EMIS - Ministry of Education, Government of Timor-Leste (2021)

Educational Technology Plan - Ministry of Education (Singapore) (2021)

2020 Annual Report on the Petroleum Funds | Ministry of Finance | Ghana - Ministry of Finance (2021)

Cambodia’s Science Technology and Innovation Roadmap 2030 - Ministry of Industry, Science, Technology and Innovation, Royal Government of Cambodia (2021)

Personal Data Protection Bill 2020 - Ministry of Information Technology and Telecommunication (2021)

Technological Federalism : A Building Block to Constitutionalise the Digital Sphere - Mittal, Anushka (2021)
Keywords: ⛔ No DOI found

OER may be free, but you still need to invest to use them: Part I - Mogos, Ariam; Gacicio, Esther; Gaible, Edmond (2021)
Calls for access and equity underpin the OER (Open Educational Resources) movement, but it’s yet to be seen if the potential impact of OER will materialize in education - something COVID-19 may help change.

Resource Pack to Support Remote Learning : Digital - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Digital (English)

Resource Pack to Support Remote Learning : Introduction - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Introduction (English)

Resource Pack to Support Remote Learning : Mobile - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Mobile (English)

Resource Pack to Support Remote Learning : Print - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Print (English)

Resource Pack to Support Remote Learning : Television - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Television (English)

Resource Pack to Support Remote Learning : Formative Assessment - Mohn, Giti; Rafique, Giti; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank, 2021)
Resource Pack to Support Remote Learning : Formative Assessment (English)

El engagement en la educación virtual: experiencias durante la pandemia COVID-19 - Molina, Odiel Estrada; Cancell, Dieter Reynaldo Fuentes; Hernández, Alién García (Texto Livre: Linguagem e Tecnologia, 2021)
Keywords: ⛔ No DOI found

Moodle - Open-source learning platform | Moodle.org - Moodle (2021)

Pedagogical strategies in medical education to the challenges of Covid-19: Scoping review - Moretti-Pires, RM; de Campos, DA; Tesser Junior, C; de Oliveira Junior, JB; de Oliveira Turatti, B; de Oliveira, DC (Revista Brasileira De Educação Médica, 2021)
Keywords: ⛔ No DOI found

Toolkit for Designing a Comprehensive Distance Learning Strategy - Morris, Emily; Tan, Yvette (USAID, 2021)

Remote teaching during COVID-19: Implications from a national survey of language educators - Moser, Kelly; Wei, Tianlan; Brenner, Devon (System, 2021)

Education in Times of Crisis: Effective Approaches to distance learning. Sharing teachers' expertise and experiences - Müller, Lisa Maria; Goldenberg, Gemma (Chartered College of Teaching, 2021)

Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: South Soudan - Mwaniki, David (UNESCO, 2021)
Keywords: auto_merged

Pakistan Education Statistics 2017-18 - NEMIS (National Education Management Information System, 2021)

Pakistan Education Statistics 2017-18 - NEMIS (2021)

Pakistan Education Statistics 2017-18 - NEMIS (National Education Management Information System, 2021)

Nigeria Learning Passport - Nigeria Federal Ministry of Education (2021)

Teacher attendance and time on task in primary schools in Mozambique - Nugroho, Dita; Karamperidou, Despina (2021)

Creditor Reporting System (CRS) - OECD (2021)
Keywords: ___working_potential_duplicate

Scaling education innovations for impact in low-and-middle-income countries during COVID - Olsen, Brad (Brookings Institution, 2021)
In 2020, the Center for Universal Education (CUE) at the Brookings Institution joined the Global Partnership for Education’s (GPE) Knowledge and Innovation Exchange (KIX), a joint partnership between the Global Partnership for Education and the International Development Research Centre (IDRC), to facilitate a cross-national, multiteam, design-based research and professional support initiative called Research on Scaling the Impact of Innovations in Education (ROSIE). The intention of ROSIE is to bring together researchers and practitioners to study the process of scaling education initiatives. This first annual brief reflects on scaling insights from different scaling teams across many low- and middle-income countries to jointly learn and share best practices related to scaling in education. Effective scaling is not just about designing and delivering promising innovations for use but also embedding them in thoughtful, mutifaceted ways to ensure that they grow, deepen, and have lasting impact. This brief discusses how several teams went about this work during the difficult last year.

Mobile-based solutions can strengthen human capital gains disrupted by COVID-19 in developing countries - Orozco, Victor (2021)
Education technology is leveraging smartphones to reverse the pandemic-induced learning crisis.

Psychological Well-Being Levels of Teacher Candidates in the Distance Education Process - Özkul, Ramazan; Kirbaç, Metin; Kaya, Fatih (2021)
The expansion of the global communication network with the help of technological developments has undoubtedly shown its greatest impact in the field of education. As a matter of fact, the spread of communication networks between countries and individuals, in the field of education; it has created a global perception of education by accelerating the circulation of information resources, ideas and products. Especially with the COVID-19 epidemic, the transition to distance education has accelerated. In this context, it is considered important to investigate the behaviors and psychological states of students and to contribute to their good management of this process. The aim of this study is to examine the psychological well-being levels of teacher candidates in the distance education process. This research, which aims to examine the psychological well-being levels of teacher candidates in the distance education process, is a quantitative method with a causal comparison model. The study population of the research consists of Inönü University Faculty of Education students. The sample of the study consisted of 584 participants determined by the random stratified sampling method from the population. The data of the study were collected with the "Psychological Well-Being Scale". Obtained data, independent groups t-test, one-way ANOVA and descriptive statistics tests were performed. Research findings showed that participants had high levels of psychological well-being.
Keywords: Access to Computers; COVID-19; Correlation; Distance Education; Foreign Countries; Gender Differences; Handheld Devices; Internet; Mental Health; Pandemics; Physical Environment; Preferences; Preservice Teachers; Rural Urban Differences; Study Habits; Synchronous Communication; Telecommunications; Undergraduate Students; Well Being

Case Study: GEARR-ing Up for Success After School - PEAS (2021)

GENDER TRANSFORMATIVE EDUCATION - PLAN International; UNICEF; Transform Education; UNGEI (2021)

