How can digital formative assessment help monitor student learning during and after the COVID-19 era? - Huong, Le Thu; Au, Yee Ki (UNESCO IIEP Learning Portal, 2020)

The State of Broadband: Tackling digital inequalities A decade for action - International Telecommunication Union; UNESCO (2020)

Data Innovation for Producing SDG 4 Indicators: A Global Analytical Report - Joseph, Shereen (UNESCO, 2020)
Keywords: ⛔ No DOI found

Education and COVID-19 - UNICEF Data (2020)
More than 1 billion children are at risk of falling behind due to school closures aimed at containing the spread of COVID-19. To keep the world’s children learning, countries have been implementing remote education programmes. Yet many of the world’s children – particularly those in poorer households – do not have internet access, personal computers, TVs or even radio at home, amplifying the effects of existing learning inequalities. Students lacking access to the technologies needed for home-based learning have limited means to continue their education. As a result, many face the risk of never returning to school, undoing years of progress made in education around the world. With school closures across 188 countries (as of April 2020), many of them are exploring alternative ways to provide continuous education using technologies such as Internet, TV, and radio. However, access to these technologies is limited in many low- and middle-income countries, especially among poor households. While more than 90 per cent of the countries adopted digital and/or broadcast remote learning policies, only 60 per cent did so for pre-primary education. [†] Policy measures taken by the governments to ensure learning continuity through broadcast or digital media allowed for potentially reaching 69 per cent of schoolchildren (at maximum) in pre-primary to secondary education globally.[†] 31 per cent of schoolchildren worldwide (463 million) cannot be reached by the broadcast- and Internet-based remote learning policies either due to the lack of necessary technological assets at home, or because they were not targeted by the adopted policies. [†] Online platforms were the most used means by the governments to deliver education while schools remain closed, with 83 per cent of countries using this method. However, this allowed for potentially reaching only about a quarter of schoolchildren worldwide. [†] Television had the potential to reach the most…

How to re-imagine learning in the wake of Covid-19 (EdTech Hub, 2020)
Last week the EdTech Hub, #NextGenEdu, and Education Development Trust convened experts, policymakers, and implementers to discuss their visions for a reimagined approach to learning in the wake of coronavirus.  The invited speakers were: Mohibul Hasan Chowdhury, Deputy Minister of Education, Bangladesh Ministry of Education Jim Ackers, Regional Education Advisor, UNICEF South Asia Regional Office Sonam Wangchuk, Founder, Students’ Educational…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India - Kapasia, Nanigopal; Paul, Pintu; Roy, Avijit; Saha, Jay; Zaveri, Ankita; Mallick, Rahul; Barman, Bikash; Das, Prabir; Chouhan, Pradip (Children and Youth Services Review, 2020)
To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.
Keywords: COVID-19; E-learning; Lockdown; Undergraduate and postgraduate learners; West Bengal

Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana - Quaicoe, James Sunney; Pata, Kai (Education and Information Technologies, 2020)
This survey-based study explores the nature of Digital Divide among Ghana’s basic (primary and junior high) schools from the perspective of Teachers’ Digital Literacy and their usage of digital technologies in school. The ICT-enhanced Teacher Standards for Africa (ICTeTSA) Framework comprising digital attitude, knowledge, skills and application components was used for measuring the perceived Teacher Digital Literacy, while, the European Union’s rubrics for measuring ICT frequency in schools was adopted for estimating the extent of teachers’ digital technology usage/activities. The study covered six districts in Ghana with 233 teachers (n = 233) sampled from 45 schools. Based perceptions of the Teacher Digital Literacy two significantly different Digital Divide clusters were found among schools that diverged based on the teachers’ digital application component of Teacher Digital Literacy. While, most schools teachers claimed an above average level of Teacher Digital Literacy; however, more than 50% of the schools are digitally proactive. Suggesting that teachers appear not to be actually using ICT tools and digital resources for professional practice. The cluster of schools differentiated by the extent of digital activities (TDA) were performed weekly. The study reveals several critical issues of teachers’ digital empowerment for technology in Ghana’s basic schools, of which school-based management (SBM) governance be adapted to address them.

Reasons behind dropping out of slum children from non-formal school in Dhaka - Smita, Marzia Khatan; Rabbi, Md Fajlay; Mohammad, Shoeab (Jurnal Iqra' : Kajian Ilmu Pendidikan, 2020)
In South Asia, numerous slum children were deprived of education upon several socio-economic grounds, and many children still dropout of non-formal schools despite receiving free non-formal education. This study aims to explore the reasons for dropping out of non-formal schools and the socio-demographic situation of slum children in Dhaka City. Fifty non-formal dropout slum children were selected conveniently as participants employing a mixed research design. A semi-structured schedule of questionnaire and interview was used as instruments for collecting data. Both qualitative and quantitative data were collected simultaneously to explore the slum children's dropout situation. Twelve reasons of their dropout have been reported. In addition to explaining the reasons for their dropping out, two frameworks were presented in detail. Most slum non-formal students dropped out of their schools for the pulling out factors and reasons related to household. Recommendations for reducing slum children's school dropout and persuasive strategies for future work in this field have been addressed. Keywords: Non-formal School, Dropout, Slum Children, Non-formal Education.
Keywords: Dropout; Non-formal Education; Non-formal School; Slum Children

Covid-19 pandemic and online learning: the challenges and opportunities - Adedoyin, Olasile Babatunde; Soykan, Emrah (Interactive Learning Environments, 2020)
The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities, including educational activities, and this has resulted in tremendous crisisresponse migration of universities with online learning serving as the educational platform. The crisis-response migration methods of universities, faculty and students, challenges and opportunities were discussed and it is evident that online learning is diﬀerent from emergency remote teaching, online learning will be more sustainable while instructional activities will become more hybrid provided the challenges experienced during this pandemic are well explored and transformed to opportunities.

Tips for fostering students' self-regulated learning in asynchronous online learning environments - Ebner, Rachel J. (Faculty Focus | Higher Ed Teaching & Learning, 2020)
For students who lack self-regulated learning skills, asynchronous, online learning can be extremely challenging and overwhelming.

A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic - Niemi, Hannele Marjatta; Kousa, Päivi (International Journal of Technology in Education and Science, 2020)
This study describes one local upper secondary school in Finland during the COVID-19 pandemic. All teaching was changed to distant for around two months. The study describes students’ and teachers’ perceptions during that time. Participants responded to the survey four times and freely described their experiences five times. The number of participants varied from 56 to 72 students and 9 to 15 teachers at different times. The data were analyzed by descriptive statistics, cluster analysis, and qualitative content analysis. The main findings indicate that distance teaching was implemented very successfully. However, open comments and cluster analysis revealed many challenges. Students complained of heavy workloads and fatigue. Some students lost motivation. These difficulties did not disappear over time. The main challenges for teachers included non-authentic interaction and a lack of the spontaneity that in-person teaching provides. Teachers quickly learned to use technological platforms, but interaction through it was not of as high quality. Teachers were also worried about students’ progress. Teachers did not recognize students’ heavy workload and motivation problems in the way that students described them. The study provides several recommendations for future remote teaching.

Our new partnerships with eKitabu, Rising Academies, and Learning Equality (EdTech Hub, 2020)
We are thrilled to announce our new partnerships with three amazing organizations – eKitabu, Rising Academies, and Learning Equality. We’ll be working alongside them in the months ahead to advance equitable educational solutions for the most marginalized learners. We’re excited to offer the Hub as a platform for amplifying their work – making new connections and fostering collaboration across thinkers…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Psychological impacts of 'screen time' and 'green time' for children and adolescents: A systematic scoping review - Oswald, Tassia K.; Rumbold, Alice R.; Kedzior, Sophie G. E.; Moore, Vivienne M. (PLOS ONE, 2020)
Technological developments in recent decades have increased young people’s engagement with screen-based technologies (screen time), and a reduction in young people’s contact with nature (green time) has been observed concurrently. This combination of high screen time and low green time may affect mental health and well-being. The aim of this systematic scoping review was to collate evidence assessing associations between screen time, green time, and psychological outcomes (including mental health, cognitive functioning, and academic achievement) for young children (<5 years), schoolchildren (5–11 years), early adolescents (12–14 years), and older adolescents (15–18 years). Original quantitative studies were identified in four databases (PubMed, PsycInfo, Scopus, Embase), resulting in 186 eligible studies. A third of included studies were undertaken in Europe and almost as many in the United States. The majority of studies were cross-sectional (62%). In general, high levels of screen time appeared to be associated with unfavourable psychological outcomes while green time appeared to be associated with favourable psychological outcomes. The ways screen time and green time were conceptualised and measured were highly heterogeneous, limiting the ability to synthesise the literature. The preponderance of cross-sectional studies with broadly similar findings, despite heterogeneous exposure measures, suggested results were not artefacts. However, additional high-quality longitudinal studies and randomised controlled trials are needed to make a compelling case for causal relationships. Different developmental stages appeared to shape which exposures and outcomes were salient. Young people from low socioeconomic backgrounds may be disproportionately affected by high screen time and low green time. Future research should distinguish between passive and interactive screen activities, and incidental versus purposive exposure to nature. Few studies considered screen time and green time together, and possible reciprocal psychological effects. However, there is preliminary evidence that green time could buffer consequences of high screen time, therefore nature may be an under-utilised public health resource for youth psychological well-being in a high-tech era.
Keywords: Adolescents; Attention; Children; Cognitive psychology; Mental health and psychiatry; Psychology; Schools; Social psychology

The students learning from home experiences during Covid-19 school closures policy in Indonesia - Putra, Purniadi; Liriwati, Fahrina Yustiasari; Tahrim, Tasdin; Syafrudin, Syafrudin; Aslan, Aslan (Jurnal Iqra' : Kajian Ilmu Pendidikan, 2020)
This article analyzed the learning experience of students at home during the school closing period in response to the Covid-19 pandemic in Indonesia. Through this study, an in-depth understanding of the life experiences, perceptions, and motivation of students were obtained from either the school or their parents. These outputs would be input into policy making and solving learning problems towards a new normal era. Now the school closures have been running for almost seven months and it almost about to reopening this mid-August 2020. To understand this phenomenon issue, some data searching have been performed ranging from daily papers, academic journal, and educational related literature. The data search then analyzed under the phenomenological application approach. Compiling the existing data and students voices, this study showed that the students learning experiences during six month learning from home responding the national policy stopping the corona virus spreading can be reported based on 10 websites visited have expressed their best coverage over students learning difficulty and challenge from different perspectives. Most websites mentioned students hardship in learning from home caused the lack of learning resources such not access to internet and parents ability to support their children learning. Keywords:  School Closures Policy In Covid-19, Covid-19, Learning Online

Global Education Coalition members pledge to support emergency response in Beirut - UNESCO (2020)

Systems Concepts in Action - Williams, Bob; Hummelbrunner, Richard (Stanford University Press, 2020)
Systems Concepts in Action: A Practitioner's Toolkit offers out a wide range of systems methods to help readers investigate, evaluate and intervene in complex messy situations.

