An intersectionality-based policy analysis framework: critical reflections on a methodology for advancing equity - Hankivsky, Olena; Grace, Daniel; Hunting, Gemma; Giesbrecht, Melissa; Fridkin, Alycia; Rudrum, Sarah; Ferlatte, Olivier; Clark, Natalie (International Journal for Equity in Health, 2014)
In the field of health, numerous frameworks have emerged that advance understandings of the differential impacts of health policies to produce inclusive and socially just health outcomes. In this paper, we present the development of an important contribution to these efforts – an Intersectionality-Based Policy Analysis (IBPA) Framework.
Keywords: Equity; Health; Intersectionality; Policy analysis; Reflexivity; _C:Australia AUS; _C:Canada CAN; _C:Finland FIN; _C:India IND; _C:New Zealand NZL; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1

An Intersectionality-Based Policy Analysis Framework - Hankivsky, Olena (2012)
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Denmark DNK; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Ireland IRL; _C:Japan JPN; _C:Mexico MEX; _C:New Zealand NZL; _C:Norway NOR; _C:South Africa ZAF; _C:Sweden SWE; _C:Switzerland CHE; _C:United Kingdom GBR; _C:United States USA; __C:scheme:1

An international review of plans for school reopening - Gorgen, Kristine; McAleavy, Tony (Education Development Trust, 2020)

An international review of plans for school reopening - Gorgen, Kristine; McAleavy, Tony (Education Development Trust, 2020)

An international review of plans for school reopening - Gorgen, Kristine; McAleavy, Tony (Education Development Trust, 2020)
Keywords: auto_merged

An interactive system for finding complementary literatures: a stimulus to scientific discovery - Swanson, DR; Smalheiser, NR (Artificial Intelligence, 1997)
An unintended consequence of specialization in science is poor communication across specialties. Information developed in one area of research may be of value in another without anyone becoming aware of the fact. We describe and evaluate interactive software and database search strategies that facilitate the discovery of previously unknown cross specialty information of scientific interest. The user begins by searching MEDLINE for article titles that identify a problem or topic of interest. From downloaded titles the software constructs input for additional database searches and produces a series of heuristic aids that help the user select a second set of articles complementary to the first set and from a different area of research. The two sets are complementary if together they can reveal new useful information that cannot be inferred from either set alone. The software output further helps the user identify the new information and derive from it a novel testable hypothesis. We report several successful tests and applications of the system.
Keywords: _Added-ailr-2024

An interactive math braille learning application to assist blind students in Bangladesh - Nahar, L; Sulaiman, R; Jafaar, A (Assistive Technology, 2020)
Due to the lack of affordable assistive tools for learning mathematics, blind students in Bangladesh still use outdated learning tools like Tailor Frame. Therefore, demand for a low-cost technological tool is there that will help the blind students to learn math braille and calculate numbers more easily. To provide an effective and affordable assistive tool, this study begins with a needs assessment study to identify the basic needs of blind students in learning math braille and solving mathematical calculations. Afterward, a mobile phone based interactive assistive application is proposed to improve the learning facilities of math braille using Nemeth code for blind students in Bangladesh. Interfaces of the application are designed based on their needs. Besides, interaction methods (such as, hearing & touching) of blind students with the physical world were another criterion in designing very interactive interfaces that provide self-learning facilities. The interfaces are evaluated by the teachers, experts, and end users in order to identify the usability. The evaluation shows a promising result toward the acceptability of the designed application. Therefore, this application can be helpful for the blind students to learn math braille using Nemeth Code.

An Integrating Framework for Research in Business and Society: A Step Toward the Elusive Paradigm? - Jones, Thomas M. (Academy of Management Review, 1983)
According to some authors, the field of business and society has suffered because it apparently lacks a dominant paradigm. This paper (1) concludes that such a paradigm is unlikely to emerge soon and (2) offers an “integrating framework” based on an interpenetrating systems model and focusing on the social control of business. This framework may serve as a unifying mechanism for existing research in the field as well as an agenda for future research.

