integration in basic schools. A survey with teachers in the Western Ghana was carried out; a sample (N = 85) teachers from 17 schools selected from the urban, peri-urban and rural areas participated. We used Valsiner’s Zone of Free Movement (ZFM) and Zone of Promoted Action (ZPA) to model the factors in which teachers’ digital readiness is formed as the final level of Vygotsky’s Zone of Proximal Development (ZPD). In our hypothetical model, ZFM comprised factors related with surrounding ICT environment in schools, and teachers’ culturally defined predispositions related to ICT use and issues; ZPA an intervention-related factor projected teacher actions within ZFM to facilitate learning in the range of ZPD. The hypothesised model was evaluated with SEM-Path analysis – using regression analysis. The final path model indicated that the ZFM factors related with ICT environment in schools and the culturally defined predispositions related to ICT use; constrained the intervention-related ZPA factor that in turn has impact on teachers’ digital activities. In addition, ZFM factors directly influenced at what level of digital knowledge, -application, -skills and -confidence teachers arrived, and what their projections in using ICT were in the final stage of ZPD.
Keywords: ICT integration; Teacher digital readiness; ZFM; ZPA; ZPD

The Teachers’ Digital Literacy: Determining Digital Divide in Public Basic Schools in Ghana - Quaicoe, James Sunney; Pata, Kai (Springer International Publishing, 2015)
This study explored the role of the teacher’s digital literacy (TDL) among other schools’ digital culture (SDC) components in determining Digital Divide (DD) among Ghana’s basic schools. A paper-based survey was conducted with teachers and head-teachers from randomly sampled 17 basic schools in various locations in Ghana. The questionnaire was adopted from the Institute for Capacity Building – UNESCO and EU rubrics for measuring ICT in education; and explored nine Digital Culture components including TDL. Data were analysed using K-means Clustering, Correlation analysis, Discriminant analysis, and Independent-samples T-test. The schools were clustered based on SDC components into two DD groups; the principal influencing factors were Teachers’ digital literacy and ICT related policy documents. The school groups particularly differed based on whether they not only had the digital literacy competences, but also applied these competences in their teaching and professional development in schools. We argue that in spite of training for TDL, many schools still lack other digital culture components, and this may hinder them in applying ICT in their schools.
Keywords: Digital divide; Digital literacy; Information literacy; School digital culture; Teacher digital literacy

Home - Queen Rania Foundation

Rising Network Academies - RAN

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.

Teach, Learn, and Make with Raspberry Pi – Raspberry Pi - Raspberry Pi

Responsible Data for Children: Principles - RD4C (Responsible Data for Children)

Empowering emerging tech leaders - Re:Coded

REACH2025: Jordan’s Digital Economy Action Plan - REACH2025

Research Solutions Announces Acquisition of scite - Research Solutions
Research Solutions announces their acquisition of scite, a search and discovery platform leveraging AI to increase the discoverability and evaluation of research.

The Coaching Approach - Results for Development

Introducing Systems Approaches - Reynolds, Martin; Holwell, Sue
Keywords: ❓ Multiple DOI

Technology Acceptable Use Agreement - Ridgewood Public Schools (Ridgewood Public Schools)

Riiid - Riiid
Bring cutting-edge AI for democratization of quality education; Explore our AI solutions to get rid of “inefficiency,” “inconsistency,” and “inequality” in education.

Systems thinking | RISE Programme - RISE

Rising Academies - Rising Academies

Rising Academies - Rising Academies

Rising Academies - Rising On Air - Rising Academies (Rising Academies)

Rising Academies - Our Partners - Rising Academy Network (Rising Academies)

Rising Academies - Rising On Air - Rising Academy Network (Rising Academies)

Remote Learning During the Global School Lockdown: Multi-country lessons - Rodriguez, Maria; Cobo, Cristobal; Muñoz-Najar, Alberto; Sánchez Ciarrusta, Iñaki (World Bank Group)

Remote learning during the global school lockdown: multi-country lessons - Rodriguez, Maria; Cobo, Cristobal; Muñoz-Najar, Alberto; Sánchez Ciarrusta, Iñaki (World Bank Group)