SIS Tanzania (LIVE) - PORALG (2021)

Turning to technology: A global survey of teachers' responses to the Covid-19 pandemic - Pota, Vikas; Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam; Zubairi, Asma; Aerts, Carla; Gault, Claire (T4 Education & EdTech Hub, 2021)

Turning to technology: A global survey of teachers' responses to the Covid-19 pandemic - Pota, Vikas; Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam; Zubairi, Asma; Aerts, Carla; Gault, Claire (T4 Education & EdTech Hub, 2021)
A global survey of teachers’ responses to the Covid-19 pandemic

DigiMap – Digital Malawi Project - Public Private Partnership Commission (2021)

Teaching of Naazrah Quran Grade I-V as a separate compulsory subject - Punjab Curriculum & Textbook Board (2021)

Connect To Learn: Aiming to Improve Learning Outcomes of Underprivileged Students in Myanmar - Qualcomm (2021)
Keywords: ⛔ No INSPIRE recid found

Revisiting the impact of covid-19 on adolescents in urban slums in Dhaka, Bangladesh: round 2 - Raha, Samira Ahmed; Rana, Sajib; Mamun, Saklain Al; Anik, Mehedi Hasan; Roy, Prantik; Alam, Farhana; Sultan, Maheen (Gender and Adolescence: Global Evidence, 2021)
Keywords: ⛔ No DOI found

PPRC-BIGD COVID-19 Livelihoods & Recovery Panel Survey - Rahman, Hossain Zillur; Matin, Dr Imran; Rahman, Atiya; Das, Dr Narayan C; Zillur, Umama; Ahmen, Md. Shakil; Hashemi, Dr Syed M; Wazed, Mohammad Abdul; Mozumder, Tanvir Ahmed; Gain, Sabrina Miti; Mohammad, Fatema; Khan, Tahsina Naz; et al. (BRAC Institute of Governance and Development (BIGD), 2021)
The COVID-19 pandemic brought the world to an economic stand-still, and the poor and vulnerable populations are bearing the brunt of this crisis. Power and Participation Research Centre (PPRC) and BRAC Institute of Governance and Development (BIGD) have been jointly conducting a multi-phase study since April 2020 to capture the changing impact of the COVID-19 health and economic crisis on low-income communities...

Investigating the mediating role of online learning motivation in the COVID-19 pandemic situation in Bangladesh - Rahman, Md. H Asibur; Uddin, Mohammad Shahab; Dey, Anamika (Journal of Computer Assisted Learning, 2021)
The purpose of this paper is to investigate the mediating role of online learning motivation (OLM) in the COVID-19 pandemic situation in Bangladesh by observing and comparing direct lectures (DL), instructor–learner interaction (ILI), learner–learner interaction (LLI), and internet self-efficacy (ISE) as predictors of OLM and online learning satisfaction (OLS). Data were collected from 442 undergraduate and graduate students from more than 35 universities in Bangladesh. To test the hypotheses, the PLS-SEM approach was applied using SmartPLS 3.0. The study shows a significant mediating role of OLM between the independent variables and learning satisfaction. In addition, DL, ILI, and ISE are shown to be significant predictors of student satisfaction. The findings have a number of valuable implications for education policy makers, universities, instructors, and students. Moreover, the study suggests some new research perspectives to overcome the limitations of this research and to gain precise knowledge on students' learning motivation and satisfaction regarding other online classes for different categories of students (e.g., high school and college, professional, and PhD).
Keywords: Bangladesh; COVID-19; interactions; learning motivation; learning satisfaction; online education

A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Book Chapter] - Rahman, Tashmina; Sharma, Uttam (World Bank, 2021)

Exploring the summer reading effect through visual analysis of multiple datasets - Reed, Deborah K.; Aloe, Ariel M.; Park, Seohee; Reeger, Adam J. (Journal of Research in Reading, 2021)
Historically, there has been concern about students losing reading ability over extended breaks from school, commonly in the summer, but studies of this phenomenon have produced inconsistent results. We applied exploratory visual analysis of multiple datasets to examine whether students in Grades K-5 appear to lose or improve in various reading abilities over the summer and across consecutive school years. Archival data were obtained on students of different U.S. school districts who did not participate in a formal summer reading programme. Data were disaggregated by groups considered most vulnerable to summer loss: those from economically disadvantaged backgrounds and those identified with disabilities. Given the variety of measure types and scores, we centred scores on each measure's cut point for proficiency in a particular grade level to depict how students' scores deviated from the proficiency classifications before and after a summer break. Overall, students' scores relative to the benchmark appeared on average to have maintained or improved, and there was no observed accumulated decrement in reading performance across years. For anomalous instances of summer loss, we offer possible alternative explanations such as measurement artefacts and unrehearsed learning. Visual analysis of the datasets suggested that summer breaks were not associated with systematic losses of students' reading ability, even among those considered most vulnerable to the phenomenon. However, available assessments and benchmarks are not designed to measure summer learning specifically, and little is known about the kinds of literacy experiences students not in formal programmes might be having. Thus, more research on summer maturation and degeneration is warranted.
Keywords: elementary; exploratory visual analysis; reading; summer loss

Pakistan - Data Protection Overview - Rehman, Shafaq (RIAA Barker Gillette, 2021)

Pakistan - Data Protection Overview - Rehman, Shafaq (RIAA Barker Gillette, 2021)

ICT in Education and Training Policy - Republic of Kenya. (2021)

Policy on Information and Communication Technology in Education and Training | Ministry of Education - Kenya - Republic of Kenya Ministry of Education (2021)

Logros y Desafíos del Plan Ceibal - Reyes, Olga; Valdés-Rodríguez, Ofelia (2021)

Spotlight Initiative to eliminate violence against women & girls in Timor-Leste - Robinson, Alex; Kiefel-Johnson, Felix (2021)

Co-Develop: Digital Public Infrastructure for an Equitable Recovery - Rockefeller Foundation (The Rockefeller Foundation, 2021)
As we build back better from the Covid-19 pandemic, we have an unprecedented opportunity to build digital public infrastructure that promotes inclusion, human rights, and progress toward global goals. This report outlines an agenda for international cooperation on digital public infrastructure to guide future investments and expansion of this critical tool.

