Gender Equality and Women's Empowerment - UNDP (UNDP, 2022)
Keywords: ⛔ No INSPIRE recid found

Reaching Cambodia’s last mile with inclusive and sustainable energy access - UNDP (2022)

Syrian Arab Republic: Access to Electricity and Humanitarian Needs - UNDP Syria (2022)

Crisis-sensitive teacher policy and planning - UNESCO (UNESCO, Norad, GPE, UNHCR, UNICEF, the World Bank, International Labor Organisation, International Task Force on Teachers for Education, 2022)

Education: From disruption to recovery - UNESCO (2022)
Keywords: ⛔ No INSPIRE recid found

Guidelines for ICT in education policies and masterplans - UNESCO (2022)

Guidelines for ICT in education policies and masterplans - UNESCO (2022)

High Stakes Assessment - UNESCO (UNESCO Institute for Statistics Glossary, 2022)

Leave no child behind: global report on boys’ disengagement from education - UNESCO (UNESCO, 2022)

Malawi Education Rights - UNESCO (UNESCO, 2022)
UNESCO is the United Nations Educational, Scientific and Cultural Organization. It seeks to build peace through international cooperation in education, the sciences, culture and communication. UNESCO’s programmes contribute to the achievement of the Sustainable Development Goals defined in Agenda 2030, adopted by the UN General Assembly in 2015. Serving as a laboratory of ideas, UNESCO helps countries adopt international standards and manages programmes that foster the free flow of ideas and knowledge sharing. In this spirit, it develops educational tools to help people live as global citizens free of hate and intolerance. UNESCO works so that each child and citizen has access to quality education. By promoting cultural heritage and the equal dignity of all cultures, it strengthens bonds among nations. UNESCO fosters scientific programmes and policies that support development and cooperation. UNESCO stands up for freedom of expression, as a fundamental right and a key condition for democracy and development.

Minding the data: protecting learners’ privacy and security - UNESCO Digital Library - UNESCO (2022)

Spotlight on Basic Education Completion and Foundational Learning: Ghana - UNESCO (2022)

Transforming education from within: current trends in the status and development of teachers; World Teachers’ Day 2022 - UNESCO (2022)

Leveraging innovative technology in literacy and education programmes for refugees, migrants and internally displaced persons - UNESCO Institute for Lifelong Learning; Zholdoshalieva, Rakhat; Xi Teng, Jian; Ayyappan, Annapurna; Tu, Boxuan (2022)

Country Dashboard – Covid-19 Response - UNESCO Institute for Statistics (2022)

Factory Literacy Programme: Skills Training to Empower Women for Future-Ready Garment Industry in Cambodia - UNESCO Office Phnom Penh (2022)

Funding for Impact - UNHCR (Global Compact on Refugees, 2022)
With almost half of school-aged refugees out of school and a pre-pandemic projected annual cost of $4.85 billion for inclusion of all refugees into host-country national education systems, how do we spur growth in investment and target high-impact investment opportunities?

About RapidPro - UNICEF (2022)

Coronavirus disease (COVID-19) | UNICEF Malawi - UNICEF (2022)

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

How an adolescent girl helped her community fight COVID-19 - UNICEF (2022)
Studying at non-formal basic education centers established by UNICEF with funding from Government of Japan and support from Sindh’s authorities empowers gir

Jamaica pilot experience: Accessible Digital Textbooks that transform education - UNICEF (2022)
Accessible Digital Textbooks that transform education.

LACRO Covid-19 Education Response: Update 34 Status of School's Reopening & Learning - UNICEF (UNICEF, 2022)

MICS Survey - UNICEF (2022)

New digital application helps monitor student attendance in Sindh - UNICEF (2022)
The innovative system, funded by the European Union and supported by UNICEF, will help Sindh’s Education & Literacy Department prevent student drop out

On Call: Using Mobile Technologies to Measure Learning in Emergencies - UNICEF (2022)

Protecting children online - UNICEF (2022)
Every child must be protected from violence, exploitation and abuse on the internet

Pulse Check on Digital Learning - UNICEF (2022)

Pulse Check on Digital Learning - UNICEF (UNICEF, 2022)

Safer Chatbots Implementation Guide - UNICEF (2022)

Schools for more than 2 million children in Pakistan remain inaccessible due to devastating floods – UNICEF - UNICEF (2022)

The role of remote modalities in implementing mental health and psychosocial support programs and services in the education sector - UNICEF (2022)

Timor-Leste at a Glance 2023 - UNICEF (2022)

Trends in digital personalized learning in low- and middle-income countries: Executive summary - UNICEF (UNICEF, 2022)

Trends in Digital Personalized Learning: Taking stock of personalized learning solutions in low and middle-income countries - UNICEF (Office of Global Insight and Policy United Nations Children’s Fund, 2022)
Landscape review | Taking stock of personalized learning solutions in low and middle-income countries

UNICEF Sierra Leone - UNICEF (2022)
Learn how we are supporting children across the country to reach their full potential.

Viet Nam SDGCW Survey 2020-2021: Mass Media, Communications and Internet - UNICEF (2022)

Where Are We on Education Recovery? - UNICEF (UNICEF, 2022)

Opening up the frontiers of digital learning with the Learning Passport - UNICEF Lao Country Office (2022)
Keywords: ⛔ No INSPIRE recid found

Who are we and how do we work? - UNICEF USA (UNICEF USA, 2022)
Who are we and how do we work? Advocacy means, literally, to speak up on behalf of someone in need. For UNICEF, it means speaking up on behalf of and with children to support their rights, ensure safe and healthy childhoods in safe and inclusive communities, and build strong futures with opportunity and hope.

SEA-PLM 2019 latest evidence in basic education: Supporting teacher to improve learning in 6 Southeast Asian countries - UNICEF; Southeast Asian Minsters of Education Organization (UNICEF, 2022)

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

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

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

Spotlight Initiative to eliminate violence against women & girls in Timor-Leste - United Nations Population Fund (UNFPA, 2022)
Keywords: ⛔ No INSPIRE recid found

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)

Thematic Action Track 4 on ‘Digital learning and transformation’ - United Nations Transforming Education Summit (2022)

Universal Basic Education Commission 2022 Annual Report - Universal Basic Education Commission (UBEC, 2022)

Postgraduate Programmes September 2022 Intake - University of Malawi (2022)

Revised Pakistan 2022 Floods Response Plan: 01 Sep 2022 - 31 May 2023 - UNOCHA (2022)
Appeal in English on Pakistan about Agriculture, Climate Change and Environment, Flash Flood, Flood and more; published on 4 Oct 2022 by OCHA

Advancing Equity by Incorporating Intersectionality in Research and Analysis - US Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation (2022)
Keywords: ⛔ No DOI found

An Overlooked Indicator of Edtech Quality: The Use of Learning Sciences Research - Van Nostrand, Parker; Noakes, Sierra; Shah, Zohal; Luke Luna, Christina (2022)

COVID-19’s impact on learning losses and learning inequality in Colombia - Vegas, Emiliana (Brookings, 2022)

2022 Data Breach Investigations Report - Verizon Data Breach Investigations Report (2022)
Reduce risks with insights from the 2022 Data Breach Investigations Report (DBIR) from Verizon. Read the official report today.

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries - Wagner, Daniel A.; Nathan, M Castillo; Lewis, Suzanne Grant (2022)
Academic publishing of peer-reviewed open access monographs

Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe - Walker, H.; Hennessy, S.; Pimmer, C. (Research Papers in Education, 2022)
This study reports on the adaptation and outcomes of a teacher professional development (TPD) programme in a rural Zimbabwean secondary school. The programme incorporated Open Educational Resources (OER), specifically OER4school materials, that were provided via tablet computers for teachers and students. A mixed-methods case study was employed to explore teachers’ perceptions, knowledge, experiences of interactive learning and teaching in relation to this TPD, as well as their perceptions and experiences of the role and value of using technology to support student learning. Video data from structured lesson observations were triangulated with teacher post-lesson interviews and thematically coded. The interviews indicated that all teachers demonstrated a change in mindset and a clear understanding of interactive teaching methods. However, the structured observations revealed that only half of the teachers were using these interactive methods. Teachers also emphasised the value of OER and tablet technologies in improving lesson planning and making classroom learning more authentic. The use of technology, as both a TPD medium and as a classroom tool, showed potential to enhance the quality of TPD and teacher quality. Yet more specific teacher development to support the interactive use of technology within the classroom would be beneficial.

Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe - Walker, Hannah; Hennessy, Sara; Pimmer, Christoph (Research Papers in Education, 2022)

Trialling open educational resources for technology-supported teacher professional development in rural Zimbabwe - Walker, Hannah; Hennessy, Sara; Pimmer, Christoph (Research Papers in Education, 2022)

‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris (Open Development & Education, 2022)
Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […]

Digital 2022: Timor-Leste - We are Social (2022)

Online safety: making the internet safer by tackling harmful content - WEF (World Economic Forum, 2022)
Delivering safe online experiences is essential for global businesses and individuals. Several stakeholders are collaborating to improve online safety.