How the Government of Sierra Leone is improving its Education Data Hub (EdTech Hub, 2020)
Sierra Leone’s Education Data Hub is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and students could access and use…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

How the Government of Sierra Leone is improving its Education Data Hub - EdTech Hub (EdTech Hub, 2020)
Sierra Leone’s Education Data Hub, is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Realizing the promise: How can education technology improve learning for all? (Brookings, 2020)
This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology.

The economic impacts of learning losses - Hanushek, Eric A.; Woessmann, Ludger (OECD, 2020)
The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches.

Using Nudges to Prevent Student Dropouts in the Pandemic - Lichand, Guilherme; Christen, Julien (arXiv, 2020)
The impacts of COVID-19 reach far beyond the hundreds of lives lost to the disease; in particular, the pre-existing learning crisis is expected to be magnified during school shutdown. Despite efforts to put distance learning strategies in place, the threat of student dropouts, especially among adolescents, looms as a major concern. Are interventions to motivate adolescents to stay in school effective amidst the pandemic? Here we show that, in Brazil, nudges via text messages to high-school students, to motivate them to stay engaged with school activities, substantially reduced dropouts during school shutdown, and greatly increased their motivation to go back to school when classes resume. While such nudges had been shown to decrease dropouts during normal times, it is surprising that those impacts replicate in the absence of regular classes because their effects are typically mediated by teachers (whose effort in the classroom changes in response to the nudges). Results show that insights from the science of adolescent psychology can be leveraged to shift developmental trajectories at a critical juncture. They also qualify those insights: effects increase with exposure and gradually fade out once communication stops, providing novel evidence that motivational interventions work by redirecting adolescents' attention.
Keywords: Economics - General Economics

(Re)considering the Concept of Literature Review Reproducibility - Cram, W. Alec; Templier, Mathieu; Pare, Guy (Journal of the Association for Information Systems, 2020)

“I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 - Adarkwah, Michael Agyemang (Education and Information Technologies, 2020)
Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government’s initiative to ensure “education anytime anywhere for everyone” by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students’ educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning.

Africa’s Covid-19 opportunity (EdTech Hub, 2020)
Educators in Africa are optimistic about the opportunities that Covid-19 brings for reform and innovation in education.  That’s the headline from a survey eLearning Africa recently conducted, in which 1,600 education and technology professionals from 52 countries in Africa were asked for their thoughts on the longer-term effects of the pandemic. Despite what it’s doing to societies and economies around…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Innovations of education socialisation in Vietnam: From participation towards privatisation - Dang, Thi Kim Phung (Educational Philosophy and Theory, 2020)
Education reforms worldwide, in both developed and developing countries, address the content of education programmes and/or changes education systems. There are different paths, and different socioeconomic contexts, for those nations which pursue education reform, and Vietnam makes for an instructive example. The country’s socioeconomic renovation, known as Doi Moi since the late 1980s, has put forward the discourse of socialisation, which generally advocates greater public participation in all areas of society. Although socialisation has been the central ideology of the Doi Moi process, there is still a dispute about its meaning and implications. This paper contributes to debates about reforms by examining the discourse of socialisation in Vietnam through analysis of government documents and public opinion in various media. These secondary documents on education socialisation in Vietnam, highlight the institutionalisation of education socialisation in an apparent movement from general public participation to a form of privatisation. This institutionalisation has dramatically transformed the conditions of people’s access to education in Vietnam.

Education for all in the time of COVID-19: how education can be part of the solution - GSMA (2020)

Messaging Apps, SMS, and Social Media: A Rapid Evidence Review - Jordan, Katy; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of existing research on the use of mobile phone-based messaging (including SMS, and messaging through apps such as WhatsApp) to support education in low- and middle-income countries (LMICs). This topic was chosen as the focus for a RER in response to the Covid-19 pandemic and school closures, as this form of technology has been adopted as part of some countries’ methods of providing continuing education during closures and disruption. As such, the overall purpose of this document is to summarise the existing research literature around messaging, so that the existing evidence can be used to inform ongoing responses to the pandemic. The findings are intended to be of use to educational decision makers, including donors and those in government and NGOs, to inform responses to the current pandemic.
Keywords: Covid-19; LMICs; SMS; Social media; TPD; WhatsApp; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; educational technology; mobile learning; refugee education; teacher professional development; text message; ⛔ No DOI found

COVID-19: Effects of School Closures on Foundational Skills and Promising Practices for Monitoring and Mitigating Learning Loss - Alban Conto, Carolina; Akseer, Spogmai; Dreesen, Thomas; Kamei, Akito; Mizunoya, Suguru; Rigole, Annika (Innocenti Working Paper, 2020)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Annual Status of Education Report (Rural) 2020. Wave 1 - ASER (ASER Centre, 2020)

Promising Practices for Equitable Remote Learning: Emerging lessons from Covid-19 education responses in 127 Countries - Dreesen, Thomas; Akseer, Spogmai; Brossard, Mathieu; Dewan, Pragya; Giraldo, Juan-Pablo; Kamei, Akito; Mizunoya, Suguru; Correa, Javier Santiago Ortiz (Innocenti Research Briefs, 2020)
Keywords: ⛔ No INSPIRE recid found

Cost Effective Approaches to Improve Global Learning What Does Recent Evidence Tell Us Are Smart Buys for Improving Learning in Low-and-Middle-Income Countries - Global Education Evidence Advisory Panel (World Bank; FCDO; Building Evidence in Education, 2020)

SDG7: Data and Projections - International Energy Agency (IEA, 2020)

EdTech’s three promising approaches to #SaveOurFuture - Nicolai, Susan; Hassler, Bjorn (2020)

Sierra Leone Demographic and Health Survey 2019 - Statistics Sierra Leone (The DHS Program, 2020)
ICF

UNICEF ROSA Monitoring Learning Continuity during COVID-19 Guidance and Survey Question Bank - UNICEF Regional Office for South Asia (2020)

A Historic Shock to Parental Engagement in Education - Winthrop, Rebecca; Ershadi, Mahsa; Angrist, Noam; Bortsie, Efua; Matsheng, Moitshepi (Brookings Institution, 2020)

Distanced and Disadvantaged: A Study on the Effects of COVID-19 on Education for Learners with Disabilities in Kenya, October 2020 - Angoye, James; Mbari-Kirika, Irene; Walker, Bruce; Kavua, Martin (inABLE.org, 2020)

Displaced and dismayed: How ICTs are helping refugees and migrants, and how we can do better - Bock, Joseph G.; Haque, Ziaul; McMahon, Kevin A. (Information Technology for Development, 2020)

Designing for transition: Supporting teachers and students cope with emergency remote education - Green, Jennifer K.; Burrow, Marla S.; Carvalho, Lucila (Postdigital Science and Education, 2020)
The global pandemic reached New Zealand in the middle of a teaching semester, calling educators to rapidly transition into a fully online teaching mode. Covid-19 brought fears for the unknown and required an abrupt shift, creating anxiety for academic staff, students and parents. Amidst this transition, educators had to quickly reconfigure their designs, as specific pedagogical strategies set for in-class arrangements would no longer be appropriate for the new scenario. A whiplash redirect to the online mode introduced new tools and added uncertainties about Internet access and connectivity. People had to deal with remoteness and isolation and with changes to virtual learning. This paper theorizes about what it means to design for transition during an emergency. Drawing on the Activity-Centred Analysis and Design (ACAD) framework, we discuss implications for educational design, detailing how tools, social arrangements and tasks can be carefully orchestrated to support learning activity in emergency remote education. We situate the discussion within the transitioning experiences of students and staff at a Bachelor of Nursing programme, within a three-phased educational design which involved Virtual Happy Hours (VHH). The VHH sessions were run with two cohort groups of first- and second-year students in the Bachelor programme—and included their teaching staff. The intent of the VHH was to allow participants to familiarize themselves with tools, tasks and social elements that could be (re)used to facilitate engagement in a new online space—in preparation to the upcoming course sessions in the lockdown period.
Keywords: Covid-19; Design for learning; Digital Education and Educational Technology; Hybrid learning; Nursing education; Postdigital; Undergraduate

1 Million Disadvantaged School Children to Benefit From ‘Learn at Home’ Project by Data Science Nigeria/Malezi in Partnership With the Mastercard Foundation - Mastercard Foundation (Mastercard Foundation, 2020)

Impact of COVID-19 on the institutional education system and its associated students in Bangladesh - Emon, Efta Khairul Haque; Alif, Ashrafur Rahman; Islam, M. Shahanul (Asian Journal of Education and Social Studies, 2020)
Keywords: Bangladesh; COVID-19; Coronavirus; education; impact; poverty.

