Kenya GPE 19 Learning Continuity in Basic Education Project - Implementation Status and Results Report - World Bank (2021)

Kenya: Off-grid Solar Access Project for Underserved Counties - World Bank (2020)
Kenya: Off-grid Solar Access Project for Underserved Counties

Kenya Overview - World Bank (2019)
The World Bank’s work in Kenya supports the government’s Vision 2030 development strategy, which aims to accelerate sustainable growth, reduce inequality, and manage resource scarcity.

Kenya Public Expenditure Review 2020: Options for Fiscal Consolidation after the COVID-19 Crisis - World Bank (World Bank, 2020)
The objective of this public expenditure review (PER) is to provide the government with options for fiscal consolidation and support macroeconomic stability in the medium-term. This PER addresses the broad topic of expenditure efficiency and examines options for expenditure rationalization to help return Kenya’s fiscal accounts to a prudent trajectory in the medium-term. The PER is being undertaken as a programmatic analytical product with two modules. The first module focuses on identifying options for expenditure rationalization and measures to strengthen within-year expenditure control for better expenditure management. The second module to be delivered in FY21 will focus on efficiency, effectiveness, and equity of spending within public services delivery sectors of education, health, and disaster risk financing. The report builds upon several other Bank-led reports that contribute to the discussion around improving public expenditure and strengthening expenditure controls in Kenya. It complements an ongoing governance for enabling service delivery and public investments in Kenya (GESDeK) project, which is at the forefront in supporting numerous reforms highlighted in this PER to improve efficiency in spending and strengthen expenditure controls. The report is organized as follows: chapter one contains the macro context, trends, and composition of spending, overall balance and debt. Chapter two contains the fiscal and debt sustainability analysis while chapter three presents options for expenditure rationalization in Kenya. Chapter four ties it all together with fiscal savings and policy recommendations.
Keywords: Debt Sustainability; Expenditure Control System; Fiscal Sustainability; Fiscal Trends; Public Debt; Public Expenditure; Public Investment Management; Public Procurement; Public Wage Bill; Revenue

Knowlege Pack: Procurement - World Bank (2022)

Labor force participation rate, female (% of female population ages 15+) - World Bank (2020)

LATIN AMERICA AND THE CARIBBEAN Inclusion and education: ALL MEANS ALL - World Bank (2020)

Learners with Disabilities & COVID-19 School Closure - World Bank (2021)

Learning poverty - World Bank (2019)

Learning poverty - World Bank (2019)
This indicator brings together schooling and learning indicators.

Learning Poverty Brief - World Bank (2019)

Lessons from Kenya’s Education Reforms - World Bank (2022)

Leveraging Malawi’s Existing Digital Infrastructure to Boost Economic Growth - World Bank (World Bank, 2021)
The latest economic analysis of Malawi says the country has an opportunity to kickstart digital transformation by enabling the growth of a robust digital economy ecosystem

Liberia Education Sector Analysis - World Bank (2016)

Liberia - Improving Results in Secondary Education Project - World Bank (2019)

Literacy rate, adult total (% of people ages 15 and above) - World Bank (2020)

Making Teacher Policy Work - World Bank (World Bank Group, 2023)
Making Teacher Policy Work (English)

Making Teacher Policy Work - World Bank (World Bank Group, 2023)
Making Teacher Policy Work (English)

Malawi Economic Monitor : Investing in Digital Transformation - World Bank (World Bank, 2021)
Malawi Economic Monitor : Investing in Digital Transformation (English)

Malawi Overview - World Bank (World Bank, 2021)
The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society.

Malawi World Bank Approves $100 Million to Improve Skills Development Programs - World Bank (World Bank, 2021)
The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.

Malawi World Bank Approves $100 Million to Improve Skills Development Programs - World Bank (World Bank, 2021)
The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.

Malawi World Bank Approves $100 Million to Improve Skills Development Programs Press Release - World Bank (2021)
The World Bank today approved $100 million in financing from the International Development Association (IDA)* for Malawi to support increased access, particularly for female students, to skills development programs in priority areas of the economy that are most relevant to the labor market— now and in the future.
Keywords: auto_merged

Microdata Library - World Bank (2022)

Mobile cellular subscriptions (per 100 people) - World Bank (2018)

Mobile cellular subscriptions (per 100 people) - Rwanda | Data - World Bank

Mobile cellular subscriptions (per 100 people) - South Asia | Data - World Bank (2020)

Mobile cellular subscriptions (per 100 people) - Sub-Saharan Africa - World Bank (2018)

