Experimental education research: rethinking why, how and when to use random assignment - Sims, Sam; Anders, Jake; Inglis, Matthew; Lortie-Forgues, Hugues; Styles, Ben; Weidmann, Ben (UCL Centre for Education Policy and Equalising Opportunities, 2023)
Over the last twenty years, education researchers have increasingly conducted randomised experiments with the goal of informing the decisions of educators and policymakers. Such experiments have generally employed broad, consequential, standardised outcome measures in the hope that this would allow decisionmakers to compare effectiveness of different approaches. However, a combination of small effect sizes, wide confidence intervals, and treatment effect heterogeneity means that researchers have largely failed to achieve this goal. We argue that quasi-experimental methods and multi-site trials will often be superior for informing educators' decisions on the grounds that they can achieve greater precision and better address heterogeneity. Experimental research remains valuable in applied education research. However, it should primarily be used to test theoretical models, which can in turn inform educators' mental models, rather than attempting to directly inform decision making. Since comparable effect size estimates are not of interest when testing educational theory, researchers can and should improve the power of theory-informing experiments by using more closely aligned (i.e., valid) outcome measures. We argue that this approach would reduce wasteful research spending and make the research that does go ahead more statistically informative, thus improving the return on investment in educational research.
Keywords: education; experiments; policy; randomized controlled trials; research

Emergence of national nutrition policy in the Lao People’s Democratic Republic: An analysis of collaborations between governmental and external actors - Sengchaleun, Viengsamay; Kounnavong, Sengchanh; Reinharz, Daniel (Tropical Medicine and Health, 2023)
In most developing countries, addressing malnutrition involves a coalition of stakeholders that includes the government and international development partners. This study explores the evolution of the malnutrition actor coalition landscape before and after the emergence of the National Nutrition Policy in the Lao People’s Democratic Republic (Lao PDR) in 2008.
Keywords: Coalition; Lao PDR; Malnutrition; Multisectoral collaborations; Nutrition policy; Stakeholders; ⛔ No INSPIRE recid found

Digital Personalised Learning to Improve Literacy and Numeracy Outcomes in Kenyan Classrooms - Daltry, Rebecca; Major, Louis; Sun, Chen; Otieno, Mary; Otieno, Kevin; Otieno, Rebecca Daltry, Louis Major, Chen Sun, Mary Otieno and Kevin (EdTech Hub, 2023)
This blog forms part of a wider research study on digital personalised learning to improve literacy and numeracy outcomes in Kenyan classrooms, and outlines emergent findings from a randomised controlled trial following the first two rounds of assessment (baseline and midline). The preliminary findings will be strengthened after further analyses and endline assessment.

The equalizing effect of teacher dashboards on feedback in K–12 classrooms - Knoop-van Campen, Carolien A. N.; Wise, Alyssa; Molenaar, Inge (Interactive Learning Environments, 2023)
Teacher dashboards provide real-time information about students’ performance and progress, which help K-12 teachers to adjust feedback to student’ specific needs during learning. Prior research indicated two problems with respect to how teachers provide feedback: (i) teachers do not always select the most effective feedback to support student’ learning and (ii) feedback is not allocated equally to students with different abilities. Specifically, process feedback is considered most effective yet is relatively scarce. In order to understand how dashboards influence the type and allocation of feedback, we compared characteristics of feedback given after dashboard consultation (dashboard-prompted feedback) to feedback triggered by teachers themselves or in response to students’ questions (human-prompted feedback) in thirty-five K-12 classrooms. Results showed that dashboards led to equal amounts of task and process feedback, while human-prompts led to much more task than process feedback and this difference was especially large for low-ability students. Hence the different types of dashboard-prompted feedback were more equally distributed among students of different ability levels. These results indicate that dashboards can have an important equalizing effect on teacher feedback practices.
Keywords: K-12; Teacher dashboards; ability levels; adaptive learning technology; feedback; learning analytics

Digital literacy through Let’s Read app to improve the reading interest of elementary school students - Samsudin, Dea Fariska Ardiana; Rahmawati, Fitri Puji (International Conference on Learning and Advanced Education (ICOLAE 2022), 2023)
This study aimed to determined digital literacy through Let's Read application (app) as an innovation to increase students’ reading interest and to find out the results of using the let's read app in reading activities in elementary schools. The method used in this study was descriptive qualitative with a case study design. The authors collected...

International Development Association Project Paper on a Proposed Additional Credit in the Amount of Sdr 521.3 Million (us$700.0 Million Equivalent) to the Federal Republic of Nigeria for the Adolescent Girls Initiative for Learning and Empowerment Project - World Bank (2023)

Usability Testing of a Mobile-based Learning Management System for Teacher Continuous Professional Development in Tanzania - Kondoro, Aron; Maro, Salome; Mtebe, Joel; Haßler, Björn; Proctor, Jamie; EdTech Hub (The International Journal of Education and Development using Information and Communication Technology, 2023)
The last two decades have seen the growing adoption of mobile devices to enhance the quality of teachers' continuous professional development (TCPD) in low-income countries. Using mobile devices, typically not designed for educational use, presents new usability challenges, preventing teachers from effectively accessing learning materials in learning management systems (LMS). Therefore, it is important to test usability to improve the delivery of TCPD via mobile devices. This study evaluated the usability of TCPD-focused mobile-based LMS accessed via a mobile web browser and mobile app. The evaluation used a hybrid think-aloud method involving 63 teachers from 12 schools in Tanzania. Half of the schools were evaluated using a concurrent think-aloud method, and the other half using a retrospective think-aloud method. The study found that teachers encountered many usability problems in using the mobile app compared to those who accessed the LMS via mobile web browsers. The study also found usability flaws in the registration and login process, poor language translation, technical errors, and issues with quiz questions. These findings show the importance of user testing, even for well-developed LMS, such as Moodle. Additionally, this work provides useful guidance for those who want to implement mobile learning via an LMS in low-income countries.
Keywords: ⛔ No DOI found

PISA 2022 ICT Framework - OECD (PISA 2022 Assessment and Analytical Framework, 2023)

Report of Case Studies on Responses to the Covid-19 Pandemic in Africa’s Educational Systems - Kiru, Elisheba; Ochieng, Vollan; Wawire, Brenda; Habiamana, Oliver; Ngware, Moses (APHRC, 2023)
This report presents case studies from seven African countries (i.e., Burkina Faso, Kenya, Malawi, Mali, Mozambique, Niger, and Nigeria) that implemented programs and innovations in response to the effects of the COVID-19 pandemic on the education systems. The report provides insights into building resilience within Africa’s education systems for the future. The case studies fill existing knowledge gaps on promising practices and add value to discussions on the contextual drivers that facilitated the implementation of the interventions, including active government involvement in mobilizing and supporting the initiatives. The programs include the PRONAE national school feeding program in Mozambique, the online teacher professional development program in Kenya, teacher training in Niger, back-to-school campaigns in Malawi, basic education training in internally displaced camps in Burkina Faso and Niger, and initiatives addressing sexual and gender-based violence in Mali. The case studies also seek to examine the extent to which the interventions addressed gender, equity, and inclusion. For the Global Partnership for Education (GPE) partner countries, these case studies provide valuable information regarding the operations of education systems and the well-being of learners.

Digital Application Akelius as a Blended Learning Tool - Manapbayeva, Zhannura; Aliyeva, Dinara (2023 IEEE 12th International Conference on Intelligent Data Acquisition and Advanced Computing Systems: Technology and Applications (IDAACS), 2023)
The article deals with modern approaches to the problem of blended learning, which are based on different criteria for organizing the learning environment depending on the expected learning outcomes. The advantages of blended teaching Russian as a foreign language are creating an individual learning trajectory, taking into account the level of language proficiency, the changing social environment (students are children of migrants), and an inclusive environment. The authors demonstrate the possibilities of using the Akelius digital application for teaching Russian as a foreign language, based on the experience of using it in a blended learning format, possible ways of using the Akelius application in the educational process when teaching language literacy in combination with traditional forms of education. The article focuses on the advantages of this application, built on the principle of a communicative-activity approach, which involves situational learning of a foreign language and is in the nature of inclusion of everyday communication in the language environment. The role of the teacher in the organization of the educational process when learning a new language in conditions of blended learning has also been noted. The authors offer modern teaching technologies that contribute to the transformation of the learning environment into a creative process of socialization of migrant children; demonstrate a lesson model with the use of the Akelius digital application.
Keywords: Akelius digital application; Data acquisition; Education; Hybrid learning; Organizations; Task analysis; Training; Trajectory; blended learning; methodology for teaching a foreign language

Ghana’s Education Reforms in Spotlight - Ministry of Education Ghana (2023)

Strengthen Educational Accountability in Ghana (SAGES) - A USAID-funded program - U.S Embassy - Ghana (USAID News & Events, 2023)

Nudging parents and teachers to improve learning and reduce child labor in Cote d’Ivoire - Wolf, Sharon; Lichand, Guilherme (npj Science of Learning, 2023)
Whether SMS-based nudge interventions can increase parent engagement and improve child learning outcomes across diverse contexts such as rural West Africa is unknown. We conducted a school-randomized trial to test the impacts of an audio or text-message intervention (two messages per week for one school year) to parents and teachers of second and fourth grade students (N = 100 schools, 2246 students) in Cote d’Ivoire. Schools were randomly assigned to have messages sent to (i) parents only, (ii) teachers only, (iii) parents and teachers together, or (iv) control. There were statistically non-significant impacts of the parents-only treatment on learning, although with typical effect sizes (d = 0.08, p = 0.158), and marginally statistically significant increases in child labor (d = 0.11, p < 0.10). We find no impacts of the other treatment conditions. Subgroup analyses based on pre-registered subgroups show significantly larger improvements in learning for children with below-median baseline learning levels for the parents-only arm and negative impacts on learning for girls for the teachers-only arm, suggesting different conclusions regarding impacts on equity for vulnerable children.
Keywords: Economics; Education

Disability and caregiver burden: Unique challenges in a developing country - Hewawitharana, Bimba D.R.; Wijesinghe, Champa J.; De Silva, Aruna; Phillips, John P.; Hewawitharana, Gemunu P. (Journal of Pediatric Rehabilitation Medicine, 2023)
PURPOSE:This study aimed to identify factors, including degree of disability, that contribute to the caregiver burden of raising children with cerebral palsy in Sri Lanka.METHODS:Participants were caregivers of children with cerebral palsy attending the pediatric neurology clinic of the only tertiary care center in southern Sri Lanka. The locally validated Caregiver Difficulties Scale (CDS) was administered, and demographic information was obtained in a structured interview. Disability data was accessed through the medical record.RESULTS:Of 163 caregivers who participated in this study, 133 (81.2%) demonstrated a moderate to high level of burden, and 91 (55.8%) were at high risk for psychological burden. In the bivariate analysis, caregiver burden significantly correlated with degree of physical disability based on the Gross Motor Function Classification System (GMFCS) and the Manual Ability Classification System (MACS), the presence of medical co-morbidities, and having two or more children. However, only the GMFCS level and number of children remained significant predictors of caregiver burden after controlling for confounding effects.CONCLUSION:Raising a child with cerebral palsy in Sri Lanka is likely to cause caregiver burden, particularly if they have a high level of disability or one or more siblings. Monitoring caregiver burden as part of routine cerebral palsy management is important, which allows targeting psychosocial support to families most in need.

