Drought situation in the Kenya ASAL areas now at crisis level - Kenya | ReliefWeb - ASAL Humanitarian Network (2022)
News and Press Release in English on Kenya about Agriculture, Climate Change and Environment, Drought and more; published on 5 Oct 2022 by ASAL Humanitarian Network

COVID-19, schooling and learning - Asadullah, Niaz (BRAC, 2020)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Home Schooling during the COVID-19 Pandemic: An Assessment of Malaysia’s PdPR Program - Asadullah, Niaz (Asian Development Bank, 2022)
The majority of homeschoolers in Malaysia prefer to return to on-site education once schools reopen.

Coronavirus Outbreak, Schooling and Learning: Study on Secondary School Students in Bangladesh - Asadullah, N; Bhattacharjee, A; Tasnim, M; Mumtahena, F (2020)

Digital Divide or Digital Provide? Technology, Time Use, and Learning Loss during COVID-19 - Asadullah, M. Niaz; Bhattacharjee, Anindita (The Journal of Development Studies, 2022)
COVID-19 school closure has caused a worldwide shift towards technology-aided home schooling. Given widespread poverty in developing countries, this has raised concerns over new forms of learning inequalities. Using nationwide data on primary and secondary school children in slum and rural households in Bangladesh, we examine how learning time at home during the early months of school closure varies by access to technology at home. Data confirms a significant socio-economic and gender divide in access to TV, smartphone, computer, and internet among rural households. However, the analysis of daily time use data shows only a modest return to a technology in terms of boosting learning time at home. The learning-grade gradient is shallow and insensitive to TV, smartphone, and computer access at home. We also find no evidence that technology access per se helps learning by boosting time spent in online schooling and private supplementary coaching/tutoring. While technology access matters in households where parents act as home tutors, the magnitude of such a complementary effect are not large. The results imply a loss of out-of-school learning time during school closure even in households with technology access. We consider additional hypotheses relating to institutional and socio-economic barriers to home-based learning in developing countries.
Keywords: COVID-19; D10; I21; J22; Q50; home-based education; learning crisis; school closure

Improving teacher accountability in Pakistan’s rural schools - Asad, Saher; Habib, Masooma; Karachiwalla, Naureen; Kosec, Katrina; Leaver, Claire; Ur Rehman, Attique (International Growth Centre, 2020)
Pakistan has extremely low learning levels and poor education service delivery is a driving factor. The Khyber Pakhtunkhwa (KP) government has expressed a strong desire for evidence on how to design evaluation and oversight systems for the education sector, with the goal of improving learning. Accordingly, we conducted an International Growth Centre (IGC) supported study …

Autorité de Régulation des Télécommunications et des Postes - ARTP SENEGAL

Learner access to resources for eLearning and preference for eLearning delivery mode in distance education programs in Ghana - Arthur-Nyarko, Emmanuel; Kariuki, Moses Githua (International Journal of Educational Technology, 2019)
Keywords: ⛔ No DOI found

Preservice Classroom Teachers' Views of Distance Education Science Laboratory Activities - Arslan, Ayten (International Online Journal of Education and Teaching, 2021)
This study investigated preservice classroom teachers' views of distance education science laboratory (lab) activities (DESLA). The study adopted a phenomenology design, which is a qualitative research method. The sample consisted of 34 students (25 women and nine men) from the department of classroom teaching of the education faculty of a public university. Participants were recruited using convenience sampling. Data were collected online (Google Forms) via Google Drive using an open-ended question form developed by the researcher based on a literature review and expert feedback. The data were analyzed using content analysis, a qualitative data analysis method. The results showed that participants had positive and negative opinions about DESLA. They had numerous academic, social, and professional experiences but also faced some challenges. They pointed out the pros and cons of DESLA. Most participants stated that they preferred face-to-face science lab activities to DESLA. The results also showed that DESLA improved participants' attitudes towards science lab activities in general.
Keywords: Barriers; COVID-19; Distance Education; Educational Technology; Foreign Countries; Pandemics; Preservice Teachers; Program Effectiveness; School Closing; Science Instruction; Science Laboratories; Student Attitudes; Technology Uses in Education; ⛔ No DOI found

A multimedia adaptive tutoring system for mathematics that addresses cognition, metacognition and affect - Arroyo, Ivon; Woolf, Beverly Park; Burelson, Winslow; Muldner, Kasia; Rai, Dovan; Tai, Minghui (International Journal of Artificial Intelligence in Education, 2014)
This article describes research results based on multiple years of experimentation and real-world experience with an adaptive tutoring system named Wayang Outpost. The system represents a novel adaptive learning technology that has shown successful outcomes with thousands of students, and provided teachers with valuable information about students’ mathematics performance. We define progress in three areas: improved student cognition, engagement, and affect, and we attribute this improvement to specific components and interventions that are inherently affective, cognitive, and metacognitive in nature. For instance, improved student cognitive outcomes have been measured with pre-post tests and state standardized tests, and achieved due to personalization of content and math fluency training. Improved student engagement was achieved by supporting students’ metacognition and motivation via affective learning companions and progress reports, measured via records of student gaming of the system. Student affect within the tutor was measured through sensors and student self-reports, and supported through affective learning companions and progress reports. Collectively, these studies elucidate a suite of effective strategies to support advanced personalized learning via an intelligent adaptive tutor that can be tailored to the individual needs, emotions, cognitive states, and metacognitive skills of learners.

Looking at National Systems of Innovation from the South - Arocena, Rodrigo; Sutz, Judith (Industry and Innovation, 2000)

Innovación y Sistemas Nacionales de Innovación en procesos de desarrollo - Arocena, R.; Sutz, J. (Repensando el desarrollo latinoamericano. Una discusión desde los sistemas de innovación, 2016)
Keywords: ⛔ No DOI found

A definition of systems thinking: A systems approach - Arnold, Ross D.; Wade, Jon P. (Procedia computer science, 2015)
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Canada CAN; _C:Germany DEU; _C:Greece GRC; _C:Norway NOR; __C:scheme:1

Complementary Education Programme (CEP) and the Opportunity to Learn In the Northern Region of Ghana - Arkorful, Kingsley K D (University of Sussex, 2013)

Why we started R4D’s evaluation & adaptive learning practice - Arkedis, Jean (Results for Development, 2019)
R4D's Evaluation & Adaptive Learning practice lead, shares a new explainer video, which offers a framework for how we design, test and evaluate for impact.

Análisis comparativo de las prácticas educativas implementadas en Chile y México durante la pandemia de COVID-19 | Guayana Moderna - Arizmendi Loredo, Karla Fabiola; Fernández Hidalgo, Mariana; Núñez Rivadeneira, Scott (2020)

Arifu - Arifu

Teachers resistance towards change in Punjab public schools: implications for school effectiveness - Arif, Seema; Riasat, Lubna (7th International Conference on Research in Education, 2019)
Teachers’ resistance to change has become a perennial phenomenon which educational sector had to deal with because without the active involvement and commitment of teachers, change and reform policies are prone to failure. The urge to explore the reasons behind teachers’ resistance towards any change and need to modify some policies to minimize this factor, motivated the researcher to conduct this research. The aim of present descriptive research is to identify reasons for teacher’s resistance towards reform agenda introduced by previous government of Punjab (2013-18). Using simple random sampling 28 public schools of tehsil Model Town district of Lahore were taken as sample of the study; each school was taken as cluster and all teachers were approached to fill the questionnaire, however, final data constituted only 295 questionnaires. Self-developed questionnaire, comprising 36 items further categorized into eight factors was used as tool. Both descriptive (means & Standard Deviation) and inferential (correlation & regression) were applied. The research has concluded that role of school principal and management’s implementation strategy have strong link with positive attitude of teacher towards adapting for change. Hence, it is important that principals must manage doubts and fears of teachers about change to counteract resistance and negative attitude towards change.
Keywords: ⛔ No DOI found

COVID-19 learning losses: Early grade reading in South Africa - Ardington, Cally; Wills, Gabrielle; Kotze, Janeli (International Journal of Educational Development, 2021)
• In South Africa in 2020 around 60 % of early grade school days were lost due to COVID. • Grade 2 students have reading losses of between 57 % and 70 % of a year of learning. • Grade 4 students have reading losses of between 62 % and 81 % of a year of learning. • These losses imply learning to schooling loss ratios in the region of 1–1.4. • Students with stronger initial reading proficiency are more negatively impacted. Using three different studies on early grade reading from no-fee schools across in South Africa, this paper establishes short-term learning losses in reading for grade 2 and 4 students from under-resourced school contexts. We find that in 2020 grade 2 students lost between 57 % and 70 % of a year of learning relative to their pre-pandemic peers. Among a grade 4 sample, learning losses are estimated at between 62 % and 81 % of a year of learning. Considering that in 2020 students in the samples lost between 56 %–60 % of contact teaching days due to school closures and rotational timetabling schedules compared to a pre-pandemic year, this implies learning to schooling loss ratios in the region of 1–1.4. There is some evidence from the grade 4 sample that the reading trajectories of children benefiting more from attending school pre-pandemic – namely girls and children with stronger initial reading proficiency - are more negatively impacted. Mitigating the long-run implications of these learning losses will require a significant pivoting of the education system to ensure that instructional practices are appropriately levelled to optimise learning.
Keywords: BEGINNING reading; COVID-19; COVID-19 pandemic; Early grade reading; Learning losses; READING (Preschool); READING ability testing; SCHOOL closings; School closure

Impact Evaluation of Funda Wande Coaching Intervention Midline Findings: Midline I - Ardington, Cally; Meiring, Tiaan (SALDRU, 2020)

Impact Evaluation of Funda Wande Coaching Intervention Midline Findings: Midline II - Ardington, Cally (SALDRU, 2021)

Teachers' and Pupils' Experiences of Integrated Education in Uganda - Arbeiter, Susanne; Hartley, Sally (International Journal of Disability, Development and Education, 2002)
Under the Universal Primary Education (UPE) programme in Uganda, which was implemented in 1997, the idea of integrated education was put into practice. Today children with disabilities are enrolled in regular primary schools in the whole country. After three years of experience with UPE, the aim of this study was to examine the views of teachers about their needs for training and support regarding the task of teaching children with disabilities in ordinary classrooms. A qualitative approach was chosen using individual interviews, focus group discussions with teachers, pupils and head teachers, and observations in classrooms. Three primary schools in different districts of Uganda were selected as research sites. For a number of reasons data collection from the pupils proved problematic but generally the ndings con rmed the information drawn from the review of literature. In addition to the high teacher–pupil ratio, there is an alarming lack of resources in the schools and an urgent need for teacher training to meet special needs in the classroom. Despite these dif cult conditions found in schools, many teachers had positive attitudes towards integrating children with disabilities, but only a few examples from the classroom observations showed good practice for meeting a diversity of needs.

Strengthening social justice to address intersecting inequalities post-2015 - Arauco, Veronica Paz; Gazdar, Haris; Helvia-Pacheco, Paula; Kabeer, Naila; Lenhardt, Amanda; Masood, Syeda Quratulain; Naqvi, Haider; Nayak, Nandini; Norton, Andrew; Sabharwal, Nidhi Sadana; Scalise, Elise; Shepherd, Andrew; et al. (Overseas Development Institute, 2014)

A Conceptual Model for Measuring and Supporting Self-Regulated Learning using Educational Data Mining on Learning Management Systems - Araka, Eric; Maina, Elizaphan; Gitonga, Rhoda; Oboko, Robert (2019 IST-Africa Week Conference (IST-Africa), 2019)
Self-Regulated Learning (SRL) is a field in educational psychology that as attracted tremendous research studies from various communities including ICTs. Recent studies and meta-analysis have greatly contributed to the domain knowledge that the use SRL strategies boost academic performance for learners. Despite these developments in SRL, our understanding on the tools and instruments to measure SRL in online learning environments is limited as the use of traditional tools developed for face-to-face classroom settings are still used to measure SRL on e-learning systems. Additionally, most of these studies focus on SRL on Massive Open Online Course (MOOC) environments and only analyse SRL strategies with limited attention to the scaffolds or interventions employed to stimulate growth of SRL skills in learners. The modern Learning Management Systems (LMS) such as Moodle allow storage of datasets on student activities. Consequently, it is possible to use Educational Data Mining (EDM) to extract learner patterns which can be used to support SRL and explore how SRL strategies change over time and inform the instructor. In view of this, the research examines the current SRL measurement and promotion tools for e-learning environments and proposes a conceptual model grounded on EDM for implementation as a solution to measuring and promoting SRL strategies for learners within LMS.
Keywords: Data mining; Electronic learning; Instruments; Interventions; Learning Management systems; Learning management systems; Measurement and Promotion; Online learning; Process control; Scaffolds; Self-Regulated Learning; Software agents; Tools; e-learning

Integrating social media platforms into higher education pedagogy in Ghana - Appiah-Boateng, Patricia (University of Ghana, 2019)

From research & design milieu to a Living Lab: Ukombozi School in Tanzania - Apiola, Mikko-Ville; Lähde, Kristiina; Tedre, Matti; Pakarinen, Saila (IST-Africa 2012, 2012)
Keywords: ⛔ No DOI found

