Teaching at the right level: from concern with exclusion to challenges of implementation - Global Education Monitoring Report Team; Pratham Resource Centre (India) (2020)

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

KYTABU - Global Innovation Exchange (2016)

Accelerated recovery: Improving outcomes with blended learning - Global Online Learning Alliance (2020)

School re-openings and policies for resilient education, post covid-19 - Global Online Learning Alliance (2020)

3 examples of mother tongue education to improve learning | Blog | Global Partnership for Education - Global Partnership for Education (Education for All blog, 2019)
GPE supports mother tongue education as a key component of the foundation of learning. On International Mother Tongue Day we review how three partner countries—Eritrea, The Gambia and Uzbekistan—with help from GPE, are implementing mother tongue programs.

Achieving gender equality in and through education - Global Partnership for Education (2019)

Application and program document for COVID-19 accelerated funding for Kenya - Global Partnership for Education (2020)

Cover Note for COVID-19 Accelerated Funding Request - Global Partnership for Education (2020)

Cover note for COVID-19 accelerated funding request - Global Partnership for Education (Global Partnership for Education, 2020)

Cover Note for Lao PDR COVID-19 Accelerated Funding Request - Global Partnership for Education (Global Partnership for Education, 2020)

Data Must Speak about Positive Deviance Approaches to Learning - Global Partnership for Education (GPEKIX)
Keywords: ⛔ No INSPIRE recid found

Education in Madagascar - Global Partnership for Education (2020)
See education data for Madagascar and learn about GPE programs, grants, results and progress.

Education in Pakistan - Global Partnership for Education (Global Partnership for Education, 2021)
See education data for Pakistan and learn about GPE programs, grants, results and progress.

Education in Sierra Leone | Where We Work | Global Partnership for Education - Global Partnership for Education (2007)
Learn more about education in Sierra Leone, view grant information and education data, and explore the results and progress made by the country.

Education in Tanzania - Global Partnership for Education (2020)

Education in Tanzania - Global Partnership for Education (Global Partnership for Education website, 2021)
See education data for Tanzania and learn about GPE programs, grants, results and progress.

Education in Yemen - Global Partnership for Education (2020)
See education data for Yemen and learn about GPE programs, grants, results and progress.

Ghana COVID-19 Accelerated Funding Application Form - Global Partnership for Education (2020)

Global Partnership for Education - Global Partnership for Education (2021)

Global Partnership for Education launches new public-private initiative to address the data challenge in global education - Global Partnership for Education (Global Partnership for Education, 2018)
In an effort to help developing countries strengthen their collection, management and utilization of education data, high-level representatives from the private sector, international organizations, developing country governments and other partners are coming together at the Global Partnership for Education (GPE) Financing Conference to launch a major new initiative called the Education Data Solutions Roundtable.

Global Partnership for Education provides $68 million in grants for education response to COVID-19 (coronavirus) - Global Partnership for Education (2020)

GPE 2025 Results Framework for Lao PDR - Global Partnership for Education (2023)
Keywords: ⛔ No INSPIRE recid found

GPE's Engagement on Domestic Financing for Education - Global Partnership for Education (2018)

Grant request to finance Rwanda COVID-19 education response from COVID-19 accelerated funding window under the GPE fund - Global Partnership for Education (2020)

KENYA GPE COVID 19 Learning Continuity in Basic Education Project - Global Partnership for Education (2020)

Kenya Partnership Compact. 2021 | Documents | Global Partnership for Education - Global Partnership for Education (2021)

Pakistan (Balochistan): Using technology to bring education to the most remote areas - Global Partnership for Education (2019)

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

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

Senegal - Global Partnership for Education

Sierra Leone: The power of great teaching in times of crisis | Stories of change - Global Partnership for Education
The Ebola crisis that plagued Sierra Leone in 2014-2016 had an unexpected positive consequence: giving learners access to the country’s best teachers through an innovative radio educational program. This experience served the country well when the COVID-19 pandemic hit.

