2020 Annual Report on the Petroleum Funds | Ministry of Finance | Ghana - Ministry of Finance (2021)

AEPAM Online Library - Ministry of Federal Education & Professional Training

Distance Learning in Pakistan Through Policy Intervention: National Distance Learning Framework. - Ministry of Federal Education & Professional Training

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

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

Pakistan National Education Response and Resilience Plan (K-12) for Covid-19 - Ministry of Federal Education and Professional Training Government of Pakistan (2020)

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

Pakistan National Education Response Resilience Plan (K-12) for Covid-19 - Ministry of Federal Education and Professional Training (Government of Pakistan, 2020)
Keywords: ___working_potential_duplicate; auto_merged

Draft India Data Accessibility and Use Policy - Ministry of Electronics and Information Technology (2022)

Ghana 2018 National Education Assessment: Report of Findings - Ministry of Education; Ghana Education Service; National Education Assessment Unit (2018)

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

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

Policy Strategy on Information and Communication Technology (ICT) in Education - Ministry of Education, Youth and Sports (2018)

Ministry of Education, Youth and Sport Cambodia - YouTube - Ministry of Education, Youth and Sport Cambodia

Cambodia Education Roadmap 2030 (Sustainable Development Goal [SDG] 4) - Ministry of Education, Youth and Sport (2019)

Cambodia Secondary Education Blueprint 2030 - Ministry of Education, Youth and Sport (2021)

Education Ministry, JICA Launch Think! Think! Free Online Classes - Ministry of Education, Youth and Sport
There is no translation available.Ministry of Education, Youth and Sports (MoEYS) in cooperation with Japan International Cooperation Agency (JICA) ha...

Education Strategic Plan 2019-2023 - Ministry of Education, Youth and Sport (2019)

Gender Mainstreaming Strategic Plan in Education 2021-2025 - Ministry of Education, Youth and Sport (2021)

Multilingual Education Action Plan - Ministry of Education, Youth and Sport (2019)

Non-Formal Education Action Plan - Ministry of Education, Youth and Sport (2008)

Policy on Higher Education Vision 2030 - Ministry of Education, Youth and Sport (2014)

Policy on Inclusive Education 2018 - Ministry of Education, Youth and Sport (2018)

Public Education Statistics and Indicators 2021-2022 - Ministry of Education, Youth and Sport (2022)

Teacher Policy Action Plan - Ministry of Education, Youth and Sport (2023)

The Education, Youth and Sport Performance Report to Congress for the Academic Year 2021-2022 - Ministry of Education, Youth and Sport (2023)

Cyber wellness - Ministry of Education (Singapore) (2022)

Educational Technology Plan - Ministry of Education (Singapore) (2021)

Educational Technology Plan 2020-2030 - Ministry of Education Singapore (2020)
Gain insights on the strategic focus of our Educational Technology (EdTech) Plan.

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

Global initiative on out-of-school-children: Tanzania country report - Ministry of Education Science and Technology, UNESCO and UNICEF (UNICEF, 2018)

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

Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan - Ministry of Education, Science and Technology (Sierra Leone) (2018)

Education Sector Analysis - Ministry of Education, Science, and Technology (2019)

Education Sector Analysis - Ministry of Education, Science, and Technology (2019)

Education Sector Analysis - Ministry of Education, Science, and Technology (2019)

Education Sector Analysis - Ministry of Education, Science, and Technology (2019)

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

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

Kenya Education Sector Support Programme 2005 - 2010 - Ministry of Education, Science and Technology (2005)

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

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

Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan - Ministry of Education, Science and Technology (Government of Sierra Leone; UNICEF, 2018)

School Level MEWAKA Implementation Guidelines - Ministry of Education, Science and Technology (2022)

Sierra Leone: Education Country Status Report: An analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2013)

TCPD Supervision Guidelines - Ministry of Education, Science and Technology (2022)
MWONGOZO WA KUSIMAMIA UTEKELEZAJI WA MPANGO WA MAFUNZO ENDELEVU KWA WALIMU KAZINI

Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak - Ministry of Education (Rwanda) (2020)

Basic education statistical booklet - Ministry of Education, Republic of Kenya (2019)

Kenya Basic Education COVID-19 Emergency Response Plan - Ministry of Education, Republic of Kenya (2020)

Kenya Basic Education COVID-19 Emergency Response Plan - Ministry of Education, Republic of Kenya (2020)

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

Getting to Best Education Sector Plan 2017-2021 - Ministry of Education (Liberia) (2016)

Teach by Radio | Ministry of Education (Liberia) - Ministry of Education (Liberia) (2020)

Digital Learning Programme - Ministry of Education, Kenya (2016)

Home - Ministry of Education, Kenya (2016)

Kenya GPE COVID-19 Learning Continuity in Basic Education: Stakeholder Engagement Plan - Ministry of Education, Kenya (2020)

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

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

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

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

Queen Rania Center for Education and Information Technology Center - Ministry of Education, Jordan (2020)

Tawjihi Pass Rates - Ministry of Education, Jordan (2019)

The Education System in Jordan - Ministry of Education, Jordan (2020)

س للعام الدرا ي التقرير االحصائ - Ministry of Education, Jordan (2019)

منصة درسك للتعلم عن بعد - Ministry of Education, Jordan (2020)
منصة درسك للتعلم عن بعد

مهارات التعليم عن بعد - Ministry of Education, Jordan (2020)
مهارات التعليم عن بعد

Secondary Biology Form One: Student Book - Ministry of Education & Higher Studies (Republic of Somaliland)

Ministry Initiates Supplementary Radio Programmes - Ministry of Education, Heritage & Arts (2020)

Reform Secretariat at the Ministry of Education - Ministry of Education, Ghana, Reform Secretariat (2019)
A Reform Secretariat has been formed at the Ministry of Education to ensure that all the agencies and bodies directly...

COVID-19 Coordinated Education Response Plan for Ghana - Ministry of Education, Ghana (2020)

Education Reform - Ministry of Education, Ghana

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

Education Sector Analysis - Ministry of Education, Ghana (2018)

Education Sector Analysis - Ministry of Education, Ghana (Ministry of Education (Ghana), 2018)

Education Sector Performance Report - Ministry of Education, Ghana (Ministry of Education (Ghana), 2015)

Education Strategic Plan 2003-2015 - Ministry of Education, Ghana (Government of Ghana, 2003)

Education Strategic Plan 2003–2015 - Ministry of Education, Ghana (2003)

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

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

Education Strategic Plan 2018–2030 - Ministry of Education, Ghana (Ministry of Education, Ghana, 2019)
Building on Ghana's achievements in expanding education, this plan puts Ghana on the road towards meeting the Sustainable Development Goals and represents a deliberate reorientation towards this aim, as it replaces the previous ESP 2010-2020.

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

ICT in Education Policy - Ministry of Education, Ghana (2015)

ICT in Education Policy - Ghana - Ministry of Education, Ghana (Ministry of Education Ghana, 2015)

Ministry of Education Ghana - Education Strategic Plan 2018-2030 - Ministry of Education, Ghana (Ministry of Education, Ghana, 2019)
Building on Ghana's achievements in expanding education, the Education Strategic Plan sets out the vision and policies for realizing the ambition of transforming Ghana into a ‘learning nation'. It puts Ghana on the road towards meeting the Sustainable Development Goals and represents a deliberate reorientation towards this aim, as it replaces the previous ESP for 2010-2020. This plan not only sets the long-term vision but also how this will be operationalized in the medium term through the accompanying Education Sector Medium Term Development Plan 2018-2021.

