Ghana Mulitple Indicator Cluster Survey 2017/2018 (The Government of Ghana, 2019)

Ghana: Mobile Phone and Digital Devices in the Classroom - Learning Tool or Distraction - Darkwa, O.K. (2020)
Globally, mobile technology use has increased over the years and the use of it has become an integral part in the average persons' communicative lifestyle. According to Parsons, mobile subscriptions exceed 6 billion subscriptions globally. Similarly, Ipsos and Verizon found out that adopting mobile phones with smart technologies has increased fast which also coincided with a more utilization of their Internet capabilities. People today are more connected than ever.

Ghana Living Standards Survey: Round 6 (GLSS6) - Ghana Statistical Service (2014)

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

Ghana Library Authority (2020)

Ghana Learning TV May Timetable from KG to SHS - Ghana Education Service (2020)

Ghana Investment Fund for Electronic Communications (2019)

Ghana (GHA) - Demographics, Health & Infant Mortality - UNICEF (UNICEF DATA, 2018)

Ghana Education Service

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.

Ghana Education Act, 2008 - Parliament of the Republic of Ghana (2008)

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

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

Ghana | COL - Commonwealth of Learning

Ghana Accountability for Learning Outcomes Project - World Bank (2019)
Keywords: ___working_potential_duplicate

Ghana Accountability for Learning Outcomes Project - World Bank (2020)
Ghana Accountability for Learning Outcomes Project
Keywords: ___working_potential_duplicate

Ghana Accountability for Learning Outcomes Project. - World Bank (World Bank, 2019)

Ghana Accountability for Learning Outcomes Project - World Bank (2020)

Ghana 2018 National Education Assessment: Report of Findings - Ministry of Education; Ghana Education Service; National Education Assessment Unit (2018)

Ghana - Demographic Dividend (2020)

Getting to Best Education Sector Plan 2017-2021 - Ministry of Education (Liberia) (2016)

Getting the most out of your SMS Survey: Experimental Results - Busara (Busara Center for Behavioral Economics, 2022)
Summary and Goal of the Study: Together with mSurvey we ran a study with ~9000 participants to test 1) whether we can collect useable and valid SMS survey data, 2) whether there are marked differences between the Busara pool and the mSurvey pool – different in demographics, recruitment method, and familiarity with SMS surveys, and […]

"Getting real about politics: From thinking politically to working differently" - Menocal, Alina Rocha (Overseas Development Institute, 2014)

Getting real about politics - Menocal, Alina Rocha (Overseas Development Institute, 2014)

Getting off the “Gold Standard”: Randomized controlled trials and education research - Sullivan, Gail M (Journal of Graduate Medical Education, 2011)

Getting inside the black box of technology integration in education: Teachers stimulated recall of classroom observations - Tondeur, J.; Kershaw, L.; Vanderlinde, R.; van Braak, J. (Australasian Journal of Educational Technology, 2013)

Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone - Belfield, Sophie; Mathur, Meenu; Caine, Ellie (FCDO - GEC, 2021)

Getting Education Right : State and Municipal Success in Reform for Universal Literacy in Brazil - Evans, David K.; Loureiro, Andre (2020)
Getting Education Right : State and Municipal Success in Reform for Universal Literacy in Brazil (English)

Getting back to normal after Ebola strikes - Daems, Typhaine; Willemot, Yves (UNICEF, 2018)
Beating Ebola starts in the classroom. It doesn't end there

Georgia, CK-12 and UNICEF Collaboration | - CK-12 Foundation

Geography and rural household income: A village level study in Henan Province, China - Li, Xiaojian; Fan, Xinsheng (Chinese Geographical Science, 2010)
This study uses the data from a sample survey conducted in April 2007 on 1 251 rural households in 11 villages of Henan Province, the largest less developed agricultural province in China, to examine how geography affects rural household income (RHI). The quantitative analysis indicates following results. 1) The significance of the traditional geographical factors reduces as RHI rank increases. 2) The landform does not affect the RHI significantly. The per capita income of rural household in a plain area is lower than that in a mountainous area. And 3) the capital endowment and status of non-farm economic activities contribute to the increase of RHI. But the probability and intensity of non-farm economic activities of rural households in urban outskirts villages are higher than that in non-urban outskirts villages. Based on the results, the paper further concludes that geography still plays a significant role in rural development, but it is changing over time. The agricultural resources (such as per capita arable land) significantly affect RHI with the relatively lower income level, while the geographical location shows a more significant impact on RHI with the relatively high income level. Along with economic development, the proximity replaces the traditional geographical factors such as landform and physical resources as the major determining factor in RHI.

GeoGebra | Free Math Apps - used by over 100 Million Students & Teachers Worldwide - GeoGebra (GeoGebra)
Get our free online math tools for graphing, geometry, 3D, and more!

Genetics problem solving in high school testing in Kenya: Effects of metacognitive prompting during testing - Aurah, Catherine M; Cassady, Jerrell Craig; McConnell, Tom John (Electronic Journal for Research in Science and Mathematics Education, 2014)
This study investigated the effectiveness of using metacognitive prompts during testing for improving results in a Genetics Problem Solving Test (GPST). The study, a pre-test post-test, control group quasi-experimental design involving 2x2x2 analysis of covariance (ANCOVA) also investigated the moderating effects of gender and school type. A total of 2,138 high school students purposively selected from seventeen high schools in Western province, Kenya, participated in the study using three validated instruments; Biology Ability Test (BAT), Genetics Problem Solving Test (GPST), and Metacognitive Prompting Questionnaire (MPQ). Findings showed that metacognitive prompting (MP) had a significant effect on students’ genetics problem solving ability, F(1, 2137) = 10.909, p < 0.001. The findings also revealed gender differences, with girls outperforming boys on the genetics problem solving test. Furthermore, a significant interaction between metacognitive prompting and school type showed that students in provincial schools benefited from MPs more than students from district schools. This study established a foundation for instructional methods for biology teachers and recommendations are made for implementing metacognitive prompting in a problem-based learning environment in high schools and science teacher education programs in Kenya.
Keywords: ⛔ No DOI found

Genetic Identity in Mauritius - Maurer, Sylvie (Antrocom, 2010)
Mauritius is a small island of 1,865 square kilometres. This is equivalent to a third of the surface of Savoy. It is situated in the Indian Ocean at 20° south of the equator, on the east of Madagascar. Mauritius is a land without any evidence of human habitation until the seventeenth century. As a result, Mauritius has no indigenous population in the traditional sense, according to the definition from the United Nations: Indigenous peoples have been defined by U.N. as those having a historical continuity with pre-invasion and pre-colonial societies that developed on their own territories, consider themselves distinct from the other sectors of society prevailing in those territories, or parts of them. They form at present non-dominant sectors of society and are determined to preserve, develop and transmit to future generations their ancestral territories, and their ethnic identity as the basis of their continued existence as peoples, in accordance with their own cultural patterns, social institution and legal systems (http://esaconf.un.org/WB/default.asp? action=9&boardid=30&read=1826&fid=309).
Keywords: ⛔ No DOI found