Using technology to bring education to the most remote areas - Global Partnership for Education (2019)

Zambia COVID-19 Accelerated Funding Application Form - Global Partnership for Education (2020)

Guidelines for Education Sector Plan Preparation - Global Partnership for Education (GPE) (2015)

Inclusive data charter - Global Partnership for Sustainable Development Data (2019)

A review of Empirical Research on School Leadership in the Global South - Global School Leaders (2020)
Keywords: C:Low- and middle-income countries

Influence of mobile learning training on pre-service social studies teachers' technology and mobile phone self-efficacies - Gloria, Adedoja; Oluwadara, Abimbade (Journal of Education and Practice, 2016)
Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training.
Keywords: Age Differences; ERIC, Current Index to Journals in Education (CIJE); Electronic Learning; Foreign Countries; Higher Education; Instructional Effectiveness; Likert Scales; Nigeria; Postsecondary Education; Predictor Variables; Preservice Teachers; Pretests Posttests; Questionnaires; Self Efficacy; Social Studies; Student Teacher Attitudes; Technological Literacy; Technology Education; __:import:01; __:match:final; __:matched; __:study_id:2096188; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Complicated and complex systems: what would successful reform of Medicare look like? - Glouberman, Sholom; Zimmerman, Brenda (Romanow Papers, 2002)
Keywords: ⛔ No DOI found

Ghana Living Standard Survey - GLSS (2017)
Keywords: Adrenal Medulla; Aging; Animals; Animals, Newborn; Body Weight; Catecholamines; Dopamine beta-Hydroxylase; Epinephrine; Female; Humans; In Vitro Techniques; Maternal-Fetal Exchange; Metaraminol; Morphine; Morphine Dependence; Pregnancy; Rats; Tyrosine 3-Monooxygenase

gnu.org - GNU

Optical Needs of Students with Low Vision in Integrated Schools of Nepal - Gnyawali, Subodh; Shrestha, Jyoti Baba; Bhattarai, Dipesh; Upadhyay, Madan (Optometry and Vision Science, 2012)
Purpose To identify the optical needs of students with low vision studying in the integrated schools for the blind in Nepal. Methods A total of 779 blind and vision-impaired students studying in 67 integrated schools for the blind across Nepal were examined using the World Health Organization/Prevention of Blindness Eye Examination Record for Children with Blindness and Low Vision. Glasses and low-vision devices were provided to the students with low vision who showed improvement in visual acuity up to a level that was considered sufficient for classroom learning. Follow-up on the use and maintenance of device provided was done after a year. Results Almost 78% of students studying in the integrated schools for the blind were not actually blind; they had low vision. Five students were found to be wrongly enrolled. Avoidable causes of blindness were responsible for 41% of all blindness. Among 224 students who had visual acuity 1/60 or better, distance vision could be improved in 18.7% whereas near vision could be improved in 41.1% students. Optical intervention provided improved vision in 48.2% of students who were learning braille. Only 34.8% students were found to be using the devices regularly after assessment 1 year later; the most common causes for nonuse were damage or misplacement of the device. Conclusions A high proportion of students with low vision in integrated schools could benefit from optical intervention. A system of comprehensive eye examination at the time of school enrollment would allow students with low vision to use their available vision to the fullest, encourage print reading over braille, ensure appropriate placement, and promote timely adoption and proper usage of optical device.

The effects of TV on speech education - Gocen, Gokcen; Okur, Alpaslan (Educational Research and Reviews, 2013)
Generally, the speaking aspect is not properly debated when discussing the positive and negative effects of television (TV), especially on children. So, to highlight this point, this study was first initialized by asking the question: "What are the effects of TV on speech?" and secondly, to transform the effects that TV has on speech in a utilizable manner, "How can we utilize TV in speech education?". The required data were collected through a survey with the middle school students involved in the sample. Students who argued that TV "does not" corrupt their speech are in the opinion that they imitate how people speak on TV and think that figures they see on TV actually speak well, teaching them how to speak well also, and that TV expands their vocabulary, helping them to express themselves more easily. According to this result, "TV language" should set an example for that matter. (Contains 7 tables.)
Keywords: Articulation (Speech); Foreign Countries; Mass Media Effects; Mass Media Role; Middle School Students; Middle Schools; Speech Communication; Speech Habits; Speech Skills; Teacher Attitudes; Television; Television Research; Television Viewing; ⛔ No DOI found

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

Shifting Power Dynamics in Education Decision-Making: Investigating the role of a matching algorithm to improve teacher deployment in Sierra Leone - Godwin, Katie; Cameron, Emma; Frazer, Madleen Madina; Dube, Gugulethu; Mackintosh, Alisdair; Koutecký, Tomáš; Adam, Taskeen; Haßler, Björn (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Learning and working in the digital age: Advancing opportunities and identifying the risks - Goger, Annelies; Parco, Allyson; Vegas, Emiliana (Brookings, 2022)
Annelies Goger, Allyson Parco, and Emiliana Vegas provide a high-level map of the landscape of education and labor market innovations in formal and informal education.