An integrated technology adoption and diffusion model - Sherry, Lorraine (International Journal of Educational Telecommunications, 1998)
Keywords: ⛔ No DOI found

An Integrated ICT-led Socio-Economic Development Policy and Plan for Rwanda 2001 - 2005 - Government of Rwanda (2001)

An instrument to elicit teachers' beliefs and assumptions - Donaghue, Helen (ELT Journal, 2003)
Teachers' beliefs influence the acceptance and uptake of new approaches, techniques, and activities, and therefore play an important part in teacher development. Consequently, trainers running teacher education courses should consider encouraging participants to think about their personal beliefs and theories about teaching before providing input. This article proposes the use of an instrument designed to elicit teachers' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique.

An Infographic Presentation of Eneza's 2012 Impact Study - Eneza Education (Eneza Education, 2013)
I am sure you are wondering what Eneza is, that should not worry you at all. We have just changed our name from MPrep to Eneza. “Eneza” is a Swahili ... Read More

An inclusive response to COVID-19: Education for children with disabilities - McClain-Nhlapo, Charlotte (An inclusive response to COVID-19: Education for children with disabilities, 2020)
This blog was written by Charlotte McClain-Nhlapo, Global Disability Advisor, World Bank and originally published on the Global Partnership for Education website on 11 May 2020. What if the ongoing COVID-19 pandemic served as an opportunity to re-think how emergency education planning can be inclusive of children with disabilities? Isn’t this global crisis presenting a […]

An inclusive approach to searching for evidence on EdTech in low- and middle- income countries - Brugha, Meaghan (EdTech Hub, 2020)
A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as …
Keywords: F:Blog post; LP: English; _DOILIVE; _EdTechHub_Output; _zenodoODE

An Improved Model for the Implementation of Web-Based Learning in Adult Secondary School Education in Kenya - Ng’ang’a, Ms Martha Muthoni; Kimani, Prof Stephen; Kimwele, Dr Michael W. (International Journal of Computer (IJC), 2020)
The development of technology, which evolves continuously, has led to the transformation of traditional courses into web-based courses. However, as these e-learning systems grow more complex, involving numerous users with different levels of need, there is a need to have web-based learning models that adequately address such users’ needs, taking into consideration their levels of expertise, access and ability to interact with such systems. Most of the existing models present the adult learners with difficulties, as most of them have to concentrate mostly on learning the technology rather than learning the desired content. Most of the difficulties arise from the web-based learning model configurations in use in the country. The majority lack features and capabilities of highly interactive, fast-paced multimedia-supported learning currently demanded by most learners and tutors. Therefore, the main aim of this research was to devise an improved model for implementing a web-based learning programme in adult secondary school education. After analysing the existing models and establishing their operational challenges, an improved model was proposed. The proposed model was statistically tested using sample data. The results showed that recognizing both technological and user attributes along the recognized theoretical frameworks was important in increasing the users’ behavioural inclination to use the improved model. Therefore, it is recommended that more sensitization to web-based learning should be implemented by the adult education department in the Ministry of Education among adult learners in the country. It is also recommended that system developers should find ways of incorporating additional features into the model without affecting its architecture and function. Finally, there is need for future studies on the causal antecedents of the constructs presented in this research model to provide more precise practical implications.
Keywords: Adult Learners; Model; Web Based Learning; ⛔ No DOI found

An extended systematic review of Canadian policy documents on e-learning: what we’re doing and not doing - Borokhovski, Eugene; Bernard, Robert; Mills, Erin; Abrami, Philip C.; Wade, C. Anne; Tamim, Rana; Bethel, Edward; Lowerison, Gretchen; Pickup, David; Surkes, Michael A. (Canadian Journal of Learning and Technology, 2011)