Desk Review of Technology-Facilitated Learning in Pakistan: A review to guide future development of the technology-facilitated learning space in Pakistan - Wilson, Sam; Khalayleh, Abdullah; Baloch, Imdad; Kaye, Tom (EdTech Hub, 2022)
During the Covid-19 pandemic, EdTech has been used in many different ways to keep children learning in Pakistan. This has ranged from educational radio broadcasting to children in remote mountains, to TV channels being used to deliver classes nationwide. Yet, as the pandemic has developed, this picture has become more complex. Optimism in EdTech’s promise has given way to fears that the most marginalised children — particularly those who cannot access technological solutions — are falling further behind. Even those children who are able to use EdTech may not be learning. In short, a pre-existing digital divide has become more pronounced now that education delivery has had to increasingly rely on technology. This divide must be addressed if EdTech is to support effective learning for all children in all contexts in Pakistan. This desk review argues that the only way to realise EdTech’s potential is to recognise its shortcomings. Technology alone will not help children learn. EdTech’s role is as one part of a wider education system. Technology facilitates learning with support from key actors such as parents, teachers, and school leaders and with sustained political support and supporting infrastructure. This review provides an overview of Pakistan’s technology-facilitated learning landscape that caters to the learning needs of children aged 6–16. It sets out key EdTech-related features, challenges and trends, in addition to highlighting prominent EdTech organisations and tools in Pakistan. Keywords: infrastructure; low tech; policy; out-of-school children; marginalised learners; Pakistan; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

A Landscape Review of ICT for Disability-inclusive Education - World Bank (World Bank, 2022)
Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem.
Keywords: Access to Education; Access to Learning; Disability Inclusion; Edtech; Education Technology; Inclusive Education

From the Last Mile to the Next Mile – 2022 Vietnam Poverty and Equity Assessment - World Bank (World Bank Group, 2022)

Guide for Learning Recovery and Acceleration: Using the RAPID Framework to Address COVID-19 Learning Losses and Build Forward Better - World Bank (The World Bank, Bill and Melinda Gates Foundation, FCDO, UNICEF, USAID, UNESCO, 2022)

Knowlege Pack: Procurement - World Bank (2022)

Learning Losses. What to Do About the Heavy Cost of Covid-19 on Children, Youth, and Future Productivity - World Bank (World Bank, 2022)

Microdata Library - World Bank (2022)

Pakistan’s Floods are Deepening its Learning Crisis - World Bank (2022)

The State of Global Learning Poverty: 2022 Update - World Bank (World Bank, 2022)
The State of Global Learning Poverty: 2022 Update

The World Bank in Malawi - World Bank (World Bank, 2022)
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.

The World Bank in Timor-Leste - World Bank (2022)

Timor-Leste Overview - World Bank (The World Bank in Timor-Leste, 2022)
Keywords: ⛔ No INSPIRE recid found

World Bank Data Bank: Urban Population - World Bank (2022)

Two Years After: Saving a Generation - World Bank, UNICEF (World Bank, 2022)

2022 Annual Report - Worldreader (Worldreader, 2022)
In 2022, you got children reading. Explore our 2022 Annual Report and see how your support made an impact.

WebPower package - RDocumentation - Zhang, Zhiyong (2022)

Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic - Chiu, Thomas K. F. (Journal of Research on Technology in Education, 2022)
During school closures forced by the COVID-19 pandemic, remote/online learning has been adopted to help students continue to learn. Student engagement, which is energized by motivation as explained by self-determination theory (SDT), is a prerequisite for learning. Therefore, this study investigated how the three perceived psychological needs in SDT affected student engagement in online learning using pre- and post-questionnaires completed by 1201 Grade 8 and 9 students within 6 weeks of partaking in online learning. The results suggested that digital support strategies better satisfied students’ needs, that all of the needs were predictors of the level of engagement, and that relatedness support was very important.
Keywords: K-12 education; Online learning; pandemic; self-determination theory; student engagement

Tracing students' mathematics learning loss during school closures in teachers' self-reported practices - Haser, Çiğdem; Doğan, Oğuzhan; Kurt Erhan, Gönül (International Journal of Educational Development, 2022)
The study explored how mathematics learning loss took place among Turkish middle school students during the COVID-19 school closures through mathematics teachers' self-reported practices, challenges, and efforts while they were trying to support their students' learning. Interviews with 19 public and 9 private middle school mathematics teachers indicated that there were certain differences in teachers' practices and revealed the existing inequalities among the schools, classrooms, and students. Students' lack of participation, teachers' limited use of methods to teach mathematics, the socio-economic status of families and their lack of collaboration with teachers were among the reasons for mathematics learning loss. • Existing inequalities among the students reflected on mathematics learning loss. • Public and private school mathematics teachers' practices differed significantly. • Teaching practices were limited by the students' access to internet and technology. • Students' limited/lack of access to the learning environment caused learning loss. • The pedagogical approaches teachers used were drastically decreased during pandemic.
Keywords: COVID-19; Inequality; Mathematics learning loss; Mathematics teachers; Middle school students; Remote teaching

Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico - Hevia, Felipe J.; Vergara-Lope, Samana; Velásquez-Durán, Anabel; Calderón, David (International Journal of Educational Development, 2022)
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss. • Prolonged school closures have increased learning loss around the world. • In Mexico, we estimated a learning loss in a range from 0.34 to.045 SD in reading and 0.62-0.82 SD in numeracy. • According to SES, we found an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. • Gaps in fundamental learning by gender and SES increased. • We discussed the need to establish a strategy to address these lags through remedial courses that teach at the right level.
Keywords: Academic achievement; Educational equality; Learning assessment; Learning gap; Learning loss; Learning poverty

Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico - Hevia, Felipe J.; Vergara-Lope, Samana; Velásquez-Durán, Anabel; Calderón, David (International Journal of Educational Development, 2022)
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss. • Prolonged school closures have increased learning loss around the world. • In Mexico, we estimated a learning loss in a range from 0.34 to.045 SD in reading and 0.62-0.82 SD in numeracy. • According to SES, we found an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. • Gaps in fundamental learning by gender and SES increased. • We discussed the need to establish a strategy to address these lags through remedial courses that teach at the right level.
Keywords: Academic achievement; Educational equality; Learning assessment; Learning gap; Learning loss; Learning poverty

Global Economic Prospects - World Bank (2022)
Although global economic output is recovering from the collapse triggered by COVID-19, it will remain below pre-pandemic trends for a prolonged period.

Program Assessment of Kolibri FLY - Assaf, Teib; Taylor, Stefanie (Open Development & Education, 2022)

Using participatory design approaches in educational research - Cumbo, Bronwyn; Selwyn, Neil (International Journal of Research & Method in Education, 2022)
Educational researchers are showing a growing interest in Participatory Design (PD) and other collaborative co-design approaches. This paper considers the ways in which education researchers considering PD can benefit from drawing on the approach’s heritage in the 1970s’ Scandinavian ‘cooperative inquiry’ tradition. In particular, the paper highlights four core principles from the Scandinavian tradition, i.e.: the pursuit of socio-ethical outcomes, sustained consideration of what constitutes ‘participation’ and ‘practice’, and PD as a design process. While positioning these principles in school-based research is not easy, the paper considers how this has been achieved within the field of child-computer-interaction – an area of research that is also often conducted with children in educational institutions. While remaining mindful of the institutional constraints of school-based research, we argue that these Scandinavian principles can be borrowed and built upon by educational researchers – thereby extending the scope and ambitions of educational PD research.
Keywords: Participatory methods; Scandinavian tradition; co-design; educational research; participatory design

Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico - Hevia, Felipe J.; Vergara-Lope, Samana; Velásquez-Durán, Anabel; Calderón, David (International Journal of Educational Development, 2022)
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss.
Keywords: Academic achievement; Educational equality; Learning assessment; Learning gap; Learning loss; Learning poverty

Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico - Hevia, Felipe J.; Vergara-Lope, Samana; Velásquez-Durán, Anabel; Calderón, David (International Journal of Educational Development, 2022)
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss.
Keywords: Academic achievement; Educational equality; Learning assessment; Learning gap; Learning loss; Learning poverty

Program Assessment of Kolibri FLY - Open Development and Education (OpenDevEd, 2022)

Family engagement in early learning opportunities at home and in early childhood education centers in Colombia - Rey-Guerra, Catalina; Maldonado-Carreño, Carolina; Ponguta, Liliana Angelica; Nieto, Ana María; Yoshikawa, Hirokazu (Early Childhood Research Quarterly, 2022)
Family engagement in early learning and education is considered a key predictor of children's development. However, little is known about the link between family engagement in early learning opportunities in sociocultural diverse contexts, particularly in low- and-middle-income countries. This study examined the associations of family engagement in home learning activities (e.g., reading books, naming things) and in early childhood care and education centers (ECCE; e.g., attending meetings or workshops, helping inside the classroom) with young children's emergent literacy and numeracy, social-emotional functioning, motor development, and executive functions, as measured through direct assessment. Data came from a nationally-representative sample of public ECCE centers in Colombia serving 3–5-year-old children (N = 3069). Multilevel model analyses showed that home-based family engagement was associated with higher emergent numeracy, emergent literacy, social-emotional functioning, and motor development, whereas center-based family engagement was associated only with higher emergent numeracy and literacy development. These results suggest that interventions and policies designed to improve family engagement in early learning opportunities both at the ECCE centers and at the home could have positive and independent effects on early childhood development.
Keywords: Child development; Colombia; Early childhood education; Family engagement; Home learning; Multilevel models

Emergency remote teaching experiences of basic education teachers in the Philippines - Sarmiento, Celina; Cajimat, Rodney; Mistades, Voltaire; Lapinid, Minie Rose; Aguja, Socorro; Prudente, Maricar; Cascolan, Honelly Mae; Lucas, Rochelle; Gonzales, Richard; Peñafiel, Jayson; Ilanan, Celia; Avilla, Ruel; et al. (2022)
https://www.researchgate.net/publication/366557563_Emergency_remote_teaching_experiences_of_basic_education_teachers_in_the_Philippines Link to article: https://researchjournal.nrcp.dost.gov.ph The COVID-19 worldwide outbreak drove all educational institutions to enforce school closures and sought alternative ways to sustain education. In response, the Philippine Department of Education initiated social distancing measures, transitioned the curriculum to the Most Essential Learning Competencies (MELCs), and equipped for Emergency Remote Teaching (ERT). However, the shift occurred abruptly with insufficient preparation. Hence, teachers were obliged to deliver education in an unfamiliar environment, requiring additional skills and resources. In this study, the experiences of school teachers who had to endure sudden changes and be exposed in a new teaching and learning environment was investigated. A nationwide survey in April 2021 was participated by 28,859 basic education public school teachers in all levels and descriptive statistics was done to analyze the data gathered. Results suggest that most teachers utilize printed modules as the modality for remote teaching. This finding is probably because stable internet access is still a challenge in many areas of the country. As a result, teachers implement less interactive forms of activities. Facebook also emerged as a widely used means for communication with students and colleagues. Teachers also learned how to use several applications to cope with the demands of the new work environment. With these findings, the education sector is enjoined to conceptualize modifications that could improve remote teaching implementation in the country.