Pedagogical outlines for OLPC initiatives: A case of Ukombozi school in Tanzania - Apiola, M.; Pakarinen, S.; Tedre, M. (IEEE Africon '11, 2011)
One-to-one computing initiatives in developing countries have been criticized for ignoring pedagogical considerations and for lacking tight integration with the local educational context. Ukombozi primary school in Iringa, Tanzania, faced the same situation in 2009, when we received 100 laptop computers for pupils to use. Through a collaborative effort of local and foreign teachers we designed and tested a pedagogical approach which starts from the local educational context, and builds on theoretical literature and documented experiences of using one-to-one computing in the classroom. We developed student-centered, exploratory, and creative practices for classroom pedagogy, and we experimented on using individual (one-to-one) laptops as a support tool. We identified a number of challenges, too, and propose further research directions that extend one-to-one computer-assisted learning to other school subjects, also. This paper is aimed at educators who work and develop education in similar challenging environments, as well as educational technology researchers who wish to gain alternative views about pedagogical design.
Keywords: Conferences; Educational institutions; Guidelines; Medical services; OLPC initiative; One Laptop Per Child Foundation; Portable computers; Tanzania; Ukombozi school; computer aided instruction; educational institutions; local educational context; one-to-one computer-assisted learning; one-to-one computing initiative; pedagogical approach

An OLPC workshop in rural Tanzania: Preliminary results - Apiola, M.; Pakarinen, S.; Moisseinen, N.; Tedre, M. (2013 IEEE 13th International Conference on Advanced Learning Technologies, 2013)
One-to-one computing is an active and widely researched topic in educational technology. Its benefits include, for instance, easily up datable material base, anywhere-anytime learning, adaptability, and simulated experiments in science. The use of one-to-one computing in a developing country context has recently become an active research topic. However, the materialization of the educational benefits requires proper contextualization regarding the necessary pedagogical, organizational, institutional, and other types of adaptation. This paper presents preliminary results from an action research study in a primary school in rural Tanzania. In that study, the utilization of one-to-one computing in a combination with modern pedagogical approaches to teach ICT and health care topics was studied.
Keywords: Conferences; Developing country context; Educational institutions; Games; ICT; Materials; OLPC workshop; One-Laptop-Per-Child Foundation; Portable computers; Tanzania; anywhere-anytime learning; computer aided instruction; educational technology; information-and-communication technology; institutional learning; one-to-one computing; organizational learning; pedagogical approach; pedagogical learning

Willingness and ability of LCPS to pay Ilm: A for products and services - AOE Research; Qazilbash, Zulfiqar (2019)

Improving educational quality with interactive radio instruction : a toolkit for policymakers and planners - Anzalone, Stephen; Bosch, Andrea (Africa Region Human Development Working Papers Series No.52, 2005)
This toolkit offers a timely compilation and analysis of recent experience of interactive radio instruction (IRI) in Africa and elsewhere. It explains the IRI concept. It guides the reader through the process of determining when IRI might be appropriate in a given context, and it describes the steps in setting up an IRI program. The authors emphasize the critical factors for success, including appropriate policy frameworks as well as planning for the necessary investment and sustainability. The report is organized as follows: Chapter 1 generally describes the IRI methodology and discusses the effectiveness, scale, and sustainability of the IRI approach. Chapter 2 then outlines steps for assessing the potential and appropriateness of IRI for improving educational quality in primary school classrooms in a given country, and chapter 3 leads the reader through a guided decision-making process for identifying the issues involved in applying the IRI methodology in particular country contexts. Two appendixes give summary data and illustrate, through brief vignettes, how IRI programs have worked in Sub-Saharan African countries. The Resources section contains further useful information, much of it available online.
Keywords: Commitment; ___working_potential_duplicate; broadcasting; cost

Design-based online teacher professional development to introduce integration of STEM in Pakistan - Anwar, Tasneem (University of Minnesota, 2017)
In today's global society where innovations spread rapidly, the escalating focus on science, technology, engineering and mathematics (STEM) has quickly intensified in the United States, East Asia and much of Western Europe. Our ever-changing, increasingly global society faces many multidisciplinary problems, and many of the solutions require the integration of multiple science, technology, engineering, and mathematics (STEM) concepts. Thus, there is a critical need to explore the integration of STEM subjects in international education contexts. This dissertation study examined the exploration of integration of STEM in the unique context of Pakistan. This study used three-phase design-based methodological framework derived from McKenney and Reeves (2012) to explore the development of a STEM focused online teacher professional development (oTPD-STEM) and to identify the design features that facilitate teacher learning. The oTPD-STEM program was designed to facilitate eight Pakistani elementary school teachers' exploration of the new idea of STEM integration through both practical and theoretical considerations. This design-based study employed inductive analysis (Strauss and Corbin, 1998) to analyze multiple data sources of interviews, STEM perception responses, reflective learning team conversations, pre-post surveys and artifacts produced in oTPD-STEM. Findings of this study are presented as: (1) design-based decisions for oTPD-STEM, and (2) evolution in understanding of STEM by sharing participant teachers' STEM model for Pakistani context. This study advocates for the potential of school-wide oTPD for interdisciplinary collaboration through support for learner-centered practices. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Keywords: 0530:Teacher education; 0714:Science education; Attitude Measures; Community of practice; Design; Design-based research; ERIC, Resources in Education (RIE); Education; Educational Technology; Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Interdisciplinary Approach; Interviews; Models; Online Courses; Online teacher professional development; Pakistan; Reflective practices; STEM Education; Science education; Stem integration; Student Centered Learning; Teacher Attitudes; Teacher education; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096054; __finaldtb

COVID-19 and Bangladesh: challenges and how to address them - Anwar, Saeed; Nasrullah, Mohammad; Hosen, Mohammad Jakir (Frontiers in Public Health, 2020)
As the coronavirus outbreak quickly surges worldwide, many countries are adopting non-therapeutic preventive measures, which include travel bans, remote office activities, country lockdown, and most importantly, social distancing. However, these measures face challenges in Bangladesh, a lower-middle-income economy with one of the world's densest populations. Social distancing is difficult in many areas of the country, and with the minimal resources the country has, it would be extremely challenging to implement the mitigation measures. Mobile sanitization facilities and temporary quarantine sites and healthcare facilities could help mitigate the impact of the pandemic at a local level. A prompt, supportive, and empathic collaboration between the Government, citizens, and health experts, along with international assistance, can enable the country to minimize the impact of the pandemic.

The Great Debate: Why Rwanda may be the Best Country to Launch and Scale Your Tech Startup! - Antoun, Nadine (Medium, 2020)

Big data, big insights? Advancing service innovation and design with machine learning - Antons, D; Breidbach, CF (Journal of Service Research, 2017)
Keywords: _Added-ailr-2024

Computational literature reviews: method, algorithms, and roadmap - Antons, D.; Breidbach, C.F.; Joshi, A.M. (Organizational Research Methods, 2021)
Keywords: _Added-ailr-2024; ⛔ No DOI found

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

Using Technology to Improve Education for Marginalised Girls: Lessons in implementation from the Girls’ Education Challenge - Anonymised for Peer Review Purposes (EdTech Hub, 2023)
This article presents the findings of an in-depth study on the implementation of six EdTech-supported projects within the UK Government Foreign, Commonwealth and Development Office (FCDO)’s Girls’ Education Challenge portfolio, which aims to improve education for the world’s most marginalised girls. Using primary key informant interviews and secondary data from sampled projects, the study identifies the core components related to the implementation of EdTech within the sampled projects: evidence-informed design and delivery; building and maintaining relationships across and between stakeholders; comprehensive and continuous training and capacity development; and situating EdTech within a broader holistic model that prioritises gender inclusion to optimise implementation for marginalised girls. In doing so, the study provides key lessons for optimising the future implementation of EdTech for marginalised girls. Keywords: educational technology; girls’ education; programme implementation; Covid-19 An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Measuring Effect Of Culturally Responsive Learning Environment For Computing Education In African Context - Anohah, E.; Suhonen, J. (Problems of Education in the 21st Century, 2016)
A relevant research area in computing education is to explore aspects that motivate and promote learning in culturally responsive learning environments. This research contributes towards understanding how indigenous knowledge can be used to create a meaningful learning environment for learning object-oriented programming. The aim of research is to explore the effect of a culturally responsive learning environment for computing education in Ghana high school context. This research comprised teaching interventions that emphasized cultural significance and stimulation of Oware game as metaphors and related analogies to teach object oriented programming. The results indicated that a culturally responsive environment had a positive effect on high school students’ conceptual understanding of object-oriented programming concepts and attitudinal change to computing education.
Keywords: Oware game; computer achievement; computer attitude; indigenous knowledge; integrationist approach; object-oriented concepts; ⛔ No DOI found

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (Policy Research Working Papers, 2020)
Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just $100 per child—compared with zero years for other classes of interventions.
Keywords: Cost-Benefit Analysis; Education Outcomes; Government Policy; Impact Evaluation; Learning Loss; Learning-Adjusted Years of Schooling; Public Expenditure; Years of Schooling; ___working_potential_duplicate; ⛔ No DOI found

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (World Bank, 2020)

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (Policy Research Working Papers, 2020)
Keywords: COST-BENEFIT ANALYSIS; EDUCATION OUTCOMES; GOVERNMENT POLICY; IMPACT EVALUATION; LEARNING LOSS; PUBLIC EXPENDITURE; SCHOOLING; YEARS OF SCHOOLING

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (World Bank, 2020)

Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery - Angrist, Noam; de Barros, Andreas; Bhula, Radhika; Chakera, Shiraz; Cummiskey, Chris; DeStefano, Joseph; Floretta, John; Kaffenberger, Michelle; Piper, Benjamin; Stern, Jonathan (International Journal of Educational Development, 2021)
We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.
Keywords: COVID-19; Education; Foundational skills; Learning loss; Recovery

Learning Curve: Progress in the Replication Crisis - Angrist, Noam; Cullen, Claire; Ainomugisha, Micheal; Bathena, Sai Pramod; Bergman, Peter; Crossley, Colin; Letsomo, Thato; Matsheng, Moitshepi; Panti, Rene Marlon; Sabarwal, Shwetlena; Sullivan, Tim (AEA Papers and Proceedings, 2023)
We present detailed monitoring data across a five-country randomized trial of phone-based targeted tutoring–one of the largest multicountry replication efforts in education to date. We study an approach shown to work in Botswana and replicated in India, Kenya, Nepal, the Philippines, and Uganda. While the existing literature often finds diminishing effects as proof-of-concept studies are replicated and scaled, we find the opposite: implementation fidelity (the degree of targeted educational instruction) improves across replications and over time. This demonstrates that replication is not intractable; rather, equipped with mechanisms to learn from experience, organizational “learning curves” can enable effective replication and scale-up.

Experimental evidence on learning using low-tech when school is out - Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi (Nature Human Behaviour, 2022)

School’s Out: Experimental Evidence on Limiting Learning Loss Using “Low-Tech” in a Pandemic - Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi (National Bureau of Economic Research, 2020)
Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted.
Keywords: ___working_potential_duplicate

Practical Lessons for Phone-Based Assessments of Learning - Angrist, Noam; Bergman, Peter; Evans, David K.; Hares, Susannah; Jukes, Matthew C. H.; Letsomo, Thato (BMJ Global Health, 2020)
School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce education risks as well as new, longer run health risks, via lost education. While some studies measure student involvement in educational activities during the crisis through phone-based surveys, the literature on assessing learning by phone is almost nonexistent, despite the fact that learning loss has major implications for school dropout and rising inequality. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary principles to guide researchers and service providers as they try phone-based learning assessments. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) learn from the speed and confidence of responses, (7) use effective strategies to encourage respondents to pick up the phone, and (8) build rapport with adult caregivers and youth respondents.
Keywords: ___working_potential_duplicate; health economics; health services research; public health; ⛔ No DOI found

Practical Lessons for Phone-Based Assessments of Learning - Angrist, Noam; Bergman, Peter; Evans, David K.; Hares, Susannah; Jukes, Matthew C. H.; Letsomo, Thato (Center for Global Development, 2020)

Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana - Angrist, Noam; Bergman, Peter; Brewster, Caton; Matsheng, Moitshepi (SSRN Electronic Journal, 2020)
The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the ﬁrst experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the ﬁrst wave. We ﬁnd early evidence that both interventions result in cost-eﬀective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We ﬁnd increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the ﬁrst wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.
Keywords: Education; Human Capital; Technology; _COVID_DEAA-List; __C:filed:1; ___working_potential_duplicate

Stemming learning loss during the pandemic: A rapid randomized trial of a low-tech intervention in Botswana - Angrist, Noam; Bergman, Peter; Brewster, Caton; Matsheng, Moitshepi (2020)
The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially longterm consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at fourto six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.

Stemming learning loss during the pandemic: A rapid randomized trial of a low-tech intervention in Botswana - Angrist, Noam; Bergman, Peter; Brewster, Caton; Matsheng, Moitshepi (2020)
The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially longterm consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at fourto six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system.

Limiting Learning Loss using Phone-based Programming during Covid-19 in Botswana - Angrist, Noam; Bergman, Peter; Brewstar, Caton; Matsheng, Moitshepi (The Abdul Latif Jameel Poverty Action Lab (J-PAL), 2020)
Working in Botswana, researchers rapidly evaluated a phone-based remote learning program aimed at keeping children engaged with math during the Covid-19 pandemic. Students who received weekly SMS messages and phone calls to review math exercises increased their math skills after twelve weeks, while students who received only SMS messages did not.

