Education Sector Plan, 2018-2020: Getting It Right – Service Delivery, Integrity and Learning in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2018)

A second chance to dream: initiating ODeL in secondary school re-entry programs for young adult secondary school dropouts the case of Mumias District, Western Kenya - Musita, Richard; Ogange, Betty O.; Lugendo, Dorine (Distance Education, 2018)
The Kenyan education system has very limited re-entry options for learners who drop out before attaining secondary school certificate. It is very difficult to access training and or secure a job that requires at least secondary school education. This study examined the prospects of initiating Open and Distance e-Learning(ODeL) in re-entry programmes into high school for out of school Young Adult Secondary School Dropouts (Y.A.S.S.D). The study focused on the enablers and challenges of initiating ODeL in the secondary school re-entry programmes. An alternative flexible and sustainable community based ODeL model that potentially can address re-entry for the Y.A.S.S.D is proposed. A qualitative phenomenological design was used; focus group discussion and interviews were conducted from a purposeful sample of participants. The study revealed that the potential of ODeL in addressing re-entry into secondary school for Y.A.S.S.D great. Majority of the participants were aware of the existing secondary school re-entry options, however, ODeL appeared new. Despite there being challenges in introducing the ODeL mode of study in secondary school re-entry programmes, it is viable and requires further exploration. The enablers of this mode of study are largely in place to the extent appreciated by participants in the study.
Keywords: Re-entry; dropouts; open distance e-learning

Blended Learning for Learner Empowerment: Voices from the Middle East - Tamim, Rana M. (Journal of Research on Technology in Education, 2018)

What have we learned after ten years of systematic reviews in international development? - Waddington, Hugh; Masset, Edoardo; Jimenez, Emmanuel (Journal of Development Effectiveness, 2018)
The paper discusses the role of systematic evidence in helping make better decisions to reach global development targets. Coming at the end of the ﬁrst decade of serious funding and support for systematic evidence generation in development economics and development studies, the paper presents opportunities and challenges for the continued development of systematic review methodologies. It concludes by introducing the papers collected in the issue, which make and demonstrate the case for theory-based approaches to evidence synthesis.
Keywords: Reviewed

A quasi-experiment examining the impact of educational cartoons on Tanzanian children - Borzekowski, Dina L. G. (Journal of Applied Developmental Psychology, 2018)
Educational media can positively impact young children; however, few studies have been conducted in developing countries. Researchers investigated the impact of an animated educational series, where participants were randomized to see Akili and Me versus other popular programs. In interviews with children, researchers assessed measures before and after four weeks of exposure. From Morogoro, Tanzania, 568 children (mean age - 4.8years) participated. Controlling for the child's sex, age, and baseline skills in the assessed follow up outcome, exposure to Akili and Me significantly improved drawing skills, shape knowledge, number recognition, counting, and English skills. Young and vulnerable children can benefit from a locally-produced educational program. Media interventions should be encouraged as they effectively and efficiently alter school readiness.
Keywords: Educational media; Literacy; Numeracy; School readiness; Television

Towards an inclusive digital literacy framework for digital India - Nedungadi, Prema P.; Menon, Rajani; Gutjahr, Georg; Erickson, Lynnea; Raman, Raghu (Education + Training, 2018)
Purpose The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity. Design/methodology/approach This research implemented an educational model based on the proposed framework to train over 1,000 indigenous people using an integrated curriculum for digital literacies at remote settlements. The model uses mobile technology adapted for remote areas, context enabled curriculum, along with flexible learning schedules. Findings The education model exemplifies a viable strategy to overcome persistent challenges by taking tablet-based digital literacies directly to communities. It engages different actors such as existing civil societies, schools and government organizations to provide digital literacy and awareness thereby improving both digital and life skills. It demonstrates the potential value of a comprehensive Digital Literacy framework as a powerful lever for Digital Inclusion. Practical Implications Policy makers can use this transformational model to extend the reach and effectiveness of Digital Inclusion through the last mile enhancing existing training and service centers that offer the traditional model of Digital Literacy Education. Originality/value This innovative mobile learning model based on the proposed Digital Framework for Inclusion instilled motivation, interest and confidence while providing effective digital training and conducting exams directly in the tribal settlements for low-literate learners in remote settings. Through incorporating multiple literacies, this model serves to empower learners, enhance potential, improve well-being and reduce the risk of exploitation.
Keywords: Digital competence; Digital divide; Digital inclusion; Digital learning; Indigenous people; Information and communication technologies (ICT)

Developing and validating the International Development and Early Learning Assessment (IDELA) - Pisani, Lauren; Borisova, Ivelina; Dowd, Amy Jo (International Journal of Educational Research, 2018)
Evidence about the importance of stimulation and learning in childhood has been mounting in recent years, culminating with the inclusion of early childhood development in the 2015 Sustainable Development Goals. In following, there is a need for reliable measurement of early learning and development at local, national, and global levels. None of the existing tools designed to measure learning and development at the pre-primary level have been proven to be appropriate and feasible in diverse national contexts, as well as psychometrically rigorous. Therefore, Save the Children developed the International Development and Early Learning Assessment (IDELA) from 2011–2015. This paper presents evidence from the IDELA validation process including internal consistency, inter-rater reliability, test-retest reliability and concurrent validity.
Keywords: Assessment; Early childhood development; Early childhood education; Learning

Social media use by undergraduate students of education in Nigeria: a survey - Wickramanayake, Lalith; Muhammad Jika, Saidu (The Electronic Library, 2018)
Purpose This paper aims to investigate teacher students’ perceptions, intentions, experiences, attitudes, opinions and barriers concerning social media use and impact of social media on their learning process. Design/methodology/approach A stratified sampling technique was applied to draw the sample, and 242 teacher students were selected as a sample from three higher educational institutions in Gombe State, Nigeria. A questionnaire survey method was used to collect the data. Data analysis was by means of simple and inferential statistics. Findings The students widely used mobile phones to access social media, and social media was extremely popular for education, entertainment and communication among them. Educational and informational communities were also preferred by students to other social media communities. The study further revealed that effective social media usage among students enhanced their different types of skills including learning. Unstable electricity connections, security and privacy issues, internet costs and unreliable internet connections were recorded as some barriers concerning students’ social media use. Originality/value The outcome of this study will be a unique contribution because the pertinent literature provides little evidence or research highlights concerning teacher students’ social media use. Even more, the results of the present study may be a useful resource for university administrators, education policymakers and innovative teachers in universities – especially in developing countries and particularly Nigeria – when considering integration of modern techniques and technologies with university teaching and learning.
Keywords: Internet-based learning; Media-based teaching; Nigeria; Social media; Teaching students; User studies

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
Keywords: Case Studies; College Students; Computer Mediated Communication; Critical Thinking; Data Analysis; ERIC, Current Index to Journals in Education (CIJE); Educational Benefits; Focus Groups; Foreign Countries; Group Discussion; Higher Education; Independent Study; Indonesia; Interpersonal Communication; Learner Engagement; Learning Motivation; Practicums; Preservice Teacher Education; Qualitative Research; Social Networks; Student Teacher Attitudes; Teacher Education Programs; __:import:01; __:match:final; __:matched; __:study_id:2097353; __finaldtb

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
Keywords: Case Studies; College Students; Computer Mediated Communication; Critical Thinking; Data Analysis; ERIC, Current Index to Journals in Education (CIJE); Educational Benefits; Focus Groups; Foreign Countries; Group Discussion; Higher Education; Independent Study; Indonesia; Interpersonal Communication; Learner Engagement; Learning Motivation; Practicums; Preservice Teacher Education; Qualitative Research; Social Networks; Student Teacher Attitudes; Teacher Education Programs; __:import:01; __:match:final; __:matched; __:study_id:2097353; __finaldtb

Standards for Competence Based Digital Course Materials - Kenya Institute of Curriculum Development (2018)

Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India - Nedungadi, Prema; Mulki, Karunya; Raman, Raghu (Education and Information Technologies, 2018)
Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.
Keywords: Absenteeism; Academic Achievement; Attendance; Attendance Patterns; Computer Oriented Programs; Computers--Information Science And Information Theory; ERIC, Current Index to Journals in Education (CIJE); Educational Opportunities; Educational Quality; Educational technology; Foreign Countries; ICT; India; Monitoring; Quality of education; Rural Areas; Rural areas; Rural education; School education; Software; Students; Teacher Effectiveness; Teacher absence; Teacher monitoring; Teachers; Tele-education; WhatsApp; __:import:01; __:match:final; __:matched; __:study_id:2097863; __finaldtb

Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India - Nedungadi, Prema; Mulki, Karunya; Raman, Raghu (Education and Information Technologies, 2018)
Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.
Keywords: Absenteeism; Academic Achievement; Attendance; Attendance Patterns; Computer Oriented Programs; Computers--Information Science And Information Theory; ERIC, Current Index to Journals in Education (CIJE); Educational Opportunities; Educational Quality; Educational technology; Foreign Countries; ICT; India; Monitoring; Quality of education; Rural Areas; Rural areas; Rural education; School education; Software; Students; Teacher Effectiveness; Teacher absence; Teacher monitoring; Teachers; Tele-education; WhatsApp; __:import:01; __:match:final; __:matched; __:study_id:2097863; __finaldtb

Out-of-School Children 2016 Main Report - UNICEF Viet Nam (UNICEF, 2018)

Child labour and school dropout in least-developed countries: empirical evidence from Lao PDR - Xayavong, Thidavong; Pholphirul, Piriya (International Journal of Education Economics and Development, 2018)
Even though topics related to child labour and school dropout have been studied worldwide, little attention has focused in the least-developed countries. This paper examines the impact of child labour on school dropout by using national representative data surveyed in the Lao PDR, which serves as a case study of a least-developed country. Using an average wage of children by province as an instrumental variable, findings indicate that child labour, especially with regard to girls, has a strong impact on driving school dropout. Parental educational attainment, particularly mother's education, seems to show a significant effect on reducing the probability of dropping out. Our evidence supports the need to provide free education programs that have not yet been established in least-developed countries such as the Lao PDR. At the very least, given limited government budgets, support can be targeted to help vulnerable groups and poor families.
Keywords: Lao PDR; child labour; least-developed countries; school dropout; ⛔ No INSPIRE recid found

FTTX to be distributed by three companies: Ogero head (The Daily Star Lebanon, 2018)

Kenya National Examination Council (2018)

Making Ghanaian Girls Great (Varkey Foundation, 2018)
The MGCubed Project uses solar-powered and satellite-enabled distance learning infrastructure to deliver interactive learning sessions to students, teachers, communities and government officials.

Train for Tomorrow, Ghana (Varkey Foundation, 2018)
Funded by Dubai Cares, Train for Tomorrow (T4T) is a US$ 2 million remote teacher training project in Ghana’s Eastern Region .