An exploratory investigation into the factors related to EdTech use among Kenyan girls - Watson, Joe; Baier, Jasmin; Mughogho, Winnie; Millrine, Mark (British Journal of Educational Technology, 2023)
This paper contributes to the scarce literature on factors affecting EdTech use in households. These factors were considered through exploratory mixed-methods analyses of cross-sectional data on Kenyan girls and caregivers, captured during the COVID-19 pandemic. Quantitative analysis of the child dataset (n = 544) suggested the importance of both structural factors—such as technology hardware availability—and non-structural factors—including caregiver permission. Findings were supported by a thematic analysis of interview data from girls' caregivers (n = 58), which emphasised the role they play in girls' use of EdTech. Interviews also highlighted numerous caregiver concerns with EdTech, related to the relevance and rigour of educational content, the possibility of children accessing age-inappropriate material and child health (especially eyesight). Policy makers could alleviate these concerns by providing guidance on EdTech use and clearly signalling their approval of verified initiatives. Practitioner notes What is already known about this topic EdTech can benefit girls' education, yet there are various barriers to it being used. Existing research shows clearly that EdTech use can be impeded by structural factors (eg, hardware ownership). However, we find insufficient empirical evidence on the role of non-structural or behavioural factors. What this paper adds This paper addresses this gap, using a mixed-methods approach to explore the influence of 33 different measures (including non-structural factors) that could affect the number of hours girls spend using EdTech at home. Findings from a quantitative sample of girls (n = 544) and a qualitative sample of girls' caregivers (n = 58) highlighted the importance of non-structural factors, especially caregiver permission. The variable most strongly associated with girls' EdTech usage in our selected quantitative model concerned whether this was sanctioned by their caregivers. Our qualitative data suggested why caregiver permission to use EdTech might be withheld: caregivers emphasised perceived concerns about the risks and rigour of EdTech. Implications for practice and/or policy Our findings suggest the viability of policy interventions that provide EdTech guidance to caregivers. Caregivers uncertain about EdTech could be reassured of the appropriateness of verified initiatives, while those already convinced might be aided in their attempts to support EdTech learning. Such guidance could provide a low-cost means of further exploiting the benefits that household EdTech learning can provide.
Keywords: COVID-19; EdTech; Kenya; caregivers; girls' education; ⛔ No INSPIRE recid found

An exploration of the potential role of digital technologies for promoting learning in foreign language classrooms: Lessons for a pandemic - Masterson, Mary (International Journal of Emerging Technologies in Learning (iJET), 2020)
This research study focuses on long-term digital technologies assisted cross-cultural communication as an instructional model. Secondary school foreign language learners of German and English collaborated online with the same age-cohort peers to acquire new cultural knowledge, as well as develop digi-tal technologies skills. Findings revealed that digital technologies facilitated personalised student-led learning through an inquiry-based approach. Results further indicated that the learners had rich opportunities to share their stories and to think critically about themselves and others. Indeed, pupils enriched their understanding of their partner’s culture as well as developing an en-hanced understanding of the influence of culture on behaviour and thinking. The students learned to use digital technologies by creating digital profiles, posting their comments, asking questions, exchanging cultural information, and gaining linguistic and cultural experience of a native speaker in a virtual space. This paper shows that with the purposeful integration of digital tech-nologies in foreign language classrooms opportunities for richer student learning experiences can be promoted.
Keywords: c ulture; digital technologies; online collaborative learning

An Exploration of China-Africa Cooperation in Higher Education: Opportunities and Challenges in Open Distance Learning - Zhu, Xia; Chikwa, Gladson (Open Praxis, 2021)
Cognisant of the wide range of cooperation between China and Africa and the existing strong Sino-African relationship, this article explores the international cooperation between Africa and China in the higher education domain, especially in the field of Open Distance Learning (ODL). The study employed data triangulation relying on both secondary and primary sources to address the main research questions. It sheds light on the development of ODL in Chinese Higher Education Institutions (HEIs) with a focus on professional development of university teachers. The article argues that ODL is crucial for emerging economies' sustainable development. Key factors such as political, technological and socio-cultural features play a crucial role in the development and effective implementation of ODL. By exploring the potential opportunities and identifying related challenges, this article contributes to an understanding of how mutually beneficial partnerships between African universities and Chinese HEIs can be developed within the wider framework of Sino-African relationship.
Keywords: Distance Education; Educational Development; Educational Technology; Faculty Development; Foreign Countries; Higher Education; International Cooperation; Lifelong Learning; Open Education; Partnerships in Education; Sustainable Development

An exploration of agency in the localisation of open educational resources for teacher development - Wolfenden, Freda; Adinolfi, Lina (Learning, Media and Technology, 2019)
This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of the adapted OER, the study explores how localisers created meaning for the task, the situational and linguistic factors that influenced and mediated their decisions to adapt the materials – or not – and the skills and experiences that emerged through the process. Although the findings revealed that changes to the materials were limited, suggesting that enacting localisation is more difficult than perhaps suggested by OER proponents, the analysis indicated forms of localisers’ emerging professional agency through this endeavour.
Keywords: India; Open educational resources (OER); __:import:01; __:match:final; __:matched; __:study_id:2457357; __finaldtb; localisation; professional agency