How much does your remote learning intervention cost? - Holla, Alaka; Pan, Yilin (2020)
This posts discusses a tool for measuring the costs of remote learning interventions.

Cameroon Reopens Schools After 7-month COVID Closure | Voice of America - English - Kindzeka, Moki Edwin (Voice of America, 2020)
More than seven million Cameroon children and their teachers have returned to schools for the first time since their institutions were closed to stop the spread of COVID-19, seven months ago. The government of the central African state says it has been able to considerably reduce the spread of the disease that has been officially confirmed in more than 20,000 people with 420 deaths. Respect of COVID-19 barrier measures is imperative in all schools. The oldest student reads rules and regulations to be respected at Government Bilingual High School Essos in Cameroon’s capital Yaoundé.

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

Research on the response to COVID19 - Haßler, Björn; Fitzpatrick, Rachael (BE2, 2020)
Presentation given at BE2, 2020-10-06.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _yl:u; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Tertiary students’ engagement with professional learning networks and emerging technologies in learning: The case of a coastal University in West Africa. - Wiafe, Bernard; Takramah, Florence; Bless, Gloria; Akaadom, Bernard (International Multidisciplinary Research Journal, 2020)
The main aim of this study was to investigate students' views on their engagement with professional learning networks and emerging technologies for students' use and how these impact their studies. A sample of 150 students from the University of Cape Coast, Ghana was used for study. Respondents were selected from second year to final year students pursuing undergraduate degree programmes from three different departments of the university. The research instrument used was a carefully constructed questionnaire. Undergraduate students generally exhibited positive attitude towards the use of professional learning networks and emerging technologies across the five attitudinal subscales they were measured on. As a result, from the findings, it is recommended that the use of professional learning networks and emerging technologies should be taken advantage of at all levels in a university curriculum.
Keywords: ⛔ No DOI found

Preparing children for climate-related disasters - Seddighi, Hamed; Yousefzadeh, Sepideh; López López, Mónica; Sajjadi, Homeira (BMJ Paediatrics Open, 2020)
Climate-related disasters affect different dimensions of children’s health and well-being both directly and indirectly. Reducing children’s vulnerability and exposure to climate-related disasters is crucial to protect them against risks. Children as climate-change agents and future leaders at local, national and international level can obviously contribute to reduce vulnerabilities in families and communities and transfer knowledge to them. Moreover, children can advocate for climate change mitigation. In the long term, participation of children in the climate change mitigation programmes may lead to fewer disasters and, consequently, less risk to their health., As government policies have failed to fully address and respond to the drivers of climate-related disasters, disasters preparedness and education for children should be considered an essential activity to protect children from disaster’s risks., Main factors in shaping children’s behaviour and response to disaster are increasing the risk perception and knowledge of the children. When a child perceived likelihood, susceptibility and severity of a disaster (such as earthquake), then they would be able and willing to learn how to prepare for that., So far, disaster education programmes for children have mostly relied on offline school-based training. Different innovative approaches can be applied to continue education within online and digital formats including virtual reality, digital games and online platforms. However, an advocacy support by influential entities such as companies engaged in entertainment industry is required to raise the awareness of public and particularly the children about disaster preparedness.

President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko - SN Radio (2020)
#sierraleone #presidentbio #fatimabio #sierraleoneparliament #sierranetworkproduction #sierranetwork #sierranetworkwanpotshow President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko. Latest News Website: http://www.blog.snradio.net FaceBook: http://www.facebook.com/SierraNetwork... Youtube: http://www.youtube.com/Salone2Bad Twitter: http://twitter.com/sierra_n_salone Radio: http://SNRadio.net Radio TuneIn App: http://tun.in/sfgyD SoundCould 1: http://www.soundcloud.com/sierra-network SoundCould 2: https://soundcloud.com/sierra-network-sl SoundCould 3: https://soundcloud.com/sierra-network... Contact Us: info@snradio.net Sierra Network For All That Matters Sierra Leone

Back to school 2020-2021 - UNICEF (UNICEF, 2020)
UNICEF supports children's return to school in a safe and protective environment

COVID-19 in Pakistan: A Phone Survey to Assess Education, Economic, and Health-Related Outcomes - Akmal, Maryam; Crawfurd, Lee; Hares, Susannah; Minardi, Ana Luiza (2020)
Using a sample of 1,211 households in Pakistan, we examine the effects of COVID-19 on three key domains: education, economic, and health-related. F...
Keywords: ___working_potential_duplicate

Nigeria Government Calls for Reopening of Schools After 6-month COVID Lockdown | Voice of America - English - Ettang, Ifiok (Voice of America, 2020)
Nigeria reopened schools Oct. 12, six months after they were closed to curtail the spread of the coronavirus. However, not all parents believe students should be returning to the classroom. Gloria Kwashi runs the Zambiri Outreach and Childcare Center in Jos, a school that provides free education and food for more than 400 children, including orphans and victims of insurgent violence. She says the pandemic brought her students' learning to a complete halt. "All the months that we left, nobody came to school and nobody learned anything, so it was already that bad," she said.

Vietnam's vision and goals for a digital nation - Ministry of Information and Communications, Vietnam (2020)
Vietnam sets targets on digital technology development to enter the group of leading countries in the world in digital technology-related indexes.

Integrating ICT in English Language Teaching in Bangladesh: Teachers’ Perceptions and Challenges - Khan, Nafis Mahmud; Kuddus, Khushboo; Kuddus, Khushboo; School of Humanities (English), KIIT Deemed to be University, Bhubaneswar, Odisha, India. (Rupkatha Journal on Interdisciplinary Studies in Humanities, 2020)
The integration of Information and Communication Technology (ICT) in Education especially, in English Language Teaching (ELT) in secondary schools of Bangladesh has been existing for a decade now. However, the status of actual implementation is quite different from the adoption and initiatives taken to integrate ICT in ELT. Therefore, the study aims to investigate the secondary level English language teachers’ attitude towards integration of ICT in Communicative Language Teaching (CLT) and the factors inhibiting the use of it. Further, the paper attempts to examine the challenges faced by the secondary level English teachers of Bangladesh in using ICT in language teaching effectively. In an attempt to examine the attitude of teachers in using ICT in ELT, a quantitative research is designed with a close ended questionnaire to collect the data from a sample of 100 secondary English language teachers of various schools of Bangladesh. The data of the responses is quantified and is analyzed by SPSS 20 program. The obtained data from the questionnaire is examined in order to investigate the perceptions of the secondary level English language teachers towards ICT integrated language teaching and the challenges of the implementation of ICT in ELT. In conclusion, the outcome of the research would provide significant information about the attitude of the teachers towards ICT integration in ELT and the challenges faced by them and hence, the study would help the policy makers and the teachers to enhance the effectiveness of using ICT in ELT.

Ethiopia Begins Reopening Schools to Fight Rising Rates of Child Marriage and Labor - Wuilbercq, Emeline (Global Citizen, 2020)
Ethiopia is working to identify children who have been forced into early marriage or child labor during the pandemic.

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (World Bank, 2020)

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (World Bank, 2020)

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (Policy Research Working Papers, 2020)
Keywords: COST-BENEFIT ANALYSIS; EDUCATION OUTCOMES; GOVERNMENT POLICY; IMPACT EVALUATION; LEARNING LOSS; PUBLIC EXPENDITURE; SCHOOLING; YEARS OF SCHOOLING

EdTech and COVID-19 response [Save Our Future] - Haßler, Björn; Nicolai, Susan; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (#SaveOurFuture, 2020)
This document is background paper 3 for the #SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _cover:v2; _r:CopiedFromEvLib; _yl:j; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Accessibility - Wikipedia (Wikipedia, 2020)
Accessibility in the sense considered here refers to the design of products, devices, services, or environments so as to be usable by people with disabilities. The concept of accessible design and practice of accessible development ensures both "direct access" (i.e. unassisted) and "indirect access" meaning compatibility with a person's assistive technology (for example, computer screen readers). Accessibility can be viewed as the "ability to access" and benefit from some system or entity. The concept focuses on enabling access for people with disabilities, or special needs, or enabling access through the use of assistive technology; however, research and development in accessibility brings benefits to everyone.Accessibility is not to be confused with usability, which is the extent to which a product (such as a device, service, or environment) can be used by specified users to achieve specified goals with effectiveness, efficiency, convenience satisfaction in a specified context of use.Accessibility is strongly related to universal design which is the process of creating products that are usable by people with the widest possible range of abilities, operating within the widest possible range of situations. This is about making things accessible to all people (whether they have a disability or not).

EdTech and COVID-19 response [EdTech Hub Report] - Haßler, Björn; Nicolai; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (EdTech Hub, 2020)
This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _cover:v2; _yl:j; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

The ICT Landscape in Northern Kenya: Challenges & Opportunities - Mugendi, Jacob; Valbuena, Gustavo (Engineering For Change, 2020)
EDITORIAL TEAM: Carolina Rojas, E4C Expert Fellow; Mariela Machado, E4C Program Manager; Grace Burleson, E4C Research Manager DISCLAIMER: Any views and/or opinions expressed in this post by individual authors or contributors are their personal views and/or opinions and do not necessarily reflect the views and/or opinions of Huawei Technologies or iGov Africa. Click here to view the full report. The northern region of Kenya, which is arid and semi-arid in nature, forms...