International experience of using E-learning during pandemics and military conflicts - Bakhmat, Nataliia; Krasnoshchok, Inna; Voron, Olha (E-Learning Innovations Journal, 2023)
The spread of the COVID-19 pandemic and certain military conflicts and wars in different regions have become recent critical conditions in the social development of humanity, which has led to the active spread of the electronic knowledge acquisition system. Therefore, the experience of studying the peculiarities of e-learning implementation during a pandemic and military conflicts has become relevant. The purpose of this study is to implement a comprehensive review and analysis of existing scientific works on the use of e-learning in crisis conditions. For this purpose, PubMed, Scopus, WebofScince were chosen as the main scientific and metric databases, and Ebsco and Sherpa Romeo were used as additional ones. The criteria for including the literature are based on relevance, relevance to the research topic, and the availability of a detailed methodology. In addition, the emphasis was placed on the works of less than 5 authors and publications written since 2014. Thus, based on these criteria, 62 items were selected for analysis. The analysis was based on thematic and comparative methods. The results characterize the dynamics of the emergence of scientific papers on e-education. It is determined that high rates of interest are present in 2020 and 2022 (both 27.42% of the total). It has also been found that modern countries use various electronic tools to adapt to the crisis: learning platforms, management systems, electronic communications, and electronic journals. The conclusions show that international experience shows that the global education system is adapting to the challenges. E-education has also proven to be effective during military conflicts, in particular the experience of Saudi Arabia, Syria, Ukraine and other countries, which indicates the widespread use of e-education elements.
Keywords: critical conditions; development; electronic technologies; global educational system; war conditions

Cambodia Dataset - International Monetary Fund (2023)

Timor-Leste - International Monetary Fund (2023)
Keywords: ⛔ No INSPIRE recid found

High-quality education for better sustainability and resiliency - Prazian, Michael V; Prykhodko, Viktoria M (IOP Conference Series: Earth and Environmental Science, 2023)
The world meets poly crises in climate, pandemic, energy, food, human rights, and migration; hot and cold wars have come in Europe and other regions. The scope of the tasks becomes unprecedented, and their complexity demands high-level skill sets and teaching culture. Education moves into epicentres of the fight for better sustainability and resilience. The United National Sustainable Development Goals Four (SDG4) supposes allocating and diligently using several trillion US dollars for the next decades. The ambitious goals drive the educational system to be at a decent level regarding outcome and process. Saving gratitude to functions of a fundamental human right, a public good, gender equality, and an absolute right to education for all, the author urges that high-quality education is the priority because it will help society to cope with a new level of challenges and even existential threats the climate-like. The article describes the methodology and the importance of soft-hard skills for teaching and learning. The secondary-based sources research illustrates practical results regarding the educational process. The Triple Bottom Line principle (Planet, Profit, People) encompasses many disciplines engaging the main aspects of sustainability and resiliency and climate change for the university curricula in a coherent way. The article considers future trends in high education and case studies connected with the European Green Deal, environmental, social, and governance (ESG) reporting and practical aspects of Green Growth and De-Growth Theory. The Quality of Education reflects the regulator’s requirements and social and personal expectations. Life-long learning becomes a norm. The authors consider university products, processes and platforms through the lens of future trends, threats and opportunities. In times of turbulence, the results obtained through students’ upskilling and reskilling programs should fit the demands of new jobs, technologies, and financial mechanisms.

What Explains Vietnam's Exceptional Performance in Education Relative to Other Countries? Analysis of the 2012, 2015, and 2018 PISA Data - Dang, Hai-Anh; Glewwe, Paul; Lee, Jongwook; Vu, Khoa (Economics of Education Review, 2023)
Despite being the poorest or second poorest participant, Vietnam outperformed all other developing countries, and many wealthier countries, on the 2012, 2015, and 2018 PISA assessments. We investigate Vietnam's strong performance, evaluating several possible explanations for this apparent exemplary achievement. After correcting for potentially non-representative PISA samples, including bias from Vietnam's large out-of-school population, Vietnam remains a large positive outlier conditional on its income. Possible higher motivation of, and coaching given to, Vietnamese students can at most only partly explain Vietnam's performance. The child-, household- and school-level variables in the PISA data explain little of Vietnam's strong PISA performance relative to its income level. At most, they explain about 30% of Vietnam's exceptional performance in math and reading. Further research is needed to understand the exceptional performance of Vietnamese students.
Keywords: PISA; Vietnam; education; enrollment; student learning; test scores

Stakeholders’ perspectives of enablers and barriers to successfully implementing an integrated early childhood development program in an informal urban settlement in Kenya - Ssewanyana, Derrick; Martin, Marie-Claude; Angwenyi, Vibian; Kabue, Margaret; Proulx, Kerrie; Zhang, Linlin; Malti, Tina; Njoroge, Eunice; Nasambu, Carophine; Marangu, Joyce; Odhiambo, Rachel; Ombech, Eunice; et al. (SAGE Open, 2023)
Integrated early childhood development (ECD) programs boost child health and developmental outcomes. However, the factors contributing to the successful implementation of such programs in informal urban settlements are not well researched. We conducted 14 focus group discussions and 13 key informant interviews with 125 caregivers of children under the age of 5 years and stakeholders, exploring their views on enablers and barriers to implementing an integrated ECD program in an informal settlement in Kenya. Strategic engagement, capacity building, transparency, fair compensation of ECD workforce, communication skills, and the need to tailor ECD programs to local realities were discussed. An equity-focused implementation approach for integrated ECD programs is timely.

Ethical Aspects of Faking Emotions in Chatbots and Social Robots - Indurkhya, Bipin (arXiv, 2023)
Telling lies and faking emotions is quite common in human-human interactions: though there are risks, in many situations such behaviours provide social benefits. In recent years, there have been many social robots and chatbots that fake emotions or behave deceptively with their users. In this paper, I present a few examples of such robots and chatbots, and analyze their ethical aspects. Three scenarios are presented where some kind of lying or deceptive behaviour might be justified. Then five approaches to deceptive behaviours - no deception, blatant deception, tactful deception, nudging, and self deception - are discussed and their implications are analyzed. I conclude by arguing that we need to develop localized and culture-specific solutions to incorporating deception in social robots and chatbots.
Keywords: Computer Science - Robotics; I.2.9

Use of Assistive Education Technologies to Support Children with Visual and Hearing Difficulties in the East Asia and Pacific Region - Yarrow, Noah; Pynnonen, Lauri; Song, Chuyu; Bhardwaj, Riaz; Spiezio, Mario (World Bank, 2023)
Evidence on the uptake, use, and impact of EdTech at scale on participation and learning among students with disabilities in low- and middle-income countries remains very limited. This report presents findings on access to EdTech for children with difficulties in hearing and vision in middle-income countries (MICs) in the East Asia and Pacific (EAP) region using three approaches: (i) a systematic regional literature review; (ii) interviews with 17 actors from the education technology private sector across the EAP region; and (iii) case studies from four countries: Vietnam, the Philippines, China, and Tonga. The main findings from the literature review are that most EdTech solutions in EAP MICs were applied at very small scale, with a focus on the tech testing stage, and only two of the 13 identified studies from a sample of 1,661 studies measured changes in student learning outcomes. The private sector interviews indicate qualitatively that most actors in this space are unaware of the needs of children with vision and hearing disabilities, and that other challenges such as profitability and general inequalities related to access to devices and high-speed internet receive the most attention. The case studies report no examples of national deployment of any assistive education technology, though there are multiple examples of small-scale digital approaches developed by individual schools or NGOs and shared locally or, in two cases, regionally. In looking at country contexts for the case studies, we found a lack of publicly available data on spending for assistive EdTech in EAP, a lack of data on (a) prevalence of disabilities among the student population, (b) student learning, and (c) student persistence in higher grades. We examine new data on policy-maker estimates of access and inclusion of children with disabilities, and find that despite support for inclusion, there is large scope for improving data collection, service delivery and access to assistive EdTech in MICs in the EAP region.

Revolutionizing Text Data Analysis with AI Autocoding with NVivo - Lumivero (Lumivero, 2023)
As the original AI qualitative data analysis software, NVivo has fine-tuned the autocoding feature that lets researchers conduct text data analysis with AI to detect and code themes and sentiments.

Seeking sustainable solutions in refugee education: Who pays? - Naylor, Ruth Naylor (The Education and Development Forum (UKFIET), 2023)
Inclusion of refugees in national education systems is seen by UNHCR, and many others, as the most sustainable solution for protecting refugees’ right to education. But when a low-income country is…

Perplexity AI: Review, Advantages & Guide (2023) - Aayush (Elegant Themes Blog, 2023)
AI assistants are changing how we interact with technology, helping us with tasks like answering questions and creating content. Google and Bing have already added AI like Bard and Bing Chat to their platforms. However, there’s a new player in the market: Perplexity AI. In this post, we will look at Perplexity AI and its […]

bwallace/abstrackr-web - Wallace, Byron (2023)
web-based citation screening tool

AI language tools risk scientific diversity and innovation - Nakadai, Ryosuke; Nakawake, Yo; Shibasaki, Shota (Nature Human Behaviour, 2023)
Keywords: Cultural evolution; Scientific community

The creation of a nudging protocol to support online student engagement in higher education - Brown, Alice; Lawrence, Jill; Basson, Marita; Axelsen, Megan; Redmond, Petrea; Turner, Joanna; Maloney, Suzanne; Galligan, Linda (Active Learning in Higher Education, 2023)
Combining nudge theory with learning analytics, ‘nudge analytics’, is a relatively recent phenomenon in the educational context. Used, for example, to address such issues as concerns with student (dis)engagement, nudging students to take certain action or to change a behaviour towards active learning, can make a difference. However, knowing who to nudge, how to nudge or when to nudge can be a challenge. Providing students with strategic, sensitive nudges that help to move them forward is almost an art form. It requires not only technical skills to use appropriate software and interpret data, but careful consideration of what to say and how to say it. In this article a nudge protocol is presented that can be used in online courses to encourage student engagement with key course resources that are integral to supporting their learning.

Nigeria: Commission to Integrate Almajiri, Out-of-School Children System - Olugbemi, Adeniyi (Leadership, 2023)
Minister of state for education, Dr Yusuf Tanko Sununu, has said the federal government will soon integrate the over 10 million Almajirai and out-of-school children, with the establishment of National Commission for Almajirai and Out-of-School Children. He said this is with a view to teaching them skills to make them self-reliant.
Keywords: Education; Nigeria; West Africa

Reviews and reviewing: Approaches to research synthesis. An annual review of information science and technology (ARIST) paper - Smith, Linda C. (Journal of the Association for Information Science and Technology, 2023)
Abstract Reviews have long been recognized as among the most important forms of scientific communication. The rapid growth of the primary literature has further increased the need for reviews to distill and interpret the literature. This review on Reviews and Reviewing: Approaches to Research Synthesis encompasses the evolution of the review literature, taxonomy of review literature, uses and users of reviews, the process of preparing reviews, assessment of review quality and impact, the impact of information technology on the preparation of reviews, and research opportunities for information science related to reviews and reviewing. In addition to providing a synthesis of prior research, this review seeks to identify gaps in the published research and to suggest possible future research directions.
Keywords: _Added-ailr-2024

A systems thinking approach to e-learning on climate change: Capacity-building for junior high school teachers in the Philippines - Ignacio, John Trixstan Santos; Gonzales, Charlotte Kendra Gotangco; Lee-Chua, Queena (International Journal of Disaster Resilience in the Built Environment, 2023)
A mixed-method study was performed to determine the impact of integrating systems thinking (ST) into an electronic learning module for junior high school teachers in the Philippines. The study aims to assess how an ST approach to pedagogy compared against a conventional approach in terms of contribution to the participants’ global climate change content knowledge, holistic thinking and depth and accuracy of knowledge and reasoning.,The study implemented e-learning modules using an ST approach versus a conventional approach in teaching climate science to junior high school teachers. The paper presents quantitative data obtained from pre and posttests results of the 20 teacher-participants and qualitative data obtained during the focus-group discussion (FGD) after the implementation of the study.,The results from the statistical analysis indicated that the ST group obtained a significant increase in their assessment scores compared to the non-ST group, according to predetermined criteria. Content knowledge, depth and accuracy of knowledge and reasoning increased the most. The participants mentioned during the FGD that the module helped deepen their understanding of climate change.,The study was limited to 20 teacher-participants, but it has relevance for public school teachers in the country given that participants had raised concerns regarding the lack of training in their schools for teaching climate science. They admitted that they lacked critical information to include in climate change topics in their classes.,This paper shows how the ST approach can be used to teach climate change to junior high students. The e-learning module can provide teachers with better understanding, knowledge and reasoning to teach climate change to high school students more effectively.

Making Teacher Policy Work - World Bank (World Bank Group, 2023)
Making Teacher Policy Work (English)

Making Teacher Policy Work - World Bank (World Bank Group, 2023)
Making Teacher Policy Work (English)

ChatGPT Pricing, Explained: Plus & Tokens (2024) - Ch, David (Guides.ai, 2023)
ChatGPT Plus costs $20 per month ($23.80/month for EU + UK). The ChatGPT API costs $0.002 for every 1000 tokens.

EdTech, Learning and Equity: The EdTech Hub Research Portfolio - Haßler, Björn; Wagner, Dan; Outhwaite, Laura (EdTechHub, 2023)
Keywords: _internal; _r:AddedByMyEducationEvidence

Technology in Education: A Case Study on Viet Nam - Le, Anh Vinh; Luong, Minh Phuong; Do, Duc Lan; Tran, My Ngoc; Bui, Thi Dien (Global Education Monitoring Report Team and Viet Nam National Institute of Educational Sciences, 2023)

Making preschool STEM education accessible, affordable in Vietnam - HundrEd (2023)
KidsEdu is Vietnam's first preschool STEM curriculum validated by STEM.org. It aims to bring digital literacy to millions of preschool children, with focus on computational thinking and robotics. KidsEdu makes it possible to deliver preschool STEM program at fee as low as USD 3.5/student/month, by: localizing curriculum; sponsoring STEM labs; supporting preschool STEM teacher development.