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

An examination of the use of technology in the teaching of history. A study of selected senior high schools in the cape coast metropolis, Ghana. - Boadu, Gideon (International Journal of Learning, Teaching and Educational Research, 2014)
This study examined the use of technology in the teaching of History in three (3) selected Senior High Schools in the Cape Coast metropolis. The study was modelled on the descriptive survey design with a sample size of 159 respondents, made up of 153 History students and 6 History teachers from three selected schools. The instruments used to collect data were the questionnaire and the interview guide. The study found that technologies such as computers, projectors, internet, and audio-visuals, could be used to teach History. Again, it was found that teachers have positive perceptions of the use of technology in teaching History, and students were also found to portray positive attitudes in class when technology is used to teach. Finally, the study revealed that teachers face the challenge of unavailability of technology resources, lack of enough time, and lack of motivation, in their attempt to use technology in class. It is recommended that seminars should be organized for teachers to expose them to the types of technologies and how to use them. Again, Ministry of Education should make technology resources available in schools, and also teachers should innovative and creative by using a variety of technologies in their lessons.
Keywords: Attitude; History; Perception; Teaching; Technology; ⛔ No DOI found

An Evaluative Study of a Distance Teacher Education Program in a University in Ghana - Sampong, Kwasi Addo (The International Review of Research in Open and Distributed Learning, 2009)
The study used an adaptation of Provus’ discrepancy evaluation model to evaluate a distance teacher education program in the University of Cape Coast, the premier teacher education institution in Ghana. The study involved comparing performance data of the program as perceived by students and faculty/administrators to standards prepared from the program’s design. Performance data was obtained by administering two survey instruments to a random sample of students and faculty/administrators. Discrepancies between performance and standards were reported. The study concluded that although there were some discrepancies between program standards and performance the program is fulfilling its purpose of upgrading the professional and academic performance of a large number of teachers in the public K-8 schools in Ghana.

An Evaluation of the Implementation of Information Technology in Secondary Schools in Kenya - Mbogo, Gracemary; Anne, Onunga; Kirathi, Miriam (Mediterranean Journal of Social Sciences, 2014)
Education is the best legacy a nation can give to her citizens especially the youth. This is because the development of any nation depends on the quality of education of such a nation. While ICT continues to advance in western Asia countries, African countries still experience a lag in its implementation and continues to widen the digital and knowledge divides. In a recent study by Kiptalam et .al (2010), observed that access to ICT facilities is against the ratio of 1:15 students in developed countries. This study was carried out to investigate the extent to which Information Technology has been implemented in secondary schools in Kenya. 30 teachers were sampled out from various counties. A questionnaire was administered to the sample. Descriptive statistics were used to analyze the data. The fidings indicated that most teachers appreciated the need to implement ICT in schools to enhance their effectiveness during the instructional processes. However, most of the teachers had limited ICT skills and rarely used ICT during their teaching. DOI: 10.5901/mjss.2014.v5n5p215

An evaluation of the effectiveness of computer assisted learning strategy and expository method of teaching biology: a case study of lumen Christi international high school, Uromi, Nigeria - Imhanlahimi, E. O.; Imhanlahimi, R. E. (Journal of Social Sciences, 2008)

An Evaluation of ELLN Digital: Technology-Supported Teacher Professional Development on Early Language, Literacy, and Numeracy for K-3 Teachers - Oakley, Grace; King, Ronnel; Scarparolo, Gemma (Digital Learning for Development, 2018)
Keywords: ⛔ No DOI found

An Evaluation of Computer Aided Learning (BRAC-CAL) in Secondary Schools in Bangladesh. - Power, T; Babu, R; Chowdhury, T (Research Monograph Series, 2017)

An EMIS for Palestine – the Education Management Information System in the West Bank and Gaza Strip - Sultana, Ronald G. (Mediterranean Journal of Educational Studies, 2003)
Keywords: ⚠️ Invalid DOI; ⛔ No DOI found

