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 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 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 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 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 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 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 2: Teacher Resources - McGeown, Julia; Boisseau, Sandra; Bohan-Jacquot, Sandrine (Humanity and Inclusion, 2020)

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 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 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 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 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 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 1: Inclusive Digital Learning - Humanity and Inclusion (INEE, 2020)
Keywords: ___working_potential_duplicate

Guidance note 1, inclusive digital learning - Humanity and Inclusion (2020)
Keywords: ___working_potential_duplicate

Guidance note 1: Inclusive Digital Learning (Humanity and Inclusion, 2020)

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 for Safe and Healthy Journeys to School: During the COVID-19 Pandemic and Beyond (English) - UNICEF; FIA Foundation (Humanitarian UNICEF, 2021)
As schools reopen, we have a unique opportunity to look not only at measures to help keep students safe on school premises, but also on the journey to school. These measures help to keep students safe during the coronavirus disease (COVID-19) and help to address other safety issues such as road traffic crashes, the number one killer of young people aged 5-29 years. This guidance is for education authorities and policymakers, school administrators, teachers and staff, parents, caregivers, community members, and students. It complements the UNICEF, UNESCO, World Bank, World Food Programme and UNHCR global framework for reopening schools and the Inter Agency Standing Committee (IASC) interim guidance for COVID-19 Prevention and Control in Schools. This guidance suggests practical steps to build back better health and safety systems – to address COVID-19 and promote active transport like walking and cycling to improve air quality, physical activity and road safety. September 2021

Guidance for developing gender-responsive education sector plans | Documents | Global Partnership for Education - UNGEI; GPE; UNICEF (2018)
The Guidance developed by GPE and UNGEI, with support from UNICEF, has been designed to help deliver on the commitment of the Sustainable Development Goals and Education 2030 to achieve gender equality in education. The tool will help developing countries put in place gender-sensitive policies, plans and learning environments, with a view to transform the way education systems function.

Guidance: assessing and monitoring learning during the COVID-19 crisis - UNICEF (Humanitarian Response, 2020)
This guidance note aims to help UNICEF Education staff, Ministry officials and partners reflect on how to take account of learning through meaningful formative and summative assessment practices during the COVID-19 pandemic. It highlights general considerations and key actions that teachers, schools and Ministries of Education can undertake in the area of assessment to ensure the continuity of quality learning throughout the COVID-19 pandemic.

Guessing or solving? Exploring the use of motion features from educational game logs - Shin, Hyunjin; Kim, Bugeun; Gweon, Gahgene (Association for Computing Machinery, 2020)
A learner's guessing behavior while playing educational games can be a key indicator of her disengagement that impacts learning negatively. To distinguish a learner's guessing behavior from solution behavior, we present an explorative study of using motion features, which represent a learner's finger movements on a tablet screen. Our data was collected from the Missing Number game of KitKit School, a tablet-based math game designed for children from pre-K to grade 2 in elementary school. A total of 5,040 problem solving logs, which were collected from 168 students, were analyzed. A two-sample t-test showed a significant difference between guessing and solution behavior for four groups of motion features that indicate distance, curvedness, complexity, and pause (p<0.001). Additionally, our empirical results showed the possibility of using motion features in automatic detection of guessing behavior. Our best model yielded an accuracy of 0.778 and AUC value of 0.851 by using the random forest classifier.
Keywords: educational game; guessing behavior; learning analytics; motion features; touch log

GSMA-State-of-Mobile-Internet-Connectivity-Report-2019.pdf

GSMA Mobile Connectivity Index | Sierra Leone - GSMA (2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions

GSMA Mobile Connectivity Index - GSMA (GSMA Mobile Connectivity Index, 2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions

GSMA Mobile Connectivity Index - GSMA (GSMA Mobile Connectivity Index, 2020)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions

GSMA Intelligence - GSMA

GSMA Connected Women: the mobile gender gap report 2020 - GSMA (2020)

Growth Mindset Predicts Student Achievement and Behavior in Mobile Learning - Kizilcec, René F.; Goldfarb, Daniel (L@S '19: Sixth (2019) ACM Conference on Learning @ Scale, 2019)
Students’ personal qualities other than cognitive ability are known to influence persistence and achievement in formal learning environments, but the extent of their influence in digital learning environments is unclear. This research investigates non-cognitive factors in mobile learning in a resourcepoor context. We surveyed 1,000 Kenyan high school students who use a popular SMS-based learning platform that provides formative assessments aligned with the national curriculum. Combining survey responses with platform interaction logs, we find growth mindset to be one of the strongest predictors of assessment scores. We investigate theory-based behavioral mechanisms to explain this relationship. Although students who hold a growth mindset are not more likely to persist after facing adversity, they spend more time on each assessment, increasing their likelihood of answering correctly. Results suggest that cultivating a growth mindset can motivate students in a resource-poor context to excel in a mobile learning environment.

