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

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

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

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

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

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

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

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

Randomised Controlled Trial Protocol: Digital personalised learning to improve literacy and numeracy outcomes in Kenyan classrooms - Major, Louis; Daltry, Rebecca; Otieno, Mary; Otieno, Kevin; Zhao, Annette; Hinks, Jessica; Sun, Chen; Friedburg, Aidan (EdTech Hub, 2023)
This protocol provides a detailed overview of a cluster-randomised controlled trial (RCT) being undertaken in pre-primary schools in Kenya. The RCT seeks to rigorously investigate the impact of a classroom-integrated digital personalised learning (DPL) tool on early grade numeracy and literacy learning outcomes. The protocol is being disseminated prior to endline data analysis to promote transparency and a comprehensive understanding of the RCT approach and design. Keywords: digital personalised learning; DPL; Randomised controlled trial; RCT; research methodology; learning outcomes; Kenya An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

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

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

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

Rapid Assessment of Teleschool Initiative - Gallup Pakistan (2020)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Re:Coded (Re:Coded, 2020)

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

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

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

REACH2025: Jordan’s Digital Economy Action Plan - REACH2025

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

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

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

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

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

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

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

Read Foundation

Read Foundation (2020)

Reading and connecting: using social annotation in online classes - Zhu, Xinran; Chen, Bodong; Avadhanam, Rukmini Manasa; Shui, Hong; Zhang, Raymond Zhuo (Information and Learning Science, 2020)
Purpose: The COVID-19 pandemic has forced many instructors to rapidly shift to online/distance teaching. With a narrow preparation window, many instructors are at a loss of strategies that are both effective in responding to the crisis and compatible with their professional practices. One urgent need in classrooms at all levels is to support social reading of course materials. To fulfill this need, this paper aims to present a systematic literature review on using Web annotation in K-12 and higher education to provide practical and evidence-based recommendations for educators to incorporate social annotation in online teaching. Design/methodology/approach: This paper presents a systematic literature review of the use of Web annotation in formal education. The authors reviewed 39 articles that met the inclusion criteria and extracted the following information from each article: level of education, subject area, learning theory, learning activity design, Web annotation technology, research methods and learning outcomes. Studies were further analyzed and synthesized by the genre of learning activity design. Findings: The authors identified five types of social annotation activity design: processing domain-specific knowledge, supporting argumentation and inquiry, improving literacy skills, supporting instructor and peer assessment and connecting online learning spaces. In addition, the authors developed practical recommendations on setting pedagogical goals, selecting annotation tools, deciding instructor involvement and developing evaluation strategies. Originality/value: This study provides a timely response to online/distance teaching under the COVID-19 pandemic. It is a hope that these identified application areas, in combination with four practical recommendations, would provide pragmatic and evidence-based support for educators to engage learners in reading, learning and connecting.
Keywords: Collaborative learning; Collaborative reading; Online learning; Social annotation; Social reading; Web annotation

Reading as an Access to Mathematics Problem Solving on Multiple-Choice Tests for Sixth-Grade Students - Helwig, Robert; Rozek-tedesco, Marick A.; Tindal, Gerald; Heath, Bill; Almond, Patricia J. (The Journal of Educational Research, 1999)
The effect of providing middle school students with a video accommodation for a standardized mathematics test was examined. Two hundred forty-seven students were asked to solve 60 word problems. One half of the questions were presented in standard form, while the other half were read by an actor on a video monitor. Students were grouped according to mathematics and reading ability. A test accommodation effect was found for students possessing below-average mathematics skills. The problems were identified as having relatively high reading difficulty according to word count, number of verbs, and word familiarity. Students with above-average mathematics proficiency but low reading skill performed better when the questions were presented in video format. This accommodation may be useful on specific test items for students with certain reading deficiencies.

Reading Audrey Watters: A reflection on personalised learning via education technology through a decolonial lens - Sarwar, Moizza Binat (EdTech Hub, 2022)
At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions.

Reading in the mobile era - West, Mark; Chew, H.E (UNESCO, 2014)

Reading in the mobile era: a study of mobile reading in developing countries - West, Mark; Chew, Han Ei (UNESCO, 2014)

Reading Learning Material | USAID-funded Pakistan Reading Project - USAID

Reading Learning Material | USAID-funded Pakistan Reading Project - USAID (2020)

Reading Skill Transfer across Languages: Outcomes from Longitudinal Bilingual Randomized Control Trials in Kenya and Haiti. - Piper, Benjamin; Bulat, Jennae; Johnston, Andrew (Society for Research on Educational Effectiveness, 2015)
Keywords: ⛔ No DOI found

Reading with iPads–the difference makes a difference - Sheppard, Dale (Education Today, 2011)

Ready to Learn: Before School, in School, and beyond School in South Asia - Béteille, Tara; Tognatta, Namrata; Riboud, Michelle; Nomura, Shinsaku; Ghorpade, Yashodhan (World Bank Publications, 2020)
Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6-11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skill-improving opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by non-state actors, private nonprofit and for-profit entities, in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy.
Keywords: 21st Century Skills; Access to Education; Administrator Role; Barriers; Child Development; Child Health; Early Childhood Education; Educational Attainment; Educational Equity (Finance); Educational Finance; Educational Policy; Educational Quality; Elementary Secondary Education; Equal Education; Faculty Development; Foreign Countries; Gender Bias; Global Approach; Governance; Government Role; Higher Education; Inservice Teacher Education; Job Skills; Nutrition; Parenting Skills; Preschool Education; Preservice Teacher Education; Principals; Private Schools; Public Education; Public Policy; Readiness; Skill Development; Teacher Competencies; Teacher Qualifications; Teacher Salaries; Technology Integration; Technology Uses in Education

Ready4K - ParentPowered (2020)

Real girls, real lives, connected - Girl Effect; Vodafone Foundation (2018)

Real girls, real lives, connected: A global study of girls’ access and usage of mobile, told through 3000 voices. - Vodafone Foundation (Vodafone Foundation, 2018)

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

Realising Affordable Internet in Bangladesh: A Case Study - Shadrach, B. (Alliance for Affordable Internet A4AI, 2016)

Realising IT potential, unleashing learning power: A holistic approach - Hong Kong Education Bureau (2015)

Realising the potential of technology in education: A strategy for education providers and the technology industry - DfE (Department for Education) (Department for Education, 2019)

Realization School learning - Queen Rania Foundation (Edraak, 2020)
Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF).

Realizing capabilities in Ethiopia: maximizing early childhood investment for impact and equity - Dowd, Amy Jo; Borisova, Ivelina; Amente, Ali; Yenew, Alene (Journal of Human Development and Capabilities, 2016)

Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere - World Bank (World Bank, 2020)
Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere (English)

Realizing the promise: How can education technology improve learning for all? (Brookings, 2020)
This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.