Transcultural adaptation and psychometric properties of the International Development and Early Learning Assessment (IDELA) in Brazilian pre-school children - Shavitt, Ilana; Ayres de Araujo Scatollin, Monica; Suzart Ungaretti Rossi, Adriana; Pacífico Mercadante, Mariana; Gamez, Luciano; Resegue, Rosa Miranda; Pisani, Lauren; do Rosário, Maria Conceição (International Journal of Educational Research Open, 2022)
Early childhood is a sensitive period for development, and it is important to use psychometrically sound instruments to assess the child's developmental abilities. The International Development and Early Learning Assessment (IDELA) represents an innovative, feasible and low-cost assessment tool for preschool children that evaluates motor development, pre-numeracy, pre-literacy, and socioemotional development. These areas of development represent “key” skills for early development and school readiness. The objectives of this study were to translate the IDELA to Brazilian Portuguese, to conduct its cultural adaptation to the Brazilian population, to analyze its content validity, to assess its inter-rater reliability, to analyze the internal consistency of its sub-domains and to investigate associations between the child's IDELA scores and sociodemographic characteristics of the family. This was a descriptive, cross-sectional study, in which a sample of 565 preschool children were assessed with the IDELA in the city of Embu das Artes, São Paulo. Results indicated that the IDELA was successfully translated and culturally adapted to the Brazilian population, presenting adequate content validity, good internal consistency of its sub-domains and very high inter-rater reliability. Among the evaluated children, the girls' mean scores were higher than the boys' mean scores; 5-year-old children had higher scores than 4-year-old children; a positive correlation was observed between maternal education and the children's mean scores in the total IDELA, the pre-mathematics and the socioemotional subdomains. In conclusion, the Brazilian version of the IDELA proved to be feasible, adequate and reliable to assess early childhood development and school readiness of preschool age children in Brazil. Future studies could use the IDELA to provide relevant data about the children's development and school readiness in other Brazilian regions that will be useful in the planning of public health and education policies to improve children's integral development and their academic achievement.
Keywords: Assessment; Cultural adaptation; Early childhood development; Inter-rater reliability; Preschool age children; Translation

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

The effect of internet services on child education outcomes: evidence from poa! Internet in Kenya - Okyere, Charles Yaw (Journal of Development Effectiveness, 2022)
In 2016-2018 poa! Internet, a private internet service provider, distributed free internet services across schools in Nairobi, Kenya. Using inverse probability weighting (IPW) method, the study finds that the intervention significantly increases students’ internet use and training, receipt of information on educational content, and participation in information and communication technologies (ICTs) education programmes. However, the study does not find evidence that internet services increase school attendance. The results suggest that facilitating access to internet services in schools can significantly increase child computer and internet skills and training in developing countries, even if those investments have limited gains on school attendance.
Keywords: Internet services; Kenya; education; gender; quasi-experimental design

Accelerating early math learning with research-based personalized learning games: A cluster randomized controlled trial - Thai, Khanh-Phuong; Bang, Hee Jin; Li, Linlin (Journal of Research on Educational Effectiveness, 2022)

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

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

Ministry of East African Community (EAC), ASALs And Regional Development - The Ministry of East African Community, Arid and Semi-Arid Lands, Republic of Kenya (2022)

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 5: Final report - Groeneveld, Caspar; Michels, Guillaume; Kaye, Tom (EdTech Hub, 2022)
In 2021, the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE), and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fifth and final report on the development of a proof of concept for the Regional Learning Hub. We recommend beginning with this document and then moving to any of the remaining four reports, depending on your interest: Inception report; User research; Skills taxonomy; Content curation An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: Recommendations for policy from a systematic review - D'Angelo, Sophia; Hennessy, Sara; Kreimeia, Adam; Koomar, Saalim; Cao, Lydia; McIntyre, Nora; Brugha, Meaghan; Zubairi, Asma (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: Read; Teacher education and training; _r:AddedByZotZen

History of SEAMEO Members - Southeast Asian Ministers of Education Organization (2022)
Keywords: ⛔ No INSPIRE recid found

How Learning Continued During the COVID-19 Pandemic: Global Lessons from Initiatives to Support Learners and Teachers - OECD; World Bank (OECD, 2022)

UNICEF warns of Nigerian education crisis as world celebrates International Day of Education amid COVID-19 concerns - UNICEF (2022)

Libya’s Roadmap for Distance Learning (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _r:AddedByZotZen

Innovation in the teaching-learning process in higher education in COVID-19 time in Mozambique - Mahaluça, Filipe; Moiana, Carla; Macuacua, Júlio De; Marrengula, Nacério; Macuacua, Valentim (Journal of Humanities and Social Sciences, 2022)
Due to the great changes that COVID-19 brought to the world, education was one of the most affected sectors. Because of this, different teaching measures were adopted, so that the student would not be harmed and deprived of having access to learning, as a form of an emergency education that allows the continuity of the Teaching-Learning Process. To this end, the present research was conducted with the objective of identifying the innovative mechanisms adopted by Higher Education Institutions in the Teaching-Learning Process at the times of the COVID-19 pandemic. This is a quali-quantitative, bibliographic, documental, descriptive and exploratory research of secondary data collected in all Mozambican Higher Education Institutions. The study population comprises all Higher Education Institutions in Mozambique, here considered finite (N=56). To achieve the objective, 46 Higher Education Institutions stratified into class and type were selected by convenience. Of the 46 Higher Education Institutions studied, 46% are class A, 39% class B, 9% class C, and 7% class D. For the continuation of the Teaching-Learning Process in Higher Education in COVID-19 season, WhatsApp platform was the most adopted by Higher Education Institutions with about 35.3%, followed by Google Classroom (27.7%), Zoom (15.1%), Moodle (14.3%), Skype (4.2%) and Colibri (3.4%). In this study, it was concluded that within the same institution, several platforms were used in the educational environment, motivated by the lack of a clear orientation about the application to be adopted or even by the low technical preparation of the users. Therefore, a training to all teachers about the platforms adopted is recommended for Teaching–learning process, as well as presentation to students and if possible experimentation in labs or smartphones.
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Mobile learning applications for refugees: A systematic literature review - Drolia, Maria; Papadakis, Stamatios; Sifaki, Eirini; Kalogiannakis, Michail (Education Sciences, 2022)
The proliferation of mobile devices in everyday life since the end of the 20th century has led to mobile applications for educational purposes and the creation of the research field of mobile learning. Despite the extended research interest on the effectiveness of this field, there is limited research on mobile learning for various social groups, such as refugees, students with learning difficulties and disabilities. Due to the unprecedented number (over one hundred million) of refugees during the second decade of the 21st century worldwide, many NGOs (Non-Governmental Organizations) and UN (United Nations) initiatives have proposed leveraging mobile learning for refugee educational needs. This research article focuses on mobile learning for refugee education. Namely, the present systematic literature review results from 2015 to 2020 will give a concrete picture of the recently existing mobile learning apps for refugees and their characteristics. According to the research findings, 15 characteristics were collected out of 14 applications. According to prior literature, areas of agreement or discrepancies in the field were found. Two new -to previous literature- characteristics were revealed: interwoven psychological and educational features and refugees’ cultural features in the apps. The summarization and categorization of the app’s characteristics aim to contribute to mobile learning research and impact game developers, educators, and NGOs according to refugee needs. The limitations of this study and issues for further exploration will also be discussed in the last sections.