Learning Inequality During the Covid-19 Pandemic - Engzell, Per; Frey, Arun; Verhagen, Mark D. (SocArXiv, 2020)
Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for student learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from the Netherlands (n≈350,000). The Netherlands represents a best-case scenario with a relatively short lockdown (8 weeks) and a high degree of technological preparedness. We use the fact that national exams took place before and after lockdown, and compare progress during this period to the same period in the three previous years using a difference-in-differences design. Our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. These results remain robust when balancing on the estimated propensity of treatment and using maximum entropy weights, or with fixed-effects specifications that compare students within the same school and family. Losses are up to 55% larger among students from less-educated homes. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. The average learning loss is equivalent to a fifth of a school year, nearly exactly the same period that schools remained closed. These results imply that students made little or no progress whilst learning from home, and suggest much larger losses in countries less prepared for remote learning.
Keywords: Economics; Education; Educational Assessment; Evaluation; Public Affairs; Public Policy and Public Administration; Social Statistics; Social and Behavioral Sciences; Sociology; and Research

What Have We Learnt? Findings from a survey of ministries of education on national responses to COVID-19 - UNESCO; UNICEF; World Bank (2020)

What Have We Learnt? Findings from a survey of ministries of education on national responses to COVID-19 - UNESCO; UNICEF; World Bank (UNICEF, 2020)
At the height of nationwide lockdowns due to the COVID-19 pandemic, more than 1.5 billion children were affected by school closures, causing an unprecedented global learning crisis. Even prior to the pandemic, however, children’s learning was in crisis with half of 10-year-olds in middle- and low-income countries unable to understand a simple written sentence and more than a quarter billion children out of school. The pandemic has only sharpened these inequities, hitting schoolchildren in poorer countries particularly hard. National governments around the world have been quick to implement remote learning, new health protocols and reopening plans, but again these policies have varied widely based on each country’s wealth. According to this new report published by UNESCO (Headquarters and Institute for Statistics), UNICEF (Headquarters and Office of Research) and the World Bank, schoolchildren in low- and lower-middle-income countries have already lost nearly four months of schooling since the start of the pandemic, compared to an average of six weeks among high-income countries. Compiling data from surveys on national education responses to COVID-19 from 149 countries between July and October, the report also finds that schoolchildren in low- and lower-middle income countries were less likely to have access to remote learning or to be monitored on a day-to-day basis by teachers and were more likely to have delays in their schools reopening.

EdTech’s three promising approaches to #SaveOurFuture - Nicolai, Susan; Haßler, Björn (EdTech Hub, 2020)
By Susan Nicolai and Björn Haßler Covid-19 has led to the biggest upheaval to daily life that many of us have ever seen, including for education. Even before schools shut in early March, there was a recognised global learning crisis and some 260 million not in school. The pandemic has further interrupted education for 90% of children around the world,…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Call for Research Proposals: EdTech responses to Covid-19 (EdTech Hub, 2020)
EdTech Hub is excited to launch a call for proposals to fund a series of small research projects (3-6 months) related to Covid-19 response and recovery using educational technology (EdTech). The selected research projects will investigate the practical application of EdTech, generate primary research, and develop recommendations which aim to be useful during Covid-19 response, recovery, and beyond. We see…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Baseline Secondary Writing: have Year 7 pupils gone backwards? - Christodoulou, Daisy (Medium, 2020)
We’ve just completed our Year 7 Baseline Secondary Writing assessment, and we can now use these results to see the size of the learning…

Ghana’s education response during the COVID-19 crisis: EdTech to the rescue? - Agbe, Edem; Sefa-Nyarko, Clement (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH

Jordan’s EdTech response to COVID-19 - Al-Hindawi, Hind; Hashem, Lina (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Guidance note on using learning assessment in the process of school reopening - Bazaldua, Diego Luna; Levin, Victoria; Liberman, Julia (World Bank, 2020)

Virtual Roundtable on Structured Pedagogy - better purpose (2020)

Value for Money Policy and Procedure - EdTech Hub (2020)

Save our future - Haßler, Björn; Sagun, Rose (2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodoODE

Education technology in the COVID-19 response in Nigeria - Isisi, Akogun; Olojede, Omolola; Adedoyin, Adesina; Akogun, Oladele (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Tangerine for Principals: Pilot Report - Leh Wi Lan (2020)

China: testing a decade of online education preparation - Liangdi, Xu; Groenewegen-Lau, Jeroen (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Distance learning in the context of COVID-19: the case of Rwanda - Ngabonzima, Ernest; Isimbi, Roberte; Mwali, Marie Merci; Pellini, Arnaldo (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

EdTech and the COVID-19 response: A case study of Kenya - Ngware, Moses; Ochieng, Vollan (EdTech Hub, 2020)
Keywords: Kenya; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Increasing Parent Engagement in Children's Literacy: A Needs Assessment to Inform the Design of Parent Engagement Efforts - Project Literacy; Results for Development; Center for Education Innovations (2020)

Education service transformation in Sierra Leone: Where policy meets the people | Blog | Global Partnership for Education - Sengeh, David Moinina (2020)
As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone.

COVID-19 and the education response in Indonesia: exploring the learning crisis - Suriastini, Wayan; Setyo, Pujiastuti; Herawati, Fita; Naryanta; Moddilani, Ganiko; Pellini, Arnaldo (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Education technology in the COVID-19 response in Pakistan - Tabassum, Rabia; Hadi, Murium; Qaisrani, Ayesha; Shah, Qasim (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v2; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, 2020)
Education for the most marginalised post‑COVID-19 Guidance for governments on the use of digital technologies in education Join us December 18 for the report launch! Click here to register. The UNESCO Chair in ICT for Development, with support from the EdTech Hub, developed this report and associated Guidance Notes in 2020 building on a series of regional and sectoral consultations…
Keywords: ___working_potential_duplicate

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education – Act one - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _zenodo:submitted; _zenodoETH

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, UNESCO, UniTwin, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _zenodo:submitted; _zenodoETH

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education — home page - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (Education for the most marginalised, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 1 In the local context — using digital technologies to develop local content From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 10 Prioritising effective and appropriate teacher training From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Guidance Note 11 Using digital technologies effectively in support of learning and training for employment From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 12 Ensuring rigorous monitoring and evaluation of initiatives using digital technologies in education for the most marginalised From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 13 Ensuring that children are safe when using digital technologies for learning From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 14 Partnerships with the private sector and civil society From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No INSPIRE recid found

Guidance Note 2 Sharing Open Educational Resources (OER) with Creative Commons (CC) open licenses From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 3 Digital technologies and girls’ education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 4 Inclusion and accessible learning for people with disabilities From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 5 Supporting the effective use of digital technologies for learning by refugees and displaced persons From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 6 Digital technologies and education in Small Island Developing States (SIDS) From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 7 Ensuring resilient connectivity From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 8 Resilient and sustainable energy solutions From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 9 Involving marginalised young people in the design of their own education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note Annex 4 From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note Introduction From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Lessons for effective CPD - Synthesis of a Sandbox Learning Session - Plaut, Daniel (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _r:AddedByZotZen

Sandbox Lean Cost Model - Rahman, Asad, (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Promoting Parental Involvement in Schools: Evidence From Two Randomized Experiments - Barrera-Osorio, Felipe; Gertler, Paul; Nakajima, Nozomi; Patrinos, Harry (National Bureau of Economic Research, 2020)
Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals.

EDUCATION REFORM - Ministry of Education Ghana - Ministry of Education Ghana (2020)
The Ghana Education Reform Agenda The Government of Ghana initiated some key education reforms to transform teaching and learning and improve educational outcomes under the Education Strategic Plan (ESP 2018-2030) which was approved by cabinet in November 2018. These reforms are expected to contribute to the goals of the ESP and the Sustainable Development Goals

An EdTech reading list from the Helpdesk team: Autumn 2020 (EdTech Hub, 2020)
In this blog post, we summarise six new publications from the Helpdesk and what we have learned about monitoring and evaluation, curriculum reform, blended learning, and teacher education. As Covid-19 continues to affect learning around the world, our Helpdesk is seeing a shift in the requests we receive. Earlier, the bulk of requests were linked to short-term Covid responses. Now,…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Australia will support two more districts from the 40 disadvantaged districts identified as a priority by the Ministry of Education and Sports to receive extra support - Basic Education Quality and Access in Lao (Basic Education Quality and Access in Lao PDR, 2020)
18 of the Ministry’s priority districts will receive extra support from Australia to strengthen the implementation of the revised primary curriculum, out of a total of 34 districts supported by Australia
Keywords: ⛔ No INSPIRE recid found

Late resumption of schools in Senegal amid COVID safety concerns - AfricaNews (Africanews, 2020)
In the Senegalese capital of Dakar, pupils, parents and teachers return to the Lycée Ousmane Sembène for the start of a new school year

Why the World Needs a Curriculum Alignment Hub - Chandra, Shivi (Learning Equality, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:image; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Covid-19, EdTech, and Survey Alignment in Education - Fitzpatrick, Rachael; McIntyre, Nora; Wilson, Samuel; Rose, Pauline (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Additional Funding Available: Call for Research Proposals - EdTech responses to Covid-19 - Kreimeia, Adam (EdTech Hub, 2020)
We are excited to announce that there is now increased funding available for projects through our Call for Research Proposals: EdTech responses to Covid-19, which closes on Friday 27th November 2020.  As part of this window, additional funding, up to a total value of £50k, may be available to a small number of applications, particularly where they allow for comparison…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Is School Funding Unequal in Latin America?: A Cross-country Analysis - Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Martínez, Matias; Santos, Humberto; Soares, Sammara (2020)
Public spending on education has increased significantly in Latin America over the last decades. However, less is known whether increased spending has been translated into a more equitable distribution of resources within countries in the region. This study addresses this gap by measuring the inequality in per-pupil spending between regions with different levels of socioeconomic status (SES) within five Latin American countries: Brazil, Chile, Colombia, Ecuador, and Peru. Results show that Brazil, a federal country, has the widest socioeconomic funding gap due to large inequalities in local revenues between high and low SES regions. However, the country's funding gap has narrowed over time. School funding in Colombia has become more regressive over time, but its gap is half the size of the one in Brazil. The distribution of school funding in Peru has changed over time from being regressive-benefiting the richest regions-to being progressive-benefiting the poorest regions. Education spending in Chile and in Ecuador are, on the other hand, consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeted at disadvantaged rural areas, the funding formulas in Chile addresses socioeconomic inequalities beyond the rural-urban gap.