Tangerine® – Mobile Learning Assessments Made Easy - RTI

Rumie Initiative - Rumie (Rumie Initiative)
Providing free learning for underserved communities

Rumie LearnCloud - Rumie
The World's Largest Repository of 100% Free Learning Content

Electrification Of Primary Schools - Rural Electrification and Renewable Energy Corporation

The 50 MW Garissa Solar Power Plant - Rural Electrification and Renewable Energy Corporation

Blockchain in schools and colleges - Rustagi, Nimish; Chakraborti, Anirban

Pakistan’s Award-winning Learning Apps for Kids - SABAQ

Free Videos & Tests, Grades K-12, Pakistan - Sabaq Foundation
Sabaq Foundation provides more than 14000 FREE video lectures and tests for grades K-12 Pakistani students. It was founded in 2012 as a non-profit Trust.

REPENSER L’ÉDUCATION ET LA PÉDAGOGIE DANS UNE PERSPECTIVE AFRICAINE - SAGAYAR, MOUSSA MOHAMED; AKKARI, ABDELJALIL; GANDOLFI, STEFANIA
Keywords: ⛔ No DOI found

Using System Dynamics to Model Student Interest in Science, Technology, Engineering, and Mathematics - Sanchez, H Alex; Wells, Brian; Attridge, Joanne M
This paper presents preliminary results of a Raytheon project that uses systems dynamics to understand the intricacies of the U.S. educational system and to assist in exploring the effects of policies and programs, with a goal of doubling the numbers of science, technology, engineering and mathematics (STEM) college graduates by 2015. Specifically, a system dynamics model has been developed, the initial version of which targets increasing the number of students both capable and interested in pursuing careers in STEM disciplines. A few scenarios have been analyzed that examine changes for improving student capabilities. Initial results provide insight into the value and viability of a few proposed policies and indicate that with continued research, model development, and analysis it will be possible to further assess proposed improvements in the U.S education system.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Developing and communicating your message - Save the Children; The Open University

Discover Scholarcy Features - Try it now! - Scholarcy (Scholarcy | The long-form article summariser)
Discover the innovative features of our cutting-edge tool designed to revolutionize the way students researcher study and summarize articles.

Sustainable Development Goal 4 (SDG 4) | Education within the 2030 Agenda for Sustainable Development - SDG-Education 2030 Steering Committee
Keywords: ___working_potential_duplicate; auto_merged

TVET Platform for SEA - SEA-VET

History of SEAMEO Members - SEAMEO

Data entry: towards the critical study of digital data and education - Selwyn, Neil (Learning, Media & Technology, 2015)
The generation and processing of data through digital technologies is an integral element of contemporary society, as reflected in recent debates over online data privacy, ‘Big Data’ and the rise of data mining and analytics in business, science and government. This paper outlines the significance of digital data within education, arguing for increased interest in the topic from educational researchers. Building on themes from the emerging sub-field of ‘digital sociology’, the paper outlines a number of ways in which digital data in education could be questioned along social lines. These include issues of data inequalities, the role of data in managerialist modes of organisation and control, the rise of so-called ‘dataveillance' and the reductionist nature of data-based representation. The paper concludes with a set of suggestions for future research and discussion, thus outlining the beginnings of a framework for the future critical study of digital data and education.

COMPRÉHENSION ÉCRITE... EN ROUTE VERS LE C1+ - Senprof Education

Ressources Numeriques - Senprof Education

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences - Shohel, M. Mahruf C.; Kirkwood, Adrian (Learning, Media and Technology, 2012)
The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts.
Keywords: Bangladesh; THEME: Curriculum and resources; THEME: Open systems; THEME: Teacher Professional Development; _Source:Intuitive; teachers’ professional development; teaching and learning; technology; technology-poor contexts; the