ICT competency standards for teachers in Tanzania - Ministry of Education and Vocational Training; UNESCO Office Dar es Salaam (United Republic of Tanzania, 2015)

INSET Strategy and operational plan linked to the Teacher Development and Management Strategy (TDMS), 2008–2013 - Ministry of Education and Vocational Training (MoEVT) (Dar es Salaam: Ministry of Education and Vocational Training., 2008)

Education and Training Policy - Ministry of Education and Vocational Training (2009)

Education and Training Policy 2009 -Translated Draft - Ministry of Education and Vocational Training (United Republic of Tanzania, 2009)

Information and communication technology (ICT) policy for basic education - Ministry of Education and Vocational Training (2007)

Information & Communication Technology (ICT) policy for Basic Education - Ministry of Education and Vocational Training (United Republic of Tanzania, 2007)

Tanzania secondary education development plan 2010-2015 - Ministry of Education and Vocational Training (The United Republic of Tanzania Ministry of Education and Vocational Training, 2010)

Framework for Provision of Continued Learning During the COVID-19 Lockdown in Uganda - Ministry of Education and Sports (Uganda) (2020)

ICT Development Strategy for Education (Draft) - Ministry of Education and Sports (Laos) (2016)

Digital Learning Initiative - Ministry of Education and Higher Education (Lebanon); Center for Educational Research and Development (2020)

Distance Learning Initiative Interim findings: May 15, 2020 - Ministry of Education and Higher Education (Lebanon) (2020)

Reaching All Children with Education: RACE II (2017-2021) - Ministry of Education and Higher Education (Lebanon) (2016)

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

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

Alternate Education Service Delivery COVID-19 Emergency Response Plan - Ministry of Education (Afghanistan) (2020)

Approved Basic Education Statistical Booklet 2019 - Ministry of Education (2019)

Concept on mapping technical and vocational educational and training data in Kenya - Ministry of Education (State Department for Vocational and Technical Training, 2021)

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

Education Sector Strategic Plan (2018/19 to 2023/24) - Ministry of Education (Republic of Rwanda)

Education Statistics Report - Ministry of Education (2022)

ICT in Education Policy - Ministry of Education (2016)

iSherig-2 Education ICT Master Plan 2019-2023 - Ministry of Education (Royal Government of Bhutan, 2019)

iSherig Education Master Plan 2014–2018 - Ministry of Education (Royal Government of Bhutan, 2014)

Master plan for information and communication technology in education (2012-2021) - Ministry of Education (Ministry of Education, 2013)

Master plan for information and communication technology in education (2012-2021) - Ministry of Education (Ministry of Education, 2013)

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

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

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

Revised Special Needs and Inclusive Education Policy - Ministry of Education (Republic of Rwanda, 2018)

وزارة الاقتصاد الرقمي والريادة - Ministry of Digital Economy and Entrepreneurship (2020)

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

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

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

Ministry of Communications and Digital Economy | Home - Ministry of Communications and Digital Economy (Nigeria) (2020)
Ministry of Communications and Digital Economy, MCT, MOC, FMOC, FMCDE, FMOCDE, MCDE, MOCDE, Federal Ministry of Communications and Digital Economy

The Ghana ICT for Accelerated Development Policy - Ministry of Communications (2003)

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

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

2019 Annual Schools Census Report - Ministry of Basic and Senior Secondary Education; Education, Ministry of Basic and Senior Secondary (2019)

2021 Annual School Census Final Report - Ministry of Basic and Senior Secondary Education, Sierra Leone (2022)

COVID-19 Education Emergency Response Plan - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)

EMIS | Education Management Information System - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)

Leh Wi Lan: Improving The Quality Of Secondary Education In Sierra Leone - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)

Leh Wi Lan | MBSSE - Ministry of Basic and Senior Secondary Education: Sierra Leone

Guide to Policy Development - Ministry of Basic and Senior Secondary Education’s Emergency Education; Education Partnership Group (2020)

2019 Annual School Census Report - Ministry of Basic and Senior Secondary Education (Ministry of Basic and Senior Secondary Education, 2019)

2019 Annual Schools Census Report And Statistical Abstract - Ministry of Basic and Senior Secondary Education (Government of Sierra Leone, 2019)

2020 Annual Schools Census Report - Ministry of Basic and Senior Secondary Education (2021)

2021 Annual Schools Census Data. - Ministry of Basic and Senior Secondary Education.

Annual School Census - Ministry of Basic and Senior Secondary Education (2021)