Building Resilient Education Systems: Evidence from Large-Scale Randomized Trials in Five Countries - Angrist, Noam; Ainomugisha, Micheal; Bathena, Sai Pramod; Bergman, Peter; Crossley, Colin; Cullen, Claire; Letsomo, Thato; Matsheng, Moitshepi; Panti, Rene Marlon; Sabarwal, Shwetlena; Sullivan, Tim (National Bureau of Economic Research, 2023)

Mostly harmless econometrics: An empiricist's companion - Angrist, Joshua D.; Pischke, Jörn-Steffen (Princeton university press, 2008)

Distanced and Disadvantaged: A Study on the Effects of COVID-19 on Education for Learners with Disabilities in Kenya, October 2020 - Angoye, James; Mbari-Kirika, Irene; Walker, Bruce; Kavua, Martin (inABLE.org, 2020)

Use of adaptive computer assisted remediation programs to prevent student dropout in the context of COVID-19 - Angel-Urdinola, Diego (2020)

Ajuster l'aide pédagogique aux élèves de langue maternelle Bushinengué, dans les Segpas à l'ouest de la Guyane - Anelli, Serge (La nouvelle revue de l'adaptation et de la scolarisation, 2011)
Keywords: ⛔ No DOI found

Building State Capability: Evidence, Analysis, Action - Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Oxford University Press, 2017)
This is an open access title available under the terms of a CC BY-NC-ND 4.0 licence. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations. Governments play a major role in the development process, and constantly introduce reforms and policies to achieve developmental objectives. Many of these interventions have limited impact, however; schools get built but children don't learn, IT systems are introduced but not used, plans are written but not implemented. These achievement deficiencies reveal gaps in capabilities, and weaknesses in the process of building state capability. This book addresses these weaknesses and gaps. It starts by providing evidence of the capability shortfalls that currently exist in many countries, showing that many governments lack basic capacities even after decades of reforms and capacity building efforts. The book then analyses this evidence, identifying capability traps that hold many governments back - particularly related to isomorphic mimicry (where governments copy best practice solutions from other countries that make them look more capable even if they are not more capable) and premature load bearing (where governments adopt new mechanisms that they cannot actually make work, given weak extant capacities). The book then describes a process that governments can use to escape these capability traps. Called PDIA (problem driven iterative adaptation), this process empowers people working in governments to find and fit solutions to the problems they face. The discussion about this process is structured in a practical manner so that readers can actually apply tools and ideas to the capability challenges they face in their own contexts. These applications will help readers devise policies and reforms that have more impact than those of the past.

Looking like a state: The seduction of isomorphic mimicry - Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Building State Capability: Evidence, Analysis, Action, 2017)
In this chapter we argue that isomorphic mimicry is a key “technique of successful failure” that perpetuates capability traps in development. In the context of this study, isomorphic mimicry is the tendency of governments to mimic other governments’ successes, replicating processes, systems, and even products of the “best practice” examples. This mimicry often conflates form and function: leading to a situation where “looks like” substitutes for “does”; i.e., governments look capable after the mimicry but are not actually more capable. We argue that this is endemic in development and has become a primary reason why countries do not build real capability even after years of policy and reform engagement and billions of dollars of capacity building work. We suggest that the tendency to so mimic is amplified by the current development ecosystem, especially where public sectors have become closed to novelty but open (and supportive of) agenda conformity. Such characteristics make it very hard for states to build the new capabilities needed, for their contexts, given their realities.

Building capability by delivering results: Putting Problem-Driven Iterative Adaptation (PDIA) principles into practice - Andrews, Matt; Pritchett, Lant; Samji, Salimah; Woolcock, Michael (A governance practitioner's notebook: alternative ideas and approaches, 2015)

This is PFM - Andrews, Matt; Cangiano, Marco; Cole, Neil; Renzio, Paolo; Krause, Philipp; Seligmann, Renaud (Center for International Development, 2014)
The acronym PFM stands for Public Financial Management: But what is public financial management? This short note tries to demystify the concept, drawing on perspectives of specialists in the area who work in different contexts and bring different views (from academia, the multilateral and bilateral development agencies, think tanks, government, and civil society). The note is not meant to be prescriptive but rather offers an entry point to a fuller discussion on the constituent elements of PFM systems, how and why PFM reforms have emerged, and where the gaps are for future attention.

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

Upping the Ante: The Equilibrium Effects of Unconditional Grants to Private Schools - Andrabi, Tahir; Das, Jishnu; Khwaja, Asim I.; Ozyurt, Selcuk; Singh, Niharika (World Bank, 2018)
This paper tests for financial constraints as a market failure in education in a low-income country. In an experimental setup, unconditional cash grants are allocated to one private school or all private schools in a village. Enrollment increases in both treatments, accompanied by infrastructure investments. However, test scores and fees only increase in the setting of all private schools along with higher teacher wages. This differential impact follows from a canonical oligopoly model with capacity constraints and endogenous quality: greater financial saturation crowds-in quality investments. The findings of higher social surplus in the setting of all private schools, but greater private returns in the setting of one private school underscore the importance of leveraging market structure in designing educational subsidies.
Keywords: Education Markets; Financial Innovation; Private Education; Return to Capital; SMEs; Small and Medium Enterprises; Student Achievement; Unconditional Cash Transfers

Pakistan - Learning and Educational Achievements in Punjab Schools (LEAPS): insights to inform the education policy debate - Andrabi, Tahir; Das, Jishnu; Khwaja, A. I.; Vishwanath, T.; Zajonc, Tristan (World Bank, 2008)
This report shares the findings of first round of the Learning and Educational Achievement in Punjab Schools (LEAPS) survey carried out in all the public and private schools offering primary level education in 112 villages of the province. This survey includes learning outcomes for 12,000 children in Class III in Urdu, English, and Mathematics together with detailed information on the beliefs and behavior of schools, teachers and parents. This large and independent exercise provides critical information on every aspect of the educational marketplace, including performance of all types of schools in select districts of the province. This report presents findings from the first round of the survey in 2003 along with trends for a few key outcomes between 2003 and 2007; a further report will incorporate all other information from the four rounds collected between 2003 and 2007.

Human Capital Accumulation and Disasters: Evidence from the Pakistan Earthquake of 2005 - Andrabi, Tahir; Daniels, Benjamin; Das, Jishnu (UKAID, Australian Aid, Gates Foundation, and Oxford Policy Management, 2020)
We trace the effects of a devastating earthquake that occurred in Northern Pakistan in 2005. Using a new dataset from a survey conducted four years after the earthquake, we first show that the distance of the household from the fault line was not correlated with pre-existing household characteristics, while it was strongly predictive of earthquake-related damage and mortality. Through emergency relief aid, households living close to the fault line reported receiving substantial cash compensation that amounted to as much as 150 percent of their annual household consumption expenditure. Four years after the earthquake, there were no differences in public infrastructure, household or adult outcomes between areas close to and far from the fault line. However, children in their critical first thousand days at the time of the earthquake accumulated large height deficits, with the youngest the most affected. Children aged 3 through 15 at the time of the earthquake did not suffer growth shortfalls, but scored significantly worse on academic tests if they lived close to the fault line. Finally, children whose mothers completed primary education were fully protected against the emergence of a test score gap. We estimate that if these deficits continue to adult life, the affected children could stand to lose 15 percent of their lifetime earnings. Even when disasters are heavily compensated, human capital accumulation can be critically interrupted, with greater losses for already disadvantaged populations

The role of technology in addressing personalized learning - Andra, Nishitha (The University of Texas at Austin, 2016)

Increasing Interactivity in Distance Educations: Case Studies Bangladesh and Sri Lanka - Andersson, Annika; Hatakka, Mathias (Information Technology for Development, 2010)

Design-Based Research: A decade of progress in education research? - Anderson, Terry; Shattuck, Julie (Educational Researcher, 2012)
Design-based research (DBR) evolved near the beginning of the 21st century and was heralded as a practical research methodology that could effectively bridge th...

Assessment and Development of Executive Function (EF) During Childhood - Anderson, Peter (Child Neuropsychology, 2002)
This review paper outlines the issues associated with the assessment of executive function (EF) in children and adolescents, and describes the developmental profile of executive processes across childhood. At the outset, EF is defined, and cognitive and behavioral impairments associated with executive dysfunction (EDF) are described. A developmental model of EF is proposed incorporating four discrete but inter-related executive domains (attentional control, cognitive flexibility, goal setting, and information processing) which operate in an integrative manner to enable “executive control”. Characteristics that constitute traditional EF measures are discussed, as are the problems associated with test interpretation. The ecological validity of EF tests and neuropsychological assessment procedures are examined, and adjunct methods of measurement are presented to enable a more comprehensive and valid assessment of EF. Based on developmental and normative studies, the maturation of executive domains is mapped. Attentional control appears to emerge in infancy and develop rapidly in early childhood. In contrast, cognitive flexibility, goal setting, and information processing experience a critical period of development between 7 and 9 years of age, and are relatively mature by 12 years of age. A transitional period is thought to occur at the beginning of adolescence, and shortly after “executive control” is likely to emerge. In order to confirm our current understanding of EF development and further enhance our understanding of brain-behavior relationships, longitudinal studies incorporating structural and functional neuroimaging are required.

Nearly one-in-five teens can’t always finish their homework because of the digital divide - Anderson, Monica; Perrin, Andrew (Pew Research Center, 2018)
Some teens in America are more likely to face digital hurdles when trying to complete their homework.

Parents, Teens and Digital Monitoring - Anderson, Monica (Pew Research Center: Internet, Science & Tech, 2016)
Parents monitor their teen’s digital activities in a number of ways, such as checking browser histories or social media profiles, but using technical means like parental controls is less common.

Policy Report on UNHCR’s Community Technology Access Program: Best Practices and Lessons Learned - Anderson, Jessica (Refuge: Canada's Journal on Refugees, 2013)
This report gives an overview of UNHCR’s Community Technology Access (CTA) program, which aims to improve education and livelihood opportunities for displaced populations via technology. Th e paper analyzes the key findings of a comprehensive external evaluation of the program conducted in 2012. According to the evaluation, the areas of greatest positive impact for people of concern were in the enjoyment of basic rights to freedom of expression and information, in building relationships with the host community, and social networking. However, access to technology alone is not sufficient to achieve the goals of quality education and self-reliance. Therefore, the evaluation recommends developing strategic, contextualized education and livelihood content and tools in order to achieve the desired goals of learning, skills, and access to employment, as well as a reassessment of CTAs’ potential for operational and fiscal autonomy in different countries.
Keywords: Google Scholar/ teacher "professional development" AND refugees AND technology; RER theme_pedagogies and modalities

Loss of brick-and-mortar schooling: How elementary educators respond - Anderson, Emma; Hira, Avneet (Information and Learning Science, 2020)
Purpose: This paper aims to understand how elementary school educators who teach subjects that traditionally require hands-on work in schools are rising to the challenge of losing brick-and-mortar facilities in the wake of the Coronavirus disease 2019 (COVID-19) crisis. Design/methodology/approach: The authors interviewed six elementary school educators and developed iterative grounded codes from the interviews to understand how the teachers are rising to the challenge of teaching online, what supports they need, and how they are viewing their roles and student learning in the present landscape. Findings: In response to losing brick-and-mortar schools, teachers are rising to the challenge by creating creative assignments and communicating with students and parents via multiple platforms. They are learning to use technology to create meaningful, socially distant learning experiences and, in the process, blurring their own boundaries between work and life. They exercise compassion for their students while providing the best education they can in these circumstances. Practical implications: This work provides administrators, educators, policymakers and technology developers insight into the challenges teachers are facing. Originality/value: In addition to the timeliness of this study in light of the COVID 19 crisis, the focus on elementary school students, who often need support from parents or guardians to use Web technologies, and subjects traditionally requiring face-to-face interactions and hands-on work contribute to the originality of the study.
Keywords: COVID-19; Compassionate teachers; Educational technology; Elementary school; Hands-on learning; Pandemic; Social distance learning

Digital literacy in Ugandan teacher education: Insights from a case study - Andema, Samuel; Kendrick, Maureen; Norton, Bonny (Reading & Writing-Journal of the Reading Association of South Africa, 2013)
Keywords: ⛔ No DOI found

Delay in teachers’ salaries sparks unrest in Liberia - Andalou Agency (2019)
Students took to streets, demanding release of payments to their teachers and return to class work - Anadolu Agency

Designing for development: Understanding One Laptop Per Child in its historical context - Ananny, Mike; Winters, Niall (2007 International Conference on Information and Communication Technologies and Development, 2007)
We argue that the One Laptop Per Child (OLPC) can be better understood by examining the general history of development communication and, specifically, through a historical debate between communication scholars Ithiel de Sola Pool and Herbert Schiller. Although originally conducted around broadcast media, the Pool-Schiller conversation identifies questions still relevant to contemporary information and communication for development (ICT4D) projects like the OLPC. Our analysis of their debate identifies five key questions we can apply to the OLPC or any given ICTD4D project: where does change happen? How does change happen? What obligations do designers and researchers have as change agents? What is the role of technology in change? What is the relationship between change, technology and international development? Equipped with this framework, we argue that one place to see OLPC's answers to these Pool-Schiller questions - and, thus, an understanding of OLPC development ideologies - can be found in a textual analysis of the OLPC software design guidelines. This preliminary analysis suggests that OLPC sees the child as the agent of change and the network as the mechanism of change.
Keywords: Broadcasting; Computer science education; Computer vision; Context; Educational technology; Guidelines; History; Information analysis; Materials science and technology; Pool-Schiller questions; Portable computers; one laptop per child; public domain software; software design; software development management; systems analysis; textual analysis

Developing Quality Teacher Professionals: a Reflective Inquiry on the Practices and Challenges in Tanzania - Anangisye, William A.L. (Papers in Education and Development, 2011)
Keywords: ⛔ No DOI found

T-TEL Covid-19 Impact Assessment Study - Ananga, Eric; Kadiri, Abdul-Karim; Kporwodu, Marie; Nkrumah, Yahya; Whajah, Francis; Tackie, Majorie (2021)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted

New modes of teacher pre-service training and professional support - Anamuah-Mensah, Jophus; Banks, Frank; Moon, Bob; Wolfenden, Freda (Teacher education and the challenge of development: a global analysis, 2012)
Keywords: Economic development -- Effect of education on -- Developing countries.; Teachers -- Training of -- Developing countries.; Teaching -- Developing countries.