Growth and structural change in Africa: development strategies for the learning economy - Lundvall, Bengt-Åke; Lema, Rasmus (African Journal of Science, Technology, Innovation and Development, 2014)
Keywords: DIAL-RDO

Growth and Inequality in Pakistan Volume 1 - Pasha, Hafiz A. (Friedrich-Ebert-Stiftung (FES), 2018)

Growth and inequality in Pakistan: Agenda for reforms - Pasha, Hafiz (2018)
Keywords: ___working_potential_duplicate

Growth and inequality in Pakistan: Agenda for reforms - Pasha, Hafiz A. (2018)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Grounded theory methodology: An overview - Strauss, A.; Corbin, J. (Handbook of qualitative research, 1995)
Keywords: ___working_potential_duplicate; auto_merged

Groping in the dark: the first decade of global modelling - Meadows, Donella; Richardson, John; Bruckmann, Gerhart (John Wiley & Sons, 1982)

Great Teaching Toolkit: Evidence Review - Coe, Rob; Rauch, C.J.; Kime, Stuart; Singleton, Dan (Evidence Based Education, 2019)
Keywords: C:England/International

Great teachers: How to raise student learning in Latin America and the Caribbean - Bruns, Barbara; Luque, Javier (World Bank Group, 2014)
Keywords: C:Latin America and the Carribeans

Great expectations: aspiration, uncertainty and schooling in Rwanda - Williams, Timothy P. (Education Development Trust, 2016)

Great buy or just low cost? Lessons on cost-effectiveness from messaging interventions in West Africa - Mitchell, Joel; Mukankusi, Aimée; D'Rozario, Jonny (EdTech Hub)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

GraphoGame Teacher Training Service: evaluation report - School-to-School International (STS) (Agora Center, University of Jyväskylä, Finland, 2017)
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425917; ___working_potential_duplicate; __finaldtb; auto_merged

GraphoGame – a catalyst for multi-level promotion of literacy in diverse contexts - Ojanen, Emma; Ronimus, Miia; Ahonen, Timo; Chansa-Kabali, Tamara; February, Pamela; Jere-Folotiya, Jacqueline; Kauppinen, Karri-Pekka; Ketonen, Ritva; Ngorosho, Damaris; Pitkänen, Mikko; Puhakka, Suzanne; Sampa, Francis; et al. (Frontiers in Psychology, 2015)
GraphoGame (GG) is originally a technology-based intervention method for supporting children with reading difficulties. It is now known that children who face problems in reading acquisition have difficulties in learning to differentiate and manipulate speech sounds and consequently, in connecting these sounds to corresponding letters. GG was developed to provide intensive training in matching speech sounds and larger units of speech to their written counterparts. GG has been shown to benefit children with reading difficulties and the game is now available for all Finnish school children for literacy support. Presently millions of children in Africa fail to learn to read despite years of primary school education. As many African languages have transparent writing systems similar in structure to Finnish, it was hypothesized that GG-based training of letter-sound correspondences could also be effective in supporting children’s learning in African countries. In this article we will describe how GG has been developed from a Finnish dyslexia prevention game to an intervention method that can be used not only to improve children’s reading performance but also to raise teachers’ and parents’ awareness of the development of reading skill and effective reading instruction methods. We will also provide an overview of the GG activities in Zambia, Kenya, Tanzania, and Namibia, and the potential to promote education for all with a combination of scientific research and mobile learning.

Graphical User Interface Design Guide for Mobile Applications Aimed at Deaf Children - Muñoz, Leidi J. Enriquez; Noguera Zúñiga, Edilson Y.; Flórez Aristizábal, Leandro; Collazos, Cesar A.; Daza, Gloria; Cano, Sandra; Alghazzawi, Daniyal M.; Fardoun, Habib M. (Springer International Publishing, 2018)
The objective of this work is to establish a Graphical User Interface (GUI) design guide that will support the development of mobile applications aimed at deaf children. To achieve this goal, this research was carried out by reviewing systematic literature reviews and field research techniques. For data collection, the following research techniques were used: meetings, interviews and observation in order to define the general guidelines that are part of the guide. Based on these guidelines, we proceeded to the design and development of prototypes on paper and functional prototypes of a mobile application for deaf children of an educational institution in the city of Popayán-Colombia. These prototypes were subjected to a usability evaluation using inspection techniques by three (3) different user profiles: Specialists in children with hearing disabilities, children with hearing disabilities, designers and developers. The design guide was validated in a process that involved the teachers and students, considering criteria of identity, design, accessibility, navigation and operation. Based on the results obtained, the final guidelines were determined and, therefore, the development of the GUI design guide for mobile applications aimed at deaf children. This GUI design is a tool that can be used by developers and designers of mobile applications to create new applications that consequently allow the inclusion of this population in the use of new technologies.
Keywords: Deaf children; Design guide; Interface design; Mobile applications

Grantable
Keywords: _Added-ailr-2024

Grant request to finance Rwanda COVID-19 education response from COVID-19 accelerated funding window under the GPE fund - Global Partnership for Education (2020)

Grant Funding Proposal (FY11- Round 33) - World Bank (Japan Social Development Fund (JSDF), 2011)

Grade 4 Mathematics 2011 Assessment Items - TIMSS (TIMSS & PIRLS International Study Center, International Association for the Evaluation of Educational Achievement (IEA), 2013)

gpt-researcher - Elovic, Assaf (2023)
GPT based autonomous agent that does online comprehensive research on any given topic

GPE's Engagement on Domestic Financing for Education - Global Partnership for Education (2018)

GPE Covid-19 Education Response Support Programme (CESP) - Ministry of Education, Science and Technology (The United Republic of Tanzania, 2020)