Education Sector Plan 2022-2026: Transforming Learning for All - Ministry of Basic and Senior Secondary Education (Ministry of Basic and Senior Secondary Education, 2022)

LWL: Numbers and impact by 2020/21 school year - Ministry of Basic and Senior Secondary Education (2021)

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

Education Sector Coronavirus (COVID-19) Response Plan - Ministry of Basic and Secondary Education (The Gambia) (2020)

Annual School Census Report - Ministry of Basic and Secondary Education (2019)

Annual School Census Report - Ministry of Basic and Secondary Education (2021)
Keywords: auto_merged

West African Senior School Certificate Examination: Sierra Leone Results Analysis - Ministry of Basic and Secondary Education (2022)

Plano Estrategico de Educacao: 20ª Reunião Anual de Revisão, 2019 - Ministerio da Educacao e Desinvolvimento Humano (Republica de Mocambique, 2019)

Plan sectoriel de l'éducation 2018 - 2022 - Ministère de l'Éducation Nationale, Madagascar (2017)
Plan sectoriel de l'éducation pour la période 2018 -2022 pour une éducation de qualité pour tous, garantie du développement durable, préparé par le ministère de l'Education nationale de Madagascar

Programme d’Amélioration de la Qualité, de l’Équité et de la Transparence – Transparence –Education / Formation (PAQUET – EF) - Ministère de l’Éducation Nationale, et al.

Covid 19, le ministère de l'Education lance l'initiative "APPRENDRE À LA MAISON" | Ministère de l’Education nationale - Ministère de l’Education Nationale

Division de la Radio – Télévision scolaire (DRTS) - Ministère de l’Education Nationale

SIMEN | - Ministère de l’Éducation National

Radio Education: Physical Distance but Social Solidarity | INEE - Minetti, Elena (2020)

Enlaces con la educación - MINEDUCYT (2020)

"Aprendo en Línea" mantendrá acceso gratuito desde dispositivos móviles - mineduc (Ministerio de educación, 2021)
“Aprendo en Línea” cuenta con más de 80.000 recursos pedagógicos digitales para estudiantes, apoderados, docentes y directivos.

Se lanza Aprendo En Línea Docente para reforzar el aprendizaje remoto - mineduc

Mindspark website - Mindspark (2020)

SWOT Analysis - Mind Tools Content Team (MindTools)

An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom - Minaz, Maksal; Tabassum, Rabia; Idris, Muhammad (Pakistan Journal of Education, 2017)
Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan.
Keywords: Education; Educational technology; Learning; Pedagogy; Podcasts; Professional development; Teacher attitudes; __:import:01; __:match:final; __:matched; __:study_id:2096864; __finaldtb; ⛔ No DOI found

Potential benefits from sub-700 MHz spectrum in Pakistan - Miller, Tim; Jervis, Val; Burns, John; Wongsaroj, Sarongrat; Hogg, Tim (GSMA, 2015)

Virtual learning under lockdown casts doubt on Kenya as the Silicon Savannah - Miller, Noah (Africa at LSE, 2020)
Kenya's response to the COVID-19 epidemic challenges its reputation as the Silicon Savannah when it comes to the switch to digital education.

9 Amazing Benefits of Technology in the Classroom (+18 Best Ways to Incorporate Technology) - Miller, Jen (Jen Reviews, 2018)

Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study - Miller, Bridget T; Krockover, Gerald H; Doughty, Teresa (Journal of Research in Science Teaching, 2013)

Blockchain security: What keeps your transaction data safe? - Miles, Curtis (2017)

Keeping the world's children learning through COVID-19 - Miks, Jason; McIlwaine, John (Keeping the world's children learning through COVID-19, 2020)