Generation Unlimited: Investing for and with Young People - Sarkar, Urmila (2019)

generate.pdf

General systems theory—the skeleton of science - Boulding, Kenneth E. (Management science, 1956)

General Systems Theory as a New Discipline - Ashby, W. R. (Plenum Press, New York, 1958)

General system theory: Toward a conceptual framework for science and technology education for all - Chen, David; Stroup, Walter (Journal of Science Education and Technology, 1993)
In this paper we suggest using general system theory (GST) as a unifying theoretical framework for science and technology education for all. Five reasons are articulated: the multidisciplinary nature of systems theory, the ability to engage complexity, the capacity to describe system dynamics and change, the ability to represent the relationship between the micro-level and macro-level of analysis, and the ability to bring together the natural and human worlds. The historical origins of system ideas are described, and the major concepts of system theory are mapped; including the mathematical, technological, and philosophical constructs. The various efforts to implement system thinking in educational contexts are reviewed, and three kinds of learning environments are defined: expert presentation, simulation, and real-world. A broad research agenda for exploring and drawing-out the educational implications of system thinking and learning is outlined. The study of both real-world and simulated learning environments is advocated.

General System Theory: Foundations, Development, Applications - Bertalanffy, Ludwig von (eweb:1908, 1969)

General System Theory and the Ecosystem Concept (The Bulletin of the Ecological Society of America, 1997)
Keywords: ⚠️ Invalid DOI

General equilibrium effects of (improving) public employment programs: experimental evidence from India - Muralidharan, Karthik; Niehaus, Paul; Sukhtankar, Sandip (National Bureau of Economic Research, 2017)
Public employment programs may aﬀect poverty both directly through the income they provide and indirectly through general-equilibrium eﬀects. We estimate both eﬀects, exploiting a reform that improved the implementation of India’s National Rural Employment Guarantee Scheme (NREGS) and whose rollout was randomized at a large (sub-district) scale. The reform raised beneﬁciary households’ earnings by 14%, and reduced poverty by 26%. Importantly, 86%of income gains came from non-program earnings, driven by higher private-sector (real) wages and employment. This pattern appears to reﬂect imperfectly competitive labor markets more than productivity gains: worker’s reservation wages increased, land returns fell, and employment gains were higher in villages with more concentrated landholdings. Non-agricultural enterprise counts and employment grew rapidly despite higher wages, consistent with a role for local demand in structural transformation. These results suggest that public employment programs can eﬀectively reduce poverty in developing countries, and may also improve economic eﬃciency.

General Data Protection Regulation (GDPR) – Official Legal Text - GDPR (General Data Protection Regulation (GDPR), 2016)
General Data Protection Regulation (EU GDPR) – The official PDF of the Regulation (EU) 2016/679, its recitals & key issues as a neatly arranged website.

General Assembly Designates 7 April International Day of Reflection on 1994 Genocide against Tutsi in Rwanda, Amending Title of Annual Observance | Meetings Coverage and Press Releases - United Nations General Assembly (United Nations: Media Coverage and Press Releases, 2018)

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

Gender-Transformative Programming in UNICEF Selected Case Studies - Marcus, Rachel; Samuels, Fiona; Belachew, H; Jalal, S (2021)
Reflections and Lessons for UNICEF’s Gender Policy and Action Plan (2022-2025), A compendium of papers, Florence: UNICEF Innocenti Research Centre

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

Gender responsive pedagogy: A toolkit for teachers and schools. 2nd ed. - FAWE (Forum for African Women Educationalists (FAWE)., 2018)

Gender-responsive education in emergency in Nigeria: Safeguarding Girls' Presents and Futures - Ossai, Edem D, (Brookings Institution, 2021)
This policy brief highlights ways that a gender-responsive perspective can be fully incorporated into planning, policy design, and implementation models for education in emergencies (EiE) in Nigeria, so that governments and education stakeholders can ensure that girls, like boys, can continue learning in times of crisis.

Gender Responsive Communication for Development: Guidance, Tools and Resources - UNICEF ROSA (2018)

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

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

GENDER, POWER AND PROGRESS - Harper, Caroline; Marcus, Rachel; George, Rachel; D’Angelo, Sophia; Samman, Emma
Keywords: ⛔ No DOI found

Gender Mainstreaming Toolkit for Teachers and Teacher Educators - Frei, Sibyl; Leowinata, Sevilla (2014)

Gender Inequality Index (GII): Human Development Reports - Human Development Report (2019)

Gender inclusiveness in educational technology and learning experiences of girls and boys - Heemskerk, Irma; ten Dam, Geert; Volman, Monique; Admiraal, Wilfried (Journal of Research on Technology in Education, 2009)

Gender-inclusive HCI research and design: A conceptual review - Stumpf, Simone; Peters, Anicia; Bardzell, Shaowen; Burnett, Margaret; Busse, Daniela; Cauchard, Jessica; Churchill, Elizabeth (Foundations and Trends® in Human–Computer Interaction, 2020)
Gender-Inclusive HCI Research and Design: A Conceptual Review

Gender gaps in education: The long view - Evans, David; Akmal, Maryam; Jakiela, Pamela (Centre for Global Development, 2020)
Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 and 2010, we document four facts. First, women are more educated today than fifty years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys are attaining high levels of education. Most countries with large, current gender gaps have low levels of male educational attainment. Many also perform poorly on other measures of development such as life expectancy and GDP per capita. Improving girls’ education is an important goal in its own right, but closing gender gaps in education will not be sufficient to close critical gaps in adult life outcomes.

Gender equity in the use of educational technology - Abbott, G.; Benvenue, L.; Damain, S.; Kramarae, C.; Jepkemboi, G.; Strawn, C. (Handbook for achieving gender equity through education, 2008)

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

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

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

Gender Equality and Development - World Bank (World Bank Group, 2012)

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

Gender differences in computer and information literacy: An in-depth analysis of data from ICILS - Gebhardt, Eveline; Thomson, Sue; Ainley, John; Hillman, Kylie (Springer Nature, 2019)
This open access book presents a systematic investigation into internationally comparable data gathered in ICILS 2013. It identifies differences in female and male students’ use of, perceptions about, and proficiency in using computer technologies. Teachers’ use of computers, and their perceptions regarding the benefits of computer use in education, are also analyzed by gender. When computer technology was first introduced in schools, there was a prevailing belief that information and communication technologies were ‘boys’ toys’; boys were assumed to have more positive attitudes toward using computer technologies. As computer technologies have become more established throughout societies, gender gaps in students’ computer and information literacy appear to be closing, although studies into gender differences remain sparse. The IEA’s International Computer and Information Literacy Study (ICILS) is designed to discover how well students are prepared for study, work, and life in the digital age. Despite popular beliefs, a critical finding of ICILS 2013 was that internationally girls tended to score more highly than boys, so why are girls still not entering technology-based careers to the same extent as boys? Readers will learn how male and female students differ in their computer literacy (both general and specialized) and use of computer technology, and how the perceptions held about those technologies vary by gender.