Mobile Learning Lab Evaluation & Analysis - 60 Million Girls (60 million girls, 2018)

Operational research on the use of mobile school report card (mSRC) as a management tool - Abdulai, Abdul-Gafaru; Nunyonameh, Collins; Salifu, Adam (Ghana Education Service/UNICEF, 2018)

Effect of Mastery Learning Approach on Senior School Students' Academic Performance and Retention in Circle Geometry. - Adeniji, Saidat Morenike; Ameen, Saka Khadijat; Dambatta, B. U.; Orilonise, Razak (International Journal of Instruction, 2018)

Equity and Quality in an Education Public-Private Partnership: A study of the World Bank-supported PPP in Punjab, Pakistan - Afridi, Momina (Oxfam, 2018)

Demand analysis using strategic reports: an application to a school choice mechanism - Agarwal, Nikhil; Somaini, Paulo (Econometrica, 2018)
Several school districts use assignment systems that give students an incentive to misrepresent their preferences. We ﬁnd evidence consistent with strategic behavior in Cambridge. Such strategizing can complicate preference analysis. This paper develops empirical methods for studying random utility models in a new and large class of school choice mechanisms. We show that preferences are nonparametrically identiﬁed under either sufﬁcient variation in choice environments or a preference shifter. We then develop a tractable estimation procedure and apply it to Cambridge. Estimates suggest that while 83% of students are assigned to their stated ﬁrst choice, only 72% are assigned to their true ﬁrst choice because students avoid ranking competitive schools. Assuming that students behave optimally, the Immediate Acceptance mechanism is preferred by the average student to the Deferred Acceptance mechanism by an equivalent of 0.08 miles. The estimated difference is smaller if beliefs are biased, and reversed if students report preferences truthfully.

Classification of HEC Recognized Journals - Ahmad, Aftab (2018)

Developing a situational judment test for adminission into initial teacher education in Oman: An exploratory study - Al Hashmi, WaleedTalib Abdullah (University of York, 2018)

A process for co-designing educational technology systems for refugee children - Alain, George; Coughlan, Tim; Adams, Anne; Yanacopulos, Helen (Proceedings of the 32nd International BCS Human Computer Interaction Conference, 2018)

Revealing Stereotypes: Evidence from Immigrants in Schools - Alesina, Alberto; Carlena, Michaela; La Ferrara, Eliana; Pinotti, Paolo (2018)
If individuals become aware of their stereotypes, do they change their behavior? We study this question in the context of teachers' bias in grading im...

E-learning critical success factors: Comparing perspectives from academic staff and students - Alhabeeb, Abdullah; Rowley, Jennifer (Computers & Education, 2018)
This article advances knowledge on the factors that lead to successful e-learning in universities, through a comparative study of the perspectives of academic staﬀ and students. In particular, it contributes to the limited knowledge bases on the eﬀectiveness of e-learning in Saudi Arabia, and on the diﬀerences in perspectives of diﬀerent groups of stakeholders in e-learning. Based on previous research, a questionnaire was designed and distributed to convenience samples of academic staﬀ and students at King Saud University, Saudi Arabia. Respondents were invited to express their opinion regarding the importance of a number of factors to the success of e-learning. Principal Component Analysis was conducted on each dataset, in turn, to assess the loading of items onto factors, and the variance explained. The most important ﬁnding from this study is that the perspectives of students and academic staﬀ diﬀer, with there being nine factors for academic staﬀ and seven for students. Categories that are common to both groups are: student characteristics, instructor characteristics, ease of access, and support and training. The order for academics is: student characteristics, ease of access, instructor characteristics, and support and training; and, the order for students is: instructor characteristics, student characteristics, support and training, and ease of access.

All Children Reading Announces eKitabu and SIL LEAD as Winners of Book Boost: Access for All Challenge - All Children Reading (2018)

Skills-Building Programs to Reduce Child Marriage in Bangladesh: A Randomized Controlled Trial - Amin, S; Saha, J; Ahmed, J (Journal of Adolescent Health Volume 63, Issue 3, September 2018, Pages 293-300, 2018)

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.

Annual Status of Education Report (rural) 2018 - ASER Centre (Assessment Survey Evaluation Research (India), 2018)

Annual Development Plan 2019/20 - Azad Government of the State of Jammu & Kashmir (2018)

Design Research in Education: A Practical Guide for Early Career Researchers - Bakker, Arthur (Routledge, 2018)
Design Research in Education is a practical guide containing all the information required to begin a design research project. Providing an accessible background to the methodological approaches used in design research as well as addressing all the potential issues that early career researchers will encounter, the book uniquely helps the early career researcher to gain a full overview of design research and the practical skills needed to get their project off the ground. Based on extensive experience, the book also contains multiple examples of design research from both undergraduate and postgraduate students, to demonstrate possible projects to the reader. With easy to follow chapters and accessible question and response sections, Design Research in Education contains practical advice on a wide range of topics related to design research projects including: The theory of design research, what it entails, and when it is suitable The formulation of research questions How to structure a research project The quality of research and the methodological issues of validity and reliability How to write up your research The supervision of design research. Through its theoretical grounding and practical advice, Design Research in Education is the ideal introduction into the field of design based research and is essential reading for bachelor's, master's and PhD students new to the field, as well as to supervisors overseeing projects that use design research.

Unstructured data in marketing - Balducci, B; Marinova, D (Journal of the Academy of Marketing Science, 2018)

The Economic Lives of Young Women in the Time of Ebola: Lessons from an Empowerment Program - Bandiera, Oriana; Buehren, Niklas; Goldstein, Markus; Rasul, Imran; Smurra, Andrea (World Bank, 2018)
We evaluate an intervention to raise young women’s economic empowerment in Sierra Leone, where women frequently experience sexual violence and face multiple economic disadvantages. The intervention provides them with a protective space (a club) where they can …nd support, receive information on health/reproductive issues and vocational training. Unexpectedly, the post-baseline period coincided with the 2014 Ebola outbreak. Our analysis leverages quasi-random across-village variation in the severity of Ebola-related disruption, and random assignment of villages to the intervention to document the impact of the Ebola outbreak on the economic lives of 4 700 women tracked over the crisis, and any ameliorating role played by the intervention. In highly disrupted control villages, the crisis leads younger girls to spend signi…cantly more time with men, out-of-wedlock pregnancies rise, and as a result, they experience a persistent 16pp drop in school enrolment post-crisis. These adverse e¤ects are almost entirely reversed in treated villages because the intervention enables young girls to allocate time away from men, preventing out-of-wedlock pregnancies and enabling them to re-enrol in school post-crisis. In treated villages, the unavailability of young women leads some older girls to use transactional sex as a coping strategy. The intervention causes them to increase contraceptive use so this does not translate into higher fertility. Our analysis pinpoints the mechanisms through which the severity of the aggregate shock impacts the economic lives of young women, and shows how interventions in times of crisis can interlink outcomes across younger and older cohorts. JEL Classi…cation: I25, J13, J24.
Keywords: ___working_potential_duplicate

Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone - Barnett, Sarah; van Dijk, Jetske; Swaray, Abdulai; Amara, Tamba; Young, Patricia (BMJ, 2018)
Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone

Integrating analyses in mixed methods research - Bazeley, Patricia (SAGE Publications Ltd., 2018)
Integrating Analyses for Mixed Methods Research goes beyond mixed methods research design and data collection, providing a pragmatic discussion of the challenges of effectively integrating data to facilitate a more comprehensive and rigorous level of analysis. Showcasing a range of strategies for integrating different sources and forms of data as well as different approaches in analysis, readers learn to plan, conduct, and disseminate complex analyses with confidence. Key techniques include: . Building an integrative framework . Analyzing sequential, complementary and comparative data . Identifying patterns and contrasts in linked data . Categorizing, counting, and blending mixed data . Managing dissonance and divergence . Transforming analysis into warranted assertions With clear steps that can be tailored to any project, this book is perfect for students and researchers undertaking their own mixed methods research.
Keywords: Methodology; Mixed methods research; Research; Social sciences

Laos profile – timeline - BBC (BBC News, 2018)
A chronology of key events in the history of Laos
Keywords: ⛔ No INSPIRE recid found

Indonesia got schooled: 15 years of rising enrolment and flat learning profiles - Beatty, Amanda; Berkhout, Emilie; Bima, Luhur; Coen, Thomas; Pradhan, Menno; Suryadarma, Daniel (Research on Improving Systems of Education, 2018)

Data analysis methods for qualitative research: managing the challenges of coding, interrater reliability, and thematic analysis. - Belotto, Michael J. (The Qualitative Report, 2018)
Keywords: ___working_potential_duplicate

Teacher Policies, Incentives, and Labor Markets in Chile, Colombia, and Perú: Implications for Equality - Bertoni, Eleonora; Elacqua, Gregory; Jaimovich, Analía; Rodríguez, Julio; Santos, Humberto (Inter-American Development Bank, 2018)

Preparation and support for teachers in public schools: Reflections on the first year of teaching - Bowsher, A.; Sparks, D.; Hoyer, K.M. (2018)
Keywords: ⛔ No DOI found

The University Research System in Pakistan - British Council (2018)
With the support of the Higher Education Commission of Pakistan and the British Council, Knowledge Platform conducted in 2018 a seminal research project titled The University Research System

Toward data-driven education systems: Insights into using information to measure results and manage change - Brookings (Brookings Institution, 2018)

Infrastructure Development in Sub-Saharan Africa: A Scorecard - Calderon, Cesar; Cantu, Catalina; Chuhan-Pole, Punam (World Bank, Washington, DC, 2018)

Applying the information search process model to analyze aspects in the design of serious games for children with hearing impairment - Cano, Sandra; Alghazzawi, Daniyal M.; Arteaga, Jaime Muñoz; Fardoun, Habib M.; Collazos, César A.; Amador, Viviana Bustos (Universal Access in the Information Society, 2018)
Deaf children traditionally face greater challenges and encounter difficulties particular to their abilities. The Information Search Process model (ISP) is oriented in the context of the present work as a process of searching for information about children with a hearing impairment in the area of literacy, applying the different stages of the ISP model to identify different aspects of hearing impairment. A case study was carried out at the USAER school in Aguascalientes, Mexico, a school that enables children with hearing impairments to be included in regular secondary schooling. The children here are aged 12–15 years and have literacy problems. Eight children from 7 to 11 years of age were also evaluated in the Institute for Deaf and Blind Children in Cali, Colombia. The ISP model can be deemed to have been useful for identifying the relevant needs to support both teachers and deaf children. A need was identified, to construct a game that integrates the activities undertaken following the FitzGerald keys and in turn allow them to assess learning through different activities that help increase the semantic repertoire.

