Nigeria: Malaria Indicator Survey (MIS) - USAID (2015)

Nigeria Learning Passport Reaches One Million Subscribers: A Milestone in Educational Access - UNICEF (2024)

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

Nigeria: Human Capital Index Summary - World Bank (2018)

Nigeria Has More Than 500 Languages, 300 Ethnic Groups... And Critically Important Elections. | Wilson Center - Green, Mark (2023)

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.

Nigeria Fact Sheet - United States Embassy in Nigeria (2012)

Nigeria Education Sector COVID-19 Response Strategy - Federal Ministry of Education (Federal Ministry of Education, 2020)

Nigeria: Education for All 2015 National Review - Federal Ministry of Education (Federal Republic of Nigeria, 2015)

Nigeria | Education - UNICEF Nigeria (2020)
See how UNICEF in Nigeria supports children so they can attend school and learn.

Nigeria: Edo-BEST@Home - Munoz-Najar, Alberto; Oviawe, Joan Osa (2020)

Nigeria: distribution of ethnic groups - Statistica (2018)
According to estimations from 2018, Nigeria's major ethnic groups are Hausa, Yoruba, Igbo (Ibo), and Fulani.

Nigeria Demographic and Health Survey - USAID (2018)

NIGERIA Country Programme 2023-2027 - UNICEF (2023)

Nigeria | Country Profile - World Bank (2020)
The World Bank is helping to fight poverty and improve living standards for the people of Nigeria with more than 130 IBRD loans and IDA credits since 1958.

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

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

Nigeria : A Short Update on Poverty and Shared Prosperity - Sattar, Sarosh; Kalam Azad, Abul (World Bank, 2019)

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

NGOs as a framework for an education in and through music: is the third sector viable? - Schmidt, Patrick (International Journal of Music Education, 2014)
This article presents a selected view of a research project developed in Brazil. The focus of the project was to investigate the modus operandi of 18 NGOs (Non-Governmental Organizations) and their relationship to the development of educational curricula and practices in music. Further, it provides an analysis of NGOs as an opportunity to learn alternative pathways for teaching and learning in music education. A methodology based upon notions of “place-centered education” (Gruenewald & Smith, 2008) was used as a tool to “sense making” as well as to address the interaction with the drastically different propositions observed in three major cities in the country; namely Salvador, Rio de Janeiro and Porto Alegre. Interviews, observations, and audio-video documentation helped form a picture of how initiatives to educate in and through music can be powerfully divergent in their modes of production, but interestingly connected in their emphasis upon 1) self-generated knowledge; 2) intersections between local musical-cultural practices and global aesthetic needs; and 3) politically conscious music education leadership; 4) pedagogical practices situated inside a larger social framework. The article concludes by offering a conceptual model that places the possibilities encountered in this “third-sector.”
Keywords: alternative models; complex critical pedagogy; non-governmental organizations; place-based education

New UK funding to boost education opportunities for women and girls in Southeast Asia - Foreign, Commonwealth & Development Office (GOV.UK, 2023)
At the 2023 Education World Forum the International Development Minister launched a Girls’ Education and Skills Programme following the UK-ASEAN Plan of Action.
Keywords: ⛔ No INSPIRE recid found

New Ubongo Kids Audio Stories - Ubongo (Ubongo, 2016)
Ubongo Kids recently launched a new mobile service: audio stories told by favourite characters from the show!  Mobile phones are common in East Africa, and audio platforms are extremely popular with users of all ages.  With Ubongo Mobile, children are rewarded for answering questions correctly with incoming songs to their phones from Mama Ndege andRead more

New technologies in cash transfer programming and humanitarian assistance - Smith, Gabrielle; Macauslan, Ian; Butters, Saul; Tromme, Mathieu (The Cash Learning Partnership, 2011)

New National Action Plan on Early Childhood Care and Development launched to ensure no child is left behind - UNICEF (2022)

New modes of teacher pre-service training and professional support - Anamuah-Mensah, Jophus; Banks, Frank; Moon, Bob; Wolfenden, Freda (Teacher education and the challenge of development: a global analysis, 2012)
Keywords: Economic development -- Effect of education on -- Developing countries.; Teachers -- Training of -- Developing countries.; Teaching -- Developing countries.

New Methodology Shows that 258 Million Children, Adolescents and Youth Are Out of School - UNESCO (2019)

New methodology shows that 258 million children, adolescents and youth are out of school - UNESCO Institute for Statistics (UNESCO Institute for Statistics, 2019)

New methodology shows that 258 million Children, Adolescents and Youth are out of school - UNESCO-UIS (United Nations Educational, Scientific and Cultural Organisation, 2019)

New Look at Habits and the Habit-Goal Interface - Wood, Wendy; Neil, David (Psychological Review, 2007)

New Guidelines for the INGOs to work with NDMA / PDMAs in COVID 19 Crises - Government of Pakistan. Ministry of Interior and Narcotics Control

New Guidelines for the INGOs to work with NDMA / PDMAs in COVID 19 Crises - Government of Pakistan. Ministry of Interior and Narcotics Control (2020)

New Generation School Annual Report 2022 - New Generation Schools (2022)

New Evidence on Teacher Labor Supply - Engel, Mimi; Jacob, Brian A.; Curran, F. Chris (American Educational Research Journal, 2014)
Recent evidence on the large variance in teacher effectiveness has spurred interest in teacher labor markets. Research documents that better qualified teachers typically work in more advantaged schools but cannot determine the relative importance of supply versus demand. To isolate teacher preferences, we document which schools prospective teachers interviewed at during job fairs in Chicago. We find substantial variation in the number of applicants per school, ranging from under five to over 300. Schools serving more advantaged students have more applicants per vacancy, on average, and teacher preferences vary systematically by their own demographic characteristics. School geographic location is highly predictive of applications, even after controlling for distance from applicants’ home addresses and a host of school and neighborhood characteristics.
Keywords: distribution of teachers across schools; teacher labor markets; teacher labor supply; teacher preferences; urban schools

New drive launched to get 250,000 out-of-school children back to class in 16 counties - UNICEF (2021)

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

New data on learning loss in Pakistan - Crawfurd, Lee; Hares, Susannah; Minardi, Ana Luiza (Center for Global Development, 2021)
To get a better picture of the effects of the pandemic on education in Pakistan, we carried out another round of our survey of students and parents. We found gender differences in learning loss, little engagement with government teleschool, dropping parental support for further closures, and more.