Examining the impact of instructional technology and material design courses on technopedagogical education competency acquisition according to different variables - Gokdas, Ibrahim; Torun, Fulya (Kuram ve Uygulamada Egitim Bilimleri, 2017)
The need to integrate technology into education has made necessary a thorough examination of teachers’ technopedagogical competencies. While training preservice teachers, it is of particular importance that they acquire technopedagogical education competences during their preservice education. Practical and theoretical course content and Instructional Technology and Material Design (ITMD) courses are thought to be essential for preservice teachers’ technopedagogical education competency acquisition. However, the role of ITMD courses in preservice teachers’ technopedagogical education competency acquisition has remained obscure in the literature. As such, the study aims to describe the effect that ITMD courses have on technopedagogical education competency acquisition. The research was conducted with a total of 186 preservice teachers studying in the departments of classroom teaching and preschool teaching in a Faculty of Education in Turkey. The research data were gathered using the Technopedagogical Education Competency Scale (TPACK-deep), developed by Kabakci Yurdakul, Odabasi, Kilicer, Coklar, Birinci, and Kurt. This five-point Likert type scale consists of a total of four factors, i.e. design, proficiency, ethics, and exertion. The internal reliability coefficient of the 33-item scale was .95. The scale was applied by faculty members in-line with the course description designated by the Council of Higher Education (YÖK) as a pre- and post-test at the beginning and end of the semester that the course was given. A paired samples t-test and CHAID (Chi-squared Automatic Interaction Detection) analysis were incorporatedly employed to analyze the data. The research showed that ITMD courses influenced preservice teachers’ acquisition of technopedagogical education competencies. The following were observed to be critical predictor variables in technopedagogical education competency acquisition: having received computer training prior to taking the ITMD courses and the average time one spends using a computer per day.
Keywords: Communication; Computers; Core curriculum; Early childhood education; Education; Educational technology; Knowledge; Learning; Mathematics; Pedagogy; Preschool education; Science education; Social research; Students; Teacher education; Teaching methods; Web 2.0; __:import:01; __:match:final; __:matched; __:study_id:2095985; __finaldtb

The Effectiveness and Usability of the Educational Software on Concept Education for Young Children with Impaired Hearing - Goker, Hanife; Ozaydin, Latife; Tekedere, Hakan (EURASIA Journal of Mathematics, Science & Technology Education, 2016)
Early intervention and early education have a special place in educating the children with Impaired Hearing (IH). The advancements in information and communication technologies have led to adopting the view that such technologies could be applied in the educational process of the children with IH. Besides, the positive results acquired in the studies conducted in the light of this review have brought up the fact that proper technology-based educational environments should be provided and popularized for the young children with IH. In this study, educational software has been developed for the purpose of teaching emotions and opposite concepts to young children with IH. With this software, videos with topic descriptions, games reinforcing funny and topic-based learning, questions and audio-visual feedbacks have been used. The effectiveness of this software in concept education along with its usability by children has been examined; and in addition, the subjective viewpoints of the teachers of students with IH on this software have been consulted as well.

A Cascade Teacher Training Model in Disaster Education: A Case of Turkey - Gökmenoğlu, Tuba; Sönmez, Elif Daşçı; Yavuz, İbrahim (2021)
Individuals' reluctance to take precautions before the disasters happen is one of the most critical concerns of the disaster management area. The disaster education given through schools is a critical process in addressing this problem. The purpose of this paper is to introduce the teacher training program model and the implementation practices of Turkey's School-Based Disaster Education Project. In Turkey, there are few studies regarding the planning, development, implementation, and evaluation stages of Disaster Risk Reduction education for teachers. The project has been carried out within the framework of the Ministry of National Education and Japan International Cooperation Agency. An at-scale cascade teacher professional development model was implemented. The model reached 135,375 teachers in 67 provinces by the 567 trainer teachers in a relatively short time with the cascade training system. This project has brought a significant nationwide disaster risk reduction training experience for Turkey with its economic and sustainable structure.