Universal Design for Learning Guidelines version 2.2. - CAST (2018)

Supporting home language reading through technology in rural South Africa - Castillo, Nathan M; Wagner, Daniel A (Journal Articles (Literacy.org), 2018)
This paper describes a short-term longitudinal study in South Africa, with children in grades 1-3, some of whom received a multimedia technology reading support program in one of three home languages and English (through exisiting computer labs in schools). Findings reveal a positive and significant impact on local language reading acquisition among children with multimedia support. The study shows that effective literacy support can help struggling rural learners make significant gains that will help them complete their schooling. The ability to accomplish a full cycle of primary school with fully developed reading skills has significant implications for life-long learning.
Keywords: ⛔ No DOI found

How behavior spreads: the science of complex contagions - Centola, Damon (Princeton Analytical Sociology Series, 2018)
"A new, counterintuitive theory for how social networks influence the spread of behavior. New social movements, technologies, and public-health initiatives often struggle to take off, yet many diseases disperse rapidly without issue. Can the lessons learned from the viral diffusion of diseases be used to improve the spread of beneficial behaviors and innovations? In How Behavior Spreads, Damon Centola presents over a decade of original research examining how changes in societal behavior--in voting, health, technology, and finance--occur and the ways social networks can be used to influence how they propagate. Centola's startling findings show that the same conditions accelerating the viral expansion of an epidemic unexpectedly inhibit the spread of behaviors. While it is commonly believed that "weak ties"--long-distance connections linking acquaintances--lead to the quicker spread of behaviors, in fact the exact opposite holds true. Centola demonstrates how the most well-known, intuitive ideas about social networks have caused past diffusion efforts to fail, and how such efforts might succeed in the future. Pioneering the use of Web-based methods to understand how changes in people's social networks alter their behaviors, Centola illustrates the ways in which these insights can be applied to solve countless problems of organizational change, cultural evolution, and social innovation. His findings offer important lessons for public health workers, entrepreneurs, and activists looking to harness networks for social change.Practical and informative, How Behavior Spreads is a must-read for anyone interested in how the theory of social networks can transform our world"--Provided by publisher
Keywords: Human behavior

PDIA Toolkit: A DIY Approach to Solving Complex Problems - Centre for International Development (Harvard University, 2018)

The Internal and External Validity of the Regression Discontinuity Design: A Meta-Analysis of 15 Within-Study Comparisons - Chaplin, Duncan D.; Cook, Thomas D.; Zurovac, Jelena; Coopersmith, Jared S.; Finucane, Mariel M.; Vollmer, Lauren N.; Morris, Rebecca E. (Journal of Policy Analysis and Management, 2018)
Theory predicts that regression discontinuity (RD) provides valid causal inference at the cutoff score that determines treatment assignment. One purpose of this paper is to test RD's internal validity across 15 studies. Each of them assesses the correspondence between causal estimates from an RD study and a randomized control trial (RCT) when the estimates are made at the same cutoff point where they should not differ asymptotically. However, statistical error, imperfect design implementation, and a plethora of different possible analysis options, mean that they might nonetheless differ. We test whether they do, assuming that the bias potential is greater with RDs than RCTs. A second purpose of this paper is to investigate the external validity of RD by exploring how the size of the bias estimates varies across the 15 studies, for they differ in their settings, interventions, analyses, and implementation details. Both Bayesian and frequentist meta-analysis methods show that the RD bias is below 0.01 standard deviations on average, indicating RD's high internal validity. When the study-specific estimates are shrunken to capitalize on the information the other studies provide, all the RD causal estimates fall within 0.07 standard deviations of their RCT counterparts, now indicating high external validity. With unshrunken estimates, the mean RD bias is still essentially zero, but the distribution of RD bias estimates is less tight, especially with smaller samples and when parametric RD analyses are used.

Leaving no-one behind: Improving climate change and entrepreneurship education in sub-Saharan Africa through E-learning and innovative governance systems - Chirambo, Dumisani (Climate Literacy and Innovations in Climate Change Education: Distance Learning for Sustainable Development, 2018)
Poverty and climate change vulnerability is increasing in Sub-Saharan Africa (SSA) because the region lacks education and skills development facilities, and sustainable governance systems. Arguably, mainstreaming climate literacy in secondary schools through Information and Communications Technology (ICT) modalities can promote sustainable development and climate change resilience by providing early opportunities for the youth to gain knowledge and awareness of the behavioral and cultural changes that may foster improved climate change resilience. Through an inductive analysis based on research articles, case studies, policy briefs, and academic literature reviews, this chapter sought to highlight emerging ICT learning contexts in SSA as a means to determine the extent to which ICT may be used to promote climate change and sustainable development education in secondary schools. The chapter showed that climate literacy at secondary schools was being constrained by a lack of climate change education material and content on existing ICT learning platforms; and a lack of innovative governance systems to support governments in delivering climate literacy content to secondary schools and the youth. Consequently, to “leave no-one behind” requires non-state actors to develop and utilise innovative governance systems and digital climate literacy material that can complement government efforts to mainstream climate literacy at secondary schools.

Access and use of internet in teaching and learning at two selected teachers’ colleges in Tanzania - Chirwa, Mussa (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2018)
Recently, the application of Information and Communication Technologies (ICTs) is inevitable especially in improving education system. It is on the basis of this reality that this paper investigated access and use of Internet in teaching and learning in teachers’ colleges (TCs), basing on two selected colleges in Tanzania. The results indicate that the majority (83.2%) of respondents used the Internet for academic purposes, 61.3% used it for searching news and 50% for communication, slightly more than a half (52%) of the respondents were using Internet for games and entertainments while only (43%) used it for social network. However, the frequency of using internet for academic purposes is not convincing as only 12.5% of the respondents used it daily. There is also limited access to internet and ICT facilities in these teachers’ colleges in Tanzania. It is therefore, concluded that the parent ministry in co-operation with college principals should improve Internet access and use in TCs by ensuring that there is good access to ICT facilities that offers internet services, tutors are well trained on ICTs basics and information literacy, and that the ratio of tutors and student-teachers to computers and other ICTs available in their colleges is improved.
Keywords: ⛔ No DOI found

A framework for evaluating appropriateness of educational technology use in global development programs - CITE (Comprehensive Initiative on Technology Education) (Comprehensive Initiative on Technology Education (CITE), Massachusetts Institute of Technology (MIT), 2018)

'Staggering' trade in fake degrees revealed - Clifton, Helen; Chapman, Matthew; Cox, Simon (2018)

Assessing the Impacts of Literacy Learning Games for Syrian Refugee Children: An executive overview of Antura and the Letters and Feed the Monster Impact Evaluations - Comings, J (Resource Centre, 2018)
Keywords: RER theme_pedagogies and modalities

Evaluation of the Global Partnership for Education (GPE) – Literacy and Numeracy Education Support (LANES) program in Tanzania (2014–2018) - Connal, Criana; Strath, Annelie; Dihenga, Khalid (Global Partnership for Education (GPE), 2018)

Policy Paper on Punjab Provincial Finance Commission (PFC) Award - CPDI (2018)

Worldwide inequality and poverty in cognitive results: Cross-sectional evidence and time-based trends - Crouch, Luis; Gustafsson, Martin (University of Oxford, 2018)

A Meta-analysis of the Peer Evaluation Effects on Learning Achievements in Blended Learning Environment - Cui, Papan; Zheng, Lanqin (International Conference on Blended Learning, 2018)

6 key insights into the data and information education leaders want most - Custer, Samantha; King, Elizabeth; Atinc, Tamar Manuelyan; Read, Lindsay; Sethi, Tanya (Brookings Institute, 2018)
Researchers summarize their new analysis of two unique global surveys that assess the use of data and evidence by education leaders in developing countries.

Toward Data-Driven Education Systems: Insights into using information to measure results and manage change - Custer, Samantha; King, Elizabeth; Atinc, Tamar Manuelyan; Read, Lindsay; Sethi, Tanya (Brookings Institute, 2018)
Keywords: ⛔ No DOI found

Inequality as higher education goes online - Czerniewicz, Laura (Springer, 2018)

For children with disabilities in Nigeria, educational opportunities remain scant - Dark, Shayera (Devex, 2018)

Wrapping of a Social Innovation MOOC - Deacon, Andrew; Jaffer, Tasneem; Jawitz, Jeff; Small, Janet; Walji, Sukaina (Academic Conferences and publishing limited, 2018)
Keywords: ⛔ No DOI found

How is E-Learning helping to combat Southeast Asia teacher shortage? - Debroy, Ananya (2018)

Kreyòl, pedagogy, and technology for opening up quality education in Haiti: Changes in teachers' metalinguistic attitudes as first steps in a paradigm shift - DeGraff, Michel; Stump, Glenda S. (Language, 2018)

Khyber Pakhtunkhwa Education Sector Programme (KESP) 2 - DevelopmentAid (DevelopmentAid, 2018)
Innovative membership organization offering services to the international sector. Instant access to high quality CV’s, procurement notices shortlist and awards information.

DFID Digital Strategy - DFID (2018)

DFID Education Policy: Get Children Learning - DFID (2018)
Keywords: ___working_potential_duplicate

DFID Education policy: get children learning - DFID (2018)

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

Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme - DFID (2018)

The discourse on ICT teacher professional development needs: The case of a South African teachers’ union - Dlamini, Reuben; Mbatha, Khanyisile (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2018)
The prevalence and adoption of Information and Communication Technology (ICT) tools in education has often been guided by utopian perspectives without proper research to understand the schooling context and teachers’ ICT development needs. This paper reports on the findings from a study of in-service teachers who are members of a teachers’ union in South Africa. These teachers were surveyed using a questionnaire based on Second Information Technology in Education Study (SITES), which is an analytic framework that includes teacher characteristics, pedagogical practices and ICT use, school factors and system, and other external factors. This exploratory study was conducted within the framework of a teachers’ union to understand members’ preparedness to integrate ICT tools in their teaching practices. Findings indicate the need for in-service professional development activities in the use of ICT for teaching, in teaching in multicultural environments, and in classroom management. Equally important is the role of school management and administration in the adoption and integration of ICT tools in education. In addition, the research provided clear evidence that despite the huge investments into ICT infrastructure by government, inequalities in ICT competencies among teachers remain. The most important conclusion is that the investments being made are politically motivated and that teachers are being side-lined in the decision-making processes and preference given to political visions.
Keywords: ⛔ No DOI found

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

Community Involvement and Teacher Attendance in Basic Schools: The Case of East Mamprusi District in Ghana - Donkor, Anthony Kudjo; Waek, Biliman Izal (International Journal of Education and Practice, 2018)

The role of mobile learning in promoting global literacy and human rights for women and girls. - Dunkerly-Bean, Judity M.; Crompton, Helena (Handbook of Research on the Societal Impact of Digital Media, 2018)

The effect of instructional material design process to mathematics teacher candidates' TPACK - Durusoy, Okan; Karamete, Aysen (European Journal of Education Studies, 2018)
It is inevitable to receive technology support for teacher training activities in this new era in which technology is at large in our lives. Sufficiency in terms of TPACK (Technology, Pedagogy and Content Knowledge) is among the basic conditions for being qualified teachers. For this reason, activities for teacher candidates' TPACK development should be involved in teacher training activities. TPACK expresses a combined knowledge, so complex activities should be consulted to increase this accumulation of knowledge. In this direction, the process of designing instructional materials allows learning by design and can address all of this integrated knowledge. In this study, in math education department of a state university in Turkey, a research was conducted with 19 teacher candidates studying in the third grade. Teacher candidates have been assigned tasks for designing materials they can use in their lessons. Before starting the tasks, all the teacher candidates filled out the TPACK scale (Schmidt et al., 2009) and pre-test data were generated. Among the task steps that were carried out, the prospective teachers shared the developmental stages of the material with their friends and enriched the materials in the direction of their comments. To gain more time, presentations and interpretations are conducted through a closed Facebook group. At the end of material development process which was carried out by sticking to learning by design principles, the TPACK scale was re-applied to all the teachers and the post test data of the study was obtained. Statistical analysis using the Wilcoxon signed rank test showed that there was a significant difference between the two tests and that all the teacher candidates increased their total scores. As a result of the study, it was found that the process of material development carried out by learning by design framework leads to a positive change in TPACK of teacher candidates.
Keywords: ERIC, Resources in Education (RIE); Foreign Countries; Higher Education; Instructional Design; Instructional Materials; Material Development; Mathematics Education; Mathematics Teachers; Pedagogical Content Knowledge; Postsecondary Education; Preservice Teachers; Scores; Technological Literacy; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2096821; __finaldtb; _not_EdTechHub

Pakistan is home to the most frenetic education reforms in the world - Economist (The Economist, 2018)
Reformers are trying to make up for generations of neglect

Collaborative learning - Education Endowment Foundation (2018)
Toolkit Strand: Collaborative learning, Moderate impact for very low cost, based on extensive evidence.