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

Neurodivergent: What It Is, Symptoms & Types - Cleveland Clinic
Keywords: ⛔ No INSPIRE recid found

Networks and Power: Why Networks are Hierarchical Not Flat and What Can Be Done About It - Faul, Moira V. (Global Policy, 2016)
Many scholars, policy makers and practitioners associate new, networked forms of collaboration and governance with positive attributes such as speed, flexibility, adaptability and ‘flatness’. This article contrasts the assumptions that networks essentially moderate external asymmetries of power with the network theoretical view that networks may amplify existing hierarchies. The case study network explored supports the network theoretical view that existing power relations may be increased when a multistakeholder partnership network is established. The use of Social Network Analysis facilitates the comparison of the structures and relationships into which global policy actors are organised (the formal network) with the relationships and relational structures into which they choose to organise themselves (informal network). In the conclusions, I introduce the practice of network rewiring that could overcome the network mechanisms that amplify existing power relations. Further research is required that adds more case study evidence in order to raise (and begin to answer) questions that will give a wider view of the social structuring of power in partnership networks in international development, such as those referred to in the recently-adopted Sustainable Development Goals (SDGs).

Network Analysis in the Social Sciences - Borgatti, Stephen; Mehra, Ajay; Brass, Daniel; Labianca, Giuseppe (Science (New York, N.Y.), 2009)
Over the past decade, there has been an explosion of interest in network research across the physical and social sciences. For social scientists, the theory of networks has been a gold mine, yielding explanations for social phenomena in a wide variety of disciplines from psychology to economics. Here, we review the kinds of things that social scientists have tried to explain using social network analysis and provide a nutshell description of the basic assumptions, goals, and explanatory mechanisms prevalent in the field. We hope to contribute to a dialogue among researchers from across the physical and social sciences who share a common interest in understanding the antecedents and consequences of network phenomena.

NETP17.pdf

Nesta: The Collective Intelligent Design Playbook - Peach, Kathy; Berditchevskaia, Aleks; Bass, Theo (Nesta)

Nepal “Ask me anything” Session: Responses to audience questions - Kaye, Tom; Groeneveld, Caspar; Moss, Caitlin; Haßler, Björn (EdTech Hub, 2020)
On Thursday, 30 April 2020, EdTech Hub participated in an 'Ask me anything' session for policymakers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the Covid-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office, and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the Covid-19 pandemic, presented by the World Bank EduTech team and EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions.
Keywords: C:Nepal; F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH; docs.opendeved.net; dode_eth-src-dode; dode_eth-trf2-dode

Negotiating problems of practice in research–practice design partnerships - Penuel, William R.; Coburn, Cynthia E.; Gallagher, Daniel J. (Teachers College Record, 2013)
This chapter focuses on how researchers and practitioners negotiate the focus of their joint work within design-based implementation research (DBIR). Studying and facilitating successful negotiation of the problems that become the focus of work and the search for solutions is important for developing DBIR, because of its commitment to focusing on persistent problems of practice from multiple stakeholders’ perspectives. Case studies of two different research–practice partnerships provide a context for exploring two different perspectives on negotiation. In one case study, the notion of partnerships as forms of cultural exchange across institutional boundaries that differ with respect to goals, norms, and practices is used to analyze a design partnership focused on repurposing curriculum units in elementary science. In the second case study, the concept of framing as developed in social movement theory is used to illuminate issues of status and authority within a partnership between a district and researchers. The chapter concludes by describing the contributions of each perspective to an understanding of how teams jointly negotiate the focus of their work and by providing some recommendations for how teams can do so successfully.

Neglecting Students’ Socio-emotional Skills Magnified Learning Losses During the Pandemic: Experimental Evidence from Brazil - Lichand, Guilherme; Christen, Julien; van Egeraat, Eppie (2022)
Did the dramatic learning losses from remote learning in the context of COVID-19 stem at least partly from schools having overlooked students’ socio-emotional skills – such as their ability to self-regulate emotions, their mental models, motivation, and grit – during the emergency transition to remote learning? We study this question using a cluster-randomized control trial with 18, 256 high-school students across 87 schools in the State of Goiás, Brazil. The intervention sent behavioral nudges through text messages to students or their caregivers, targeting their socio-emotional skills during remote learning. Here we show that these messages significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese, consistent with the hypothesis that neglecting students’ socio-emotional skills magnified learning losses during the pandemic.
Keywords: COVID-19; Learning Losses; Remote Learning; Socio-emotional Skills

Needs-based resource allocation in education: via formula funding of schools - Ross, Kenneth N.; Levačić, Rosalind; International Institute for Educational Planning (UNESCO, International Institute for Educational Planning, 1999)
Keywords: Allocation Education; Education; Education and state; Finance

Needed: An Ecosystem for Meaningful Digital Innovation in Northern Kenya - Aslan Afrika (Aslan Afrika, 2021)
The information and communications technology (ICT) industry thrives in Kenyan cities, but vast rural tracts in Northern Kenya are stranded on the wrong side of the digital divide. One of the weakest links is a lack of infrastructure, both for […]