A Design Approach to Mathematics Teacher Educator Development in East Africa - Golding, Jennie; Batiibwe, Marjorie Sarah K. (Journal of Research and Advances in Mathematics Education, 2021)
Mathematical functioning in sub-Saharan Africa remains persistently weak in global terms. This limits the flourishing of young people and communities in the region. Moreover, affordable, effective ways to address the issue are not well established. This paper analyses outcomes from a blended learning 'Mathematical Thinking and IT' course, iteratively adapted for East African primary mathematics teacher educators. The course adopted theoretical approaches derived from the mathematics, teacher and technology education literatures. It aimed to address the problem of low mathematical functioning by equipping participants for their own work, and also for supporting local collaborative teacher development workshops. The reported study asked, 'What are the affordances and constraints of the adapted course and the available technology for mathematics teacher educator development in this context?' A variety of qualitative tools were used to track the course's impact on the ten mathematics teacher educator participants over six months, as they attempted to transfer course learning to their home professional context. The analysis adopted an ethnographic lens. Outcomes suggested participants with a broad mathematical and pedagogical capacity for change, including critical levels of reflection, made significant progress in their technological, mathematical and mathematics pedagogical expertise. However, teacher educators without such a threshold capacity appeared not able to re-envision practice. Free subject-specific software was appreciated by all participants, but not yet reliably accessible in these teacher educators' institutional contexts. The reported study evidences the potential for affordable, sustainable, development of many mathematics teacher educators in this context, but further research is needed. Similar courses should take account of local technological and education constraints.
Keywords: Blended Learning; Distance Education; Elementary School Mathematics; Foreign Countries; Mathematics Teachers; Pedagogical Content Knowledge; Professional Development; Program Effectiveness; Teacher Collaboration; Teacher Educators; Technological Literacy; Technology Integration

Dyslexia in Malaysia - Gomez, Caroline (International book of dyslexia: A guide to practice and resources, 2004)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

A COVID-19 intervention: Using digital escape rooms to provide professional development to alternative certification educators - Gómez, Miguel (Journal of Technology and Teacher Education)

A COVID-19 intervention: Using digital escape rooms to provide professional development to alternative certification educators - Gómez, Miguel (Journal of Technology and Teacher Education, 2020)
Teachers, support staff, schools, and school districts have faced a multitude of challenges in adapting their known and familiar practices to the new realities and restrictions that have been put in place due to the outbreak of COVID-19. These challenges are daunting and difficult for many in our education system. Fortunately, a numerous amount of our educators are resilient, creative, and determined to overcome these new challenges. Using their prior experiences and wis- dom, these educators can adapt and change to our new edu- cational environment. However, one group of educators have faced these challenges without the benefit of educational ex- periences. Alternative certification teachers, in just their first year of teaching, with no prior educational experience, have been thrust into this new post COVID-19 landscape. Using a digital escape room as a model, the author provided these inexperienced educators with professional development in problem-based learning designed to help these teachers navi- gate this new educational landscape.
Keywords: Alternative Teacher Certification; Beginning Teachers; Communicable Diseases; Disease Control; Educational Technology; Elementary Secondary Education; Faculty Development; Problem Based Learning; Problem Solving; Puzzles; Technology Uses in Education; ⛔ No DOI found

Will COVID-19 help to clarify ICT integration into education in Malawi? - Gondwe, Foster (The Education and Development Forum (UKFIET), 2020)
This blog was written by Foster Gondwe, Lecturer at the School of Education, University of Malawi, and currently a PhD student at Hiroshima University, Japan.  Preamble To join global efforts in curbing the spread of COVID-19, the Ministry of Education, Science and Technology (MoEST) in Malawi closed all schools, colleges and universities from Monday, 23rd […]

Climate-induced Disasters as an Evolving Threat to Southeast Asia's Maritime Security - Gong, Lina (Asia Maritime Transparency Initiative, 2022)
This article is part of Evolving Threats to Southeast Asia’s Maritime Security, a series of analyses produced by experts convened by the S. Rajaratnam School of International Studies. How has the threat of climate-induced disasters evolved over the last 20 years? Natural hazards originating from the oceans such as tropical storms and tsunamis that are […]
Keywords: ⛔ No INSPIRE recid found

Engaging adolescents with Down syndrome in an educational video game - González-Ferreras, César; Escudero-Mancebo, David; Corrales-Astorgano, Mario; Aguilar-Cuevas, Lourdes; Flores-Lucas, Valle (International Journal of Human–Computer Interaction, 2017)
Keywords: ⛔ No INSPIRE recid found

Permutation, Parametric, and Bootstrap Test of Hypotheses - Good, Philip (Springer, 2005)

Use of tablet technology in the classroom. - Goodwin, K. (NSW Department of Education and Communities, 2012)

Future Press Release - Google (Design Sprints with Google, 2020)

Google Image best practices - Search Console Help - Google

Google Images - Google

Mobile-Friendly Test – Google Search Console - Google

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

Apping and resilience: How smartphones help Syrian refugees in Lebanon negotiate the precarity of displacement - Göransson, Markus (Clingendael Netherlands Institute of International Relations, 2018)

Mixing methods is wrong: An everyday approach to educational justice - Gorard, Stephen (British Educational Research Association. London, 2007)
Keywords: ⛔ No DOI found