Realizing the Promise: How can education technology improve learning for all? - Ganimian, Alejandro; Vegas, Emiliana; Hess, Frederick (Brookings Institute, 2020)

Reasons behind dropping out of slum children from non-formal school in Dhaka - Smita, Marzia Khatan; Rabbi, Md Fajlay; Mohammad, Shoeab (Jurnal Iqra' : Kajian Ilmu Pendidikan, 2020)
In South Asia, numerous slum children were deprived of education upon several socio-economic grounds, and many children still dropout of non-formal schools despite receiving free non-formal education. This study aims to explore the reasons for dropping out of non-formal schools and the socio-demographic situation of slum children in Dhaka City. Fifty non-formal dropout slum children were selected conveniently as participants employing a mixed research design. A semi-structured schedule of questionnaire and interview was used as instruments for collecting data. Both qualitative and quantitative data were collected simultaneously to explore the slum children's dropout situation. Twelve reasons of their dropout have been reported. In addition to explaining the reasons for their dropping out, two frameworks were presented in detail. Most slum non-formal students dropped out of their schools for the pulling out factors and reasons related to household. Recommendations for reducing slum children's school dropout and persuasive strategies for future work in this field have been addressed. Keywords: Non-formal School, Dropout, Slum Children, Non-formal Education.
Keywords: Dropout; Non-formal Education; Non-formal School; Slum Children

Recent advances in research on the ecology of human development - Bronfenbrenner, Urie (Development as action in context, 1986)

Reciprocity among Farmers in Farming System Research: Application of Social Network Analysis - Jana, Rabindranath; Bandyopadhyay, Suraj; Choudhuri, Anil K. (Journal of Human Ecology, 2013)
In course of agricultural activities, farmers interact among themselves to fulfill different kinds of needs, such as getting advice regarding cultivation, obtaining appropriate seeds and plants, getting tools and implements, etc. On the basis of data to whom a farmer sends requests for such help and whether the farmer receives the required help, one can build a social network of help, whether simple or weighted, in agricultural production. The paper intends to study variation in measures of reciprocity among the farmers of the two villages in respect of different activities for agricultural production. For the study, two villages Madhya-Uttar and Astabari consisting of 88 and 79 households respectively were selected from unirrigated, rainfed area in the south-eastern region of the district of East Medinipur of West Bengal. To collect the required data, open-ended check lists were employed. A standardized graph theoretic measure (s3-measure) of reciprocity was applied to carry out social network analysis. In both the villages, values of reciprocity measures for seeds/plants and tools/implements exchange were more than that for advice giving; the measure for the network of agricultural activities as a whole was also greater than the network for social aspects. In case of all networks, values of s3-measure for the village Madhya-Uttar were much higher than Astabari. It indicates that the farming households of a network having greater value of s3-measure are more inter-dependent among themselves in agricultural production.
Keywords: In-degree; Out-degree; Reciprocal Pair; Simple and Weighted Social Networks; s3-measure

Recommendation 7: Use ICT to provide access to content, professional development and professional learning communities - Lawrie, J.; Hennessy, Sara; Haßler, Björn; Phalachandra; Lawrie, J. (Where it's needed most: Quality professional development for all teachers, 2015)
Keywords: C:Fragile contexts; dode_eth-src-dode; dode_eth-trf2-dode

Recommendations report for technology and CPD for secondary school leaders and teachers in Sierra Leone - Lurvink, Anne-Fleur; Haßler, Björn (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Reconstructing education in post-conflict Sierra Leone - Pai, Grace (Security, Education and Development in Contemporary Africa, 2016)

Recontextualization of learner-centred pedagogy in Rwanda: A comparative analysis of primary and secondary schools. - van de Kuilen, Hester; Altinyelken, Hulya Kosar; Voogt, Joke M.; Nzabalirwa, Wenceslas (Compare: A Journal of Comparative and International Education, 2020)
Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school teachers define, perceive and recontextualize LCP. The study is based on interviews and classroom observations of 12 effective primary and 12 effective secondary teachers working in eight well-performing schools; the analysis draws on Schweisfurth’s minimum standards for LCP. This Rwandan case reveals that the majority of primary and secondary teachers stimulated open and respectful classroom interactions. However, recontextualization of constructivism differed substantially between the two groups. Furthermore, the findings highlight the importance of more research into the dynamics between the various standards for LCP, and the interaction of these standards with contextual factors.
Keywords: Learner-centred pedagogy; education reform; recontextualization; rwanda; teachers

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Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf

Recovering from school closures in Sierra Leone: Status of pupil learning outcomes in junior and senior secondary schools - Leh Wi Lan (2021)

Recovery of Learning Loss Created Due to COVID-19 Crisis: Analysis of Bangla Learning Outcomes and Identification of Content - NAPE; Room to Read (2020)

RECOVR Ghana: Tracking the Effects of the COVID-19 Pandemic. Innovations for Poverty Action. - Innovations for Poverty Action (Poverty Action, 2020)

RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic - Warren, Shana; Parkerson, Doug; Collins, Elliott (Innovations for Poverty Action, 2020)

Recruitment and Retention of Public Sector Teachers in Ghana: A Discrete Choice Experiment - Gad, B. K. (University of Ghana, 2015)
The shortage of public sector teachers in rural areas is one of the main challenges facing policy makers in the education sector, in both developing and developed countries. This study sought to analyze the preferences of teachers, and how they would respond to alternative incentives associated with working in a rural location. Discrete Choice Experiment (DCE) which is rooted in Random Utility Theory (RUT) was used to capture the responses of 120 teacher trainees in Berekum College of Education. However, the full and the subgroup models were generated using the binary probit in STATA (Version 11.0). Marginal effect was also estimated. The magnitude of estimates from both the probit model and the marginal effects indicate that, for rural area posting, teachers in the public sector generally prefer and place higher priority on incentive packages such as granting of study leave with pay, provision of housing and promotion after three years of work. This was generally supported by the subgroup analysis. Also, the levels of salary will be traded off for non-financial incentive packages. It is recommended that in order to desist from force recruitment and the problem of mitigating geographical imbalances of public sector teachers, policy makers in the education sector should adopt a strategy by granting of study leave with pay, provision of housing and promotion after three years of teaching in rural areas

Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone - Barnett, Sarah; van Dijk, Jetske; Swaray, Abdulai; Amara, Tamba; Young, Patricia (BMJ, 2018)
Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone

Redesigning local games to stimulate pupils’ interest in learning numeracy in Tanzania - Godfrey, Zitto; Mtebe, Joel (International Journal of Education and Development Using Information and Communication Technology, 2018)
The lack of interest and negative attitude in learning mathematics have been described as one of the causes for the continue poor performance of the subject in primary schools and beyond in Tanzania. Despite several government’s efforts to improve pass rate of mathematics, the use of digital games has not been well adopted. This study redesigned local games played by Tanzanian children all over the country into digital games for the aim of stimulating interest of pupils in learning numeracy skills. Three games: Ruka Kamba, Manati, and Kombolela were developed using eXtreme Programming practices and elements of game design for learning proposed by Plass et al. (2015). The developed games were piloted at Mlimani primary school with 111 pupils using direct observation and questionnaire, and 12 teachers using focus group interviews. The study found that the majority of children indicated that developed games are enjoyable, fun, and easy to play. Nonetheless, some few usability problems were identified during observation and are discussed. Similarly, teachers indicated that the developed games were pedagogical effective having content and skills necessary for improving numeracy skills both for self-learning and in the classroom. This study has demonstrated that local games can be redesigned into digital form and be used for stimulating interest of pupils in learning numeracy skills in developing countries.
Keywords: ⛔ No DOI found