Feedback - Education Endowment Foundation (2018)

Tanzania: A political-economy analysis - Eriksen, Stein Sundstøl (Norwegian Institute of International Affairs, 2018)

What is blockchain? - Euromoney Learning (2018)

Revamping Higher Education Research in Pakistan - Faize, Fayyaz Ahmad; Khan, Adnan Sarwar; Kalim, Inayat (Policy Perspectives, 2018)
The world economy has shifted from export of natural resources to Knowledge-Based Economy (KBE) at present. The addition of hi-tech knowledge to finished products has provided impetus to many crippling economies. The role of higher education is very vital in realising this KBE. This is evident from the role that the US and European universities have assumed as business incubators and income generators through intensive industry-university liaison. However, the higher education institutes in Pakistan are still teaching-focussed. The need is to revamp higher education institutions by identifying the impediments in higher education research and exploring ways and means for improving it. The data for this study was collected from 655 faculty members selected from six universities through an open-ended questionnaire. For increasing reliability in the findings, a short semi-structured interview was conducted with 20 research experts. The questionnaire data was quantitatively analysed using percentages while the interviews were thematically analysed for drawing conclusions.

Gender responsive pedagogy: A toolkit for teachers and schools. 2nd ed. - FAWE (Forum for African Women Educationalists (FAWE)., 2018)

The learning circle experience: Findings from the P2PU participant survey - Fellows, Michelle (University of Washington Information School, 2018)

Baseline-Endline Report: Reaching the Unreached (RtU) through Open and Distance Learning (ODL) in Bangladesh, India and Pakistan - Ferreira, Frances; Cruz, Charisse; Smith, Kristina; Commonwealth of Learning (COL) (British Columbia) (Commonwealth of Learning, 2018)
This report documents the baseline-endline study by the GIRLS Inspire team's Reaching the Unreached project to examine the implications of skills training and education for women's and girls' empowerment and sustainable livelihoods in Bangladesh, India and Pakistan. It is based on data collected from quarterly reports mirrored against the project outcomes, meeting reports and surveys from March 2016 to March 2017. The quarterly and meeting reports documented the activities undertaken to provide training for unreached women and girls in the selected countries. While the actual training was offered exclusively to women and girls, the reports and surveys also captured the input of men and boys in terms of their participation in various community events and as staff members of the partner organisations.
Keywords: Access to Education; Bangladesh; Barriers; Child Abuse; Decision Making; Distance Education; Dropouts; Economic Factors; Educational Attainment; Elementary Secondary Education; Employer Attitudes; Employment; Empowerment; Females; Foreign Countries; Health; Income; India; Job Skills; Marriage; Occupational Aspiration; Pakistan; Postsecondary Education; Program Effectiveness; Skill Development; Sustainability; Training; Womens Education

Technology Based Deaf Education Initiative by FESF Pakistan Wins Prestigious WISE Awards - FESF. Family Educational Services Foundation (2018)
Keywords: auto_merged

Discovering statistics using IBM SPSS statistics - Field, Andy P. (SAGE, 2018)
Keywords: Computer programs; Statistics as Topic; Software; Database Management Systems; Social Sciences; Handbooks, manuals, etc; Statistical methods; Statistics; Social sciences; methods; Data Interpretation, Statistical; SPSS (Computer file)

Learning-Adjusted Years of Schooling (LAYS): Defining A New Macro Measure of Education - Filmer, Deon; Rogers, Halsey; Angrist, Noam; Sabarwal, Shwetlena (World Bank, 2018)
Keywords: _B:important; ___working_potential_duplicate; _final_bib; _important; _s:DFID; ⛔ No DOI found; ❓ Multiple DOI

A literature synthesis of personalised technology-enhanced learning: what works and why - FitzGerald, Elizabeth; Jones, Ann; Kucirkova, Natalia; Scanlon, Eileen (Research in Learning Technology, 2018)
Personalised learning, having seen both surges and declines in popularity over the past few decades, is once again enjoying a resurgence. Examples include digital resources tailored to a particular learner’s needs, or individual feedback on a student’s assessed work. In addition, personalised technology-enhanced learning (TEL) now seems to be attracting interest from philanthropists and venture capitalists indicating a new level of enthusiasm for the area and a potential growth industry. However, these industries may be driven by profit rather than pedagogy, and hence it is vital these new developments are informed by relevant, evidence-based research. For many people, personalised learning is an ambiguous and even loaded term that promises much but does not always deliver. This paper provides an in-depth and critical review and synthesis of how personalisation has been represented in the literature since 2000, with a particular focus on TEL. We examine the reasons why personalised learning can be beneficial and examine how TEL can contribute to this. We also unpack how personalisation can contribute to more effective learning. Lastly, we examine the limitations of personalised learning and discuss the potential impacts on wider stakeholders.

Ilm Ideas Education Innovation Programme - Phase II (Ilm-2) - Foreign, Commonwealth and Development Office (GOV.UK, 2018)

E-Waste Statistics: Guidelines on classification reporting and indicators - Forti, Vanessa; Balde, Kees; Kuehr, Ruediger (United Nations University, 2018)

A Scoping Study: Transforming Education Through Technology - Gaible, Edmond (The Health & Education Advice & Resource Team, 2018)
Keywords: ⛔ No DOI found

Transforming education through technology: Second-stage report - Gaible, Edmond (The Health & Education Advice & Resource Team (HEART), 2018)

Effects of video-based cooperative, competitive and individualized instructional strategies on the performance of senior secondary schools students in geometry - Gambari, Amosa Isiaka; Shittu, Ahmed Tajudeen; Daramola, Florence Olutunu; James, Moses (MOJES: Malaysian Online Journal of Educational Sciences, 2018)
Keywords: ⛔ No DOI found

Distance learning will enable climate refugees to avoid falling into the social risk trap - García, María del Pilar Quicios; González, Ana Huesca; Sevillano, María Ángeles Pascual (Climate literacy and innovations in climate change education: Distance learning for sustainable development, 2018)
This chapter describes how distance learning can help climate refugees protect themselves against the social risk that results from restrictions on their right to education. This documentary analysis is predominantly theoretical, and its general aim it to present a documentary corpus to facilitate classification of climate refugees in terms of their ICT competence. The specific aim is to provide keys for the design of educational programs that can closely match the competences of the individual refugee. This is the novelty and originality of this chapter. The refugee has traditionally been treated as an element within a group to which common educational methodologies are applied. This chapter treats each refugee as an individual according to their ICT skills, so each one will require a specific type of education.

DRC’s solar revolution - GAVI (2018)

Mid-term performance evaluation for the Tusome Pamoja (Let’s Read Together) activity in Tanzania - Gavin, Megan; Davis, Michelle; Komba, Immakulata; Pearson, Brenda; Laden, Jacob; Teli, Godfrey; Usika, Gerald (USAID, 2018)

Gender Statistics in Vietnam 2016 - General Statistics Office (Government of the Socialist Republic of Vietnam, 2018)

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

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 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.

Real girls, real lives, connected - Girl Effect; Vodafone Foundation (2018)

Thematic review: Educational technology - Girls Education Challenge (Department for International Development, 2018)

Student teacher ratio, primary school in Africa - Global Economy (2018)

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.

Redesigning local games to stimulate pupils’ interest in learning numeracy in Tanzania - Godfrey, Zitto; Mtebe, Joel (International Journal of Education and Development Using Information and Communication Technology, 2018)
The lack of interest and negative attitude in learning mathematics have been described as one of the causes for the continue poor performance of the subject in primary schools and beyond in Tanzania. Despite several government’s efforts to improve pass rate of mathematics, the use of digital games has not been well adopted. This study redesigned local games played by Tanzanian children all over the country into digital games for the aim of stimulating interest of pupils in learning numeracy skills. Three games: Ruka Kamba, Manati, and Kombolela were developed using eXtreme Programming practices and elements of game design for learning proposed by Plass et al. (2015). The developed games were piloted at Mlimani primary school with 111 pupils using direct observation and questionnaire, and 12 teachers using focus group interviews. The study found that the majority of children indicated that developed games are enjoyable, fun, and easy to play. Nonetheless, some few usability problems were identified during observation and are discussed. Similarly, teachers indicated that the developed games were pedagogical effective having content and skills necessary for improving numeracy skills both for self-learning and in the classroom. This study has demonstrated that local games can be redesigned into digital form and be used for stimulating interest of pupils in learning numeracy skills in developing countries.
Keywords: ⛔ No DOI found

Randomized Trial of Tablet Computers for Education and Learning in Children and Young People with Low Vision - Gothwal, Vijaya K.; Thomas, Rachel; Crossland, Michael; Bharani, Seelam; Sharma, Sujata; Unwin, Hilary; Xing, Wen; Khabra, Komel; Dahlmann-Noor, Annegret (Optometry and Vision Science, 2018)
SIGNIFICANCE Mobile devices such as tablet computers have become widely available as mainstream devices and are also used in some schools, but there is an absence of robust information regarding the efficacy of any optical/electronic low vision device or tablet computer in supporting education of young people with low vision. PURPOSE A randomized controlled trial (RCT) is needed to measure the impact of tablet computers on education, specifically on independent access to educational material, in children and young people with low vision. We conducted a pilot RCT to determine the feasibility of conducting a full-scale trial. METHODS This was a randomized multicenter pilot trial across two sites in the United Kingdom and one site in India. Forty children and young people aged 10 to 18 years with low vision (best-corrected visual acuity for distance between <20/60 [0.48 logMAR] and 20/400 [1.30 logMAR] in the better eye) in the United Kingdom (n = 20) and India (n = 20) were randomized to two parallel arms, with a 1:1 allocation ratio, to control (n = 20) or intervention (n = 20). Control group participants received standard low vision care. The intervention group received a tablet computer (iPad) with low vision applications and instruction in its use, including accessibility features. Four primary outcomes included (1) 6-month recruitment rate, (2) retention of participants for 3 months, (3) acceptance/usage of device, and (4) accessibility of device. RESULTS Nineteen participants (95%) enrolled within 6 months in the United Kingdom, and 20 participants (100%), in India. Retention at 3 months was 85% (n = 17) in the United Kingdom and 95% (n = 19) in India. More than one half of participants reported using a tablet computer at school at least once every day. The majority (90%) found it easily accessible. CONCLUSIONS This study demonstrated that it is feasible to recruit children and young people with low vision into an international multicenter RCT of electronic assistive technology. Regardless of geographical location, children and young people with low vision reported using tablet computers at least once a day at school and accessed them easily.