GPE 2025 Results Framework for Lao PDR - Global Partnership for Education (2023)
Keywords: ⛔ No INSPIRE recid found

GPE 2020 Country-level Prospective Evaluations. Malawi - Smith, Prepared Matthew; Fenning, Christine (Global Partnership for Education (GPE), 2019)
Keywords: ⛔ No DOI found

GPE 2020 Country-level Prospective Evaluations: First annual Report Kenya - Rawal, Prepared Shenila; Aslam, Monazza; Outhred, Rachel (2018)
Keywords: ⛔ No DOI found

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

Government Policy for the Internet Must Be Rights-Based and User-Centred | United Nations - Ben-Hassine, Wafa (2019)

Government policies to evaluate edtech in Africa - Zelezny-Green, Ronda; Metcalfe, Hannah (2023)

Government of the Punjab. School Education Department

Government of the Punjab. School Education Department (2020)

Government of the Punjab. Punjab Information Technology Board

Government of the Punjab. Punjab Information Technology Board

Government of the Punjab. Punjab Information Technology Board (2020)

Government of Sindh. Information Technology Department Government of Sindh

Government of Sindh. Information Technology Department Government of Sindh

Government of Sindh. Information Technology Department Government of Sindh (2020)

Government of Sierra Leone Education Data Hub: A User Research Report - Freiermuth, Sophie; Bedoui, Claire; Middleton, Emily; Taddese, Abeba (EdTech Hub, 2020)
Report on the Government of Sierra Leone Education Data Hub
Keywords: C:Sierra Leone; ES:Educational data; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Government of Sierra Leone Education Data Hub - Directorate of Science, Technology and Innovation (2019)

Government of Pakistan. Ministry of Information Technology & Telecommunication, Government of Pakistan

Government of Pakistan. Ministry of Information Technology & Telecommunication, Government of Pakistan

Government of Pakistan. Ministry of Information Technology & Telecommunication, Government of Pakistan (2020)

Government of Pakistan. Ministry of Federal Education and Professional Training

Government of Pakistan. Ministry of Federal Education and Professional Training (2020)

Government-led edtech initiatives to improve learning outcomes in Kenya (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Government launches school radio lessons programme - ZBC News (2020)

Government Gazette - Government of the Republic of South Africa (2022)

Government expenditure on education, total (% of GDP) - South Asia, Pakistan, Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Sri Lanka | Data - World Bank (2018)

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

Government–donor relations in Sierra Leone: Who is in the driving seat? - Harris, David; Conteh, Felix Marco (The Journal of Modern African Studies, 2020)
Since the cessation of conflict in 2002, Sierra Leone has experienced extraordinary levels of involvement from Western donors. Paradoxically, while relationships are often portrayed on the ground as strong with significant donor influence, our research shows considerable fluidity in individual and institutional relationships. The article disaggregates donor–government relations at various levels over a short but crucial period, 2010–16, asking in each case who occupies the driving seat. In so doing, the article interrogates the concept of ‘extraversion’, investigating to what extent government – and indeed donors – has space in which to manoeuvre and how and why government and donors act as they do in this space. The period 2010–16 is of particular interest due to extreme iron ore price volatility and the Ebola epidemic of 2014–15. The article adds much-needed critique and empirical evidence to the debate on donor influence and ‘extraversion’.

Government Design Principles - Central Digital and Data Office (GOV.UK, 2019)
The UK government's design principles and examples of how they've been used.

Governance Reforms in three South East Asian countries: the Role of Research-based Evidence in Promoting Innovations - Pellini, Arnaldo; Bachtiar, P.P; Alician, M.D; Nguyen, Thi Thu Hang (Innovation Trends in Public Governance in Asia, 2011)

Governance of student data - Barrett, Lindsey (UNICEF, 2020)
Keywords: ___working_potential_duplicate

Governance, complexity, and resilience - Duit, Andreas; Galaz, Victor; Eckerberg, Katarina; Ebbesson, Jonas (Elsevier, 2010)

google translate - Google Search

Google Translate

Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: a multidisciplinary comparison of coverage via citations - Martín-Martín, Alberto; Thelwall, Mike; Orduna-Malea, Enrique; Delgado López-Cózar, Emilio (Scientometrics, 2021)
New sources of citation data have recently become available, such as Microsoft Academic, Dimensions, and the OpenCitations Index of CrossRef open DOI-to-DOI citations (COCI). Although these have been compared to the Web of Science Core Collection (WoS), Scopus, or Google Scholar, there is no systematic evidence of their differences across subject categories. In response, this paper investigates 3,073,351 citations found by these six data sources to 2,515 English-language highly-cited documents published in 2006 from 252 subject categories, expanding and updating the largest previous study. Google Scholar found 88% of all citations, many of which were not found by the other sources, and nearly all citations found by the remaining sources (89–94%). A similar pattern held within most subject categories. Microsoft Academic is the second largest overall (60% of all citations), including 82% of Scopus citations and 86% of WoS citations. In most categories, Microsoft Academic found more citations than Scopus and WoS (182 and 223 subject categories, respectively), but had coverage gaps in some areas, such as Physics and some Humanities categories. After Scopus, Dimensions is fourth largest (54% of all citations), including 84% of Scopus citations and 88% of WoS citations. It found more citations than Scopus in 36 categories, more than WoS in 185, and displays some coverage gaps, especially in the Humanities. Following WoS, COCI is the smallest, with 28% of all citations. Google Scholar is still the most comprehensive source. In many subject categories Microsoft Academic and Dimensions are good alternatives to Scopus and WoS in terms of coverage.
Keywords: Computer Science - Digital Libraries