Mobile cellular subscriptions (per 100 people) - Sub-Saharan Africa | Data - World Bank (2020)

Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English) - World Bank (World Bank, 2020)
Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English)

Mongolia Poverty Update 2018 - World Bank (Main Report of "Household Socio-Economic Survey 2018", 2020)

Mongolia: Systematic Country Diagnostic - World Bank (World Bank, 2018)

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

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

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

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

Nigeria | Population - World Bank (2019)

Open Data Readiness Assessment: Sierra Leone - World Bank (2015)

Pakistan@100: Shaping the Future - World Bank (World Bank Group, 2018)
Pakistan@100: Shaping the Future articulates the reforms that are necessary for Pakistan to accelerate and sustain growth, and become an upper middle-income country by 2047, when it turns 100 years old.

Pakistan | Data - World Bank (World Bank Group, 2020)

Pakistan - Learning Poverty Brief - World Bank (World Bank Group, 2019)

Pakistan’s Floods are Deepening its Learning Crisis - World Bank (2022)

Pivoting to Inclusion: Leveraging Lessons from the COVID-19 Crisis for Learners with Disabilities - World Bank (2020)

Population ages 0-14 (% of total population) - Bangladesh | Data - World Bank (2021)

Population ages 15-64 (% of total population) - Bangladesh | Data - World Bank (2021)

Population growth (annual %) - Bangladesh | Data - World Bank (2021)

Population growth (annual %) - Kenya | Data - World Bank (2021)

Population growth (annual %) - Pakistan - World Bank (World Bank Group, 2019)

Population, total - Bangladesh | Data - World Bank (2021)

Population, total | Data - World Bank (2021)

Population, total - Kenya | Data - World Bank (2021)

Population, total - Pakistan | Data - World Bank (World Bank Group, 2019)

Poverty and Equity Brief: Pakistan - World Bank (2021)

Poverty and Shared Prosperity 2018 - World Bank (World Bank)
The Poverty and Shared Prosperity series provides a global audience with the latest and most accurate estimates on trends in global poverty and shared prosperity.

Poverty and shared prosperity 2018: piecing together the poverty puzzle - World Bank (World Bank, 2018)

Pre-Primary Education in Mongolia: Access, Quality of Service Delivery, & Child Development Outcomes - World Bank (World Bank, 2017)

Pre-primary education in Mongolia : access, quality of service delivery, & child development outcomes - March 2017 - World Bank (World Bank, 2017)
Pre-primary education in Mongolia : access, quality of service delivery, & child development outcomes - March 2017 (English)

Procurement Details - World Bank (World Bank)

Project Appraisal document on a Global Partnership for Education Fund grant in the amount of US$88.4 million to the Republic of Kenya for a primary education development project - World Bank (2015)

Project Appraisal document on a grant from the Global Partnership for Education to the Republic of Madagascar - World Bank (2018)

Project Information Document (PID) Concept Stage: Mongolia Education Quality Reform Project - World Bank (The World Bank, 2013)

Project Information Document (PID): Sierra Leone Free Education Project (P167897) - World Bank (World Bank Group, 2019)

Project Information Document: Sierra Leone Free Education Project - World Bank (2019)

Pupil-teacher ratio, secondary - Tanzania | Data - World Bank (2018)

Rapid Response Guidance Note: Educational Television & COVID-19 - World Bank (2020)
Keywords: ___working_potential_duplicate

Rapid Response Guidance Note: Educational Television & COVID-19 - World Bank (2020)
Keywords: ___working_potential_duplicate

Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere - World Bank (World Bank, 2020)
Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere (English)

Remote Learning and COVID-19: The use of educational technologies at scale across an education system as a result of massive school closings in response to the COVID-19 pandemic to enable distance education and online learning - World Bank (2020)

Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic: A Resource List by the World Bank's Edtech Team - World Bank (World Bank, 2020)
Keywords: ___working_potential_duplicate

Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) - World Bank (World Bank Group, 2020)
Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) (English)

Report on Education Crisis in Latin America and the Caribbean: Urgent Action is Needed to Address the Enormous Education Crisis in Latin America and the Caribbean - World Bank (The World Bank, 2021)
Following the massive school closures, as of February 2021, about 120 million school-age children had already lost or were at risk of losing a full academic year of presential education, with serious educational impacts, according to the report, Acting now to protect the human capital of our children: The costs of and response to the COVID-19 pandemic impact on the education sector in Latin America and the Caribbean.

Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note - World Bank (2013)

Restructuring Paper on a Proposed Project: Restructuring of the Education Quality Reform Project - World Bank (The World Bank, 2020)

Revitalizing Education Development in Sierra Leone (REDISL) Project - World Bank (2014)

Rural population (% of total population) - Bangladesh | Data - World Bank (2021)

Rural population (% of total population) | Data - World Bank (2021)

SABER Country Report –Senegal: Engaging the Private Sector in Education - World Bank (2016)

SABER dataset - World Bank (World Bank, 2022)

SABER EMIS Questionnaire - World Bank (World Bank, 2014)

School enrollment, primary, female (% gross) - Liberia | Data - World Bank (2020)

School enrollment, primary (% net) - Kenya | Data - World Bank (2021)

School enrollment, secondary (% net) - Bangladesh | Data - World Bank (2021)

School Hits the Airwaves: Sierra Leone Turns to Education Radio as a Response to COVID-19 - World Bank (The World Bank, 2021)
Sierra Leone's experience with education radio during the 2014 Ebola outbreak has helped strengthen its radio programming during school closures caused by the COVID-19 pandemic.

Secondary education, pupils - Bangladesh | Data - World Bank (2021)

Secondary education, pupils (% female) - Bangladesh | Data - World Bank (2021)

Secondary Education Quality Improvemen Project (SEQUIP) - World Bank (World Bank Group, 2019)

Secondary Education Quality Improvement Program for Results (SEQUIP): Draft Environment and Social Systems Assessment (ESSA) - World Bank (United Republic of Tanzania, 2017)

Secondary Education Quality Improvement Project (SEQUIP) - World Bank (2019)

Secondary education, teachers - Bangladesh | Data - World Bank (2021)

Secondary education, teachers, female - Bangladesh | Data - World Bank (2021)

Senegal-Quality Improvement and Equity of Basic Education - AF - World Bank (World Bank)
Senegal-Quality Improvement and Equity of Basic Education - AF

Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms: Public expenditure review - World Bank (World Bank, 2013)
Service delivery with more districts in Uganda : fiscal challenges and opportunities for reforms - public expenditure review (English)

Sierra Leone | Data - World Bank

Sierra Leone Free Education Project - World Bank (2020)

Sierra Leone - Multiple Indicator Cluster Survey 2017 - World Bank (2017)

Sierra Leone Public Expenditure Review 2021: Fiscal Policy for a Sustainable Recovery - World Bank (World Bank, 2021)
This Fiscal and Debt Sustainability Note, the first module of a programmatic multisectoral Public Expenditure Review (PER), reviews the recent macro-fiscal challenges, analyzes their causes and consequences and provide policy options for enhancing the conduct of fiscal and PFM policies in the country. The first part of this module draws on the Boost database to provide a comprehensive overview of the budget covering both revenues and expenditures. It analyzes the composition of the budget (based on economic and functional classifications) and discusses the most critical PFM issues the country faces. It also assesses budget execution and the efficiency of public expenditure. The second part of the module focuses on fiscal risks and their implications for medium-term fiscal and debt sustainability. It examines the recent evolution of public debt, its main drivers and relationship to economic growth. It describes recent reforms to address fiscal and debt vulnerabilities and how these reforms have been affected by the global pandemic. It also analyzes the main fiscal risks with a focus on those stemming from State-Own Enterprises (SOEs), local councils, litigations, natural disasters, and health crises. This part uses simulations to analyze the most likely evolution of the public debt path over the next 20 years under alternative risk scenarios. Finally, the module proposes practical and actionable policy options to help improve the macro-fiscal environment over the short term and preserve debt sustainability over the medium term.
Keywords: Debt Sustainability; Fiscal Policy; Fiscal Sustainability; Public Debt; Public Expenditure; Public Financial Management; Public Investment Management; State-Owned Enterprises

Sindh Public Expenditure Review - World Bank (World Bank, 2017)
Sindh has the potential to become a high middle-income province in Pakistan, but it lags far behind in terms of economic, social and development indicators. Sindh is also the most industrialized province, resource-rich and endowed with the country’s largest natural gas and coal reserves. In sum, it has the potential to become a high-growth and high-income region. Nonetheless, Sindh has yet to translate this potential into commensurate economic and social development. The province faces major developmental challenges. Sindh’s weak social indicators are partly the result of the inadequate reach and low quality of public service delivery. This Public Expenditure Review focuses on provincial finances and their utilization with the objective of identifying possible reforms to expand the resource envelope and ensure better value for money by improving the management and efficiency of public spending. It includes two important components: (i) a detailed analysis of the major revenue challenges and the various expenditures, including development spending and; (ii) and in-depth assessment of how some of the key government priorities are undertaken, such as education, health, and social protection. The hope is that by better understanding the constraints, reforms can be designed and implemented to maximize Sindh’s potential and promote a more equitable and productive path.
Keywords: Education; Finance; Fiscal Trends; Health; Inequality; Labor Force Participation; Policy; Poverty; Public Expenditure; Public Sector; Social Protection; Vulnerability

Smart Solutions to Improve Pakistan’s Education - World Bank (World Bank Group, 2017)
The Sindh School Monitoring System spreads across 15 districts and to the remotest parts of the province. Plans are underway to expand it to the entire province.