Redesigning the design: a review of education technology interventions in Pakistan - Waqar, Yasira; Bokhari, Tahira Batool (Pan-Commonwealth Forum 9 (PCF9), 2019)
Keywords: ⛔ No DOI found

Redirecting

Redistribution or recognition? A Political-Philosophical Exchange? - Fraser, Nancy; Honneth, Axel (Verso)

Reducing distance through online international collaboration - Schreiber, Brooke R.; Jansz, Mihiri (ELT Journal, 2020)
Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.
Keywords: Asynchronous Communication; Computer Mediated Communication; DISTANCE education; Distance Education; ENGLISH as a foreign language; ENGLISH language education; ERIC, Current Index to Journals in Education (CIJE); Educational Benefits; Educational Cooperation; English (Second Language); Feedback (Response); Foreign Countries; Group Discussion; Higher Education; IN-service training of teachers; Inservice Teacher Education; International Cooperation; LEARNING; Language Variation; Masters Programs; New York (New York); Online Courses; Peer Groups; Postsecondary Education; Program Descriptions; Second Language Instruction; Second Language Learning; Sri Lanka; TEACHER education; Teacher Education Programs; Teaching Methods; __:import:01; __:match:final; __:matched; __:study_id:2099817; __finaldtb

Reducing distance through online international collaboration - Schreiber, Brooke R.; Jansz, Mihiri (ELT Journal, 2020)
Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.
Keywords: Asynchronous Communication; Computer Mediated Communication; DISTANCE education; Distance Education; ENGLISH as a foreign language; ENGLISH language education; ERIC, Current Index to Journals in Education (CIJE); Educational Benefits; Educational Cooperation; English (Second Language); Feedback (Response); Foreign Countries; Group Discussion; Higher Education; IN-service training of teachers; Inservice Teacher Education; International Cooperation; LEARNING; Language Variation; Masters Programs; New York (New York); Online Courses; Peer Groups; Postsecondary Education; Program Descriptions; Second Language Instruction; Second Language Learning; Sri Lanka; TEACHER education; Teacher Education Programs; Teaching Methods; __:import:01; __:match:final; __:matched; __:study_id:2099817; __finaldtb

Reducing distance through online international collaboration - Schreiber, Brooke R; Jansz, Mihiri (ELT Journal, 2020)
Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.

Reducing distance through online international collaboration - Schreiber, Brooke R; Jansz, Mihiri (ELT Journal, 2020)
Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations.

Reducing parent-school information gaps and improving education outcomes: Evidence from high frequency text messaging in Chile - Berlinski, S; Busso, M; Dinkelman, T; Martinez, C (2016)
Keywords: ___working_potential_duplicate

Reducing student absences at scale by targeting parents’ misbeliefs - Rogers, Todd; Feller, Avi (Nature Human Behaviour, 2018)

Reexamining technology’s role in learner-centered professional development - Polly, Drew; Hannafin, Michael J. (Educational Technology Research and Development, 2010)
The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice.

Reexamining technology’s role in learner-centered professional development - Polly, Drew; Hannafin, Michael J. (Educational Technology Research and Development, 2010)
The American Psychological Association’s Learner-Centered Principles provide empirically-based approaches to improving teaching and learning. However, in order to facilitate learner-centered, technology-rich instruction to K-12 students, teachers must be afforded opportunities to develop key understandings and skills, rarely evident in most professional development programs. In this paper, we synthesize empirically-based studies and recommendations for teacher learning and propose a learner-centered professional development (LCPD) framework to guide both professional development and empirical work on teacher learning. We describe LCPD components, discuss ways that technology can support LCPD, and highlight implications for research and practice.

Reexamining the impact of self-determination theory on learning outcomes in the online learning environment - Hsu, Hui-Ching Kayla; Wang, Cong Vivi; Levesque-Bristol, Chantal (Education and information technologies, 2019)

Ref 2019: Panel Criteria and Working Methods - REF (2019)

Reference collection - Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Reflections on finding French digital education resources - Masrour, Vahid (EdTech Hub, 2020)
Photo credit: SIL Cameroon Read in French In October, EdTech Hub and Learning Equality put out a call to find French educational resources with the aim of making these resources more accessible to Francophone learners not connected to the internet. This post by Vahid Masrour, Learning Equality’s Curriculum Operations Specialist, highlights observations and recommendations from this process. He shares further…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Reflections on technology, teaching, learning, and professional development: Findings from a teacher survey in Tanzania - Koomar, Saalim; Hennessy, Sara; Zubairi, Asma; Kindoli, Robert; Kreimeia, Adam (African Educational Research Journal, 2022)
This paper presents findings from a survey of 774 government school teachers across Tanzania over the period 2020-2021. The aims were to capture teachers' recent experiences concerning (1) access and use of technology; (2) any student learning losses observed, and teachers' recommendations to address lost learning; and (3) experiences and needs concerning teacher professional development (TPD). Key findings were (1) forty percent of teachers reported that their school lacked access to any form of technological device, with almost half stating they never used digital technologies for teaching and learning purposes. (2) Almost half of the teachers perceived that girls' learning suffered more than boys, and more than 60% of teachers believed learners from the financially poorest households suffered the greatest learning losses. (3) Teachers in Tanzania engaged in very little TPD and wanted increased support. The key differences across teacher groups were further examined by demographic factors, with notable differences apparent between urban and rural teachers, teachers with different levels of experience and different qualification levels. Recommendations are presented to stakeholders across the education ecosystem, including policymakers, school leaders, TPD designers, teachers, and researchers. The findings inform a national technology-mediated TPD programme in Tanzania.
Keywords: Access to Computers; Elementary School Teachers; Faculty Development; Foreign Countries; Gender Differences; Learning Processes; Pedagogical Content Knowledge; Poverty; Public School Teachers; Rural Urban Differences; Secondary School Teachers; Social Differences; Teacher Attitudes; Teacher Characteristics; Teacher Qualifications; Teacher Surveys; Teaching Experience; Teaching Methods; Technological Literacy; Technology Integration; Technology Uses in Education; _r:AddedByZotZen

Reflective Teacher Supervision Through Videos of Classroom Teaching - Kaneko-Marques, Sandra Mari (PROFILE Issues in Teachers' Professional Development, 2015)
The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.