Need for optical intervention in children attending a school for the blind in Eritrea - Gyawali, R; Moodley, V R (Clinical and Experimental Optometry, 2018)
Purpose To identify the need for optical intervention including spectacles and low vision devices (LVDs) in children attending the only school for the blind in Eritrea. Methods A total of 92 children were examined using the World Health Organization Prevention of Blindness program form for the recording of children with blindness and vision impairment. Examination included distance and near visual acuity (VA), refraction, trial of LVDs and evaluation of anterior and posterior segments. All the children who showed at least one line improvement in distance or near VA with refractive correction and/or LVDs were provided with these devices. Results Six children had distance VA of ≥6/18 (no vision impairment, NVI) at presentation and were excluded from analysis. For the remaining 86 children, male to female ratio was 1.2:1.0 with a mean age of 11.8 ± 2.8 years (range: 6–17 years). At presentation, 47 (54.7 per cent) children were blind (VA <3/60) and 24 (27.9 per cent) were severely visually impaired (VA <6/60–3/60), which reduced to 42 (48.9 per cent) and seven (8.1 per cent) children after refraction, respectively. A further 5.8 per cent (five children) achieved NVI with refractive correction. Using distance LVDs, 26 (30.2 per cent) and 16 (18.6 per cent) children had NVI and moderate vision impairment (VA <6/18–6/60), respectively. In terms of near vision, eight (9.3 per cent) children had near VA better than 1.00 M at presentation, which improved to 11 (12.8 per cent) with refractive correction and 19 (22.1 per cent) with near LVDs. A total of 29 spectacles and 42 LVDs were provided. Conclusion A significant number of children at the school for the blind benefited from refractive correction and LVDs. With such optical intervention, many of these children could study at mainstream schools with print media. A system including comprehensive vision examinations before admission to the school, refractive services and low vision rehabilitation is required to ensure that children with adequate residual vision do not have to be limited to learning in Braille media.
Keywords: childhood vision impairment; low vision; low vision devices; schools for the blind

Nearly one-in-five teens can’t always finish their homework because of the digital divide - Anderson, Monica; Perrin, Andrew (Pew Research Center, 2018)
Some teens in America are more likely to face digital hurdles when trying to complete their homework.

Nearly half a million children in Malawi unable to attend school due to Cyclone Freddy - Save the Children (2023)

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

nawiripro | Karibu - Nawiripro

Navitas Ventures releases Global EdTech Ecosystems 1.0 – Navitas Insights - Praill, Tim (2018)

Navigating the Shifting Sands of Online Safety - Kingsley, Al (GESS Education)
All independent online activities expose young people to risks, regardless of what device they’re on, so what’s the answer to shielding them from the dangers?

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Nature and dynamics of inequalities in Ghana - Osei-Assibey, Eric (Development, 2014)

National Universities Commission | Open Distance & e-Learning - National Universities Commision (2020)

National Teacher Education Policy - Federal Ministry of Education (2014)

National Teacher Education Policy - Federal Ministry of Education (Federal Government of Nigeria, 2014)

National systems of innovation: Toward a theory of innovation and interactive learning - Lundvall, Bengt-\AAke (Anthem Press, 2010)
Keywords: DIAL-RDO

National Survey on People with Disabilities 2016 - General Statistics Office (Statistical Publishing House, 2018)

National survey into the reading and book reading behaviour of adult South Africans - South African Book Development Council (TNS; The DG Murray Trust, 2016)
This study was commissioned and managed bythe South African Book Development Council as part of the Growth and Development Strategy for the South African Book Sector.

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

National Strategic Plan for Digital Development and Information and Communication Technology (Timor 2032) - Government of Timor-Leste (2023)

National Strategic Development Plan - Royal Government of Cambodia (2019)

National Pre-primary Education Policy Standard Guidelines - Republic of Kenya Ministry of Education (Republic of Kenya Ministry of Education, 2018)

National Pre-Primary Education Policy 2017 - Republic of Kenya Ministry of Education (Republic of Kenya Ministry of Education, 2017)

National Policy on Teacher Management - Teaching Service Commission (2020)

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

National policy on radical inclusion in schools - Ministry of Basic and Senior Secondary Education (2021)

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

National Policy on Lifelong Learning 2018 - Royal Government of Cambodia (2018)

National Policy on Information and Communication Technologies (ICT) in Education - Federal Ministry of Education (2019)

National Policy on Information and Communication Technologies (ICT) in Education - Federal Ministry of Education (Federal Government of Nigeria, 2019)

National Policy on ICT in Education - Federal Ministry of Education (Federal Republic of Nigeria, 2019)

National Policy on Education Management Information System (EMIS) and Implementation Guidelines - Federal Ministry of Education (2021)

National Policy on Education Management Information System (EMIS) and Implementation Guidelines - Federal Ministry of Education (Federal Government of Nigeria, 2021)

National Policy for Open and Distance Learning - Ministry of Education (Government of Seychelles, 2015)

National Policy for Information and Communications Technology - Ministry of ICT, Postal and Courier Services (Zimbabwe) (2016)

National Policies that Connect ICT-Based Education Reform to Economic and Social Development - Kozma, Robert B. (Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2005)
Information and communication technology (ICT) is a principal driver of economic development and social change, worldwide. In many countries, the need for economic and social development is used to justify investments in educational reform and in educational ICT. Yet the connections between national development goals and ICT-based education reform are often more rhetorical than programmatic. This paper identifies the factors that influence economic growth and shows how they supported economic and social development in three national case studies: Singapore, Finland, and Egypt. It describes a systemic framework of growth factors and types of development that can be used to analyze national policies and connect ICT-based education reform to national economic and social development goals. And it discusses how the coordination of policies within and across ministries can support a nation’s efforts to improve economic and social conditions. The paper highlights special concerns and challenges of developing countries.