South Africa Public Expenditure and Institutional Review for Early Childhood Development - World Bank (2023)
South Africa Public Expenditure and Institutional Review for Early Childhood Development (ECD PEIR) (English)

Sudan | Data - World Bank (The World Bank, 2020)

Systems Approach for Better Education Results (SABER) - World Bank (World Bank, 2016)
The Systems Approach for Better Education Results (SABER) was launched by the World Bank in 2011 to produce comparative data and knowledge on education policies and institutions, with the aim of helping countries systematically strengthen their education systems and the ultimate goal of promoting Learning for All. It allows countries to conduct a thorough inventory of their education policies and institutions based on global best practices, as well as provides decisionmakers and stakeholders at all levels with tools for structured and effective policy dialogue.

Tanzania Mainland Poverty Assessment: Executive Summary - World Bank (2020)

TCData360 - World Bank

TCdata360: Households w/ personal computer, % - World Bank (TCdata360)
Percentage of households equipped with a personal computer

Teach - World Bank's Classroom Observation Tool - World Bank (World Bank)
Teach-Related Blogs

Teachers and Teaching in Sierra Leone : Teacher Quality and Management Study - World Bank (2021)
Keywords: _C:Sierra Leone

The COVID-19 Pandemic: Shocks to Education and Policy Responses - World Bank (World Bank, 2020)

The Education System in Malawi - World Bank (2010)

The Future of Work in Africa: The Roles of Skills, Informality, and Social Protection in Unleashing the Promise of Digital Technologies for All - World Bank (World Bank, 2019)
A new World Bank report says Sub-Saharan African countries could benefit from well-harnessed technological adoption.

The State of Global Learning Poverty: 2022 Update - World Bank (World Bank, 2022)
The State of Global Learning Poverty: 2022 Update

The Third Punjab Education Sector Project (PESP III) - World Bank (World Bank Group, 2019)

The Urgent Need to Focus on Foundational Skills - World Bank (2021)
The urgent need to focus on foundational skills

The What, Why, and How of the Systems Approach for Better Education Results (SABER) - World Bank (2013)
Keywords: Systems Framework

The World Bank DataBank - World Bank

The World Bank in Ghana - World Bank (World Bank)
The World Bank Group aims to help Ghana sustain economic growth, surpass the goal of halving poverty by 2015, and maintain its middle income status.

The World Bank in Malawi - World Bank (World Bank, 2022)
The World Bank Group supports Malawi’s efforts to reduce poverty and promote economic growth by working with the government, development partners, and civil society.

The World Bank in Tanzania - World Bank

The World Bank In Zimbabwe - World Bank (2019)
The World Bank's lending program in Zimbabwe is inactive due to arrears, and the role is now limited to technical assistance and analytical work.

There will be no recovery without empowered, motivated and effective teachers - World Bank (2021)
There will be no recovery without empowered, motivated and effective teachers

Thinking inside the "Box": Pakistan turns to education TV during Covid-19 - World Bank (2021)

To take learning seriously, start by measuring it - World Bank (World Development Report 2018: Learning to Realize Education's Promise, 2017)

Trained teachers in primary education (% of total teachers) - Ghana | Data - World Bank (The World Bank Open Data, 2021)

TV-Based Learning in Bangladesh: Is it Reaching Students? - World Bank (World Bank Group, 2020)
Keywords: ___working_potential_duplicate

TV-Based Learning in Bangladesh: Is it Reaching Students? - World Bank (2020)
Keywords: ___working_potential_duplicate

Two-Thirds of Poorer Countries Are Cutting Education Budgets Due to COVID-19 - World Bank (World Bank, 2021)

Urban population - Pakistan | Data - World Bank (World Bank Group, 2019)

World Bank Country and Lending Groups – World Bank Data Help Desk - World Bank (2021)