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

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 3: Skills taxonomy - Groeneveld, Caspar (EdTech Hub, 2022)
In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the third of five reports on the development of a proof of concept for the Hub and describes our observations during the creation of a skills taxonomy. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 4: Content curation - Groeneveld, Caspar (EdTech Hub, 2022)
In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fourth of five reports on the development of a proof of concept for the Hub and describes our observations during content curation. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 1: Inception Report - Groeneveld, Caspar; Michels, Guillaume; Kaye, Tom (EdTech Hub, 2022)
In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the first of five reports on the development of a proof of concept for the Hub. It provides a background and overview of the project. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 2: Insights from user research - Rahman, Asad; Groeneveld, Caspar (EdTech Hub, 2022)
In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the second of five reports on the development of a proof of concept for the Hub. It provides a summary of user research undertaken for the project. We recommend beginning with the Final report and then moving to any of the remaining four reports, depending on your interest. Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic - Rutherford, Teomara; Duck, Kerry; Rosenberg, Joshua M.; Patt, Raymond (Journal of Research on Technology in Education, 2022)

The Use of Web 2.0 Tools in Mother-tongue Instruction: Teachers’ Experiences - Üzeyir, Süğümlü; Serkan, Aslan (International Journal of Education & Literacy Studies, 2022)
Keywords: ⛔ No DOI found

India's Draft Data Policy Unlocks Government Data for All, Mulls Monetisation - Choudhury, Deepsekhar (2022)

SABER dataset - World Bank (World Bank, 2022)

Zomba District (Wikipedia, 2022)
Zomba District is one of twelve districts in the Southern Region of Malawi, surrounded by the districts of Chiradzulu, Blantyre, Mulanje, Phalombe, Machinga, Balaka and the Republic of Mozambique to the east. The total land area is 2,363 km2, representing three percent of the total land area of Malawi. The capital is Zomba.

Decolonising EdTech: A resource list for tackling coloniality and digital neocolonialism in EdTech - Adam, Taskeen; Sarwar, Moizza Binat; Moustafa, Nariman (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: ___working_potential_duplicate; _r:AddedByZotZen

Technology Options for TCPD in Tanzania - Haßler, Björn; Mtebe, Joel; Abdelrahman, Salma; Kondor, Oscar; Mashauri, Aron; Adam, Taskeen; Koomar, Saalim (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Adoption of education technologies for learning during COVID-19 pandemic: The experiences of marginalized and vulnerable learner populations in Kenya - Ochieng, Vollan Okoth; Waithanji Ngware, Moses (International Journal of Educational Reform, 2022)
The onset of COVID-19 made governments and other education actors prioritize distance learning, particularly through education technologies (EdTechs). Most sub-Saharan African countries adopted and adapted this approach. This paper examines the extent of EdTechs’ deployment in Kenya during the COVID-19 pandemic among marginalized and vulnerable populations. A cross-sectional study design was adopted for the study from which this paper drew its data, with both secondary and primary data utilized. The findings show that marginalized/vulnerable learner populations are still left out on EdTech supported learning. This article proposes salient recommendations that could help advance inclusive education discussion and related EdTechs’ discourse.

ZIM (file format) - Wikipedia (Wikipedia, 2022)
The ZIM file format is an open file format that stores wiki content for offline usage. Its primary focus is the contents of Wikipedia and other Wikimedia projects. The format allows for the compression of articles, features a full-text search index and native category and image handling similar to MediaWiki, and the entire file is easily indexable and readable using a program like Kiwix – unlike native Wikipedia XML database dumps. In addition to the open file format, the openZIM project provides support for an open-source ZIM reader called Kiwix. ZIM stands for "Zeno IMproved", as it replaces the earlier Zeno file format. Its file compression uses LZMA2, as implemented by the xz-utils library, and, more recently, Zstandard. The openZIM project is sponsored by Wikimedia CH, and supported by the Wikimedia Foundation.

Dispelling the Myths: What the Research Says about Teacher Professional Learning - Hill, Heather C.; Papay, John P.; Schwartz, Nathaniel (2022)

Digitalizing Laos: Improving Government Transparency, the Business Environment, and Human Capital - Runde, Daniel F.; Bandura, Romina; Lee, Rachel (2022)
Digitalization—which has accelerated around Southeast Asia due to the pandemic—will offer Laos increased government transparency and bureaucracy, in turn improving Laos's long-encumbered education system and business environment.
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Nudges to Improve Learning and Gender Parity: Preliminary findings on supporting parent-child educational engagement during Covid-19 using mobile phones - Aurino, Elisabetta; Tsinigo, Edward; Wolf, Sharon (EdTech Hub, 2022)
Key words: parental education engagement; caregiver engagement; nudges; text messages; schooling; learning; Ghana; gender In this study we evaluate a digital intervention to improve low-literate caregivers’ engagement with their children’s education and development in rural Ghana during the Covid-19 pandemic. The programme was a text-message-based behavioural change intervention for parents / caregivers that aimed to improve caregiver engagement in children’s educational activities, caregiver beliefs about returns to education, as well as children’s learning, enrollment, attendance, and gender parity in education. This household-randomised trial, conducted in the North East, Northern, Savannah, Upper East, and Upper West regions of Ghana, tested four variations of the intervention, varying both duration and a gender-parity focus. Households were randomised to one of five conditions: (i) regular behavioural nudges, 12 weeks; (ii) gender-boost behavioural nudges, 12 weeks; (iii) regular behavioural nudges, 24 weeks; (ii) gender-boost behavioural-nudges, 24 weeks; or (v) control. The interventions were implemented from January to April 2021 (for the 12-week groups) and January to June 2021 (for the 24-week groups). We collected data at midline (April–June 2021) and endline (August–September 2021). Our preliminary results suggest that a short, light-touch, SMS-based intervention can change caregiver behaviours and child outcomes in a rural, low-literate sample. However, the results were complex and intervention effectiveness depended on the caregiver having minimum levels of schooling. For caregivers with no education (65% of the sample), the intervention only increased caregiver expectations on reaching the desired level of education, especially among girls, but reduced educational engagement and some measures of children’s school enrollment and attendance. Educational engagement among Ghanaian caregivers is low relative to peer countries (Bornstein & Putnick, 2012; McCoy et al., 2018). The findings suggest that caregivers may need a base level of capital and resource (e.g., exposure to formal education) to enact the messages and increase their educational engagement with their children. Without this base level of capital, messages may increase caregivers’ aspirations for their children without providing enough support to change educational investments in positive ways. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

National EdTech strategies: what, why, and who - Chuang, Rachel; Coflan, Caitlin; Giraldo (UNICEF), Juan-Pablo; Attfield (FCDO), Ian; Tungatarova (UNICEF), Auken; Tungatarova (UNICEF), Rachel Chuang, Caitlin Coflan, Juan-Pablo Giraldo (UNICEF), Ian Attfield (FCDO) and Auken (EdTech Hub, 2022)
Using evidence from Covid responses, the report advises policymakers responding to learning loss caused by the pandemic to use existing EdTech, and focus on good pedagogy that is supported, rather than replaced by, technology.

National EdTech strategies: what, why, and who - Chuang, Rachel; Coflan, Caitlin; Giraldo (UNICEF), Juan-Pablo; Attfield (FCDO), Ian; Tungatarova (UNICEF), Auken; Tungatarova (UNICEF), Rachel Chuang, Caitlin Coflan, Juan-Pablo Giraldo (UNICEF), Ian Attfield (FCDO) and Auken (EdTech Hub, 2022)
Using evidence from Covid responses, the report advises policymakers responding to learning loss caused by the pandemic to use existing EdTech, and focus on good pedagogy that is supported, rather than replaced by, technology.

4. Improving the Impact of Educational Technologies on Learning Within Low-Income Contexts - Castillo, Nathan M.; Adam, Taskeen; Haßler, Björn (Learning, Marginalization, and Improving the Quality of Education in Low-income Countries, 2022)

Our Strategy, Part 1: Empowering decision-makers with evidence to improve learning for all - EdTech Hub (EdTech Hub, 2022)
For the last five months, EdTech Hub has been exploring and refining our strategy for advancing evidence in EdTech for low- and middle-income countries. We invite you to explore our thinking for how we will carry out this mission within our context and in partnership with the global EdTech community. Verna Lalbeharie, Executive Director Acknowledgements Thank you to all of…

Our Strategy, Part 2: Deep dive into our approach, focus countries, and theory of change - EdTech Hub (EdTech Hub, 2022)
In Part 2 of our strategy, we go deeper into EdTech Hub’s integrated approach to how we work, where we work, and how that comes together with our topics to inform our theory of change. Verna Lalbeharie, Executive Director The EdTech Hub integrated approach We do research because it is imperative to build deep quantitative and qualitative insight regarding how…

Pakistan: Federal Cabinet approves Draft Personal Data Protection Bill - OneTrust DataGuidance (DataGuidance, 2022)
OneTrust DataGuidance confirmed, on 28 February 2022, with Saeed Hasan Khan, Partner at S.U. Khan Associates Corporate & Legal Consultants, that the Federal Cabinet of Pakistan approved, on 16 February 2022, the draft of the Personal Data Protection Bill 2021. In particular, Mr Khan stated "The draft Bill will be considered and debated by the legislature and will then be adopted. Thereafter the law will be promulgated on receiving ascent of the President of Pakistan." You can read the draft Personal Data Protection Bill here.