Teachers’ Perception About Integration of ICT in Teaching and Learning of Kiswahili Language in Secondary Schools in Kenya. - Miima, Florence; Ondigi, Dr Samson; Mavisi, Rose (2013)
This article discusses the results of exploratory study of integration of ICT in teaching and learning of Kiswahili language in Kenyan secondary schools taking the case of Kakamega county in western part of Kenya. A survey design technique was adopted. Forty five teachers were selected to act as sample size for the study. Questionnaires and interview protocols were used to collect the data. The data collected was analyzed through descriptive statistical techniques. The results are summarized and presented through tables and graphs. The findings established that most Kiswahili teachers understand the benefit of integrating ICT in teaching and learning of Kiswahili language but they are not willing to adopt it due to various challenges. The paper examines how Kiswahili language teachers integrate ICT into everyday classroom practice, their perceptions, constrains, and their reservations. It also considers use of ICT along with the influences of established curriculum practice and policy upon Kiswahili language teacher’s willingness to develop new forms of activity and pedagogy. The case study provides some information on integration of ICT at all level of language teaching and learning in education.

Teachers’ Learning Communities for Developing High Order Thinking Skills—A Case Study of a School Pedagogical Change - Miedijensky, Shirley; Sasson, Irit; Yehuda, Itamar (Interchange (Toronto. 1984), 2021)
This study deals with an elementary school that is undergoing a process of pedagogical change. The teachers understood that their weak point was excessive use of teaching based on memorization rather than developing high-order thinking (HOT) skills. The school therefore established teachers’ learning communities for peer learning and designing learning tasks that encourage the development of HOT skills. Quantitative and qualitative research tools were used in this study as a formative assessment. The data included learning tasks and interviews with teachers. The findings indicate an increase in the expression of critical thinking and the cognitive levels of application, analysis, and synthesis. The national test scores indicate an increase in students’ performance in most subjects. It appears that educators recognize the need for a transition from teaching that emphasize memorizing information to methods that develop students’ thinking skills and independent learning and initiated a successful pedagogical change.
Keywords: Case studies; Collaboration; Critical thinking; Education; Educational Philosophy; Educational Policy and Politics; Elementary schools; Formative assessment; High-order thinking; Learning; Memorization; Pedagogical change; Pedagogy; Peer learning; Qualitative research; Teachers; Teachers’ learning communities; Teaching; Teaching methods; Test scores; Thinking skills

Payment by results in nineteenth-century British education: A study in how priorities change - Midgley, Henry (Journal of Policy History, 2016)
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Rural Broadband Access & Connectivity - Microsoft (Microsoft CSR, 2020)
See how Microsoft works to make rural broadband access a reality. Learn more about our partners and actions in delivering rural broadband connectivity.

Coming to terms: A discussion of John Ogbu’s cultural-ecological theory of minority academic achievement - Michael Foster, Kevin (Intercultural education, 2004)

Supporting teachers with mobile technology: lessons drawn from UNESCO projects in Mexico, Nigeria, Senegal and Pakistan - Miao, Fengchun; West, Mark; Hyo-Jeong, So; Toh, Yancy (UNESCO, 2017)

Guidelines for ICT in education policies and masterplans - Miao, Fengchun; Hinostroza, J. Enrique; Lee, Molly; Isaacs, Shafika; Orr, Dominic; Senne, Fabio; Martinez, Ana-Laura; Song, Ki-Sang; Uvarov, Alexander; Holmes, Wayne; Vergel de Dios, Benjamín (UNESCO Digital Library, 2022)

Guidelines for ICT in education policies and masterplans - Miao, Fengchun; Hinostroza, J. Enrique; Lee, Molly; Isaacs, Shafika; Orr, Dominic; Senne, Fabio; Martinez, Ana-Laura; Song, Ki-Sang; Uvarov, Alexander; Holmes, Wayne; Vergel de Dios, Benjamín (UNESCO Digital Library, 2022)