World Bank Data Catalog - World Bank

World Bank Open Data: Access to electricity, rural (% of rural population) - Malawi - World Bank (World Bank Open Data)
Free and open access to global development data

World Bank Open Data: Ghana Data - World Bank (World Bank Data, 2019)

World Bank Open Data portal - World Bank (2021)

World Bank: pandemic threatens to drive unprecedented number of children into learning poverty - World Bank (2021)
World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty

World Development Indicators - World Bank (2021)

World Development Indicators | DataBank - World Bank

World Development Indicators | DataBank - World Bank

World Development Indicators | DataBank - World Bank (2022)

World Development Report 2016: Digital Dividends - World Bank (2016)
Information related to the World Development Report 2016: Digital Dividends

World Development Report 2016: Digital dividends - World Bank (World Bank, 2016)
Keywords: AWP2; AWP2-actual

World Development Report 2017: Governance and the Law - World Bank (World Bank, 2017)
World Development Report 2017: Governance and the Law

World Development Report 2018: Learning to realize education’s promise - World Bank (World Development Report, 2018)
World Development Report 2018: LEARNING to Realize Education’s Promise
Keywords: C:Low- and middle-income countries

World Development Report 2021: Data for Better Lives - World Bank (The World Bank, 2021)

Mobile cellular subscriptions (per 100 people) - Tanzania | Data - World Bank Development Indicators (World Bank Development Indicators website, 2020)

Reimagining Human Connections: Technology and Innovation in Education at the World Bank - World Bank (forthcoming) (World Bank, 2020)

Bangladesh - Additional Financing to the Second Reaching Out-of-School Children Project : Learning Opportunities for Displaced Rohingya Children - World Bank Group (2019)

Bangladesh Engaging the Private Sector in Education: SABER Country Report 2016 - World Bank Group (World Bank, 2016)

Bangladesh - Third Primary Education Development Program (English) - World Bank Group (2018)

Two Years After: Saving a Generation - World Bank, UNICEF (World Bank, 2022)

Rapid Response Guidance Note: Educational Television & COVID-19 - World Bank; Bank, World (2020)
Keywords: ___working_potential_duplicate

Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? - World Bank; Foreign, Commonwealth & Development Office; BE2 (2020)
Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English)

Capturing Cost Data - World Bank; International Rescue Committee (World Bank, 2019)
Keywords: ⛔ No DOI found

Education Finance Watch 2021 - World Bank; UNESCO (Global Education Monitoring Report, 2021)

The State of the Global Education Crisis: A Path to Recovery. - World Bank; UNESCO; UNICEF (2021)
"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website

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

6 Data Policy Issues Experts Are Tracking Right Now - World Economic Forum (2021)

Siyakha Girls Toolkit and Guide: an economic empowerment resource for adolescent girls and young women - World Education, Inc./Bantwana (2020)

Ebola data and statistics - World Health Organization (WHO, 2016)

Total expenditure on health: As a percentage of gross domestic product - World Health Organization (OECD Publishing, 2017)
This table includes data on total expenditure on health, as a percentage of gross domestic product. The table is part of the key tables collection on health.

WHO Coronavirus Disease (COVID-19) Dashboard - World Health Organization (2020)
World Health Organization Coronavirus disease situation dashboard presents official daily counts of COVID-19 cases and deaths worldwide, while providing a hub to other resources. Interactive tools, including maps, epidemic curves and other charts and graphics, with downloadable data, allow users to track and explore the latest trends, numbers and statistics at global, regional and country levels.

World report on disability - World Health Organization (World Health Organization, 2011)

Bangladesh - World Inequality Database (WID - World Inequality Database, 2021)
Bangladesh The source for global inequality data. Open access, high quality wealth and income inequality data developed by an international academic consortium.

United Republic of Tanzania - World Inequality Database on Education (WIDE); GEM report; WIDE (World Inequality Database on Education (WIDE), 2017)

Countries by Density - World Population Review (World Population Review, 2021)

OER2Go - World Possible
The world's best educational websites, now available for download OER2Go Explore

RACHEL - World Possible (World Possible)
Hi, my name is RACHEL Buy online

Using Digital Content for Learning: Teacher’s Guide - World Possible

Real-Time Evaluation of World Vision's Response to the Syrian Crisis - World Vision (2014)
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Belgium BEL; _C:Canada CAN; _C:Finland FIN; _C:Germany DEU; _C:Iraq IRQ; _C:Japan JPN; _C:Jordan JOR; _C:Korea XKOR; _C:Lebanon LBN; _C:Malaysia MYS; _C:Norway NOR; _C:Singapore SGP; _C:Switzerland CHE; _C:Syrian Arab Republic SYR; _C:Turkey TUR; _C:United Kingdom GBR; __C:scheme:1