Smart buys, great sales and special offers: cost-effective approaches to improve global learning - Lewin, Keith; Learning | 0; Learning | 0 (The Education and Development Forum (UKFIET), 2020)

Magoha Releases Final School Calendar - Otieno, Imran (Kenyans.co.ke, 2020)
Education CS Professor George Magoha announced the school calendar with all students expected to resume learning on January 4, 2021.

Vietnam to discard household registration books in 2023 - Tuoi Tre News (2020)

The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings - OECD (2020)

À propos de notre recherche de ressources pédagogiques numériques en français - Masrour, Vahid (EdTech Hub, 2020)
Photo credit: SIL Cameroon Lire en anglais Durant le mois d’octobre, EdTech Hub et Learning Equality ont lancé un appel afin de trouver des ressources pédagogiques en français, dans le but de les rendre plus accessibles aux apprenants francophones qui ne disposent pas de connexion à internet. Ce post, préparé par Vahid Masrour, Curriculum Operations Specialist pour Learning Equality, présente…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Reflections on finding French digital education resources - Masrour, Vahid (EdTech Hub, 2020)
Photo credit: SIL Cameroon Read in French In October, EdTech Hub and Learning Equality put out a call to find French educational resources with the aim of making these resources more accessible to Francophone learners not connected to the internet. This post by Vahid Masrour, Learning Equality’s Curriculum Operations Specialist, highlights observations and recommendations from this process. He shares further…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Monitoring and evaluating radio in education - McBurnie, Chris (EdTech Hub, 2020)
Keywords: _EdTechHub_Output; dode_eth-src-eth; dode_eth-trf2-dode

Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle-Income Countries - Kaye, Tom; Groeneveld, Caspar; Bashir, Amreen (EdTech Hub, 2020)
This brief outlines a model for monitoring and evaluating distance learning based on a desktop review of interventions during the Covid-19 school closures and other previous school shutdowns. It then examines how this might be applied in the Bangladeshi context.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No INSPIRE recid found

Engaging with equity: insights from our first sandbox meetup - Rahman, Asad (EdTech Hub, 2020)
Talented, committed innovators are working with EdTech all over the world to make sure children continue learning amidst the school closures caused by Covid-19.  At the EdTech Hub, we are lucky to work with six such initiatives in Sandboxes. From experimenting with telephone helplines in Afghanistan to testing Whatsapp in refugee camps in Lebanon, to working with an advocacy campaign…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India - Muralidharan, Karthik; Singh, Abhijeet (Research on Improving Systems of Education (RISE), 2020)
We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.

Introducing the EdTech Hub Specialist Network - Dzinotyiweyi, Monica; Mullan, Joel (EdTech Hub, 2020)
What is the Specialist Network? We’re an international group of experts with substantial practical experience in developing and implementing education and EdTech programmes around the world. The Specialist Network allows the EdTech Hub to draw on a wide range of context-specific and subject-specific experience and expertise. We have a particular focus on supporting the Hub’s Helpdesk, providing additional capacity to…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora: pp67-71 - Rodríguez, Roberto Avello; Antón, Tamara Fernández (2020)
M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora

Report launch: Education for the most marginalised post-Covid-19 - Unwin, Tim (EdTech Hub, 2020)
With the support of EdTech Hub, members of the UNESCO Chair in ICT4D have worked hard with colleagues across the world over the last six months to craft an innovative and practical report on how governments can learn from their experiences of Covid-19 to create resilient education systems that use digital technologies wisely, effectively and appropriately. We are all very…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Stratégie Éducation 2030 Tchad - Ministère de L'Education Nationale et de la Promotion Civique; HCR Tchad (UNHCR, 2020)
Stratégie pour l'inclusion éducative des réfugiés au Tchad

New Brief: Monitoring Distance Learning During the Covid-19 Pandemic - Bashir, Amreen; Groeneveld, Caspar; Kaye, Tom (EdTech Hub, 2020)
In the initial rush to respond to school closures, countries focused on rolling out distance education. Policy-makers now realise that effective distance education requires robust data generated via high-quality monitoring. This blog highlights the findings of a brief synthesising effective practices in monitoring distance education.  Since March 2020, the Covid-19 pandemic has impacted 36 million learners in Bangladesh. Schools closed…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The Effect of Computer-Assisted Learning on Students’ Long-Term Development - Bianchi, Nicola; Lu, Yi; Song, Hong (Social Science Research Network, 2020)
In this paper, we examine the effect of computer-assisted learning on students’ long-term development. We explore the implementation of the “largest ed-tech intervention in the world to date,” which connected China’s best teachers to more than 100 million rural students through satellite internet. We find evidence that exposure to the program improved students’ academic achievement, labor performance, and computer usage. We observe these effects up to ten years after program implementation. These findings indicate that education technology can have long-lasting positive effects on a variety of outcomes and can be effective in reducing the rural–urban education gap.
Keywords: China; computer-assisted education; education policy; education quality; education technology

Effect of Covid-19 Pandemic on the Education System in Kenya - Kathula, Domeniter Naomi (Journal of Education, 2020)
Education is an integral part of human society, its importance in life cannot be ignored as lack of education gives birth to numerous social problems like poor health, internal conflict, poor living standards and many more, education helps people to find a better solution to their problems. Education lets people realize the true value of contribution and help become the backbone of the society. Innovation and creativity can only occur when people are skilled enough to know how to operate with different technologies. Since the first case of the novel coronavirus (COVID-19) was announced in Kenya, many aspects of society and the education sector have been dramatically affected. On March 15th 2020, the Kenyan government closed all learning institutions countrywide to contain the spread of the virus. As the numbers of those infected by coronavirus rose to over 8,000, the ministry of education announced on July 7th that, the 2020 school calendar year will be considered lost due to COVID-19 restrictions. The purpose of this study was therefore to determine the effect of Covid-19 pandemic on the education systems in Kenya. The study was anchored on Classical Liberal Theory of Equal Opportunities. Mixed method design which involved a combination of both quantitative and qualitative approaches was adopted. In?quantitative the study used a survey research design, specifically the study adopted a cross-sectional survey research design. Cross-sectional survey design involves collecting data from a large group of people of different stages of growth at one point in time. The target population for this study included teachers, students and parents. The sample size for the study comprised of 100 teachers, 25 parents and 100 students who were purposively selected across the country. This study used both questionnaire and interview guide to collect primary data. The questionnaires were served to teachers and students online using Google forms while interview guide was administered to the parents using online Google forms as well. The quantitative data collected was analyzed using SPSS. Quantitative analysis involved the use of descriptive analysis, while qualitative data was analyzed using content analysis. The results were presented on tables. The findings revealed that Covid-19 had seriously affected learning among students in Kenya. The study found that the effects of Covid-19 were so severe that some teachers and parents lost their jobs or source of livelihoods. Most of the students were not able to access online learning due to lack of electricity, lack of learning materials and some were forced to relocate to the country side. The study hence concluded that as a result of the challenges presented by the coronavirus and the likely impact of future pandemics the government’s ability to ensure continuation of learning will depend on the ability to swiftly harness available technology, provide adequate infrastructure and mobilize stakeholders to prepare alternative learning programmes. The study concludes that as a result of the emergence of Covid-19 pandemic, teaching and learning activities in all learning institutions in Kenya just like other parts of the world have severely been disrupted. The worst hit learners are the primary and secondary school candidates who should sit for their national examinations at the end of 2020. Based on the conclusion the study recommended that there is need for the government through the ministry of education together with all the stakeholders in education sector in Kenya to navigate through challenges presented by Covid-19 to ensure continued access to provision of quality, equitable and inclusive education during and after the pandemic. Effective implementation of the proposed interventions by education managers and stakeholders will ensure uninterrupted learning in educational institutions in future. This study in addition recommends that it is important to ensure that the Ministry of Education, parents and teachers support vulnerable students to ensure they are not exploited and that no learning loss occurs even as schools delay re-full opening until January 2021 despite grades 4, class 8 and form 4s being back in schools already. Keywords: Covid-19, Pandemic, Education system, Students, teachers, Parents, Kenya.
Keywords: Covid-19; Education system; Kenya; Pandemic; Parents; Students; teachers; ⛔ No DOI found

School’s Out: Experimental Evidence on Limiting Learning Loss Using “Low-Tech” in a Pandemic - Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi (National Bureau of Economic Research, 2020)
Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted.
Keywords: ___working_potential_duplicate