Digital competencies and the 21 century skills of university teachers in Nigeria - Ogunbodede, Kolawole Francis; Ewata, Thompson O.; Kumar, Amit; Okediji, Oyekanmi Gabriel (European Journal of Interactive Multimedia and Education, 2023)
The study examined university teachers’ digital literacy in Nigeria’s south-south geopolitical region. The descriptive survey approach was used, and three research questions served as the study’s direction. Data were gathered via an online questionnaire. SPSS version 23 was used to calculate the mean and standard deviation after frequency counts and simple percentages were used to evaluate the data while the independent t-test was used to test the hypothesis. The online survey was distributed to 200 faculty members, and 91 of them fill it out, yielding a 46% response rate. The sample for the study consisted of 91 lecturers who answered the online survey. Two measurement and evaluation specialists and two experts in digital technology evaluated the questionnaire. Cronbach’s alpha was employed to determine the instrument’s dependability, and the result was 0.74. The results showed that university lecturers possess high levels of both fundamental and multidimensional digital competence. The survey found that among the difficulties experienced by university teachers in acquiring digital skills were a lack of opportunity for information and communication technology (ICT) training, the high cost of ICT literacy training, inadequate ICT facilities, and a lack of sponsorship. Lastly, the outcome of the hypothesis test indicates that there is no statistically substantial difference in the levels of digital competence between male and female university lecturers. Based on their findings, the researchers suggested that university administrators set up digital skills training for university faculty members as well as assistance and incentives to promote development of digital abilities. The government should be dedicated to education overall by investing adequate finances for teacher training, infrastructural development, and enhanced welfare programs to deliver excellent university education in this digital era.

Vietnam Digital Transformation Agenda - OpenDevelopment Vietnam (2023)
Vietnam is pushing toward Industry 4.0 with the government's Digital Transformation Agenda (DTA) to leverage digital technologies to drive economic growth, improve governance, and promote social development. Digital transformation is being promoted as the key to unlocking the country's two primary development goals: achieving net zero carbon emission by 2050 and becoming a high-income country

ChatGPT Pricing: How Much Does ChatGPT Cost? - Drapkin, Aaron (Tech.co, 2023)
ChatGPT has lots of different plans, models and services. But how much do they actually cost? We take a closer look.

Assessing Digital and Financial Literacy in Timor-Leste: A Survey on Knowledge, Skills and Access - United Nations Capital Development Fund Pacific Office (UNCDF, 2023)
Keywords: ⛔ No INSPIRE recid found

Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya - Jordan, Katy; Damani, Kalifa; Myers, Christina; Mumbi, Albina; Khagame, Phoebe; Njuguna, Lydia (African Educational Research Journal, 2023)
The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning.

paperdigest (AI-Powered Research Platform) (Paper Digest, 2023)
Based in New York, we serve users from thousands of universities & companies on search, review, text rewriting and more.

Why states can’t access N64bn UBEC fund – NGF - Zakariyau, Abdulrahman (Punch Newspapers, 2023)
The Nigeria Governors’ Forum has called for a review of the Universal Basic Education Commission Act to reduce the out-of-school children.

Conceptual modeling: Topics, themes, and technology trends - Storey, Veda C.; Lukyanenko, Roman; Castellanos, Arturo (ACM Computing Surveys, 2023)
Conceptual modeling is an important part of information systems development and use that involves identifying and representing relevant aspects of reality. Although the past decades have experienced continuous digitalization of services and products that impact business and society, conceptual modeling efforts are still required to support new technologies as they emerge. This paper surveys research on conceptual modeling over the past five decades and shows how its topics and trends continue to evolve to accommodate emerging technologies, while remaining grounded in basic constructs. We survey over 5,300 papers that address conceptual modeling topics from the 1970s to the present, which are collected from 35 multidisciplinary journals and conferences, and use them as the basis from which to analyze the progression of conceptual modeling. The important role that conceptual modeling should play in our evolving digital world is discussed, and future research directions proposed.
Keywords: _Added-ailr-2024

Proceedings of the Eleventh ACM Conference on Learning @ Scale (LAK '24: The 14th Learning Analytics and Knowledge Conference, 2024)

How Can EMIS be Designed and Implemented in Ways That Make Them Used and Useful? - Adam, Taskeen; Mitchell, Joel (EdTech Hub, 2024)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at education management information systems (EMIS). EMIS are pivotal in educational administration, facilitating the digitisation of processes and data to enable informed decision-making. However, persistent challenges impede their effectiveness. We examine why it is vital to consider how EMIS are designed and implemented, particularly with regard to the needs and contexts of low- and middle-income countries (LMICs). We consider constraints in technical capacity, limited funding, and insufficient user engagement. We identify concrete, evidence-based recommendations for how to make EMIS useful and used more frequently based on current and recent research. To enhance EMIS efficacy, there is a need to underscore utility and usability, ensuring the collection of pertinent data and user-friendly interfaces. Furthermore, the social implications of EMIS data on individuals and communities must be considered in order to meet their needs. We also explore areas for further consideration and include lists of resources relevant to EMIS and questions and solutions to consider. Keywords: education management information systems (EMIS); low- and middle-income countries (LMICs); user-centred design; evidence-based decision-making; EdTech; educational administration. An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

Summary: EdTech in Lao People's Democratic Republic - A Rapid Scan - Afzal, Nimra; Thang, Sarah; Tulivuori, Jukka; Thinley, Sangay; Mazari, Haani (EdTech Hub, 2024)
This document is a summary of a country scan on XYZ produced by EdTech Hub as part of the ASEAN-UK SAGE programme. EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Lao People's Democratic Republic. An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Impact of technology integration on education in emergency (EiE): An analysis of emergency remote education at K-12 level for girls in Afghanistan since 2020 - Ahmadi, Sima (Research Highlights in Technology and Teacher Education Special Edition, 2024)

Nigeria’s currency has fallen to a record low as inflation surges. How did things get so bad? | AP News - Asadu, Chinedu (AP News, 2024)

Annual Status of Education Report ASER-Pakistan 2023: National (Rural) - ASER Pakistan (2024)

Elevating Education at High Altitude: EdTech implementation in Gilgit-Baltistan - Aslam, M. Nawaz; Mazari, Haani; Hayat, Amal; Hassan, Syed Mustafa; Afzal, Nimra; Zahir, Jazib; Ministry of Federal Education and Professional Training, Pakistan (EdTech Hub, 2024)
Gilgit-Baltistan, located in the northernmost part of Pakistan, is a region known for its mountainous geography. Its complex geography creates challenges for education, such as geographic isolation and infrastructural limitations. While technology offers the potential to overcome these barriers of isolation, several infrastructural and capacity barriers prevent equitable access to EdTech. The Government of Gilgit-Baltistan has strived to respond to these barriers by introducing a more holistic EdTech implementation model that aims to contextualise solutions toward infrastructural and capacity needs. The study investigates the government’s reforms and initiatives to identify good practices and provide further recommendations to enhance EdTech implementation in Gilgit-Baltistan. It also considers the strengths and opportunities that shape Gilgit-Baltistan’s approaches to implementing EdTech through the 'STEAM' and 'Smart Schools' interventions. Key elements of the government’s approach to implementing EdTech include a focus on aligning intervention design with infrastructural needs, for example, by considering solarisation to improve access to power sources. The introduction of ‘hot spots’ to enable offline access to an LMS has enabled schools to access preloaded, curriculum-aligned teaching and learning materials. To overcome challenges in teacher capacity, the government invested in ‘Tech Fellows’ (IT graduates who support teachers with classroom integration) to bridge the gap between limited digital skills and implementation requirements. In this study, we find areas through which this model can be strengthened and highlight examples that implementers in low-resource settings can learn from. low-resource contexts; blended learning; Pakistan; Gilgit-Baltistan; digital skills; teacher training; solar energy; offline solutions An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

From EdTech to PedTech: Changing the way we think about digital technology - Aubrey-Smith, Fiona; Twining, Peter (Routledge, 2024)

Narrowing the data gap - Australian Council for Educational Research (ACER) (ACER Data Visualisations, 2024)

Lots of snakes but where are the ladders? Building environment-smart learning friendly schools responsive to extreme weather - Bangay, Colin (The Education and Development Forum (UKFIET), 2024)
Anyone who has ever been in a concrete-walled, corrugated iron-rooved building in the heat of the dry season or experienced the noise of a tropical rainstorm will appreciate how this can impact on…

EdTech for Out-of-School Children and Youth: A Rapid Evidence Review for the Southeast Asian Region - Barnes, Katrina; Mazari, Haani; Mitchell, Joel; Hayat, Amal; Zhao, Annette; Ullah, Noor; Emerusenge, Aime Parfait; D'Rozario, Jonny; Hinks, Jessica; Thinley, Sangay (EdTech Hub, 2024)
This publication is one part of a series of Rapid Evidence Reviews (RERs) that has been produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The programme aims to enhance foundational learning opportunities for all by breaking down barriers that hinder the educational achievements of girls and marginalised learners. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good practice in specific areas of EdTech in the Southeast Asian region. They are focused on topics which are particularly relevant to marginalised learners, and how to improve their access to education with technology. All the RERs are available at https://edtechhub.org/. This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) by and for out-of-school children and youth (OOSCY) in Southeast Asia. The review summarises how EdTech is currently being used with OOSCY learners in these contexts, explores how effective these implementations are, and highlights the benefits and challenges of using EdTech with different out-of-school learners. The review’s scope includes the following countries: Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste, and Vietnam. The review’s scope includes the following countries: Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste, and Vietnam. The RER aims neither to advocate nor discourage the use of technology to support education for OOSCY, but rather to provide an accessible summary of existing evidence on the topic so that educators, policymakers and donors might make informed decisions about the potential role of technology in delivering education for OOSCY. Key words: out-of-school children; rapid evidence review; RER; Southeast Asia; ASEAN; education technology; marginalised learners An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Summary: EdTech for Out-of-School Children and Youth - A Rapid Evidence Review for the Southeast Asian Region - Barnes, Katrina; Mazari, Haani; Mitchell, Joel; Hayat, Amal; Zhao, Annette; Ullah, Noor; Emerusenge, Aime Parfait; D’Rozario, Jonny; Hinks, Jessica; Thinley, Sangay (EdTech Hub, 2024)
This document is a summary of a rapid evidence review on EdTech for Out-of-School Children and Youth produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good practice in specific areas of EdTech in the Southeast Asian region. They are focused on topics which are particularly relevant to marginalised learners, and how to improve their access to education with technology. All the RERs are available at https://edtechhub.org/.An output of the EdTech Hub, https://edtechhub.org/ An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

EdTech for Education in Emergencies: A review of existing guidance and minimum standards - Barnes, Katrina; Ramesh Vasudevan, Sharanya; Hayat, Amal; Emerusenge, Aime Parfait; Zazai, Rozina (EdTech Hub, 2024)
EdTech Hub is seeking to work with the education in emergencies (EiE) sector to develop quality standards and guidance relating to the effective implementation of educational technology (EdTech) in crisis contexts. To ensure that this work is genuinely meaningful and helpful, it is important to understand what guidance is already available in this space, and what effective guidance could look like. To do this, we reviewed existing guidance documents relating to the design and implementation of EdTech in emergency contexts, along with materials from adjacent disciplines such as humanitarian work and technology design and development. By identifying key commonalities and persistent gaps across these documents, we were able to suggest what future guidance relating to EdTech in emergencies should include, and how this guidance should be developed. Keywords: EdTech; education in emergencies; guidance; minimum standards An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Basic Education Equivalency Program (BEEP) - BEEP (EdTech Center @ World Education, 2024)
BEEP is a mobile learning initiative that aims to provide out-of-school youth and adults in Cambodia the opportunity to upgrade their skills while working and to enhance access to continuing education and employment opportunities.
Keywords: ⛔ No INSPIRE recid found

Remote Supervision Options for School Quality Assurance Officers: Recommendations for a cost-effective and rapid develop-and-test process - Beoku-Betts, Iman; Ampofo, Rudolph; Haßler, Björn (EdTech Hub, 2024)
The Sierra Leone Secondary Education Improvement Programme II (SSEIP II) is a five-year programme funded by the UK Foreign, Commonwealth and Development Office (FCDO) to support the Ministry of Basic and Senior Secondary Education (MBSSE) to improve learning outcomes for students at secondary level and to increase the enrolment, retention and well-being of girls and children with disabilities in school. Part of the programme includes exploring the use of different digital tools for School Quality Assurance Officers (SQAOs), including tools for remote visits. In December 2022, the EdTech Hub collaborated with the Government of Sierra Leone and implementing partners of the Leh Wi Lan programme (continued under SSEIP II) to better understand what factors affect the variability in the activity levels of SQAOs and the level of engagement with digital tools by school principals. Based on the findings of this research, the SSEIP II project will look at supporting the MBSSE to formalise remote supervision options for the SQAOs, particularly for those with remote clusters. As part of this work, this report focuses on recommendations for how SQAOs can conduct remote school visits, particularly for schools in hard-to-reach areas.An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Gamified interventions for refugee children in primary education: A scoping study - Bizota, Katerina; Papadopoulou, Maria (GamiFIN Conference, 2024)
By the end of 2022, UNICEF reported a staggering figure of 45 million displaced children worldwide. A significant proportion of these children encounter obstacles in accessing and attaining quality education, particularly in the context of enriching learning opportunities in a second language. Gamification of learning is a design process that can augment an existing educational context by incorporating game elements. To grasp the nature and the full potential of gamification in language learning, a scoping study was applied to detect gamified interventions that were designed for refugee students aged 6-12 years old and implemented in various formal and informal environments. Research papers were selected and supplemented by web searches to trace online reports and relevant projects for refugees. In total, twenty-six (26) interventions were selected for the coding process. The findings were organized in a narrative synthesis of emerging learning practices that respond to several gamified perspectives relating to the needs and characteristics of the target population. The final section of the paper outlines lessons learned to inform practitioners on how to leverage gamification for future learning initiatives in various refugee settings.