Universal Service and Access Funds: An Untapped Resource to Close the Gender Digital Divide - World Wide Web Foundation (2018)

Bangladesh Population (2021) - Worldometer (2021)
Population of Bangladesh: current, historical, and projected population, growth rate, immigration, median age, total fertility rate (TFR), population density, urbanization, urban population, country's share of world population, and global rank. Data tables, maps, charts, and live population clock

Pakistan Map (Physical) - Worldometer (2020)
Physical Map of Pakistan. Map location, cities, capital, total area, full size map.

Population by Country - Worldometer (World Population Review, 2021)
List of countries and dependencies in the world ranked by population, from the most populated. Growth rate, median age, fertility rate, area, density, population density, urbanization, urban population, share of world population.

Sierra Leone population 2020 - WorldPop (2018)
RF-based gridded population distribution datasets produced in the framework of the Global Project - Funded by The Bill and Melinda Gates Foundation (OPP1134076)
Keywords: Population distribution, Population, Dasymetric disaggregation

Worldreader - Reports and Research About Mobile Reading - Worldreader (Worldreader, 2017)
We conduct research on our mobile reading programs and publish the results. Download our reports and research about mobile reading in the developing world.

Worldreader | Sierra Leone - Worldreader (2020)
Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation.

Anasoma Mid-Term Report - Worldreader; R4D (Worldreader, 2017)
This report shows the initial findings of the first sprint of the Anasoma Research aimed at identifying barriers of and drivers to female mobile readership in Kenya.

Audio-described educational materials: Ugandan teachers' experiences - Wormnaes, Siri; Sellaeg, Nina (British Journal of Visual Impairment, 2013)
This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.)
Keywords: Access to Education; Audio description; Cultural Relevance; Culturally Relevant Education; ERIC, Current Index to Journals in Education (CIJE); Educational Objectives; Foreign Countries; Higher Education; Inclusion; Instructional Materials; Interviews; Learning Processes; Postsecondary Education; Qualitative Research; Reflection; Student Teachers; Teacher Attitudes; Teacher Education; Teachers; Uganda; Video Technology; Visual Impairments; __:import:01; __:match:final; __:matched; __:study_id:2098573; __finaldtb; blind universal design; educational material accessible media; teacher training

Teachers and the Teaching Profession in Sierra Leone: A Comprehensive Situation Analysis - Wright, Cream (TSC, 2017)

A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission - Wright, Dr. Cream (Global Partnership for Education; World Bank, 2018)

The Relations of Early Television Viewing to School Readiness and Vocabulary of Children from Low-Income Families: The Early Window Project - Wright, John; Huston, Aletha; Murphy, Kimberlee; Peters, Michelle; Pinõn, M.; Scantlin, R.; Kotler, Jennifer (Child development, 2001)
For two cohorts of children from low- to moderate-income families, time-use diaries of television viewing were collected over 3 years (from ages 2-5 and 4-7 years, respectively), and tests of reading, math, receptive vocabulary, and school readiness were administered annually. Relations between viewing and performance were tested in path analyses with controls for home environment quality and primary language (English or Spanish). Viewing child-audience informative programs between ages 2 and 3 predicted high subsequent performance on all four measures of academic skills. For both cohorts, frequent viewers of general-audience programs performed more poorly on subsequent tests than did infrequent viewers of such programs. Children's skills also predicted later viewing, supporting a bidirectional model. Children with good skills at age 5 selected more child-audience informative programs and fewer cartoons in their early elementary years. Children with lower skills at age 3 shifted to viewing more general-audience programs by ages 4 and 5. The results affirm the conclusion that the relations of television viewed to early academic skills depend primarily on the content of the programs viewed.

The impact of technology on a multilingual world: Problems and opportunities - Wu, A.; Gonsalves, S-L.R.; Wagner, D.A. (In Lubin, I. (Ed.), Translating Learning Ecologies: ICT Across Global Contexts.)

Ethiopia Begins Reopening Schools to Fight Rising Rates of Child Marriage and Labor - Wuilbercq, Emeline (Global Citizen, 2020)
Ethiopia is working to identify children who have been forced into early marriage or child labor during the pandemic.