Gender bias is rife in textbooks - Benavot, A; Jere, C (2016)

Gender bias in attitude towards girls in the Use of computers in selected schools in central Africa - Meno, Yeba Judith Sama Mouokuio (Journal of Continuing, Open and Distance Education, 2012)
Keywords: Equity of Access; ⛔ No DOI found

Gender bias in attitude towards girls in the use of computers in selected schools in central Africa - Yeba, Judith Sama Mouokuio Meno (Journal of Continuing, Open and Distance Education, 2012)
Keywords: ⛔ No DOI found

Gender and wealth disparities in schooling: evidence from 44 countries - Filmer, Deon (International Journal of Educational Research, 2005)
This paper uses internationally comparable household data sets (Demographic and Health Surveys) to investigate how gender and wealth interact to generate within-country inequalities in educational enrollment and attainment. The paper highlights that girls are at a great educational disadvantage in particular regions: South Asia and North, Western, and Central Africa. There are two main new findings. First, while gender gaps are large in a subset of countries, wealth gaps are large in almost all of the countries studied--and typically larger than corresponding gender gaps. Second, and of special concern, is the finding that in particular countries where there is a large female disadvantage in enrollment, wealth interacts with gender to exacerbate the gap in educational outcomes.
Keywords: Comparative Analysis; Educational Attainment; Enrollment; Evidence; Females; Fiscal Capacity; Foreign Countries; Gender Differences; Outcomes of Education

Gender and the digital divide across urban slums of New Delhi, India: cross-sectional study - Joshi, Ashish; Malhotra, Bhavya; Amadi, Chioma; Loomba, Menka; Misra, Archa; Sharma, Shruti; Arora, Arushi; Amatya, Jaya (Journal of Medical Internet Research, 2020)

GEM Report summary on disabilities in education (Global Education Monitoring Report 2013/14, 2014)

Geekie: Personalized Learning for All - Wise (WISE, 2016)
About the Project This project is one of the 2016 WISE Awards winners. Geekie is an adaptive learning platform that constantly customizes students’ learning experiences instead of providing a single standardized solution to all. Over the last 18 months, the company’s solutions have already helped five million students throughout the country, from all states and […]

GEARR-ing Up for Success After School - GEC (2021)

GDPR Definitions - GDPR (GDPR-Text.com | GDPR Text, Translation and Commentary, 2019)
For the purposes of this Regulation:...

GDP per capita in England - Our World in Data (Our World in Data, 2022)
Adjusted for inflation and measured in British Pounds in 2013 prices

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

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

GDL Radio - GDL Radio (GDL Radio)
GDL Radio This Global Digital Library(GDL) radio collection is provided by USAID. The GDL is part of the Global Book Alliance - bringing books to every child in the world by 2030 Radio materials to be used in the classroom or as a podcast on your smarthpone.

Gauging the E-Readiness for the Integration of Information and Communication Technology Into Pre-Tertiary Education in Ghana: An Assessment of Teachers' Technological Pedagogical Content Knowledge (TPACK) - Gyaase, Patrick Ohemeng; Gyamfi, Samuel Adu; Kuranchie, Alfred (International Journal of Information and Communication Technology Education (IJICTE), 2019)
Countries are investing in information and communication technology (ICT) infrastructure and educating their citizens for effective ICT utilization. The attainment of the anticipated benefits hinges on effective integration of ICT in various levels of education. Effective integration of ICT requires...

Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains - Kane, Thomas; Staiger, Douglas (Bill and Melinda Gates Foundation, 2012)

Gateways to Public Digital Learning: A multi-partner initiative to create and strengthen inclusive digital learning platforms and content - United Nations Transforming Education Summit (2022)

Gateways to Public Digital Learning - United Nations (United Nations, 2023)

Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities - Lämsä, Joni; Hämäläinen, Raija; Aro, Mikko; Koskimaa, Raine; Äyrämö, Sanna-Mari (British Journal of Educational Technology, 2018)
The development of games for people with learning disabilities is one way to enhance the quality of learning and respond to the need for inclusive special educational support. Recently, game researchers have highlighted the need for paying more attention to identifying the game design choices that can strengthen learning. This paper reviews recent studies in the field of games that aim at supporting people with difficulties in learning, particularly in basic reading and maths skills. We identify the major characteristics and learning outcomes of the reviewed studies, as well as key design principles that have been used in games for enhancing basic reading and maths skills. The results show that people with specific learning difficulties have positive improvements in the quality of learning. We also found specific gamification elements that have been used to promote the learning of basic reading and maths skills. However, we call for research, which would explicitly examine the effects of game design choices on learning. Currently, the studies that address learning disabilities do not specifically define which kind of games and game design the results refer to, while game design studies do not clarify how these games influence learning. Thus, there is a need to rethink previous empirical studies on game settings for people with learning difficulties via advancing the role of game design in empirical intervention studies.
Keywords: Reviewed

GAGE Rigorous Review Girls' clubs, life skills programmes and girls' well-being outcomes - Marcus, Rachel; Gupta-Archer, Nandini; D'Arcy, Madeleine; Page, Ella (GAGE Rigorous Review, 2017)
This rigorous review synthesises studies on the empowerment impacts of girls’ clubs and life skills programmes with a gender equality focus. Girls’ clubs, or youth development clubs, have become an increasingly common component of school-based and community-based programmes that aim to improve capability outcomes and broader wellbeing of girls in developing countries. While some in the development community are enthusiastic about the potential of such clubs to empower girls, others raise questions about their impact, reach, sustainability and cost-effectiveness. The review, the first of its kind to synthesise existing evaluations of girls’ clubs, finds substantial evidence of the positive impact of these programmes, particularly around changes in discriminatory gender norms and practices. It also highlights remaining programming and knowledge gaps.

Fuzzy systems theory and its applications - Sugeno, Michio; Asai, K.; Terano, T. (Tokyo Institute of Technology, 1992)
Keywords: ⛔ No DOI found

Fuzzy Boundaries Between Post-Disaster Phases: The Case of L’Aquila, Italy - Contreras, Diana (International Journal of Disaster Risk Science, 2016)
A number of indices have been developed for measuring vulnerability to disasters, but little attention has been paid to recovery indices. Post-disaster periods are usually divided into four phases. The terms established by the United Nations Development Programme for post-disaster phases—relief, early recovery, recovery, and development—are used in this article. This research examines the hypothesis that the boundaries between post-disaster recovery phases are fuzzy and should be defined by the progress achieved in the recovery process, rather than by the amount of time elapsed since the event. The methodology employed involved four steps: fieldwork, mapping, identification of indicators, and assessment. The case study area was the city of L’Aquila in the Abruzzo region of central Italy, which was struck by an earthquake in April 2009. For each phase of the recovery process in L’Aquila a score was calculated based on the progress observed in 2016, 7 years after the earthquake. The highest score went to the early recovery phase (14 points), followed by the recovery phase (13 points), the development phase (12 points), and the relief phase (4 points). The results demonstrate the possibility of defining post-disaster recovery phases in an affected area based on measuring achievements through indicators rather than defining recovery phases in terms of elapsed time after a disaster.
Keywords: Disaster recovery; Earthquakes; Geographical information system (GIS); L’Aquila; Post-disaster phases; Spatial indicators

Futures of Education in Bangladesh: Envisioning 2041 - a2i (Government of People's Republic of Bangladesh, 2019)

Future Tools - Find The Exact AI Tool For Your Needs
FutureTools Collects & Organizes All The Best AI Tools So YOU Too Can Become Superhuman!