East-Timor - Britannica (2024)

Laos | History, Flag, Map, Capital, Population, & Facts - Britannica (2024)
Keywords: ⛔ No INSPIRE recid found

Supporting Children’s Access and Retention in Education in Emergency, Fragile, and Conflict-Affected Contexts - Cameron, L.; Pon, C.; D'Angelo, S.; Cooper, K. (Global Partnership for Education Knowledge and Innovation Exchange, 2024)

Education System Resilience - Cameron, Leanne; Thomas, Elizabeth; Amenya, Donvan; West, Helen; Mugiraneza, Jean-Pierre; Page, Ella (Global Partnership for Education Knowledge and Innovation Exchange:, 2024)

TCPD in Tanzania: Design-Based Implementation Research Cycle 2 Recommendations - Chachage, Kristeen; Koomar, Saalim; Swai, Calvin; Massam, Winston; Hennessy, Sara; Masonda, Jonathan Paskali; Anthony, Gervace; Mrope, Winifrida Jacob; Malibiche, Mustafa; Mutura, Emmanuel; Mtenzi, Frederick; Komba, Aneth; et al. (EdTech Hub, 2024)
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or teacher continuous professional development [TCPD]) is a landmark teacher professional development programme being implemented by the Government of Tanzania. The research project, 'The Impact of a Tech-Supported, School-Based TPD Model on Learning Outcomes in Tanzania, using Design-Based Implementation Research (DBIR)', closely aligns with the Tanzania National TCPD implementation plan, to evaluate the implementation of MEWAKA at school level. This policy brief presents a summary of the key findings and recommendations from the second cycle of the DBIR carried out between September and November 2023. Keywords: TCPD; teacher professional development; design-based implementation research; primary education; Tanzania; communities of learningAn output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

In-depth Analysis: EU support for access to quality education in Sub-Saharan Africa - Chelpi-Den Hamer, Magali (European Parliament, European Union, 2024)
This in-depth analysis considers different European Union (EU) programmes that support access to quality education in Sub-Saharan Africa, from the perspectives of both development cooperation and humanitarian aid. It investigates how these programmes currently meet the needs of developing countries in Sub-Saharan Africa and where there are still gaps, noting particularly the role of local partners in this support system. The EU has been complying with its commitment to spend 10 % of humanitarian funding on education in emergencies since 2019. In percentage terms, the EU is the only donor doing so to date. The same commitment has been made for development aid in 2020 with the pledge to dedicate 10 % of the EU development budget to educational activities. This has brought light to the EU’s role in supporting the development of human capital in the Global South, with a specific focus on SubSaharan Africa.

Teaching and Learning of Mathematics in the Context of the National Numeracy Programme in Malawi: Findings from a rapid in-depth qualitative study - Correa de Oliveira, André; Kanyoza, Charity; Smart, Theresa; Lurvink, Anne-Fleur; Boilo, Violet; Kadzamira, Esme; Haßler, Björn (EdTech Hub, 2024)
To inform the development of Malawi's National Numeracy Programme (NNP), EdTech Hub worked with the Directorate of Quality Assurance Services (Malawi), Cambridge Education, and the UK Foreign, Commonwealth and Development Office (FCDO) to examine the NNP’s components during its extended pilot phase during the 2022–2023 school year, and explore how these might be refined to improve teaching and learning of mathematics in Malawi. In-depth qualitative research in four schools was undertaken to obtain feedback on the programme’s components from teachers, head teachers, and Primary Education Advisors. The study’s methodology incorporated semi-structured interviews, focus group discussions, lesson observations, learning circle observations, training observations, and ethnographic methods. Additionally, a mathematics specialist conducted an independent, in-depth, desk-based review of the NNP teaching and learning resources to refine the study’s analysis. This report summarises the principal findings from the study. Keywords: Malawi, mathematics, numeracy, teacher continuous professional development, teacher learning circles An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Designing Teacher Learning Circles for Improved Foundational Numeracy Outcomes: Findings from the National Numeracy Programme in Malawi - Correa de Oliveira, André; Plaut, Daniel; Kanyoza, Charity; Boilo, Violet; Chidothi, Emmanuel; Kadzamira, Esme; Mpoola, Dorothy; McBurnie, Chris; Phiri, Magret; Haßler, Björn (EdTech Hub, 2024)
The Malawi National Numeracy Programme (NNP) was designed in 2020 in partnership with the Malawi Ministry of Education and Cambridge Education (Mott McDonald), funded by the UK Foreign, Commonwealth and Development Office (FCDO). Building on findings from a prior qualitative review of the NNP's programme components, EdTech Hub proposed a new phase of design-based implementation research (DBIR) to be undertaken in Term 2 of the 2022–2023 school year to refine the school-based teacher continuous professional development (TCPD) model of the NNP. As part of the research, EdTech Hub developed a new TLC guide to be tested in schools. Through observations, focus group discussions, and interviews, the Hub gathered teacher feedback and used it to co-design and iterate on this guide alongside teachers. This report summarises the principal findings from the study. It also outlines the research background, methodology, findings, and recommendations for the programme moving forward. Keywords: teacher continuous professional development, teacher learning circles, National Numeracy Programme (NNP), Malawi, design-based implementation research An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Lessons on Implementation: Stakeholders’ Experiences with Digital Personalized Learning Platforms - D'Angelo, Sophia; Barón, Juan; Mazari, Haani; Morales, Daniel; Tabares, Santiago Ospina; Santos, Paola Polanco; Kaye, Tom (World Bank, 2024)

The Complete Guide to Mobile Data Collection - Dimagi Inc (2024)

The Disasters Emergency Committee (DEC) Lessons Paper: Strategic period 2020-2024 - Disasters Emergency Committee (2024)

Special edition for the African Union Year of Education 2024 - Education Finance Watch (World Bank, 2024)

Student engagement and teaching presence in blended learning and emergency remote teaching - Fan Su, Di Zou; Wang, Lixun; Kohnke, Lucas (Journal of Computers in Education, 2024)
Keywords: ⛔ No DOI found

Climate Change and Education: From evidence to action - Fitzpatrick, Rachael; Amenya, Donvan; McAleavy, Tony (Education Development Trust, 2024)
Over the past ten years, the world’s poorest countries have experienced nearly eight times as many natural disasters compared to three decades ago. This report considers the impacts of the global climate emergency on school education in low-income countries, and explores how to address the negative consequences it has on learning.

EdTech to Support Blended Learning in Mozambique: A curated list of EdTech interventions - Flam, Rebekka; Ramesh Vasudevan, Sharanya; Coutrim, Erica (EdTech Hub, 2024)
This document was produced in response to a request from the UNICEF Mozambique country office submitted to the EdTech Hub Helpdesk in November 2023. The UNICEF team requested a curated list of blended learning approaches and resources that are relevant to the Mozambique context, with a special focus on resources that are implemented or sourced from the Eastern and Southern Africa region. In response, the EdTech Hub Helpdesk has created this report to provide contextual and background information on the blended learning landscape in Eastern and Southern Africa, with a specific focus on Mozambique, along with a list of resources on blended learning. Keywords: blended learning; hybrid learning; Africa; Mozambique An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme - Foreign, Commonwealth Development Office (GOV.UK, 2024)

UK Government Support for Girls’ Education Worldwide - Foreign, Commonwealth & Development Office (GOV.UK, 2024)
Keywords: ⛔ No INSPIRE recid found

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

Using AI to Automate the Literature Review Process in Education: A Topic Brief - Haßler, Björn; Hassan, Syed Mustafa; Klune, Christopher; Mansour, Hassan; Friese, Laila (EdTech Hub, 2024)
Systematic literature reviews are often conducted manually in many research organisations. This topic brief explores the use of AI to automate the literature review process in the field of EdTech in order to improve the speed and efficiency of creating literature reviews across the sector. The topic brief is guided by the following questions: What tools are available for organisations and projects to use to automate evidence reviews? How appropriate are existing tools? Are they easy to use? Do they have licensing or cost barriers? How advanced are these AI tools? What tools are other organisations using to present the best evidence quickly? Is there value in building a bespoke AI tool to help identify, review, and synthesise evidence for literature reviews on education in low- and middle-income countries (LMICs)? What are the pros and cons of building a bespoke AI tool focusing on education in LMIC versus using an already existing commercial product? What are the cost implications of the two options?
Keywords: _r:AddedByMyEducationEvidence

Disseminating the Evidence and Outputs Generated by Your Programme: Three options for setting up an evidence library - Haßler, Björn; Mansour, Hassan; Friese, Laila; Longley, Sophie (EdTech Hub, 2024)
This document is designed as a guide for building and implementing a content management system, specifically an evidence library, prioritising the needs of research programmes generating evidence for other researchers and policymakers and for public readership and global dissemination. The primary focus is on securely building a system to meet research discovery requirements, such as search engine optimisation, and visibility on Google Scholar. A robust content management system like an evidence library goes beyond simply meeting web standards. It is about enhancing the research discoverability of your work, gauging your impact and reach, increasing the accessibility of your evidence, and fostering a more collaborative environment. This comprehensive approach is vital for successfully sharing evidence with the public and the global community. The document is primarily aimed at project or communications leads. We assume no specific technical expertise. It seeks to help you decide how to deploy an evidence library and whether to draw on internal or external resources (such as web developers). We expect the document to also be useful for product owners and web developers; however, we expect that for such users, the document will cover a lot of familiar ground. Keywords: evidence library; dissemination; data; research; share; content; management
Keywords: _EdTechHub_Output; _r:AddedByMyEducationEvidence

Gender and disability-related influences on teachers’ access to technology-mediated professional learning in Tanzania - Hennessy, Sara; Chachage, Kristeen; Swai, Calvin; Koomar, Saalim; Singal, Nidhi; Massam, Winston; Paskali, Jonathan H.; Adam, Taskeen (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

HITCH - HITCH (2024)
Learn easily with our curated library of educational videos. Access for free from almost any device. Browse topics of interest or follow a curriculum.

EdTech in Vietnam: A Rapid Scan - Honda, Delanie; Halla, Ken; Thang, Sarah; Mazari, Haani (EdTech Hub, 2024)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Vietnam. This report was originally written in March 2024. It is based primarily on desk research, with quality assurance provided by country experts at Southeast Asian Ministers of Education Organization (SEAMEO) centres. Keywords: out-of-school children and youth; digital education; Southeast Asia; girls’ education; secondary education An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Summary: EdTech in Vietnam - A Rapid Scan - Honda, Delanie; Halla, Ken; Thang, Sarah; Mazari, Haani (EdTech Hub, 2024)
This document is a summary of a country scan on XYZ produced by EdTech Hub as part of the ASEAN-UK SAGE programme. EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Vietnam. An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

EdTech in Timor-Leste: A Rapid Scan - Honda, Delanie; Thinley, Sangay; Thang, Sarah; Flam, Rebekka; Mazari, Haani (EdTech Hub, 2024)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Timor-Leste. This report was originally written in February 2024. It is based primarily on desk research, with quality assurance provided by a country expert at the Australian Council for Educational Research. Keywords: out-of-school children and youth; girls' education; Southeast Asia; learners with special education needs and disabilities; digital education An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Summary: EdTech in Timor-Leste - A Rapid Scan - Honda, Delanie; Thinley, Sangay; Thang, Sarah; Flam, Rebekka; Mazari, Haani (EdTech Hub, 2024)
This document is a summary of a country scan on XYZ produced by EdTech Hub as part of the ASEAN-UK SAGE programme. EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Timor-Leste. An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Refugee Education Financing: Key Facts and Findings - Hopper, Robert (World Bank, 2024)

EiE Glossary: Education in Emergencies - Inter-agency Network for Education in Emergencies (INEE) (INEE, 2024)

Gender Equality in and through Education A Research Synthesis - International Development Research Centre (2024)

Inside the 2024 Emergency Watchlist - International Rescue Committee (2024)

ISTE Standards - International Society for Technology in Education (ISTE) (2024)
The widely adopted ISTE Standards provide a framework for educators to create high-impact, sustainable and scalable learning experiences for all students.