Google Meet

Google Images - Google

Google Image best practices - Search Console Help - Google

Goodhart’s Law and the gaming of UK public spending numbers - Hood, Christopher; Piotrowska, Barbara (Public Performance & Management Review, 2021)
Goodhart’s Law, originally inspired by money-supply indicators, predicts high-consequence administrative numbers tend to be gamed out of meaningfulness. This paper argues that, in addition to the well-documented manipulation of aggregate input numbers at the top-levels of decision making and performance indicators used for output control at the lower level, meso-level gaming happens also on the input side of public expenditure planning and control. A key mechanism through which it operates is creative categorization in the classification of units of spending. Based on a UK study, we explore three questions: can we find evidence for the existence of gaming in public expenditure control, how does the creative categorization work and how material or consequential is it? Using case studies of “protected” spending, public-private partnerships and accounting changes, we show that gaming understood as creative categorization is readily observable in UK public expenditure control and Goodhart’s Law effects can indeed be material or consequential, both in scale and in their implications for government accountability. We conclude that creating new spending categories to control public expenditure and limit gaming is a two-edged sword since it itself creates new opportunities for gaming.
Keywords: Goodhart’s Law; creative categorization; fiscal illusions; gaming; public finance management; public spending; rule bending

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 […]

Good Practice Report: Blended Learning. - Partridge, Helen; Ponting, Deborah; McCay, Meryl (Australian Learning and Teaching Council (ALTC), 2011)
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on blended learning. The report contains: a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships; a literature review of the good practices and key outcomes for teaching and learning from national and international research; the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships; identifies areas in which further work or development are appropriate.
Keywords: C:Australia

Good governance of children’s data - UNICEF (2020)
Developing a manifesto to protect children’s data security and privacy

Going Online for Sexual and Reproductive Health - Women Deliver; Girl Effect (2020)

Gobierno habilita herramienta “Inteligencia Quisqueya” para estudiantes que se preparan para pruebas nacionales - CDN, Redacción (CDN - El Canal de Noticias de los Dominicanos, 2020)
Estableció también que los jóvenes y adultos que lo deseen, podrán cursar a través de la Escuela Radiofónica Santa María estudios básicos y medios.

Goal attainment scaling as an outcome measure in randomized controlled trials of psychosocial interventions in autism. - Ruble, Lisa; McGrew, John H.; Toland, Michael D. (Journal of Autism and Developmental Disorders, 2012)
Goal attainment scaling (GAS) holds promise as an idiographic approach for measuring outcomes of psychosocial interventions in community settings. GAS has been criticized for untested assumptions of scaling level (i.e., interval or ordinal), inter-individual equivalence and comparability, and reliability of coding across different behavioral observation methods. We tested assumptions of equality between GAS descriptions for outcome measurement in a randomized trial (i.e., measurability, equidistance, level of difficulty, comparability of behavior samples collected from teachers vs. researchers and live vs. videotape). Results suggest GAS descriptions can be evaluated for equivalency, that teacher collected behavior samples are representative, and that varied sources of behavior samples can be reliably coded. GAS is a promising measurement approach. Recommendations are provided to ensure methodological quality.
Keywords: Autism; Goal attainment scaling; Outcome measurement; Psychosocial intervention; Randomized controlled trials; Reliability

Goal 4 .:. Sustainable Development Knowledge Platform - United Nations

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - United Nations (Department of Economic and Social Affairs: Sustainable Development)

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - United Nations Statistics Division (2020)

Go Girls Connect! - The Bantwana Initiative of World Education Inc., - Bantwana World Education Initiative (Bantwana)
Go Girls Connect! is an innovative program leveraging mobile technology to empower girls to advocate for their human rights.

gnu.org - GNU

Glossary | DataBank - World Bank

Globalization, corporatism, and critical language education - Luke, Allan; Luke, Carmen; Graham, Phil (International Multilingual Research Journal, 2007)

Globalization and the growth of international educational testing and national assessment - Kamens, D.H.; McNeely, C.L. (Comparative Education Review, 2009)

Global Teacher Status Index 2018 - Dolton, Peter; Marcenaro, Oscar; De Vries, Robert; She, Po-Wen (Varkey Foundation, 2018)

Global South teacher educators in digital landscape: implications on professional learning - Impedovo, Maria Antonietta; Malik, Sufiana Khatoon; Kinley, Kinley (Research on Education and Media, 2019)
Abstract This article explores Pakistani and Bhutanese teacher educators’ digital competences about the use of social media, digital resources and professional online communities and implications of this on professional learning. The two countries, less discussed in international educational literature, are facing a growing use of the Internet in teaching and learning. Data include a survey completed by 67 teacher educators from Pakistan and 37 teachers from Bhutan, as well as semi-structured interviews from both countries. This study provides evidence of how teachers’ interaction on social networks and the use of digital resources play a central role in the introduction of innovative pedagogical practices of teacher educators, and teacher educators remain interested in knowledge sharing through social media for their professional learning.
Keywords: ⚠️ Invalid DOI

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

Global, regional and national burden of emergency medical diseases using specific emergency disease indicators: analysis of the 2015 Global Burden of Disease Study - Razzak, Junaid; Usmani, Mohammad Farooq; Bhutta, Zulfiqar A. (BMJ Global Health, 2019)
Objective There are currently no metrics for measuring population-level burden of emergency medical diseases (EMDs). This study presents an analysis of the burden of EMDs using two metrics: the emergency disease mortality rate (EDMR) and the emergency disease burden (EDB) per 1000 population at the national, regional and global levels. Methods We used the 1990 and 2015 Global Burden of Disease Study for morbidity and mortality data on 249 medical conditions in 195 countries. Thirty-one diseases were classified as ‘emergency medical diseases’ based on earlier published work. We developed two indicators, one focused on mortality (EDMR) and the other on burden (EDB). We compared the EDMR and EDB across countries, regions and income groups and compared these metrics from 1990 to 2015. Results In 2015, globally, there were 28.3 million deaths due to EMDs. EMDs contributed to 50.7% of mortality and 41.5% of all burden of diseases. The EDB in low-income countries is 4.4 times that of high-income countries. The EDB in the African region is 273 disability-adjusted life years (DALYs) per 1000 compared with 100 DALYs per 1000 in the European region. There has been a 6% increase in overall mortality due to EMDs from 1990 to 2015. Globally, injuries (22%), ischaemic heart disease (17%), lower respiratory infections (11%) and haemorrhagic strokes (7%) made up about 60% of EMDs in 2015. Conclusion Globally, EMDs contributed to more than half of all years of life lost. There is a significant disparity between the EDMR and EDB between regions and socioeconomic groups at the global level.

Global Public Goods: Example document for licensing and publishing documents - Haßler, Björn (2018)
This is an example document to illustrate licensing and publishing, including upload to Zenodo.
Keywords: _DOILIVE; _not_EdTechHub; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

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

Global Perspectives on Teacher Learning: improving policy and practice | Request PDF - Schwille, Jack; Dembelé, Martial (UNESCO-IIEP, 2007)
Request PDF | Global Perspectives on Teacher Learning: improving policy and practice | Incl. bibl. This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate
Keywords: ⛔ No DOI found

Global perspectives on teacher learning: improving policy and practice - Schwille, J.; Dembélé, M. (Fundamentals of Educational Planning Series, 2007)
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Global perspectives on teacher learning: improving policy and practice - Schwille, J.; Dembélé, M. (Fundamentals of Educational Planning Series, 2007)
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Global perspectives on teacher learning: improving policy and practice - Schwille, Jack; Dembelé, Martial (UNESCO-IIEP, 2007)
This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Global perspectives on teacher learning: improving policy and practice - Schwille, Jack; Dembelé, Martial (UNESCO-IIEP, 2007)
This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Global perspectives on teacher learning: improving policy and practice - Schwille, John; Dembélé, Martial (UNESCO: International Institute for Educational Planning, 2007)
Keywords: C:International; ___working_potential_duplicate

Global perspectives on assistive technology: Proceedings of the GReAT Consultation 2019, Volume B - Day 2 (World Health Organization, 2019)

Global Partnership for Education provides $68 million in grants for education response to COVID-19 (coronavirus) - Global Partnership for Education (2020)

Global Partnership for Education launches new public-private initiative to address the data challenge in global education - Global Partnership for Education (Global Partnership for Education, 2018)
In an effort to help developing countries strengthen their collection, management and utilization of education data, high-level representatives from the private sector, international organizations, developing country governments and other partners are coming together at the Global Partnership for Education (GPE) Financing Conference to launch a major new initiative called the Education Data Solutions Roundtable.

Global Partnership for Education - Global Partnership for Education (2021)

Global Parents' Survey 2018: India findings - Varkey Foundation (2018)
The biggest and most comprehensive survey of parents’ hopes, fears and aspirations around the world.

Global Monitoring of School Meals During COVID-19 School Closures.
As a result of school closures, 350 million children around the world are missing out on school meals. For many of them, a school meal may be their only nutritious meal during the day. The world needs to find alternative solutions, fast.

Global Learning XPRIZE Field Test Data Report: Kitkit School - Enuma, Inc.

Global learning XPRIZE: Executive summary - XPRIZE (XPRIZE, 2019)

Global Kids Online: Comparative report - Livingstone, Sonia; Kardefeld-Winther, Daniel; Saeed, Marium (2019)

Global Initiative on Out-of-School Children: Tanzania Country Report - UNICEF; Ministry of Education, Science and Technology; UNESCO (UNICEF, United Republic of Tanzania, UNESCO, 2018)

Global Initiative on Out-of-School Children: Regional Report, West and Central Africa - UNESCO Institute for Statistics (2014)

Global Humanitarian Overview 2020 - Humanitarian InSight (2020)

Global Health | Malawi | U.S. Agency for International Development - USAID (2022)
Over the last two decades, Malawi has achieved dramatic gains in most health indicators by focusing on the improved delivery of essential health services. Malawi is one of a few sub-Saharan African countries that achieved Millennium Development Goal (MDG) 4 for child survival by 2015. The Government of Malawi (GoM) reduced maternal mortality by 53 percent between 1990 and 2013, and increased the contraceptive prevalence rate from 7.4 in 1992 to 42 percent in 2010.

Global Experience with EMIS (unpublished note) - Center for Global Development (Center for Global Development, 2022)
Global Experience with EMIS This brief sets out a review of international practice on Education Management Information Systems (EMIS). High-income Countries High-income countries typically have data systems that are integrated and open. The public may look up individual schools online and see...

Global emergency remote education in secondary schools during the COVID-19 pandemic: A systematic review - Bond, Melissa; Bergdahl, Nina; Mendizabal-Espinosa, Rosa; Kneale, Dylan; Bolan, Faye; Hull, Poppy; Ramadani, Fjolla (International Public Policy Observatory, 2021)
The worldwide shift to emergency remote education in 2020 as a result of the COVID-19 pandemic impacted billions of students and teachers. A range of teaching and learning strategies were employed by schools as a result, despite confusing and sometimes contradictory government guidance, with systemic issues such as equity and access impacting heavily on disadvantaged students. In light of the findings of a recent IPPO evidence snapshot and roundtable event, and in order to gain further insight into how emergency remote education was experienced by secondary school students, parents and educators, a systematic review was conducted that collates and synthesises primary empirical studies across five key research questions focusing on student engagement, online assessment, peer collaboration, parent engagement, and future directions for online learning. Studies were searched for in May 2021 using Web of Science, Scopus, ERIC, Microsoft Academic Graph, ResearchGate and the COVID-19 living map, and were included if they focused on teaching and learning using blended or online approaches in secondary schools during the pandemic, that were published in English. Following quality assessment on scope and methodological rigour, 81 studies were included for narrative synthesis. The research studies were conducted in 38 countries, with 37% of studies from low or lower-middle income countries, and 63% from upper-middle income or high-income countries. Most of the evidence came from students (64%), followed by teachers (53%), with very few studies exploring the perceptions and experiences of parents (6%) or school leaders (5%). Findings reveal that self-regulation and understanding were the most frequently reported indicators of student engagement, with online assessment tools, learning management systems with collaborative tools, live synchronous lessons with peer and teacher interaction, and teacher-made videos considered particularly engaging. Social isolation was the most frequently reported indicator of disengagement, characterised by poor attendance in live lessons, a lack of opportunities to seek help with challenges and difficulties facilitating peer collaboration. Although many articles reported that assessment online was particularly challenging, 21 different types of online assessments strategies were identified, with online quizzes and formative online feedback the most frequently used. Live marking or recorded feedback and assessment were found to be particularly beneficial, as providing feedback during live lessons was sometimes challenging. Peer collaboration was facilitated through peer assessment, inquiry-based group work and experiments, aided by the use of collaborative software and combining multiple applications. Parental involvement and support contributed to student learning, although issues of equity impacted the extent to which they could engage with their children's learning, alongside gaps in family content knowledge and technological skills. Numerous implications for future policy relating to online and blended learning are provided.

Global Education Monitoring Report – Gender Report: Building bridges for gender equality - UNESCO (Paris, UNESCO, 2019)

Global Education Monitoring Report 2024: Pacific: Technology in education – A tool on whose terms? - UNESCO (GEM Report UNESCO; Commonwealth of Learning, 2024)

Global Education Monitoring Report 2023: Technology in Education: A tool on whose terms? - UNESCO (2023)

Global Education Monitoring Report 2023, Southeast Asia: Technology in education: A tool on whose Terms? - UNESCO (2023)
Keywords: ⛔ No INSPIRE recid found

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO Digital Library - UNESCO (UNESCO, 2020)

Global Education Monitoring Report 2020: Inclusion and Education – All Means All - UNESCO (UNESCO, 2020)

Global education monitoring report 2020: gender report, A new generation: 25 years of efforts for gender equality in education - GEM (UNESCO Digital Library, 2020)

Global education monitoring report, 2019: Migration, displacement and education: building bridges, not walls - UNESCO (UNESCO, 2018)

Global Education Monitoring Report 2017/8: Accountability in education - meeting our commitments - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2017)

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

Global Education Coalition facilitates free internet access for distance education in several countries - UNESCO (UNESCO, 2020)
Keywords: ___working_potential_duplicate

Global Education Coalition facilitates free internet access for distance education in several countries - UNESCO (2020)
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Global EdTech market to reach $404B by 2025 - 16.3% CAGR. - HolonIQ (HolonIQ, 2020)

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

Global e-Schools and Communities Initiative (GESCI) / African Digital Schools Initiative (ADSI) (2020)

Global Dataset on Education Quality : A Review and Update (2000-2017) - Patrinos, Harry Anthony; Angrist, Noam (World Bank Group, 2018)

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

Global Climate Risk Index 2021: Who Suffers Most from Extreme Weather Events? - Eckstein, David; Kunzel, Vera; Shafer, Laura (German Watch, 2021)

Global Book Alliance - Global Book Alliance (Global Book Alliance)

Giving Cambodia’s Marginalized Learners a Second Chance - UNESCO (2020)

GIS in Education Planning: The Kenyan School Mapping Project - Mulaku, G.C.; Nyadimo, E. (Survey Review, 2011)
School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision making. Such databases contain data such as the geographic location of schools, the numbers of existing schools of different levels in the public and private sectors, their capacities, physical condition and facilities, enrolment and the number of teachers and their attributes. Also often included are data on related natural features and infrastructure such as rivers, roads, economic and administrative centers, medical facilities, religious facilities, etc. This paper describes the Kenyan School Mapping Project, whose objective was to collect such data for all Kenyan learning institutions and to integrate them in a GIS database that could be queried to provide useful information for educational planners, other professional users and average citizens. Results show that at the time of the project, there were nearly 73000 learning institutions in Kenya, ranging from early childhood schools to universities; useful information products on important educational indicators such as schools distribution, enrolments, pupil-teacher ratios and gender parity indices have also been generated from GIS analysis of the data. These results have demonstrated the utility of the database for its stated purpose and therefore shown the project to be a useful model that can be emulated by other developing countries.
Keywords: EMIS; GIS; KENYA; SCHOOL MAPPING

GIS for Education Working Group launches to promote data-driven decision-making - The Education Comission (the Education Commission, 2021)
Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?

GIS for Education Working Group launches to promote data-driven decision-making - the Education Commission (the Education Commission, 2021)
Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?
Keywords: _yl:b

GIS for Education Working Group - the Education Commission (the Education Commission, 2021)
Keywords: _yl:a

GIS data of schools in Zanzibar (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)

Girls’ Schooling is Good, Girls’ Schooling with Learning is Better - Oye, Mari; Pritchett, Lant; Sandefur, Justin (Learning Generation, 2016)

Girls’ Schooling and Women’s Literacy: Schooling Targets Alone Won’t Reach Learning Goals - Pritchett, Lant; Sandefur, Justin (Center for Global Development, 2017)
Using the Demographic and Health Survey (DHS) data on the ability of women at various levels of schooling attainment to read a simple sentence, we show that reaching universal completion of grade six among girls would not bring the world anywhere close to the goal of universal female literacy. These calculations are based on the empirical relationship between grades completed and ability to read, a descriptive ‘learning profile.’ The large literature on schooling and life outcomes suggests simple correlations are a reasonable guide to causal effects, and the typical concern is over-estimation of the true return to schooling—implying our calculations using a descriptive and not causal learning profile are a best-case scenario. This best case is often not at all good: the learning profile is so weak in Nigeria that even if all women had completed grade six, adult female illiteracy would only have fallen from 58 percent to 53 percent. In contrast, children in many other countries do learn to read in much higher numbers and enrolling outof-school girls would dramatically reduce illiteracy. For instance, in Ethiopia the same calculations yield a reduction in illiteracy from 82 to 25 percent. But across nearly 50 developing countries with available data our calculations suggest 40 percent of women would be illiterate even if all women completed at least grade six. Achieving new Sustainable Development Goal targets of universal literacy and numeracy will require both achievement of universal schooling and dramatic improvements in the learning profile in most developing countries.

Girls Education Challenge: Thematic Review (Education Technology) - DFID (DFID, 2018)

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.
Keywords: L:English UXZJW5DR; L:Gender and education; LP: English; P:Evidence review VCMFM9ZD; TAG:E:Primary education QIVZD2B2; TAG:E:Secondary education JS5BG2RE; TAG:F:Access W8TZWAGE; TAG:P:Girls ED5GMBNU; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _L:English UXZJW5DR; _MELA_seen; _P:Evidence review VCMFM9ZD; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:P:Girls ED5GMBNU; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; ⛔ No DOI found; ⛔ No INSPIRE recid found

Girls' education and Covid-19: What past shocks can teach us about mitigating the impact of pandemics - Malala Fund (Malala Fund, 2020)

Girls' education and COVID-19 in Pakistan | Malala Fund Newsroom - Denham, Laura; Fry, Lucia; de Souza, Sabina; , - (2021)

Girls' education and COVID-19 in Pakistan - Malala Fund (Malala Fund, 2020)
In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences.

Girls education and Covid-19 in Nigeria - Malala Fund (Malala Fund, 2020)

Girls education - World Bank (2021)

Girls education - World Bank (2021)

Girls’ Digital Literacy in the East Asia and Pacific Region: Spotlight on Cambodia, Indonesia, Lao PDR, Timor-Leste and Vietnam - UNICEF East Asia and Pacific Regional Office (EAPRO) (2023)
Keywords: ⛔ No INSPIRE recid found

Girls’ Digital Literacy in the East Asia and Pacific Region: Spotlight on Cambodia, Indonesia, Lao PDR, Timor-Leste and Viet Nam - UNICEF East Asia and the Pacific Regional Office (UNICEF EAPRO, 2023)
Keywords: ⛔ No INSPIRE recid found

Girls’ Digital Literacy in the East Asia and Pacific Region - UNICEF EAPRO (UNICEF East Asia and Pacific Regional Office, 2023)
Spotlight on Cambodia, Indonesia, Lao PDR, Timor-Leste and Viet Nam

GirlForce: Skills, education and training for girls now - UNICEF (UNICEF DATA, 2018)
A generation of girls risk being left outside the labour force or trapped in vulnerable or low quality employment, due to a lack of skills, absence of quality jobs, and gendered expectations of their roles as caregivers. The brochure uses the most recent data to call attention to the fact that despite significant investment by the global community in the education of girls, girls are not moving into the workforce in high numbers.