NATIONAL POLICIES THAT CONNECT ICT-BASED EDUCATION - Kozma, Robert (Human Technology: An Interdisciplinary Journal on Humans in ICT Environments, 2005)
Keywords: _imported

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

National Numeracy Programme (NNP) – Objectives - National Numeracy Programme (NNP) (2023)

National Numeracy Programme | Malawi - Government of Malawi

National learning platforms and tools - UNESCO (UNESCO, 2020)

National Integrated ICT Policy White Paper - Department of Telecommunications and Postal Services (Government of South Africa, 2016)

National Information Technology Agency (2017)

National Information, Communications and Technology (ICT) Policy - Ministry of Information, Communications and Technology, Kenya (2019)

National Information, Communications and Technology (ICT) Policy - Ministry of Information, Communications and Technology, Kenya (Government of Kenya, 2019)

National Information & Communication Technology Policy 2023 - Ministry of Technology and Science (Government of the Republic of Zambia, 2023)

National Information and Communications Technology Policy for Uganda - Ministry of Information and Communications Technology (Government of the Republic of Uganda, 2014)

National Information and Communications Technology Policy 2016: Implementation Strategy 2016/17 - 2020/21 - Ministry of Works, Transport and Communication (Government of Tanzania, 2016)

National information and communications technology policy 2016 - Ministry of Works, Transport and Communication (2016)

National information and communications technology policy 2003 - Ministry of Communications and Transport (2003)

National Information and Communications Technology policy - Ministry of Works, Transport and Communication (The United Republic of Tanzania, 2016)

National Information and Communications Technology Policy - Ministry of Works, Transport and Communication (The United Republic of Tanzania, 2016)

National Information and Communications Technologies Policy - Ministry of Communications and Transport (2003)

National Information and Communications Technologies policy - Ministry of Communications and Transport (The United Republic of Tanzania, 2003)

National Information and Communications Strategy for Education in Pakistan, 2004–2005 - Ministry of Education; Education Sector Reform Assistance (ESRA) Program (Government of Pakistan, 2010)

National Information and Communication Technology Strategy for Education and Training - Ministry of Education, Kenya (2006)

National Information and Communication Technology Policy - Zambia - Ministry of Communications and Transport (Government of Zambia, 2006)

National Information and Communication Technology Policy - Ministry of Works, Housing and Communications (Government of the Republic of Uganda, 2003)

National Information and Communication Technology (ICT) Strategy for Education and Training - Ministry of Education (Government of Kenya, 2006)
This Strategy undertaking was prepared by the Ministry of Education (MoE) in collaboration with stakeholders from the public, private, civil society and development partner sectors. It outlines how Information and Communication Technologies (ICTs) will be adopted and utilized to improve access, quality and equity in the delivery of education services in Kenya. The Strategy is based on the vision that: “ICTs is a universal tool in education and training”. The mission statement that inspires it is: “to integrate ICTs in education and training to improve access, learning and administration.” The overall objective of the plan is to ensure that systematic efforts are made towards strengthening adoption and use of ICT in the education sector with appropriate attention given to education development priorities as outlined in the Economic Recovery Strategy for Wealth and Employment Creation (ERSWEC, 2003-2007); Sessional Paper No. 1 of 2005 entitled “A Policy Framework For Education”, Training and Research and the United Nations’ Millennium Development Goals (MDGs). The challenges that are outlined in these policy documents include; the need to achieve Education For All (EFA) by 2015 in tandem with the national and international commitment, Universal Primary Education (UPE) by 2010, and to increase transition rate from primary to secondary schools from 47% to 70%. Policy documents in the education sector have given considerable attention to priorities related to access, quality, equity and relevance at all levels. This strategic plan considers and proposes that ICT can contribute substantially towards realization of these objectives. In addition, ICT has considerable potential to support implementation of Free Primary Education (FPE) and to address emerging challenges such as; overcrowded classrooms, high Pupil Teacher Ratios (PTRs) particularly in densely populated and semi-arid areas, shortage of teachers on certain subjects or areas, and relatively high cost of learning and teaching materials

National Information and Communication Technology (ICT) Policy - Ministry of Communication Technology (Federal Republic of Nigeria, 2012)

National Information and Communication Technology (ICT) Policy - Ministry of Communication Technology (Federal Government of Nigeria, 2012)

National Information and Communication Infrastructure Implementation Plan 2012-2016 - Government of the Kingdom of Swaziland; Ministry of Information, Communications and Technology (Government of the Kingdom of Swaziland, 2012)

National Incubation Center
The National Incubation Center is Pakistan’s largest technology incubation center; the first purpose built creative space in Pakistan buzzing with innovators, mentors, change-makers and passionate leaders. It’s a living example of a successful public-private partnership between the Ministry of IT & Telecom, Ignite – National Technology Fund, Jazz and Teamup. The National Incubation Center in Islamabad is led by two unicorn founders with around decades of combined experience in setting up organizations from scratch and bringing digital revolution in Pakistan.

National Incubation Center (2020)
The National Incubation Center is Pakistan’s largest technology incubation center; the first purpose built creative space in Pakistan buzzing with innovators, mentors, change-makers and passionate leaders. It’s a living example of a successful public-private partnership between the Ministry of IT & Telecom, Ignite – National Technology Fund, Jazz and Teamup. The National Incubation Center in Islamabad is led by two unicorn founders with around decades of combined experience in setting up organizations from scratch and bringing digital revolution in Pakistan.