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

FunDza launches on WhatsApp to bring reading into the lives of young South Africans - turn.io (turn, 2019)
FunDza Literacy Trust has partnered with Turn.io to launch FunDza on WhatsApp to get its already popular reading content into the hands of thousands of new readers.

Funding+Support | UNICEF Innovation Fund - UNICEF (2022)

Funda Wande - YouTube - Funda Wande (2019)
Funda Wande is a not-for-profit organisation that aims to ensure that all learners in South Africa can read for meaning in their home language by the age of 10. We develop video and print materials to train teachers how to teach reading for meaning in Grades R–3. All our materials are freely available and are Creative Commons licensed, so anyone can use them. www.fundawande.org

Full article: Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review

Full article: A Digital Journey to Social Change - Fahed, Andrea

FTTX to be distributed by three companies: Ogero head (The Daily Star Lebanon, 2018)

FTTx Deployment - OGERO (2020)

From Theory to Practice: Open Government Data, Accountability, and Service Delivery - Jelenic, Michael Christopher (2019)

From the Helpdesk: Observations and guidance on educational response planning during the COVID-19 crisis (EdTech Hub, 2020)
Written by Rachel Chuang, Tom Kaye, Caitlin Moss Coflan & Arjun Upadhyay (EdTech Hub Helpdesk Management Team) Amid one of the biggest global disruptions to schooling in living memory, countries are quickly developing distance education responses for students. The EdTech Hub’s Helpdesk is providing evidence-informed responses to requests for support from governments and their partners as they face this challenge. …
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

From teacher oriented to student centered learning, developing an ICT supported learning approach at the Eduardo Mondlane University, Mozambique - Muianga, Xavier; Klomsri, Tina; Tedre, Matti; Mutimucuio, Inocente (TOJET: The Turkish Online Journal of Educational Technology, 2018)
Eduardo Mondlane University (UEM) is in the process of modernizing its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored - using action research strategy - to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course, eight semi-structured interviews with students were combined with sixteen classroom observations and 8 weeks how students used the Learning Management System (LMS) and web 2.0 tools. Results showed that collaborative E-learning supported the development of students’ information management and problem solving skills as well as their metacognitive strategies for self-regulated learning. ICT supported problem based learning contributed to an increased intrinsic motivation. However, not all students were ready to adopt an active role. At the start they looked upon teaching as a one-way knowledge transfer. This study recommends that E-learning initiatives in Mozambique should always go together with an ICT literacy course and training in 21st-century learning skills.
Keywords: Action Research; Action research; Classroom communication; College Students; College students; Colleges & universities; Content Analysis; Content analysis; Cooperative Learning; Cooperative learning; Distance learning; ERIC, Current Index to Journals in Education (CIJE); Education; Education--Teaching Methods And Curriculum; Educational Change; Electronic Learning; Environmental Education; Foreign Countries; Higher Education; Independent Study; Information Management; Information Technology; Information management; Information technology; Integrated Learning Systems; Interviews; Knowledge management; Learning; Learning Strategies; Literacy; Management Systems; Metacognition; Modernization; Motivation; Mozambique; Observation; Online instruction; Outcomes of Education; Pedagogy; Pilot Projects; Problem Solving; Problem based learning; Problem solving; Semi Structured Interviews; Skill Development; Skills; Student Attitudes; Student Centered Learning; Student Motivation; Students; Teachers; Teaching; Teaching Methods; Teaching methods; Technological Literacy; Universities; Web 2.0; Web 2.0 Technologies; Webs; __:import:01; __:match:final; __:matched; __:study_id:2097827; __finaldtb; ⛔ No DOI found

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

From redistribution to recognition to representation: social justice and the changing politics of education - Power, Sally (Globalisation, Societies and Education, 2012)

From proof of concept to scalable policies: Challenges and solutions, with an application - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukerji, Shobhini; Shotland, Marc; Walton, Michael (Journal of Economic Perspectives, 2017)

From Preparation to Practice: Designing a Continuum to Strengthen and Sustain Teaching - Feiman-Nemser, Sharon (Teachers College Record: The Voice of Scholarship in Education, 2001)
This paper was written to stimulate discussions and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teacher learning over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages. The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?

From OLPC XO to Positivo: Rwanda Sets the Bar Higher - Sabiiti, Daniel (KT PRESS, 2019)
Rwanda is set to distribute a new model computers that will change the ways in which primary school children learn and practice information communication and technology (ICT) lessons under the one laptop per child (OLPC) program. This move comes ahead of the review of the four year-ICT in educati

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

From Growth to Development: Priorities for Sustainably Reducing Poverty and Achieving Middle-Income Status by 2030 - World Bank (2018)

From formative assessment to assessment FOR learning: a path to success in standards-based schools - Stiggins, Rick (The Phi Delta Kappan, 2005)
Keywords: ⚠️ Invalid DOI

From Emergency Remote Teaching to Effective Online Learning: A Teacher Professional Development Case Study from Higher Education in India - Raina, Ashutosh; Rane, Archana; Ngeze, Lucian; Murthy, Sahana; Iyer, Sridhar (Global Perspectives on Educational Innovations for Emergency Situations, 2022)
This chapter describes the design and implementation of an educational solution to prepare teachers and instructors in India for various pedagogical and technological transitions during the pandemic. The goal was to move from an emergency remote teaching approach towards adopting effective online teaching strategies. This solution had to address the key challenge of remote professional development for the online medium while accounting for the diversity in the Indian educational context, taking into account varying needs of learners, teachers, institutions, geography, availability of technology, prior experience, and goals. The solution had two parts: i) a web-based repository for self-learning, consisting of research-based principles, pedagogical strategies and tools for effective design and development of online courses, and ii) synchronous interactive workshops to support instructors in practical implementation of the principles, strategies and tools to make domain specific instruction design decisions. Overall, emphasis was paid to learner engagement, diverse learner needs, peer learning, providing effective feedback and meaningful interaction. The resource repository and workshops guided instructors through making decisions and evaluating trade-offs in their context. This article also provides a brief analysis of the data collected from workshops on teachers’ preparedness at effective integration of technology, and the impact of the OTeach resource repository, which can found at Google Sites and has 25,000+ visitors so far. The article concludes with reflections and recommendations based on our experience.
Keywords: Effective online learning; Higher education; Research-based strategies; Teacher professional development

From Ebola to coronavirus: education must not be forgotten in a health crisis - Watt, Ewan (Theirworld, 2020)
The challenge faced during the 2014 epidemic in West Africa of ensuring that children don’t fall between the cracks now confronts the whole world.