Technology-Enabled Innovation in Education in Southeast Asia (TIESEA) Diagnostic Assessment Report – Cambodia Country Report - Asian Development Bank (Asian Development Bank, 2022)
Keywords: ⛔ No INSPIRE recid found

PNAE (National School Feeding Program) and its events of expansive learnings at municipal level - da Silva, Eliane Alves; Pedrozo, Eugenio Avila; da Silva, Tania Nunes (World, 2022)
The National School Feeding Program (PNAE for its acronym in Portuguese) is one of the largest food policies in the world, partially covering the daily needs of 44 billion students per year. In 2009, Law No. 11,947 established that at least 30% of the total financial transfer of PNAE was used in the purchase of foodstuff directly from family farming in the left-wing government of Lula. In practice, the rules allow public policy managers to choose between bidding or public call, provision by large agribusiness companies or by family farmers, and this is practiced in idiosyncratic ways by 5568 Brazilian municipalities. Each municipality organizes its own system. Therefore, the aim of this article is to analyze how the evolution of Law No. 11,947 promotes expansive learning in the Brazilian National School Feeding Program (NSFP-PNAE), located in the Western Amazon. As a theoretical framework, the Cultural–Historical Activity Theory (CHAT) and the Theory of Expansive Learning (TEL) were used. Qualitative research in an abductive reasoning was carried out, using a single and incorporated case study as its strategy. The study included 21 interviews, later analyzed by Content Analysis. The main contribution is the advance in solutions for societal needs, in terms of continuous collective collaboration, creating expansive learning, transformative or not, in both sides of productive systems and consumption, integrating family farmers and students by a healthy nutrition and feeding in the same system since 2009.
Keywords: NSFP-PNAE; expansive learning; nutritional and feeding program

Reshaping Adolescents' Gender Attitudes: Evidence from a School-Based Experiment in India - Dhar, Diva; Jain, Tarun; Jayachandran, Seema (American Economic Review, 2022)
This paper evaluates an intervention in India that engaged adolescent girls and boys in classroom discussions about gender equality for two years, aiming to reduce their support for societal norms that restrict women's and girls' opportunities. Using a randomized controlled trial, we find that the program made attitudes more supportive of gender equality by 0.18 standard deviations, or, equivalently, converted 16 percent of regressive attitudes. When we resurveyed study participants two years after the intervention had ended, the effects had persisted. The program also led to more gender-equal self-reported behavior, and we find weak evidence that it affected two revealed-preference measures.
Keywords: Child Care; Children; Equity, Justice, Inequality, and Other Normative Criteria and Measurement, Micro-Based Behavioral Economics: Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making, Analysis of Education, Fertility; Family Planning; Non-labor Discrimination, Microeconomic Analyses of Economic Development; Youth, Economics of Gender

Reshaping Adolescents' Gender Attitudes: Evidence from a School-Based Experiment in India - Dhar, Diva; Jain, Tarun; Jayachandran, Seema (American Economic Review, 2022)
This paper evaluates an intervention in India that engaged adolescent girls and boys in classroom discussions about gender equality for two years, aiming to reduce their support for societal norms that restrict women's and girls' opportunities. Using a randomized controlled trial, we find that the program made attitudes more supportive of gender equality by 0.18 standard deviations, or, equivalently, converted 16 percent of regressive attitudes. When we resurveyed study participants two years after the intervention had ended, the effects had persisted. The program also led to more gender-equal self-reported behavior, and we find weak evidence that it affected two revealed-preference measures.
Keywords: Child Care; Children; Equity, Justice, Inequality, and Other Normative Criteria and Measurement, Micro-Based Behavioral Economics: Role and Effects of Psychological, Emotional, Social, and Cognitive Factors on Decision Making, Analysis of Education, Fertility; Family Planning; Non-labor Discrimination, Microeconomic Analyses of Economic Development; Youth, Economics of Gender

EEF Evidence Database Coding Guide – Main Data Extraction - Education Endowment Foundation; Durham University (2022)
Keywords: _yt:a

Parenting in Bangladesh: A Review of the Literature from 2006 to 2018 - Jasmine, Umme Habiba; Nduna, Mzikazi (Journal of Comparative Family Studies, 2022)
This study was a point of departure for future research on the need for a coherent understanding and knowledge of parenting in Bangladesh. This article presents the findings from an integrative research review on parenting in Bangladesh. A comprehensive search conducted in PubMed, Science Direct, and PsychINFO using the keywords “parenting”, “childcare”, “motherhood”, “fatherhood”, “mothering”, “fathering”, each paired with “Bangladesh” yielded 246 articles. Twenty papers published between 2006 and 2018 were selected for thematic analysis based on pre-set criteria. In most studies, the term mother was used interchangeably with parent, with mothers regarded as the primary caregiver. Parenting in the Bangladeshi context was found to be conceptualized primarily in terms of attitudes, disciplinary practices, feeding, parent–child interaction, and psychosocial stimulation. Parenting components aimed at moral development and attachment building in children were underrepresented. The data revealed largely inconsistent and uncoordinated discussions of parental practices, demonstrating the lack of a holistic approach in the literature in Bangladesh. Research on parenting in Bangladesh favors gendered assumptions of females as the primary caregiver. Based on their findings, the authors recommend qualitative studies to better reflect and conceptualize the concept of parenting in Bangladesh.
Keywords: Bangladesh; gendered role; integrative review; literature review; mother; mère; parentalité; parenting; revue de littérature; revue intégrée; rôle genré

National Policy on Radical Inclusion in Schools Implementation Plan 2021-2026 - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2022)

Public Education Statistics and Indicators 202–12022 - Ministry of Education, Youth and Sports, Kingdom of Cambodia (2022)

Where are we on education recovery? Taking the global pulse of a RAPID response - UNESCO; UNICEF; World Bank (2022)

Restricted access: How the internet can be used to promote reading and learning - Derksen, Laura; Michaud-Leclerc, Catherine; Souza, Pedro C. L. (Journal of Development Economics, 2022)
Can schools use the internet to promote reading and learning? We provided Wikipedia access to randomly-selected students in Malawian boarding secondary schools. Students used the online resource broadly and intensively, and found it trustworthy, including for information about news and safe sex. We find a 0.10σ impact on English exam scores, and a higher impact among low achievers (0.20σ). Students used Wikipedia to study Biology, and exam scores increased for low achievers (0.14σ). Our results show that by restricting internet access to a source of engaging and accessible reading material, it is possible to encourage independent reading and affect educational outcomes.
Keywords: Development; Education; Information; Internet; Reading; Secondary school

AI ethics and learning: EdTech companies’ challenges and solutions - Kousa, Päivi; Niemi, Hannele (Interactive Learning Environments, 2022)
The aim of this study is to identify the ethical challenges, solutions and needs of educational technology (EdTech) companies. Qualitative data was collected in interviews with seven experts from four companies, and the data was analysed using inductive content analysis. The four main areas of challenges were ambiguous regulations, inequalities in human learning, ethical dilemmas in machine learning (ML) and lack of ability to assess consequences in society. According to the studied companies, AI regulations are difficult to understand and implement. There is also much to be done in terms of reliability, transparency, and safety. Consequently, companies suggested that AI-based products should be more preventive, safe, explicable, and equally accessible. Sufficient information, multi-professional support also within company, global collaboration, sharing best practices, and general discussion were emphasised. The results show that EdTech companies are aware of their ethical challenges, and their responsibility as disseminators of information. However, translating information into practice is challenging because it is often very fragmented and difficult to understand. Companies hoped that everyone: themselves, consumers, educational institutions, researchers, funders, and decision-makers would do more together to overcome the ethical challenges of AI.
Keywords: Artificial intelligence; EdTech companies; ethical challenges and solutions; ethical sustainability; responsibility

'Let's learn together': co-creating mental health solutions with adolescents in Tanzania and Viet Nam - Myers, Christina; Samuels, Fiona; Kyungu, Esther; Mbowe, Dayani; Dang, Hoang-Minh; Vu, Van; Le, Ha; Leon-Himmelstine, Carmen; Pellini, Arnaldo (ODI: Think change, 2022)
Co-creation is when participants and key stakeholders themselves are central to the process of designing solutions. This approach challenges the idea that interventions should be designed for individuals, and instead focuses on contextualising interventions through designing solutions by the very individuals who will be using them.This ODI Case study explores the experiences and reflections that emerged from designing and implementing a co-creation process. The project, funded by Fondation Botnar, was aiming to respond to mental health and well-being challenges facing adolescents in Tanzania and Viet Nam by co-creating digital and non-digital solutions. In the context of Covid-19, it also presents insights that can be used to inform what a co-design process should consider in practice, as well as a few lessons learnt and suggestions on how to do things differently in future.

Conceptual Framework for Monitoring Hybrid Learning Delivery Toward Long-Term System Strengthening and Resilient Education Systems - UNICEF; EdTech Hub (UNICEF, EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _r:AddedByZotZen

Monitoring Hybrid Learning: A Short Guide - UNICEF; EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _r:AddedByZotZen

Operational Guide for Monitoring Hybrid Learning Delivery Toward Long-Term System Strengthening and Resilient Education Systems - UNICEF; EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _r:AddedByZotZen

Pakistan Digital Learning Landscape Analysis - Zubairi, Asma; Khalayleh, Abdullah; Baloch, Imdad; Mazari, Haani; Kaye, Tom; Groeneveld, Caspar (EdTech Hub, 2022)
The Covid-19 pandemic has resulted in a dramatic increase in the role educational technology (EdTech) plays in education delivery. As schools have closed worldwide, EdTech has played a critical role in keeping children learning. However, as the pandemic has persisted, the optimism around EdTech has plateaued. It has given way to fears that children who are using EdTech are not learning, and that the most marginalised children are falling further behind due to the emergence of a digital divide. On average, only 34% of households across Pakistan have digital access and only 14% have access to laptops or computers. The access challenge is further intensified by demographics including gender, locality, and socio-economic status. This divide must be addressed if EdTech is to support effective learning for all children across all contexts in Pakistan. If left unaddressed, EdTech interventions can exacerbate a digital divide that further compounds the disadvantage of marginalised groups. Across the world, UNICEF has supported governments globally to deploy EdTech tools in response to the Covid-19 pandemic. To support this endeavour in Pakistan, UNICEF Pakistan is building evidence on digital learning to support the EdTech ecosystem in Pakistan. Evidence in this landscape review will support stakeholders including the Ministry of Federal Education and Professional Training (MoFEPT) and UNICEF Pakistan to develop long-term strategies to fortify Pakistan’s EdTech ecosystem. The purpose of this landscape review is to identify the challenges, emerging trends, and opportunities for engagement within Pakistan’s EdTech ecosystem. To do this, the landscape analysis collected and analysed data (both primary and secondary, and quantitative and qualitative) relating to technology-facilitated learning in Pakistan. In this way, this landscape analysis can both inform MoFEPT and UNICEF’s strategies and provide a resource for stakeholder (e.g., federal, provincial, and regional government agencies, development partners, and the private sector) engagement in technology-facilitated learning in Pakistan. Keywords: marginalised learners; out-of-school children; EdTech tools; Pakistan; foundational skills; infrastructure; MoFEPT; UNICEF An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen; ⛔ No INSPIRE recid found

Time for a safe back to school in Latin America and the Caribbean - Gabriela Alvarado, Maria (Save the Children International, 2022)
The COVID-19 pandemic has put the dreams of more than 159 million children and adolescents in Latin America and the Caribbean [1] on a long pause, all of whom have been affected by excessive periods without classes. In this region an average of 168 school days have been lost since schools closed...