National Implementation Guidelines for ICT in Education - Federal Ministry of Education (Federal Republic of Nigeria, 2019)

National ICT Strategy and Plan NICI - 2015 - Government of Rwanda (2015)

National ICT Policy & Strategy 2019-2024 - Ministry of Post, Telecommunications & Technology (Federal Republic of Somalia, 2019)

National ICT Policy of Sierra Leone - Ministry of Information and Communications (Government of Sierra Leone, 2009)
Keywords: ⛔ No DOI found

National ICT Policy – An ICT-Led Malawi - Republic of Malawi (2013)

National ICT Policy (2019-2024) - Government of Liberia (2019)

National ICT Policy 2018 - Government of Bangladesh (2018)

National ICT Policy 2007-11 - Ministry of Information Technology and Telecommunications (Government of the Republic of Mauritius, 2007)

National ICT Policy - Government of Malawi (Government of the Republic of Malawi, 2013)

National ICT Master Plan - Government of Malawi (2014)

National Household Survey on Access and Usage of ICT Services in Malawi 2019 - National Statistical Office (2020)

National Framework for Teachers Continuous Professional Development - Ministry of Education, Science and Technology (United Republic of Tanzania, 2020)

National Framework for Continuous Professional Development for Practicing Teachers - Ministry of Education, Science and Technology (United Republic of Tanzania, 2017)
Keywords: _B:important; _G:important; _G:reviewed; _Tanzania; _final_bib; _important

National Electrification Strategy - Government of Mozambique (2021)
Keywords: ⛔ No INSPIRE recid found

National Education System Reform Strategy (NESRS) 2006–2015 - Ministry of Education and Sports (2008)

National Education Strategic Plan 2011–2030 - Ministry of Education; República Democrática de Timor-Leste (2011)

National Education Sector Strategic Plan v2 - Ministry of Education, Kenya (2018)

National Education Sector Strategic Plan - Ministry of Education, Kenya (2018)

National education sector investment plan 2020-2030 - Malawi Ministry of Education (Government of Malawi, 2020)

National education sector investment plan - UNICEF (Government of Malawi, 2020)
Ministry of Education

National Education Response and Resilience Plan for COVID-19 - Ministry of Education and Federal Training (Pakistan) (2020)

National Education Policy Framework 2018 - Ministry of Federal Education and Professional Training (Government of Pakistan, 2018)

National Education Policy Framework - Ministry of Federal Education and Professional Training (Pakistan) (2018)

National Education Policy 2010 - Ministry of Education (Ministry of Education, 2010)

National Education Policy 2010 - Ministry of Education (Ministry of Education, 2010)

National Education Policy 2010 - MoE (Ministry of Education Government of the People's Republic of Bangladesh, 2010)

National Education Policy 2009 - Ministry of Education (Government of Pakistan, 2009)

National Education Policy - Government of the Republic of Malawi (2016)

National Education Policy - Malawi Ministry of Education (2016)

National Education Policy - Malawi Ministry of Education (2016)

National Education Policy - Ministry of Education and Federal Training (Pakistan) (2009)

National Education Policy - Ministry of Education, Culture & Higher Education (Federal Republic of Somalia, 2020)

National Education Policy - Ministry of Education, Science and Technology (Government of the Republic of Malawi, 2016)

National Education Policy - Ministry of Education, Youth and Sports (Sierra Leone) (2010)

National Education Policy - Nigerian Educational Research and Development Council (2013)

National Education Infrastructure Management System Report as at 12 April 2021 - Department of Basic Education, Republic of South Africa (Government of the Republic of South Africa, 2021)

National Education For All Action Plan 2003-2015 - Ministry of Education and Training, Vietnam (2003)

National Education and Training Sector Policy - Ministry of Education and Training (Government of the Kingdom of Eswatini, 2018)

National Education Act - Government of Zimbabwe (1987)

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

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

National Economic Development Plan Horizon 2020 - Government of Equatorial Guinea (2007)

National Digital Plan HORIZON 2025 - Office of the Head of State (Government of Democratic Republic of Congo, 2019)

National Digital Literacy Framework - National Information Technology Development Agency (2023)

National Digital Learning Strategy for the Sierra Leone Ministry of Basic and Senior Secondary Education & Teaching Service Commission 2025–2030 - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2025)
Sierra Leone launches first-ever National Digital Learning Strategy The Ministry of Basic and Senior Secondary Education (MBSSE) and the Teaching Service Commission (TSC) are pleased to announce the launch of Sierra Leone’s first-ever National Digital Learning Strategy (NDLS) — a groundbreaking framework aimed at leveraging educational technology to improve teaching and learning in Sierra Leone. Developed through a collaborative and consultative process with representatives from the MBSSE, TSC, Ministry of Tertiary and Higher Education (MTHE), Presidential Delivery Unit (PDU), and Ministry of Communications, Technology, and Innovation (MoCTI) and shaped by insights from students, teachers, district leaders and officials, the NDLS outlines key priorities related to addressing the digital divide in Sierra Leone; improving teachers’ digital capabilities; strengthening learners’ access to technology; improving access to localized content, and improving coordination mechanisms between all EdTech stakeholders. EdTech Hub is a proud partner of this work alongside the UK Foreign, Commonwealth and Development Office (FCDO), UNICEF, the World Bank, and other collaborators. This collaboration included technical guidance and support throughout the process. The NDLS represents a collective commitment to transforming education and building future-ready learners and educators.

National Digital Economy Policy and Strategy (2020-2030) - Federal Ministry of Communications and Digital Economy (2019)

National development delivers: And how! And how? - Pritchett, Lant (Economic Modelling, 2022)
Core dual ideas of early development, economics and practice, were that (a) national development was a four-fold transformation of countries towards: (i) a more productive economy, (ii) a more responsive state, (iii) more capable administration, and (iv) a shared identity and equal treatment of citizens and that (b) this four-fold transformation of national development would lead to higher levels of human wellbeing. The second is strikingly correct: development delivers. National development is empirically necessary for high wellbeing (no country with low levels of national development has high human wellbeing) and also empirically sufficient (no country with high national development has low levels of human wellbeing). Three measures of national development: productive economy, capable administration, and responsive state, explain (essentially) all of the observed variation in an omnibus indicator of wellbeing based on over 58 distinct indicators, the Social Progress Index. How national development delivers on wellbeing varies, in three ways. One, economic growth is much more important for achieving wellbeing at low versus high levels of income. Two, economic growth matters more for “basic needs” than for other dimensions of wellbeing (like social inclusiveness or environmental quality). Three, state capability matters more for wellbeing outcomes that depend on public production than on private goods (and for some wellbeing indicators, like physical safety, for which growth doesn’t matter at all). While these findings may seem too common sense to be worth a paper, national development--and particularly economic growth—is, strangely, under severe challenge as an important and legitimate objective of action within the development industry.

National-COVID-19-Preparedness-and-Response-Plan_08-04-2020_Final-Version.pdf

National COVID-19 Preparedness and Response Plan - Republic of Malawi (2020)

National Artificial Intelligence Strategy - Federal Ministry of Communications, Innovation and Digital Economy (2023)

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

Narrative Assessment: A new approach to evaluation of advocacy for development - Van Wessel, Margit (Evaluation, 2018)
This article proposes an approach to monitoring and evaluating advocacy that integrates theory of change and storytelling. This approach, called Narrative Assessment, addresses the feasibility of objectivity and evidence in the complex context of advocacy and proposes an evaluation methodology rooted in alternative conceptualizations of rigour and of evaluator roles. The approach centres on practical judgment and the construction and examination of stories through interaction between advocates and monitoring and evaluation specialists. The article discusses how Narrative Assessment can be useful in the evaluation of advocacy in terms of (1) monitoring and evaluation specialists’ orientation toward programmes; (2) the interpretation of outcomes; (3) the assessment of outcome relevance; (4) reflection and learning and (5) the communication of programme results. The approach builds on lessons drawn from evaluation of eight advocacy programmes in international development.

Narional Information and Communications Technologies policy - The United Republic of Tanzania Ministry of Communications and Transport (2003)

Namibia | Technology | Education Profiles - UNESCO (UNESCO, 2023)

Namibia: ICT Policy for Education | ICT in education policy toolkit - Ministry of Basic Education, Sport and Culture; Ministry of Higher Education, Training and Employment Creation (2007)

MyUnisa Digi-Band - unicourses (University Courses, 2018)
The my Unisa Digi-band is a device that allows students to store an offline, yet updatable , copy of their myUnisa group site on a flash drive

My Village (ECD TV) Programme Evaluation Report - UNICEF (2017)
Keywords: ⛔ No INSPIRE recid found

'My Mother Does a Lot of Work': Women Balancing Paid and Unpaid Care Work in Tanzania - Zambelli, E; Roelen, Keetie; Hossain, Naomi; Chopra, Deepta; Musoke, Jenipher (The Institute of Development Studies and Partner Organisations, 2017)
Tanzanian women spend more time overall than men on unpaid care work activities, and less on cash-earning work. This report presents the findings of research conducted in Tanzania as part of the ‘Balancing unpaid care work and paid work: successes, challenges and lessons for women’s economic empowerment programmes and policies’ research project. In particular, it reflects the voices and experiences of women and their household members who live across four rural districts in the Tanga region. The study finds that women in the region shoulder the majority of unpaid care work responsibilities, and struggle to balance these with paid work. Women therefore suffer the drudgery and physical and psychosocial stress of juggling paid work with unpaid work. Reasons for this include: the persistence of gender norms about who should do care work; the lack of public services essential to both the care and paid economies; and the low incomes earned by both women and men in these impoverished communities. The study highlights that intervention is needed to support a rebalancing of unpaid care with paid work. This could be achieved through: improved working conditions and pay; provision of childcare; public water or fuel services; gender-sensitive infrastructural development; and efforts to address gender-unequal social norms and values that proscribe the redistribution of care.

Mwongozo Wa Kusimamia Utekelezaji Wa Mpango Wa Mafunzo Endelevu Kwa Walimu Kazinioutline - Ministry of Education, Science & Technology [MOEST] (2022)

Multiple Indicator Cluster Survey Findings Report: Zimbabwe - UNICEF (2019)

Multiple Indicator Cluster Survey 2021, Survey Findings Report - National Bureau of Statistics; UNICEF (2022)

Multilingualism in Timor-Leste - Klinken, Catharina Williams-van; Lucas, Olinda (2021)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Multilingualism - European Parliament (Multilingualism)
The European Parliament has 24 official languages, all of them used on a daily basis. Find out how it all works.