Child Friendly School Development Project - Kampuchea Action to Promote Education (2024)

The influence of emergency remote teaching on K-12 world language instruction - Kissau, Scott; Davin, Kristin; Ade-Thurow, Benjamin; Haudeck, Helga; Price, Laura (NECTFL Review, 2024)
The abrupt shift to online instruction that occurred in spring 2020, often referred to as emergency remote teaching (ERT), caught many world language educators off guard. To prepare for future disruptions to face-to-face learning and illustrate promising online teaching practices that emerged during this extended period of time that could serve to expand and enhance world language instruction, it is important to understand how ERT influenced K-12 world language programs around the world. To help the world language teaching community better understand how ERT influenced world language instruction, a team of researchers collected interview data from world language teachers and students in the United States and Germany. Results confirmed that instruction was negatively impacted by the sudden shift to online formats, explained how and why instruction was influenced, and identified promising practices exhibited by teachers to mitigate the negative impact of ERT. World language teachers, stakeholders, and school leaders may wish to consider the results of this study to lessen the impact of future disruptions to on campus learning and to enhance the growing presence of online learning in schools.
Keywords: Best Practices; COVID-19; Cross Cultural Studies; Distance Education; Educational Change; Educational Practices; Elementary Secondary Education; Foreign Countries; Kindergarten; Language Teachers; Pandemics; Second Language Instruction; Second Language Learning; Teacher Attitudes; ⛔ No DOI found

How Can Participatory Methods Centre Teachers Within Education Policy? - Koomar, Saalim (EdTech Hub, 2024)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the potential for participatory methods to bring teachers closer to the decision-making table. Insights from those closest to the work shed light on the daily contextual realities that can determine the mechanisms for optimal success or failure of a programme. However, these voices are often neglected in the design, implementation, and evaluation of interventions. We examine why and how teachers can have a voice and a space to share their wisdom to inform and improve education policy. We draw on EdTech Hub's work across various low- and middle-income contexts to offer practical insights when using or planning to use participatory methods. We share details of some of the most significant findings and engaging lessons EdTech Hub has learnt about the methods used and how they have contributed to ensuring teachers’ voices are heard at the policymaking level. We also explore areas that require further research, noting five issues that we at EdTech Hub are still grappling with in our own work, and include lists of resources relevant to participatory methods for centring teachers in education policy. Keywords: teacher; participatory methods; action research; implementation research; teacher professional development; education policy An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

What is 'Nudging' and How Does it Change Behaviour in Education? - Koomar, Saalim (EdTech Hub, 2024)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at the behaviour change strategy of leveraging concise messages at strategic decision points (i.e., ‘nudging’) to influence the behaviour of a recipient towards a desired outcome. We focus on EdTech Hub’s work concerning nudge messaging. It builds on work from messaging interventions in Ghana and Kenya, linking these to the broader literature on the topic. It emphasises that although there is a strong and growing evidence base for nudge technologies, effective implementation remains dependent upon context-specific adaptation. It is not inevitable that nudge messaging interventions will lead to positive outcomes — indeed, outcomes are often mixed. It is therefore vital to understand the specific impacts of interventions on particular groups of recipients. We present findings and recommendations that should inform how nudging technologies in education are approached and what decision-makers need to consider in order to ensure uptake and minimise risks. Lastly, we explore areas that require further research, namely, the changing nature of nudging due to artificial intelligence, the safeguarding risks of nudging, persisting questions about cost-effectiveness, and how nudging can more specifically target learning. Keywords: Behavioural psychology; EdTech; education; messaging; nudging; participation An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

MEWAKA National Teacher Development Reform in Tanzania: Design-Based Implementation Research: Cycle 1 Findings - Koomar, Saalim; Massam, Winston; Chachage, Kristeen; Anthony, G.; Mrope, Winifrida Jacob; Malibiche, Mustafa; Mutura, Emmanuel; Adam, Taskeen; Hennessy, Sara; Mtenzi, Fred; Komba, Aneth; Mwakabungu, Fika; et al. (EdTech Hub, 2024)
MEWAKA (Mafunzo Endelevu kwa Walimu Kazini, or Teacher Continuous Professional Development [TCPD]) is a landmark, school-based teacher professional development programme being implemented nationally by the Government of Tanzania, with the ultimate aim of raising learning outcomes in schools. EdTech Hub, Aga Khan University, and the Tanzania Institute of Education (TIE) are conducting research to iteratively enhance the MEWAKA implementation at primary school level and to understand the role that technology can play in scaling TCPD. This report presents the findings and recommendations from the first cycle of design-based implementation research (DBIR) conducted in rural schools in the Lindi region. Following a pilot peer facilitator workshop, data was collected through observation and self-reporting methods between September and December 2022. The aims were to capture stakeholders' perspectives at all levels of the education system and to see how schools are implementing the programme on the ground. The emerging findings and recommendations are being used to inform the redesign and further implementation of this TCPD model, and were used to identify key areas to test and investigate in the second cycle of the DBIR in 2023. Keywords: teacher professional development; design-based implementation research; Tanzania; primary education An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Factors in Mathematics Teachers’ Access to Digital Technologies and Their Professional Development Through Praxis in Marginalised Communities in Bangladesh - Kukulska-Hulme, Agnes; Power, Tom; Dawadi, Saraswati; Rahman, S M Hafizur; Parvin, Tauhida (Journal of Technology and Teacher Education, 2024)
The paper presents findings from a research study of 318 mathematics teachers’ experiences of access to, and use of, digital technology in their professional development in marginalised communities in ten districts across Bangladesh. The innovative two-cycle qualitative study design involved early career researchers collaborating with peer-researcher teachers who interviewed their peers about local teachers’ experiences. The interview data was analysed through the lens of Van Dijk’s model of digital access and use, addressing motivation, physical access, skills, and usage. The findings reveal that most rural teachers were able to overcome barriers to access and complete the online course using their mobile phones, but the aim of making mathematics learning more active and joyful was only realised among the minority of teachers who had a supportive school environment. Promoting and supporting opportunities for praxis in schools is essential if technology enhanced professional development is to lead to improvements in teaching and learning. The findings have important implications for practice and at policy level to rethink access to professional development through ‘mobile first’ technologies and support for praxis in schools, in marginalised communities in Bangladesh and elsewhere.

Lao Social Indicator Survey III (LSIS III) 2023 - Lao Statistics Bureau (2024)
Keywords: ⛔ No INSPIRE recid found

A Dialogic Design-Based Research Partnership Approach: Developing Close-to-Practice Educational Technology Theory in Kenya - Major, Louis; Daltry, Rebecca; Rahman, Asad; Plaut, Daniel; Otieno, Mary; Otieno, Kevin (Global Perspectives on Teaching with Technology, 2024)
Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement by adopting a dialogue-informed ‘intermediate theory building’ framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.

The Impact of Climate Change on Education and What to Do about It - Marin, Sergio Venegas; Schwarz, Lara; Sabarwal, Schwetlena (The World Bank, 2024)

Forced migration or displacement data - Migration Data Portal (Migration Data Portal, 2024)

About the MBSSE - Ministry of Basic and Senior Secondary Education (Ministry of Basic and Senior Secondary Education, Government of Sierra Leone, 2024)

About the Ministry – Ministry of Communication, Technology & Innovation - Ministry of Communication, Technology & Innovation (Ministry of Communication, Technology & Innovation, Government of Sierra Leone, 2024)

Multi-Year Resilience Programme (MYRP) Ukraine 2024-2026 - Ministry of Education and Science of Ukraine; Education Cannot Wait (2024)

Transforming Education through Technology: Masterplan 2030 - Ministry of Education, Singapore (2024)

Summary: EdTech for Girls’ Education - A Rapid Evidence Review for the Southeast Asian Region - Mitchell, Joel; Hinks, Jessica; D'Rozario, Jonny; Thinley, Sangay (EdTech Hub, 2024)
This document is a summary of a Rapid Evidence Review on EdTech for Girls' Education produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good practice in specific areas of EdTech in the Southeast Asian region. They are focused on topics which are particularly relevant to marginalised learners, and how to improve their access to education with technology. All the RERs are available at https://edtechhub.org/. An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

EdTech for Learners With Cognitive and Learning Disabilities: A Rapid Evidence Review for the Southeast Asian Region - Mitchell, Joel; Thang, Sarah; Zhao, Annette; Hinks, Jessica; Rabi, Asma; Ullah, Noor; Zazai, Rozina; Emerusenge, Aime Parfait; Barnes, Katrina; D’Rozario, Jonny; Afzal, Nimra (EdTech Hub, 2024)
This publication is one part of a series of Rapid Evidence Reviews (RERs) that has been produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The programme aims to enhance foundational learning opportunities for all by breaking down barriers that hinder the educational achievements of girls and marginalised learners. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good practice in specific areas of EdTech in the Southeast Asian region. They are focused on topics which are particularly relevant to marginalised learners, and how to improve their access to education with technology. All the RERs are available at https://edtechhub.org/. This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for the education of learners with special educational needs and disabilities (SEND) in the Southeast Asian region, specifically those with cognitive and learning disabilities. It summarises how EdTech is currently being used with these learners, explores how effective these implementations are, and highlights the benefits and challenges of EdTech in this context. The following countries are included in the review’s scope: Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste, and Vietnam. We discuss the nature of EdTech for learners living with cognitive and learning disabilities, the effectiveness of these initiatives, and barriers for accessing EdTech. The RER aims neither to advocate nor discourage the use of technology to support education for learners with coginitive and learning disabilities, but rather to provide an accessible summary of existing evidence on the topic so that educators, policymakers and donors might make informed decisions about the potential role of technology in delivering education for learners with SEND. Keywords: SEND; RER; cognitive disabilities; learning disabilities; EdTech; Southeast Asia An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence; ⛔ No INSPIRE recid found

Summary: EdTech for Learners With Cognitive and Learning Disabilities - A Rapid Evidence Review for the Southeast Asian Region - Mitchell, Joel; Thang, Sarah; Zhao, Annette; Hinks, Jessica; Rabi, Asma; Ullah, Noor; Zazai, Rozina; Emerusenge, Aime Parfait; Barnes, Katrina; D’Rozario, Jonny; Nimra, Afzal (EdTech Hub, 2024)
This document is a summary of a rapid evidence review on EdTech for Learners With Cognitive and Learning Disabilities produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good practice in specific areas of EdTech in the Southeast Asian region. They are focused on topics which are particularly relevant to marginalised learners, and how to improve their access to education with technology. All the RERs are available at https://edtechhub.org/. An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

AI Revolution in Education: What You Need to Know - Molina, E.; Cobo, C.; Pineda, J.; Rovner, H. (In Digital Innovations in Education, 2024)

NCAOOSCE - National Commission for Almajiri Education and Out-of-School Children (2024)

Industry Statistics - National Communications Commission (2024)

Strategic Roadmap and Action Plan (2024–2027) - National Information Technology Development Agency (2024)

Cohort Learning Handbook - Nicholson, Bryony (EdTech Hub, 2024)
The Cohort Learning Handbook captures EdTech Hub’s approach to building cohorts on its Evidence-Led Entrepreneurship Course. The course aims to help entrepreneurs adopt and utilise evidence to learn and to scale their products and services. The Handbook is for individuals and organisations who support EdTech entrepreneurs (e.g., accelerators, entrepreneurship programmes, and funders). Building a cohort supports entrepreneurs to learn quickly and more confidently as a result of learning with, from, and alongside peers sharing the same experience. By ensuring that the learning journey is the most effective it can be, we ensure our work has the greatest impact. By facilitating a cohort journey for EdTech entrepreneurs, you can: - Leverage the unique power of a cohort to improve the learning experience and learning outcomes. - Diversify the support on offer. - Streamline and improve technical support that we often offer ventures. The handbook includes a list of resources and templates for you to use and covers a range of topics and practical suggestions from key principles and onboarding to graduation and supporting alumni. Keywords: cohort; community; learning; collective; incubators; accelerators An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Strengthening Foundational Learning in the Asean Region: A Review of Promising Practices - Nietschke, Yung; Monty, Adeola; Dabrowski, Anna; Goundar, Payal; Ahmed, Syeda Kashfee; Wong, Debbie; Spink, Jeaniene (Australian Council for Educational Research, 2024)
In the Association of Southeast Asian Nations (ASEAN) region, there is a learning crisis. Children from the most marginalised groups face insurmountable barriers to accessing a quality education, while many of those who are in school are not learning. Foundational learning is often described as the essential skills and knowledge that serve as the basis for further learning and development, and includes basic literacy (reading and writing) and numeracy (mathematics), and more recently, a focus on critical thinking, problem-solving, and socioemotional skills. In collaboration, ASEAN and the United Kingdom have established the Supporting the Advancement of Girls' Education (SAGE) Programme under their ASEAN-UK partnership. This initiative is designed to narrow the development gap between the first six ASEAN members and the four newer member countries (Cambodia, Myanmar, Lao PDR and Viet Nam) and Timor-Leste, by addressing their education priorities within the ASEAN region, specifically focusing on challenges faced by girls and marginalised groups. The SAGE program aims to understand early-grade students' challenges in the ASEAN region, identify effective practices to address these issues and provide practical recommendations to empower students with essential foundational skills for lifelong learning. This report, part of a three-part series, focuses on supporting foundational learning in primary school settings in ASEAN countries. Its objective is to comprehend the challenges faced by the region in promoting foundational learning.