Time for a safe back to school in Latin America and the Caribbean - Gabriela Alvarado, Maria (Save the Children International, 2022)
The COVID-19 pandemic has put the dreams of more than 159 million children and adolescents in Latin America and the Caribbean [1] on a long pause, all of whom have been affected by excessive periods without classes. In this region an average of 168 school days have been lost since schools closed...

Medium‐term expenditure frameworks: Credible instrument or mirage? - Raudla, Ringa; Douglas, James W.; MacCarthaigh, Muiris (Public Budgeting & Finance, 2022)
Medium‐term expenditure frameworks (MTEFs) are typically viewed as instruments to expand budget horizons beyond one year and to limit spending growth over the medium term (usually three to ﬁve years). In response to the ﬁscal crisis and EU requirements, many countries in Europe have adopted MTEFs over the past decade. We use elite interviews to examine whether the formal enactment of such frameworks has led to changes in actual budget practices in Finland, Austria, Portugal, and Ireland. Our analysis shows that the newly adopted MTEFs have not acted as binding constraints on ﬁscal policy.

A spatial database of public primary day schools in western Kenya - Macharia, Peter M.; Moturi, Angela; Mumo, Eda; Snow, Robert W. (Harvard Dataverse, 2022)
Understanding the location of primary schools relative to population is important to contextualize the time, or distance, that students must travel...
Keywords: Other

Engagement Strategy For UNICEF Pakistan (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

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

A Theory of Change for Teachers Towards a Technology-Enhanced Education System in Bangladesh - Clark-Wilson, Alison; Ahmed, Shakil; Kaye, Tom; Zubairi, Asma (EdTech Hub, 2022)
The second of a trilogy of Theories of Change (TOCs) that focuses on teachers as key agents of change in the development of an increasingly technology-enhanced education system in Bangladesh. The TOC was created following a period of desk research and in-country stakeholder workshops. It offers a theory for how teachers’ professional learning experiences will enable them to support learners in ways that take advantage of available technology. The TOC is a useful tool to support the design, implementation, and evaluation of all programmes and initiatives that are designed for teachers, and aim to improve educational outcomes for learners in Classes 1-12. Keywords: Bangladesh; Theory of Change; technology-enhanced learning; teachers' professional development; education An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Guidance on Facilitation of E-Learning - Dzinotyiweyi, Monica; Chuang, Rachel; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
Keywords: F: Helpdesk response; _r:AddedByZotZen

School Infrastructure Survey - Adam, Taskeen; Koomar, Saalim; Hennessy, Sara (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _comingsoon; _r:AddedByZotZen

EdTech and girls education in low- and middle-income countries: which intervention types have the greatest impact on learning outcomes for girls? - Jordan, Katy; Myers, Christina (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

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

Evidence on Learning Outcomes for Adolescents in Fragile Contexts: A Landscape Analysis - Kabir, Mabruk (Secondary Education Working Group (SWEG), 2022)

Educação híbrida em tempos de pandemia: desafios dos professores da área das Ciências Naturais em Moçambique - Fortes, António Gonçalves; Mutenda, Francisco Mubango; Muiambo, Jaime Samuel; Beirão, Hermen Aurélio Fernando (Conexão ComCiência, 2022)
A pandemia da Covid-19 impôs drásticas reformas nas Instituição de Ensino moçambicanas, marcada pela introdução do ensino híbrido e mudanças nas práticas de ensino e aprendizagem. Neste contexto, realizou-se um estudo descritivo e aplicou-se um questionário a 87 professores da área das Ciências Naturais em Moçambique com objetivo de identificar os desafios enfrentados por estes na lecionação de aulas durante a pandemia. Os resultados apontam como principais desafios do ensino no contexto da pandemia, a baixa carga horária dos professores, baixo tempo de contacto com os alunos, uso das mídias digitais e adaptação ao ensino híbrido, onde as tecnologias tornam o processo de ensino mais dinâmico e interativo, gerando oportunidades para o desenvolvimento profissional e pessoal dos professores. Conclui-se que o desenvolvimento de plataformas digitais de ensino e isenção de taxas de utilização desses serviços pode diminuir as desigualdades socioeconômicas dos alunos e contribuir na universalidade da informação.
Keywords: Covid-19; Desafios; Educação híbrida; Ensino de Ciências Naturais; ⛔ No DOI found; ⛔ No INSPIRE recid found

STEM Skills Initiatives for Adolescent Girls in the LAC Region - Villavicencio, Xuzel; Myers, Christina; Coflan, Caitlin Moss (EdTech Hub, 2022)
This report was produced in response to a request from the UNICEF country office of Argentina and presents a curated list of science, technology, engineering, and mathematics (STEM) skills initiatives for adolescent girls in the Latin American and Caribbean (LAC) region. It also provides an introduction to gender equality and background on the participation of women in STEM fields in the LAC region — as well as cross-cutting recommendations based on an analysis of a series of initiatives. Key words: STEM; Gender; Girls; LAC; Argentina; technology; Science An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _r:AddedByZotZen

Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review - Lynch, Paul; Singal, Nidhi; Francis, Gill Althia (Educational Review, 2022)
Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.
Keywords: Educational technology; assistive technology; disability; inclusive education; low- and middle-income countries; primary education

Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review - Lynch, Paul; Singal, Nidhi; Francis, Gill Althia (Educational Review, 2022)
Keywords: ⛔ No INSPIRE recid found

Crisis response can and should include education - Curious Learning (Curious Learning, 2022)
On March 10th, Curious Learning started promoting one of our free literacy learning apps (Feed the Monster localized to Ukrainian). In only 3 weeks, there have been over 55,000 downloads at an average cost per download of $0.12.

OU part of £5.5m research portfolio to improve education tech in low and middle income countries - Grimette, Hannah (OU News, 2022)
The Open University (OU) has launched a study with global research partner, Edtech Hub, to investigate the impact of technology on teaching in Bangladesh. Part of EdTech's first research portfolio, the OU's 3Mpower is one of 13 projects, which represents the largest investment in primary research on EdTech's use in low- and middle-income countries.

Evidence needs to be at the heart of $300 billion global edtech industry - Jacobs Foundation (Jacobs Foundation, 2022)
The Jacobs Foundation calls for a “culture shift”. This follows the launch of a global CHF 40 million initiative for greater collaboration between investors, edtech companies, and premier research institutions to help bridge the gap between research and edtech.

Personalized education and artificial intelligence in United States, China, and India: A systematic review using a Human-In-The-Loop model - Bhutoria, Aditi (Computers and Education: Artificial Intelligence, 2022)
The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is evident that the next generation educational reforms would take a quantum leap forward piloted by Big Data analysis and AI. The objective of this paper is to organize the vast literature on the use of AI for personalization of education and to shed light on the key themes by which an AI-driven approach makes structural modifications to the existing education system. To this effect, the paper employed a systematic review using a Human-In-The-Loop natural language processing model of past two years' literature (2019–2021) in English language from IEEE Xplore on countries China, India and the USA. This process yielded more than 2000 search results at first and these were eventually shortlisted to 353 relevant papers for in-depth analysis. Being the pioneers in EdTech innovations, insights from research done in these three countries provides valuable input for the development of global education systems and research. The findings bring forward AI's success in catering to specific learning requirements, learning habits, and learning abilities of students and guiding them into optimized learning paths across all three countries. Not just that, it is also evident from the literature that AI augments educational content, customizes it for any individual according to their needs, and raises the flag of caution for anticipated learning difficulties. This recalibrates the role of instructors as well as optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the future generation, but also comes with its challenges. Data privacy issues, availability of digital resources, and affordability constraints have been reported in the recent literature as impediments in the way of promoting such technologies for day-to-day practice.
Keywords: Artificial intelligence; Big data; China; India; Personalized education; USA; _genre:LR-literature_review