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

Perception and Usage Level of ICT of the Primary School Teachers in Bangladesh - Mia, Abdul Hannan; Haque, Ziaul (Bangladesh Journal of MIS, 2013)
Bangladesh has been investing in the integration of information and communication technology (ICT) in education from the last decade. The evolution of the Information and Communication Technology (ICT) and their integration in the education lead to specific changes both in personal and professional area of primary school teachers in Bangladesh. Bangladesh has realized the need for a high quality primary education system and seen huge government funding for schools over the last 7years. However, Bangladesh’s spending on ICT has attracted little research regarding the impact of ICT on primary school teachers. For this reason, this study aimed to discover perception and usage level of ICT of the primary school teachers in Bangladesh. The study found that teachers have deficiency in usage and training of ICT. Findings revealed that programs on ICT provided for the primary schools in Bangladesh were too basic and that further investment is required. Data analyzed by STATA indicate that perception of primary school teachers about the ICT is positive irrespective of demographic characteristics such as sex, level of profession, type of institution, marital status and age. The usage level of ICT is not satisfactory whether the teacher is married or single, senior or junior or headmaster, male or female and government or non government. Some initiative can be taken to improve the ICT use among primary school teachers such as training on ICT, setup of computer Lab in primary school, introducing a course on ICT in primary level, reducing the cost of Internet connection and ICT devices etc.
Keywords: ⛔ No DOI found

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

Harnessing the power of a mobile phone in the promotion of teacher ethics in Tanzania - Mfaume, Hamisi; Mgaya, Rose; Bilinga, Margareth (International Journal of Education and Development using ICT, 2019)
This study examined teachers’ perspectives on using a mobile phone in the promotion of teacher ethics in Tanzania. It was informed by the qualitative approach, using a sample of forty-eight (48) respondents who were drawn through purposive and convenient sampling techniques. Data were sought through Focus Group Discussions (FGDs) and were subjected to thematic data analysis. Findings indicated that a handful of respondents perceived a mobile phone as a viable tool in the promotion of teacher ethics. Moreover, ownership and accessibility, popularity and ease of use, internet coverage and connectivity, as well as the ubiquitous nature of the device were the reasons given for their perceptions. However, teachers’ lack of knowledge, attitude and beliefs, financial problems, limited network connection, and poor coordination and technical support were the anticipated challenges in using the device in the promotion of teacher ethics. Based on the noted potential of the device, the study recommends the need for Teachers’ Service Commission in Tanzania to adopt and use the device so as to ensure wider coverage of ethical information and combat unethical conduct amongst teachers.
Keywords: ⛔ No DOI found

Awareness and use of a mobile phone as a potential pedagogical tool among secondary school teachers in Tanzania - Mfaume, Hamisi (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2019)
The government of Tanzania through its ICT Policy for Basic Education, has indicated a commitment to use of mobile phones among other ICTs, as a strategy to enhance the quality of education. It is from this fact that this study determined teachers’ awareness of the educational benefits of the device, their use and barriers towards their educational use. The study was qualitative in nature, using a sample of twenty one (21) teachers who were purposefully selected from three secondary schools. Data were sought through semi-structured interviews and were thematically analysed. The findings revealed that teachers are well informed of the benefits, but they hardly utilize it for educational purposes. Lack of knowledge and skills, a negative attitude, lack of awareness of the ICT policy, age and low motivation emerged as key barriers. In light of the findings, the study concluded that the government’s commitment to integrate the device in the promotion of quality education has not yet moved beyond policy statements. Thus, a concerted effort is needed to train teachers on pedagogical utilization of the device.
Keywords: Bali; Bangkok Thailand; Cellular telephones; Education; Educational technology; Japan; Learning; Pedagogy; Secondary school teachers; Students; Tanzania; Teaching; United Kingdom--UK; United States--US; __:import:01; __:match:final; __:matched; __:study_id:2096774; __finaldtb; ⛔ No DOI found