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences - Shohel, M. Mahruf C.; Kirkwood, Adrian (Learning, Media and Technology, 2012)
The increasing use of media and technologies for enhancing teaching and learning is an important current trend to overcome the challenges of schooling and teacher training in the changing world. Many countries in the Global South are trying to adopt technologies in their school and teacher training systems to achieve the UN Millennium Development Goals. Though some recent research shows impacts of using technologies for enhancing teaching and learning in technology-poor contexts, no research actually addresses the challenges and difficulties associated with using the technologies in those specific contexts. This article presents interview data derived from secondary schools teachers in Bangladesh, in a context beset with many difficulties associated with technology use. In a pilot project, Apple iPods were introduced in 2009 to explore the challenges and consequences of using technology in schools. The data reveal the implications for the teachers’ professional development when they used the iPod as a multimedia player to access educational resources made available to support teaching and learning. This article has also thrown some light on current debates about using technologies for enhancing teaching and learning in technology-poor contexts.
Keywords: Bangladesh; THEME: Curriculum and resources; THEME: Open systems; THEME: Teacher Professional Development; _Source:Intuitive; teachers’ professional development; teaching and learning; technology; technology-poor contexts; the

School-based teachers’ professional development through technology-enhanced learning in Bangladesh - Shohel, M.; Mahruf, C.; Banks, Frank (Teacher Development, 2012)

Teacher Monitoring Pilot - Sierra Leone Education Attendance Monitoring System (SLEAMS)
A pilot project to monitor teacher attendance aimed at achieving better education outcomes in Sierra Leone.

Introducing Smart Teaching and Learning (INSTAL) - Sindh Education Foundation, Government of Sindh
SEF|Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education.

About us - Siyavula

Our Work: Open Textbooks - Siyavula

Pricing | Siyavula - Siyavula

Teacher Monitoring Pilot - SLEAMS

Smart TXTBKS - Smart TXTBKS

SPARK schools - SPARK schools

Squirrel AI Home Page - Squirrel AI
Personalized learning for all students. The most advanced learning technology in the world is finally coming to a city near you.

PRISMA endorsers - Statement, PRISMA

Pakistan - StateUniversity.Com

About us - Storybooks Ghana - Storybooks Ghana

Storybooks Timor-Leste: Languages - Storybooks Timor-Leste

Suraad - Suraad

Mini-Grids Partnership - Sustainable Energy for All | SEforALL (Sustainable Energy for All | SEforALL)
The Mini-Grids Partnership is a consortium of over 320 like-minded mini-grid stakeholders interested in enhancing and complementing each other’s work through collaboration and coordination.

Swayam Prabha - Swayam Prabha
The SWAYAM PRABHA has been conceived as the project for using the(2) GSAT-15 transponders to run (34) DTH channels that would telecast high quality educational programmes on 24X7 basis.

Home - T-TEL - T-TEL

Learning Hub - T-TEL - T-TEL

Our Work - T-TEL - T-TEL

Welcome to Taleem Ghar - Taleem Ghar

Sierra Leone TCPD Sandbox Report - Tanweer, Rabia; Plaut, Daniel; McBurnie, Chris (EdTech Hub)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Teaching at the Right Level - strengthening foundational skills - Teaching at the Right Level Africa (Teaching at the Right Level)

TéléEcole | La 1ere Télé Educative au Sénégal - télé-école

Fiber Optics Lebanon - Telecommunications Regulatory Authority (Lebanon)

Welcome to TeleTaleem - TeleTaleem

TERNET - TERNET

OLCreate: TESS-India (Teacher Education through School-based Support) - TESS-India

About us | TESSA - TESSA

OLCreate: TESSA_GHA - TESSA - Ghana

8 Key Translation Technology Solutions - The Translation People
Create websites in different languages – CMS Translation Integration Plugins For companies looking to expand overseas, a localised website is one of the

ThinkZone India - ThinkZone

Rumie Build - Thomas, Jilson (Rumie Build)
Rumie Byte authoring application

COVID-19 and education systems in Tanzania: Brainstorming for a true ed-tech disruption? - Todd, Gemma (World Bank Blogs, 2020)
The world was already facing a ‘learning crisis’. The addition of school closures from the coronavirus (COVID-19) pandemic has brought on new challenges. We witnessed a big ‘technology rush’ with the government and education stakeholders exploring solutions.