Emergency remote-oriented learning and assessment in teacher education (EROLA) - Anamuah-Mensah, Jophus; Ananga, Eric; Noble-Rogers, Bea; Awuku, Samuel; Fletcher, Jonathan (2020)

Socio-economic impact on schooling of urban slum children: a study of Rayer Bazaar slum in Dhaka city - Anam, Abu Saief Mohammad Towhidul (Dynamics of Public Administration, 2016)

Opportunities and Challenges: Integration of ICT in Teaching and Learning Mathematics in Secondary Schools, Nairobi, Kenya - Amuko, Sheila; Miheso, Marguerite; Ndeuthi, Sophie (Journal of Education and Practice, 2015)
This presentation is based on a larger study whose purpose was to explore the various opportunities and challenges influencing integration of ICT in teaching and learning Mathematics in secondary schools in Nairobi County. The study, adopted a descriptive survey design. Three instruments questionnaires’, a structured interview schedule and an observation checklist were used to collect data. The study was carried out in twelve public secondary schools in Nairobi County. Data was analysed using descriptive statistics. Findings from the study indicated that, teachers face major challenges such as developing their own technological skills and knowledge as well as self-training in the use ICTs in their teaching. This lack of capacity building support was found by the study to contribute to teacher lax in integrating technology in their teaching inspite of the enthusiasm. This study recommends that new frontiers on technology integration be made accessible to both teachers and students for learning purpose to increase access to information and that, capacity building in technology integration be increased for teachers and awareness be built among pre-service teachers trainees integrating ICT in teaching and learning Mathematics.
Keywords: Barriers; Check Lists; Foreign Countries; Knowledge Level; Mathematics Instruction; Observation; Public Schools; Questionnaires; Secondary School Mathematics; Secondary School Teachers; Statistical Analysis; Structured Interviews; Surveys; Teacher Attitudes; Teacher Competencies; Teacher Education; Teaching Methods; Technological Literacy; Technology Integration; Technology Uses in Education; ___working_potential_duplicate; ⛔ No DOI found

Barriers to the Use of Computer Assistive Technology among Students with Visual Impairment in Ghana: The Case of Akropong School for the Blind - Ampratwum, Joseph; Offei, Yaw Nyadu; Ntoaduro, Afua (Journal of Education and Practice, 2016)
The study aimed at exploring barriers to the use of computer assistive technology among students with visual impairment at Akropong School for the Blind. A case study design was adopted and the purposive sampling technique used to select 35 participants for the study. The researchers gathered qualitative data using an in-depth interview guide to investigate barriers to the use of keyboarding skills and Job Access with Speech (JAWS).Data were transcribed and analysed thematically. That is the key themes were identified in the conversations and these were drawn and discussed. This was done using both the narrative methods and opened quotes from interviews. The findings indicated that challenges limiting effective use of computer assistive technology in the School were more personal than external influences. This was because most of the challenges were due to the individual response to the training and familiarity in developing their competencies in using computer assistive technology. Based on this, it was recommended that efforts should be made to stock the laboratory with additional computers. Directly in line with the first recommendation, it was further suggested that more practice time should be created for the students to maximize computer use. Also, Licensed JAWS must be acquired by the school to advance students’ competence in using computer assistive technology. A number of the challenges were expressed by the students on their non- familiarity with the JAWS. As a result, it was recommended that instructors and trainers at the school should engage the students in revised lessons on introduction to computer. This will help to refresh the minds of students.
Keywords: ⛔ No DOI found

Case study: Building strong institutional capacity and expertise in data for decision-making through developing a unified data management system. - Ampofo, Rudolph; Simiyu, Genevieve; Ayinga, Ussif (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence; coming soon

Mapping EdTech interventions within the Ministry of Education of Ghana. Preliminary Data - Ampofo, Rudolph; Korboe, David; Radford, Kate; Mazari, Haani (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

EdTech Horizon Scan: Rapid scan on emerging EdTech research during the Covid-19 pandemic. - Ampofo, Rudolph; Kaye, Tom (EdTech Hub, 2022)
EdTech Hub horizon scans are publications designed to provoke thinking and provide insight into a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This edition of the Hub’s Horizon Scan provides a high-level summary of research, blogs, and think-pieces published between October and December 2021, that provide insights and learnings on the adoption and utilisation of EdTech during the Covid-19 pandemic. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

An Investigation of Provision of Quality Basic Education in Ghana: A Case Study of Selected Schools in the Central Region - Ampiah, Joseph (Journal of International Cooperation in Education, 2008)
Keywords: ⛔ No DOI found

Personal Data Broker: A Solution to Assure Data Privacy in EdTech - Amo, Daniel; Fonseca, David; Alier, Marc; García-Peñalvo, Francisco José; Casañ, María José; Alsina, María (Springer International Publishing, 2019)
Educational technologies (Edtech) collect private and personal data from students. This is a growing trend in both new and already available Edtech. There are different stakeholders in the analysis of the collected students’ data. Teachers use educational analytics to enhance the learning environment, principals use academic analytics for decision making in the leadership of the educational institution and Edtech providers uses students’ data interactions to improve their services and tools. There are some issues in this new context. Edtech have been feeding their analytical algorithms from student’s data, both private and personal, even from minors. This draws a critical problem about data privacy fragility in Edtech. Moreover, this is a sensitive issue that generates fears and angst in the use of educational data analytics in Edtech, such as learning management systems (LMS). Current laws, regulations, policies, principles and good practices are not enough to prevent private data leakage, security breaches, misuses or trading. For instance, data privacy agreements in LMS are deterrent but not an ultimate solution due do not act in real time. There is a need for automated real-time law enforcement to avoid the fragility of data privacy. In this work, we take a step further in the automation of data privacy agreement in LMS. We expose which technology and architecture are suitable for data privacy agreement automation, a partial implementation of the design in Moodle and ongoing work.
Keywords: Academic analytics; Blockchain; Data privacy; Digital identity; Educational data mining; Learning Analytics; Moodle; Smart contracts

The Sierra Leone Teachers Union: Labor in a Post-Conflict Society - Amman, John; O'Donnell, James (WorkingUSA, 2011)
The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers.

Dynamics of Public Policy: Determinants of Policymaking and Implementation in Bangladesh - Aminuzzaman, S (Public Organization Review, 2013)
Socio-economic development achievements in Bangladesh have been characterized as a development paradox. The policymaking process in Bangladesh is seen as the outcome of incentives created by patronage politics as opposed to the compulsion for the government to play an effective developmental role. A number of factors strongly affect the public policy formulation and implementation process—factors such as the assistance and extent of pressure and persuasion from international development partners, and the capacity to mobilize and manage resources. The political commitment at the highest level is found to be the most critical determinant element of policy formulation and implementation in Bangladesh.

Delaying child marriage through community-based skills-development programs for girls: Results from a randomized controlled study in rural Bangladesh - Amin, Sajeda; Ahmed, Johana; Saha, Jyotirmoy; Hossain, Md.; Haque, Eashita (Population Council, 2016)

Skills-Building Programs to Reduce Child Marriage in Bangladesh: A Randomized Controlled Trial - Amin, S; Saha, J; Ahmed, J (Journal of Adolescent Health Volume 63, Issue 3, September 2018, Pages 293-300, 2018)

Analysis of Rural-Based Pre-Service Teachers Spatial-Visualisation Skills in Problem Solving in Vector Calculus Using MATLAB - Amevor, Godfred; Bayaga, Anass; Bosse, Michael (International Journal of Emerging Technologies in Learning (iJET), 2021)
In science, technology, engineering and mathematics (STEM) for instance, interdisciplinary studies have noted positive correlation between spatial-visualization (SV skills) and mathematical problem solving. The majority of these studies sharing a link between SV skills and problem solving were contextualized in urban settings and only a few in rural settings. This investigation analyses how rural-based pre-service teachers apply their SV skills in problem-solving in a South African university, in the context of vector calculus. One hundred rural-based pre-service teachers in a second year vector calculus class at University of Zululand (UNIZULU) were randomly selected into control and experimental groups. MATLAB was used as a dynamic visual tool to analyse how research participants applied their SV skills. A mixed method approach was employed in data collection (quantitative and qualitative). Our findings revealed that the rural-based pre-service teachers’ SV skills correlate with their problem-solving skills in vector calculus.

The Charisma Machine - Ames, Morgan (Infrastructures, 2019)
A fascinating examination of technological utopianism and its complicated consequences.In The Charisma Machine, Morgan Ames chronicles the life and legacy of...

Digital literacy, libraries, and public policy: Report of the Office for Information Technology Policy's Digital Literacy Task Force - American Library Association (American Library Association (ALA), 2013)

Maintaining learning continuity during school closure: Community Health Volunteer support for marginalised girls in Kenya - Amenya, Donvan; Fitzpatrick, Rachael; Page, Ella; Naylor, Ruth; Jones, Charlotte; McAleavy, Tony (Education Development Trust, 2020)

The Power of Girls' Reading Camps: Exploring the impact of radio lessons, peer learning and targeted paper-based resources on girls’ remote learning in Kenya - Amenya, Donvan; Fitzpatrick, Rachael; Njeri, M.E.; Naylor, Ruth; Page, Ella; Riggall, Anna (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

COVID-19 and education: The digital gender divide among adolescents in sub Saharan Africa - Amaro, D.; Pandolfelli, L.; Sanchez-Tapia, I.; Brossard, M. (UNICEF, 2020)
Keywords: ___working_potential_duplicate

Helping families help themselves? Heterogeneous effects of a digital parenting program - Amaral, Sofia; Dinarte Diaz, Lelys; Dominguez, Patricio; Perez-Vincent, Santiago M. (Policy Research Working Papers, 2021)
Parenting practices are crucial for the development of children’s brains and social skills. However, parenting styles may be far from ideal, particularly those of caregivers with high stress levels. Using an individual-level experiment with male and female caregivers of young children in El Salvador, this paper evaluates the impact of a free digital stress management and positive parenting intervention. The results indicate that, for males, the intervention increased stress and anxiety and lowered caregiver-child interactions.

Helping families help themselves: The (Un)intended impacts of a digital parenting program - Amaral, Sofia; Dinarte-Diaz, Lelys; Dominguez, Patricio; Perez-Vincent, Santiago M. (Journal of Development Economics, 2024)
Parenting practices play a crucial role in child development. We evaluate the impact of a free digital stress management and positive parenting intervention designed to improve caregiver’s mental health and positive caregiver–child interactions in El Salvador. Drawing on the prior success of in-person interventions, we study the effects of digital intervention delivery and examine differential treatment effects by caregiver’s sex. Using an individual-level experiment, we find that the intervention increased stress and anxiety and lowered caregiver–child interactions among male caregivers. In contrast, among female caregivers, we did not detect changes in mental health and observed a decrease in the use of physical violence against children. We also find that family structure and the severity of economic deprivation greatly moderated the intervention’s impact, especially among male caregivers. Our findings indicate that one-size-fits-all digital parenting interventions may not serve all caregivers effectively, emphasizing the need for thorough evaluations prior to extensive implementation.
Keywords: Child maltreatment; Mental health; Parental stress; Positive parenting

Towards e-learning in basic schools during Covid-19: Insights from Ghanaian teachers - Amanor-Mfoafo, Naa Kai; Edonu, Kwamina Kurefi; Akrofi, Olivia; Dowuona, Ebenezer Nortei (2020)
In the wake of the current closure of schools in Ghana, basic schools have been tasked to deliver teaching and learning using e-learning. This study seeks to explore the readiness of teachers in Ghanaian basic schools to undertake e-learning. Using an online questionnaire, data was collected from 108 teachers in both private and public basic schools in Ghana. A factor analysis was conducted to identify the challenges that influenced the ability of basic school teachers to teach using e-learning. The study findings indicated that a majority of the teacher participants preferred face-to-face teaching as compared to online teaching. The study recommends that basic schools adopt a blended approach to teaching where teachers can combine both face-to-face methods with e-learning methods. The study contributes to discussions on the transition from conventional teaching methods to E-learning methods in educational institutions across Ghana.

The Latest Tanzanian National Panel Survey Shows Progress in Education - Amankwah, Akuffo; Palacius-Lopez, Amparo; Gul, Maryam (2023)
The state of education in a country has cascading impacts across multiple facets of development. In line with SDG 4, providing equitable quality education remains a key mission for countries, especially those with low literacy rates. Zooming in on Tanzania...