From Distance Learning and ODL to ODeL: Unisa Library’s journey to transformation and innovation - Rammutloa, Modiehi Winnie (2013)
Keywords: ⛔ No DOI found

From Distance Education to Open and Distance Learning: A Holistic Evaluation of History, Definitions, and Theories - Bozkurt, Aras; Bozkurt, Aras (Handbook of Research on Learning in the Age of Transhumanism, 2019)
As pragmatist, interdisciplinary fields, distance education (DE) and open and distance learning (ODL) transform and adapt themselves according to changing paradigms. In this regard, the purpose of this study is to examine DE and ODL from different perspectives to discern their future directions. The study concludes that DE and ODL are constantly developing interdisciplinary fields where technology has become a significant catalyst and these fields become part of the mainstream education. However, mainstreaming should be evaluated with caution, and there is a need to revisit core values and fundamentals where critical pedagogy would have a pivotal role. Besides, there is no single theory that best explains these interdisciplinary fields, and therefore, there is a need to benefit from different theoretical approaches. Finally, as a result of constant changes, we should keep the definition of both DE and ODL up-to-date to better explain the needs of the global teaching and learning ecosystem.

From design experiments to formative interventions - Engeström, Yrjö (Theory & Psychology, 2011)
So-called ?design experiments? have been presented as a radical alternative to traditional experimental designs in behavioral sciences. A closer scrutiny of design experiments shows that they share the basic linear methodology of traditional randomized controlled trials, and thus ignore resistance and agency of learners as a source of surprise and novelty. Formative interventions based on Vygotsky?s principle of double stimulation offer an alternative that builds on and purposefully fosters learners? agency. Formative interventions may be characterized with the help of an argumentative grammar which proposes (a) the collective activity system as a unit of analysis, (b) contradictions as a source of change and development, (c) agency as a crucial layer of causality, and (d) transformation of practice as a form of expansive concept formation. These four epistemic tenets are concretized with the help of analysis of data from a Change Laboratory formative experiment conducted in a Finnish hospital. The analysis shows that double stimulation is a multi-layered and longitudinal process in which both the initial problem situation (first stimulus) and the mediating conceptual tool (second stimulus) are reformulated and enriched in successive steps. Such a process of double stimulation generates a thirdness, a new concept for the activity under transformation.

From coping to improving and accelerating: Supporting teachers in the pandemic and beyond - Wilichowski, Tracy; Cobo, Cristobal (2020)
Countries now have an opportunity to build back better and must consider how best to help teachers not only cope through the crisis, but also become better equipped with the skills to succeed in the wake of it.

From compliance to learning: A System for harnessing the power of data in the State of Maryland - Abdul-Hamid, Husein; Mintz, Sarah; Saraogi, Namrata (World Bank, 2017)
Keywords: ⛔ No DOI found

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

Freedom on the net, 2020: Pakistan - Freedom House (2020)

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

Free Videos & Tests, Grades K-12, Pakistan - Sabaq Foundation (2020)
Sabaq Foundation provides more than 14000 FREE video lectures and tests for grades K-12 Pakistani students. It was founded in 2012 as a non-profit Trust.

Free Software Foundation — working together for free software - Free Software Foundation

Free Online Textbooks, Flashcards, Adaptive Practice, Real World Examples, Simulations - CK-12 Foundation
CK-12 Foundation provides a library of free online textbooks, videos, exercises, flashcards, and real world applications for over 5000 concepts from arithmetic to history

Francophone countries and COVID-19 EdTech response (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. One thing about coronavirus is clear — it does not respect borders. The COVID-19 pandemic has resulted in school closures across the world. With about 300 million French speakers worldwide, here we consider some initial lessons from francophone education systems, their EdTech response, and the importance of cooperation of countries…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Framing student engagement in higher education - Kahu, Ella R. (Studies in Higher Education, 2013)
Student engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective, which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective, which highlights the critical role of the socio-political context; and, finally, the holistic perspective, which takes a broader view of engagement. Key problems are identified, in particular poor definitions and a lack of distinction between the state of engagement, factors that influence student engagement, and the immediate and longer term consequences of engagement. The second part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the perspectives, to enable a better shared understanding of student engagement to frame future research and improve student outcomes.
Keywords: critique; sociocultural perspectives; student engagement; teaching and learning; theoretical framework

Frameworks of educational technology* - Ely, Donald (2008)
This paper, written from a 20th-century perspective, traces the development of, and inﬂuences on, the ﬁeld of instructional technology and attempts to describe a framework within which we can better understand the ﬁeld.

Framework for Teacher Support During Remote Teaching in a Crisis: COVID-19, as a Case Study - Denden, Mouna; Tlili, Ahmed; Burgos, Daniel; Jemni, Mohamed; Huang, Ronghuai; Essalmi, Fathi; Chang, Ting-Wen (Radical Solutions for Education in a Crisis Context, 2021)

FRAMEWORK FOR STAKEHOLDER INCLUSION IN THE TECHNOLOGY PLANNING PROCESS - CoAction Learning Lab (Penn State COACTION LEARNING LAB, 2019)

Framework for reopening schools - UNESCO; UNICEF; World Bank; World Food Programme (2020)

Framework for Provision of Continued Learning During the COVID-19 Lockdown in Uganda - Ministry of Education and Sports (Uganda) (2020)

Fourth Population and Housing Census, Rwanda, 2012: Thematic Report: Characteristics of Households and Housing - National Institute of Statistics of Rwanda (NISR) (Ministry of Finance and Economic Planning (MINECOFIN), 2012)

Four-Dimensional Education: The Competencies Learners Need to Succeed - Fadel, C; Bialik, M; Trilling, B (Center for Curriculum Redesign, 2015)

Four cautionary lessons about education technology - Evans, David (World Bank Blogs, 2017)
Technology in education is often seen as a solution. It holds promise, but caution is warranted.Photo: Charlotte Kesl / World Bank There is no denying that governments around the world are expanding investments in education technology, from inputs that students use directly (like Kenya’s project to put tablets in schools) to ...

FOUNDATIONS OF CLASSROOM CHANGE IN DEVELOPING COUNTRIES Vol.2: Synthesis - Guthrie, Gerard (2021)

Foundational Literacy and Numeracy Skills Are Important, Obviously. But Are They More Important than All Other Education Investments? - Evans, David; Hares, Susannah (Center for Global Development | Ideas to Action, 2021)
It’s rare to read an education report these days that doesn’t mention the learning crisis. That’s not surprising. Literacy and numeracy skills among children are dismally low: less than half of all children in low- and middle-income countries can read by the time they are 10 years old. As these data have emerged in recent years, the global education community has swung its focus sharply toward learning.