National ICT Policy 2018 - Government of Bangladesh (2018)

Education Sector Performance Report 2018 - Government of Ghana (2018)

Pakistan Education Statistics 2016-17 - Government of Pakistan (Government of Pakistan, 2018)
Keywords: ___working_potential_duplicate

Pakistan Education Statistics 2016-17.pdf - Government of Pakistan; Ministry of Federal Education and Professional Training; National Education Management Information System; Academy of Educational Planning and Management (2018)

Punjab IT Policy - Government of the Punjab (2018)
Keywords: ___working_potential_duplicate; auto_merged

Plan estratégico de desarrollo sostenible (PEDS) 2017/2021 - Governo de Cabo Verde (Integrated National Financing Framework, 2018)

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.

Digital transformation in Tanzania. The role of mobile technology and impact on development goals - GSMA (2018)

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 | 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

¿Qué debe incluir la política pública del próximo presidente para integrar completamente a El Salvador a la economía digital? - GSMA (2018)

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

The Teachers’ Portal as a tool for teachers’ professional development in Bangladesh: Facilitating nationwide networking and digital multimedia content for 40,000 schools - Hansson, H; Sultana, S; Sarwar, A; Ahmed, F; Uddin, R; Saha, P; Islam, G; Islam, M (International Journal of Education and Development using ICT, 2018)
The Teachers’ Portal (teachers.gov.bd) is an online platform for Bangladeshi teachers designed to store and retrieve digital educational contents of different subjects useful for classroom teaching and students’ learning. The portal also facilitates professional networking among teachers across the country. This study aims to find out the benefits of using this Portal and associated challenges from teachers’ perspective. Following a mixed methods research approach Teachers, head teachers, teacher educators from primary, secondary, madrasa and vocational educational institutions and specialists on teachers’ Portal (N=410) were interviewed and consulted for the study. Telephone interviews, online surveys, Key Informant Interviews (KII), Focused Group Discussions (FGD), Face-to-Face interviews, and large consultative workshops were used to collect data. The results suggest that teachers are motivated to use the Portal as its contents stimulate students’ creativity and encourage students’ active participation in classrooms learning. Besides, it empowers teachers in a number of ways. However, internet connectivity, slow Internet speed, power failure, technical issues, high cost of Internet and unavailability of equipment are found as major challenges. In short, the Teachers’ Portal is a key driver for changing Bangladeshi education and preparing the young generation with quality education.
Keywords: ⛔ No DOI found

Synergies between the principles for digital development and four case studies - Haßler, Bjoern (REAL Centre, Faculty of Education, University of Cambridge, 2018)
Keywords: ___working_potential_duplicate

Sustaining and scaling pedagogic innovation in sub-Saharan Africa: Grounded insights for teacher professional development - Haßler, Björn; Hennessy, Sara; Hofmann, Riikka (Journal of Learning for Development, 2018)
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives.
Keywords: AWP2; Active Learning; Africa; Author:Haßler; C:sub-Saharan Africa; CitedIn:DFID_SRF; CitedIn:OER4S-TPE-Anon; CitedIn:OER4Schools-2012-HHH1-anon; CitedIn:PhD_Thesis; DIAL-RDO; Developing Nations; Educational Technology; Elementary Secondary Education; Faculty Development; Foreign Countries; Handheld Devices; IMPORT_FROM_DFID_RITE; InPrep; Inservice Teacher Education; Low Income Groups; Motivation; OER4Schools; Open Educational Resources; Peer Teaching; RPF-May-2016; Resource Allocation; Rural Schools; Scaffolding (Teaching Technique); Scheduling; Shared Resources and Services; Sustainable Development; Sustainable Development Goal 4; Teacher Professional Development; Technology Uses in Education; Telecommunications; ___working_potential_duplicate; dode_eth-src-dode; dode_eth-trf2-dode; missingHU; peer-facilitation; school-based active learning; sub-Saharan Africa; ⛔ No DOI found

Universal Design for Learning to Help All Children Read: Promoting Literacy for Learners with Disabilities - Hayes, Anne; Turnbull, Ann; Moran, Norma (USAID, 2018)

Linear systems theory - Hespanha, Joao P. (Princeton university press, 2018)

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

Technology-Enhanced Personalised Learning - Holmes, Wayne; Anastopoulou, Stamatina; Schaumburg, Heike; Mavrikis, Manolis (Robert Bosch Stiftung, 2018)

Mixed methods appraisal tool (MMAT), version 2018 - Hong, Q.N.; Pluye, P.; Fabregues, S.; Bartlett, G.; Boardman, F.; Cargo, M.; Dagenais, P.; Gagnon, M-P.; Griffiths, F.; Nicolau, B.; O'Cathain, A.; Rousseau, M-C.; et al. (2018)

Mixed methods appraisal tool (MMAT), version 2018 user guide - Hong, Q.N.; Pluye, P.; Fabregues, S.; Bartlett, G.; Boardman, F.; Cargo, M.; Dagenais, P.; Gagnon, M-P.; Griffiths, F.; Nicolau, B.; O'Cathain, A.; Rousseau, M-C.; et al. (McGill University Department of Family Medicine, 2018)
Keywords: ___working_potential_duplicate

"Shall I feed my daughter, or Educate her?": Barriers to Girls' Education in Pakistan - HRW (Human Rights Watch, 2018)

Who benefits from public spending on higher education in South Asia and sub-Saharan Africa? - Ilie, Sonia; Rose, Pauline (Compare: A Journal of Comparative and International Education, 2018)
Most countries are far from achieving the new sustainable development target of equal access to higher education by 2030, with those in South Asia and sub-Saharan Africa furthest behind. This raises questions about the allocation of public resources across the education system to promote equity. We use data from Demographic and Health Surveys and UNESCO Institute for Statistics in 31 countries in these regions to assess who benefits from public spending on education. Our results reveal an overall pattern of pro-rich education spending, increasing with education level. We find that this pattern can be traced to an allocation of resources to higher education that is disproportionate to the subsector’s size: even when higher education spending overall represents a small proportion of total educational expenditure, per-capita expenditure is extremely high. Given that the richest predominantly gain access to higher education, the current spending patterns are likely to reinforce wealth-driven education inequalities.

Statement of Action: Accelerate Equitable and Quality Inclusive Education for Children and Youth with Disabilities. - Impact Initiative (2018)

ICT Country Profiles: Mongolia - International Telecommunication Union (Measuring the Information Society Report, 2018)

Vodafone Instant Schools platform leverages technology to boost high quality education in Ghana - International Telecommunication UnionDigital Inclusion Division (2018)

Liberia Profile - International Telecommunications Union (2018)

Measuring the Information Society Report 2018 – Volume 2: Country Profile_Senegal - International Telecommunications Union (2018)

ICT Sector in Lebanon - 2018 Factbook - Investment Development Authority of Lebanon (2018)

The effectiveness of integrating interactive technology in reading comprehension: A case study of Jamaica's grade school - Iyare, Ngozi F.; James, Julia; Amonde, Tom M. (Journal of Information Technology Education: Research, 2018)
Aim/Purpose: There is growing number of countries embarking on large-scale, government-supported initiatives (e.g., Antigua & Barbuda, Australia, Brazil, India, Iran, Jamaica, Kazakhstan, Pakistan, Russia, Turkey, and the United Arab Emirates) to distribute tablet devices to students in the K-12 schooling sector. The review of the government-supported initiatives concluded that the majority of these initiatives have been driven not by educational frameworks or research-based evidence but by the tablet hype. The goal of this study is to provide research-based evidence by investigating if the learning experience for grade-three learners with interactive technology improves knowledge and skills in reading comprehension compared to learning in the traditional chalk and talk environment. Background: Prior studies provided limited evidence based mainly on data from developed countries about the influence of the use of interactive technology on reading comprehension at lower grade school level. Methodology: Employing a mixed-method case study research approach, this study aims to investigate the effects of integrating interactive technology in reading comprehension and examine the perspectives of students. This case study employed a sample of 30 public school third-grade students located in a relatively poor residential area in St Catherine, Jamaica as well as the two classroom teachers. Thirty students were divided into two groups -- an experimental group, which included 16 participants and a control group, which included 14 participants. The intervention program was carried out over a period of eight weeks. Contribution: This study has provided (a) additional data to show evidence for the effectiveness of interactive technology in reading comprehension and (b)research based evidence for the distribution of computer devices to students in the K-12 schooling sectors. Findings: We found empirical support for the positive effects of technology-based approaches for addressing reading comprehension and vocabulary skills. Our results were based on the pre-test and post-test assessments. Additional data was collected using a survey questionnaire which was given to the students before and after the intervention. The change from pretest to posttest was significantly different between the two groups as measured by the Mann Whitney U test. Recommendations for Practitioners: The empirical support for the effects of technology-based approaches for addressing reading comprehension and vocabulary skills identified in this study will assist teachers with strategies and programs that should improve students' motivation as well as their grades. Recommendation for Researchers: For future studies, we recommend focusing on a longer intervention period and using a larger sample size that would likely yield more definitive and generalizable results.
Keywords: Case Studies; Control Groups; Conventional Instruction; ERIC, Current Index to Journals in Education (CIJE); Elementary Education; Elementary School Students; Experimental Groups; Foreign Countries; Grade 3; Instructional Effectiveness; Jamaica; Mastery Learning; Outcomes of Education; Reading Comprehension; Reading Improvement; Reading Instruction; Teaching Methods; Technology Integration

Investigating the Relationship between Students' Digital Literacy and Their Attitude towards Using ICT - Jan, Salma (International Journal of Educational Technology, 2018)
This study aimed to explore the relationship between secondary school students' digital literacy and their attitude towards using information and communication technology in a private secondary school in Karachi, Pakistan. For this study, the data were collected through survey questionnaire using google forms. The total sample size for this study was 344 secondary school students having almost equal ratio of male and female. On bivariate correlation analysis, digital literacy was found to be associated with students' attitude towards using information and communication technology (ICT) and other ICT related demographics. Further analysis using multiple linear regression analysis showed that digital literacy (DL), use of the tablet and smartphone, prior training in the use of computer and frequency of computer use significantly affect students' attitude towards using ICT.
Keywords: Computer Literacy; Educational Technology; Foreign Countries; Handheld Devices; Incidence; Secondary School Students; Student Attitudes; Student Characteristics; Technological Literacy; Technology Uses in Education; Telecommunications; Training; ⛔ No DOI found

Investigating the relationship between students’ digital literacy and their attitude towards using ICT - Jan, Salma (International Journal of Educational Technology, 2018)
Keywords: ⛔ No DOI found

Development of digital diary for enhanced parental school involvement in Tanzania - Jeremiah, Sekione R.; Mtebe, Joel S. (The African Journal of Information Systems, 2018)
The study examined the use of digital diary as a tool for enhancing parental school involvement in Tanzania. The development of the digital diary followed eXtreme Programming agile method where 87 parents and 6 teachers from St. Florence school were involved. Parents and teachers were given six months to use the tool before testing for its effectiveness using data from 7 teachers and 156 parents through semi-structured interviews and questionnaires respectively. The study found that the majority of respondents (84.4% of parents and 96.7% of teachers) indicated that the digital diary was useful tool as enabled them to track children’s progress via their smartphones. Moreover, computer generated reports showed that messages to/from parents were delivered with approximately 90% success rate. This research argues for schools to adopt and use digital diaries for easy, engaging, and effective for better parental school involvement.
Keywords: ⛔ No DOI found