Adolescent problematic internet use and parental mediation: A Bangladeshi structured interview study - Chandrima, Rubaiya Matin; Kircaburun, Kagan; Kabir, Humyon; Riaz, Baizid Khoorshid; Kuss, Daria J.; Griffiths, Mark D.; Mamun, Mohammed A. (Addictive Behaviors Reports, 2020)
Internet-related problems such as excessive internet use, problematic internet use (PIU), and internet addiction, are becoming increasingly studied among Bangladeshi adult students, but there has been little research among adolescents. In Bangladesh, there has been no research examining the role of parental mediation in their children's internet use. Therefore, the present structured interview study investigated Bangladeshi adolescent PIU and its associated socio-demographics, internet use behaviors, and the parental mediation role among 350 high school students residing in Dhaka. The results showed that 84 of adolescents (24.0%) were classified as having PIU (cut-off score of ≥ 50 on the Internet Addiction Test) and nine adolescents (2.6%) were classified as having a severe dependency on the internet (cut-off score of >80 on the Internet Addiction Test). According to hierarchical regression analysis, significant PIU correlates included lower academic results, both parents' lower education, mother working outside the home, more than four days' weekly internet use, more than two hours daily internet use, and active mediation. Additionally, internet use behaviors (i.e., internet use locations, devices, purposes, and applications) and parental internet mediation dimensions other than active mediation (i.e., restrictive mediation, active mediation internet safety, monitoring, and technical mediation) were significantly related to PIU in t-tests and correlation analysis respectively. However, they were non-significant in the hierarchical regression analysis when included into equation altogether. The present study's findings will be helpful in developing country-level policymaking decisions and facilitating future research in the country.
Keywords: Bangladeshi adolescence; Internet addiction; Internet use behaviors; Parental mediation; Problematic internet use

An overview of mobile learning for refugee students: Juxtaposing refugee needs with mobile applications’ characteristics - Drolia, Maria; Sifaki, Eirini; Papadakis, Stamatios; Kalogiannakis, Michail (Challenges, 2020)
The mass influx of refugees into Europe since 2013 and their educational challenges have increased the need for high-quality refugee education. One proposal for addressing these challenges was to leverage mobile devices for educational purposes (mobile learning). Although significant research has been done in this field, mobile learning’s effectiveness on different social groups has yet to be explored. The present review paper aims to outline: (a) the factors that challenge refugee education, (b) the use of smart mobile devices by the refugee population, (c) the conflicting views about the effect of mobile learning in refugee education, and (d) the proposed characteristics for mobile refugee applications as found in the literature. A juxtaposition of refugee needs with the characteristics of mobile learning apps is attempted. By surveying the literature, the present paper concludes that mobile learning seems beneficial for refugees in two ways: providing refugees access to education and improving the quality of the provided refugee education. However, it is not a one-solution-fits-all regarding their education. At the end, future research proposals are included.
Keywords: mobile applications; mobile learning; refugee education; refugees; smart mobile devices

Online learning and emergency remote teaching: Opportunities and challenges in emergency situations - Ferri, Fernando; Grifoni, Patrizia; Guzzo, Tiziana (Societies, 2020)
The aim of the study is to analyse the opportunities and challenges of emergency remote teaching based on experiences of the COVID-19 emergency. A qualitative research method was undertaken in two steps. In the first step, a thematic analysis of an online discussion forum with international experts from different sectors and countries was carried out. In the second step (an Italian case study), both the data and the statements of opinion leaders from secondary online sources, including web articles, statistical data and legislation, were analysed. The results reveal several technological, pedagogical and social challenges. The technological challenges are mainly related to the unreliability of Internet connections and many students’ lack of necessary electronic devices. The pedagogical challenges are principally associated with teachers’ and learners’ lack of digital skills, the lack of structured content versus the abundance of online resources, learners’ lack of interactivity and motivation and teachers’ lack of social and cognitive presence (the ability to construct meaning through sustained communication within a community of inquiry). The social challenges are mainly related to the lack of human interaction between teachers and students as well as among the latter, the lack of physical spaces at home to receive lessons and the lack of support of parents who are frequently working remotely in the same spaces. Based on the lessons learned from this worldwide emergency, challenges and proposals for action to face these same challenges, which should be and sometimes have been implemented, are provided.
Keywords: emergency remote teaching; online learning; pedagogical challenges; social challenges; technological challenges

EdTech and Covid-19: 10 things to know - Nicolai, Susan; Wilson, Samuel; Jefferies, Kate (EdTech Hub, 2020)
Keywords: _EdTechHub_Output; _GS:not_indexed; _cover:v3; _r:CopiedFromEvLib; _zenodoETH

EdTech and Covid-19: 10 things to know - Nicolai, Susan; Wilson, Samuel; Jefferies, Kate (EdTech Hub, 2020)
Keywords: _EdTechHub_Output; _GS:not_indexed; _cover:v3; _r:CopiedFromEvLib; _zenodoETH

Global Proficiency Framework for Reading: Grades 1 to 9 - UNESCO Institute for Statistics (2020)

Preservice teachers' perceptions about the use of blended learning in a science education methods course - Yılmaz, Özkan; Malone, Kathy L (Smart Learning Environments, 2020)
The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning.
Keywords: Blended learning; Data analysis; Education; Education--Teaching Methods And Curriculum; Elementary preservice teachers; Higher education; Learning; Learning environment; Science education; Science instruction; Science methods courses; Students; Teachers; Teaching methods; __:import:01; __:match:final; __:matched; __:study_id:2095728; __finaldtb

Preservice teachers' perceptions about the use of blended learning in a science education methods course - Yılmaz, Özkan; Malone, Kathy L. (Smart Learning Environments, 2020)

TheoryOn: a design framework and system for unlocking behavioral knowledge through ontology learning - Li, Jingjing; Larsen, Kai; Abbasi, Ahmed (MIS Quarterly, 2020)
The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.
Keywords: _Added-ailr-2024

Sandbox Meet-up Planning Template - Rahman, Asad, (EdTech Hub, 2020)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Bangladeshi children share experiences of remote learning and the challenges they face - Chowdhury, Iftikhar Ahmed (UNICEF, 2020)
Students call for safe reopening of schools to prevent further disruption to their education

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

Texting Parents about Early Child Development: Behavioral Changes and Unintended Social Effects - Barrera, Oscar; Macours, Karen; Premand, Patrick; Vakis, Renos (Policy Research Working Papers, 2020)

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

Education sector plan (ESP) for Bangladesh: Fiscal years 2020/21-2024/25 - MoE (Ministry of Education, 2020)

Education Sector Plan (ESP) for Bangladesh Fiscal Years 2020/21-2024/25 - MoE (2020)

Online teaching and learning in higher education during the coronavirus pandemic: students’ perspective - Coman, Claudiu; Țîru, Laurențiu Gabriel; Meseșan-Schmitz, Luiza; Stanciu, Carmen; Bularca, Maria Cristina (Sustainability, 2020)
The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identiﬁed in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these ﬁndings, research implications for universities and researchers are discussed.

DepEd Malaybalay Expands Radio-Based Instruction (RBI) to Formal Education - Department of Education, Division of Malaybalay City (DepED, Division of Malaybalay City, 2020)
In the face of the current COVID-19 crisis that the country is facing right now, the Department of Education’s topmost priority is to ensure the health, safety and well-being of our learners while …
Keywords: ⛔ No INSPIRE recid found

Distance learning during COVID-19 crisis: Primary and secondary school parents experiences in Kenya - Mabeya, Mary Theodorah (East African Journal of Education Studies, 2020)
The COVID-19 disease outbreak in 2020 was declared by the World Health Organization as a Public Health Emergency (PHEIC). Human symptoms of the Coronaviruses among others are commonly spread through droplets (coughing) and close personal unprotected contact with an infected person through toughing. Based on the speed at which the disease spreads, learning institutions were distinguished as high-risk areas with prospective of exposing both learners and instructors the spreading the virus. This had a serious effect on the academic programs in all learning institutions worldwide where learning was abruptly discontinued and all students and instructors send home. The Government of Kenya (GOK) through the President’s directives suspended all learning institutions as one of the measures taken by the Ministry of Health to mitigate the spread of COVID-19. This affected the learning since most of the schools had not even started their syllabus that academic year. Alternative measures to ensure that curriculum implementation progressed well; various mechanisms were suggested including remote learning which was actualised in some instances. Virtual lessons and Open and Distance e-learning (ODeL) has mainly been adopted by institutions of higher learning (colleges and universities) globally in offering online classes. However, this was not the case in many public primary and secondary institutions where the common form of learning involves a very interactive physical relationship between teachers and their learners in classrooms. In Kenya, since all institutions of learning were closed as a result of the breakout of the COVID-19 pandemic, the Ministry of Education (MOE) opted for remote learning across the country. Research results from Rangwe Sub-county have shown that most learners have not benefited much from the online classes due to the network and other related challenges reported in this paper. This has created education inequity since parents who have children in private schools and those from well of backgrounds are the ones enjoying distance learning programmes offered. The research has also found out that parents did no proper supervision to ensure that their children were committed in their studies in remote settings. Lack of supportive infrastructure (electricity and internet network access) limited children participation in distance learning programmes in Rangwe Sub-county. The paper recommends that government to properly educate parents, teachers and learners on modalities of distance and remote learning programmes. There is need for government to provide children from disadvantaged families with technological appliances to enable them to participate in distance education.

Is 2020 a lost academic year? The impact of COVID-19 on education in eastern Africa: a case study of Kenya - Cordeiro, Vanessa Cezarita (Humanium, 2020)
Despite national efforts and strict measures designed to curb the spread of the virus, the country continues to suffer from the knock-on effects of the pandemic.