Artificial Intelligence in Education. Posters and Late Breaking Results, Workshops and Tutorials, Industry and Innovation Tracks, Practitioners, Doctoral Consortium and Blue Sky: 25th International Conference, AIED 2024, Recife, Brazil, July 8–12, 2024, Proceedings, Part II - Olney, Andrew M.; Chounta, Irene-Angelica; Liu, Zitao; Santos, Olga C.; Bittencourt, Ig Ibert (Communications in Computer and Information Science, 2024)

Financing refugee inclusion in national education systems: What we don’t know - Pacifico, Arianna (2024)
Given the growing commitment to refugee inclusion and limited evidence on what works, it is a critical moment to question assumptions about how to finance refugee-inclusive education systems to ensure future investments meet both immediate and long-term needs of all learners.

How Can Decision-Makers Assess EdTech Interventions for Cost-Effectiveness to Enable Better Investments? - Plaut, Daniel (EdTech Hub, 2024)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at how decision-makers should consider cost-effectiveness when contemplating investing in EdTech programmes. Cost-effectiveness is a critically important consideration for anyone planning investments in EdTech, but it is also a complex one, which requires understanding the total cost of an intervention and comparing it against the likely impact on education. We draw on work from EdTech Hub and other prominent researchers to distil key practical insights for decision-makers on how to apply cost-effectiveness analysis to their decision-making. Practical considerations include recommendations on gathering the right data for analysis; ensuring cost calculations are holistic; leveraging existing frameworks and tools for cost and impact calculations; and ensuring that comparisons are made against non-tech interventions as well as the broader resource envelope available for education to determine affordability in a given context. Finally, we explore areas where additional work is needed, including an increased understanding of the challenges faced by decision-makers in considering cost-effectiveness and the need for greater transparency and accountability in cost-effectiveness analysis in the sector. Keywords Cost-effectiveness; EdTech; education policy; total cost of implementation; affordability; Learning-Adjusted Years of Schooling An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

How Can Implementers Apply Digital Personalised Learning in Schools? - Plaut, Daniel (EdTech Hub, 2024)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at digital personalised learning (DPL), a promising EdTech approach to improving learning outcomes, and consider how to implement this approach in school settings. We draw on work from EdTech Hub and other prominent researchers to first unpack the ‘basics’ of DPL implementation. These include the importance of teaching at the right level as a driver of DPL’s impact, and how DPL tools are applied in schools as supplementary learning and / or integrated into existing curricula. We also consider some of DPL’s technical requirements and achievements in improving learning outcomes. We then explore emerging insights about effective DPL implementation in schools, including the role of teachers as facilitators, the evidence behind student-device ratios, and the importance of coordinating DPL implementation with broader education system actors. Lastly, we look at areas that require further research, noting issues that we at EdTech Hub are still grappling with in our own work, and include lists of resources relevant to DPL application in education systems. Keywords: digital personalised learning; DPL; implementation research; teaching at the right level; learning outcomes; education policy An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Lao PDR Network Readiness Index 2023 - Portulans Institute (2024)
Keywords: ⛔ No INSPIRE recid found

Principles for Digital Development - Principles for Digital Development Working Group (Principles for Digital Development, 2024)

Working Towards Education Success Using Data: A review of Ghana's journey towards improved learning outcomes using data - Radford, Kate; Ampofo, Rudolph (EdTech Hub, 2024)
The sub-Saharan Africa region is trapped in a learning crisis with devastating implications for children. The Covid-19 pandemic further exacerbated the situation, with children losing an estimated equivalent of an additional year’s learning. Not addressing the regional learning crisis will have a detrimental impact on economic development and well-being and risks restricting future national and regional economic growth and productivity and fuelling social unrest. Education research has shown that good quality education system data, when judiciously used, can support improved learning outcomes among a host of other positive impacts on national education systems. This case study is the first in a series documenting the journey of Ghana’s Ministry of Education towards the effective use of data to guide its decision-making for policy and practice. Keywords: data for decision making; data governance; data management; Ghana; education data systems; evidence-based policy An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Evidence Coaching Handbook - Rahman, Asad (EdTech Hub, 2024)
This handbook captures EdTech Hub's approach to providing evidence coaching on the EdTech Hub Evidence-Led Entrepreneurship Course. Individuals and organisations who support EdTech entrepreneurs to scale their products impactfully (e.g., accelerators, entrepreneurship programmes, funders) can all provide evidence coaching to entrepreneurs. This Handbook is for anyone working within an EdTech startup, or an entrepreneur who wants to better apply evidence to key decisions. By sharing EdTech Hub’s approach and process for evidence coaching, we hope to nurture a more evidence-led EdTech entrepreneurship ecosystem, leading to more EdTech products that scale sustainably, and help children to read, write, and count. The Handbook contains EdTech Hub’s five-step process for generating and applying evidence as a startup, with specific tools we used along the way. The process is a guide for others to adapt and tailor to their unique context and challenges. An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

EdTech in Nigeria: A Rapid Scan. An overview of EdTech policies and interventions in Nigeria with a focus on northern Nigeria - Ramesh Vasudevan, Sharanya; Oyedele, Oluwatomisin (EdTech Hub, 2024)
Commissioned as a Helpdesk request from the FCDO-funded Partnership for Learning for All in Nigeria (PLANE) project, this EdTech Hub rapid scan provides an overview of the EdTech landscape in Nigeria. Given the PLANE programme’s focus on northern Nigeria, this rapid scan also assesses state-level policies and infrastructural challenges in three northern Nigerian states — Jigawa, Kaduna, and Kano. Furthermore, this rapid scan builds on the evidence presented in the previous EdTech Hub rapid scan from 2020, which focused on all states and the situation before the Covid-19 pandemic. Keywords: EdTech; policies; interventions; northern Nigeria; Partnership for Learning for All in Nigeria An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Re-learn - Re-learn (2024)

EdTech in Malawi: A Rapid Scan - Rui, Yang (Tingting) (EdTech Hub, 2024)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These include policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but not exhaustive. Nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, Malawi. Keywords: Malawi, EdTech, Policy, ICT An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

Education | Sierra Leone | Save the Children - Save the Children (2024)

Being a Teacher with Disabilities: Perspectives, practices and opportunities - Singal, Nidhi; Kwok, Patricia; Wijesinghe, Thilanka (British Council, 2024)
Keywords: Disability; FOS: Educational sciences; Inclusion

Vietnam: employment rate by gender 2022 - Statista (2024)
In the fourth quarter of 2022, the female employment rate was at around 61.1 percent while the male employment rate was at around 73.1 percent.

Vietnam: households with electricity access 2022 - Statista (2024)
In 2022, almost all households in urban areas in Vietnam had electricity, while the share of households living in rural areas with access to electricity was slightly lower, albeit still relatively high, at 99.5 percent.

BEFIT and Sun King roll out solar tech to primary schools in Malawi - Sun King (Sun King, 2024)
Building on its commitment to enhance primary education, the Malawian government's BEFIT initiative is set to transform the country’s learning landscape.

Teacher-AI Collaboration in Content Recommendation for Digital Personalised Learning among Pre-primary Learners in Kenya - Sun, Chen; Major, Louis; Daltry, Rebecca; Moustafa, Nariman; Friedberg, Aidan (L@S '24: Eleventh ACM Conference on Learning @ Scale, 2024)

Learner Agency in Personalised Content Recommendation: Investigating Its Impact in Kenyan Pre-primary Education - Sun, Chen; Major, Louis; Moustafa, Nariman; Daltry, Rebecca; Friedberg, Aidan (AIED, 2024)

The impact of different personalisation algorithms on literacy and numeracy in Kenyan pre-primary education: A comparative study of summative and formative assessments results - Sun, Chen; Major, Louis; Moustafa, Nariman; Daltry, Rebecca; Lazar, Obradovic; Friedberg, Aidan (2024)
Digital personalisation has demonstrated potential to enhance learning. However, there is limited evidence on the comparative impact of different content personalisation algorithms on early-year numeracy and literacy outcomes, especially in low- and middleincome countries (LMIC). This paper reports an A/B/C test conducted over three weeks via a digital personalised learning tool used by 6479 Kenyan pre-primary learners. Two personalisation algorithms were implemented (maximising learner engagement or score), while expert-curated sequence was used as a control. Learners from 1509 classes were randomly divided across the three partitions. Learning in numeracy and literacy was compared across three metrics: summative assessment, curriculum progress, and formative assessment. Results showed no difference between partitions in the summative assessment. Different partitions tended to progress through the digital curriculum at a different pace. Significant differences between partitions were found in formative assessment scores, with the impact of each algorithmic approach varying according to different learning strands. Findings contribute to a deeper understanding of how different algorithms impact pre-primary education in LMIC contexts, with implications for designing personalised learning approaches tailored to specific learning content and learner profiles. Keywords: Digital personalised learning, pre-primary, low- and middle-income country, literacy, numeracy

Blended and online learning: what works and why in primary and secondary schools. Evidence from Northern Ireland - Taggart, Samuel; Skinner, Barbara; Roulston, Stephen; Austin, Roger (Pedagogy and Education, 2024)
Keywords: ⛔ No INSPIRE recid found

EdTech in Cambodia: A Rapid Scan - Thinley, Sangay; Hayat, Amal; Thang, Sarah; Mazari, Haani (EdTech Hub, 2024)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These include policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, Cambodia. This report was originally written in January 2024. It is based primarily on desk research, with quality assurance provided by a country expert — an Education Specialist with the UNICEF Cambodia office. Keywords: out-of-school populations; girls and gender; Southeast Asia; learners with special educational needs and disabilities; primary education; secondary education An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Summary: EdTech in Cambodia - A Rapid Scan - Thinley, Sangay; Hayat, Amal; Thang, Sarah; Mazari, Haani (EdTech Hub, 2024)
This document is a summary of a country scan on XYZ produced by EdTech Hub as part of the ASEAN-UK SAGE programme. EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Cambodia. An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Language data for Nigeria - Translators without borders (2024)
Open-source language data and maps about languages spoken in Nigeria can improve how we communicate with communities in crisis.

Benin | Technology | Education Profiles - UNESCO (UNESCO, 2024)

Cabo Verde | Technology | Education Profiles - UNESCO (UNESCO, 2024)

Mali | Technologie | Education Profiles - UNESCO (UNESCO, 2024)

Niger | Technologie | Education Profiles - UNESCO (UNESCO, 2024)

UNESCO to implement new phase of Actions of ASEAN Declaration for Out-of-School Children and Youth - UNESCO (2024)
Keywords: ⛔ No INSPIRE recid found

Use of AI in education: Deciding on the future we want - UNESCO (2024)
Artificial intelligence tools are being deployed rapidly in education systems across the globe. As much as they offer immense opportunities to enhance and expand learning, their rapid roll out also presents risks: They are being used in the absence of regulatory frameworks needed to protect learners and teachers, and ensure a human-centered approach to using these technologies in education. Stefania Giannini, UNESCO Assistant Director-General for Education, shares her insights on the various implications of AI in education.