Foundational Literacy and Numeracy in Rural Afghanistan - Kan, Sophia; Fahez, Mirwais; Valenza, Marco (2022)
Keywords: ⛔ No DOI found

Fostering self-regulation in online learning in K-12 education - Lock, Jennifer; Eaton, Sarah Elaine; Kessy, Elaine (Northwest Journal of Teacher Education, 2017)

Fostering Early Math Comprehension: Experimental Evidence from Paraguay - Naslund-Hadley, Emma; Parker, Susan W; Hernandez-Agramonte, Juan Manuel (Global Education Review, 2014)
Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls’ increased participation in the classroom and general interest in math.
Keywords: ⛔ No DOI found

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

Forum Guide to Data Governance - National Forum on Education Statistics (National Center for Education Statistics, 2020)
The Forum Guide to Data Governance highlights the multiple ways that data governance programs can benefit education agencies. It addresses the management, collection, use, and communication of education data; the development of effective and clearly defined data systems and policies to handle the complexity and necessary protection of data; and the continuous monitoring and decisionmaking needed in a regularly shifting data landscape. The Guide also features 12 case studies from state and local education agencies that have implemented effective data governance programs.

Forum: A governmentality perspective on the Common Core - Brass, Jory (Research in the Teaching of English, 2016)
The Common Core State Standards (CCSS) have anchored an education policy apparatus that seeks to reconstruct much of the work of curriculum, teaching, and teacher education. However, teachers and teacher education faculty have often struggled to
Keywords: ⚠️ Invalid DOI; ⛔ No DOI found

Formative Evaluation of GPE’s Support for Response to the COVID-19 Crisis - Aslam, Monazza; Rawal, Shenila (GPE, 2021)

Formation de formateurs au numérique éducatif de 4 pays (Burkina, Comores, Mali et Tchad) - IFADEM (Initiative francophone pour la formation à distance des maîtres, 2019)

Form and Substance in Mathematics and Science Professional Development - Kennedy, Mary M (National Institute for Science Education, University of Wisconsin-Madison, 1999)
This document reviews studies of professional development for teachers to examine benefits to students in science and mathematics education. A major finding from this review was that programs that focused on teaching classroom management strategies or attaining knowledge of how students learn specific school subject matter provided later benefits to students. The more successful professional development programs were not simply courses in mathematics or science, but instead were about what to teach and how students learn that subject matter.

"For us it was a learning experience": design, development and implementation of blended learning - Onguko, Brown; Jepchumba, Lucy; Gaceri, Petronilla (European Journal of Training and Development, 2013)
Purpose - The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning. Design/methodology/approach - The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning. Findings - The paper provides insights into the authors' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them. Research limitations/implications - Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts. Practical implications - The paper includes implications for the design, development and implementation of teachers' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA). Originality/value - This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.
Keywords: 5220:Information technology management; 8306:Schools and educational services; 9177:Africa; Appropriate technology; Audio recordings; Business And Economics--Management; Instructional design; Kenya; Personal development; Professional development; Research; Rural schools; Teaching; Technological change; Training; __:import:01; __:match:final; __:matched; __:study_id:2096396; ___working_potential_duplicate; __finaldtb

For children with disabilities in Nigeria, educational opportunities remain scant - Dark, Shayera (Devex, 2018)

Focus Group Interviewing - Krueger, Richard A.; Casey, Mary Anne (Handbook of Practical Program Evaluation, 2015)
This chapter discusses using focus groups as a component of an evaluation strategy. It focuses on both the benefits and the limitations of using this method and also offers suggestions for the effective use of focus group interviewing in an evaluation. Focus groups are a wonderful method for gathering information for formative and summative evaluations. A key role is the study team leader, sometimes called the principal investigator (PI), who takes on the overall leadership of the study. Team members work together to complete the study, but individuals take primary responsibility for certain tasks. The chapter describes these tasks and roles. Successful focus group studies are grounded on five key steps: planning, developing questions, recruiting, moderating, and analyzing. Each of these steps is critical to success. Those who seek to have successful focus groups should be attentive to performing each step with care, thought, and skill.
Keywords: classic analysis strategy; focus group interviewing; focus group recruitment; formative evaluations; study team leader; summative evaluations

Focus Country: Kenya (EdTech Hub)
Kenya Focus country EdTech Hub works in six focus countries (Bangladesh, Ghana, Kenya, Pakistan, Sierra Leone and Tanzania) to conduct research, support governments, and support scale-up of EdTech programmes.   “Female students with teacher on computer” by Ericsson Images is licensed under CC BY-NC-ND 2.0 READ KENYA COUNTRY SCAN Population: 47.6 million Median age: 20 years Internet penetration: 43% Mobile penetration:…

Focus country: Bangladesh - EdTech Hub (2021)

Floods in Pakistan: Human Development at Risk - Barón, Juan D.; Bend, Mary; Roseo, Elena; Farrakh, Izza (World Bank, 2022)
This note assesses the effects of the 2022 floods on human capital in Pakistan. It focuses on the results of a Pakistan-wide phone survey that gathered information on the experiences of approximately 4,000 families with children ages 3 to 17.
Keywords: ⛔ No DOI found

Flipped Classroom in Teacher Education: A Scoping Review - Han, Han; Røkenes, Fredrik Mørk (Frontiers in Education, 2020)
Although flipped classroom (FC) has been popular in education since the 2000s, there is a lack of reviews on how the teaching approach has been applied and what has been gained in the field of teacher education. Most reviews focus either on implementation and learning outcomes with students in higher education and disciplines other than education or on the latter approaches with primary and secondary school pupils. This article presents a scoping literature review of 33 studies published between 2014 until 2019 on flipped classroom (FC) in teacher education. Our analysis points out that studies were mainly conducted in the United States, with an increased implementation in European and Asian countries, and with adoption primarily in the disciplines pedagogy, science, and language arts. Moreover, a majority of studies employed mixed methods with surveys being the most commonly used instrument to collect data. Two main foci were identified across the reviewed studies: student perceptions and academic performance. The analysis of the former revealed six outcomes (1. Attitude, motivation, and emotion; 2. Content delivery; 3. Learning environment; 4. Learning experience; 5. Instructor and student presence; 6. Engagement). Based on our synthesis, we discuss current trends and future development in the research field, FC's pedagogical value added in teacher education, and potential knowledge gaps in the research literature.

Flickr: Creative Commons - Flickr

FlexiSAF | Home - FlexiSAF (2020)

Fixing the Broken Promise of Education for All: Findings from the Global Initiative on Out-of-School Children - UNESCO (2015)

Fixed telephone subscriptions (per 100 people) - Rwanda | Data

Fixed telephone subscriptions (per 100 people) - Rwanda | Data - World Bank

Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges - The Education Comission (2021)
As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most...

Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges - the Education Commission (the Education Commission, 2021)
As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most...
Keywords: _yl:c

Five things to think about for out-of-school learning during the coronavirus (COVID-19) outbreak (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Today, over a billion learners are affected by closures due to coronavirus (COVID-19). In these unprecedented times we’re committed to playing our role in supporting countries to provide continued education for all learners.  Over the coming weeks and months, we’ll be sharing insights and resources about how educational technology (EdTech)…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Five technologies for educational change: Systems thinking, systems design, quality science, change management, instructional technology - Salisbury, David F. (Educational Technology, 1996)

Five starting points on innovation for the EdTech Hub – The EdTech Hub - Simpson, Lea (EdTech Hub, 2019)
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoETH

Five lessons learnt from Bangladesh's experience responding to COVID-19 - Sarwar, , Mohammad Afzal Hossain; Hossain, Iqbal; Kaye, Tom (EdTech Hub, 2020)
by Md. Afzal Hossain Sarwar (a2i), Iqbal Hossain (UNICEF Bangladesh) and Tom Kaye (EdTech Hub) In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a guide to a five-part response…
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Five Findings from a New Phone Survey in Senegal (Center For Global Development)
Better data can help us have a better response for COVID, so we piloted a mobile phone survey on 1,000+ respondents in Senegal in partnership with the Centre de Recherche pour le Développement Économique et Social. We published the results of the survey yesterday and we are now publishing some of the key findings.