Implementing a virtual learning environment in a resource-constrained setting: five key reflections - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
Implementing a virtual learning environment is a challenge in any situation. But how do you implement one in a country with few resources, lacking technological infrastructure, and no experience with virtual learning? In response to Covid-19, Zanzibar is planning to implement a virtual learning environment (VLE) to complement its print-, radio-, and TV-based distance education programmes. In Zanzibar, an autonomous…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Lessons for Education from COVID-19 A Policy Maker’s Handbook for More Resilient Systems - OECD (OECD Publishing, 2020)
The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move. When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo. Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal. This Handbook provides practical guidance to support them to do just that. It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic. It proposes three key lessons and related policy pointers for the current academic term and beyond. Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity. The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy. As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education.

Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene - United Nations Development Programme (Human Development Report, 2020)
Keywords: ___working_potential_duplicate

Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene. Bangladesh. - United Nations Development Programme (Human Development Report, 2020)
Keywords: ___working_potential_duplicate

Vietnam: All about temporary residence registration under the new Law applied from July 1, 2021 in Hanoi, Vietnam - Hai, Le (Tin tức pháp luật, 2020)
On November 13, 2020, the National Assembly of Vietnam issued the Residence Law 2020, which has many new regulations on residence, such as changes in procedures for temporary residence registration.

How much can we generalize from impact evaluations? - Vivalt, Eva (Journal of the European Economic Association, 2020)
Impact evaluations can help to inform policy decisions, but they are rooted in particular contexts and to what extent they generalize is an open question. I exploit a new data set of impact evaluation results and find a large amount of effect heterogeneity. Effect sizes vary systematically with study characteristics, with government-implemented programs having smaller effect sizes than academic or non-governmental organization-implemented programs, even controlling for sample size. I show that treatment effect heterogeneity can be appreciably reduced by taking study characteristics into account.

A proposal for open educational resource adoption through a curriculum alignment hub - Chandra, Shivi (EdTech Hub, 2020)
In 2020, EdTech Hub began a collaboration with Learning Equality, a nonprofit organisation supporting the creation, adaptation, and distribution of Open Educational Resources (OER) in disconnected environments. The following post by Learning Equality’s Global Curriculum Specialist, Shivi Chandra, explores how individual efforts to address some of the challenges in adopting OER could become more powerful, receive recognition, and build upon…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Key Insights from Behavioral Journey Mapping of Caregivers - Busara (2020)

EdTech Hub Quarterly Report October to December 2020 - EdTech Hub Team (2020)

Parents’ perceptions of student academic motivation during the covid-19 lockdown: a cross-country comparison - Zaccoletti, Sonia; Camacho, Ana; Correia, Nadine; Aguiar, Cecília; Mason, Lucia; Alves, Rui A.; Daniel, João R. (Frontiers in Psychology, 2020)
The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents ( n Italy = 173, n Portugal = 394) reported on their children’s academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students’: (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students’ age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations.

Brazil faces hard spending choices in 2021 - Economist (The Economist, 2020)
The poor received huge welfare payments during the pandemic. These may soon dry up

Good teaching is inclusive for all, so why focus on marginalised adolescent girls? - Reilly, Anita (The Education and Development Forum (UKFIET), 2020)
This blog was written by Anita Reilly, Girls’ Education Challenge. It was published on the Girls’ Education Challenge website on 15 December 2020. The Foreign, Commonwealth and Development Office’s Education Policy makes good teaching a top priority, recognising that teaching quality is the most important factor affecting learning in school. It is difficult to quantify […]

Recontextualization of learner-centred pedagogy in Rwanda: A comparative analysis of primary and secondary schools. - van de Kuilen, Hester; Altinyelken, Hulya Kosar; Voogt, Joke M.; Nzabalirwa, Wenceslas (Compare: A Journal of Comparative and International Education, 2020)
Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school teachers define, perceive and recontextualize LCP. The study is based on interviews and classroom observations of 12 effective primary and 12 effective secondary teachers working in eight well-performing schools; the analysis draws on Schweisfurth’s minimum standards for LCP. This Rwandan case reveals that the majority of primary and secondary teachers stimulated open and respectful classroom interactions. However, recontextualization of constructivism differed substantially between the two groups. Furthermore, the findings highlight the importance of more research into the dynamics between the various standards for LCP, and the interaction of these standards with contextual factors.
Keywords: Learner-centred pedagogy; education reform; recontextualization; rwanda; teachers

Bunga Rampai Pendidikan Anak Usia Dini - Hasbi, Muhammad; Merysa; Abidin, Zaenal; Oktavianingsih, Eka; Zatalini, Rinia; Mabrur, Hidayatul; Sobiatin, Eka; Rahayu, Dita; Adhitya, Yusuf; Somantri, Cecep; Nurhasanah, Nia (2020)
Publikasi ini merupakan bentuk kerja sama antara Direktorat Pendidikan Anak Usia Dini (PAUD),Direktorat Jenderal Pendidikan Anak Usia Dini, Pendidikan Dasar dan Pendidikan Menengah, Kementerian Pendidikan dan Kebudayaan (Kemendikbud) dan para alumni penerima beasiswa Lembaga Pengelola Dana Pendidikan (LPDP), baik dari dalam maupun luar negeri. Para kontributor yang terpilih dalam buku ini telah menyelesaikan studi di bidang pendidikan dengan fokus disiplin yang beragam (interdisipliner), dan lulus dengan predikat cumlaude atau distinction pada bidang masing-masing, baik pada jenjang sarjana maupun magister.

Disaster Management Preparedness in the Education Sector in Kenya – A Case of the COVID-19 Pandemic. - Ngari, Prof Fr Stephen Mbugua; Ndung’u, Stephen W. (Editon Consortium Journal of Educational Management and Leadership, 2020)
This study examined the disaster management preparedness in the education sector in Kenya, with a focus on the COVID-19 pandemic period. The study adopted destktop literature review for data collection. The collected data pertains e-learning in Kenya and in other countries during the time of  the novel coronavirus pandemic. Notably, the education sector, like in many other countries, seeks to actualise the Millennium Development Goals (MDGs) in line with the United Nations and the Education for All (EFA) movement lead by UNESCO (MacEwen, et al., 2011). Examples of these events are; accidents such as the one evident in Kakamega Primary School where the school closed for about two weeks (Daily Nation, 2020), attack by militia groups as was the case of Garissa University in 2015, intercommunity wars that lead to displacements, famine, and fires. These disasters and events, whenever they strike, have led to the closure of affected institutions of learning to pave the way for interventions. Garissa University is a leading example since it had to close for about nine months in 2015-2016 (BBC, 2016). In Kenya, disasters and other events disrupt the progress towards achieving MDGs and EFA time to time, and that was the inspiration for this study. The study concludes that disasters like nature patterns, militia groups, electricity faults, and those instigated by learners can derail learning in education and cause loss of lives. As such, online learning comes in handy to lessen such disasters. The possibility of such learning model has been tested and proved during COVID-19 pandemic and it has been successful in many institutions of higher learning and middle level colleges.
Keywords: COVID-19 Pandemic; Disaster Management; Education Sector; Preparedness

Keep Kenya Learning Project (2021)

Scoping call notes (2021)

SWOT analysis - Wikipedia (2021)

The STEM Gap: Women and Girls in Science, Technology, Engineering and Mathematics - Aauw (AAUW : Empowering Women Since 1881, 2021)
Giving women equal opportunities to pursue — and thrive in — STEM careers helps narrow the gender pay gap, enhances women’s economic security and ensures a diverse and talented STEM workforce and prevents biases in these fields and the products and services they produce.

Emergency online learning in low-resource settings: Effective student engagement strategies - Abou-Khalil, Victoria; Helou, Samar; Khalifé, Eliane; Chen, MeiRong Alice; Majumdar, Rwitajit; Ogata, Hiroaki (Education Sciences, 2021)
We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. We administered a questionnaire to 313 students engaging in emergency online learning in low-resource settings to examine their perceptions of different engagement strategies. Our results showed that student–content engagement strategies, e.g., screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student–teacher strategies, e.g., Q and A sessions and reminders. Student–student strategies, e.g., group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies varies based on the students’ gender and technology access. To support instructors, instructional designers, and researchers, we propose a 10-level guide for engaging students during emergency online classes in low-resource settings.
Keywords: COVID-19; Moore framework; distance learning; emergency; engagement; low-resource settings; online learning; student perception; survey

Pakistan Education Statistics 2017-18 - Academy of Educational Planning and Management (Government of Pakistan, 2021)

Improving teaching quality and effectiveness in Timor-Leste - ACER (Australian Council for Educational Research) (2021)

Guide to Cognitive Disabilities - ADA Site Compliance (2021)
Keywords: ⛔ No INSPIRE recid found

Structured Pedagogy and EdTech - Adam, Taskeen; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2021)
Keywords: _EdTechHub_Output; _MELA_seen; _coming soon; _cover:analysis:nopdf; dode_eth-src-eth; dode_eth-trf2-dode

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn (EdTech Hub, 2021)
We set out to investigate the existing and potential use cases of open-source, modular ‘building blocks’ to build digital platforms for education in sub-Saharan Africa (SSA). Building blocks fall into two main categories: teaching and learning (e.g., learning management systems) and education system management (e.g., data collection tools).
Keywords: _EdTechHub_Output; _MELA_seen

Advancing Learning Outcomes for Transformational Change III - African Population and Health Research Center (African Population and Health Research Center, 2021)

Integrating ICT into schools in Sub-Saharan Africa: from teachers’ capacity building to classroom implementation - Agyei, D. D (Education and Information Technologies, 2021)
This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics (STEM) teacher participants from six Sub-Saharan African countries namely: Kenya, Tanzania, Uganda, Ethiopia, Ghana and Nigeria. The teachers were involved in an instructional digital professional development programme targeted at building their capacity to embed ICT into school organizational and curriculum practices. This study sought to evaluate the impact of the ICT- instructional professional development programme in relation to the quality and the extent of the teachers’ transfer of the programme’s ideas from capacity building to classroom instructional practices. Data for the study were collected using semi-structured survey instrument and diaries kept to maintain records of activities and events during the period of implementation. Findings revealed that the teachers expressed general satisfaction with content and processes of the training programme; however, essential conditions to support transfer of the training’s ideas to school level seemed not adequate during the period of implementation. Implications for effective professional development in integrating ICT into school organization and curriculum practices that have sustainable impact on teaching and learning particularly in Sub-Saharan regions and similar contexts are discussed.