Reflective teacher supervision through videos of classroom teaching (supervisión colaborativa docente a través de clases grabadas en video) - Kaneko-Marques, Sandra Mari (PROFILE: Issues in Teachers' Professional Development, 2015)
The main objective of this paper is to briefly present roles of different teacher supervisors according to distinct models, highlighting the importance of collaborative dialogues supported by video recordings. This paper will present results from a qualitative study of an English as a foreign language teacher education course in Brazil. The results indicated that collaborative supervision was an efficient tool to address adversities within educational contexts and that student teachers who observed their pedagogical actions through videos became more reflective and self-evaluative, as they provided a deeper analysis regarding their practice. With collaborative supervision, teacher candidates can be encouraged to recognize and understand the complexities of language learning and teaching both locally and globally.
Keywords: Brazil; Cooperation; ERIC, Current Index to Journals in Education (CIJE); English (Second Language); English Teachers; Foreign Countries; Higher Education; Observation; Postsecondary Education; Preservice Teacher Education; Qualitative Research; Questionnaires; Reflective Teaching; Second Language Instruction; Self Evaluation (Individuals); Student Teachers; Teacher Supervision; Video Technology; __:import:01; __:match:final; __:matched; __:study_id:2098468; __finaldtb

Reform Policy to Boost Kenya’s Mobile Connectivity Says GSMA - GSMA (2020)
48 Per Cent of the Population of Kenya Remains Unconnected to Mobile Networks   Nairobi: Kenya is making excellent progress to achieve its target of universal broadband coverage by 2030 and there is an opportunity for the government to accelerate the country’s digital transformation with more supportive policies. This was the key finding of a […]

Reform Secretariat at the Ministry of Education - Ministry of Education, Ghana, Reform Secretariat (2019)
A Reform Secretariat has been formed at the Ministry of Education to ensure that all the agencies and bodies directly...

Reforming teacher education in Nigeria: Laying a foundation for the future - Barnes, Adrienne E.; Boyle, Helen; Zuilkowski, Stephanie Simmons; Bello, Zaliha Nasiruddeen (Teaching and Teacher Education, 2019)
Teacher educators in Nigeria receive limited professional development, particularly regarding the instruction of early grade reading skills. As part of the USAID-funded Northern Education Initiative Plus project, Florida State University faculty provided intensive teacher educator professional development to staff at four Teacher Education Institutions in northern Nigeria. Positive impacts on teacher educator knowledge, skills, and attitudes were observed related to content and pedagogical knowledge, use of participatory teaching and learning activities in the college classrooms, and improvement in student teacher engagement and learning. Continued success of the implemented model for training will be dependent upon national adoption and scale up.

Reframing the policy discourse: A comparative analysis of teacher preparation for rural and remote education in Australia, South Africa and Mexico - Ledger, Susan; Masinire, Alfred; Díaz, Miguel Angel; Burgess, Madeline (education policy analysis archives, 2021)
The Organisation for Economic Cooperation and Development (OECD) has highlighted a ‘vicious cycle of decline’ in rural, regional and remote (RRR) regions, with significant inequalities in educational outcomes between rural and urban areas. However, interventions have not resulted in transformative or lasting improvements to education in rural contexts. This paper presents a cross-comparative country analysis of current global policy on RRR education. We used a policy analysis framework to interrogate national policy texts concerning teacher education for RRR contexts in three countries - Australia, South Africa and Mexico. A rigorous selection process of the literature yielded 17 key policy texts, which were examined for the influences, practices, language and outcomes relating to teacher education preparation for RRR locales. Findings highlighted a legacy of historical influences and a metrocentric bias in policy texts, with limited examples of assets-based education. We argue that these factors may be perpetuating the significant and persistent disadvantage in RRR education. We recommend an alternative policy discourse that recognises the productivities and potentialities of an assets-based approach within the local context, where school leaders and teachers are positioned as central change agents in RRR education.

Refuerzo escolar para niños pobres: ¿funciona? - Contreras, Dante; Herrera, Rodrigo (El trimestre económico, 2007)

Refugee Education: A Rapid Evidence Review - Ashlee, Amy; Clericetti, Giulia; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient.
Keywords: L:Refugees and migrants; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _P:Evidence review VCMFM9ZD; _cover:v3; _zenodo:submitted; _zenodoETH

Refugee Education: is technology the solution? - Wagner, E
Keywords: RER theme_pedagogies and modalities

Refugee education: The crossroads of globalization - Dryden-Peterson, Sarah (Educational Researcher, 2016)
In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that educ...
Keywords: AA - to delete; Edtech hub/ refugees education

Regional Bureau for West & Central Africa Education Newsletter - Lauren UNHCR (2020)
Keywords: ⛔ No DOI found

Regional Communications Infrastructure Program (RCIP) Malawi - Global Infrastructure Hub (2021)
Only one in ten people in Malawi have access to information and communications technology (as of 2016). This is due to the high cost and complexity of developing the infrastructure and end-user service offering. However, the government plans to improve access to, and the affordability of, broadband connections. It is initiating projects to reach out to the most disadvantaged groups in society.

Regional overview: Latin America and the Caribbean - UNESCO (2010)

Registration for the Online Design Studio for second semester courses (Google Docs)
Please complete the form below to register for the CILT design studio sessions. With the adjusted academic calendar, term 3 (3 Aug - 25 September, with 8 weeks of teaching), will also be delivered remotely. Since the exact date for the return to campus based teaching for everyone is not yet confirmed, designing a blended model for the entire semester (which runs from August until November) will allow maximum flexibility. The challenges faced in the unplanned term 2 emergency remote teaching included developing online course content, engaging with students, developing tutorial-like activities and designing assessments. We are inviting you to join the CILT self-paced course aimed at helping you to modify semester 2 courses for remote conditions. The self paced course provides four rapid design sessions (approximately 3-4 hours per session). Hosted on a Vula site, the course offer practical steps in course design: Session 1: Approaches to remote teaching Session 2: Focus on student learning Session 3: Detailed module design Session 4: Assessment design

Regression to the mean: treatment effect without the intervention - Morton, Veronica; Torgerson, David J. (Journal of Evaluation in Clinical Practice, 2005)

Reimaginar la educación y el desarrollo de habilidades para niños, niñas y adolescentes - UNICEF (2021)
Invertir en niños, niñas y adolescentes a medida que construimos una futura y mejor normalidad en América Latina y el Caribe

Reimagine Education and Skills Development for Children and Adolescents in Latin America and the Caribbean - UNICEF (2020)

Reimagine Education – Summary Case for Investment - UNICEF (2020)

Reimagining accountability in K–12 education - Gill, Brian P.; Lerner, Jennifer S.; Meosky, Paul (Behavioral Science & Policy, 2016)
Since the passage of the No Child Left Behind Act (NCLB) in 2002, American policymakers have relied primarily on outcome-based accountability in the form of high-stakes testing to improve public school performance. With NCLB supplanted in 2015 by the Every Student Succeeds Act—which gives states far greater discretion in the design of accountability systems—the time is ripe for policymakers to consider extensive behavioral science literature that shows outcome-based accountability is only one of multiple forms of accountability, each invoking distinct motivational mechanisms. We review rule-based, market-based, and professional accountability alongside outcome-based accountability, using evidence from the laboratory and the field to describe how each can produce favorable or unfavorable effects. We conclude that policymakers should (a) make greater use of professional accountability, which has historically been underutilized in education; (b) use transparency to promote professional accountability; and (c) use multiple, complementary forms of accountability, creating a complete system that encourages and supports the continuous improvement of educational practice.
Keywords: ___working_potential_duplicate

Reimagining digital literacies from a feminist perspective in a postcolonial context - Bali, Maha (Media and Communication, 2019)

Reimagining Education for Continuous Learning and Teaching - Sengeh, Hon Minister David Moinina; Team, MBSSE Delivery; Team, Hon Minister David Moinina Sengeh and MBSSE Delivery (EdTech Hub, 2021)
EdTech Hub has partnered with the Ministry of Basic and Senior Secondary Education in Sierra Leone to increase the use of evidence in decisions around EdTech. Click to read more.