How educational are 'educational' apps for young children? App store content analysis using the Four Pillars of Learning framework - Meyer, Marisa; Zosh, Jennifer M.; McLaren, Caroline; Robb, Michael; McCafferty, Harlan; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy; Radesky, Jenny (Journal of Children and Media, 2021)
Experts have expressed concerns about the lack of evidence demonstrating that children's "educational" applications (apps) have educational value. This study aimed to operationalize Hirsh-Pasek, Zosh, et al.'s (2015) Four Pillars of Learning into a reliable coding scheme (Pillar 1: Active Learning, Pillar 2: Engagement in the Learning Process, Pillar 3: Meaningful Learning, Pillar 4: Social Interaction), describe the educational quality of commercially-available apps, and examine differences in educational quality between free and paid apps. We analyzed 100 children's educational apps with the highest downloads from Google Play and Apple app stores, as well as 24 apps most frequently played by preschool-age children in a longitudinal cohort study. We developed a coding scheme in which each app earned a value of 0-3 for each Pillar, defining lower-quality apps as those scoring ≤ 4, summed across the Four Pillars. Overall scores were low across all Pillars. Free apps had significantly lower Pillar 2 (Engagement in Learning Process) scores (t-test, p < .0001) and overall scores (t-test, p < .0047) when compared to paid apps, due to the presence of distracting enhancements. These results highlight the need for improved design of educational apps guided by developmental science.
Keywords: Digital Media; Digital Play; Early Childhood; Educational Apps; Four Pillars of Learning; Mobile Devices

PISA and the globalization of education governance: some puzzles and problems - Meyer, Heinz Dieter; Benavot, Aaron (PISA, Power, and Policy: The Emergence of Global Educational Governance, 2013)

Universal Design for Learning: Theory and Practice - Meyer, A; Rose, D; Gordon, D (Center for Applied Special Technology., 2016)

Let’s Chat: Chatbot Nudging for Improved Course Performance - Meyer, Katharine; Page, Lindsay C.; Smith, Eric; Walsh, B. Tyler; Fifield, C. Lindsey; Evans, Michael
Despite documented benefits to college completion, more than a third of students who initially enroll in college do not ultimately earn a credential. Completing college requires students to navigate both institutional administrative tasks (e.g., registering for classes) and academic tasks within courses (e.g., completing homework). In postsecondary education, several promising interventions have shown that text-based outreach and communication can be a low-cost, easy to implement, and effective strategy for supporting administrative task navigation. In this paper, we report on two randomized controlled trials testing the effect of a text-based chatbot with artificial intelligence (AI) capability on students' academic task navigation in introductory courses (political science and economics). We find the academic chatbot significantly shifted students’ final grades, increasing the likelihood students received a course grade of B or higher by 5-6 percentage points and reduced the likelihood students dropped the course.

Digital Learning Innovations for Syrian Refugees and Host Communities in Lebanon - Metni, Eliane (2019)

SystemsThinking: New Directions in Theory, Practice and Application. Proceedings of the Seventeenth IFSR Conversation 2014. St. Magdalena, Linz, Austria International Federation for Systems Research Impressum - Metcalf, Gary; Chroust, Gerhard; Edson, Mary; Nguyen, Nam (2014)
SystemsThinking: New Directions in Theory, Practice and Application. Proceedings of the Seventeenth IFSR Conversation 2014. St. Magdalena, Linz, Austria

Livrable 5: Guide pratique pour les enseignants: comment utiliser la plateforme numérique? - Messa, Angele; Rasolohery, Hasiniavo; Koomar, Saalim (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Livrable 4: Note de conseils sur la plateforme numérique - Messa, Angele; Koomar, Saalim; Mitchell, Joel (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Transformative Paradigm: Mixed Methods and Social Justice - Mertens, Donna (Journal of Mixed Methods Research, 2007)
The intersection of mixed methods and social justice has implications for the role of the researcher and choices of specific paradigmatic perspectives. The transformative paradigm with its associated philosophical assumptions provides a framework for addressing inequality and injustice in society using culturally competent, mixed methods strategies. The recognition that realities are constructed and shaped by social, political, cultural, economic, and racial/ethnic values indicates that power and privilege are important determinants of which reality will be privileged in a research context. Methodological inferences based on the underlying assumptions of the transformative paradigm reveal the potential strength of combining qualitative and quantitative methods. A qualitative dimension is needed to gather community perspectives at each stage of the research process, while a quantitative dimension provides the opportunity to demonstrate outcomes that have credibility for community members and scholars. Transformative mixed methodologies provide a mechanism for addressing the complexities of research in culturally complex settings that can provide a basis for social change. … Read more