Session 3: How can I develop an aligned and actionable EdTech strategy - Wyss, Natalie; Mbugua, Wanjiku; Kaye, Tom (2022)
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Understanding the Potential of Using EdTech to Measure and Mitigate Learning Losses in Latin America and the Caribbean - Wyss, Natalie; Myers, Christina (EdTech Hub, 2022)
This document was produced in response to a request from the UNICEF Latin America and the Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in December 2021. The UNICEF team requested a resource that summarises what is known about the use of technology and other approaches to measure and mitigate learning losses related to Covid-19 impacts on education in the LAC region. This resource aims to support UNICEF country offices and partners in the LAC region to assess learning losses and inform school reopening and the development of hybrid education strategies. Our research found that there are limited EdTech approaches to measuring and mitigating learning losses, and fewer still that are specific to the LAC region. This piece outlines the following: What is understood about learning losses and how they can be quantified; What common guidance and evidence suggest are the most effective ways to mitigate Covid-19-specific learning losses; How established EdTech tools and non-tech-based approaches can be leveraged and applied to both processes. Keywords: learning losses; school reopening; personalised learning; assessment; remedial education An output of the EdTech Hub, https://edtechhub.org
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Qaabdhismeedka Manhajka Waxbarashada Qaranka Soomaaliyeed - Xafiiska Horumarinta Manaahijta (Wasaaradda Waxbarashada, Hiddaha iyo Tacliinta Sare, 2017)

Research Guides: AI-Based Literature Review Tools: Home - Xiao, Daniel
Research Guides: AI-Based Literature Review Tools: Home
Keywords: _Added-ailr-2024

On the margins or at the center? Distance learning in higher education - Xiao, J (Distance Education, 2018)

Guidance on Conducting a Systematic Literature Review - Xiao, Yu; Watson, Maria (Journal of Planning Education and Research, 2017)
Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.
Keywords: CitedIn:BIBBTVET

Guidance on Conducting a Systematic Literature Review - Xiao, Yu; Watson, Maria (Journal of Planning Education and Research, 2017)
Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.
Keywords: CitedIn:BIBBTVET

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

XPRIZE and UNESCO - XPRIZE (XPRIZE, 2018)
Four years ago, when we first decided to conduct the field test for the Global learning XPRIZE in Tanzania, we were looking for a partner willing to take a chance on something audacious.

Soft Systems Methodology in an Educational Context—Enhancing Students Perception and Understanding - Yadin, Aharon (International Journal of e-Education, e-Business, e-Management and e-Learning, 2013)
This study was performed within a graduate course in the Organizational Development and Consulting graduate program. The course draws a comparison between the systems analysis processes used in computing systems (hard systems) and the organizational analysis methodologies applied in soft systems, such as Checklands' Soft Systems Methodology (SSM). Since most students' previous academic experience is in social sciences, abstract concepts related to computing systems were difficult to comprehend. The SSM that is mainly used for unstructured and poorly defined problems was exercised for identifying the students' difficulties. Using SSM for analyzing the students' perceived learning system revealed their specific difficulties, while providing a real life example on using the methodology. After understanding the students' difficulties, the course structure was changed for better addressing these difficulties. This paper describes the course, the methodology and the results obtained after implementing the proposed changes to the course.

Challenges and strategies of working with learners with low vision: Implications for teacher training - Yalo, J. A.; Indoshi, F. C.; Agak, J. O. (Educational Research and Reviews, 2012)
Learners with low vision can be trained to increase their visual functioning through a planned programme of visual experiences. Such a low vision training programme was introduced in Kenya in 1994. However, despite its implementation over the last 15 years, challenges still persist among teachers who work with such learners. The purpose of this study was to document challenges that learners with low vision have on teachers’ performance when teaching learners with low vision in special primary schools for the visually impaired in Kenya. The study was carried out in 6 schools for the visually impaired respondents in the study including 78 teachers survey through questionnaire and observation. The study established challenges faced by teachers as lack of appropriate devices for learners, lack of adequate training of teachers and lack of regular teacher auditing. Strategies suggested to address the challenges were supply of low vision devices, low vision teams based at each school reconstituted to provide co-ordinated learning support and regular case conferencing be mounted to provide teacher support.