Mixing and Matching: Using Qualitative Methods to Improve Quantitative Impact Evaluations (IEs) and Systematic Reviews (SRs) of Development Outcomes - Jimenez, Emmanuel; Waddington, Hugh; Goel, Neeta; Prost, Audrey; Pullin, Andrew (CEDIL-Centre of Excellence for Development Impact and Learning, 2018)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; 3ie; publicImportV1

Mobile phone use in two secondary schools in Tanzania - Joyce-Gibbons, Andrew; Galloway, David; Mollel, Andrew; Mgoma, Sylvester; Pima, Madeleke; Deogratias, Enos (Education and Information Technologies, 2018)
Mobile phone technology in Tanzania has grown rapidly but there is insufficient data on its application in schools. This paper aims to show how students in the first and third year (F1 and F3) teachers in two rural secondary schools perceived its use. F1 and F3 students completed a questionnaire. Teachers and students in F1 and F3 discussed the uses and misuses of mobile phones in separate focus groups. Although they served similar areas the two schools differed in students’ use – and awareness of misuse – of mobile phones. Most students had access to a mobile phone, but were not permitted to bring them to school. Few teachers could see a positive use for the technology in the curriculum. There is an urgent need for pedagogical resources to support the introduction of mobile technology into classrooms but equally it is crucial that any such introduction is through a process of engagement with the concerns of students, teachers and the wider community with frank discussion about both the dangers and the potential benefits of using mobile phones in learning.

An Overview of ICT for Education of Refugees and IDPs - Joynes, Chris; James, Zoe (K4D, Knowledge, Evidence, and Learning for Development, 2018)
This rapid review examined examples of ICT approaches to address the education needs of those living in IDP and refugee camps and lessons learned from these experiences. Although ICT is considered a good system to fulfil the education needs within refugee settings, many studies conclude that access to ICTs in schools or at home is not sufficient to improve learning outcomes. It is due to the role of a mentor or tutor figure is seen as key to productive learner engagement with technology, and the effectiveness of ICT-based education is reliant on appropriate teacher training to ensure successful up-take at the classroom level (Tauson & Stannard 2018: 47, 62; UNESCO 2018: 74; Carlson 2013: 30). Secondly, in terms of content, ICTs for education should provide content that is responsive or adaptable to the learners’ level, is implemented in line with the local curriculum and also is relevant to the learners’ context (Tauson & Stannard 2018: 36-38, 61). Despite this potential for ICTs, there remains a broad lack of evidence related to education in refugee settings (Burde et al. 2015; Tauson & Stannard 2018; World Bank 2016). In particular, more information is needed on pedagogic design, on the effective use of ICTs for learning, on the role of ICTs in ensuring continuity of and linkages between learning in formal and non-formal settings, on the role of ICTs in educational data-gathering, and on the cost-effectiveness of ICT-led interventions (Burde et al 2015; Tausin & Stannard 2018; Carlson 2013). In light of the availability of evidence, some of the studies cited here instead supplement their findings by drawing on observational studies, and on studies on effective ICT usage from learners in non-refugee contexts (Burde et al. 2015; Tauson & Stannard 2018).
Keywords: Google Scholar/ "education technology" refugees; RER theme_general; RER theme_pedagogies and modalities; ⛔ No DOI found

A systematic review of research on the flipped learning method in engineering education - Karabulut‐Ilgu, Aliye; Cherrez, Nadia Jaramillo; Jahren, Charles T. (British Journal of Educational Technology, 2018)
The purpose of this article is to describe the current state of knowledge and practice in the flipped learning approach in engineering education and to provide guidance for practitioners by critically appraising and summarizing existing research. This article is a qualitative synthesis of quantitative and qualitative research investigating the flipped learning approach in engineering education. Systematic review was adopted as the research methodology and article selection and screening process are described. Articles published between 2000 and May 2015 were reviewed, and 62 articles were included for a detailed analysis and synthesis. The results indicated that flipped learning gained popularity amongst engineering educators after 2012. The review revealed that research in engineering education focused on documenting the design and development process and sharing preliminary findings and student feedback. Future research examining different facets of a flipped learning implementation, framed around sound theoretical frameworks and evaluation methods, is still needed to establish the pedagogy of flipped learning in teaching engineering.
Keywords: Reviewed

Reward management strategies on employee performance in selected universities in Nakuru County, Kenya - Kathombe, Mary Wambui (Egerton University, 2018)
Rewards play an important role in increasing employee job satisfaction resulting in improving organizational performance. Motivated employees are the cornerstone of any successful organization. The main objective of this study was to establish the effects of reward management strategies on employee performance in selected universities in Nakuru County. The specific objectives were: to determine the effect of financial rewards on employee performance, to determine the effect of non-financial rewards on employee performance and to determine the combined effect of financial and non-financial rewards on employee performance. Descriptive survey design was adopted in conducting this study, as it was suitable for collecting information that described an existing phenomenon. The target population was 620 lecturers in two universities in Kenya namely Egerton and Kabarak Universities, which comprised a sample of 242 lecturers. The study primarily used a questionnaire to gather data from the respondents. Data from the questionnaire were systematically analyzed according to the research objectives and hypotheses. All hypotheses were tested using regression statistics and the results of the findings established that there is a strong positive association between combined effect of financial and non-financial rewards on employees‟ performance. According to the findings of this study, financial and non-financial rewards motivate employees to better performance. Thus, employee performance will be high in Kenyan universities that adopt an integrated effort on both financial and non-financial reward measurements. The study recommends the following: First, lecturers‟ promotion should be done regularly on merit. Secondly, Universities establish a competitive retirement benefit scheme to its employees. Third, Universities should engage their lecturers on regular training programs.

Teaching Practices in the 21st Century in Kenya: A Qualitative Approach - Kaume-Mwinzi, Regina K. (International Journal of Educational Excellence, 2018)
Education is an engine for the growth and progress of any society and it is responsible for building human capital which sets technological and economic growth. In the pre-technology education context, the teacher controlled the instructional process, the content was delivered to the entire class and the teacher emphasized factual knowledge. However, the current global demands in education require the use of approaches that are learner-centered and embracing integration of ICT. The purpose of this study is to establish the pedagogy used in Kenya for the 21st century learner. The case study design was used to collect qualitative data from three teachers who were purposively sampled from three education sub-sectors in Kenya: primary, secondary and university. The interview was guided by three research questions: Which teaching practices are used in Kenya? Which are the ‘best’ teaching practices in Kenya in the 21st century? What are the barriers for the ‘best’ teaching practices in Kenya? The findings were that the teaching methods currently in use were mainly teacher-centered although the respondents revealed that the ‘best’ teaching practices for the 21st century learner were student-centered. However, the barriers were large classes, lack of resources and facilities among other factors. The study recommends realignment of education policies to give priority to build pedagogical capabilities of teachers, provide digital tools and other resources. This would enable the 21st century learners’ opportunity to unleash their potential.

Handbook of Research on K-12 Online and Blended Learning (Second Edition) - Kennedy, Kathryn; Ferdig, Richard E (2018)

Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures - Kerwin, Jason; Thornton, Rebecca L. (SSRN Electronic Journal, 2018)
Keywords: _C:Australia AUS; _C:Chad TCD; _C:Ecuador ECU; _C:India IND; _C:Kenya KEN; _C:Mexico MEX; _C:Spain ESP; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; __C:scheme:1

Learning through Video Games: A Case Study of Private Schools of Pakistan - Khalid, Tooba; Batool, Syeda Hina (Ieee, 2018)
This study investigated video game based academic and information literacy (IL) learning of teenagers of private schools of Lahore city. Lahore is one of the big city and knowledge hub of Pakistan. Previous literature highlighted the importance of video games in learning academic and IL skills; therefore, the present study aims to reveal this fact in local context. The presented study adopted qualitative research approach and utilized phenomenological research method to achieve its objectives. The data was collected through interviews. The study participants were teenagers (13 to 19 years) of elite economic class private schools who were frequent video game players. Based on the study findings, it can be concluded that playing video games has positive impact on teenagers' learning. The majority of the participants were of view that challenges of completing various stages of games and interacting with online competitors enhanced their social (communication) and information literacy (searching/locating and evaluating) skills. The results of the study are benefitted for the game developers, teachers, librarians and parents.
Keywords: Pakistan; academic learning; information literacy; learning; skills; video games

Pakistani Teachers' Professional Learning Experiences: Comparing Face-to-Face versus Online Learning - Khan, Asma (TEFLIN Journal, 2018)
This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.
Keywords: Collaboration; College Faculty; Communities of Practice; Comparative Analysis; Computer assisted language learning; Computer mediated communication; Conventional Instruction; Cooperative Learning; Cooperative learning; Distance learning; ERIC, Current Index to Journals in Education (CIJE); Educational technology; Electronic Learning; English Teachers; English as a second language--ESL; English teachers; Faculty Development; Foreign Countries; Grounded Theory; Higher Education; Interaction; Learning Experience; Linguistics; Pakistan; Professional development; Teacher Attitudes; Teacher education; Teaching; Technology Uses in Education; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2095920; ___working_potential_duplicate

Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning - Khan, Asma (TEFLIN Journal, 2018)
This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.
Keywords: Collaboration; College Faculty; Communities of Practice; Comparative Analysis; Computer assisted language learning; Computer mediated communication; Conventional Instruction; Cooperative Learning; Cooperative learning; Distance learning; ERIC, Current Index to Journals in Education (CIJE); Educational technology; Electronic Learning; English Teachers; English as a second language--ESL; English teachers; Faculty Development; Foreign Countries; Grounded Theory; Higher Education; Interaction; Learning Experience; Linguistics; Pakistan; Professional development; Teacher Attitudes; Teacher education; Teaching; Technology Uses in Education; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2095920; ___working_potential_duplicate

Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning - Khan, Asma (TEFLIN Journal, 2018)
This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.
Keywords: Collaboration; College Faculty; Communities of Practice; Comparative Analysis; Computer assisted language learning; Computer mediated communication; Conventional Instruction; Cooperative Learning; Cooperative learning; Distance learning; ERIC, Current Index to Journals in Education (CIJE); Educational technology; Electronic Learning; English Teachers; English as a second language--ESL; English teachers; Faculty Development; Foreign Countries; Grounded Theory; Higher Education; Interaction; Learning Experience; Linguistics; Pakistan; Professional development; Teacher Attitudes; Teacher education; Teaching; Technology Uses in Education; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2095920; ___working_potential_duplicate

Punjab, Pakistan: Using Open School Data to Improve Transparency and Accountability - Khan, Kashmali (2018)

Technophobia: Examining its hidden factors and defining it - Khasawneh, Odai Y. (Technology in Society, 2018)

OPM's approach to assessing Value for Money - King, Julian; OPM VfM Working Group (Oxford Policy Management, 2018)