An international review of plans for school reopening - Gorgen, Kristine; McAleavy, Tony (Education Development Trust, 2020)

An international review of plans for school reopening - Gorgen, Kristine; McAleavy, Tony (Education Development Trust, 2020)

An international review of plans for school reopening - Gorgen, Kristine; McAleavy, Tony (Education Development Trust, 2020)
Keywords: auto_merged

Dialogue: A theoretical framework for distance education instructional systems - Gorsky, Paul; Caspi, Avner (British Journal of Educational Technology, 2005)
This paper presents a theoretical framework for viewing elements that comprise distance education instructional systems in terms of dialogue. It is assumed that learning is mediated by intrapersonal dialogue and facilitated by interpersonal dialogue. Every resource in a distance education instructional system (eg, instructor availability, asynchronous communication networks, self-instruction texts, etc) is analysed in terms of the dialogue mode it supports. The framework offers three advantages: (1) a unified, simple, and coherent description of the mechanisms at play in distance education systems, (2) clear-cut operational definitions, and (3) hypotheses that may be investigated empirically.

What’s most broken? A tool to assist data-driven iterative improvement of an intelligent tutoring system - Goswami, Mononito; Mian, Shiven; Mostow, Jack (2019)

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

Weight of evidence: a framework for the appraisal of the quality and relevance of evidence - Gough, David (Research papers in education, 2007)

An Introduction to Systematic Reviews - Gough, David; Oliver, Sandy; Thomas, James (Sage, 2017)

EdTech and Covid-19: the story so far - Gould, Briony (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching - Gould, Briony (EdTech Hub, 2020)
Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching Full Report PDF Download Scope of Report This report provides a rapid evidence summary of what is known about best practice in teaching when school students are educated by distance learning. It considers both theoretical concepts and empirical evidence relating to the…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What are countries doing that already use remote learning extensively? What can we learn from them? - Gould, Briony (EdTech Hub, 2020)
What are countries doing that already use remote learning extensively? What can we learn from them? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Key themes Scope of study This report provides a rapid evidence summary of the history, evolution, coverage, impact (successes and challenges) of remote learning in four countries…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? - Gould, Briony (EdTech Hub, 2020)
What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Summary of findings China’s response to Covid-19 built on the distinctive foundations of its existing education political economy, in particular China appears…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Agile delivery - How to work in an agile way: Principles, tools and governance. - Gov.UK (UK Government)
How to work in an agile way: principles, tools and governance.
Keywords: ⛔ No INSPIRE recid found

Agile delivery - Service Manual - GOV.UK - GOV.UK (UK Government)
How to work in an agile way: principles, tools and governance.

How the alpha phase works - GOV.UK (GOV.UK)
Running a successful alpha phase, building and testing prototypes, and deciding whether to move on to beta.

How the beta phase works - GOV.UK (GOV.UK)
What to do during the beta phase, launching your service in private and public beta and deciding to move on to live.

How the discovery phase works - GOV.UK (GOV.UK)
What to do in discovery, how long it takes, how you know it's finished and deciding when to move on.

How the live phase works - GOV.UK (GOV.UK)
Checking you're ready to go live, keeping your team together and what to do after you go live.

Retiring your service - GOV.UK (GOV.UK)
When to retire a service, considering user needs, telling your users and what to do after the service is retired.

Teachers to get more trustworthy AI tech, helping them mark homework and save time - GOV.UK (2024)
The UK government announced a new project today that will enhance the ability of AI generative tools to learn from a new bank of lesson plans and curriculums.

Early reading: Igniting education for all - Gove, A.; Cvelich, P. (RTI, 2011)

Assessing the Impact of Early Learning Programs in Africa - Gove, Amber; Brunette, Tracy; Bulat, Jennae; Carrol, Bidemi; Henny, Catherine; Macon, Wykia; Nderu, Evangeline; Sitabkhan, Yasmin (New Directions for Child and Adolescent Development, 2017)
We present results from early learning programs in six African countries: Ethiopia, Kenya, Liberia, Malawi, Tanzania, and Uganda. In partnership with ministries of education, RTI International has worked within government systems to support the design and deployment of locally contextualized materials, training, and assessment tools, with the goal of improving outcomes for early learners in primary schools, and in Kenya and Tanzania preprimary as well. Here we report on the experience and evidence of impact from specific programs in each country, including summary assessment results when available. In several countries with completed impact evaluations, there are significant and important learning gains of between 0.2 and 2.57 SD in effect size; in one case the percentage of students reaching grade‐level reading proficiency increased from 12% to 47%. In the context of increased urgency surrounding what UNESCO has called a “global learning crisis,” these experiences provide useful lessons for policymakers and practitioners alike.

Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia - Gove, Amber; Poole, Medina Korda; Piper, Benjamin (New Directions for Child and Adolescent Development, 2017)
Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.

Angola - National Plan - 2018 – CABRI - Government of Angola (2018)
National Development Plan (PND 2018-2022)

2021-2022 Budget Document Archives - Government of Balochistan (2021)

Balochistan Education Sector Plan: 2020-2025 - Government of Balochistan (2020)

Education Management Information System (EMIS) - Government of Balochistan (2022)

Compendium of Social Protection Research in Bangladesh - Government of Bangladesh (The General Economics Division (GED), Bangladesh Planning Commission, 2020)

COVID-19 Response and Recovery Plan - Government of Bangladesh (2020)

National ICT Policy 2018 - Government of Bangladesh (2018)

Bénin - Plan national - 2000 – CABRI - Government of Benin (2000)
Benin alafia 2025

Maitlamo Botswana's National ICT Policy: Legislative Framework & Change Report - Government of Botswana (2004)

Burkina Faso - National Economic and Social Development Plan 2016 - 2022 - Government of Burkina Faso (2016)

Plan national de développement économique et social 2021-2025 (PNDES-II) - Government of Burkina Faso (2021)

Politique Sectorielle de L'Education du Burkina Faso (PSE/BF) 2014-2023 - Government of Burkina Faso (2013)

National Economic Development Plan Horizon 2020 - Government of Equatorial Guinea (2007)

The Eritrean Science and Technology Development Agency Establishment Proclamation - Government of Eritrea (2002)

Plan stratégique Gabon émergent Vision 2025 - Government of Gabon (2012)

Education Sector Performance Report 2018 - Government of Ghana (2018)

Gilgit-Baltistan: Multiple Indicator Cluster Survey 2016–2017 - Government of Gilgit-Baltistan; UNICEF (2017)

DIKSHA - Government of India (DIKSHA - Government of India, 2021)
National Digital Infrastructure for Our Teachers, Our Heroes.

The Personal Data Protection Bill - Government of India (2019)

Education Sector Budget Proposal Report 2023/24 - Government of Kenya (Government of Kenya, 2023)

Kenya Vision 2030: A Globally Competitive and Prosperous Kenya - Government of Kenya (Republic of Kenya, 2007)

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

Social Pillar | Kenya Vision 2030 - Government of Kenya (2008)

The County Allocation of Revenue Bill, 2019 - Government of Kenya (2019)

The Promise of Inclusive Digital Learning in Kenya - Government of Kenya (2022)

Vision 2030 Collaboration with Central Planning and Projects Monitoring Units | Kenya Vision 2030 - Government of Kenya (2007)

National ICT Policy (2019-2024) - Government of Liberia (2019)

Building Educational Foundations through Innovation & Technology (BEFIT): Malawi Scale-Up Program Overview - Government of Malawi (2023)

Education Act: No.21 of 2013 - Government of Malawi (2013)

Malawi Growth and Development Strategy (MGDS-III) 2017–2022 - Government of Malawi (2017)

Malawi National ICT for Development (ICT4D) Policy - Government of Malawi (2006)
Keywords: ⛔ No DOI found

National ICT Master Plan - Government of Malawi (2014)

National ICT Policy - Government of Malawi (Government of the Republic of Malawi, 2013)

National Numeracy Programme | Malawi - Government of Malawi

Malawi Social Cash Transfer Programme Strategic Plan 2022 - 2027 - Government of Malawi; UNICEF (2022)

The Social Cash Transfer Programme (SCTP) - Government of Malawi; UNICEF (2020)

Education Sector Implementation Plan II (2013/14 - 2017/18) - Government of Malawi; UNICEF Malawi (2014)

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

National Electrification Strategy - Government of Mozambique (2021)
Keywords: ⛔ No INSPIRE recid found

Education Sector COVID-19 Contingency Plan - Government of Nigeria (2020)

Article 160 - Constitution 1973 - Government of Pakistan (1973)

Key Findings Report PSLM District Level Survey 2019/20 - Government of Pakistan (2021)

Ministry of Federal Education and Professional Training - Government of Pakistan

Pakistan Education Statistics 2016-17 - Government of Pakistan (Government of Pakistan, 2018)
Keywords: ___working_potential_duplicate

Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 - Government of Pakistan (Government of Pakistan (MoFEPT), 2020)

Pakistan Social and Living Standards Measurement: District Level - Government of Pakistan (Pakistan Bureau of Statistics, 2021)