Systems and Complexity Theories of Organizations - Amagoh, Francis (Global Encyclopedia of Public Administration, Public Policy, and Governance, 2016)
Keywords: Complex Adaptive System; Complexity Theory; Emergent Behavior; External Environment; Organizational Learning

A Study on Using Serious Games in Teaching German as a Foreign Language - Alyaz, Yunus; Spaniel-Weise, Dorothea; Gürsoy, Esim (Journal of Education and Learning, 2017)
The interest in Digital Game-Based Language Learning (DGBLL) has increased considerably in recent years although being a relatively new approach. Despite the interest that DGBLL took, the studies in the context of German as a Foreign Language (FL) are quite limited. Moreover, DGBLL in the Turkish context is not prevalent. Due to this gap in the literature, a research project was launched at a big state university in Turkey in 2014 to explore the potentials and limitations of DGBLL. The study focuses specifically on serious games for FL teaching and learning. The aim of the project, in addition to the promotion of linguistic skills of the learners, is to contribute to the development of professional qualifications of the future FL teachers. The present research aims to report on the pilot study of the project. A one group pre-test post-test research design was used in the study. Quantitative data was collected via two opinion questionnaires implemented at the beginning and at the end of the process as well as a receptive vocabulary test. Qualitative data was collected via semi-structuted interviews and game diaries that participants kept. Two serious games for German was selected and used with traditional dictation, transcription and reading comprehension activities. The results of an 11-week gaming activity indicated significant differences between pre- and post-tests in vocabulary. Additionaly, age was found to be an important factor that affects participants’ attitudes towards serious games. The results indicate that the participants found game activities useful for the development of other language skills.

Learning in times of lockdown: how Covid-19 is affecting education and food security in India - Alvi, Muzna; Gupta, Manavi (Food Security, 2020)
A vast majority of the relief and rehabilitation packages announced in the months following the nationwide lockdown in India have focused on economic rehabilitation. However, the education sector has remained absent from this effort, including in India’s central government’s 250 billion dollar stimulus package. In this paper, we discuss the implications of lockdown-induced school and rural child-care center closures on education and health outcomes for the urban and rural poor. We especially focus on food and nutritional security of children who depend on school feeding and supplementary nutrition programs. We argue that the impacts are likely to be much more severe for girls as well as for children from already disadvantaged ethnic and caste groups. We also discuss ways in which existing social security programs can be leveraged and strengthened to ameliorate these impacts.

Assistive technology applied to education of students with visual impairment - Alves, Cássia Cristiane de Freitas; Monteiro, Gelse Beatriz Martins; Rabello, Suzana; Gasparetto, Maria Elisabete Rodrigues Freire; Carvalho, Keila Monteiro de (Revista Panamericana de Salud Pública, 2009)
OBJECTIVES: Verify the application of assistive technology, especially information technology in the education of blind and low-vision students from the perceptions of their teachers. METHODS: Descriptive survey study in public schools in three municipalities of the state of São Paulo, Brazil. The sample comprised 134 teachers. RESULTS: According to the teachers' opinions, there are differences in the specificities and applicability of assistive technology for blind and low-vision students, for whom specific computer programs are important. Information technology enhances reading and writing skills, as well as communication with the world on an equal basis, thereby improving quality of life and facilitating the learning process. The main reason for not using information technology is the lack of planning courses. The main requirements for the use of information technology in schools are enough computers for all students, advisers to help teachers, and pedagogical support. CONCLUSIONS: Assistive technology is applied to education of students with visual impairment; however, teachers indicate the need for infrastructure and pedagogical support. Information technology is an important tool in the inclusion process and can promote independence and autonomy of students with visual impairment.
Keywords: Assistive technology; Brazil; information technology; visually impaired persons

Collboard: Fostering new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards - Alvarez, Claudio; Salavati, Sadaf; Nussbaum, Miguel; Milrad, Marcelo (Computers & Education, 2013)
Education systems worldwide must strive to support the teaching of a set of New Media Literacies (NMLs). These literacies respond to the need for educating human capital within participatory cultures in a highly technologized world. In this paper, we present Collboard, a constructivist problem solving activity for fostering the development of speciﬁc NMLs in classrooms: collective intelligence, distributed cognition and transmedia navigation. Collboard encompasses successive individual and collaborative work phases that prompt active student participation and engagement. It integrates digitally augmented appliances, namely, digital pens as a means to support individual work, and interactive whiteboards as a collaborative knowledge construction space. We report on the conceptual design of Collboard, its different technological and software components, as well as our ﬁndings from experiences we conducted in a Swedish school with 12 students from a 7th grade maths class. Findings from the experience provide an indication that Collboard can be well integrated in classroom teaching, and that it can foster the development of collective intelligence, distributed cognition and transmedia navigation in different knowledge domains.

A Software Based on Eye Gaze to Evaluate Mathematics in Children with Cerebral Palsy in Inclusive Education - Alvarado-Cando, Omar; Belén Jara, G.; Barzallo, Paúl; Torres-Salamea, Hugo (Springer International Publishing, 2019)
The government of Ecuador has promoted inclusive education in public and private education centers, ensuring that all children can access education and not be discriminated by their disability. Teachers are responsible for planning, support and reorganized the curriculum according to the needs of each child included. The inclusion process for children with cerebral palsy (CP) and speech difficulties have been a little difficult because they cannot communicate properly with the teachers and the evaluation process is not clear and objective. In this paper, through the use of eye tracking technology provide by Irisbond, we present an educational software to evaluate mathematics in children with CP. The software performs the questions in written and audible way, and it allows the students to select and/or match the correct answer; children with CP from 5 to 7 years tested the program and they got a better rating than not using it.
Keywords: Assistive technology; Cerebral palsy; Eye gazed; Inclusive education

Pedagogical renewal in sub‐Saharan Africa: the case of Uganda - Altinyelken, Hülya K. (Comparative Education, 2010)
Keywords: C:sub-Saharan Africa

Curriculum Development: Teacher Involvement in Curriculum Development - Alsubaie, Merfat Ayesh (Journal of Education and Practice, 2016)
In order for curriculum development to be effective and schools to be successful, teachers must be involved in the development process. An effective curriculum should reflect the philosophy, goals, objectives, learning experiences, instructional resources, and assessments that comprise a specific educational program (“Guide to curriculum development,” 2006). It can be subject specific or a generalized overview of expectation. It must be a usable tool to assists teachers in the development of individualized strategies and the methods and materials necessary for them to be successful.
Keywords: ⛔ No DOI found

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

الامتحانات عبر الإنترنت في سياقات الطوارئ: هل المراقبة، والتقنيات الأخرى، مجدية في سوريا لتيسير عقد امتحانات تشمل جميع الطلاب؟ - AlSheikhTheeb, Thaer; Sahin, AynurGul; Abdelrahman, Salma; Chuang, Rachel; Affolter, Friedrich; AlMekdad, Bayan; Sabboura, Rani; Sheqem, Yazeed (EdTech Hub, 2022)
كلمات مفتاحية: الامتحانات عبر الإنترنت، تكنولوجيا مراقبة الامتحانات، سياقات الطوارئ، سوريا خلاصة: الغرض من هذه الوثيقة تقديم دليل يمكن استخدامه من قبل الممارسين في مجال التعليم العاملين في سياقات الطوارئ لتقييم مدى جدوى تنفيذ الامتحانات الإلكترونية واستخدام تكنولوجيا مراقبة الامتحانات. سيتطلب عقد الامتحانات عالية المخاطر عبر الإنترنت في سوريا وفي سياقات طوارئ أخرى استثمارات كبيرة لتحقيق المتطلبات الأساسية اللازمة للجدوى والمصداقية. تشمل هذه المتطلبات الأساسية الكهرباء والإنترنت والأجهزة، بالإضافة إلى تطوير المهارات الرقمية اللازمة للطلاب لتقديم الامتحانات عبر الإنترنت وللمعلمين والإداريين لتيسير الامتحانات عبر الإنترنت. ينبغي بذل المزيد من الجهود لمنع تسريب المعلومات حول الأسئلة ومحتوى الامتحانات، ولتشجيع التغيير الثقافي حول الامتحانات عبر الإنترنت. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Online Examinations in Emergency Contexts: Can Proctoring and Other Technologies Be Feasible Alternatives for Facilitating Inclusive School Exams for All in Emergency Contexts? - AlSheikhTheeb, Thaer; Sahin, AynurGul; Abdelrahman, Salma; Chuang, Rachel; Affolter, Friedrich; Al Mekdad, Bayan; Sabboura, Rani; Shequem, Yazeed (EdTech Hub, 2022)
The purpose of this document is to serve as a guide that education practitioners working in emergency contexts can use to assess the feasibility of implementing online examinations and using proctoring technologies. The implementation of online high-stakes examinations in Syria and other emergency contexts will require significant investments in achieving the prerequisites needed for feasibility and credibility. Prerequisites include electricity, internet, and devices, as well as the development of the digital skills necessary for students to participate in online exams and for teachers and administrators to facilitate online exams. Further efforts are needed to prevent leakage of information on exam questions and content, and promote cultural change around online examinations. Key words: online examinations; proctoring technologies; emergency contexts; Syria An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Key considerations when developing an ICT in Education strategy - AlSheikhTheeb, Thaer; Chuang, Rachel; Pandit, Sanjana (EdTech Hub, 2022)
This report was commissioned by UNICEF and produced under UNICEF and EdTech Hub’s global partnership, in response to a request from the UNICEF Laos team that was submitted to the EdTech Hub Helpdesk. It presents key considerations on the overarching process to develop an ICT in Education strategy (e.g., components, stakeholders, timelines) and lists examples of other national ICT in Education and EdTech strategies. Keywords: EdTech strategies; ICT in Education strategies An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Guidance on Community Mobilisation for Girls’ Education - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _r:AddedByZotZen

Guidance on Pre-Assessment for Establishing E-Learning Centres - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Engaging Girls with E-Learning: A curated list of good practices - AlSheikh Theeb, Thaer (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: Helpdesk Response; _r:AddedByZotZen

A digital platform for supervised self-directed learning in emergencies: the case of the Syrian crisis - Almasri, Nada; Tahat, Luay; Skaf, Sawsan; Masri, Aman Al (Technology, Pedagogy and Education, 2019)
The well-known Syrian crisis has made it very challenging for thousands of Syrian children to have access to education. In this article, the authors propose a framework for designing a digital education platform to allow children inside Syria as well as in the refugee camps in bordering countries to have access to education. The authors start by looking at the efforts performed in the field of education in conflict-affected regions, and they extract from them the lessons learned and recommendations. They provide four main characteristics of war impacting children’s education: (1) insecurity, (2) instability, (3) lack of resources, and (4) lack of adult supervision. They then use these four characteristics, along with the extracted recommendations, as the grounds for drafting three design considerations for the implementation of a digital education platform. The three design considerations are: supervised self-directed learning method, context-aware education and children-oriented design. Finally, the authors use these design considerations to provide design recommendations for the four main elements of a digital education platform: hardware, software, curriculum and supporting services. They conclude by discussing the validity of the digital platform, its implementation feasibility, and challenges facing the implementation.
Keywords: Google Scholar/ "refugee education" ICT; RER theme_pedagogies and modalities

Investigating students' perceptions on mobile learning services - Almaiah, Mohammed Amin; Jalil, Masita Abdul (International Journal of Interactive Mobile Technologies (iJIM), 2014)
M-learning is a form of learning, which has similarities and differences with the electronic learning (elearning). It is mainly based on the use of the mobile wireless technologies that allow for learners to easily access learning materials anytime he desires and anywhere, whether on campus or off campus. Therefore, this creates a new flexible learning environment in the context of different learning settings. Students' perception of such technology is one of the most important factors for successful adoption of m-learning in the higher education environment. This study is conducted to investigate the perceptions of students in University Malaysia Terengganu (UMT) to move towards applying m-learning in their studies by using their mobile devices and to explore their expectations on mobile learning services. A total number of 91 undergraduate students majoring in computer science participated in the study. The findings show that the students have positive perception towards mobile learning and would like to use their mobile devices for both learning and administrative services.

Examination of factors influencing the use of mobile learning system: An empirical study - Almaiah, Mohammed Amin; Alismaiel, Omar Abdulwahab (Education and Information Technologies, 2019)
Past studies have placed little emphasis on quality factors as the detebile learning application provides me a promptrminants of mobile learning adoption. Thus, this study’s purpose is to integrate the Technology Acceptance Model (TAM) with the updated DeLone and McLean’s model (DL&ML) to examine whether quality factors (including system quality, information quality, and service quality) and individual beliefs (including perceived usefulness and perceived ease of use) are the antecedents to students’ satisfaction and their intention to use, leading to enhancing their actual usage of mobile learning system. A total of 400 questionnaires were distributed. The results showed that quality factors (including system quality, information quality, and service quality) had significant effects on students’ satisfaction and their intention to use mobile learning; besides, perceived usefulness has significantly strong impacts on intention to use mobile learning, and satisfaction and intention to use both have significant effects on actual use of mobile learning. This study opens future work for using the identified quality factors as guidelines for researchers and designers to design and develop mobile learning applications.

Exploring the critical challenges and factors influencing the e-learning system usage during COVID-19 pandemic - Almaiah, Mohammed Amin; Al-Khasawneh, Ahmad; Althunibat, Ahmad (Education and Information Technologies, 2020)
The provision and usage of online and e-learning system is becoming the main challenge for many universities during COVID-19 pandemic. E-learning system such as Blackboard has several fantastic features that would be valuable for use during this COVID-19 pandemic. However, the successful usage of e-learning system relies on understanding the adoption factors as well as the main challenges that face the current e-learning systems. There is lack of agreement about the critical challenges and factors that shape the successful usage of e-learning system during COVID-19 pandemic; hence, a clear gap has been identified in the knowledge on the critical challenges and factors of e-learning usage during this pandemic. Therefore, this study aims to explore the critical challenges that face the current e-learning systems and investigate the main factors that support the usage of e-learning system during COVID-19 pandemic. This study employed the interview method using thematic analysis through NVivo software. The interview was conducted with 30 students and 31 experts in e-learning systems at six universities from Jordan and Saudi Arabia. The findings of this study offer useful suggestions for policy-makers, designers, developers and researchers, which will enable them to get better acquainted with the key aspects of the e-learning system usage successfully during COVID-19 pandemic.