Global Report on Teachers: Addressing teacher shortages and transforming the profession. - UNESCO & International Task Force on Teachers for Education 2030 (Paris: UNESCO., 2024)
Teachers are central to unlocking every learner's potential and achieving Sustainable Development Goal 4 of inclusive, equitable and quality education for all. Regrettably, worldwide teacher shortages have been endangering the future of education. New data collected for the Global Report on Teachers indicates that 44 million additional teachers are needed to achieve universal primary and secondary education by 2030. Shortages are widespread, with sub-Saharan Africa needing 15 million more teachers, while higher-income countries face retention challenges, resulting in teachers massively leaving the profession. Echoing calls from the International Commission on the Futures of Education and the 2022 Transforming Education Summit, this report advocates for dignifying, diversifying, and valorizing the teaching profession. It emphasizes the importance of improved working conditions, enhanced professional development, and increased teacher involvement in decision-making to bridge the gap. This report is a tool to mobilize international and country efforts to empower, recruit, train, and support teachers within resilient education systems for a collaborative, innovative, and cohesive teaching profession. It is a roadmap, aiming to elevate the status of the teaching profession and ensure quality education for all learners, urging immediate action

Figures at a glance - UNHCR (UNHCR UK, 2024)
At least 122.6 million people were forcibly displaced at the end of June 2024. View the latest statistics and graphs of the number of refugees and other people forced to flee.

Lebanon: Needs at a Glance – 2024 - UNHCR (2024)

Investing in Science, Technology, Engineering and Math (STEM) Education to Build Africa’s Resilience Against Climate Change - United Nations (United Nations Office of the Special Adviser on Africa, 2024)

Human Development Report 2023/2024 - United Nations Development Programme (UNDP, 2024)

Data collection and visualisation tools in the education sector in sub-Saharan Africa and South Asia - Vijil, Alejandra; El-Serafy, Yomna; Adam, Taskeen; Haßler, Björn (EdTech Hub, 2024)
This report provides a landscape analysis of available data collection and visualisation tools in the education sector in sub-Saharan Africa and South Asia. Digital data collection has the potential to facilitate cost-effective, adaptable, timely and reliable data to inform decision-making. The value proposition of these tools, as opposed to paper-based data collection, is that they have the potential to save valuable time and resources, minimise errors, and facilitate the sharing of results. To develop this report, we reviewed 50 available tools, of which we reviewed four in depth, considering their uses, features, and challenges. This report offers key takeaways on the potential advantages and limitations of using digital data collection tools in the education sector in sub-Saharan Africa and South Asia. Key words: data collection, data visualisation, education, sub-saharan africa, south asia, landscape analysis An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Cost Analysis Guidance for USAID Funded Education Activities, third edition - Walls, Elena; Tulloch, Caitlin; Keuren, Christine Harris Van (United States Agency for International Development, 2024)

Artificial intelligence in education: A systematic literature review - Wang, Shan; Wang, Fang; Zhu, Zhen; Wang, Jingxuan; Tran, Tam; Du, Zhao (Expert Systems with Applications, 2024)

Ghana Accountability for Learning Outcomes Project - World Bank (2024)

Government expenditure on education, total (% of GDP) – Lao PDR, Singapore, Thailand, Malaysia, Philippines - World Bank (2024)
Free and open access to global development data

Lao PDR | Data - World Bank (2024)
Keywords: ⛔ No INSPIRE recid found

Lao PDR Public Expenditure and Institutional Review: Financial Management in Education Analysis 2023 - World Bank (2024)
Keywords: ⛔ No INSPIRE recid found

World Bank in Cambodia - World Bank (2024)

World Bank Open Data - World Bank (2024)
Free and open access to global development data
Keywords: ⛔ No INSPIRE recid found

Laos Population 2024 (live) - World Population Review (2024)
Keywords: ⛔ No INSPIRE recid found

Linguistic Diversity Index by Country 2024 - World Population Review (2024)
Keywords: ⛔ No INSPIRE recid found

Phnom Penh Population - World Population Review (2024)

EdTech for Learners With Hearing and Visual Impairments: A Rapid Evidence Review for the Southeast Asian Region - Zhao, Annette; Hinks, Jessica; Thang, Sarah; Mitchell, Joel; Rabi, Asma; Ullah, Noor; Zazai, Rozina; Emerusenge, Aime Parfait; Barnes, Katrina; D'Rozario, Jonny (EdTech Hub, 2024)
This publication is one part of a series of Rapid Evidence Reviews (RERs) that has been produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The programme aims to enhance foundational learning opportunities for all by breaking down barriers that hinder the educational achievements of girls and marginalised learners. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good practice in specific areas of EdTech in the Southeast Asian region. They are focused on topics which are particularly relevant to marginalised learners, and how to improve their access to education with technology. All the RERs are available at https://edtechhub.org/. This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for the education of learners with special educational needs and disabilities (SEND) in the Southeast Asian region, specifically those with hearing and visual impairments. It summarises how EdTech is currently being used with these learners, explores how effective these implementations are, and highlights the benefits and challenges of EdTech in this context. The following countries are included in the review’s scope: Brunei, Cambodia, Indonesia, Laos, Malaysia, Myanmar, the Philippines, Singapore, Thailand, Timor-Leste, and Vietnam. The RER aims neither to advocate nor discourage the use of technology to support education forlearners with hearing and visual impairments, but rather to provide an accessible summary of existing evidence on the topic so that educators, policymakers and donors might make informed decisions about the potential role of technology in delivering education for learners with SEND. Keywords: SEND; RER; visual impairments; hearing impairments; EdTech; Southeast Asia An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Summary: EdTech for Learners With Hearing and Visual Impairments - A Rapid Evidence Review for the Southeast Asian Region - Zhao, Annette; Hinks, Jessica; Thang, Sarah; Mitchell, Joel; Rabi, Asma; Ullah, Noor; Zazai, Rozina; Emerusenge, Aime Parfait; Barnes, Katrina; D’Rozario, Jonny (EdTech Hub, 2024)
This document is a summary of a rapid evidence review on EdTech for Learners With Hearing and Visual Impairments produced by EdTech Hub as part of the ASEAN-UK Supporting the Advancement of Girls’ Education (SAGE) Programme. The purpose of the RERs is to provide education decision-makers with accessible, evidence-based summaries of good practice in specific areas of EdTech in the Southeast Asian region. They are focused on topics which are particularly relevant to marginalised learners, and how to improve their access to education with technology. All the RERs are available at https://edtechhub.org/.An output of the EdTech Hub, https://edtechhub.org/ An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Minoritised Languages, Education, and Technology: Current practices and future directions in low- and middle-income countries - Zhao, Annette; Mitchell, Joel; Gasanabandi, Gentille; Ullah, Noor; Barnes, Katrina; Koomar, Saalim (EdTech Hub, 2024)
This article explores the current status and future directions of mother-tongue-based multilingual education (MTB MLE) and the use of technology in low- and middle-income countries (LMICs), focusing on the use of minoritised mother tongues. An initial literature review of available academic sources in multiple languages reveals a lack of evidence on the use of technology in MTB MLE across different countries, especially multilingual contexts with greater linguistic diversity. To understand the issue in greater detail and to offer recommendations informed by current practice, interviews and a collaborative workshop with four organisations with relevant educational technology (EdTech) initiatives were conducted. The analysis covers facilitating and limiting factors these organisations have encountered, and the potential positive impact on learners and society generally. We conclude by identifying practical, policy, and research priorities for multilingual education and educational technology in general.
Keywords: _r:AddedByZotZen

Ghana Country Brief - International Institute of Capacity Building in Africa, UNESCO (2024)
This brief provides data and references to the literature on issues that matter for education in Ghana. It is part of a series that provides a brief introduction to the state of education systems in Africa. The work was prepared for country pages on IICBA’s website and a digital repository of resources at the country, sub-regional, and continental level. The brief series also informs work conducted in the context of (i) the European Union’s Africa Regional Teachers’ Initiative and (ii) the KIX (Knowledge and Innovation eXchange) Africa 19 Hub for anglophone countries that promotes the use of evidence for policy making and benefits from funding from the Global Partnership for Education and Canada’s International Development Research Center. This brief and its associated webpage are meant to be updated as new information becomes available, at least on a yearly basis.

Timor-Leste Country Brief - World Food Programme (2024)

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

ijmarshall/robotreviewer - Marshall, Iain (2024)
Automatic synthesis of RCTs
Keywords: bias; clinical-trials; cochrane; icasr; rcts; systematic-reviews; trial

Understanding the pricing of the ChatGPT API - API (OpenAI Developer Forum, 2024)
Greetings, if our institution opts for the Tier 3 plan for the ChatGPT API, allowing students to utilize our API, and the usage either surpasses or falls below the predefined limits of Tier 3, how does it influence the monthly pricing? To clarify, if usage exceeds the Tier 3 limits, will our monthly payment remain fixed at $1000, or will the pricing be adapted according to our actual usage? You can refer to the link provided for details on the tier plans: https://platform.openai.com/docs/guides/...

Scopus AI Beta: functional analysis and cases - Aguilera Cora, Elisenda; Lopezosa, Carlos; Codina, Lluís (2024)
Academic databases are a fundamental source for identifying relevant literature in a field of study. Scopus contains more than 90 million records and indexes around 12,000 documents per day. However, this context and the cumulative nature of science itself make it difficult to selectively identify information. In addition, academic database search tools are not very intuitive, and require an iterative and relatively slow process of searching and evaluation. In response to these challenges, Elsevier has launched Scopus AI, currently in its Beta version. As the product is still under development, the current user experience is not representative of the final product. Scopus AI is an artificial intelligence that generates short synthesis of the documents indexed in the database, based on instructions or prompts. This study examines the interface and the main functions of this tool and explores it on the basis of three case studies. The functional analysis shows that the Scopus AI Beta interface is intuitive and easy to use. Elsevier's AI tool allows the researcher to obtain an overview of a problem, as well as to identify authors and approaches, in a more agile search session than conventional search. Scopus AI Beta is not a substitute for conventional search in all cases, but it is an accelerator of academic processes. It is a valuable tool for literature reviews, construction of theoretical frameworks and verification of relationships between variables, among other applications that are actually impossible to delimit.
Keywords: ⛔ No DOI found

Designing for Social Justice: A Decolonial Exploration of How to Develop EdTech for Refugees - Barnes, Katrina; Emerusenge, Aime Parfait; Rabi, Asma; Ullah, Noor; Mazari, Haani; Moustafa, Nariman; Thakrar, Jayshree; Zhao, Annette; Koomar, Saalim (Education Sciences, 2024)
This paper reflects on the lived experiences of young refugees located in Pakistan and Rwanda when interacting with education technology (EdTech) during and following displacement. We offer a broad decolonial commentary on issues related to the design and development of EdTech initiatives for refugees, noting some of the historical trends prevalent in the education and emergencies sector. We are guided by questions such as: Why EdTech to start with? Who designs the products? Where are they designed? How are they designed? And, which power dynamics are at play during the design process? From this, we draw on qualitative data generated through three focus groups, where we explore young refugees’ experiences of EdTech. The focus group included a creative element inviting participants to imagine what a liberatory EdTech practice would look like. We aim to illustrate the practical implications of design choices taken by EdTech developers and, from this, recommend a set of justice-centred design principles for developers of EdTech in refugee contexts. These insights relate specifically to the experiences of refugees in Rwanda and Pakistan, though we also discuss the implications of these learnings for other contexts.

Advancing technology for learning in Chad - GPE KIX (GPE KIX, 2024)

UNESCO to implement new phase of Actions of ASEAN Declaration for Out-of-School Children and Youth - UNESCO (UNESCO, 2024)
With the financial support of POSCO 1% Foundation, UNESCO will facilitate access to vocational and transferable skills for out-of-school children and youth in Viet Nam.

Perspectives of teachers on the employ of educational artificial intelligence tools in education: The case of the Gaza Strip, Palestine - Abdelmoneim, Rania; Jebreen, Kamel; Radwan, Eqbal; Kammoun-Rebai, Wafa (Human Arenas, 2024)

Introduction to Gilgit-Baltistan: Geographical, Cultural, and Historical overview – North Times - Aziz, Baqir (2024)

Sierra Leone: Price for 1GB mobile data 2023 - Galal, Saifaddin (Statista, 2024)
One gigabyte of mobile internet in Sierra Leone cost, on average, 0.67 U.S.