Multilingual literacy transfer in rural South Africa: A technology-based impact study - Castillo, N.; Wagner, D.A. (International Review of Education, 2019)

Multilingual Literacy Skill Development in Kenya: Results from Medium Scale Randomized Controlled Trials. - Piper, Benjamin (Society for Research on Educational Effectiveness, 2016)
Keywords: ⛔ No DOI found

Multilingual language policy and mother tongue education in Timor-Leste: a multiscalar approach - Caffery, Jo; Coronado, Gabriela; Hodge, Bob (Language Policy, 2016)
This article looks at multilingual, mother-tongue-based language policies influenced by colonial and postcolonial histories and globalization processes. We use multiscalar analysis to show these policies as creative responses to problems affected by national and international forces. Our study focuses on Timor-Leste, specifically a pilot mother-tongue-based multilingual education program. We analyse the program’s practices and successful outcomes, in the adverse circumstances of this small, impoverished, recently independent nation, as it attempts to manage high levels of linguistic diversity (16 mother tongues and a five-language destination system) through multilingual education. We also identify tensions and problems that impinge on the outcomes for this ambitious program. Despite the obstacles, Timor-Leste’s multiscalar multilingual literacy policy is an important case that reinforces the significance of mother tongue education as a response to global complexity. The pilot program provides valuable lessons for many other parts of the world with similar problems, particularly for nations with comparable colonial histories.

Multilingual Education Action Plan - Ministry of Education, Youth and Sports, Kingdom of Cambodia (2019)

Multilevel modeling: A review of methodological issues and applications - Dedrick, Robert F.; Ferron, John M.; Hess, Melinda R.; Hogarty, Kristine Y.; Kromrey, Jeffrey D.; Lang, Thomas R.; Niles, John D.; Lee, Reginald S. (Review of Educational Research, 2009)
This study analyzed the reporting of multilevel modeling applications of a sample of 99 articles from 13 peer-reviewed journals in education and the social sciences. A checklist, derived from the methodological literature on multilevel modeling and focusing on the issues of model development and specification, data considerations, estimation, and inference, was used to analyze the articles. The most common applications were two-level models where individuals were nested within contexts. Most studies were non-experimental and used nonprobability samples. The amount of data at each level varied widely across studies, as did the number of models examined. Analyses of reporting practices indicated some clear problems, with many articles not reporting enough information for a reader to critique the reported analyses. For example, in many articles, one could not determine how many models were estimated, what covariance structure was assumed, what type of centering if any was used, whether the data were consistent with assumptions, whether outliers were present, or how the models were estimated. Guidelines for researchers reporting multilevel analyses are provided.

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

Multi-Sectoral Rapid Needs Assessment: COVID19 - Jordan - UNHCR; UNICEF; WFP (2020)

Multi-hazard physical vulnerability prioritization of school infrastructure in the Philippines - Nassirpour, Arash; Galasso, Carmine; D'Ayala, Dina Francesca (Eleventh U.S. National Conference on Earthquake Engineering, 2018)
The Philippines is one of the most hazard-prone countries in the world. It is regularly subjected to various hazard events, imposing loss of lives and costly damage to the country's infrastructure. In particular, the Philippines straddles a region of complex tectonics at the intersection of three major tectonic plates (the Philippine Sea, Sunda and Eurasia plates). As such, the country is frequently exposed to large and damaging earthquakes. For instance, one of the most recent destructive earthquakes, the M 7.2 Bohol and Cebu earthquake (2013), damaged more than 73,000 structures, of which more than 14,500 were totally destroyed, including several schools. According to the United Nations International Children's Emergency Fund (UNICEF), about 25,000 preschoolers and 275,855 school children in 1,200 early learning centers and 1,092 schools (931 elementary schools and 161 high schools) were affected by the earthquake. Similarly, several areas characterized by high wind and heavy rain exist along the northeast Philippine Sea coast. In 1991, a flash flood killed around 8,000 people and distracted many structure in Leyte Island. Furthermore, Typhoon Haiyan (2013), known as Super Typhoon Yolanda in the Philippines, has been one of the strongest tropical cyclones ever recorded, which devastated several portions of the country, killing at least 6,300 people. According to the Philippine's Department of Education (DepEd), Yolanda damaged 3,171 schools. The recent history of reported damage and destruction indicates the substantial vulnerability of the country's infrastructure, particularly schools, to different forms of natural hazards.
Keywords: ⛔ No DOI found

Muktopaath

Much ado about nothing? Zero-rating in the African content - Gillwald, Alison; Chair, Chenai; Futter, Ariel; Koranteng, Kweku; Odufuwa, Fola; Walubengo, John (Research ICT Africa, 2016)

MTB MLE resource kit: Including the excluded: promoting multilingual education - UNESCO (UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific, 2018)

Mtabe – Q&A SMS eLearning Platform - Mtabe

Mtabe – Just Ask Too. - Mtabe

MozPulse wave 1 Results Report - World Bank (World Bank, 2020)

Mozilla releases research results: Zero rating is not serving as an on-ramp to the internet - Dixon, Denelle (The Mozilla Blog, 2017)
Can digital literacy and Equal Rating solutions help connect the unconnected? Today, 4 billion people live without the internet. There’s a global debate about how to connect the unconnected, but ...
Keywords: ___working_potential_duplicate

Mozambique | Technology | Education Profiles - UNESCO (UNESCO, 2023)

Mozambique - Service delivery indicators: Mozambique service delivery indicators (English) - World Bank (World Bank Group, 2015)
Mozambique service delivery indicators brief;education

Mozambique school children face ‘catastrophic’ fall-out from COVID-19: A UN Resident Coordinator blog | Africa Renewal - United Nations (2020)
Keywords: ⛔ No INSPIRE recid found

Mozambique Energy For All (ProEnergia) - World Bank (World Bank, 2023)
Development Projects : Mozambique Energy For All (ProEnergia) - P165453
Keywords: ⛔ No INSPIRE recid found

Mozambique – Country Commercial Guide - International Trade Administration (2022)
This is a best prospect industry sector for this country. Includes a market overview and trade data.
Keywords: ⛔ No INSPIRE recid found