Use of Tablet Computers to Improve Access to Education in a Remote Location - Ally, Mohamed; Balaji, V; Abdelbaki, Anwar; Cheng, Ricky (Journal of Learning for Development, 2017)
A research project was carried out in using mobile learning to increase access to education. This project is contributing to the achievement of Goal 4 of the Sustainable Development Goals (SDGs), which is to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”. The mobile learning project involved the use of mobile technology to deliver learning materials to students to provide flexibility of access. Students used tablet computers to access electronic learning materials from the Aptus local server without having to connect to the Internet. The Aptus system is portable and was designed by the Commonwealth of Learning to allow learners to connect to digital learning platforms and access course materials without the need for Internet access. The project was implemented in a school in Pakistan. A total of 74 Grade 8, 9, and 10 students were involved in this project. The research revealed a positive impact on students and on learning as a result of their participation in the mobile learning project: students were better able to use the mobile technology for learning. Both students and parents also indicated that the project increased the students’ knowledge on the use of tablets for learning. Parents indicated that the mobile learning project increased their childrens’ interest in studying. Teachers also acknowledged that the students were taking more interest in classroom learning and concentrated on their tablets during study. Students were tested before and after they were supplied with content on their tablets. The post-test scores were significantly higher than the pre-test scores, indicating the use of the tablets for learning improved students’ performance.
Keywords: ⛔ No DOI found

All Trials Registered. All Results Reported - AllTrials (AllTrials)

Guidance note on using implementation research in education - Allison, C (Building Evidence in Education (BE2 ), 2023)

Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning - Allier-Gagneur, Zoé; Moss Coflan, Caitlin (EdTech Hub, 2020)
EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders.
Keywords: F: Helpdesk response; L:Gender and education; L:Out-of-school populations; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v1; _r:CopiedFromEvLib; _zenodoETH; dode_eth-src-dode

Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? - Allier-Gagneur, Zoe; McBurnie, Chris; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2020)
This paper analyses a range of literature reviews to identify characteristics of effective teacher education, including focusing on practical subject pedagogy; incorporating peer support and; creating a coherent policy environment.
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _forthcoming; _zenodoETH:submitted; _zenodoODE; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Conseils pour l’introduction de la technologie en classe Liste de sources annotée - Allier-Gagneur, Zoé; Lwamba, Etienne (EdTech Hub, 2020)
Cette liste de sources annotée a pour but d’informer la prise de décisions des acteurs du domaine de l’éducation concernant l’introduction de technologies en classe dans les pays à revenu faible et intermédiaire. Cette liste est une introduction qui expose de façon informelle certains des conseils généraux que prodiguent souvent les experts de l’EdTech Hub.
Keywords: F: Helpdesk response; LP: French; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

Using Blended Learning to Support Marginalised Adolescent Girls’ Education: A Review of the Evidence - Allier-Gagneur, Zoé; Chuang, Rachel; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
This topic brief reviews evidence about the use of blended learning to support the education of marginalised adolescent girls in low- and middle- income countries.
Keywords: F: Helpdesk response; H:Blended learning; L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; dode_eth-src-eth; dode_eth-trf2-dode

Whose Data is it Anyway?: Decoding the Draft India Data Accessibility & Use Policy, 2022 - Alliance for Digital India Foundation (2022)
If India wants to fulfil its ambition of achieving a $5 trillion economy, it has to hone its ability of harnessing the value of data.

Bangladesh National ICT Household Survey: report and overview of main results 2018-2019 - Alliance for Affordable Internet; A2I Programme

From luxury to lifeline: Reducing the cost of mobile devices to reach universal internet access. - Alliance for Affordable Internet (Web Foundation, 2020)
Keywords: ___working_potential_duplicate

IMF Working Papers Volume 2017 Issue 203: Medium-Term Budget Frameworks in Sub-Saharan African Countries (2017) - Allen, Richard I.; Chaponda, Taz; Ray, Rohini; Fisher, Lesley (2017)
"Volume 2017 (2017): Issue 203 (Sep 2017): Medium-Term Budget Frameworks in Sub-Saharan African Countries" published on 11 Sep 2017 by International Monetary Fund.

Effectiveness of Multimodal Microlearning for In-Service Teacher Training - Allela, Melisa Achoko; Ogange, Betty Obura; Junaid, Muhammad Ibn; Charles, Prince Brainard (Journal of Learning for Development, 2020)
To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.
Keywords: Barriers; Communities of Practice; Electronic Learning; Foreign Countries; Inservice Teacher Education; Integrated Learning Systems; Internet; Multimedia Materials; Portfolios (Background Materials); Professional Continuing Education; Professional Development; Program Effectiveness; Secondary School Teachers; Social Media; Synchronous Communication; Teacher Collaboration; Teacher Competencies; Workshops

Allama Iqbal Open University - Allama Iqbal Open University (2020)

All Children Reading: A Grand Challenge for Development [Report] - All Children Reading (USAID; World Vision; Australian Aid)
ACR GCD provides an overview and results of 32 innovations piloted from 2012-2014 to improve early grade literacy in developing countries.

All Children Reading: A Grand Challenge for Development [Web Page] - All Children Reading (All Children Reading: A Grand Challenge for Development)
Advancing edtech innovation and research to improve reading outcomes for marginalized children in low-resource contexts. Learn more here.

All Children Reading Announces eKitabu and SIL LEAD as Winners of Book Boost: Access for All Challenge - All Children Reading (2018)

EduApp4Syria Prize - All Children Reading: A Grand Challenge for Development - All Children Reading

Effectiveness of Gamification of Web-Based Learning in Improving Academic Achievement and Creative Thinking among Primary School Students - Aljraiwi, Seham (International Journal of Education and Practice, 2019)
Gamification is one of the most significant modern trends in educational technology. The present study aims to identify the effectiveness of gamification of web-based learning on academic achievement and creative thinking among primary school students. A learning environment was designed based on gamification of web-based learning. A quasi-experimental approach was utilized to identify the effect of the independent variable, gamification, on the dependent variables, academic achievement and creative thinking among participants. An academic achievement test and the Torrance test of creative thinking were applied to the participants. Results revealed that there was a statistically significant difference between the means of scores of the experimental and control groups in the post-test academic achievement test and the Torrance test of creative thinking in favor of the experimental group. This suggests a high level of academic achievement and creative thinking after using gamification. The study recommends training in-service teachers in the use of gamification for web-based teaching of English.
Keywords: Academic Achievement; Achievement Tests; Control Groups; Creative Thinking; Creativity Tests; Educational Games; Elementary School Students; English (Second Language); Experimental Groups; Inservice Teacher Education; Instructional Effectiveness; Scores; Second Language Instruction; Web Based Instruction

Balloons to Deliver Emergency Internet Across Kenya - Alison, Buckholtz (2020)
Telkom Kenya-Loon partnership will result in country-wide 4G connectivity during pandemic, boosting government services.

Aliim – Smartphone Schools Program - Aliim.org

Gender, power and progress: How norms change - ALiGN (Align Platform, 2020)
This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights.

Alif Ailaan Pakistan District Education Rankings 2015 - Alif Ailaan; SDPI (2015)

Optimising learning and education in Africa: The language factor - Alidou, H.; Boly, A.; Brock-Utne, B.; Diallo, Y.S.; Heugh, K.; Wolff, H.E. (ADEA, UIE, GTZ, 2006)

The Use of Instructional Technology in Private Schools and National Education Policy - Ali, Zulfiqar; Ghani, Fazal; Ali, Arshad
Audio Visual Aids (A.V. Aids) are devices, which are used in teaching to make the learning experience more effective and dynamic. A.V. Aids have made improvements in learning process through involving the sense of hearing and/or sense of sight. The history of the A.V aids can be traced back to the Greek period, however, the technological advancement brought new innovations in the form of computer assisted programs and accessories. In comparison with developed countries, the developing countries including Pakistan experience the lack of modern A.V. Aids as well as the required technical know-how for their effective use. The aim of this paper is to explore the use of A.V. Aids, their type, teachers’ training for their effective use, policy imperatives and role of private public schools in adoption of A.V. Aids in education in private schools in district Peshawar, KP province. To achieve objectives of the study, data was collected from teachers of private schools through close and open ended questionnaire. Information was also collected from books, government’s reports, published research and internet. The findings show that A.V. Aids are used in all private schools in some form. However, there is no system to give formal training to teachers about the proper and effective use of A.V. Aids. The major A.V Aids used in schools are chalk board and white board, while about 60 % schools were found using pictures, maps, models charts and multimedia. The paper gives practicable suggestions to widen the use of A.V. Aids and enhance their effectiveness in education.

Pre-Primary Education in Mongolia: Access, Quality of Service Delivery, & Child Development Outcomes - Ali, Rabia; Temourov, Moukim; Igarashi, Takiko (The World Bank, 2017)

ICT Using Situation in Rural and Urban Primary Schools of Bangladesh: A Comparative Study - Ali, M (Prime University Journal, 2015)
Keywords: ⛔ No DOI found

Responding to Iraq’s learning crisis - Ali, Laila (UNICEF Connect, 2020)
Amidst the devastation in Mosul's Old City, UNICEF supports the rehabilitation of primary education for a safe environment that’s conducive to learning.

Pakistan personal data protection bill termed vague - Pakistan - DAWN.COM - Ali, Kalbe (2021)

Information and communication technology (ICT) education in the city school, Pakistan - A success story in the large-scale introduction of the UK National Curriculum's ICT component in Pakistan - Ali, I.; Proctor, J. (Aslib Proceedings, 2005)
Purpose - In an age of information technology some developing countries are more vulnerable than others to international competition through failure to utilize fully the benefits of an ICT culture. The authors suggest that the strategies in response must include a radical review of attitudes and methods of delivery of ICT in schools and give as an example the recent experience of The City School, the nationwide schools' organisation in Pakistan with whom they are employed. Design/methodology/approach - The authors review the current position of ICT in schools in Pakistan and suggest as a model of development, for schools of a corresponding standing, that of The City School. They describe how The City School responded to ICT, ensuring that all its pupils would have access to the most modem of ICT courses. Discusses how the decision to implement a complete change, or revolution, in teaching ICT was brought about in a relatively short time. It discusses the nature of the programme, how it was organised, the materials required and the outcomes of its implementation including its outstanding success with pupils and their parents. Findings - The authors chronicle the historical developments within The City School that brought about radical change within a comparatively short period and identify careful planning, training, and the motivation of stakeholders, i.e. pupils, teachers and parents, as key elements in its successful implementation. Originality/value - The authors suggest that The City School experience provides a model that may be emulated by schools elsewhere in both developing and industrially developed countries.
Keywords: Pakistan; communication technologies; design and development; schools

E-learning critical success factors: Comparing perspectives from academic staff and students - Alhabeeb, Abdullah; Rowley, Jennifer (Computers & Education, 2018)
This article advances knowledge on the factors that lead to successful e-learning in universities, through a comparative study of the perspectives of academic staﬀ and students. In particular, it contributes to the limited knowledge bases on the eﬀectiveness of e-learning in Saudi Arabia, and on the diﬀerences in perspectives of diﬀerent groups of stakeholders in e-learning. Based on previous research, a questionnaire was designed and distributed to convenience samples of academic staﬀ and students at King Saud University, Saudi Arabia. Respondents were invited to express their opinion regarding the importance of a number of factors to the success of e-learning. Principal Component Analysis was conducted on each dataset, in turn, to assess the loading of items onto factors, and the variance explained. The most important ﬁnding from this study is that the perspectives of students and academic staﬀ diﬀer, with there being nine factors for academic staﬀ and seven for students. Categories that are common to both groups are: student characteristics, instructor characteristics, ease of access, and support and training. The order for academics is: student characteristics, ease of access, instructor characteristics, and support and training; and, the order for students is: instructor characteristics, student characteristics, support and training, and ease of access.

Methodological Guidance Paper: The Art and Science of Quality Systematic Reviews - Alexander, Patricia A. (Review of Educational Research, 2020)
The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking.
Keywords: ___working_potential_duplicate; critical questions; literature search; systematic review

Education Cluster in Pakistan - Lessons Learned: Flood Response - Alexander, Jessica (UNICEF Global Development Commons, 2011)
Summarizes the findings of lessons learned exercise conducted by the Global Education Cluster on its joint response to floods in July 2010, in collaboration with Save the Children and UNICEF. It also provides recommendations to improve future responses to emergencies.

Revealing Stereotypes: Evidence from Immigrants in Schools - Alesina, Alberto; Carlena, Michaela; La Ferrara, Eliana; Pinotti, Paolo (2018)
If individuals become aware of their stereotypes, do they change their behavior? We study this question in the context of teachers' bias in grading im...