Pakistan personal data protection bill termed vague - Pakistan - DAWN.COM - Ali, Kalbe (2021)

T-TEL Covid-19 Impact Assessment Study - Ananga, Eric; Kadiri, Abdul-Karim; Kporwodu, Marie; Nkrumah, Yahya; Whajah, Francis; Tackie, Majorie (2021)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted

Computational literature reviews: Method, algorithms, and roadmap - Antons, D.; Breidbach, C.F.; Joshi, A.M. (Organizational Research Methods, 2021)
Keywords: _Added-ailr-2024; ⛔ No DOI found

Impact Evaluation of Funda Wande Coaching Intervention Midline Findings: Midline II - Ardington, Cally (SALDRU, 2021)

Preservice Classroom Teachers' Views of Distance Education Science Laboratory Activities - Arslan, Ayten (International Online Journal of Education and Teaching, 2021)
This study investigated preservice classroom teachers' views of distance education science laboratory (lab) activities (DESLA). The study adopted a phenomenology design, which is a qualitative research method. The sample consisted of 34 students (25 women and nine men) from the department of classroom teaching of the education faculty of a public university. Participants were recruited using convenience sampling. Data were collected online (Google Forms) via Google Drive using an open-ended question form developed by the researcher based on a literature review and expert feedback. The data were analyzed using content analysis, a qualitative data analysis method. The results showed that participants had positive and negative opinions about DESLA. They had numerous academic, social, and professional experiences but also faced some challenges. They pointed out the pros and cons of DESLA. Most participants stated that they preferred face-to-face science lab activities to DESLA. The results also showed that DESLA improved participants' attitudes towards science lab activities in general.
Keywords: Barriers; COVID-19; Distance Education; Educational Technology; Foreign Countries; Pandemics; Preservice Teachers; Program Effectiveness; School Closing; Science Instruction; Science Laboratories; Student Attitudes; Technology Uses in Education; ⛔ No DOI found

How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers? - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (Development and Change, 2021)
This article investigates the extent to which education publications authored by researchers based in sub-Saharan Africa are published as open access (OA). We draw on bibliometric analysis of 1,858 peer-reviewed articles over the period 2010‒18, together with interviews with 31 academics based in the region. Overall, we find a steady increase in OA publishing in the region over this period, although the proportion of OA publications remains low. The study finds that: (1) open access articles by researchers in sub-Saharan Africa are concentrated in journals with a lower impact factor; and (2) authors in sub-Saharan Africa tend to publish in higher quality journals behind a paywall, rather than in lower quality journals that either have no or lower cost for open access.

Measuring the Impact of COVID-19 on Education in Pakistan - ASER (2021)

A better Environment for Education in Sudan - Ashii, Hadeel Agab (2021)
In preparation for schools reopening, UNICEF is supporting the rehabilitation of classrooms and latrines in Sudan

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

Early reading learning for special needs students: challenges on inclusive primary school during COVID-19 pandemic - Asri, Dahlia Novarianing; Cahyono, Bambang Eko Hari; Trisnani, Rischa Pramudia (Linguistics and Culture Review, 2021)
Keywords: ⛔ No INSPIRE recid found

The State of the Global Education Crisis : A Path to Recovery - Azevedo, Joao Pedro; Wagner, De; Rogers, F. Halsey; Cloutier, Marie-Helene; Chakroun,, Borhene; Chang, Gwang-Chol; Mizunoya, Suguru (UNESCO, UNICEF, World Bank, 2021)
The State of the Global Education Crisis : A Path to Recovery (English)

A Practice-Based Approach to Foreign Language Teacher Preparation: A Cross-Continental Collaboration - Barahona, Malba; Davin, Kristin J. (Profile Issues in Teachers` Professional Development, 2021)

The kids are not alright: Three ways EdTech can support student’s wellbeing during the COVID-19 pandemic and beyond - Baron, Maria; Twinomugisha, Alex (2021)
The kids are not alright: Three ways EdTech can support student’s wellbeing during the COVID-19 pandemic and beyond

How we read now: strategic choices for print, screen, and audio - Baron, Naomi S. (Oxford University Press, 2021)
"The digital revolution has transformed reading. Onscreen text, audiobooks, podcasts, and videos often replace print. We make these swaps for pleasure reading, but also in schools. How We Read Now is a ringside seat to the impact of reading medium on learning. Teachers, administrators, librarians, and policymakers need to make decisions about classroom materials. College students must weigh their options. And parents face choices for their children. Digital selections are often based on cost or convenience, not educational evidence. Current research offers essential findings about how print and digital reading compare when the aim is learning. Yet the gap between what scholars and the larger public know is huge. How We Read Now closes the gap. The book begins by sizing up the state of reading today, revealing how little reading students have been doing. The heart of the book connects research insights to practical applications. Baron draws on work from international researchers, along with results from her collaborative studies of student reading practices ranging from middle school through college. The result is an impartial view of the evidence, including where the jury is still out. The book closes with two challenges. The first is that students increasingly complain print is boring. And second, for all the educational buzz about teaching critical thinking, digital reading is inherently ill-suited for cultivating these habits of mind. Since screens and audio are now entrenched - and valuable - platforms for reading, we need to rethink how to help learners use them wisely"--
Keywords: Computers and literacy; Critical thinking; Reading; Reading comprehension; Technological innovations

Remote Learning During the Global School Lockdown: Multi-country lessons - Barron Rodriguez, Maria; Cobo, Cristobal; Muñoz-Najar, Alberto; Sánchez Ciarrusta, Iñaki (World Bank Group, 2021)

Remote Learning During the Global School Lockdown: Multi-Country Lessons - Barron Rodriguez, Maria; Cobo, Cristobal; Muñoz-Najar, Alberto; Sánchez Ciarrusta, Iñaki (World Bank Group, 2021)
Remote Learning During the Global School Lockdown : Multi-Country Lessons (Vol. 2) : Interactive Document (English)

The Effects of Micro-Reflective Teaching Practices on the Professional Skill Development of Pre-Service Physics Teachers - Batman, Demet; Saka, Ahmet Zeki (The Turkish Online Journal of Educational Technology, 2021)
The aim of this study is to find out the effects of micro-reflective teaching practices on the professional skill development of pre-service physics teachers. It was planned as an experimental study with one group pretestposttest and supported by the case study method. The data were collected by using professional skill scale, observation form and reflective diaries. The sample of the study composed of 13 (6 female, 7 male) pre-service teachers were studying in a Physics Teaching Program in an education faculty in north-eastern Turkey. Each preservice teacher implemented 5 micro-reflective teaching practice within the scope of the research. These practices were recorded by the camera. At the end of each practice pre-service teachers watched themselves and wrote their reflective diaries. The data obtained from the scales and the observation form were analyzed by using the Wilcoxon Signed Rank Test, and the data acquired from the reflective diaries were examined based on interpretive analysis. The findings based on the data obtained from the professional skill scale, observation forms and the reflective diaries indicate that micro-reflective teaching practices help improve pre-service physics teachers’ basic professional skills; subject matter mastery, planning, communication, classroom management, and evaluation.
Keywords: ⛔ No DOI found

Take-up, Use, and Effectiveness of Remote Learning Technologies in Bangladesh during COVID-19 - Beam, E; Mukherjee, P; Navarro-Sola, L (2021)

Take-Up, Use, and Effectiveness of Remote Technologies Endline Report - Beam, Emily A.; Mukherjee, Priya; Navarro-Sola, Laia; Ferdosh, Junnatul; Sarwar, Md. Afzal Hossain (2021)
Keywords: ⛔ No DOI found

Use of learning assessment data in the planning cycle. Case study – Ghana - Begue-Aguado, Alberto (United States Agency For International Development (USAID), 2021)

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

Interrater Reliability in Systematic Review Methodology: Exploring Variation in Coder Decision-Making - Belur, Jyoti; Tompson, Lisa; Thornton, Amy; Simon, Miranda (Sociological Methods and Research, 2021)
A methodologically sound systematic review is characterized by transparency, replicability, and a clear inclusion criterion. However, little attention has been paid to reporting the details of interrater reliability (IRR) when multiple coders are used to make decisions at various points in the screening and data extraction stages of a study. Prior research has mentioned the paucity of information on IRR including number of coders involved, at what stages and how IRR tests were conducted, and how disagreements were resolved. This article examines and reflects on the human factors that affect decision-making in systematic reviews via reporting on three IRR tests, conducted at three different points in the screening process, for two distinct reviews. Results of the two studies are discussed in the context of IRR and intrarater reliability in terms of the accuracy, precision, and reliability of coding behavior of multiple coders. Findings indicated that coding behavior changes both between and within individuals over time, emphasizing the importance of conducting regular and systematic IRR and intrarater reliability tests, especially when multiple coders are involved, to ensure consistency and clarity at the screening and coding stages. Implications for good practice while screening/coding for systematic reviews are discussed.
Keywords: coding; interrater reliability; precision; replicability; screening; systematic review; κ statistic