Reimagining Girls' Education - UNICEF (2021)
Solutions to Keep Girls Learning in Emergencies

Reimagining Girls' Education: Solutions to Keep Girls Learning in Emergencies - Guglielmi, Silvia; Jones, Nicola; Nicolai, Susan; Pereznieto, Paola; Plank, Georgia; Vu, Nhung; Sanchez-Tapia, Ingrid; Mackintosh, Alasdair (UNICEF, 2021)

Reimagining Human Connections : Technology and Innovation in Education at the World Bank - Hawkins, Robert; Trucano, Michael; Cobo, Cristóbal; Twinomugisha, Alex; Ciarrusta, Iñaki Sánchez (World Bank, 2020)
Keywords: ⛔ No DOI found

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

Reimagining Teacher Continuous Professional Development: Evidence from a Blended Approach in Senegal - Proudfoot, Diane; Pflepsen, Alison; Swift-Morgan, Jennifer; Niang, Ablaye (Chemonics International, 2022)

Reimagining Teacher Professional Development for Scalable, Sustainable and Equitable Outcomes - Using EdTech Research Evidence - Hennessy, Sara; Koomar, Saalim (Asian Development Bank 9th International Skills Forum: Reimagining Education and Skills Development for a New Normal, 2021)

Relationship between Teacher - Educator Characteristics and the Integration of Information and Communication Technologies in Teaching and Learning in Teacher Education Institutions in Kenya - Chemwei, B.; Kiboss, J.; Njag, Kageni (undefined, 2016)
It is a government policy that all institutions of learning in Kenya, across the curricula embrace Information Communication Technology (ICT) as the world moves towards knowledge based economy. The evidence in literature reveals positive effects of information and communication technology in instruction. But teachers have a challenging task in integrating the tools of ICT in teaching especially those teacher educators not quite exposed to technology. This is because so many factors influence ICT integration. In this paper, we explore the the relationship between teacher-educators’ age, gender, level of education, and teaching experience and the integration level of ICTs in teaching in primary teacher training colleges in Kenya. The simple random sampling technique was used to select six teacher training colleges in Kenya and 169 respondents who participated in the study. Data was collected using a questionnaire, an interview schedule and an observation schedule. The data collected was analyzed descriptively with the help of SPSS program version 17.0 for frequencies, means, standard deviation and percentages. The inferential statistics used to determine relationships among variables was the Pearson moment Correlation. Regression analysis was used to determine the best predictors of ICT integration among the independent variables. A p-value of less than 0.05 was interpreted as significant. Results indicated that there is a significant relationship between teacher-educators’ level of ICT integration in teaching and their age. However, the findings showed no relationships between teacher educators’ level of ICT integration in teaching and gender as well as their level of education. Teacher-educators’ years of teaching are insignificant in explaining teachereducators’ integration ICT in teaching. Based on the findings, we recommended that information and communication integration be made part of undergraduate training in universities in order to equip future teacher educators with ICT skills; planning for the implementation of ICT integration into teaching in teachers’ training programmes early would increase the pre-service teachers’ expertise and lead to an increase in the level of ICT integration during the earlier years of their careers. There is also need to hire young teacher-educators to the field, especially female teachers. This would also increase the representation of the female perspective toward the improvement of the level of ICT integration into teaching.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Releasing the potential of teachers in the COVID response in low-income countries - Bullard, Katy; Sonnenberg, Krystyna (Global Partnership for Education, 2020)
How can teachers in low income countries be involved to support learning and student well-being during the COVID-19 crisis? Drawing lessons from past disease outbreaks and from current examples of the COVID-19 education response, we look at tools and practices to help teachers continue doing their work during the crisis.
Keywords: ___working_potential_duplicate

Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk - Lefstein, Adam; Vedder-Weiss, Dana; Segal, Aliza (Educational Researcher, 2020)
Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers’ day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) argue that, as a field, we need to pay more focused and systematic attention to teacher on-the-job discourse; (b) offer a coherent conceptual framework for “pedagogically productive” teacher talk; and (c) highlight key research directions and challenges in investigating this and related phenomena.

Remarks by World Bank Group President David Malpass on G20 Finance Ministers Conference Call on COVID-19 - Malpass, David (World Bank)
World Bank Group President David Malpass issued his remarks from the G20 Finance Ministers conference call on the COVID-19 pandemic.

Remedial Education Programs to Accelerate Learning for All - Schwartz, Analice C. (World Bank, 2012)

Remedial Education Programs to Accelerate Learning for All - Schwartz, Analice C. (Global Partnership for Education Working Paper Series on Learning, 2012)
Keywords: CHILD LABOR; CLASS SIZE; CURRICULUM; DISADVANTAGED GROUPS; EDUCATIONAL OUTCOMES; EMPLOYMENT; ETHNIC MINORITIES; HIGHER EDUCATION; HUMAN RESOURCES; LITERACY; ORPHANS; QUALITY OF EDUCATION; READING; SCHOOLS; SECONDARY EDUCATION; SOCIAL SKILLS; TEACHER TRAINING; TEXTBOOKS; UNIVERSAL PRIMARY EDUCATION; UNIVERSITIES; VULNERABLE GROUPS; YOUTH

Remedying education: Evidence from two randomized experiments in India - Banerjee, Abhijit V.; Cole, Shawn; Duflo, Esther; Linden, Leigh (Quarterly Journal of Economics, 2007)
Abstract. This paper presents the results of two randomized experiments conducted in schools in urban India. A remedial education program hired young women to
Keywords: Quality: H; Relevance: M; ___working_potential_duplicate

Remote eye-tracking for cognitive telerehabilitation and interactive school tasks in times of COVID-19 - Iannizzotto, Giancarlo; Nucita, Andrea; Fabio, Rosa Angela; Caprì, Tindara; Bello, Lucia Lo (Information (Switzerland), 2020)
In the attempt to mitigate the effects of COVID-19 lockdown, most countries have recently authorized and promoted the adoption of e-learning and remote teaching technologies, often with the support of teleconferencing platforms. Unfortunately, not all students can benefit from the adoption of such a surrogate of their usual school. We were asked to devise a way to allow a community of children affected by the Rett genetic syndrome, and thus unable to communicate verbally, in writing or by gestures, to actively participate in remote rehabilitation and special education sessions by exploiting eye-gaze tracking. As not all subjects can access commercial eye-tracking devices, we investigated new ways to facilitate the access to eye gaze-based interaction for this specific case. The adopted communication platform is a videoconferencing software, so all we had at our disposal was a live video stream of the child. As a solution to the problem, we developed a software (named SWYG) that only runs at the "operator" side of the communication, at the side of the videoconferencing software, and does not require to install other software in the child's computer. The preliminary results obtained are very promising and the software is ready to be deployed on a larger base. While this paper is being written, several children are finally able to communicate with their caregivers from home, without relying on expensive and cumbersome devices.
Keywords: COVID-19; Remote interactive education; Telerehabilitation; Video conferencing; Video-based eye-gaze tracking