Contextualized-OLPC education project in rural India: measuring learning impact and mediation of computer self-efficacy - Ale, Komathi; Chib, Arul; Loh, Yvonne (Educational Technology Research and Development, 2017)
The One Laptop per Child (OLPC) initiative has been at the forefront of introducing low-cost computers in developing countries. We argue that the problem is not as much as a focus on the provision of affordable technologies, but the lack of consideration of deeply contextualized implementation design and the lack of understanding of psychological mechanisms at the user-level that influence learning impact. A longitudinal quasi-experimental design among nine rural Indian primary schools involved pre- and postexperiment measures conducted with both test (n = 126) and control groups (n = 79). The study objective was to prioritize local contexts during technology implementation design in order to attain educational impact in terms of improved learning outcomes for students. The Contextualized-OLPC education project utilized strategies identified by the Technology- Community-Management model to address contextually germane factors of teacher training, unbiased gender access, and local language use. A second objective was to assess impact of technology introduction while countering extant techno-determinist approaches of impact assessment. We first demonstrated that technological knowledge was associated positively with functional literacy. We situated the experiment in the social cognitive theory to demonstrate that computer self-efficacy mediates the relationship between technological literacy attained as a consequence of the Contextualized-OLPC education project and a specific learning outcome, functional literacy. Overall, the research illustrated that giving primacy to mere deployment of OLPC laptops has limited relevance to children, both in use and outcome. In support, the results demonstrated the role of contextualized technology in rural classrooms alongside an understanding of user psychology that influence learning impact.

Gender differences in parental investment in education - Alderman, Harold; King, Elizabeth M. (Structural Change and Economic Dynamics, 1998)
The gender gap in schooling is puzzling given that the expected returns to an individual for increased schooling — as measured by proportional wage increments — does not differ by gender. This paper explores possible explanations for the disparity using a model of parental investment in children. The model allows for differences in investments due to differences in costs — including the opportunity cost of the child's labor as well as school fees and availability. Moreover, it indicates that disparities in investment could come through differences in returns realized by parents, for example, in the probability of transfers from children to parents or in the degree of sympathy or altruism, even when market returns to the children themselves do not differ. While it is difficult to distinguish these different explanations empirically, the paper reviews available evidence and indicates interventions that governments can make to reduce the gender gap in education.
Keywords: Gender disparities; Schooling investments

From Assessment to Action: Lessons from the Development of Theories of Change with the People's Action for Learning Network - Alcott, Benjamin; Rose, Pauline; Sabates, Ricardo; Ellison, Christine (Global Education Review, 2020)
In recent years, much attention has been given to extremely poor levels of learning outcomes in low-and lower-middle income countries. Citizen-led assessments have played a vital role in highlighting this "learning crisis." Having developed these citizen-led assessments, members of the People's Action for Learning (PAL) Network are now increasingly devising and implementing actions aimed at tackling the learning crisis in different country contexts. This article documents the process we undertook of developing theories of change with PAL Network members across 10 countries to inform their shift from assessment of children's learning to action aimed at raising learning outcomes. The article highlights, in particular, the importance for theories of change to take account of context in identifying appropriate actions. Based on their country circumstances, the actions identified by PAL Network members vary, for example, from using assessment data to influence national government reform, to more localized activities associated with "teaching at the right level." For appropriate actions to tackle the learning crisis to be identified and successfully implemented, an important lesson from the PAL Network experience is the need to enable South-to-South learning and adaptation. As such, the article highlights a pressing need for flexible and iterative theories of change that reflect contextual realities.
Keywords: Agency Cooperation; Change Strategies; Citizen Participation; Cultural Differences; Educational Assessment; Educational Change; Foreign Countries; Government Role; Low Income Groups; Middle Class; Networks; Parent Role; School Role; Socioeconomic Influences; Theories; ⛔ No DOI found

Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa - Alcott, Benjamin; Rose, Pauline (Oxford Review of Education, 2016)
In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.
Keywords: CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; East Africa; Kenya; Learning outcomes; Tanzania; Uganda; education policy; inequality; private schooling

How can education systems become equitable by 2020: DfID think pieces - Learning and equity - Alcott, Ben; Rose, Pauline (2015)

One Mouse per Child: interpersonal computer for individual arithmetic practice - Alcoholado, C.; Nussbaum, M.; Tagle, A.; Gomez, F.; Denardin, F.; Susaeta, H.; Villalta, M.; Toyama, K. (Journal of Computer Assisted Learning, 2012)
Single Display Groupware (SDG) allows multiple people in the same physical space to interact simultaneously over a single communal display through individual input devices that work on the same machine. The aim of this paper is to show how SDG can be used to improve the way resources are used in schools, allowing students to work simultaneously on individual problems at a shared display, and achieve personalized learning with individual feedback within different cultural contexts. We used computational fluency to apply our concept of "One Mouse per Child". It consists of a participatory approach that makes use of personal feedback on an interpersonal computer for the whole classroom. This allows for N simultaneous intelligent tutoring systems, where each child advances at his or her own pace, both within a lecture and throughout the curricular units. Each student must solve a series of mathematical exercises, generated according to his or her performance through a set of pedagogical rules incorporated into the system. In this process, the teacher has an active mediating role, intervening when students require attention. Two exploratory studies were performed. The first study was a multicultural experience between two such distanced socio-economic realities as Chile and India. It showed us that even in different environmental conditions, it is possible to implement this technology with minimal equipment (i.e. a computer, a projector, and one mouse per child). The second study was carried out in a third grade class in a low-income school in Santiago de Chile. The students were asked to solve mainly addition exercises. We established statistically relevant results and observed that the software proved most beneficial for the students with the lowest initial results. This happens because the system adapts to the students' needs, reinforcing the content they most need to work on, thus generating a personalized learning process.
Keywords: Arithmetic; Chile; Computer Interfaces; Computer Peripherals; Computer Software; Computer System Design; Educational Technology; Feedback (Response); Foreign Countries; Grade 3; India; Intelligent Tutoring Systems; Mathematics Instruction; Teacher Role; Teaching Methods

L'éducation bilingue dans le contexte multilingue guyanais: dispositifs cloisonnants et pratiques pédagogiques innovantes - Alby, Sophie; Léglise, Isabelle (Lambert Lucas, 2016)

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice - Albion, Peter R.; Tondeur, Jo; Forkosh-Baruch, Alona; Peeraer, Jef (Education and Information Technologies, 2015)

COVID-19: Effects of School Closures on Foundational Skills and Promising Practices for Monitoring and Mitigating Learning Loss - Alban Conto, Carolina; Akseer, Spogmai; Dreesen, Thomas; Kamei, Akito; Mizunoya, Suguru; Rigole, Annika (Innocenti Working Paper, 2020)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Influence of COVID-19 on Students’ Sign Language Learning in a Teacher-Preparation Program in Saudi Arabia: Moving to E-Learning - Alawajee, Omar (Contemporary Educational Technology, 2021)

Tackling inequity in education during and after COVID-19 - Alasuutari, Hannah (UKFIET, 2020)

A Study on The Implementation of English Interactive Radio Instruction (IRI) in Selected Government Primary Schools in Addis Ababa - Alaro, Meseret (Addis Ababa University, 2007)
As its central objective, this study attempts to assess the implementation of English Interactive Radio Instruction (IRI) in selected government primary schools in Addis Ababa. In line with that, the researcher has framed specific questions that address issues related to classroom management, training given to the teachers, links among different stakeholders and the suitability and clarity of the program. Students and teachers of Grade Three from Biherawi Betemengist, Edget Besira , Karalo , Lafto and Salayish Primary Schools are participants of this study .To undertake the study descriptive research design is used . Accordingly, data that is pertinent to the study is collected using different tools such as questionnaire, observation, focus group discussion, interview and document analysis. The findings of the study reveal that the implementation of the program seems to face grave challenges. These mainly emanate from loose link among stakeholders, failure of supplying basic facilities needed to promote the fruitfulness of the program and failure to arrange suitable conditions for the broadcast. Moreover, based on the opinion of the participants, results of the study highlight that in some cases contents of the program is not suitable compared to the students language proficiency .It is also noticed from the findings of the study that classroom practice is not effectively carried out as per the very goal of the program. Despite that, both students and teachers forward positive comments about the utilization of the program for the teaching of English. Based on the findings recommendations for better service and suggestions for further studies are given.

Dynamics in Management of Open Schooling: a case of Open School of Bangladesh Open University - Alam, Shafiul; Rahman, M (2010)
The Open School (OS) of Bangladesh Open University (BOU) runs three pre-University programs namely Junior School Certificate (JSC) for Grade 6-8, Secondary School Certificate (SSC) for Grade 9-10, and Higher Secondary Certificate (HSC) for grade 11-12 through open and distance learning (ODL) mode. Management of these programs is highly influenced by the government policy particularly at the time of political change in Bangladesh. Normally, formal school syllabus and curriculum are subject to change as per the wills of the current government although BOUOS has the autonomy to design its curriculum. This change affects total management of open school because BOU Open School also maintains the curriculum for its school programs which is at par to the formal curriculum. This discusses the dynamics of open school management at the time of educational policy change in Bangladesh.
Keywords: ⛔ No DOI found

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

Mapping gender equality in STEM from school to work - Alam, Andaleeb; Tapia, Ingrid Sanchez
Keywords: ⛔ No DOI found

Personalized learning - Alam, Andaleeb; Castillo (UNICEF Office of Global Insight & Policy, 2022)
A landscape analysis of tech-enabled personalized learning solutions in developing country contexts.

A Process for Co-Designing Educational Technology Systems for Refugee Children - Alain, George; Coughlan, Tim; Adams, Anne; Yanacopulos, Helen (2018)
There is a growing interest in the potential for technology to facilitate emergency education of refugee children. However, designing in this space requires knowledge of the displaced population and the contextual dynamics surrounding it. Design should therefore be informed by both existing research across relevant disciplines, and from the practical experience of those who are on the ground facing the problem in real life. This paper describes a process for designing appropriate technology for these settings. The process draws on literature from emergency education, student engagement and motivation, educational technology, and participatory design. We emphasise a thorough understanding of the problem definition, the nature of the emergency, and of socio-cultural aspects that can inform the design process. We describe how this process was implemented leading to the design of a digital learning space for children living in a refugee camp in Greece. This drew on involving different groups of participants such as social-workers, parents, and children.
Keywords: Google Scholar/ "refugee education" ICT; NOTdocs.opendeved.net; RER theme_pedagogies and modalities

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.

Vision for SLR tooling infrastructure: Prioritizing value-added requirements - Al-Zubidy, Ahmed; Carver, Jeffrey C.; Hale, David P.; Hassler, Edgar E. (Information and Software Technology, 2017)
Context Even with the increasing use of Systematic Literature Reviews (SLR) in software engineering (SE), there are still a number of barriers faced by SLR authors. These barriers increase the cost of conducting SLRs. Objective For many of these barriers, appropriate tool support could reduce their impact. In this paper, we use interactions with the SLR community in SE to identify and prioritize a set of requirements for SLR tooling infrastructure. Method This paper analyzes and combines the results from three studies on SLR process barriers and SLR tool requirements to produce a prioritized list of functional requirements for SLR tool support. Using this list of requirements, we perform a feature analysis of the current SLR support tools to identify requirements that are supported as well as identify the need for additional tooling infrastructure. Results The analysis resulted in a list 112 detailed requirements (consolidated into a set of composite requirements) that SE community desires in SLR support tools. The requirements span all the phases of the SLR process. The results show that, while recent tools cover more of the requirements, there are a number of high-priority requirements that are not yet fully covered by any of the existing tools. Conclusion The existing set of SLR tools do not cover all the requirements posed by the community. The list of requirements in this paper is useful for tool developers and researchers wishing to provide support to the SLR community with SE.
Keywords: Empirical software engineering; Systematic literature review; Tooling infrastructure; _Added-ailr-2024

Gifted'Teachers Stages of Concerns for Integrating E-Learning in the Gifted Schools in Jordan. - Al-Shabatat, Ahmad Mohammad (Turkish Online Journal of Educational Technology-TOJET, 2014)
Keywords: ⛔ No DOI found

Gender equity and fee-free basic education in Tanzania - Al-Samarrai, Samer; Tamagnan, Marie Evane (Education Global Practice, Africa Region, World Ban, 2019)
Samer Al-Samarrai, Marie Evane Tamagnan1 Introduced in 2016, the Fee-Free Basic Education Program (FBEP) is the government’s flagship policy to expand equitable access to basic education. Evidence shows that policies of this kind increase educational access and lead to significant economic and social benefits. In Ghana, children that received fee-free education were much more likely to complete secondary school and had much higher earnings than children that were not part of the program. In Tanzania, similar benefits to FBEP are possible since the labor market returns to secondary schooling are high.

Gender equity and fee-free basic education in Tanzania - Al-Samarrai, Samer; Tamagnan, Marie Evane (Education Global Practice, Africa Region, World Ban, 2019)
Samer Al-Samarrai, Marie Evane Tamagnan1 Introduced in 2016, the Fee-Free Basic Education Program (FBEP) is the government’s flagship policy to expand equitable access to basic education. Evidence shows that policies of this kind increase educational access and lead to significant economic and social benefits. In Ghana, children that received fee-free education were much more likely to complete secondary school and had much higher earnings than children that were not part of the program. In Tanzania, similar benefits to FBEP are possible since the labor market returns to secondary schooling are high.