Mozambique - International Energy Agency (IEA, 2021)
In Mozambique, around 40% of people have access to electricity, through the grid or mini/off-grid systems. The government has promoted solar PV solutions in rural areas, reporting that 700 schools and 800 other public buildings now have electricity from s
Keywords: ⛔ No INSPIRE recid found

Movva - Movva

Moving towards more participatory practice with Open Educational Resources (OER): TESS-India Academic Review - Wolfenden, Freda; Adinolfi, Lina; Cross, Simon; Lee, Clare; Paranjpe, Sandhya; Safford, Kimberly (The Open University, 2017)
The purpose of this academic review of TESS-India activity in three states (Bihar, Madhya Pradesh and Odisha) was to seek evidence for change brought about by TESS-India in teacher education in each of these states. The findings offer informed guidance on future trajectories for TESS-India activity and support discussions with key stakeholders in each of these states. The overarching goal of TESS-India is to support delivery of quality pedagogic change in teacher education and school classrooms. TESS-India activity is designed to meet identified professional development needs of teachers and teacher educators in each state. Thus it takes a slightly different form in each state, appropriate to local priorities and conditions. The Review focus was similarly differentiated in each state to align to TESS-India activity in that state. The review field work was carried out by academics from the Open University UK and the Head Academic, TESS-India Country Office, between 30 January and 4 February 2017. It adopted an essentially qualitative approach to understand educators’ (trainee teachers, teachers, local teacher educators and DIET faculty) experiences with the TESS-India resources and the influence of this engagement on their pedagogic practice. Data was generated from multiple sources including analysis of key documentation, semi-structured interviews with teachers, teacher educators and policy makers, and classroom observation. Teachers, teacher educators and SRG members were sampled at different locations within each state. The focus of TESS-India activity to date has been to strengthen the existing government (state) educational system at the elementary stage - SCERT, SSA, DIETS, DEO, DPC (SSA), BEO, BRP, BRC, CRCC, HT, Teacher, Child – in alignment with national policies, frameworks and the RTE Act. The project aims at supplementing and complementing GoI and State specific efforts and activities. Although TESS-India has produced original Open Educational Resources (OER) to support educators working in the secondary stage, as yet there is very little evidence of sustained TESS-India activity with this phase of schooling or with the TESS-India School Leader OER. The review findings are therefore focussed on activity at the elementary stage and are reported at different levels of the system in line with the TESS-India theory of change. The report found that use of TESS-India OER is contributing to quality change in classrooms with students and trainee teachers. • SRG members met by the review team were using the TESS-India OER and described how this use was prompting them to experiment with more interactive and participatory practices. • Teachers observed and / or interviewed by the review team were drawing on TESS-India OER to inform their lesson planning and subsequent teaching. Evidence seen by the review team (learning journals and learning plans) indicates that the practices being developed by these teachers are shared by other teachers in the cohort of teachers participating in TESS-India focus district activity. However the innovation in practice and transformation in pedagogy promised by TESS-India OER is still in the early stages and the evidence is highly emergent. But, critically, through engagement with the MOOC and other TESS-India learning resources, policy makers and lead teacher educators (for example SCERT Directors) are changing their thinking about teacher professional development, moving away from cascade models to a focus on continuous professional development and learning of teachers in their classrooms with support from teacher educators/ experts, either virtually or face-to face.
Keywords: C: India; __:import:01; __:match:final; __:matched; __:study_id:2457359; __finaldtb

Moving towards cost-effective delivery models of teacher coaching: evidence from field experiments in South Africa - Kotze, Janeli; Taylor, Stephen; Fleisch, Brahm (RISE, 2018)
Structured learning programmes have emerged as a promising way to address the low learning levels observed in many developing countries. The delivery model of these programmes matters, and on-site teacher coaching has been recommended to be highly effective, especially in early grade literacy. In this paper, we report on a series of government-led randomised experiments in South African primary schools that build on each other to test various models of teacher training and coaching. We find that sustained on-site coaching is more cost-effective (0.41 SD increase in test scores per USD 100) than either short coaching interventions (no significant impact) or centralized teacher training workshops (0.23 SD increase in test scores per USD 100). The ability to scale on-site coaching, however, is an open question. In the latest experiment, therefore, a virtual coaching programme was compared to on-site coaching. The focus of this paper is on the midline evaluation results from this experiment. After one year of intervention, virtual coaching was no less effective than on-site coaching at improving both the instructional practice of teachers and the targeted literacy outcomes of children. This points to the potential for technological innovations to enable wider rollout of coaching programmes, even in contexts where teachers are not familiar with new technologies.
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425920; __finaldtb; ⛔ No DOI found

Moving teachers to Malawi's remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugnov, Dmitry; Gera, Ravinder (World Bank, 2017)

Moving Teachers to Malawi's Remote Communities: A Data-Driven Approach to Teacher Deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (Policy Research Working Papers, 2017)

Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (International Journal of Educational Development, 2019)
There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
Keywords: Data-driven model; Deployments; Malawi; Political economy; Schools; Teachers

Moving online : Creating effective tasks for analysis of teaching evidence - Schwartz, Jonathan; Mahiko, Joy (2020)
The use of examples of teaching videos becomes more prevalent in teacher education. Despite good teaching examples, a video cannot truly replace the real-life classroom experience. This paper presents the findings of a qualitative case study conducted in two teacher education courses during Spring 2020 semester. Due to the COVID-19 pandemic, field experiences were replaced by assignments administered online where teacher candidates watched and analyzed videos of expert teachers, and also analyzed their own videotaped teaching lessons. Results showed that teacher candidates became better at analyzing the teaching videos and appreciated the diversity of teaching examples. However, they also reported that they did not enjoy substituting real life experiences with online teaching videos.
Keywords: ⛔ No DOI found