Remote Learning and COVID-19: The use of educational technologies at scale across an education system as a result of massive school closings in response to the COVID-19 pandemic to enable distance education and online learning - World Bank (2020)

Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic: A Resource List by the World Bank's Edtech Team - World Bank (World Bank, 2020)
Keywords: ___working_potential_duplicate

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

Remote Learning During COVID-19: Lessons from Today, Principles for Tomorrow - Munoz-Najar, Alberto; Gilberto, Alison; Hasan, Amer; Cobo, Cristobal; Azevedo, Joao Pedro; Akmal, Maryam (World Bank, 2021)
School closures during COVID-19 (coronavirus) led to an unprecedented global experiment in the delivery of remote learning. This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021 and addresses the following key questions: 1. Was remote learning during COVID-19 taken up and if so, was it effective That is, did children learn as much as they did during pre-pandemic, in-person learning 2. What lessons can governments derive from this wide-spread experience 3. How might policymakers use these lessons to reimagine learning as schools begin to reopen This report is part of a larger effort led by the World Bank to provide guidance and technical assistance to optimize country effectiveness in the design and execution of remote learning strategies. It has been developed in conjunction with Remote Learning During the Global School Lockdown: Multi-Country Lessons, a qualitative study conducted between May and November 2020 to understand the perceived effectiveness of remote and remedial learning solutions implemented across 17 countries.

Remote Learning During COVID-19: Lessons from Today, Principles for Tomorrow - Munoz-Najar, Alberto; Gilberto, Alison; Hasan, Amer; Pedro Azevedo, João; Akmal, Maryam (World Bank Group, 2022)
School closures during COVID-19 (coronavirus) led to an unprecedented global experiment in the delivery of remote learning. This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021 and addresses the following key questions: 1. Was remote learning during COVID-19 taken up and if so, was it effective? That is, did children learn as much as they did during pre-pandemic, in-person learning? 2. What lessons can governments derive from this wide-spread experience? 3. How might policymakers use these lessons to reimagine learning as schools begin to reopen? This report is part of a larger effort led by the World Bank to provide guidance and technical assistance to optimize country effectiveness in the design and execution of remote learning strategies. It has been developed in conjunction with Remote Learning During the Global School Lockdown: Multi-Country Lessons, a qualitative study conducted between May and November 2020 to understand the perceived effectiveness of remote and remedial learning solutions implemented across 17 countries.

Remote Learning During COVID School Closures in West Africa: Evidence Across Caregiver Surveys at Rising Academy Network Schools - Fall, S. M.; Jiminez Gallardo, M. A.; McManus, J; Njogu-Ndongwe, F (IDinsight, 2021)
Evidence across caregiver surveys at Rising Academy Network schools
Keywords: ___working_potential_duplicate

Remote Learning During the Global School Lockdown: Multi-Country Lessons - Barron Rodriguez, Maria; Cobo, Cristobal; Muñoz-Najar, Alberto; Sánchez Ciarrusta, Iñaki (World Bank Group)
Remote Learning During the Global School Lockdown : Multi-Country Lessons (Vol. 2) : Interactive Document (English)

Remote Learning During the Global School Lockdown: Multi-Country Lessons - Barron Rodriguez, Maria; Cobo, Cristobal; Muñoz-Najar, Alberto; Sánchez Ciarrusta, Iñaki (World Bank Group)
Remote Learning During the Global School Lockdown : Multi-Country Lessons (Vol. 2) : Interactive Document (English)

Remote Learning During the Global School Lockdown: Multi-Country Lessons - Barron Rodriguez, Maria; Cobo, Cristobal; Muñoz-Najar, Alberto; Sánchez Ciarrusta, Iñaki (World Bank Group)
Remote Learning During the Global School Lockdown : Multi-Country Lessons (Vol. 2) : Interactive Document (English)

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)

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: Evidence from Nepal during COVID-19 - Radhakrishnan, Karthika; Sabarwal, Shwetlena; Sharma, Uttam; Cullen, Claire; Crossley, Colin; Letsomo, Thato; Angrist, Noam (World Bank, 2021)
This note discusses early results from a distance education program on foundational numeracy for primary school students in Nepal during Coronavirus (COVID-19) evaluated in a randomized trial. The trial included 3,700 households with children in public school (grades 3-5). It provided support for foundational numeracy through mobile phone-based tutoring. The trial tested delivery through public school teachers and also through NGO facilitators. It led to a 30 percent increase in foundational numeracy, with teachers being slightly more effective at producing learning gains than NGO facilitators. These results suggest that instructional support through mobile phones can be a high-access and low-cost approach to providing instruction at scale
Keywords: Coronavirus; Covid-19; Numeracy; Pandemic Impact; Remote Learning; School Closure

Remote learning in the times of COVID-19 - Bhushan, Mayank; Joshi, Pratibha; Sharma, Sudhanshu (Central Square Foundation, 2021)

Remote Learning: Rapid Evidence Assessment - Education Endowment Foundation (Education Endowment Foundation, 2020)
This rapid evidence assessment aimed to investigate methods that schools could use to support remote learning during school closures caused by the 2020 coronavirus pandemic (Covid-19). The review sought to find the best evidence behind the wide array of approaches that schools might choose to use during the crisis. The review systematically searched for/through existing meta-analyses and systematic reviews to find the best evidence for a wide range of approaches. In addition to the direct teaching of pupils online by teachers, the review also found evidence for approaches that pupils can use independently, including with technology that adapts the content of tasks in order to provide additional challenge or support, educational games, and for approaches that support peer interaction. The review also examined blended learning approaches, which combine remote and classroom teaching. While these approaches may not be directly applicable during school closures, they were included in case there were useful lessons to be learned that were relevant to the current context of home learning. This report summarises the findings from 60 systematic reviews and meta-analyses answers under five key topic areas: - General remote teaching and learning - Blended learning - Computer-supported collaborative learning - Computer assisted instruction - Educational games Another crucial aspect of supporting pupil’s learning is parental engagement. Parental engagement approaches are beyond the scope of this review, but an existing EEF guidance report, Working with Parents to Support Children’s Learning (2019), and accompanying evidence review summarise the best available evidence for engaging parents in their children’s education. In each section, we have detailed the included reviews and listed Findings and implications drawn from the evidence. We have also highlighted case studies from projects funded by the Education Endowment Foundation in which similar approaches have been rigorously evaluated in English schools.
Keywords: Methods; _DOILIVE; _EdTechHub_Output; _L:English UXZJW5DR; _MELA_seen; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Online and distance teaching and learning A32ARSFK; _cover:other:ok; _zenodo:submitted; _zenodoETH

Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) - World Bank (World Bank Group, 2020)
Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) (English)

Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Students during the COVID-19 Quarantine - Asanov, Igor; Flores, Francisco; McKenzie, David; Mensmann, Mona; Schulte, Mathis (World Bank, 2020)

Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Studentsduring the COVID-19 Quarantine - Asanov, Igor; Flores, Francisco; McKenzie, David; Mensmann, Mona; Schulte, Mathis (World Bank Policy Research Working Paper, 2020)
Keywords: ⛔ No DOI found

Remote professional development: Rapid Evidence Assessment - Education Endowment Foundation (Education Endowment Foundation, 2020)

Remote Supervision Options for School Quality Assurance Officers: Recommendations for a cost-effective and rapid develop-and-test process - Beoku-Betts, Iman; Ampofo, Rudolph; Haßler, Björn (EdTech Hub, 2024)
The Sierra Leone Secondary Education Improvement Programme II (SSEIP II) is a five-year programme funded by the UK Foreign, Commonwealth and Development Office (FCDO) to support the Ministry of Basic and Senior Secondary Education (MBSSE) to improve learning outcomes for students at secondary level and to increase the enrolment, retention and well-being of girls and children with disabilities in school. Part of the programme includes exploring the use of different digital tools for School Quality Assurance Officers (SQAOs), including tools for remote visits. In December 2022, the EdTech Hub collaborated with the Government of Sierra Leone and implementing partners of the Leh Wi Lan programme (continued under SSEIP II) to better understand what factors affect the variability in the activity levels of SQAOs and the level of engagement with digital tools by school principals. Based on the findings of this research, the SSEIP II project will look at supporting the MBSSE to formalise remote supervision options for the SQAOs, particularly for those with remote clusters. As part of this work, this report focuses on recommendations for how SQAOs can conduct remote school visits, particularly for schools in hard-to-reach areas.An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Remote Teaching | Centre for Innovation in Learning and Teaching

Remote_Learning_Rapid_Evidence_Assessment.pdf

Rensvandeschoot/software-overview-machine-learning-for-screening-text - schoot, Rens van de (2023)
The repository aims to create an overview and comparison of software used for systematically screening large amounts of textual data using machine learning.
Keywords: _Added-ailr-2024; active-learning; machine-learning; software-development; systematic-reviews

Reopening schools: How to get education back on track after COVID-19 - IIEP UNESCO; Planning, International Institute for Educational (IIEP-UNESCO, 2020)
It is a ‘back to school’ season like no other: countries are beginning to reopen their school gates following weeks of e

Reopening schools: How to get education back on track after COVID-19 - International Institute for Educational Planning (IIEP-UNESCO, 2020)
It is a ‘back to school’ season like no other: countries are beginning to reopen their school gates following weeks of e

Reopening Schools - When and how - Campe (Evernote, 2021)
Timing of the survey - The survey was conducted between 7 to 22 November 2020. Slide 9 - % students who participated in distance learning in the last 2 weeks prior to the survey Primary - 31.4% Second...

Reopening schools: When, where and how? - Giannini, Stefania; Jenkins, Robert; Saavedra, Jaime (World Bank Blogs, 2020)
Reopening schools: When, where and how?

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

Replay - Salle des Profs - Pr : Astou Mbène – Intégralité - Télé Futurs Medias (TFM) (2020)

Report Cards: The Impact of Providing School and Child Test Scores on Educational Markets - Andrabi, Tahir; Das, Jishnu; Khwaja, Asim Ijaz (American Economic Review, 2017)
We study the impact of providing school report cards with test scores on subsequent test scores, prices, and enrollment in markets with multiple public and private providers. A randomly selected half of our sample villages (markets) received report cards. This increased test scores by 0.11 standard deviations, decreased private school fees by 17 percent, and increased primary enrollment by 4.5 percent. Heterogeneity in the treatment impact by initial school test scores is consistent with canonical models of asymmetric information. Information provision facilitates better comparisons across providers, and improves market efficiency and child welfare through higher test scores, higher enrollment, and lower fees.
Keywords: Belief; Communication; Education; Housing; Human Development; Income Distribution; Information and Knowledge; Infrastructure; Learning; Migration, Economic Development: Urban, Rural, Regional, and Transportation Analysis; Public Pensions, Analysis of Education, Education: Government Policy, Economic Development: Human Resources; Search; Unawareness, State and Local Government: Health; Welfare

Report Completed and Submitted - Cowan, Emma
Keywords: ⛔ No DOI found

Report for EdTechHub (ODI) - Joynes, Chris; Gibbs, Emma
Keywords: ⛔ No DOI found

Report homepage https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/ - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (2020)
Keywords: ⛔ No DOI found

Report launch: Education for the most marginalised post-Covid-19 - Unwin, Tim (EdTech Hub, 2020)
With the support of EdTech Hub, members of the UNESCO Chair in ICT4D have worked hard with colleagues across the world over the last six months to craft an innovative and practical report on how governments can learn from their experiences of Covid-19 to create resilient education systems that use digital technologies wisely, effectively and appropriately. We are all very…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Report of the Presidential Working Party on Education Reform: ​​Transforming education, training and research for sustainable development in Kenya - Government of Kenya (2023)

Report of the Special Rapporteur on extreme poverty and human rights - Alston, Philip (United Nations General Assembly, 2019)

Report of the Standing Committee on Finance and Budget on the Third Basis for allocating among the counties the share of national revenue - Parliament of Kenya (2020)

Report On Assessment Of ‘multimediaclassrooms (Mmc) And Teacher- Led Content Development’ - a2i (Access to Information (a2i) Programme, 2013)

Report on Education Crisis in Latin America and the Caribbean: Urgent Action is Needed to Address the Enormous Education Crisis in Latin America and the Caribbean - World Bank (The World Bank, 2021)
Following the massive school closures, as of February 2021, about 120 million school-age children had already lost or were at risk of losing a full academic year of presential education, with serious educational impacts, according to the report, Acting now to protect the human capital of our children: The costs of and response to the COVID-19 pandemic impact on the education sector in Latin America and the Caribbean.

Report on First Biannual Monitoring on the Implementation of National Finance Commission Award - Government of Pakistan (2020)

Report on research outcomes - McBurnie, Chris; Godwin, Katy; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Report on Sisters for Sisters’ Education Evaluation II Project Endline Evaluation by Foundation for Development Management - GEC (Foundation for Development Management, 2021)

Report on the concurrent validity and inter-rater reliability studies of Uwezo - ACER Centre for Global Education Monitoring (Results for Development Institute (R4D), 2015)

Report on the Implementation of the Tuition Fee Free (TFF) Report - Policy, Planning, Research and Communication Division, Governmen of Papua New Guinea (2012)

Report shows student tablet flaws - Lamphai Intathep (2013)

Report: The Impact of COVID-19 Across Africa - Elliott, Roxana (GeoPoll, 2020)
New report on coronavirus in sub-Saharan Africa including data from Kenya, Ghana, South Africa, Nigeria. COVID-19 and food security, economic impact.