Gender Equity and Fee-Free Basic Education in Tanzania - Al-Samarrai, Samer; Tamagnan, Marie Evane (2019)
Tanzania has registered improvements in education outcomes over the last ten years. The implementation of the Fee-Free Basic Education Program (FBEP) is a key element of the government’s overall strategy to improve education outcomes and accelerate growth. Tackling gender disparities in basic education will be critical to the success of FBEP. In recent years, Tanzania has eliminated many of the gender gaps associated with education access. However, large gender gaps in learning outcomes start in primary and get wider over the course of secondary school. The aim of this note is to identify the underlying causes of gender disparities in secondary education and identify promising policy options to tackle them. It shows that addressing gender disparities in education is crucial to the success of FBEP and more broadly to national development goals. This note is part of a series that looks at the implications of Tanzania’s Fee-Free Basic Education Program (FBEP). Its focus is primarily on secondary education because separate analytical work on early childhood is currently being undertaken and a separate note is analyzing the trends and determinants of learning outcomes in primary education. This note is arranged as follows: Section 2 briefly outlines the benefits of extending access to basic education; Section 3 describes the characteristics of gender disparities in secondary education; Section 4 identifies the factors that drive gender differences in outcomes, and Section 5 reviews the evidence on interventions capable of narrowing gender disparities. The final section concludes by arguing that narrowing gender differences in education outcomes needs a multidimensional approach.
Keywords: ⛔ No DOI found

The Role of Intergovernmental Fiscal Transfers in Improving Education Outcomes - Al-Samarrai, Samer; Lewis, Blane (World Bank, 2021)
The majority of the world’s children live in countries where local governments are responsible for the provision of basic education services. Although subnational governments manage their own education systems, they often rely on transfers from the central government for funding. The main purpose of this study is to assess how these fiscal transfers affect public funding for education and how they ultimately affect student schooling and learning outcomes. Through a careful analysis of how fiscal transfers have affected education systems in different contexts, the investigation develops a set of principles to support improvements in the design and implementation of transfer systems with a specific focus on the provision of education services. The study is centered on seven country case studies that aim to answer a set of common research questions using a similar approach. Country case studies were conducted in Brazil, Bulgaria, China, Colombia, Indonesia, Sudan, and Uganda. The analysis shows that fiscal transfer mechanisms can improve the adequacy of public education spending, reduce spending inequalities between regions, and improve spending efficiency. Moreover, the study highlights that carefully designed and implemented transfer systems can help raise overall education outcomes and reduce education inequality. This publication was funded by a grant from the Results in Education for All Children (REACH) trust fund at the World Bank. REACH is supported by the government of Germany through the Federal Ministry for Economic Cooperation and Development, the government of Norway through NORAD, and the government of the United States of America through the U.S. Agency for International Development.
Keywords: Education; Education Equity; Education Finance; Education Outcomes; Education Spending; Fiscal Decentralization; Fiscal Transfers; Public Expenditure

Education Finance Watch 2021 - Al-Samarrai, Samer; Cerdan-Infantes, Pedro; Bigarinova, Aliya; Bodmer, Juanita; Vital, Marianne Joy Anacleto; Antoninis, Manos; Bakarat, Bilal Fouad; Murakami, Yuki (World Bank Group, 2021)
Education Finance Watch 2021 (English)

The Impact of the COVID-19 Pandemic on Education Financing - Al-Samarrai, Samer (World Bank, 2020)

Exploring transition toward independent learning student experiences in the first year of architecture school - Al Maani, Duaa (Welsh School of Architecture, Cardiff University, 2019)
Constructivism within the design studio capitalises on the richness embodied by the differences in learners, and strongly opposes the notion of students as empty vessels. Although this perspective suggests that learners are individual and unique, yet it emphasises on their need for outside influences to learn as well. This thesis explores the learning experiences of students in the architectural design studio, specifically looking at learning issues associated with the transition from dependence to independence and analysing students’ accounts of their learning processes during their first year. The findings suggest that the design studio is a suitable environment for facilitating learning independence in higher education. Most of the students appreciated the learning environment within the school and expressed a feeling of belonging to the community, stating that it had helped them to become more independent. More importantly, an analysis of the narratives revealed that the respondents perceived themselves as becoming more independent as they progressed through the year. However, many of the participants felt uncertain about aspects of independent learning and wanted more guidance and support, remaining attached to the practice of tutor centred learning.

Jordan’s EdTech response to COVID-19 - Al-Hindawi, Hind; Hashem, Lina (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Developing a situational judment test for adminission into initial teacher education in Oman: An exploratory study - Al Hashmi, WaleedTalib Abdullah (University of York, 2018)

The Impact of ICT as Another Route to Overcome Learning Barriers for Students with SEN: A Case Study in an Egyptian Context - Al-Gawhary, Wedad; Kambouri, Maria (International Association for the Development of the Information Society, 2012)
The purpose of this case study was to measure the impact of using ICT in Individual Learning Programmes of students with learning disabilities. Twenty five students and thirteen teachers took part in the research which was based on classroom observations. The Kappa coefficient was employed as a measure to statistically quantify the students' acquisition and progress in learning computer and literacy skills through raters' observations. A high correlation between Keyboard, PowerPoint, and literacy skills (writing, reading, and maths) was revealed suggesting the significance and impact of keyboard training as an essential component towards achieving educational objectives. Moreover, thematic analysis of the teachers' interviews provided a further dimension for understanding factors influencing the ICT integration process. These results further confirmed the positive impact of computer skills training on the students' learning experience which also revealed a strong belief in the right of every child to all learning opportunities, particularly ICT regardless of his/her abilities.(Contains 2 tables.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)," see ED542606.]
Keywords: Autism; Barriers; Case Studies; Cerebral Palsy; Communications; Computer Literacy; Computer Mediated Communication; Computer Software; Down Syndrome; Foreign Countries; Heterogeneous Grouping; Information Technology; Interrater Reliability; Mixed Methods Research; Semi Structured Interviews; Semitic Languages; Special Needs Students

Investigating the barriers to change management in public sector educational institutions - Al-Alawi, Adel Ismail; Abdulmohsen, Muna; Al-Malki, Fatema Mohamed; Mehrotra, Arpita (International Journal of Educational Management, 2019)
Purpose – The purpose of this paper is to explore barriers to the change management in the public sector of educational institutions such as public schools of the Ministry of Education in the GCC countries. The exploration of the research is based on the ADKAR change management model that consists of five key elements, which are awareness, desire, knowledge, ability and reinforcement. The ADKAR model was used for many reasons, among these reasons is that it allows management to separate the change process into parts, pinpointing where change is failing and addressing that impact point.

Exploring the backgrounds and shaping of beginning student teachers in Ghana: toward greater contextualisation of teacher education - Akyeampong, Kwame; Stephens, David (International Journal of Educational Development, 2002)
Teacher education programmes are often quite similar in their framework and content but often lack sufficient reflection on the personal background and the socio-political forces that shape teachers’ roles and identity within the systems in which they operate. This paper explores this issue by using Ghana as a case study and discusses implications for its teacher education programmes and policies. Key characteristics of beginning student teachers found were: weak qualifying grades in two fundamental school subjects, mathematics and English, a waiting period of 2–5 years prior to entering teachers’ college, and apparently sharp differentials in trainees’ socio-economic background as compared to typical Ghanaian communities. They come to training with rich and varied images of teachers, teaching and the profession, but, in addition, many beginning trainees also express little desire to teach at primary school level, mainly for reasons of status and insufficient fringe benefits. These factors, we argue, should be taken into more account in the design of college programmes and the development of teacher education policies. The paper concludes with a call to teacher education systems, especially in Africa, to look more closely at, and learn from, who comes for training, what they bring with them, and how they perceive themselves in relation to teaching, training and future aspirations.
Keywords: Beginning student teachers; Ghana; Teacher education; Teacher identity; Teacher images

Access, Transitions and Equity in Education in Ghana: Researching Practice, Problems and Policy - Akyeampong, Kwame; Rolleston, Caine; Ampiah, Joseph Ghartey; Lewin, Keith M (CREATE Pathways to Access, 2012)
Keywords: ⛔ No DOI found

Open and distance learning (ODL) teacher education to support teacher development in Ghana: an evaluation report - Akyeampong, Kwame; Mensa, D; Abu-Yeboah (Ghana Education Service, 2007)

Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count? - Akyeampong, Kwame; Lussier, Kattie; Pryor, John; Westbrook, Jo (International Journal of Educational Development, 2013)
Teacher education has an important role in ensuring quality of learning especially for the poorest children. The article draws on a study of teacher preparation for the early primary grades in six African countries – Ghana, Kenya, Mali, Senegal, Tanzania and Uganda – in reading and mathematics. Initial teacher education had the strongest impact on newly qualified teachers but also induced misplaced confidence leading to standardised teacher-led approaches that failed to engage learners. Learning to read was divorced from meaning while mathematical activities were not linked to learning concepts. We suggest that teacher education is reconstructed as a study of classroom practice that places children's learning at its centre.

Access to Basic Education in Ghana: The Evidence and the Issues. Country Analytic Report. - Akyeampong, Kwame; Djangmah, Jerome; Oduro, Abena; Seidu, Alhassan; Hunt, Frances (ERIC, 2007)

Cost-Effective Approaches to Improve Global Learning - What does recent evidence tell us are “Smart Buys” for improving learning in low- and middle-income countries? - Akyeampong, K; Andrabi, T; Banerjee, A; Banerji, R; Dynarski, S; Glennerster, R; Grantham-McGregor, S; Muralidharan, K; Piper, B; Ruto, S; Saavedra, J; Schmelkes, S; et al. (FCDO, the World Bank, UNICEF, and USAID, 2023)

2023 Cost-Effective Approaches to Improve Global Learning - What does recent evidence tell us are “Smart Buys” for improving learning in low- and middle-income countries? - Akyeampong, K; Andrabi, A; Banerjee, A; Banerji, R; Dynarski, S; Glennerster, R; Grantham-McGregor, S; Muralidharan, K; Piper, B; Ruto, S; Saavedra, J; Schmelkes, S; et al. (FCDO, the World Bank, UNICEF, and USAID, 2023)

Special Education and Deaf Children in Pakistan - Akram, Bushra; Bashir, Rukhsana (Journal of Elementary Education, 2015)
Keywords: ⛔ No DOI found

Learning Equity Requires More than Equality: Learning Goals and Achievement Gaps between the Rich and the Poor in Five Developing Countries - Working Paper 504 - Akmal, Maryam; Pritchett, Lant (RISE Programme Working Paper, 2019)
Achieving some absolute standard of learning for all children is a key element of global equity in education. Using the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that test all children of given ages, whether in school or not, on simple measures of learning in math, reading (local language), and English, we quantify the role of achieving equality between the richest 20% and the poorest 40% in terms of grade attainment and learning achievement toward accomplishing the global equity goal of universal numeracy and literacy for all children.

COVID-19 in Pakistan: A Phone Survey to Assess Education, Economic, and Health-Related Outcomes - Akmal, Maryam; Crawfurd, Lee; Hares, Susannah; Minardi, Ana Luiza (2020)
Using a sample of 1,211 households in Pakistan, we examine the effects of COVID-19 on three key domains: education, economic, and health-related. F...
Keywords: ___working_potential_duplicate

Gendered Impacts of COVID-19 School Closures: Insights from Frontline Organizations - Akmal, Maryam (2020)
COVID-19 school closures pose significant operational and financial risks to frontline organizations delivering vital education services, including non-governmental organizations, school operators, and other service providers. In this survey, we ask these organizations about the challenges they are facing in light of COVID-19 closures, particularly for girls. The responses shed light on how COVID-19 is affecting education service operations—and what providers are doing in response. We uncover three major findings. First, 69 percent of the respondents believe that girls are at a greater risk than boys from COVID-19 school closures, with more than half of those respondents citing girls’ exposure to gender-based violence as a major concern. Second, close to half (42 percent) of the respondents report that their organization is experiencing budget cuts, with 73 percent of those respondents citing a drop in funding from private and philanthropic donors. Third, despite the financial and operational disruptions due to school closures and lockdowns, 89 percent of the respondents report planning and delivering additional vital interventions during the pandemic. It is crucial, now more than ever, that donors and policymakers support and engage with frontline organizations delivering vital services for girls and their communities.
Keywords: ⛔ No DOI found

Design and development of a Web Based Learning System in lower primary schools: A Case study of Makini Primary School, Kenya - Akinyi, Beatrice Ochieng (Moi University, 2015)
Web design technology arises from continued technological trend of computing. Globally the rise of application of information communication technology to the learning programme of primary schools is not much emphasized on. There is empirical evidence to prove that information communication technology is highly beneficial wherever it is applied. The study aimed at designing and developing a web based system of learning that can enhance the academic and social growth of lower primary school pupils. The objectives of the study were: to examine the correlation between the increased use of web based systems of learning and learner‟s academic performance; to identify the set of skills required for lower primary pupils to fully exploit the potential of web based systems of learning; to find out the specification and technical attributes of web based systems of learning that facilitate learning and lastly to design a web based learning system for lower primary school pupils. The study focused on Makini lower primary school in Nairobi County. The study employed case study method and qualitative approach. Rapid Application Development life cycle was used in software development process. Purposive sampling method was used to identify the respondents. Data was collected using interviews and focus group discussions. Findings of the study were: increased use of web based system that enhanced the learner‟s academic performance, the web based system of learning was able to identify games which exploit the pupils‟ skill in learning hence reducing monotony and lastly the web based system was able to identify some technical attributes such as use of graphics and access rights that facilitated learning and testing. The conclusion showed that developing of a web based learning system would reduce monotony in learning and enabled pupils to be in control and also increased the creativity and thinking level. The study recommends that: additions be made to the system such as a module to generate a feasible master timetable for each teacher; the web application of the system be further expanded to help attendance recording by the class teacher and for the parents to be able to view the status of their children performance using the Internet or Intranet of the school and lastly the system be made for every teacher to have some specific free periods or some part of days off and that will require an efficient search technique.
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Akili and Me – Akili and Me Official Site - Akili and Me

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

Identity and schooling: Some lessons for the economics of education - Akerlof, G.A.; Kranton, R.E. (Journal of Economic Literature, 2002)