The More You Know, the Less You Stress: Menstrual Health Literacy in Schools Reduces Menstruation-Related Stress and Increases Self-Efficacy for Very Young Adolescent Girls in Mexico - Long, Jeanne L.; Haver, Jacquelyn; Mendoza, Pamela; Vargas Kotasek, Selvia M. (Frontiers in Global Women's Health, 2022)
Improving the menstrual health literacy of girls and boys is a key strategy within a holistic framework of Save the Children's school health and comprehensive sexuality education programming. As menstrual health is an emerging area of study and programming, Save the Children continues to learn and adjust its interventions using program evaluations and rigorous monitoring. This paper will examine program-monitoring data from three cohorts, representing 47 public schools in Mexico City, Puebla, and Mérida, Mexico. The study focuses on female students in 5th and 6th grade who participated in We See Equal, a school-based program centered on gender equality and puberty education, between September 2018 and December 2019. This study used a cross-sectional quantitative cohort approach to document changes in girls' experiences and perceptions around managing menstruation in school. The analysis compares girls' knowledge and experiences before and after participation in We See Equal to understand how knowledge changes over the program and how those changes may contribute to menstruation-related school engagement, stress, and self-efficacy (MENSES) outcomes. Multivariate regression models explored relationships between MENSES outcomes, knowledge and socioeconomic status (SES). Overall, results show that the more knowledge girls acquired, the higher their self-efficacy score and the lower their stress score, however, certain MHH knowledge was more predictive of MENSES outcomes and varied by SES. Among girls from lower SES, we observed significant relationships between knowing what their period was prior to menarche and the three MENSES outcomes. Decreases in menstruation-related stress were driven by items related to the practical knowledge of how to dispose of sanitary pads and reduced feelings of nervousness on days they had their period at school. Increases in self-efficacy were primarily driven by girls' confidence in their ability to track their period from month to month, feelings that they could still do well on an exam if they had their period at school, and security that they could ask a friend to lend them a pad if they needed one. Implications for future menstrual health literacy programming and targeting populations for menstrual health education, as well as priorities for future research will be discussed.

Lao People’s Democratic Republic: Secondary Education Sector Development Program - Asian Development Bank (2022)
The program comprised a policy-based loan (PBL) and a project grant. It was aligned with the government’s Education Sector Development Framework (ESDF) approved in 2009. It combined national reforms with a focus on targeted investments in 30 poor and educationally disadvantaged districts with a majority of ethnic students. The expected impact was improved educational attainment in Lao PDR, and the outcome was enhanced equity, quality, and efficiency of secondary education in the country.
Keywords: ⛔ No INSPIRE recid found

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

Do Behavioral Nudges Work Under Remote Learning? Evidence from Brazil During the Pandemic - Lichand, Guilherme; Christen, Julien; van Egeraat, Eppie (Social Science Research Network, 2022)
Behavioral nudges have been shown to increase student attendance and grades across a variety of settings. In low- and middle-income countries, these effects are often mediated by parents showing up in school to a greater extent, ultimately monitoring teachers more closely. As such, could nudges improve educational outcomes even under remote learning? In particular, could they prevent at least part of the dramatic learning losses in the context of COVID-19, which left billions of children around the world without in-person classes? We study this question using a cluster-randomized control trial with 18, 256 students across 87 high schools in the State of Goiás, Brazil. We find that motivational nudges sent through text messages to students or their caregivers under remote learning significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese. Additional experiments that varied the content of nudges at the student level illustrate the opportunities and challenges of using behavioral insights to motivate students in the context of remote learning.
Keywords: COVID-19; Learning Losses; Nudges; Remote Learning

Iniciativas para el desarrollo de habilidades CTIM de las adolescentes en la región de LAC - Villavicencio, Xuzel; Myers, Christina; Coflan, Caitlin (EdTech Hub, 2022)
El presente documento se elaboró en respuesta a una solicitud de la oficina de UNICEF en Argentina presentada al Servicio de Asistencia de EdTech Hub en noviembre de 2021. El equipo de UNICEF solicitó una lista seleccionada de iniciativas para el desarrollo de habilidades en ciencia, tecnología, ingeniería y matemáticas (CTIM) de las adolescentes de la región de América Latina y el Caribe (LAC). El documento ofrece una introducción al concepto de igualdad de género y antecedentes acerca de la participación de las mujeres en los campos de CTIM en la región de LAC y en Argentina. El documento también ofrece una serie de recomendaciones transversales basadas en las iniciativas analizadas. Palabras clave: STEM; Género;CTIM; LAC; Argentina; tecnología; Ciencias; igualdad de género An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _r:AddedByZotZen

How to Design EdTech Programmes That Lead to Gender-Transformative Change - Samuels, Fiona; Leon-Himmelstine, Carmen; Marcus, Rachel; Myers, Christina (EdTech Hub, 2022)
This paper outlines how EdTech programming can adopt a gender-transformative approach to improve gender equity in access and learning outcomes. It explains what the term ‘gender-transformative change’ means, and why it is needed. Some key dimensions of gender-transformative approaches in the specific context of EdTech initiatives are outlined, looking at how different approaches can enhance access to education and learning opportunities and improve outcomes, and challenge discriminatory gender norms and stereotypes. Based on a desk review of grey and published materials, this paper then presents and discusses insights from the approaches taken by four EdTech programmes. Keywords: EdTech; gender-transformative; country case studies; education; girls’ education An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Distance learning for Indonesian mathematics students with hearing impairments in pandemic situation: A case study - Rahmawati, Fadhilah; Pamungkas, Megita Dwi; Chasanah, Aprilia Nurul; Wicaksono, Arief Budi; Franita, Yesi; Hendrastuti, Zuida Ratih (AL-ISHLAH: Jurnal Pendidikan, 2022)
The purpose of this study was to identify the distance learning process of deaf students during the pandemic. This research is qualitative research with a case study approach. The subjects of this study were mathematics teachers, deaf students, and stakeholders. The research was carried out at the SLBN Kota Magelang and SLB-B YPPALB Magelang . Data collection techniques in this study were carried out by questionnaires, interviews, and document studies. The main instrument in this study was the researcher, while the auxiliary instruments were questionnaires and interview guidelines. The validity used in this research is source triangulation. The results showed that the mathematics distance learning process for deaf students could be implemented in various ways and could be adapted to school conditions and student conditions. Distance learning can be done with the help of media in hand-out modules taken at school before the mathematics learning schedule is implemented. In addition, the distance learning process on the mathematics topic of deaf students can also be carried out through learning videos with additional translated texts. Deaf students can simultaneously watch videos and read explanations from math teachers.
Keywords: Learning process; deaf; distance learning

Global Data Barometer - First Edition - Davies, Tim; Fumega, Silvana (Zenodo, 2022)

An Analysis of COVID-19 Student Learning Loss - Patrinos, Harry Anthony; Vegas, Emiliana; Carter-Rau, Rohan (World Bank, 2022)
COVID-19 caused significant disruption to the global education system. Early reviews of the first wave of lockdowns and school closures suggested significant learning loss in a few countries. A more recent and thorough analysis of recorded learning loss evidence documented since the beginning of the school closures between March 2020 and March 2022 finds even more evidence of learning loss. Most studies observed increases in inequality where certain demographics of students experienced more significant learning losses than others. But there are also outliers, countries that managed to limit the amount of loss. This review aims to consolidate all the available evidence and documents the empirical findings. Thirty-six robust studies were identified, the majority of which find learning losses on average amounting to 0.17 of a standard deviation, equivalent to roughly a one-half year’s worth of learning. These findings confirm that learning loss is real and significant, even compared to the first year of the pandemic. Further work is needed to increase the quantity of studies produced, and to ascertain the reasons for learning loss and in a few cases mitigation of loss.
Keywords: Coronavirus Impact on Learning; Covid-19 Student Learning Loss; Education; Education Disruption; Educational Inequality; Human Capital Accumulation; Learning Inequality; Pandemic Education Impact; Remote Learning Quality; School Lockdowns; Systematic Education Review

Exploring the Landscape for Digital Education: Observations from Kenya, Nigeria, and Senegal - USAID (2022)

When teachers are asked to deploy other teachers, we learn a lot about teacher preferences - McBurnie, Chris; Godwin, Katie; Bernard-Jones, Lydia (EdTechHub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Making strides to make digital literacy facilities accessible to children across Sierra Leone - Mason, Harriet (UNICEF Sierra Leone, 2022)
Making strides to make digital literacy facilities accessible to children across Sierra Leone

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Vietnam Education: Reform policies, “winning formula”, and the status quo - Hanh, Hoang Phuong; Vinh, Le Anh (2022)
Shaking off the remnants from a long-lasting period of colonization and conflicts, the 35-year span from 1986 with multiple comprehensive reforms has transformed Vietnam from a country of war to an “emerging dragon” across all social and economic sectors, including education. Vietnam made an impressive success story of the efficiency of investment in education given its top position in the PISA average score ranking and international academic competitions. This article accounts for the major post-1986 changes of Vietnam’s education system, the country’s “success formula” as well as lapses. Recommendations for educational policymakers and educators regarding the role of the education sector in the coming ever-disruptive social and economic context will be discussed as concluding remarks.

DRAFT Technical Report: Impacts of a 2-year EdTech program on early primary learning in Malawi amid disruptions due to COVID-19 - Imagine Worldwide (2022)

Education Sector Plan (ESP 2020-2024) : Updating the National Education Strategic Plan (NESP 2020-30) and Accompanied by a Costed Action Plan (2020-2023) - World Bank (World Bank Group, 2022)
Keywords: ⛔ No INSPIRE recid found

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

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

Telementoring and homeschooling during school closures: A randomized experiment in rural Bangladesh - Hassan, Hashibul; Islam, Asad; Siddique, Abu; Wang, Liang Choon (SocArXiv, 2022)
Using a randomized controlled experiment in 200 Bangladeshi villages, we evaluate the impact of over-the-phone mentoring and homeschooling support delivered by volunteers on the learning outcomes of primary school children during school closures caused by the coronavirus pandemic. The telementoring program improved the learning outcomes of treated children by 0.75 SD and increased homeschooling involvement of treated mothers by 0.64 SD. The impacts on learning are driven primarily by the direct mentoring of children and to some extent also by the increased homeschooling involvement of mothers. Academically weaker children and households from lower socioeconomic backgrounds benefitted the most from telementoring.