Pakistan Social & Living Standards Measurement Survey (2018-19) - Government of Pakistan (Pakistan Bureau of Statistics, 2020)

Pakistan Social & Living Standards Measurement Survey (PSLM) 2018-19 National /Provincial (Social Report) - Government of Pakistan (Government of Pakistan, 2020)

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

Pakistan Economic Survey 2018–19 - Government of Pakistan. Economic Adviser's Wing, Finance Division (Government of Pakistan, 2019)
Keywords: auto_merged

New Guidelines for the INGOs to work with NDMA / PDMAs in COVID 19 Crises - Government of Pakistan. Ministry of Interior and Narcotics Control

New Guidelines for the INGOs to work with NDMA / PDMAs in COVID 19 Crises - Government of Pakistan. Ministry of Interior and Narcotics Control (2020)

Pakistan Social & Living Standards Measurement Survey 2018–19 - Government of Pakistan. Pakistan Bureau of Statistics, Government of Pakistan; Ministry of Planning Development & Special Initiatives (2020)
Keywords: auto_merged

Pakistan Floods 2022: Post-Disaster Needs Assessment - Government of Pakistan; Asian Development Bank; European Union; United Nations Development Programme; World Bank (2022)
Assessment in English on Pakistan about Agriculture, Health, Flash Flood, Flood and more; published on 28 Oct 2022 by ADB, EU and 4count other organizations

Pakistan Education Statistics 2016-17.pdf - Government of Pakistan; Ministry of Federal Education and Professional Training; National Education Management Information System; Academy of Educational Planning and Management (2018)

An Integrated ICT-led Socio-Economic Development Policy and Plan for Rwanda 2001 - 2005 - Government of Rwanda (2001)

National ICT Strategy and Plan NICI - 2015 - Government of Rwanda (2015)

RwandaEQUIP - Government of Rwanda (RwandaEQUIP, 2022)
RwandaEQUIP A legacy of excellence in education The Transformation of Education begins with Teachers 2019 Nobel Prize-winning economist, Professor Michael Kremer’sground-breaking study announcing learning gains among the largest ever measured in international education. The impact of the methodology, underpinning RwandaEQUIP, is among the greatest of any rigorously studied intervention in emerging markets. Read the Full Study Here […]

The NICI-2010 Plan - Government of Rwanda (2010)

Towards Integration of EMIS in Rwanda - Government of Rwanda (2020)

Sierra Leone Teaching Service Commission Act - Government of Sierra Leone (2011)

Basic and Senior Secondary Education Act, 2023 - Government of Sierra Leone (2023)

Constitution of Sierra Leone - Government of Sierra Leone (1991)

EMIS – MBSSE - Government of Sierra Leone (2022)

Sierra Leone Education Sector Plan: Transforming learning for all 2022–2026 - Government of Sierra Leone (2022)

Sierra Leone’s Medium-Term National Development Plan 2019-2023: Education for Development. - Government of Sierra Leone (2019)

The Agenda for Prosperity: Road to Middle Income Status - Government of Sierra Leone (2013)
Keywords: ⛔ No DOI found

Out-Of-School Children Study Sierra Leone - Government of Sierra Leone; Irish Aid; UNICEF (2021)

ESSP Contract 2019: Example partnership contract - Government of Sindh (Government of Sindh, 2019)

School Education and Literacy Department - Government of Sindh (2020)

School Education Sector Plan and Roadmap for Sindh - Government of Sindh (2019)

School Education Sector Plan and Roadmap for Sindh (2019–2024) - Government of Sindh. School Education & Literacy Department (2019)
Keywords: ___working_potential_duplicate

Somalia Education Sector COVID-19 Response Plan - Government of Somalia (2020)

South Sudan Schools: Ana Fii Inni - Government of South Sudan (2022)

President's Office - Regional Administration and Local Government Fee Free Basic Education - Capitation Grants Disbursed to Secondary Schools 2019/2020 - Government of Tanzania (2020)

Tanzania National Development Vision 2025 - Government of Tanzania (2021)

Pre-Primary, Primary, Secondary, Adult and Non-Formal Education Statistics 2020 - Government of Tanzania, PO-RALG (2020)

Plan national stratégique de développement (PNSD) 2019-2023 - Government of the Democratic Republic of the Congo (2019)

National Information and Communication Infrastructure Implementation Plan 2012-2016 - Government of the Kingdom of Swaziland; Ministry of Information, Communications and Technology (Government of the Kingdom of Swaziland, 2012)

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

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

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

Taleem Ghar - Government of the Punjab (2020)