Factors Affecting Adoption of E-Learning Technology in Kenya - Kingori, Rhoda Mbithe (United States International University - Africa, 2018)
Internet penetration in Africa has been accelerated, with Kenya at the fore front at over 89.5% penetration, this penetration has led to an increase in knowledge repository for Kenyans to choose from and as a result E-learning has steadily increased not only in tertiary institutions but in informal learning as well. Facebook and YouTube are some of the web based tools, – that are listed as having potential applications for teaching and learning. As a result, it is essential to understand the challenges faced in the adoption of e-learning technology. The overall purpose of this study was to investigate the factors affecting adoption of e-learning technology in Kenya with a focus on three key factors, self-efficacy, objective usability and system accessibility. This study used explanatory/hypothesis research design to investigate the factors which affect adoption of e-learning technology in Kenya. An explanatory research design was fit to the study because it will helped to ascertain not only the relationship between the different variables, but measure the effect and strength of each independent variable on the dependent variable which was the technology adoption. The target population was social media (Facebook) users in Kenya. According to Internet World Statistics there are over 6.2 million Facebook subscribers in Kenya as of June 2017. This study focused on 200 social media users in Nairobi who were interested in e-learning or have ever learned online. They were sampled by geographic cluster, simple random sampling technique with a focus on Nairobi. Online questionnaire was used by Google form and 93% responded. In the first objective of self-efficacy, the correlation result revealed positive correlation between perceived ease of use with self-efficacy (r=0.441, p<0.05) and perceived usefulness with self-efficacy(r=0.337, p<0.05). On the CFA, there was a strong model equation but on the SEM it was not. The path coefficient for the relationship between SE and adoption of e-learning was weak. In the second objective, the correlation result revealed positive correlation between perceived ease of use with objective usability (r=0.598, p<0.05) and perceived usefulness with SE (r=0.456, p<0.05). Based on SEM, the path coefficient for the relationship between objective usability and adoption of e-learning was significant. Without any latent/intervening variable, OU and PEOU was positive and significant at the 0.05 level (βeta=0.938, T-value =3.658, p<0.05). The positive relationship indicates that one unit increase in OU will result in 0.938 increases in PEOU. In the last objective of system accessibility, the correlation result revealed positive correlation between perceived ease of use with system accessibility (r=0.441, p<0.503) and perceived usefulness with system accessibility (r=0.514, p<0.05). The path coefficient for the relationship between system accessibility and adoption of e-learning was weak and not significant hence dropped from the model.The research established that Self-efficacy had little to no effect on adoption of e-learning technology in Kenya. Objective usability was the strongest factor affecting the adoption of e-learning technology while system accessibility had correlation but was not strong enough to impact the model and as such impact the adoption of e-learning technology in Kenya was weak. These findings provided some useful insights for governments, potential instructors or educators, e-learning platforms and policy makers. This recommends and highlights the need to shift from the metropolitan areas to the rural areas in order to get a holistic view of the e-learning environment in Kenya. This research shed light on objective usability as a strong factor on perceived ease of use and perceived usefulness and as such on the adoption of e-learning technology in Kenya. Based the responses received and the SEM analysis further research should focus on the two variables of system accessibility and self-efficacy involving a larger number of variables to examine, as well as larger numbers of respondents to support the factor analysis. Research should also focus on attitude and behavioral intention and their interaction with perceived eases of use and perceived usefulness. The research needs to now shift from the metropolitan areas to the rural areas in order to get a holistic view of the e-learning environment in Kenya.

What digital skills do adults need to succeed in the workplace now and in the next 10 years? - Kispeter, Erika (Warwick Institute for Employment Research University of Warwick, 2018)

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

Feed the Monster: Impact and technical evaluation - Koval-Saifi, N; Plass, J (World Vision and Foundation for Information Technology Education and Development, 2018)

Feed the Monster: Impact and Technical Evaluation - Koval-Saifi, Nedjima; Plass, Jan (2018)

Feed the Monster: Impact and technical evaluation - Koval-Saifi, Nedjma; Plass, Jan (2018)

The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Effect - Kraft, Matthew A.; Blazar, David; Hogan, Dylan (Review of Educational Research, 2018)
Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement. Combining results across 60 studies that employ causal research designs, we find pooled effect sizes of 0.49 standard deviations (SD) on instruction and 0.18 SD on achievement. Much of this evidence comes from literacy coaching programs for prekindergarten and elementary school teachers. Although these findings affirm the potential of coaching as a development tool, further analyses illustrate the challenges of taking coaching programs to scale while maintaining effectiveness. Average effects from effectiveness trials of larger programs are only a fraction of the effects found in efficacy trials of smaller programs. We conclude by discussing ways to address scale-up implementation challenges and providing guidance for future causal studies.
Keywords: C:High-income countries; C:United States; ___working_potential_duplicate; effect size; experimental design; meta-analysis; professional development; school/teacher effectiveness; teacher education/development

Rapid Evidence Assessment (REA) of what works to improve educational outcomes for people with disabilities in Low- and Middle-Income Countries - Kuper, Hannah; Ashrita, Saran; White, Howard (Department for International Development (DFID), 2018)

Games for enhancing basic reading and maths skills: A systematic review of educational game design in supporting learning by people with learning disabilities - Lämsä, Joni; Hämäläinen, Raija; Aro, Mikko; Koskimaa, Raine; Äyrämö, Sanna-Mari (British Journal of Educational Technology, 2018)
The development of games for people with learning disabilities is one way to enhance the quality of learning and respond to the need for inclusive special educational support. Recently, game researchers have highlighted the need for paying more attention to identifying the game design choices that can strengthen learning. This paper reviews recent studies in the field of games that aim at supporting people with difficulties in learning, particularly in basic reading and maths skills. We identify the major characteristics and learning outcomes of the reviewed studies, as well as key design principles that have been used in games for enhancing basic reading and maths skills. The results show that people with specific learning difficulties have positive improvements in the quality of learning. We also found specific gamification elements that have been used to promote the learning of basic reading and maths skills. However, we call for research, which would explicitly examine the effects of game design choices on learning. Currently, the studies that address learning disabilities do not specifically define which kind of games and game design the results refer to, while game design studies do not clarify how these games influence learning. Thus, there is a need to rethink previous empirical studies on game settings for people with learning difficulties via advancing the role of game design in empirical intervention studies.
Keywords: Reviewed

Lao Social Indicator Survey II 2017 - Lao Statistics Bureau (2018)
Keywords: ⛔ No INSPIRE recid found

How Could Digital Learning at Scale Address the Issue of Equity in Education? - Laurillard, Diana; Kennedy, Eileen; Wang, Tianchong (Learning at scale for the Global South, 2018)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Facilitators and Barriers of Assistive Technology and Learning Environment for Children with Special Needs - Lersilp, Suchitporn; Putthinoi, Supawadee; Lersilp, Theeratorn; Mackenzie, Lynette (Occupational Therapy International, 2018)
The purpose of this research was to study the facilitators and barriers of assistive technology (AT) and the learning environment for children with special needs in special education schools in Chiang Mai, Thailand. The informants were one hundred and sixteen children with special needs, who studied in nursery to Grade 12, or with their caregivers. The instrument was a questionnaire applied by the International Classification of Functioning, Disability and Health (ICF) and examined for content validity by five specialists. The results in terms of AT showed that a majority of children with physical disability needed it for mobility and use of school buildings and those with hearing disability for communication. However, most of the children did not need to use AT for culture, recreation, or sports, while many considered it as a facilitator for education. In terms of the learning environment, most characteristics of the physical environment were facilitators for children with special needs, as were those of the social environment for all groups of such children. The results of this study were useful in providing information for AT and design of a learning environment relating to the varied characteristics of children with special needs in special education schools.

The Politics and Governance of Basic Education: A Tale of Two South African Provinces - Levy, Brian; Cameron, Robert; Hoadley, Ursula; Naidoo, Vinothan (Oxford University Press, 2018)
This book brings together scholars from multiple disciplines to explore how political and institutional context influences the governance of basic education in South Africa at national, provincial, and school levels. A specific goal is to contribute to the crucial, ongoing challenge of improving educational outcomes in South Africa. A broader goal is to illustrate the value of an approach to the analysis of public bureaucracies, and of participatory approaches to service provision which puts politics and institutions at centre stage. Stark differences between the Eastern Cape and Western Cape provinces offer something of a natural experiment for exploring the influence of context. The Eastern Cape’s socio-economic, political, and institutional legacy resulted in a low-level equilibrium trap in which incentives transmitted from the political to the bureaucratic levels reinforced factionalized loyalty within multiple patronage networks, and which is difficult to escape. The Western Cape, by contrast, enjoyed a more supportive environment for the operation of public bureaucracy. However, bureaucracy need not be destiny. The research also shows that strong hierarchy can result in ‘isomorphic mimicry’—a combination of formal compliance and a low-level equilibrium of mediocrity. Participatory school-level governance potentially can improve outcomes—as a complement to strong bureaucracies, or as a partial institutional substitute where bureaucracies are weak. Whether this potential is realized depends on the relative strength of developmentally oriented and predatory actors, with the outcomes not fore-ordained by local context, but contingent and cumulative—with individual agency by stakeholders playing a significant role.
Keywords: Eastern Cape; South Africa; Western Cape; bureaucracy; how context matters; institutions; participatory governance; political settlements; politics of education; school-level governance

Understanding factors affecting primary school teachers’ use of ICT for student-centered education in Mongolia - Li, Shengru; Yamaguchi, Shinobu; Takada, Jun-ichi (2018)
The past two decades witnessed continuous uptake of ICT in education, and the importance of teachers’ beliefs for adopting ICT in education was revealed in the context of educational change. In recent years, the Mongolian educational system has placed more emphasis on student-centered education and the use of ICT in teaching and learning. Teacher training has become a local responsibility under the Education Master Plan (Government of Mongolia, 2006), New Education Standard and Core Curriculum which focus on the introduction of ICT into education and the implementation of student-centered education (Asian Development Bank, 2008; Ministry of Culture Education and Science, 2014). Despite the growing interest in using ICT for student-centered education, a limited number of studies exist in Mongolia to understand primary school teachers’ perception on use of ICT for student-centered education. This study aims to understand the factors affecting teachers’ perceptions on use of ICT for student-centered education. Based on Fullan’s educational change theory, the analysis through multiple linear regression and focus group discussion was conducted on 838 primary school teachers in Mongolia which found that teacher’s professional competency and perceived benefits on use of ICT are significant factors affecting teachers’ perceptions on use of ICT tool for student-centered education. Furthermore, teacher’s professional competency, perceived benefits on use of ICT and teacher cooperation are affecting teachers’ perceptions on use of digital contents for student-centered education.
Keywords: ⛔ No DOI found

Digital learning for developing Asian countries - Lim, Cher Ping; Tinio, Victoria; Smith, Matthew; Bhowmik, Miron Kumar (Routledge International Handbook of Schools and Schooling in Asia, 2018)

AfterAccess: ICT access and use in Asia and the Global South - LIRNE Asia (2018)

AfterAccess: ICT access and use in Asia and the Global South - LIRNEasia (2018)