Country Office Annual Report 2023: Vietnam - UNICEF Viet Nam (2024)

Can Using ChatGPT for Lesson Planning Cut Teacher Workload? - Education Endowment Foundation (Education Endowment Foundation, 2024)
New EEF trial to see if generative AI can reduce workload and maintain lesson quality

Tailoring education with GenAI: A new horizon in lesson planning - Karpouzis, Kostas; Pantazatos, Dimitris; Taouki, Joanna; Meli, Kalliopi (arXiv, 2024)
The advent of Generative AI (GenAI) in education presents a transformative approach to traditional teaching methodologies, which often overlook the diverse needs of individual students. This study introduces a GenAI tool, based on advanced natural language processing, designed as a digital assistant for educators, enabling the creation of customized lesson plans. The tool utilizes an innovative feature termed 'interactive mega-prompt,' a comprehensive query system that allows educators to input detailed classroom specifics such as student demographics, learning objectives, and preferred teaching styles. This input is then processed by the GenAI to generate tailored lesson plans. To evaluate the tool's effectiveness, a comprehensive methodology incorporating both quantitative (i.e., % of time savings) and qualitative (i.e., user satisfaction) criteria was implemented, spanning various subjects and educational levels, with continuous feedback collected from educators through a structured evaluation form. Preliminary results show that educators find the GenAI-generated lesson plans effective, significantly reducing lesson planning time and enhancing the learning experience by accommodating diverse student needs. This AI-driven approach signifies a paradigm shift in education, suggesting its potential applicability in broader educational contexts, including special education needs (SEN), where individualized attention and specific learning aids are paramount
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computers and Society

Laos – Trade Agreements - International Trade Administration (2024)
Describes trade agreements this country is a party to. Includes resources where U.S. companies can get information on how to take advantage of these agreements.
Keywords: ⛔ No INSPIRE recid found

Learning Loss and Recovery from the COVID-19 Pandemic: A Systematic Review of Evidence - Dela Cruz, Nina Ashley; Adona, Ann Jillian; Molato-Gayares, Rhea; Park, Albert (Asian Development Bank, 2024)
This systematic review covers 56 studies that measure the effects of school closures on learning outcomes during the coronavirus disease (COVID-19) pandemic and 20 studies that evaluate the impact of measures to reduce learning loss. It restricts attention to evaluations with credible control groups and provides the first meta-analysis of learning losses that covers more developing countries (21) than developed ones (15). We find that a year of school closure is associated with learning loss equivalent to 1.1 years’ worth of learning and that school reopening mitigates these losses down to 0.5 years. With regard to measures to reduce learning loss, we find that tutoring delivered either in-person or through mobile phones has positive, statistically significant effects on mitigating learning loss.

Employment rate in Vietnam 2019-2022, by gender - Nguyen, Minh-Ngoc (Statista, 2024)
In the fourth quarter of 2022, the female employment rate was at around 61.1 percent while the male employment rate was at around 73.1 percent.

Human Development Summary- Cambodia - UNDP (2024)

Learning losses during the COVID-19 pandemic: Understanding and addressing increased learning disparities - Alejo, Anna; Jenkins, Robert; Yao, Haogen (Future in Educational Research, 2024)
Abstract A growing body of evidence has revealed the negative effects of COVID-19-induced school closures on learning, with the largest losses often observed among the most vulnerable children. Learning disparities widened due to six potential reasons related to marginalized children, who (a) were already behind even before the pandemic, (b) were more likely to experience longer school closures, (c) had limited access to and support on remote learning, (d) were less likely to receive supervision and learning support at home, (e) face greater obstacles to return to school, and (f) return to school systems that are less able to provide for their needs. To ensure all children?especially the most vulnerable?can catch up on missed learning, five urgent actions are needed for a RAPID learning recovery and acceleration: (a) Reach every child and keep them in school, (b) Assess learning levels regularly, (c) Prioritize teaching the fundamentals, (d) Increase the efficiency of instruction, and (e) Develop psychosocial health and wellbeing. Implementation of RAPID actions must be strengthened and supported by enabling systems to address the widening disparities in learning.
Keywords: COVID-19; education; learning recovery; policy; school reopening

World Bank Gender Data Portal - World Bank (2024)
Gender indicators for Lao PDR
Keywords: ⛔ No INSPIRE recid found

Teachers' perspectives on artificial intelligence in education - Uygun, Derya (Advances in Mobile Learning Educational Research, 2024)
Artificial intelligence (AI) is rapidly transforming various aspects of society, including education. Understanding teachers' perspectives on this disruptive technology is essential, given its potential to revolutionize the teaching and learning process. A comprehensive study involving 74 educators utilized the Opinion Scale on Artificial Intelligence in Education to gather valuable insights. The research outcomes reveal a predominantly favourable view of AI in education, albeit accompanied by significant apprehensions regarding ethical and privacy-related issues. This study contributes significantly to the ongoing discourse on the role of AI in education, emphasizing the necessity for a balanced approach that maximizes the benefits of AI while ensuring the protection of the rights and interests of all stakeholders.

The content analysis of the lesson plans created by ChatGPT and Google Gemini - Baytak, Ahmet (Research in Social Sciences and Technology, 2024)
Following the emergence of chatbots, especially ChatGPT, researchers have begun to examine their capabilities, credibility, and reliability in educational context.  In this study, ChatGPT and Google Bard are used as technological tools to create 7th-grade lesson plans for mathematics, science, literature, and social studies classes. Using prompts, these chatbots were asked to create lesson plans for the desired course, subject, and level. The data source of this study is the content produced by these chatbots. We analyzed 18 lesson plans to identify patterns and variations within the context of learning theories and models by using the Taguette qualitative analysis program. The results show that the lesson plans created by both chatbots are strongly resemblance to human-written educational content such as sentence structures, lesson activities, and assessments. Although the activities in all lesson plans defined teachers as facilitators and offered partially constructive lesson plans, it was found that the technology-integrated activities were very limited. The findings of this study provide a practical implication of chatbots for teachers and highlights educational considerations when integrating these tools into lessons.

‘Digital Her’ conference calls time on the gender-gap in Sierra Leone’s digital boom - Forna, Memuna (2024)
The tech sector is growing faster in Africa than any other region. The Digital Her Conference (21 March 2024) asks how can we ensure Sierra Leonean women share fully in the opportunities facilitated by the digital economy as creators, consumers and beneficiaries? Sierra Leone is on the brink of a tr

AI in education: Enhancing learning experiences and student outcomes - Xu, Zhiyi (Applied and Computational Engineering, 2024)
This research article makes an attempt to investigate the potential of Artificial Intelligence (AI) in enhancing the learning experiences, as well as student outcomes. As a result, it has developed a study that will be able to understand how the different AI tools, including machine learning, data learning, virtual reality (VR) and augmented reality (AR), automation, and so forth can be used to develop learning experiences and outcomes. Subsequently, a case study involving a mathematics classroom was used to collect data and confirm whether indeed AI led to improved learning experiences and study outcomes. The study confirms that AI resulted in positive outcome with positive performance measure sin academic performance, motivation and engagement, learning progression, and so forth.

Teacher Professional Development in Africa: A Critical Synthesis of African Research Evidence - Mitchell, Rafael; Ayinselya, Roger A.; Barrett, Angeline M.; Cortez, Artemio; David, Opanga; Imaniriho, Dan; Nwako, Zibah; Reda, Nigusse Weldemariam; Singh, Marcina (Zenodo, 2024)
This study is an original synthesis of African research evidence on teacher professional development (TPD) provision in the sub-Saharan region. It provides a critical appraisal of the evidence base and identifies patterns in the actors and agendas involved in TPD initiatives; the modes and modalities of provision; and teachers’ experiences and outcomes. The study takes the form of a critical interpretive synthesis (CIS) and is informed by theoretical work on decolonising education (Ndlovu-Gatsheni 2013) and promoting Gender Equality and Social Inclusion (GESI). It draws primarily on publications by African-based researchers, where our research team is largely based. The findings point to the prevalence of one-size-fits-all provision can which often undermine, rather than strengthen, the situated professional knowledge and agency of teachers. Additionally, despite the emphasis given to inclusive education and gender-responsive pedagogy as a substantive focus of TPD initiatives, we find that dominant modalities of TPD provision continue to exclude historically marginalised groups, and largely reproduce existing social inequalities along the lines of gender, rurality, dis/ability and other dimensions. Alongside these negative findings, the study also finds fertile ground for more inclusive, generative and empowering TPD in the region.
Keywords: Educational sciences

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

Protocol for a systematic review with meta-analysis: Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils - Haßler, Björn; McBurnie, Chris; Walker, Hannah; Klune, Christopher; Huntington, Bethany; Bhutoria, Aditi (Open Development & Education, 2024)

EGates Knowledge Pack - Moustafa, Nariman (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Brief on the Implementation of System-Wide Policies in the Education Sector - Federal Ministry of Education (2024)

How to maintain education during wars? An integrative approach to ensure the right to education - Tlili, Ahmed; Salha, Soheil; Shehata, Boulus; Zhang, Xiangling; Endris, Awol; Arar, Khalid; Mishra, Sanjaya; Jemni, Mohamed (Open Praxis, 2024)
It is widely acknowledged that the relationship between education, security, and stability is bidirectional. In times of war, access to quality education becomes compromised, and conversely, the absence of proper education constrains individuals to a life under constant threat, disrupting education provision. War, viewed as a "lifetime and life-wide status," evolves into a self-fulfilling prophecy, both at an individual and collective level, making it challenging to break free from, particularly within the broader context of education provision. Although, scant information exists about how education is maintained during wars, hindering the right to education in such contexts. This study therefore addresses this gap by synthesizing the literature to identify and present 14 educational scenarios and teaching strategies on how education was maintained from different war contexts over time. The findings reveal that education during wars can be digital-based (i.e., facilitated by technology) and non-digital based (without technology). Additionally, various teaching strategies are applied during wars, including inspirational, hands-on and practical, fun-based, among others. Finally, teaching during wars is not limited to teachers only, but it could also involve parents, neighbors, etc. The findings of the literature can help to ensure the right to education in crises like wars and reveal the importance of open education in such crises. They can also contribute to enriching the ongoing theoretical and practical debate on how to maintain education in crises like wars. This can help to better be prepared for future education in crises, which is the focus of several international organizations.
Keywords: Education--Curricula--Evaluation; Human rights--Study and teaching--Activity programs; Open plan schools--Planning; War--Causes

Electrification in post-conflict Timor-Leste: Opportunities for energy services to enhance rural agricultural development - Heynen, Anthony P.; MacGinley, Tamara J.; Aguilar, Luis E. (Energy Research & Social Science, 2024)
Timor-Leste, in Southeast Asia, emerged from decades of conflict in the late 20th century to become an independent nation in 2002. A key focus for the new nation has been to improve energy access via the rapid roll-out of an electricity network. However, Timor-Leste has seen little improvement in its (predominantly subsistence) agricultural sector, and its food security situation remains precarious. This Perspective paper aims to elucidate the influence of Timor-Leste's improvements in electricity access on its national development outcomes and how these may be enhanced, with a particular focus on rural agricultural development. Semi-structured interviews with key institutional stakeholders revealed that the electrification program was implemented through a ‘top-down’ approach, focussed on improving social cohesion rather than engaging rural landholders to modernise agricultural practices. Using the Energy Services Cascade framework, several mechanisms have been recommended to enhance energy services used in irrigation, agricultural mechanisation and post-harvest processing. These include the establishment of village energy committees; providing lending and subsidies for agricultural equipment; and supporting women's involvement in agriculture and energy services. In addition, the wider use of the Multi-Tier Framework should be considered to better understand the community-level energy access situation. More broadly, the findings emphasise that electrification programs in post-conflict reconstruction should have strong community engagement to fulfil the potential of electrification to enhance development outcomes.
Keywords: Agriculture; Development; Electrification; Energy services; Post-conflict; SDG 7; Timor-Leste

Ministry’s Artificial Intelligence Strategy Workshop to Attract 120 Experts from Across the World - Federal Ministry of Communications, Innovation and Digital Economy (2024)

Titre du rapport - Traore, Moussa (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Assisting in Writing Wikipedia-like Articles From Scratch with Large Language Models - Shao, Yijia; Jiang, Yucheng; Kanell, Theodore A.; Xu, Peter; Khattab, Omar; Lam, Monica S. (arXiv, 2024)
We study how to apply large language models to write grounded and organized long-form articles from scratch, with comparable breadth and depth to Wikipedia pages. This underexplored problem poses new challenges at the pre-writing stage, including how to research the topic and prepare an outline prior to writing. We propose STORM, a writing system for the Synthesis of Topic Outlines through Retrieval and Multi-perspective Question Asking. STORM models the pre-writing stage by (1) discovering diverse perspectives in researching the given topic, (2) simulating conversations where writers carrying different perspectives pose questions to a topic expert grounded on trusted Internet sources, (3) curating the collected information to create an outline. For evaluation, we curate FreshWiki, a dataset of recent high-quality Wikipedia articles, and formulate outline assessments to evaluate the pre-writing stage. We further gather feedback from experienced Wikipedia editors. Compared to articles generated by an outline-driven retrieval-augmented baseline, more of STORM's articles are deemed to be organized (by a 25% absolute increase) and broad in coverage (by 10%). The expert feedback also helps identify new challenges for generating grounded long articles, such as source bias transfer and over-association of unrelated facts.
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computation and Language

The World Bank in Vietnam - World Bank (World Bank, 2024)
Vietnam’s shift from a centrally planned to a market economy has transformed the country from one of the poorest in the world into a lower middle-income country. Vietnam now is one of the most dynamic emerging countries in East Asia region.