Taleem Ghar - Government of the Punjab (2020)
Keywords: auto_merged

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

Plan National de Developpement du Burundi PND Burundi 2018-2027 - Government of the Republic of Burundi (2018)

National Education Policy - Government of the Republic of Malawi (2016)

Government Gazette - Government of the Republic of South Africa (2022)

Part 2: Frameworks for Conditional Grants to Provinces: Detailed frameworks on Schedule 4, Part A; Schedule 5, Part A; Schedule 6, Part A; and Schedule 7, Part A grants to provinces - Government of the Republic of South Africa (Government of the Republic of South Africa, 2020)

Decree 86/2015/Nd-Cp on Mechanism for Collection and Management of Tuition Fees Applicable to Educational Institutions in the National Education System and Policies on Tuition Fee Exemption and Reduction and Financial Support from Academic Year 2015–2016 to 2020–2021 - Government of the Socialist Republic of Vietnam (2015)

Decree 81/2021/Nd-Cp Policies Financing for Learning Fees in Education and Training Sectors - Government of the Socialist Republic of Vietnam (2021)
Ngày 27/08/2021,Chính phủ đã ban hành Decree 81/2021/ND-CP policies financing for learning fees in education and training sectors Thuộc lĩnh vực Thuế - Phí - Lệ Phí, Giáo dục và sẽ có hiệu lực kể từ ngày 15/10/2021

Resolution No. 28/NQ-CP dated March 03, 2021 on issuance of national strategy for gender equality in 2021-2030 28/NQ-CP,Nghị quyết 28 2021 - Government of the Socialist Republic of Vietnam (2021)
Resolution No. 28/NQ-CP dated March 03, 2021 on issuance of national strategy for gender equality in 2021 - 2030 28/NQ-CP,Nghị quyết 28 2021

Political system - Government of the Socialist Republic of Vietnam
Political system

Voluntary National Review 2023 on the implementation of the Sustainable Development Goals - Government of the Socialist Republic of Vietnam (2023)

Prêmio Escola Nota 10 - Government of the State of Ceará

Inclusive Education Policy - Government of Timor-Leste (2017)

National Strategic Plan for Digital Development and Information and Communication Technology (Timor 2032) - Government of Timor-Leste (2023)

Political System - Government of Timor-Leste

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

Timor-Leste Labour Force Survey 2021 Report - Government of Timor-Leste (2022)

Timor-Leste Population and Housing Census 2022 Preliminary Results - Government of Timor-Leste (2022)
The 2022 Population and Housing Census is the fourth census to be conducted in Timor-Leste, following the previous censuses conducted in2015, 2010 and 2004 in the post-independence era. It is the first digital census and also the last one to be conducted at ϐive-year intervals, as the next census will be conducted after 10 years, according to international recommendations. The objective of the 2022 census is to provide up-to-date data on the country’s population size and distribution.This information is important for monitoring the implementation of the Timor-Leste Strategic Development Plan 2011 to 2030 and also provides the country’s disaggregated data for Sustainable Development Goals (SDG) indicators.
Keywords: ⛔ No INSPIRE recid found

Timor-Leste's Roadmap for Implemention of the 2030 Agenda and the SDGs - Government of Timor-Leste

Situation Analysis of Children in Timor- Leste - Government of Timor-Leste; UNICEF (UNICEF, 2021)
Keywords: ⛔ No INSPIRE recid found

Fiscal Transfers: View Consolidated formulae - Government of Uganda (OTIMS, 2023)

Education Amendment Act - Government of Zimbabwe (2019)

National Education Act - Government of Zimbabwe (1987)

Outcomes-based funding in education: Assessing cost effectiveness and accountability - Government Outcomes Lab (2022)

2005 Strategic Programme for the Information Society: New Development Opportunities - Governo de Cabo Verde (2005)

Plan estratégico de desarrollo sostenible (PEDS) 2017/2021 - Governo de Cabo Verde (Integrated National Financing Framework, 2018)

Bangladesh Education Sector Analysis - GPE (2020)

Ghana education sector analysis. 2018 | Documents | Global Partnership for Education - GPE (2018)
Ghana’s Education Sector Analysis (ESA) 2018 provides an objective assessment of the state of education in the country. It has been produced to inform the finalization of the Education Sector Plan (ESP) 2018–2030 and to ensure a broad evidence base for future policymaking.

Meeting the data challenge in education. A knowledge and innovation exchange (KIX) discussion paper | Documents | Global Partnership for Education - GPE (GPE, 2019)
The purpose of this paper is to describe the current landscape in education data systems and spark discussion and debate around potential areas for KIX investment.