Telementoring and homeschooling during school closures: A randomized experiment in rural Bangladesh - Hassan, Hashibul; Islam, Asad; Siddique, Abu; Wang, Liang Choon (SocArXiv, 2022)
Using a randomized controlled experiment in 200 Bangladeshi villages, we evaluate the impact of over-the-phone mentoring and homeschooling support delivered by volunteers on the learning outcomes of primary school children during school closures caused by the coronavirus pandemic. The telementoring program improved the learning outcomes of treated children by 0.75 SD and increased homeschooling involvement of treated mothers by 0.64 SD. The impacts on learning are driven primarily by the direct mentoring of children and to some extent also by the increased homeschooling involvement of mothers. Academically weaker children and households from lower socioeconomic backgrounds benefitted the most from telementoring.

Telementoring and homeschooling during school closures: A randomized experiment in rural Bangladesh - Hassan, Hashibul; Islam, Asad; Siddique, Abu; Wang, Liang Choon (SocArXiv, 2022)
Using a randomized controlled experiment in 200 Bangladeshi villages, we evaluate the impact of over-the-phone mentoring and homeschooling support delivered by volunteers on the learning outcomes of primary school children during school closures caused by the coronavirus pandemic. The telementoring program improved the learning outcomes of treated children by 0.75 SD and increased homeschooling involvement of treated mothers by 0.64 SD. The impacts on learning are driven primarily by the direct mentoring of children and to some extent also by the increased homeschooling involvement of mothers. Academically weaker children and households from lower socioeconomic backgrounds benefitted the most from telementoring.

Gender Stereotypes in Education: Policies and Practices to Address Gender Stereotyping Across OECD Education Systems - Brussino, Ottavia; McBrien, Jody (OECD, 2022)
In spite of advances in recognising that girls and boys, and women and men, do not have to be bounded by traditional roles, gender stereotypes persist in education and beyond. Children and youth are affected by gender stereotypes from the early ages, with parental, school, teacher and peer factors influencing the way students internalise their gender identities. As such, not only is intervening in pre-primary education necessary, but also measures at the primary and secondary levels are key to eradicate gender stereotypes and promote gender equality. Based on the analytical framework developed by the OECD Strength through Diversity project, this paper provides an overview of gender stereotyping in education, with some illustrations of policies and practices in place across OECD countries, with a focus on curriculum arrangements, capacity-building strategies and school-level interventions in primary and secondary education.
Keywords: ⛔ No INSPIRE recid found

“How Dare They Peep into My Private Life?” - Han, Hye Jung (Human Rights Watch, 2022)
The 99-page report, “’How Dare They Peep into My Private Life?’: Children’s Rights Violations by Governments that Endorsed Online Learning during the Covid-19 Pandemic,” is grounded in technical and policy analysis conducted by Human Rights Watch on 165 education technology (EdTech) products endorsed by 49 countries. It includes an examination of 294 companies found to have collected, processed, or received children’s data since March 2021, and calls on governments to adopt modern child data protection laws to protect children online.
Keywords: ⛔ No DOI found

Governments Harm Children’s Rights in Online Learning - Human Rights Watch (Human Rights Watch, 2022)
Governments of 49 of the world’s most populous countries harmed children’s rights by endorsing online learning products during Covid-19 school closures without adequately protecting children’s privacy.

The impacts of remote learning in secondary education during the pandemic in Brazil - Lichand, Guilherme; Doria, Carlos Alberto; Leal-Neto, Onicio; Fernandes, João Paulo Cossi (Nature Human Behaviour, 2022)
The transition to remote learning in the context of COVID-19 might have led to dramatic setbacks in education. Taking advantage of the fact that São Paulo State featured in-person classes for most of the ﬁrst school quarter of 2020, but not thereafter, we estimate the eﬀects of remote learning in secondary education using a diﬀerences-in-diﬀerences strategy that contrasts variation in students’ outcomes across diﬀerent school quarters, before and during the pandemic. We also estimate intention-to-treat (ITT) eﬀects of reopening schools in the pandemic through a triplediﬀerences strategy, contrasting changes in educational outcomes across municipalities and grades that resumed in-person classes or not over 2020’s last school quarter. We ﬁnd that, under remote learning, dropout risk increased by 365% and test scores decreased by 0.32 s.d., as if students had only learned 27.5% of the in-person equivalent. Partially resuming in-person classes increased test scores by 20% relative to the control group.

Trends in Digital Personalized Learning in Low- and Middle-Income Countries: Executive Summary - UNICEF (UNICEF, 2022)
Landscape review | Taking stock of personalized learning solutions in low and middle-income countries

Teachers’ experiences of ICT training in Nepal: how teachers in rural primary schools learn and make progress in their ability to use ICT in classrooms - Rana, Karna; Greenwood, Janinka; Henderson, Robyn (Technology, Pedagogy and Education, 2022)
This article reports on teachers’ experiences of ICT training in rural areas of Nepal. It discusses aspects of policy documents to help understand the Nepali educational context, before highlighting the challenges of establishing and maintaining infrastructure and professional learning opportunities across a country with challenging terrain and extreme environmental conditions. It then examines teachers’ perceptions in five rural primary schools about their experiences of training to use modern educational technologies in instructional activities. The findings indicate that none of the teachers received training in the use of ICT in their initial teacher education and that the Government has allowed non-governmental organisations to provide ICT infrastructure and training for rural schools and teachers. Although this is a small study, it offers insights into the gap between policy and practice and highlights the contextual challenges of Nepal’s attempts to operate on a global educational level as well as the challenges for teachers.
Keywords: ICT training; Nepal education; TPACK; rural education; teacher professional development

Livrable 5: Guide pratique pour les enseignants: comment utiliser la plateforme numérique? - Messa, Angele; Rasolohery, Hasiniavo; Koomar, Saalim (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

The State of Global Learning Poverty: 2022 Update - Azevedo, Joao Pedro; Rogers, Halsey; Ahlgren, Ellinore; Akmal, Maryam; Cloutier, Marie-Helene; Ding, Elaine; Raza, Ahmed; Ning Wong, Yi; Montoya, Silvia; Chakroun, Borhene; Chang, Gwang-Chol; Guerriero, Sonia; et al. (The World Bank, 2022)

Cambodia’s Ecosystem for Technology Startups - Ek, Sopheara; Vandenberg, Paul (Ecosystems for Technology Startups in Asia and the Pacific, 2022)

EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? - Jordan, Katy; Myers, Christina (Faculty of Education, 2022)
Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls’ education. However, the existing evidence base in relation to girls’ learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender [7]. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019.We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.

National Strategy for Out-of-School Children in Sierra Leone - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2022)

Education opportunities for Girls in Nigeria - UNICEF (2022)

Lessons from Kenya’s Education Reforms - World Bank (2022)

Teachers’ virtual communities of practice: A strong response in times of crisis or just another Fad? - Ghamrawi, Norma (Education and Information Technologies, 2022)
The purpose of this study was to investigate the perceived effectiveness of a virtual community of practice (vCoP) designed to support knowledge and expertise sharing between K-12 teachers during Covid-19 pandemic. Besides, it aimed at exploring the potential of such vCoPs in delivering effective professional development, in general, and during crisis in particular. The vCoP was developed by the researcher herself as part of a consultancy to the UNESCO. The sample included 696 participants who were members of the vCoP. The research methodology adopted was mixed methods. Quantitative data was collected through surveying; and qualitative data was collected through 8 focus group interviews each involving 6 participants. Statistical analysis was used to analyze survey data, while interviews data was analyzed using theme-based analysis. Findings showed that participants viewed vCoPs as effective tools for e-professional development in general and during crisis in particular. Facilitators and blockers confronting vCoP nourishment are presented and discussed. Discussions and conclusions are offered at the end of the study.
Keywords: Covid-19 pandemic; Crisis education; Professional development; Remote education; Social networking; Virtual communities of practice

EdTech and Girls Education in Low- and Middle-Income Countries: Which Intervention Types Have the Greatest Impact on Learning Outcomes for Girls? - Jordan, Katy; Myers, Christina (Association for Computing Machinery, 2022)
Gender-based inequality in access to education is an issue of global concern. The use of educational technology is often cited as a potential way to help close educational gaps and promote girls' education. However, the existing evidence base in relation to girls' learning outcomes when using educational technology in low-income countries is limited. The evidence base was recently boosted by a study in which findings from classic educational development studies were revisited and disaggregated by gender. In this paper, we present a secondary analysis of this dataset, focusing specifically on the educational technology-focused interventions, and sourcing additional data. The analysis comprises 35 interventions, reported across 15 publications, published between 2003 and 2019. We discuss the relative efficacy of different types of educational technology interventions by comparing effect sizes of learning outcomes for girls. The findings suggest that interventions which focus on distributing hardware alone have mixed - and sometimes negative - effects on learning outcomes for girls. The impact of software-focused interventions is more positive, particularly personalised learning applications. Furthermore, we consider characteristics of the studies included in the analysis, and identify gaps in the literature which will help shape research in this field in the future.
Keywords: educational technology; equity; gender; girls education; international development; low- and middle-income countries

Is the Movies and Mobiles intervention a smart investment? - Orozco-Olvera, Victor; Rascón-Ramírez, Ericka G. (2022)