COVID-19 and the education systems in Tanzania: Brainstorming for a true ed-tech disruption? (Part II) - Todd, Gemma (World Bank Blogs, 2020)
In Tanzania we have now opened all schools, colleges and universities, and we are hopefully going to stay in this post coronavirus (Covid-19) world. If we want technology to really revolutionize education the post Covid-19 world is a good time to make that happen.

Language data by country - Translators Without Borders (Translators without Borders)
LANGUAGE DATA BY COUNTRY 31 countries | 66 datasets | 90 maps

Language data for Nigeria - Translators Without Borders (Translators without Borders)
Open-source language data and maps about languages spoken in Nigeria can improve how we communicate with communities in crisis.

Language Data Initiative - Translators Without Borders

Tunapanda Institute - Tunapanda

Sauti za Wananchi - Twaweza.org

What is IVR (Interactive Voice Response)? - Twilio Docs
Interactive Voice Response (IVR) is an automated telephony system for callers using voice and touch-tones (DTMF). Also known as a phone tree.

Home - Ubongo Learning | African Children's Media & Edutainment - Ubongo

Toolkits Platform - Ubongo

UBONGO KIDS - Ubongo

Ubongo Learning - Ubongo (Ubongo)
Ubongo is Africa's leading children's edutainment and media company. As a non-profit social enterprise, Ubongo provides millions of families across Africa with fun, localised and multi-platform educational content that helps kids learn, and leverage their learning to change their lives.

Ubongo Kids - Ubongo Learning (Ubongo)
Ubongo Kids is our educational cartoon show that teaches 7 to 14-year-olds math, science & life skills through fun, animated stories & catchy, original songs. The show follows Kibena, Kiduchu, Koba, Baraka, Amani and their animal friends, as they go on adventures and solve problems in the fictional village of Kokotoa.

Learning from African classroom pedagogy to increase student engagement in education technologies - Uchidiuno, Judith; Yarzebinski, Evelyn; Keebler, Emily; Koedinger, Kenneth; Ogan, Amy (Association for Computing Machinery, 2019)
Tablet-based educational technologies provide a supplement to traditional classroom-based early literacy education, especially in regions with limited schooling resources. Prior work has probed how children generally interact with and learn from these technologies, however, there is limited research on student engagement with applications that utilize valuable input techniques such as automatic handwriting and speech recognition. In our study, we designed and field-tested early literacy speech and handwriting recognition applications with the primary aim of maximizing student engagement. We designed the applications based on prior research insights and classroom observations from our target population and field-tested the applications with 283 children living in rural Tanzania. We found that observing a small set of classrooms can produce design insights that increase engagement on tablet-based learning systems on a much larger scale. We also demonstrate the importance of domain familiarity in students' choice to persist through activities while learning with technology.
Keywords: early literacy; educational technologies; handwriting recognition; speech recognition; sub-saharan africa

The effectiveness of publicly vs. privately assigned group leaders among learners in rural villages in Tanzania - Uchidiuno, Judith; Yarzebinski, Evelyn; Vargas-Vite, Emilio; Koedinger, Ken; Ogan, Amy (International Society of the Learning Sciences (ISLS), 2019)
Keywords: ⛔ No DOI found

Country Fact Sheet | UN Women Data Hub - UN Women
Keywords: ⛔ No INSPIRE recid found

2019–2021 ICT Project Final Report - UNDP

Human Development Reports: Tanzania - UNDP

JP Malawi Girls' Education | MPTF Office - UNDP

(untitled) - UNESCO

Assessment for improved learning outcomes - UNESCO

Cumulative disadvantage; inter- and within-group inequalities | UNESCO Inclusive Policy Lab - UNESCO (UNESCO Inclusive Policy Lab)

Distance Learning - UNESCO

Education Sector Analysis - UNESCO

Educational Management Information System (EMIS) - UNESCO (Learning Portal)

Endline Study Report for Can't-Wait to Learn (CWTL) programme in Refugee Settlements in Uganda - UNESCO

Global Education Coalition facilitates free internet access for distance education in several countries - UNESCO (UNESCO, 2020)
Keywords: ___working_potential_duplicate