Unprecedented pandemic, unprecedented shift, and unprecedented opportunity - Yan, Zheng (Human Behavior and Emerging Technologies, 2020)

Emanant themes of blended learning in K-12 educational environments: lessons from the Every Student Succeeds Act - Yang, Sohyun; Carter, Jr, Richard; Zhang, Ling; Hunt, Tiffany (Computers & Education, 2021)
Blended learning (BL) is an instructional design structure that facilitates the benefits of technology, paired with face-to-face instruction, to address the variance in student learning. BL has been widely utilized in education with the rapid development of technology. While the Every Student Succeeds Act (ESSA, 2015) of the United States emphasizes supporting states to implement BL by facilitating the use of technology, it is unclear how states intend to operationalize BL in practice based on the federal statute. Therefore, this study investigated how many states referenced BL and how they operationalized BL in state ESSA plans by using thematic analysis. Results suggested a total of 17 states addressed BL in their finalized state ESSA plans. While these states referenced BL in various titles and parts, the researchers identified three major themes that operationalize BL, including (a) BL leveraging technology to support learning, (b) BL in professional development, and (c) BL as an alternative pathway. In the discussion, the researchers noted the ambiguity of the definition of BL among stakeholders (e.g., states) as well as the possibility of the use of BL towards enabling personalized learning in K-12. The researchers also discussed how to empower educators in the context of BL.

Computers and the academic performance of elementary school-aged girls in China's poor communities - Yang, Yihua; Zhang, Linxiu; Zeng, Junxia; Pang, Xiaopeng; Lai, Fang; Rozelle, Scott (Computers & Education, 2013)
Experts agree that computers and computing play an important role in education. Since the 1980s there has been a debate about gender as it relates to computers and education. However, results regarding gender differences concerning computer use in education are not consistent. In particular there is little work done in China on this issue. Therefore, the overall goal of this paper is to demonstrate whether girls and boys can gain equally from computer-based education in China's elementary schools. To do so we analyze results from three randomized field experiments of a Computer Assisted Learning (CAL) program and One Laptop Per Child (OLPC) program. The field experiments are carried out in three kinds of schools: Shannxi rural public schools; Qinghai minority public schools; and Beijing migrant schools. Although CAL and OLPC have been considered cost effective means to improve learning outcomes, it is not known whether the programs impact girls differently than boys. Our analysis shows that, in fact, there were no differences between female and male students in either the improvement in standardized math test scores or Chinese test scores with either the CAL or OLPC programs. Our study suggests that among disadvantaged students in China's rural areas and migrant communities, there is reason to believe that computer based learning can benefit both girls and boys equally. This finding has possible implications for China's ongoing efforts to integrate computers and computing technologies into the nation's underserved schools.
Keywords: Country-specific developments; Elementary education; Evaluation of CAL systems; Gender studies; Teaching/learning strategies

How Much Does Universal Digital Learining Cost? - Yao, Haogen; Brossard, Matt; Mizunoya, Suguru; Nasir, Bassem; Walumgembe, Patrick; Cooper, Rachel; Rafique; Reuge, Nicolas (UNICEF Office of Research - Innocenti, 2021)

UN/DESA Policy Brief #89: Strengthening Data Governance for Effective Use of Open Data and Big Data Analytics for Combating COVID-19 - Yao, Keping; Park, Mi Kyoung (2020)

Promoting physical activity for children with autism spectrum disorders during Coronavirus outbreak: Benefits, strategies, and examples - Yarımkaya, Erkan; Esentürk, Oğuz Kaan (International Journal of Developmental Disabilities, 2020)
Described as a global outbreak (pandemic) by the World Health Organization, Coronavirus disease (COVID-19) raises great concern with more than 2 million infected patients worldwide. A series of measures are taken by governments worldwide to prevent the spread of the outbreak. As new cases increase, people are asked to stay at home. Active living areas such as sports centers, parks and schools are closed in most countries. In this process, staying at home for a long time makes it difficult for individuals with special needs such as Autism Spectrum Disorders (ASD) to stay physically active as well as typically developing individuals. The education process of children with ASD is disrupted, especially due to closed special education schools and rehabilitation centers. Online learning environments are often not suitable for children with ASD. It is predicted that excessive weight, obesity and sedentary life, which are high in children with ASD, may increase even more due to COVID-19. This article outlines the benefits of physical activity for children with ASD and provides strategies and examples of physical activity for children with ASD during the COVID-19 outbreak. The article is thought to be a guide for encouraging children with ASD in the home environment to physical activity.
Keywords: COVID-19; children with ASD; physical activity; stay at home

Securing learning for children in conflict and crisis - Yarrow, Noah; Capek, Maja (World Bank, 2019)

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

Patronage of Educational Broadcasts and its Effects on Academic Growth of Students of Winneba and Apam Senior High Schools in the Central Region of Ghana. - Yelkpieri, Daniel; Kweku, Wilson Esia-Donkoh; Kwesi (Academic Leadership: The Online Journal, 2011)
Keywords: ___working_potential_duplicate; ⛔ No DOI found