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

Fiscal Decentralization in Ghana: Progress and Challenges - Osei, Edna (Institute for Fiscal Studies Ghana, 2017)

Fiscal Consolidation to Accelerate Growth and Support Inclusive Development: Ghana Public Expenditure Review - World Bank (World Bank, 2017)
Ghana has experienced an extended period of robust growth since the early 2000s, supported by a favorable external environment and large investment inflows, particularly in the extractive industries. In 2011, as the start of oil production drove a surge in per capita income, Ghana graduated from low-income to lower-middle-income status. Despite the key role of the extractive industries, recent growth has been relatively inclusive, and Ghana achieved its Millennium Development Goal of halving the poverty rate by 2015. However, macroeconomic conditions have deteriorated since 2012, giving rise to substantial domestic and external imbalances. Although external shocks have underscored Ghana's vulnerability to global commodity and financial markets, the recurring nature of its imbalances reflects deeper structural deficiencies in its macroeconomic policies and public financial management (PFM) framework. A heavy focus on commodity exports has accelerated Ghana's recent growth, but the country's economic outlook increasingly hinges on a narrow range of volatile commodity prices.
Keywords: Agricultural Productivity; Fiscal Policy; Health; Macroeconomic Policy; Pay Reform; Public Education; Public Expenditure; Public Financial Management; Public Wages; Revenue Management; Taxation

First Principles: Community Engagement in Education Programs Compendium - Kintz, Ginny (2011)

First Lessons from Our Study: Optimising Messaging for Returns to School - Kably, Nathan; Mitchell, Joel; Zhao, Annette; D'Rozario, Jonny (EdTech Hub, 2023)
This blog examines the valuable insights gained from EdTech Hub's initial research on the use of messaging (primarily text messaging) to assist caregivers in promoting their children's school attendance. In this blog, we delve into the workings of messaging mechanisms and share our study findings. Additionally, we outline critical considerations for those interested in developing a comparable intervention. Read on to learn more...

First day of school 'indefinitely postponed' for 140 million first-time students around the world - UNICEF - UNICEF (2021)
At least eight million of these young learners have been waiting for over a year

First 50Mb/s Internet connection put online - Rasbey, Samer (BusinessNews.com.lb, 2018)
460,000 users to be connected to fiber optics in one year

#FindFrench: a collaborative search for educational resources in French (EdTech Hub, 2020)
And we need your help! Learning Equality’s Curriculum Operations Specialist, Vahid Masrour, shares more. If you’re teaching or learning during Covid-19 school closures, you’ve probably encountered many solutions proposed for virtual learning environments relying on digital resources. All over the world, people are turning to digital resources — textbooks, lesson plans, videos, tutorials, learning applications, and libraries — to keep…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Financing key to accessing quality education for all - Ngwenya, Rumbidzai (Zimbabwe Situation, 2018)
The Government must stick to its promise to prioritise the funding of the education sector in order to achieve Sustainable Development Goal 4

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

Financing Education in sub-Saharan Africa : Meeting the Challenges of Expansion, Equity and Quality - UNESCO (UNESCO Institute for Statistics, 2011)

Financing Education in Nigeria: Opportunities for Action - Nwoko, Chinedum (2015)

Financing education in Malawi: Opportunities for action. Country case study for the Oslo Summit on Education for Development. - Malawi (ReliefWeb)
English Analysis on Malawi about Education; published on 10 Jul 2015 by Govt. Norway

Financial sustainability of digital learning environments - Oliveira, AndreCorreade; Rui, YangTingting; Upadhyay, Arjun (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Financial incentives and coverage of child health interventions: a systematic review and meta-analysis - Bassani, Diego G.; Arora, Paul; Wazny, Kerri; Gaffey, Michelle F.; Lenters, Lindsey; Bhutta, Zulfiqar A. (BMC Public Health, 2013)
Financial incentives are widely used strategies to alleviate poverty, foster development, and improve health. Cash transfer programs, microcredit, user fee removal policies and voucher schemes that provide direct or indirect monetary incentives to households have been used for decades in Latin America, Sub-Saharan Africa, and more recently in Southeast Asia. Until now, no systematic review of the impact of financial incentives on coverage and uptake of health interventions targeting children under 5 years of age has been conducted. The objective of this review is to provide estimates on the effect of six types of financial incentive programs: (i) Unconditional cash transfers (CT), (ii) Conditional cash transfers (CCT), (iii) Microcredit (MC), (iv) Conditional Microcredit (CMC), (v) Voucher schemes (VS) and (vi) User fee removal (UFR) on the uptake and coverage of health interventions targeting children under the age of five years.

Final Version adopted by the High Level Conference on Data Revolution – A side event of the 8th AU-ECA Conference of Ministers - UNECA (United Nations Economic Commission for Africa, 2015)

Final Report - SENEGAL - Universalia (2019)

Final Report on: Assessment of Distance Learning Initiative of the Government of Bangladesh during COVID-19 Pandemic - a2i (2020)

Final Report of the Somali Interactive Radio Instruction Program - EDC; USAID (2011)

Final Report for Evaluation of RTT - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe); UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2022)

Final report - Khalayleh, Abdullah; El-Serafy, Yomna; Haßler, Björn (Open Development & Education, 2021)
Keywords: Author:Haßler; _yl:b

Final Evaluation Report: Evaluation of Africa Educational Trust’s Speak Up II in South Sudan - Schulze, Charles (African Education Trust, 2019)

Final Evaluation of the Project: Increasing Access, Retention and Performance in Primary Education: Implemented by Child to Child & the Pikin-To-Pikin Movement Kailahun District, Sierra Leone, 2011-2016 - Institute for Development (2016)

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Fighting Illiteracy in the Arab World - Abu Hammud, Muwafaq; Jarrar, Amani G. (International Education Studies, 2017)
Illiteracy in the Arab world is becoming an urgent necessity particularly facing problems of poverty, ignorance, extremism, which impede the required economic, social, political and cultural development processes. Extremism, violence and terrorism, in the Arab world, can only be eliminated by spreading of knowledge, fighting illiteracy. The study shows that illiteracy rate among males in the Arab world is 25% for males, (46%) for Females. Results of the study show that if the educational situation in all Arab countries does not change, illiteracy rates will increase in the Arab world, and the number of illiterates in the Arab world will reach 49 million in the category of age of 15 years, and by 2024,it may reach 5.5 million of youth (15 - 24 years). The study identifies factors affecting the rise of illiteracy in the Arab world, particularly: Low economic level of many Arab countries, the growing security, political turmoil and internal problems experienced by most Arab countries, Social reasons, and random policies and contradiction in the trends and areas of combating illiteracy. The study concluded that illiteracy has a significant impact on social behavior, and that democracy, political participation, violence, cultural development, respect, pluralism, and accepting diversity, are all affected by illiteracy. The study recommends that Arab governments must formulate clear strategies linked to development plans to save 100 million Arab citizens who suffer from illiteracy, and ignorance. Illiteracy is to be taken seriously because it entails misunderstanding democracy, lack of youth interest in political affairs, corruption, and therefore the absence of comprehensive reform programs.