Financing for the EdTech Ecosystem: A Working Paper - Roddis, Suzanne; Collis, With Victoria; Steer, Liesbet; Cunningham, Madelyn Swift (2021)
Keywords: ⛔ No DOI found

Current initiatives, barriers, and opportunities for networked learning in Latin America | SpringerLink - Romero-Hall, Enilda (2021)

Levar sala de aula até sala de casa é bom negócio na Geekie - Rosa, Joao Luiz (Valor Econômico, 2021)
Isolamento social ajudou ‘edtech’ a elevar o faturamento em mais de 170% no ano passado

Independent Evaluation of the Girls’ Education Challenge Phase II - Teachers and Teaching for Marginalised Girls - Rose, Pauline; Aslam, Monazza; Downing, Phoebe (2021)

Do High-Stakes Exams Promote Consistent Educational Standards? - Rossiter, Jack; Abreh, Might Kojo; Ali, Aisha; Sandefur, Justin (Working Papers, 2021)
Each year over two million secondary-school students across English-speaking West Africa sit coordinated exams, with the explicit goal of maintaining consistent educational standards across schools and over time. We find that scores across math items drawn from different exam years—when taken by an identical group of students on the same day—closely track fluctuations in Ghana’s national pass rates over time, absent any role for cheating or changes in real performance.

Digitizing taxation and premature formalization in developing countries - Roy, Pallavi; Khan, Mushtaq H. (Development and Change, 2021)
The digitization of taxation systems can assist inclusion. However, it can also inadvertently lead to adverse outcomes for the poor in developing countries where many firms in the informal sector have low capabilities. Moreover, larger formal sector firms are often politically networked and in a position to engage in extractive informal transactions that digitization alone cannot restrict. Thus, while digitization creates tools for the enforcement of formal regulations, formalization can be unequal. This contribution focuses on digitized taxation as an application of a more general problem with digitization as a tool for formalization, referring to evidence from the rollout of the Goods and Services Tax (GST) in India. Using the analysis of political settlements, the authors distinguish between types of rule violations in developing economies. Networked higher-capability firms engage in ‘informal’ transactions when they violate rules to extract rents. This is different from the informality of unregistered micro and small enterprises in the informal sector who often violate rules they cannot adhere to, and make informal payments to enforcers to continue operating. When digital technologies are used in these contexts, adverse outcomes for welfare and inclusion can follow from ‘premature formalization’. A more cautious and inclusive path to formalization is necessary to protect vulnerable groups.

Cambodia Digital Economy and Society Policy Framework 2021–2035 - Royal Government of Cambodia (2021)

Science of Teaching - Overview: Structured Pedagogy Guides, and a Note to Education Leaders - RTI International (2021)

Digitalization in teaching and education in Malawi: Digitalization, the future of work and the teaching profession project - Saka, Tionge Weddington (2021)

'Leave no one behind' - five years into Agenda 2030: Guidelines for turning the concept into action - Samman, Emma; Roche, Jose Manuael; Sarwar, Moizza Binat; Evans, Martin (Overseas Development Institute, 2021)

Using community-based structures in education programming - Sarton, Emma; Thukral, Hetal (2021)
This Thematic Review summarises the learning around how community-based structures (CBSs) supported projects during COVID-19 school and community-based education closures. It examines the role of CBSs in supporting Girls’ Education Challenge projects to pivot successfully and identifies six characteristics of successful utilisation of CBSs. This Thematic Review is primarily aimed at projects, implementors and non-governmental organisations interested in working with CBSs to maximise project outcomes now and in the future. It is also useful for researchers and policy makers, supporting conversations about how to best work with communities and CBSs.

Pathways towards quality primary education: improving completion and learning outcomes - Sarwar, Moizza Binat; Moreno, Diego Benitez; Homonchuk, Olha; Roche, Jose Manuel; Nicolai, Susan (Overseas Development Institute, 2021)

Progress Under Threat: Refugee education one year on from the Global Refugee Forum and the impact of COVID-19 - Save the Children (2021)

Digitizing Curriculum Standards to Unlock the Potential of Open Educational Resources in a Global Context. - Savov, Ivan (UNHCR, Vodafone Foundation, Google.org, and UNESCO, 2021)

Assistive Technologies and Other Supports for People with Brain Impairment. - Scherer, M. J. (Springer Publishing Co, 2021)

A Cautionary Tale of Tutoring Hard-to-Reach Students in Kenya - Schueler, Beth E.; Rodriguez-Segura, Daniel (EdWorkingPaper, 2021)
Covid-19-induced school closures generated great interest in tutoring as a strategy to make up for lost learning time. Tutoring is backed by a rigorous body of research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone call interventions in Kenya when schools were closed. Schools (n=105) were randomly assigned for their 3rd, 5th and 6th graders (n=8,319) to receive one of two versions of a 7-week weekly mathfocused intervention—5-minute accountability checks or 15-minute mini-tutoring sessions—or to the control group. Although calls increased student perceptions that teachers cared, accountability checks had no effect on math performance up to four months after the intervention and tutoring decreased math achievement among students who returned to their schools after reopening. This was, in part, because the relatively low-achieving students most likely to benefit from calls were least likely to return and take in-person assessments. Tutoring substituted away from more productive uses of time, at least among returning students. Neither intervention affected enrollment. Tutoring remains a valuable tool but to avoid unintended consequences, careful attention should be paid to aligning tutoring interventions with best practices and targeting interventions to those who will benefit most.

Listening to Young Lives at Work in Vietnam: Third call - Scott, Douglas; Favara, Marta; Porter, Catherine (Young Lives, 2021)

Pupil Census 2021 - Scottish Government (2021)

Forum Guide to Strategies for Education Data Collection and Reporting - SEDCR (2021)
Keywords: ⛔ No DOI found

A Framework for Creating Short Forms of Internationally Used Direct Assessments - Seiden, Jonathan (GPRL/IPA Methods & Measurement meeting, Northwestern University, Evanston, IL., 2021)

Educación en pausa - Seusan, Laura Andreea; Maradiegue, Rocío (2021)
Una generación de niños y niñas en América Latina y el Caribe está perdiendo la escolarización debido al COVID-19

Addressing the Mobile Gender Gap in Pakistan - Shanahan, M (GSMA, 2021)

Education through ICT Initiatives during the pandemic in India - Sharma, Anchal (Center for Sustainable Development, Columbia University, 2021)

The Role Played by Parents in the Abrupt Transition to Online Education During the Covid-19 Pandemic - Sharmacharya, Ratan (2021)
Keywords: ⛔ No DOI found

The effect of distance learning on learning outcomes of children with special needs in inclusive schools in the new normal - Sholikhati, Nur Indah; Prayogo, Muhaimi Mughni; Santoso, Joko (Indonesian Journal of Disability Studies, 2021)
Keywords: ⛔ No INSPIRE recid found

Emergency Response in Educational Policies during COVID-19 in Nepal: A Critical Review. - Shrestha, Sagun; Gnawali, Laxman (IAFOR Journal of Education, 2021)

English Language Teachers with Disabilities: An Exploratory Study Across Four Countries - Singal, N; Ware, H (Report submitted to the British Council., 2021)

What makes a good school? | UNICEF Lao People's Democratic Republic - Siriphongphanh, Siriphone (2021)
Lao PDR rolls out Study to understand why certain Lao schools outperform others to help identify better practices
Keywords: ⛔ No INSPIRE recid found

Laws, decrees and strategies on teachers in Lao PDR: a situation analysis - Sithirajvongsa, Sisamone (UNESCO, 2021)
Sisamone
Keywords: ⛔ No INSPIRE recid found

4 challenges of adopting blockchain in education & potential solutions - SotaTek (2021)

Here are 5 blockchain use cases in the education sector - SotaTek (2021)

Key factors in Knowledge Sharing Behavior in Virtual Communities of Practice: A Systematic Review - Soto, ROBERTO Hernández; Ortega, MÓNICA Gutiérrez; Avi, BARTOLOMÉ Rubia (Education in the Knowledge Society (EKS), 2021)
Virtual Communities of Practice (VCOP) are environments widely recognized as knowledge management instruments, and their sociocultural contrib ...

Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: Uganda - UNESCO Digital Library - Sparkes, James (UNESCO, 2021)

Speedtest Global Index – Internet Speed around the world - Speedtest (Speedtest Global Index, 2021)
Find out which countries have the fastest internet speeds in the world. View global monthly comparisons of fixed and mobile internet speeds.

SSAMS - SSAMS (2021)

Investigating risks and opportunities for children in a digital world: A rapid review of the evidence on children's internet use and outcomes - Stoilova, M.; Livingstone, S.; Khazbak, R. (UNICEF, 2021)

Sunbird - Sunbird (2021)

Use of Twitter Technology in Educational Learning - Sunday, Ajibo Anthony (The Turkish Online Journal of Educational Technology, 2021)
This paper explores the use of Twitter technology in educational learning and teaching in education system. The objectives of this study emphasizes on the contributions of Twitter to personal and educational learning experience, and its adoption for professional development in 21st century. Twitter technology was invented as a media outlet in 2006, to provide a unique kind of communication that allows only 140 numbers of characters. It is a technology that permits users to send and receive information on website, from mobile or computer-enabled internet. A Twitter requires a valid email address to sign up for an account and equally set up private profiles in line with the system command. Users share pictures, videos among other educational materials of what is happening in the world. Twitter is a social media platform that has drawn the attention of its users, especially the students and educators around the world. Secondary sources of data collection were adopted in the paper review. In spite of the short comings of Twitter technology, major findings revealed that the use of Twitter technology is becoming a common usage among students and professional development of educators across the world. Recommendations include the need for sustained campaign of the use of Twitter technology in institutions of learning across the world, especially in the developing countries, and the pedagogical adoption of Twitter for professional development of the future of education, as opposed to traditional method of teaching.
Keywords: ⛔ No DOI found

Digital training for increasing English teachers’ professionalism at junior high school - Syafryadin, Syafryadin; Wardhana, Dian Eka Chandra; Febriani, R.Bunga (Journal of Education and Learning (EduLearn), 2021)
This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution.

Syafunda Digital Library - Syafunda (Syafunda, 2021)

T4 Insights Report: World's largest teacher post-Covid-19 - T4 (2021)

Gendered Impacts of COVID-19 on Higher Education in Cambodia: Perspectives of Female Lecturers and Students - Tann, Boravin; Tuy, Sophorn (Gender and Human Rights in The Context of Covid-19 Pandemic: Findings from Four Countries, 2021)
Keywords: ⛔ No INSPIRE recid found

National Plan for Teachers’ Continuous Professional Development (4a) - Tanzania Institute of Education (Tanzania Institute of Education, 2021)

Building Resilient Education Systems: A Rapid Review of the Education in Emergencies Literature - Tarricone, Pina; Mestan, Kemran; Teo, Ian (Australian Council for Educational Research, 2021)
The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.

Flexible strategies for ensuring quality learning outcomes in education in emergencies (NEQMAP 2021 thematic review) - Tarricone, Pina; Teo, Ian; Mestan, Kemran; Sundarsagar, Kris; Killimangalam, Ashtamurthy; Abd Razak, Nordin (International Education Research, 2021)
The COVID-19 pandemic has interrupted schooling for students globally and challenged how policy-makers might respond and recover from this protracted emergency. In collaboration with NEQMAP, the GEM Centre has conducted a rapid review of policy and practice documents for 14 countries, and an online survey with policy-makers in 7 of them to identify the types of flexible learning strategies that were implemented over the course of this pandemic. An education in emergencies Policy Monitoring Framework was used both to guide the analysis of documents and survey data, and to provide the basis for reporting findings. The range of flexible learning strategies identified in this review focused on: enhancing system level processes to ensure quality learning outcomes; streamlining the curriculum; utilising a range of student assessment and monitoring approaches; improving inclusion and equity for vulnerable learner groups; and supporting school leaders and teachers using education tools and resources, professional development courses, and support networks.
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Teachers' Attitudes Towards Gender Equality - Tavdgiridze, Lela; Khasaia, Ia; Sherozia, Nato; Turmanidze, Lela (13th International Conference on Education and New Learning Technologies, 2021)

The Teachers’ Research Exchange (T-REX): Connecting Teaching, Research and Practice in Initial Teacher Education - Teachers' Research Exchange (National Forum for the Enhancement of Teaching and Learning in Higher Education, 2021)

Teacher Deployment Protocol - Teaching Service Commission (2021)

Technical Report on Teacher Deployment - Teaching Service Commission (2021)

Teachers and Teaching in Sierra Leone - The World Bank (2021)

The Global Report on the Status of Teachers 2021 - Thompson, Greg (2021)
The status of teachers remains a concern in many jurisdictions. Teachers are aware that holding the same qualifications or levels of training as other professions does not bring the same status, despite teaching and facilitating learning being complex work that requires significant expertise. The mandate for this Report was to consider the status of the teaching profession in the three years since the 2018 Report. Rather than simply covering the same ground as the previous Report, the survey was encouraged to maintain its strong focus on status, pay, and conditions while responding to pressing contemporary issues. In the midst of the global COVID-19 pandemic, with concern around the impact that this was having on school communities in general, and the teacher workforce in particular, a focus of this survey concerns the perspectives of unions across the world regarding the impact of COVID-19. [Publisher summary, ed]

Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland - Tomasik, Martin J.; Helbling, Laura A.; Moser, Urs (International Journal of Psychology, 2021)
Using data from a computer-based formative feedback system, we compare learning gains in the 8 weeks of school closures related to the COVID-19 pandemic in Switzerland with learning gains in the 8 weeks before these school closures. The school performance in mathematics and language of N = 28,685 pupils is modelled in second-order piecewise latent growth models with strict measurement invariance for the two periods under investigation. While secondary school pupils remain largely unaffected by the school closures in terms of learning gains, for primary school pupils learning slows down and at the same time interindividual variance in learning gains increases. Distance learning arrangements seem an effective means to substitute for in-person learning, at least in an emergency situation, but not all pupils benefit to the same degree.
Keywords: COVID-19; Distance learning; Learning progress; School achievement; School closures

Language data for Malawi - Translators without Borders (Translators without Borders, 2021)
Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.

Tsugi - Tsugi (2021)

What is Interactive Voice Response (IVR?) Definitions and Benefits. - TTEC (2021)

What we know about the gender digital divide for girls: A literature review - Tyers-Chowdhury, Alexandra; Binder, Gerda (UNICEF, 2021)

The National Funding Formulae for schools and high needs – 2022-23 - UK Department for Education (2021)

School workforce in England, Reporting Year 2020 - UK Government (2021)
This release is largely based on the School Workforce Census. The census collects information from schools and local authorities on the school workforce in state-funded schools in England. Independent schools, non-maintained special schools, sixth-form colleges and further education establishments are not included. The latest data relates to November 2020 and so this is the first data in the series to relate to the coronavirus (COVID-19) pandemic. Coronavirus (COVID-19): Change to statistics To reduce burden on schools and local authorities during the pandemic, data on qualifications and staff absences were not collected in 2020. They will be collected again in 2021. Data on school workforce absence during the pandemic has been collected via the Department's education settings survey. Specific guidance can be found within affected sections of this statistic.

Data sharing agreements - UK Information Commissioner's Office (2021)

Country Gender Equality Profile Viet Nam 2021 - UN Women (2021)

Review Report on the Implementation of the National Strategy on Gender Equality (NSGE) 2011-2020 - UN Women (2021)

Technology and Innovation Report 2021: Catching Technological Waves Innovation with Equity - UNCTAD (2021)

Sustainable Development Cooperation Framework 2021–2025 - UNDP (2021)

Show me the data: Leveraging digital tools for Nepal’s COVID response - UNDP SURGE (Medium, 2021)
UNDP Nepal joined hands with the Accelerator Labs and SURGE Data Hub to assess the impact of COVID-19 in Gandaki Province

A snapshot of educational challenges and opportunities for recovery in Africa - UNESCO (2021)
Keywords: ⛔ No INSPIRE recid found

Background information on education statistics in the UIS database - UNESCO (UNESCO Institute of Statistics, 2021)

COVID 19, Technology-based Education and Disability: The case of Bangladesh - UNESCO (2021)

Handbook for interactive audio instruction: Planning and implementing radio lessons in sub-Saharan Africa - UNESCO (2021)
Keywords: ⛔ No INSPIRE recid found

Lao People's Democratic Republic | INCLUSION | Education Profiles - UNESCO (2021)
Keywords: ⛔ No INSPIRE recid found

Situation analysis on the effects of and responses to COVID-19 on the Education Sector in Asia: Bhutan case study - UNESCO Digital Library - UNESCO (2021)

Strengthening education management information systems for increased resilience to crises: A synthesis of case studies - UNESCO (UNESCO, 2021)

The digital learning turn in Africa: The role of local ecosystems - UNESCO (2021)
Keywords: ⛔ No INSPIRE recid found

The integration of Education Management Information Systems (EMIS) with other information systems - UNESCO (UNESCO, 2021)

Teachers deployment and retention | Education | IIEP Policy Toolbox - UNESCO-IIEP (2021)
The surge in primary school enrolment and the push for improved quality has resulted in an acute shortage of teachers, making proper deployment and retention policies fundamental.
Keywords: C:LMIC

Malawi: Education Statistics - UNESCO Institute for Statistics (2021)
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The Use of Learning Assessment Data. Ghana - UNESCO Institute for Statistics (UIS, 2021)

UIS Statistics - UNESCO Institute for Statistics (2021)

UIS Statistics - UNESCO Institute for Statistics (2021)

Data centre - UNESCO-UIS (2021)

The state of the global education crisis: A path to recovery - UNESCO; World Bank; United Nations Children's Fund (UNESCO, 2021)

Overview of Refugee and Asylum-Seekers Population as of December 31, 2021 - UNHCR (2021)

Pakistan Overview of Refugee and Asylum-Seekers Population as of December 31, 2021 - UNHCR (2021)

Accelerating results for children with technology and digital innovation - UNICEF (UNICEF, 2021)

Accenture, Dubai Cares, Microsoft and UNICEF launch digital education platform under Generation Unlimited to help address global learning crisis - UNICEF (2021)
‘Passport to Earning’—part of the Generation Unlimited partnership—will provide free, quality, digital education for young people to help prepare them for the world of work

Around 2 in 3 children are still out of the classroom in Latin America and the Caribbean - UNICEF (2021)
UNICEF urges countries in the region to scale up the return to in-person learning

Digital UNICEF: Harnessing the power of technology and digital innovation for children - UNICEF (2021)
Harnessing the power of technology and digital innovation for children

Education: Giving every child the right to education - UNICEF (2021)

Ensuring equal access to education in future crises: findings of the new Remote Learning Readiness Index - UNICEF (2021)

Ghana COVID-19 Situation Report: 14 - UNICEF (UNICEF, 2021)

How Shahnaz became Mohammed Saleem so she could study - UNICEF (2021)
With support from her father, 12-year-old Shahnaz pretended to be a boy so she would not have to delay her schooling at a UNICEF-supported ALP center funded

LACRO COVID-19 Education response: Update 29 Status of schools reopening - UNICEF (2021)

Lao Education and Sports Teaching and Learning Platform | UNICEF Lao People's Democratic Republic - UNICEF (2021)
Learning Never Stops: Investing in ICT-enabled Teaching and Learning to Strengthen Access to Education in Lao PDR
Keywords: ⛔ No INSPIRE recid found

Nigeria: Country Office Annual Report 2021 - UNICEF (2021)

Pakistan Annual Report 2020 - UNICEF (2021)

Radio-based learning gets its day in the sun in Mali - UNICEF (2021)
Solar-powered radios are helping conflict-affected and displaced children follow lessons outside of the classroom

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

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

Reopening with Resilience: Lessons from remote learning during COVID-19 - UNICEF (UNICEF Office of Research - Innocenti, 2021)

SEA-PLM 2019 Latest Evidence in Basic Education Boys’ and Girls’ Learning in 6 Southeast Asian Countries - UNICEF (UNICEF, 2021)
Keywords: ⛔ No INSPIRE recid found

Situational Analysis on Digital Learning in Indonesia - UNICEF (2021)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

The Case for Better Governance of Children’s Data: A Manifesto - UNICEF (2021)

The future of 800 million children across Asia at risk as their education has been severely affected by the COVID-19 pandemic - UNICEF (2021)
Keywords: ⛔ No INSPIRE recid found

Brief on learning continuity amidst COVID19 - UNICEF Pakistan (2021)

Education: Giving every child the right to education - UNICEF Pakistan (2021)
Providing quality education to all

E-learning Strategy - UNICEF Sudan (2021)

Education: Annual Report 2020 - UNICEF Sudan (2021)

Learning Passport Launched in Sudan - UNICEF Sudan (2021)

Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia - UNICEF & UNESCO (2021)
Case Study from Pakistan

Guidance for Safe and Healthy Journeys to School: During the COVID-19 Pandemic and Beyond (English) - UNICEF; FIA Foundation (Humanitarian UNICEF, 2021)
As schools reopen, we have a unique opportunity to look not only at measures to help keep students safe on school premises, but also on the journey to school. These measures help to keep students safe during the coronavirus disease (COVID-19) and help to address other safety issues such as road traffic crashes, the number one killer of young people aged 5-29 years. This guidance is for education authorities and policymakers, school administrators, teachers and staff, parents, caregivers, community members, and students. It complements the UNICEF, UNESCO, World Bank, World Food Programme and UNHCR global framework for reopening schools and the Inter Agency Standing Committee (IASC) interim guidance for COVID-19 Prevention and Control in Schools. This guidance suggests practical steps to build back better health and safety systems – to address COVID-19 and promote active transport like walking and cycling to improve air quality, physical activity and road safety. September 2021

Viet Nam Sustainable Development Goal Indicators on Children and Women Survey 2020–2021: Mass Media, Communications and Internet - UNICEF; General Statistics Office of Viet Nam (2021)

Sindh: Multiple Indicator Cluster Survey 2018/19 - UNICEF; Government of Sindh (2021)

Brief on learning continuity amidst COVID-19 school closures in Pakistan - UNICEF; Viamo (UNICEF Regional Office for South Asia (ROSA), 2021)

With Almost Half of World’s Population Still Offline, Digital Divide Risks Becoming ‘New Face of Inequality’, Deputy Secretary-General Warns General Assembly | UN Press - United Nations (2021)

Latest Human Development Index Ranking | Human Development Reports - United Nations Development Programme (2021)

Unlocking Talent - Unlocking Talent (2021)

Language of Instruction Country Profile: Malawi - USAID (2021)
Keywords: ⛔ No DOI found

Are All Our Children Learning? - Uwezo (Usawa Agenda, 2021)

Uwezo Learning Assessment 2021 – UsawaAgenda - Uwezo (2021)

The current level of competence of schoolteachers on how to use cloud technologies in the educational process during COVID-19 and the Russian-Ukrainian war - Vakaliuk, Tetiana; Spirin, Oleg; Antoniuk, Dmytro; Medvedieva, Mariia; Osova, Olha; Novitska, Inesa (Myroslav I. Zhaldak Symposium on Advances in Educational Technology, 2021)
During the period of total lockdown, teachers had to move to distance learning to organize a continuous educational process, which is not possible without the active use of modern information and communication technologies, including cloud services. Because of this, at the beginning of the pandemic, Zhytomyr Polytechnic State University conducted several free distance online courses for teachers, which included studying the possibilities of using cloud technologies in teaching in a pandemic. Somewhat later, some secondary schools in Zhytomyr expressed a desire to take the same courses, but in person. 98 teachers of schools of the city of Zhytomyr were covered by training on courses “Cloud technologies in the educational process in the conditions of quarantine”. After face-to-face courses, teachers in Zhytomyr schools have significantly increased their competence in the use of cloud technologies in the educational process in the context of the COVID-19 pandemic. Not only has their level increased in general, but the horizons regarding the variety of cloud services that should be used in distance learning have expanded. Course training, organized according to scientifically sound methods, helps to increase the motivation of students (teachers) to self-study, as well as to the future use of cloud technologies in the educational process. The two-year pandemic and the start of a full-scale war between Russia and Ukraine contributed to the fact that teachers of secondary schools began to actively engage in self-education and self-development. If earlier (at the beginning of the pandemic) it was difficult for teachers to switch to online learning, then with the outbreak of war, teachers were already ready to use various online tools in their practice. As the study showed, all the interviewed teachers continued their self-education in different ways, studied a large number of services that can be used in the educational process, and provided the authors with ideas for further expanding the courses according to their desires, which should be used in the educational process. It should be noted that it is important that all the respondents unanimously approved that they use the acquired competencies in their professional activities during the period of Russian aggression. In addition, in additional comments, teachers noted that among their acquaintances there are many teachers who want to take such courses since at one time they had no desire or motivation.

An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends - Van Schoors, Rani; Elen, Jan; Raes, Annelies; Depaepe, Fien (British Journal of Educational Technology, 2021)
Due to the increasing digitisation, interest in digital personalised learning (DPL) continues to grow. Many empirical studies on the effect of adaptive tools have used a wide variety of conceptualisations and operationalisations of DPL. This systematic review aims to address the lack of consensus by presenting an analysis of empirical studies on technology for DPL in primary and secondary education. The work is guided by the following questions: (1) What are some different conceptualisations used in DPL research? (2) What types of tools are used in the studies and how are they implemented? (3) What is the current evidence on the impact of DPL with regard to student outcomes considering the nature of the current studies? A Boolean search string was used in the databases Web of Science and ERIC, resulting in a dataset containing 6,908 papers. A screening based on specific inclusion and exclusion criteria yielded 53 papers. Our findings revealed a great diversity in DPL conceptualisations, with several authors not defining the concept and others providing information regarding different elements such as technology, personalisation, personalisation target, personalisation source, personalisation method and personalisation outcomes. In line with these differences in conceptualisation of DPL, several DPL tools were used across the studies. Concerning the impact of DPL, a positive trend was observed on learning outcomes, although methodological differences need to be considered. The review ends with guidelines for future research. Practitioner notes What is already known There are many definitions and terms concerning DPL, resulting in a lack of consensus in conceptualisation. There is a wide variety of DPL tools with different adaptive dimensions. Many authors emphasise the benefits of DPL in educational practice including a possible impact on learning gains. What this paper adds Contribution to a thorough understanding of the conceptualisation of DPL. Insights into the diversity in DPL tools building on a framework of adaptivity by Vandewaetere and Clarebout (2014) and adds focus on tool implementation as a context element. Insight into the impact of DPL taking into account study design and outcome indicators. Implications for practice and/or policy An overview of the affordances of DPL to educational researchers, educational policy makers, and teachers is provided that can encourage them to think about its opportunities for everyday practice. Concrete suggestions for future research are discussed.
Keywords: adaptive learning; adaptive technology; digital personalised learning; educational technology; systematic review

Endogenous development in Lao PDR in the era of globalization: Contrastive case studies of external assistance for a sustainable rural development path - Vongxay, Phonemany; Suzuki, Noriyuki (Journal of Mekong Societies, 2021)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Case Study: Sisters for Sisters’ Education - VSO (2021)

Teacher motivation for online learning: piloting a microlearning support system | VVOB in Rwanda - VVOB (VVOB, 2021)

Cost Analysis Guidance for USAID-Funded Education Activities - Walls, Elena; Tulloch, Caitlin; Harris-Van Keuren, Christine (USAID, 2021)

Cost Analysis Guidance for USAID-Funded Education Activities - Walls, Elena; Tulloch, Caitlin; Harris-Van Keuren, Christine (USAID, 2021)

The relationship between educational television and mathematics capability in Tanzania - Watson, Joe; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2021)
Previous studies have often demonstrated that educational television can have a positive effect on learning outcomes in low-income countries when delivered in controlled settings. However, existing research in low-resource contexts has scarcely considered the association between child outcomes and viewing in usual environments (ie, at their home, a friend’s home or a relative’s home). This lack of research is striking, as evidence from controlled settings might provide limited information on the effects of normal television exposure. This paper, therefore, investigates the relationship between normal exposure to a popular Tanzania-produced cartoon, Ubongo Kids and mathematics capability, as represented by plausible values derived from an item response theory model applied to children’s test responses. Cross-sectional investigation of a sample of 38 682 Tanzanian children suggested normal educational television exposure to be significantly associated with mathematics capability, when controlling for age, sex, school enrolment, Kiswahili attainment and household fixed effects. While cross-sectional results are not necessarily causal, the findings in this paper broadly correspond with those from previous designs using repeated observations. What is more, considering association results alongside cost and viewership estimates suggests television-based interventions to be highly cost effective. Practitioner Notes What is already known about this topic National data for Tanzania suggests the country to have both low levels of mathematics proficiency and considerable access to television technology. Educational television-based interventions might, therefore, be worthy of consideration by educational policymakers, especially given that studies conducted in controlled settings indicate that television can deliver learning benefits. There is, however, little evidence concerning educational television exposure outside of controlled settings. Only one such study in a low-income context that concerned the association between learning outcomes and viewing among primary-age children has been identified. What this paper adds This paper addresses this dearth of research by investigating the association between normal exposure to a Tanzanian cartoon, Ubongo Kids and mathematics capability, as derived from an item response theory model applied to the test responses of 38 682 children. Cross-sectional findings suggest the association between normal television exposure and mathematics capability to be significant. Further, a cost-effectiveness comparison with alternate interventions in comparable contexts indicates that educational television is highly cost-effective. Implications for practice and/or policy The findings presented in this paper concerning educational television viewership in usual environments act to triangulate those from prior research conducted in controlled settings. As such, policymakers in low-income contexts now possess more convincing evidence on the potential influence of educational television interventions. Additionally, the cost-effectiveness comparison made suggests that educational television should be considered a viable option by policymakers seeking to address learning outcomes with limited resources.
Keywords: Tanzania; cost effectiveness; educational television; mathematics

Measuring the Impact of COVID-19 on Learning in Rural Kenya’ by Whizz Education (April 2021 - Whizz education (2021)

Nudges to improve learning and gender parity: Supporting parent engagement and Ghana’s educational response to Covid-19 using mobile phones - Wolf, Sharon; Aurino, Elisabetta (American Economic Association, 2021)
While recent evidence from Brazil and Ivory Coast suggests that SMS messages to nudge parents' engagement in their children's education have large effects on educational outcomes, the Covid-19 pandemic raises additional concerns. In particular, learning deficits and school dropouts are likely to increase following school shutdowns, especially among vulnerable populations such as older girls who need to work to support their families or due to early marriage, childbearing and adolescent pregnancy. A further knowledge gap relates to the optimal period of exposure to the nudges, which is critical to scale-up. This study investigates whether sending nudges to parents can improve parental engagement in child education and broader development across child age groups and gender, in the low-resource setting of Ghana, by randomly assigning whether parents receive two different versions of nudges, with one version including content promoting girls’ education and addressing some common stereotypes around gender, and whether the duration of these different modalities vary between three and six months.

WORLD BANK STRATEGIC IMPACT EVALUATION FUND (SIEF) - Wolf, Sharon; Aurino, Elisabetta; Brown, Autumn; Tsinigo, Edward (2021)
Keywords: ⛔ No DOI found

Learning in the time of a pandemic and implications for returning to school: effects of COVID-19 in Ghana - Wolf, Sharon; Aurino, Elisabetta; Suntheimer, Noelle; Avornyo, Esinam; Tsinigo, Edward; Jordan, Jasmine; Samanhyia, Soloman; Aber, J Lawrence; Behrman, Jere R (CPRE Working Papers, 2021)
The Covid-19 pandemic led to school closures all over the world, leaving children across diverse contexts without formal education for nearly a year. Remote-learning programs were designed and rapidly implemented to promote learning continuity throughout the crisis. There were inequalities in who was able to access remote-learning during school closures, though little systematic evidence documenting these gaps exists, particularly in sub-Saharan Africa. In this study, we surveyed 1,844 children in the Greater Accra Region of Ghana, as well as their caregivers and teachers, regarding their engagement in remote learning, literacy and math test scores, and household economic hardships. We document inequalities in access to and engagement in remote-learning activities during the ten months in 2020 in which schools were closed in Ghana. Specifically, children in private schools and children in highersocioeconomic status households engaged in remote-learning at higher rates and received more support from their schools and caregivers. Further, controlling for demographic characteristics and pre-pandemic learning outcomes, we document gaps in children’s literacy and math test scores, with food insecure and low-SES children, as well as children enrolled in public schools before the pandemic, performing significantly worse than their peers (0.2-0.3 SD gap). Finally, children in households that experienced more economic hardships during the pandemic engaged in fewer remote learning activities and had lower literacy and numeracy assessment scores. The findings speak to the potential consequences of increased inequalities due to the pandemic as schools re-open in Ghana and around the world and provide insight into how schools may address these inequalities as children return to the classroom.
Keywords: ⛔ No DOI found

Lao PDR: Policy Insights from a Multi-year Teaching and Learning Study Series - Wong, Debbie; Hollingsworth, Hilary (Department of Foreign Affairs and Trade (DFAT), 2021)
Keywords: ⛔ No INSPIRE recid found

Access to electricity (% of population) - Sub-Saharan Africa | Data - World Bank (2021)

Actuemos ya para Proteger el Capital Humano de Nuestros Niños : Los Costos y la Respuesta ante el Impacto de la Pandemia de COVID-19 en el Sector Educativo de América Latina y el Caribe. - World Bank (2021)

Bangladesh - Overview - World Bank (World Bank, 2021)
The International Development Association (IDA) has supported Bangladesh since 1972, just after the country’s independence. Since then, the World Bank through its concessional lending arm has committed nearly $26 billion in grants and interest-free credits to Bangladesh.

Cambodia Country Profile - World Bank (2021)

Development Projects : Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project - World Bank (World Bank, 2021)
Development Projects : Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project - P173407
Keywords: ⛔ No INSPIRE recid found

Development Projects : Sierra Leone Free Education Project - P167897 - World Bank (World Bank, 2021)
Development Projects : Sierra Leone Free Education Project - P167897

Digital technologies in education - World Bank (2021)

GDP per capita (current US$) | Data - World Bank (2021)

GDP per capita (current US$) - Malawi | Data - World Bank (World Bank, 2021)

Girls education - World Bank (2021)

Girls education - World Bank (2021)

Human Capital Project - World Bank (2021)
The World Bank believes accelerating investments in people, also known as Investing in Human Capital is essential to achieving greater equity and economic growth. Check the definition of human capital in the World Bank Project brief.

Keeping Bangladesh’s Students Learning During the COVID-19 Pandemic - World Bank (2021)

Lao Basic Education Boost through $47 million Project - World Bank (World Bank, 2021)
The World Bank Global Partnership for Education III Learning and Equity Acceleration project will improve Lao education performance and teaching systems.
Keywords: ⛔ No INSPIRE recid found

Lao PDR Global Partnership for Education III: Learning and Equity Acceleration Project - World Bank (2021)
Keywords: ⛔ No INSPIRE recid found

Lao Peoples Democratic Republic – Learning and Equity Acceleration Project - World Bank (2021)
Keywords: ⛔ No INSPIRE recid found

Learners with Disabilities & COVID-19 School Closure - World Bank (2021)

Leveraging Malawi’s Existing Digital Infrastructure to Boost Economic Growth - World Bank (World Bank, 2021)
The latest economic analysis of Malawi says the country has an opportunity to kickstart digital transformation by enabling the growth of a robust digital economy ecosystem

Malawi Overview - World Bank (World Bank, 2021)
The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society.

Malawi World Bank Approves $100 Million to Improve Skills Development Programs - World Bank (World Bank, 2021)
The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.