Repositories of Open Educational Resources: An Assessment of Reuse and Educational Aspects - Santos-Hermosa, Gema; Ferran-Ferrer, Núria; Abadal, Ernest (The International Review of Research in Open and Distributed Learning, 2017)
Keywords: OER; evaluation; higher education; open educational resources; repositories; reuse

Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality - UNICEF (2020)

Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note - World Bank (2013)

Republic of Sierra Leone Settlement Extents - GRID3 (Center for International Earth Science Information Network (CIESIN), Columbia University and Novel-T, 2021)

Republic of Yemen - Restoring and expanding energy access : power sector reengagement note - Huenteler, Joern Thorsten; Khanna, Ashish; Badiei, Sara; Matsuo, Tyeler Marissa; Maier, Elisabeth; Fernstrom, Erik Magnus (The World Bank, 2017)
Already before the conflict, much of Yemen’s population was deprived of basicelectricity services. Even before the conflict, Yemen was considered the least electrifiedcountry in the MENA region, with a pre-crisis access rate from all sources of only 55percent. The country’s per capita electricity consumption stood at 243 kWh in 2013,almost one-sixth of the regional average (The World Bank Group, 2016). There had been little progress in the electricity sector over the last decade. The sectormade little progress on improving operational efficiency and quality of service or inreducing high electricity losses, while costing the country over 10 percent of its GDPannually through direct and indirect subsidies (The World Bank, 2013). The ongoing conflict has significantly worsened the electricity supply situation from an already low level, with severe impact on health, education, water and sanitation, and the private sector, which all rely heavily on a functioning power supply.The top-down model of service delivery has been replaced by a combination of locally managed urban public services and a private-sector driven bottom-up model. The poor have limited access to solar so far, and there are concerns about the qualityof the installed technology.Because the limited functionality of the energy sector has severe consequences for other sectors and the overall Yemeni economy, restoring electricity supply will be a priority for any in-conflict or post-conflict engagement.A recent review of the World Bank’s interventions over the last 15 years in the energy sector concluded that alternative models for procurement and/or project implementation may be needed for in-conflict or post-conflict interventions.New, project-specific public sector institutions created for the purpose ofinfrastructure development were no panacea.Distributed infrastructure investments, while also not as successful as anticipated, tended to work better.The proposed priorities represent sequential steps the electricity system is re-built from the bottom up, both technically and institutionally.The proposed priorities and sequencing are underpinned by a vision for Yemen’spower sector that involves a stronger role for the private sector and moredecentralized service provision.

Repurposing Established Radio and Audio Series to Address the COVID-19 Educational Crises - Richmond, Simon (Education Development Center, 2020)

RER-Accelerated-Learning-and-EdTech.pdf

Resampling-based multiple testing: Examples and Methods for p-Value Adjustment - Westfall, Peter H; Young, S. Stanley (John Wiley & Sons, 1993)

Research - EdTech Hub (EdTech Hub, 2021)

Research and the Systems Approach as Methodologies for Education - Stowe, Richard A. (AV Communication Review, 1973)
Keywords: ⛔ No DOI found

Research commentarydata-driven computationally intensive theory development - Berente, N.; Seidel, S; Safadi, H. (Information Systems Research, 2019)
Keywords: _Added-ailr-2024

Research design: Qualitative, quantitative, and mixed methods approaches - Creswell, John W. (Sage publications, 2013)
Keywords: CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; CitedIn:PhD_Thesis; InterviewMethodology; _THEME: Education management

Research - Edtech Solutions | All Children Reading (All Children Reading: A Grand Challenge for Development)
Explore ACR GCD’s in-depth research on the impact of edtech solutions on improving reading outcomes for children in low-resource contexts.

Research framework and dimensions for evaluating the effectiveness of educational technology systems on learning outcomes - Jones, Trevor H.; Rocco, Paolucci (Journal of Research on Computing in Education, 1999)
Keywords: ❓ Multiple DOI

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

Research in Difficult Settings: Reflections on Pakistan and Afghanistan - Khattak, Saba Gul (International Development Research Center (IDRC), 2009)
Keywords: ⛔ No DOI found

Research into Digital Accessibility and Literacy among School Teachers in Punjab: Research Report - DevTrio Consultants (British Council, 2019)

Research methods dictionary - Mugenda, Olive M; Mugenda, Abel G (Kenya Arts Press, 2012)

Research on Children with Disabilities Influences Education Policy in Pakistan - Tofaris, Elizabeth; Bari, Faisal; Malik, Rabea (REAL Centre, University of Cambridge and The Impact Initiative, 2019)

Research on children with disabilities influences education policy in Pakistan - UKFIET; Education, 2019 |; Disabilities | 0 (UKFIET: The Education and Development Forum, 2019)
This impact story was written and produced by the Impact Initiative for International Development Research – a collaboration between the REAL Centre, University of Cambridge and the Institute of Development Studies, University of Sussex. You can download and read the full impact story here.  According to new research generated by the Research for Equitable Access […]

Research on deep learning techniques in breaking text-based Captchas and designing image-based Captcha - Tang, Mengyun; Gao, Haichang; Zhang, Yang; Liu, Yi; Zhang, Ping; Wang, Ping (IEEE Transactions on Information Forensics and Security, 2018)
The ability of hackers to infiltrate computer systems using computer attack programs and bots led to the development of Captchas or Completely Automated Public Turing Tests to Tell Computers and Humans Apart. The text Captcha is the most popular Captcha scheme given its ease of construction and user friendliness. However, the next generation of hackers and programmers has decreased the expected security of these mechanisms, leaving websites open to attack. Text Captchas are still widely used, because it is believed that the attack speeds are slow, typically two to five seconds per image, and this is not seen as a critical threat. In this paper, we introduce a simple, generic, and fast attack on text Captchas that effectively challenges that supposition. With deep learning techniques, our attack demonstrates a high success rate in breaking the Roman-character-based text Captchas deployed by the top 50 most popular international websites and three Chinese Captchas that use a larger character set. These targeted schemes cover almost all existing resistance mechanisms, demonstrating that our attack techniques are also applicable to other existing Captchas. Does this work then spell the beginning of the end for text-based Captcha? We believe so. A novel image-based Captcha named Style Area Captcha (SACaptcha) is proposed in this paper, which is based on semantic information understanding, pixel-level segmentation, and deep learning techniques. Having demonstrated that text Captchas are no longer secure, we hope that our proposal shows promise in the development of image-based Captchas using deep learning techniques.
Keywords: CAPTCHAs; Captcha; Character recognition; Computer security; Image segmentation; Machine learning; Resistance; convolutional neural network; deep learning; image-based; security; text-based

Research on Improving Systems of Education (RISE): Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning - Pritchett, L. (2015)
Keywords: IMPORT_FROM_DFID_RITE

Research on Open Educational Resources for Development (ROER4D)

Research on the Influence of Computer Electronic Media on Higher Education in Mother Language - Dai, Wei (IOP Publishing, 2021)

Research on the response to COVID19 - Haßler, Björn; Fitzpatrick, Rachael (BE2, 2020)
Presentation given at BE2, 2020-10-06.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _yl:u; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode