Nudge Messaging and School Attendance in Ghana: Determining the Impact of Tailored Message Characteristics - Zhao, Annette; D'Rozario, Jonny; Kably, Nathan; Jayasinghe, Neema; Mukankusi, Aimée
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

NRPU Approved Projects 2017-18 - Higher Education Council (2018)

‘Now I want to use it to learn more’: Using mobile phones to further the educational rights of the girl child in Kenya - Zelezny-Green, Ronda (Gender & Development, 2018)
Keywords: Equity through Access; ⛔ No INSPIRE recid found

Nothing as Practical as Good Theory : Exploring Theory-Based Evaluation for Comprehensive Community Initiatives for Children and Families | Semantic Scholar - Weiss, Carol

Nothing as practical as good theory: Exploring theory-based evaluation for comprehensive community initiatives for children and families - Weiss, Carol H. (New approaches to evaluating community initiatives: Concepts, methods, and contexts, 1995)
Keywords: ⛔ No DOI found

Notes for the political economy analysis design workshop for the Strengthening the Use of Evidence for Development Impact (SEDI) project in Pakistan - Pellini, Arnaldo; Shaxson, Louise; Rocha Menocal, A (ODI, 2019)

Note de conseils sur la plateforme numérique - Messa, Angele; Koomar, Saalim; Mitchell, Joel (EdTech Hub, 2025)
This document is a guidance note on digital platforms, specifically focusing on e-learning and the use of Opale and Moodle software. It aims to support the implementation of a digital learning platform in Madagascar. The report addresses questions and challenges faced by the Ministry of National Education in developing and deploying digital educational content. It covers various aspects of e-learning, including evaluation methods, content structuring, accessibility, interactivity, and technical requirements. Key topics include different evaluation models, types of e-learning evaluation (formative and summative), guidelines for using Opale, tablet specifications for online learning, ensuring course accessibility, and using Moodle both online and offline. The document also provides a checklist for ensuring quality in e-learning course development and implementation. Keywords: e-learning; Moodle; Opale; digital platform; accessibility; usability; Madagascar Ce document est une note d’orientation sur les plateformes numériques, avec un accent particulier sur l’e-learning et l’utilisation des logiciels Opale et Moodle. Il vise à soutenir la mise en place d’une plateforme d’apprentissage numérique à Madagascar. Le rapport aborde les questions et défis rencontrés par le Ministère de l’Éducation Nationale dans le développement et le déploiement de contenus éducatifs numériques. Il traite de divers aspects de l’e-learning, notamment les méthodes d’évaluation, la structuration des contenus, l’accessibilité, l’interactivité et les exigences techniques. Les principaux sujets incluent les différents modèles d’évaluation, les types d’évaluation en e-learning (formative et sommative), les recommandations pour l’utilisation d’Opale, les spécifications des tablettes pour l’apprentissage en ligne, l’accessibilité des cours et l’utilisation de Moodle en mode en ligne et hors ligne. Le document propose également une liste de contrôle pour garantir la qualité du développement et de la mise en œuvre des cours en e-learning. Mots clés: e-learning; Moodle; Opale; platforme numériques; accessibilité; usabilité; Madagascar An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

Not Just Hot Air: Putting climate change education into Practice - UNESCO (UNESCO Digital Library, 2015)

Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information - Saito, Eisuke; Khong, Thi Diem Hang (Reflective Practice, 2017)
Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs.
Keywords: Reflective practice; Vietnam; critical reflection; professional learning; teacher professional development; vide-flection

Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information - Saito, Eisuke; Khong, Thi Diem Hang (Reflective Practice, 2017)
Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. [ABSTRACT FROM PUBLISHER]
Keywords: ADULTS; AUDIOVISUAL aids in education; AUDIOVISUAL materials; CRITICAL thinking studies; DATA analysis software; DESCRIPTIVE statistics; EDUCATION; FOCUS groups; INTERVIEWING; PROFESSIONAL education; PROFESSIONAL employee training; REFLECTION (Philosophy); RESEARCH funding; Reflective practice; SCHOOL administrators; TEACHER training; TEACHING; THEMATIC analysis; VIETNAM; Vietnam; __:import:01; __:match:final; __:matched; __:study_id:2099873; __finaldtb; critical reflection; professional learning; teacher professional development; vide-flection