M-Shule - Together we learn, together we succeed - M-Schule LTd (2018)
M-Shule is the first adaptive, mobile learning management platform designed to improve performance for millions of primary school students across Kenya and Sub-Saharan Africa

Education for Development - Maada Bio, Julius (2018)

“Matching Person & Technology (MPT) Model” for Technology Selection as Well as Determination of Usability and Benefit from Use - Martinez, A. P.; Scherer, M. J. (Living in the State of Stuck, 2018)
Technologies have become smarter, smaller, more portable or wearable, and more adaptable. This has led to more choice and, in many cases, complexity in decision-making about selecting the best device and features for a given user. A good match of person and technology requires attention to (a) aspects of and resources in the environments in which the technology will be used, (b) the needs, expectations and preferences of the user, and (c) the functions and features of the technology and service delivery process. If the match is not a quality one from the standpoint of the end user, and the user experience (UX) is not satisfactory, then the technology may go unused, or may not be used optimally. There is a need for an improved person-AT matching and outcomes assessment process because studies and reports show in general that there is a high level of dissatisfaction and nonuse or discard of technology by consumers. Psychologists are uniquely qualified to partner with technology developers in implementing an assessment process that inquires into the potential technology user's predisposition to use a particular technology by addressing, subjective view of current capabilities, view of achievements as well as needs in key life domains of activities and participation, and ratings of fundamental personal factors such as mood status, support from others, engagement in therapy activities and desire to use technology. Utilization of the MPT model and accompanying assessment process has been proven to result in enhanced technology use and goal achievement. Research increasingly highlights the fact that consumers are less likely to use recommended devices when their needs are neither fully addressed nor understood during the technology selection process. A user's perspective of their needs and preferences may be obtained by having them identify and prioritize their desired outcomes and then rate progress in achieving them. This approach was used in developing the Matching Person and Technology measures and has also been used in developing Such a person-centered approach allows outcomes to be measured in reference to changes in a person's satisfaction in achieving desired goals, not merely their functional ability to achieve them. An idiographic evaluation is used (i.e., the person is the unit of analysis and serves as his or her own control), not a normative one (i.e., the person is compared to his or her peers). An idiographic evaluation best captures a consumer-directed and social model perspective of outcomes assessment. Many studies have examined the psychometric qualities and usefulness of the Matching Person and Technology measures. Below is the most recent data on one MPT measure, the Assistive Technology Device Predisposition Assessment (ATD PA), from a study done in the country Greece (Koumpouros et al. 2017; n=115).  Excellent interrater reliability (ICC=0.981, ranging from 0.973-0.987)  Adequate internal consistency (Cronbach's alpha =0.701, ranging from 0.605-0.701)  Adequate-Excellent construct validity for items in the Adaptablility subscale (r=0.537 to 0.783)  Excellent construct validity for items in the Fit to Use subscale (r= 0.691 to 0.801)  Adequate-Excellent construct validity for items in the Socializing (r= 0.498 to 0.767)  Low correlation coefficients between each subscale, indicating subscales measure unique constructs Improvements in person-centered assistive technology services and outcomes assessment are needed, given reports of a high level of dissatisfaction and nonuse of technology by consumers. It is important to ensure an evidence-based, client-centered assessment for determining the match of individuals with the most appropriate technologies for their use. Achieving a desired outcome begins at the point of technology consideration and then progresses to product selection. ABSTRACT Cognitive impairment often results in a range of functional and lifestyle changes for many individuals. This article discusses the development and evolution of a multidisciplinary model of cognitive rehabilitation outpatient practice that integrates technology to improve patient outcomes. The described interdisciplinary treatment approach highlights the need for collaboration by treating providers; focuses on the individual being an active participant in treatment; and discusses the value that assistive technology can bring to cognitive rehabilitation work as it relates to patient success, functional improvement, and implementation of appropriate and patient specific technological strategies.

"Shall I feed my daughter, or educate her?": barriers to girls' education in Pakistan - Martínez, Elin; Human Rights Watch (Human Rights Watch, 2018)
"This report concludes that many girls simply have no access to education, including because of a shortage of government schools - especially for girls. Nearly 22.5 million of Pakistan's children - in a country with a population of just over 200 million - are out of school, the majority of them girls. Thirty-two percent of primary school age girls are out of school in Pakistan, compared with 21 percent of boys. By ninth grade, only 13 percent of girls are still in school."--Publisher website
Keywords: Education; Girls; Pakistan; Schools; Sex discrimination in education; Social conditions; auto_merged

2018 Annual Schools Census Report And Statistical Abstract - MBSSE (Ministry of Basic and Senior Secondary Education, 2018)

Technology-Supported Professional Development for Teachers: Lessons from Developing Countries - McAleavy, Tony; Hall-Chen, Alex; Horrocks, Sarah; Riggall, Anna (Education Development Trust, 2018)
This report captures what might be learnt from a selection of the world’s most interesting examples of technology-assisted in-service professional development in lower-income countries and from wider reflections about the potential of technology to enhance the professional learning of teachers.
Keywords: Africa; Bangladesh; Blended Learning; C:Low- and middle-income countries; Developing Nations; ERIC, Resources in Education (RIE); Educational Technology; Elementary Education; Elementary School Teachers; Faculty Development; Foreign Countries; Handheld Devices; India; Inservice Teacher Education; Kenya; Large Group Instruction; Nigeria; Online Courses; Pakistan; Policymakers; Practitioners; Refugees; Shared Resources and Services; Social Media; Teaching Methods; Technology Integration; Technology Uses in Education; Telecommunications; ___working_potential_duplicate; ⛔ No DOI found

Supporting Children with Disabilities in Low- and Middle- Income Countries: Promoting Inclusive Practice within Community-Based Childcare Centres in Malawi through a Bioecological Systems Perspective - McLinden, Mike; Lynch, Paul; Soni, Anita; Artiles, Alfredo; Kholowa, Foster; Kamchedzera, Elizabeth; Mbukwa, Jenipher; Mankhwazi, Mika (International Journal of Early Childhood, 2018)
Given the narrow scope and conceptualisation of inclusion for young children with disabilities in research within low- and middle-income countries (LMICs) contexts, we draw on a bioecological systems perspective to propose the parameters for a broader unit of analysis. This perspective situates human development within a specific cultural context in which family, peers and schooling are regarded as key in responding to young children with disabilities in a given setting. We outline a new bioecological model to illustrate the proximal and distal factors that can influence inclusive early development for children with disabilities within LMICs. To illustrate the relevance of this model to early child development research, we consider its application, as a conceptual framework, with reference to a research study in Malawi. The study was designed to promote greater inclusive practice for young children with disabilities in Community-Based Childcare Centres (CBCCs) with a particular focus on the role of the CBCC volunteer ‘caregiver’ in rural Malawi. It has significance for educators, service providers and researchers concerned with facilitating inclusive early development across national boundaries and contexts.

Expanding Teacher Support through Mobile Mentoring in Kakuma Refugee Camp: Benefits and Challenges - Mendenhall, Mary; Skinner, Makala; Collas, Sophia; French, Sarah (Current Issues in Comparative Education, 2018)
Governmental and non-governmental institutions alike have rallied around technology as a potential solution for addressing the dearth of quality educational opportunities and adequately trained teachers in many regions around the world (Burns, 2011; Carlson, 2013; Dahya, 2016). This is no less true in humanitarian and refugee contexts where technology is being used in myriad ways to connect teachers and learners with educational content and resources. A recent landscape review (Dahya, 2016) about the use of Information and Communication Technology (ICT) in these contexts stated that technology has the potential to support education for marginalized populations in crisis contexts, and that teacher training and student learning are the primary areas of focus for utilizing technology for education. In many settings, technology is used for the provision of lesson plans and curricula to deliver subject knowledge directly to students, to train or certify teachers, and to connect individuals and build community (Dryden-Peterson, Dahya, and Douhaibi, 2017; Power, 2012; Winthrop and Smith, 2012). Modes of delivery include computers, laptops, tablets, portable media players, e-readers, personal digital assistants, and mobile phones (Burns, 2011; Carlson, 2013; Winthrop and Smith, 2012; Dahya, 2016).
Keywords: Google Scholar/ "refugee education" ICT; RER theme_supporting educators; __:import:01; __:match:final; __:matched; __:study_id:2425895; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Thinking and working politically through applied political economy analysis: A guide for practitioners - Menocal, Alina Rocha; Cassidy, Marc; Swift, Sarah; Jacobstein, David; Rothblum, Corinne; Tservil, Ilona (USAID, 2018)

Emerging fundamental issues of teacher education in Tanzania: a reflection of practices - Mgaiwa, Samson J (Educational Process: International Journal, 2018)
Quality of teachers is recognized as one of the critical dimensions for promoting student learning in schools. However, in Tanzania there are several emerging issues that affect teacher education and teachers, and as a result affect students’ learning. The existing corpus of literature indicates a death of studies on the systematic understanding of issues that affect teacher education in Tanzania, especially at a time when education across the world is encountering a number of challenges. Employing documentary review and interviews as data collection methods, this paper attempts to analyze the emerging issues affecting teacher education in Tanzania. Employing the Teacher Education Model for the 21st Century, the paper identified five major issues affecting teacher education namely; lack of specific policies for teacher education, lack of continuing professional development, lack of an autonomous teacher regulatory body, inadequate ICT and teacher education, and poor quality of candidates joining teacher education. Generally, the findings indicate that teacher education is not effectively planned in terms of policy imperatives to meet the contemporary professional demands for 21st century education in Tanzania, and beyond. Finally, conclusions and certain recommendations which take a futuristic perspective in preparing 21st century teachers are offered.
Keywords: 21st century; Education; Learning; Tanzania; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2095912; __finaldtb; students’ learning; teacher education; teachers

UNESCO’s Work in ICT in Education Policy - Miao, Fengchun (2018)

Lettre de Politique Générale pour le Secteur de l’Education et de la Formation (LPGS-EF) - Ministère de l'Education Nationale (Republique du Senegal, 2018)

FQSE – Free Quality School Education - Ministry of Basic and Senior Secondary Education Sierra Leone (Ministry of Basic and Senior Secondary Education Sierra Leone, Government of Sierra Leone, 2018)

Education and Sports Sector Performance Annual Report 2017–2018 and Development Plan for 2018–2019 - Ministry of Education and Sports (Lao People’s Democratic Republic, 2018)
Keywords: ⛔ No INSPIRE recid found

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

Education Strategic Plan 2018–2030 - Ministry of Education, Ghana (Ministry of Education, Ghana, 2018)

Education Strategic Plan - Ministry of Education, Jordan (2018)

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

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

Kenya National Education Sector Strategic Plan 2018 - 2022 - Ministry of Education, Republic of Kenya (2018)

Education Sector Development Plan (2016/17 – 2020/21). Mainland Tanzania. - Ministry of Education, Science and Technology (2018)

Education sector development plan 2016/17 – 2020/21: Tanzania mainland - Ministry of Education, Science and Technology (The United Republic of Tanzania, 2018)

Education sector performance report 2017/2018: Tanzania mainland - Ministry of Education, Science and Technology (United Republic of Tanzania, 2018)

Education Sector Plan 2018-2020 - Ministry of Education, Science and Technology (Sierra Leone) (2018)