Girl-focused life skills interventions at a distance - Rafaeli, Tal (Institute of Development Studies, 2020)

Gilgit-Baltistan sees threefold rise in funds for education sector: Chief secretary - DAWN News (DAWN.COM, 2023)
"If we make our government schools modern and technology-oriented, people will switch from private to public schools," says CS.

Gilgit-Baltistan: Multiple Indicator Cluster Survey 2016–2017 - Government of Gilgit-Baltistan; UNICEF (2017)

Gilgit-Baltistan Education Strategy 2015–2030 - Education Department of Gilgit-Baltistan (2014)
This strategy document was developed by the Education Department Gilgit-Baltistan (GB) with the financial assistance of EU and the Australian Government through a consultative process involving all key actors and stakeholders in Education. AKF(Pak), AKU-IED PDCN and AKESP provided technical assistance in developing and reviewing the strategy.

Gilgit-Balitstan Education Strategy 2015-2030 - Education Department Gilgit-Baltistan (2014)

Giga Initiative Aims to Connect the World's Schools to the Internet - Ferguson, Sarah (UNICEF USA, 2020)
As COVID-19 deepens the digital divide, it's time to ensure that every student has access to information, opportunity & choice.

Giga - DSTI - Directorate of Science, Technology & Innovation (Directorate of Science, Technology & Innovation, Government of Sierra Leone)

Giga: Connecting Every School to the Internet - UNICEF Office of Innovation
Connecting Every School to the Internet

GIGA - UNICEF (2020)
Connecting Every School to the Internet

Gifted'Teachers Stages of Concerns for Integrating E-Learning in the Gifted Schools in Jordan. - Al-Shabatat, Ahmad Mohammad (Turkish Online Journal of Educational Technology-TOJET, 2014)
Keywords: ⛔ No DOI found

Ghost schools can be traced through RTMS in Balochistan - Quetta Voice (Quetta Voice Breaking News, English News, Technology, Health, 2020)
The real time monitoring system (RTMS) proved to be an effective system in tracing of closed/ghost schools across Balochistan. The system was established

ghana_ict_in_education_policy_august_2015.pdf

Ghana to get a Digital Strategy Policy soon - GhanaWeb (2018)
Ghana has started the process of developing a new Digital Strategy Policy, that's according to the Ministry of Communications. Currently, the Ministry has a 2012 Broadband Policy and an outdated Telecoms policy.

Ghana Secondary Education Improvement Project - World Bank (2020)
Ghana Secondary Education Improvement Project

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

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

Ghana Reads (Open Learning Exchange Ghana, 2017)

Ghana Reads - Center for Education Innovations
Seeking to improve literacy among elementary level children from low-income families, the Ghana Reads program provides teacher "coaches" that help teachers d...

Ghana Reads - Open Learning Exchange

Ghana Reads - Open Learning Exchange Ghana (2017)

Ghana Multiple Indicator Cluster Survery 2017/2018 - Ghana Statistical Survey & UNICEF (Multiple Indicator Cluster Surveys, 2018)
The Multiple Indicator Cluster Survey Six (MICS 6) was conducted in 2017/18 by Ghana Statistical Service in collaboration with the Ministry of Health, Ministry of Education, Ministry of Sanitation and Water Resources, Ministry of Gender, Children and Social Protection, Ghana Health Service and the Ghana Education Service as part of the Global MICS Programme. Technical support was provided by the United Nations Children’s Fund (UNICEF), with government funding and financial support of UNICEF, KOICA, UNDP, USAID and the World Bank through the Statistics for Results Facility – Catalytic Fund (SRF-CF). The Global MICS Programme was developed by UNICEF in the 1990s as an international multi-purpose household survey programme to support countries in collecting internationally comparable data on a wide range of indicators on the situation of children and women. MICS surveys measure key indicators that allow countries to generate data for use in policies, programmes, and national development plans, and to monitor progress towards the Sustainable Development Goals (SDGs) and other internationally agreed upon commitments.

Ghana mulls over mobile phone ban in schools - Kaldezi, I (2016)
Ghana’s education service has started a campaign to ban the use of mobile phones in primary and secondary schools. The move, according to the educationists, will enable students to concentrate more on their studies.

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

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

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

Ghana Living Standard Survey - GLSS (2017)
Keywords: Adrenal Medulla; Aging; Animals; Animals, Newborn; Body Weight; Catecholamines; Dopamine beta-Hydroxylase; Epinephrine; Female; Humans; In Vitro Techniques; Maternal-Fetal Exchange; Metaraminol; Morphine; Morphine Dependence; Pregnancy; Rats; Tyrosine 3-Monooxygenase

Ghana Library Authority (2020)

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

Ghana Investment Fund for Electronic Communications (2019)

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

Ghana Education Service

Ghana education sector analysis. 2018 | Documents | Global Partnership for Education - GPE (2018)
Ghana’s Education Sector Analysis (ESA) 2018 provides an objective assessment of the state of education in the country. It has been produced to inform the finalization of the Education Sector Plan (ESP) 2018–2030 and to ensure a broad evidence base for future policymaking.

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