Northern Education Initiative Plus: Early Grade Reading Assessment Midline Report - USAID Nigeria (2018)

Non-Regulatory Guidance: Using Evidence to Strengthen Education Investments - U.S. Department of Education (Department for Education, 2023)

Non-Formal Education Action Plan - Ministry of Education, Youth and Sports, Royal Government of Cambodia (2008)

Non-financial rewards and job commitment among public secondary school teachers in Ogun State Public Secondary Schools - Bawalla, Oluwatoyin Gbenga; Omolawal, Ayodeji Samuel (Reality of Politics. Estimates - Comments - Forecasts, 2022)
The study examined the relationship between non-financial rewards and teachers job commitment in the educational sector in Ogun State, Nigeria. A survey was conducted on public secondary school teachers to examine the relationship between non-financial rewards (promotion, study leave and sponsorship, provision of long service awards) and teachers’ job commitment. A sample of 750 full-time teachers was taken. Thirty schools were randomly selected across the three senatorial districts of Ogun State. A structured questionnaire was used to elicit information on socio-demographic characteristics and types of non-financial rewards available to public secondary school teachers in Ogun State. The response rate was 90.2%. Pearson Product Moment Correlation was used to test the relationship between non-financial and teachers job commitment. The result showed that non-financial rewards are a strong determinant of job commitment for the teachers in the state public secondary schools. It was therefore recommended that government and other relevant stakeholders in the educational sector are to reward teachers adequately by making use of non-financial rewards.
Keywords: ⛔ No DOI found

[No title found] (Saudi Journal of Humanities and Social Sciences)
Throughout the world, the Information and Communications Technology (ICT) is changing the face of education. This paper is a report of a study that was carried out in the months of May and June 2016 on the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County in Kenya. The research purpose and objective of the study was: To find out the availability of resources and facilities for ICT integration in the public primary school curriculum in Kitui County. This study was guided by the Technology Acceptance Model (TAM). It was informed by the pragmatic philosophy and the Mixed Method (MM) research approach. Data was collected from 388 public primary schools in Kitui County selected through stratified and simple random sampling methods. A total of 388 head teachers and 776 teachers participated in the study giving a total of 1114 respondents. The research instruments used were questionnaires for teachers, interview schedules for head teachers and observation checklists. The data collected was analyzed qualitatively and quantitatively. The findings revealed that most of the schools were connected to electricity but lacked ICT resources such as desk computers, whiteboards, CD-ROMs and anti-viruses. Laptops were available in some of the schools but were not being used by teachers in direct instruction. They were mainly used in the storage of school records, teacher plans, examination questions and for examination registration exercises. Another finding was lack of internet connectivity in most of the schools that affected ICT integration in the curriculum. The study recommended that the education stakeholders and the government should partner in provision of ICT resources and facilities to facilitate integration of ICT in schools. It is hoped that this study will be useful in education policy making on ICT integration in schools in Kenya and other parts of the world.

No time to lose: An urgent call for access to quality education for Rohingya Children in Cox's Bazar - Katende, Stephen; Gerhardt, Laurence; Skinner, Marcus (International Rescue Committee, 2020)

No Teacher is an Island: A case study on the enablers and barriers for effective school-based teacher professional development in Sierra Leone - Lurvink, Anne-Fleur; Bangura, Zainab; Fortune, Alhaji; George, Alex H.; Godwin, Katie; Mason-Sesay, Miriam; Moseray, David; Tholley, Ibrahim; Turay, Emmanuel B.; Haßler, Björn; Open Development & Education (OpenDevEd, 2022)

No teacher is an Island - Lurvink, Anne-Fleur; Bokamba, Tania Elena Megogo; Mason, Miriam; Godwin, Katie; Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie (Open Development and Education, 2022)
When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive

No lost generation: Supporting the school participation of displaced Syrian children in Lebanon - de Hoop, Jacobus; Morey, Mitchell; Seidenfeld, David (Journal of Development Studies, 2019)
This study documents the impact of a cash transfer programme–known as the No Lost Generation Programme (NLG) and locally as Min Ila (‘from to’)–on the school participation of displaced Syrian children in Lebanon. An initiative of the government of Lebanon, the United Nations Children’s Fund (UNICEF), and the World Food Programme (WFP), the programme provided cash for the benefit of children enrolled in afternoon shifts at public primary schools. It was designed to cover the cost of commuting to school and to compensate households for income forgone because children were attending school instead of working. Commuting costs and forgone income are two critical barriers to child school participation. The analysis relies on a geographical regression discontinuity design to identify the impact halfway through the first year of programme operation, the 2016/2017 school year. The analysis finds substantive impacts on school attendance among enrolled children, which increased by 0.5 days to 0.7 days per week, an improvement of about 20 per cent relative to the control group. School enrolment among Syrian children rose rapidly across all Lebanon’s governorates during the period of the evaluation, resulting in supply-side capacity constraints that appear to have dampened positive enrolment impacts.

NMC Horizon Report: 2014 Library Edition - Johnson, L.; Adams Becker, S.; Estrada, V.; Freeman, A. (Austin, Texas: The New Media Consortium, 2014)
Keywords: NOTdocs.opendeved.net

NITDA | e-Learning Facilities - NITDA (2020)

Nine Years of Continuous Basic Education Reform Plan - Ministry of Education - Mauritius (Government of Mauritius, 2016)

Nine takeaways from our reviews of COVID-19 education responses - Chuang, Rachel; Kaye, Tom; Koomar, Saalim; McBurnie, Chris; Moss Coflan, Caitlin (EdTech Hub, 2020)
Regular readers will know about our Helpdesk, the on-demand support service we provide for FCDO advisers and World Bank staff to help them make evidence-informed decisions. Since the onset of coronavirus, the Helpdesk team has responded to requests from 15 countries across Africa, Asia, and the Middle…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Nimble RCTs - A Powerful Methodology in the Program Design Toolbox - Dean Karlan (2017)

Nigerian schools: Flogged for speaking my mother tongue - Cecilia Macaulay (BBC News, 2023)
Nigeria wants local languages to replace English in primary education, but some say it's not practical.

Nigerian Communications Commission | Home - NCC (2020)

Nigeria | World Poverty Map - World Data Lab (2020)
Explore poverty data by age, gender, and region for every country in the world until 2030

Nigeria Vision 20: 2020 - Federal Government of Nigeria (2010)

Nigeria to Improve Electricity Access and Services to Citizens - World Bank (World Bank, 2021)
The World Bank approved $500 million to support the government of Nigeria in improving its electricity distribution sector.

Nigeria | The World Factbook - Central Intelligence Agency (2020)

Nigeria | Technology | Education Profiles - UNESCO (2023)

Nigeria’s disappointing investment in education - The Nation (Nigeria) (2018)
For as far as most Nigerians can remember, this country has been proudly referred to as the Giant of Africa. The appellation was earned by virtue of Nigeria’s intimidating size and population. However, the country is fast losing the respect, not only in Africa but across the globe. The factors responsible for this are not […]

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

Nigeria | Population - World Bank (2019)

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 gender digital divide in Pakistan: Mobile phone ownership and female labor force participation - Amber, Hina; Chichaibelu, Bezawit Beyene (Review of Development Economics, 2023)
Abstract The unprecedented growth in access to mobile phones and smartphones has opened up new possibilities in the way people live and work. However, women in developing countries are unable to take advantage of this growth due to certain factors and socio‐cultural norms that give rise to the gender digital divide. In this study, using the nationally representative Pakistan Social and Living Standards Measurement Survey (2019–2020), we investigate the gender and rural–urban (female) digital divide in a country with one of the most considerable digital divides. Furthermore, we employ an instrumental variable approach to study the effect of mobile or smartphone ownership on female labor force participation. The results indicate that institutional and sociocultural norms explain most of the ownership gap of mobile or smartphones between men and women. The instrumental variable approach demonstrates that mobile or smartphone ownership increases the participation of women in the labor force. We also find that the differences between observable characteristics, especially literacy and education, explain the rural–urban digital divide among females. Considering the importance of mobile or smartphone ownership in facilitating women's labor supply decisions, providing women with digital tools and upskilling them has wider implications for their economic well‐being.

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