Field-Based Models of Primary Teacher Training: Case Studies of Student Support Systems from Sub-Saharan Africa - Mattson, Elizabeth (Department for International Development, 2006)
Keywords: C:sub-Saharan Africa; ⛔ No DOI found

Fiber Optics Lebanon - Telecommunications Regulatory Authority (Lebanon)

Feynman AI - Feynman AI
Feynman - An AI assistant to make reading, writing and understanding academic literature easier.

Fertility Behavior and Psychological Stress: The Mediating Influence of Gender Norm Beliefs Among Egyptian Women - Waszak, Cynthia; Severy, Lawrence J.; Kafafi, Laila; Badawi, Isis (Psychology of Women Quarterly, 2001)
The influence of gender norms on women's family planning experiences is a finding that cuts across numerous studies included in Family Health International's multi-country Women's Studies Project. This paper explores findings from one of these studies on the mediating influence of beliefs about gender norms on the relationship between fertility behavior and psychological well-being. Using cross-sectional survey data from 4,908 Egyptian women, hierarchical multiple regression models were tested with depression and anxiety as the dependent variables. Independent variables included three demographic variables, two measures of beliefs about gender norms developed from survey items using exploratory factor analytic techniques, and two fertility behavior variables—use of family planning and number of children. Gender norm beliefs predicted both anxiety and depression. The statistical analyses demonstrated a separate effect of family planning use on anxiety, independent of gender norm beliefs, but the effect of family planning behaviors on depression disappeared when gender norm beliefs were included in the regression model, which indicates a mediating effect of gender norm beliefs. Although cross-sectional data do not allow for the determination of causality among the three types of variables, a conceptual framework is offered for the possible causal mechanisms for the identified relationships.

Female Teachers' Perceptions of Quality Education for Adolescent Girls in Rural Bangladesh: A Case Study - Rahim, N (2017)
The education of adolescent girls in Bangladesh must be pursued with the right combination of technology, practicality, and cultural sensitivity to achieve, among other objectives, the objectives of Millennium Development Goals (MDGs). The problem this study address is despite the availability of mobile-based curricula, such as video, mobile phones, and Short Message System (SMS) technology, female teachers in rural areas are not trained to plan and deliver curricula using mobile platforms. The purpose of this qualitative single case study is to explore barriers associated with female teachers’ training of the use of mobile-based technology in rural areas in Bangladesh. The sample is, randomly selected a minimum of eight local female teachers who had been teaching at least for two years in a rural school in Bangladesh. The data were collected to determine the local teachers’ perception on establishing quality education through virtual (email, mobile phone, IMO, zoom or Skype) interviews administered to these 8 local female teachers. The researcher gathered data from the local female teachers’ point of view based on their motivation to receive training in becoming proficient in English and the use of mobile technology in teaching. A content analysis tool was used for analyzing, interpreting, coding, and categorizing textual data where themes identified based on a comprehensive classification system. The findings from the data analysis would aid schools in recruiting, training, and retaining local female teachers to provide quality education to the adolescent girls. The data from the single case study provided information as to the use of mobile and web technologies in teaching and learning while local female teachers gain proficiency in the English language. The insight gained from this single case study may help develop future technology budgets, infrastructure, and curriculum needs. The findings from research revealed that the rural Bangladeshi school teachers noted that there is limited use of videos in the classrooms for teaching due to, in some parts, the lack of training by school administrators on strategies to use videos in their teaching. Some barriers to the use of videos is due to the lack of Internet connection, the lack of knowledge on the proper use of videos in their teaching, and the lack of administrators’ support for this type of curriculum change in the schools.

Female leadership and school effectiveness in junior high schools in Ghana - Kwadzo Agezo, Clement (Journal of Educational Administration, 2010)
Purpose – The purpose of this research is to examine female principal leadership practices that are considered crucial in the effectiveness and improvement of schools and school administration in Ghanaian junior high schools.

Feedback - Education Endowment Foundation (2018)

Feed The Monster (US English) - Curious Learning (2022)

Feed the Monster: Impact and technical evaluation - Koval-Saifi, N; Plass, J (World Vision and Foundation for Information Technology Education and Development, 2018)

Feed the Monster: Impact and technical evaluation - Koval-Saifi, Nedjma; Plass, Jan (2018)

Fee-free basic education policy implementation in Tanzania: A ‘phenomenon’ worth rethinking - Shukia, Richard (Huria: Journal of the Open University of Tanzania, 2020)
This paper is based on a study that employed qualitative research methods to examine the implementation of the fee-free basic education policy in Tanzania. The study reveals that, the policy is misapprehended, and causing confusion and dissonance among key implementers including heads of schools and parents, and it is threatening the quality delivery of education. However, there is no doubt that the implementation of the fee-free education policy has significantly promoted access to basic education for children from various socio-economic backgrounds. Thus, this paper argues that the implementation of the fee-free basic education policy, albeit commendable, it is not a panacea to achieving equitable access and quality education delivery for all. Hence, the policy and its implementation is a ‘phenomenon’ worth rethinking for Tanzania to realise equitable and quality universal basic education.
Keywords: Fee-free education policy; basic education; policy implementation and Tanzania; ⛔ No DOI found

Feasibility study exploring e-learning initiatives at secondary schools in Tanzania mainland - MoEST (MoEST, 2017)

Feasibility of cloud computing implementation for eLearning in secondary schools in Tanzania - Mwakisole, Kennedy F; Kissaka, Mussa M; Mtebe, Joel S (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2018)
This article assessed the feasibility of implementing eLearning systems in a cloud-based infrastructure for secondary schools in Tanzania. The study adopted questionnaire and document reviews as data collection tools. A total of 820 students successfully returned the questionnaire from seven secondary schools in Tanzania. The study found that 11% of government secondary schools had computer labs with 20.1% of them connected to the Internet. Moreover, more than half of surveyed students (56.6%) had access to mobile phones at home with 53.5% using the phones to access the Internet. However, the study found that the cost of the Internet had remained unaffordable to many students. This study shows that eLearning implementation in the cloud for secondary schools in Tanzania is feasible. This research will serve as a base for future studies that plan to implement eLearning systems to enhance teaching and learning in secondary schools in Tanzania.
Keywords: ⛔ No DOI found

FCDO - GEC
Keywords: auto_merged

FCDO - GEC - Belfield, Sophie; Mathur, Meenu; Caine, Ellie (2021)