Module 3: Improving Education Management Information Systems (EMIS) - UNESCO

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

Technology | Education Profiles - UNESCO

Training materials in educational planning, administration and facilities, no. 1, 1982-no. 17, 1985 - UNESCO Digital Library - UNESCO

UIS Statistics - UNESCO

UNESCO Data for the Sustainable Development Goals: Bangladesh - UNESCO

UNESCO figures show two thirds of an academic year lost on average worldwide due to Covid-19 school closures - UNESCO (2021)

UNESCO targets teachers to improve distance and online learning in Zimbabwe - UNESCO (UNESCO, 2021)

World Inequality Database on Education (WIDE): Vietnam - UNESCO
The World Inequality Database on Education (WIDE) highlights the powerful influence of circumstances, such as wealth, gender, ethnicity and location, over which people have little control but which play an important role in shaping their opportunities for education and life.

Sierra Leone - UNESCO Institute for Statistics
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UIS Statistics - UNESCO Institute for Statistics
Keywords: ⛔ No INSPIRE recid found

United Republic of Tanzania - UNESCO Institute of Statistics

Libya: How to use KoBo for UNHCR - UNHCR

Accessible Digital Learning Portal - UNICEF (Accessible Digital Learning Portal)
Welcome The Accessible Digital Learning Portal is a hub for technology focused information, content, tools, products and resources that support disability inclusive education in remote and classroom settings. This site provides resources for the production, distribution and implementation of accessible digital content and tools in high and low-resource environments and provides solutions that address user […]

Can broadcast media foster equitable learning amid the COVID-19 pandemic? - UNICEF (Evidence for Action, 2020)
This post is the second in a series of articles focused on helping children continue to learn at home during the COVID-19 global pandemic, emphasizing the need for multiple remote learning platforms to meet the needs of all students.   As discussed in the first post in this series on the impact of the COVID-19 pandemic, school closures around the globe mean that remote learning is now the only option for more than 1.3 billion children across 177 countries. MICS6 data reveal that many of the world’s children do not have internet access at home, particularly among poorer households. In response,…

Data Must Speak - UNICEF
User-friendly data empower decision makers to improve education for all children.

Education: Access to education and marketable skills remains a challenge for children in Sierra Leone - UNICEF
UNICEF works with the Government to provide access to education and marketable skills for Out-Of-School Children in Sierra Leone

Education | UNICEF Lao People's Democratic Republic - UNICEF
Keywords: ⛔ No INSPIRE recid found

Gender equality | UNICEF Lao People's Democratic Republic - UNICEF
Harnessing girls' power, energy, and creativity for a better future for all
Keywords: ⛔ No INSPIRE recid found

Guidance: assessing and monitoring learning during the COVID-19 crisis - UNICEF (Humanitarian Response, 2020)
This guidance note aims to help UNICEF Education staff, Ministry officials and partners reflect on how to take account of learning through meaningful formative and summative assessment practices during the COVID-19 pandemic. It highlights general considerations and key actions that teachers, schools and Ministries of Education can undertake in the area of assessment to ensure the continuity of quality learning throughout the COVID-19 pandemic.

Khang Panya Lao - UNICEF

Khang Panya Lao – MoES Teaching and Learning Platform - UNICEF
MoES Teaching and Learning Platform
Keywords: ⛔ No INSPIRE recid found

Malawian youths offer solutions to COVID-19 challenges in their communities - UNICEF (UNICEF, 2020)

Our lives online: Use of social media by children and adolescents in East Asia - opportunities, risks and harms - UNICEF (UNICEF, 2020)

Political economy analyses in countries in Eastern and Southern Africa: Case study – Tanzania mainland political economy analysis - UNICEF (2017)

Quality, continuity for primary education - UNICEF (UNICEF)

Remote learning during COVID-19: Factsheet - UNICEF (UNICEF)

Right Teachers, Right Places: Improving foundational learning through stronger teacher deployment - UNICEF

Strengthening the System: Investing in Sierra Leone's primary-level teachers for a sustainable future - UNICEF

Tanzania: The impact of language policy and practice on children’s learning: Evidence from Eastern and Southern Africa - UNICEF (UNICEF, 2017)