Qualitative Research: A Guide to Design and Implementation - Merriam, Sharan B. (John Wiley & Sons, 2009)
Praise for the Third Edition of Qualitative Research: "Sharan B. Merriam synthesizes twenty years of developments in qualitative research with clarity and acumen." ?Michael Quinn Patton, author, Qualitative Research and Evaluation Methods "Here is a qualitative research methods book that reinforces the connection between professional experience and qualitative inquiry." ?Robert Stake, author, The Art of Case Study Research and Multiple Case Study Analysis "In this new edition, Sharan Merriam once again presents the world of qualitative research in language engaging and accessible?for new and experienced readers alike. If you can have only one book about qualitative research, this is it!" ?Patricia M. Reeves, associate professor, School of Social Work, University of Georgia "Mystified by qualitative research? You couldn't ask for a better guide than Sharan Merriam, who introduces you to the fundamental concepts of this research method, explains its complex forms, and then shows you exactly how to do a high-quality qualitative study." ?M. Carolyn Clark, coeditor, The International Journal of Qualitative Studies in Education
Keywords: Education / General

Supporting the education of marginalized girls in Kailali (STEM II) - Mercy Corps (2017)

Complexity and systems thinking - Merali, Yasmin; Allen, P. (2011)
Once the whole is divided, the parts need names. There are already enough names. One must know when to stop. Knowing when to stop averts trouble. Tao in the world is like a river flowing home to the sea. Lau Tsu, Tao Te Ching.

‘Without Education You Can Never Become President’: Teenage Pregnancy and Pseudo-empowerment in Post-Ebola Sierra Leone - Menzel, Anne (Journal of Intervention and Statebuilding, 2019)
This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex.
Keywords: Sierra Leone; aid and development; gender politics; neoliberalism; sexual violence; teenage pregnancy

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)

Getting real about politics - Menocal, Alina Rocha (Overseas Development Institute, 2014)

"Getting real about politics: From thinking politically to working differently" - Menocal, Alina Rocha (Overseas Development Institute, 2014)

DES JOURNAL 2012.pdf - Meno, Yeba Judith Sama Mouokuio (Journal of Continuing, Open and Distance Education, 2012)
Keywords: ⛔ No DOI found

Gender bias in attitude towards girls in the Use of computers in selected schools in central Africa - Meno, Yeba Judith Sama Mouokuio (Journal of Continuing, Open and Distance Education, 2012)
Keywords: Equity of Access; ⛔ No DOI found

Small-group problem-based learning as a complex adaptive system - Mennin, Stewart (Teaching and Teacher Education, 2007)
Small-group problem-based learning (PBL) is widely embraced as a method of study in health professions schools and at many different levels of education. Complexity science provides a different lens with which to view and understand the application of this method. It presents new concepts and vocabulary that may be unfamiliar to practitioners of small-group PBL and other educational methods. This article looks at small-group PBL from the perspective of complex adaptive systems (CAS). It begins with a brief review of the current understanding and practice of PBL. Next some of the characteristics of CAS are reviewed using examples from small-group PBL to illustrate how these characteristics are expressed in that context. The principles and the educational theory in which small-group PBL are embedded are related to CAS. Implications for health professions education are discussed.

COVID-19 and girls' education: What we know so far and what we expect - Mendez Acosta, Amina; Evans, David (Center For Global Development, 2020)
The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues.
Keywords: ___working_potential_duplicate

COVID-19 and Girls' Education: What We Know So Far and What We Expect - Mendez Acosta, Amina; Evans, David (Center for Global Development | Ideas to Action, 2020)
The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues.

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

Strengthening Teacher Professional Development: Local and global communities of practice in Kakuma Refugee Camp - Mendenhall, Mary (Columbia University, 2017)
Keywords: C:Kenya / Rwanda

Investing in the crisis: Private participation in the education of Syrian refugees - Menashy, Francine; Zakharia, Zeena (Education International, 2017)