An Emerging Dragon: Vietnamese Education After Resolution 29 - Le, Anh Vinh; Han, Puyuan; Khaing, Maw Maw; Farrar, Olivia (Education to Build Back Better: What Can We Learn from Education Reform for a Post-pandemic World, 2022)
In the years since its independence in 1975, Vietnam has experienced much political, social, economic, and educational change. Multiple comprehensive reforms over the past few decades have served to transform Vietnam from a country of war into an “emerging dragon” across all social and economic sectors, including education. In 2013, Vietnam passed one of the most significant pieces of education legislature in the country’s history: Resolution 29, a fundamental and comprehensive education reform that put the development of Vietnam’s education system at the top of socioeconomic development plans. This chapter accounts for the major changes of Vietnam education system after Resolution 29, including the country’s “success formula” as well as its lapses. It makes further recommendations for educational policymakers and educators in Vietnam regarding the role of the education sector in the coming ever-disruptive social and economic context.

An EdTech reading list from the Helpdesk team: Autumn 2020 (EdTech Hub, 2020)
In this blog post, we summarise six new publications from the Helpdesk and what we have learned about monitoring and evaluation, curriculum reform, blended learning, and teacher education. As Covid-19 continues to affect learning around the world, our Helpdesk is seeing a shift in the requests we receive. Earlier, the bulk of requests were linked to short-term Covid responses. Now,…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

An editorial on replication studies and scaling up efforts - Spector, J. Michael; Johnson, Tristan E.; Young, Patricia A. (Educational Technology Research and Development, 2015)
This editorial calls for the submission of replication studies, meta-analyses, and reports of large-scale impact studies to any section of ETR&D.

An Ed-Tech Tragedy? Educational technologies and school closures in the time of COVID-19 - UNESCO (United Nations Educational, Scientific and Cultural Organization (UNESCO), 2023)

An Ed-Tech Tragedy? Educational Technologies and School Closures in the Time of COVID-19 - West, Mark (UNESCO Digital Library, 2023)
Keywords: ⛔ No INSPIRE recid found

An E-Learning Approach to Secondary School Education”: E-Readiness Implications in Kenya - Redempta, Kiilu (Journal of Education and Practice, 2012)
Information and Communication Technology (ICT) has the potential to enhance access, quality, and effectiveness in education. This paper examines the E-readiness implication on the adoption of e-learning in secondary schools in Kenya. The paper provides an opportunity for reflection on e-learning adoption and the potential role ICT can plays in education. The review has established that up to date, less than 10% of secondary schools in Kenya offer computer studies as a subject in the curriculum despite its perceived potential. The few schools that have an ICT programme limit the number of candidates who take up the subject considering it a specialty irrespective its being an essential subject as other compulsory subjects like Mathematics and Languages. Whereas the processing of information to build knowledge is one of the essential literacy skills vital for the workforce in the 21st century, it is often overlooked in current educational practices. the question of ereadiness of Kenyan schools cannot be overlooked if Kenya plans to use education as a platform for becoming an e-society of the 21st century as envisaged in Vision 2030.Therefore, it is imperative that E-Readiness issues be effectively addressed lest new technology introduced further marginalizes the already deprived Kenyan children. Desktop review of relevant literature was guided by Current Situation Analysis (CSA) which is equivalent to Strength, Weakness, Opportunities and Threats (SWOT) Analysis.
Keywords: ⛔ No DOI found

An Atlas of The Forty Colleges of Education in Ghana - Haßler, Björn; Akunor, J. T.; Nyamador, E. S. (2017)
Keywords: _DOILIVE; _not_EdTechHub; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

An approach for teaching of national languages and cultures through ICT in Cameroon - Nkenlifack, Marcellin; Demsong, Bethin; Teko, A.; Nangue, Raoul (International Journal of Advanced Computer Science and Applications, 2011)
This article describes the input of ICT to the modernization of teaching national languages and cultures in order to promote cultural diversity as well as dissemination of scientific knowledge through national languages. This will also reinforce the understanding capacities of the population. This project will serve as the guideline towards development of scientific knowledge and know-how. It presents numerous psychological, pedagogic, scientific and social advantages, among which there is a sensitization of our languages and cultures, the deployment of a platform in some schools, the training of teachers in using ICT in language teaching, the distribution selflearning aids, the development of a website for analysis and dissemination of cultural data, of conservation of linguistic and cultural heritage, and worthiness of pre-requisites and local predispositions towards the emergence and development of technology. It will contribute to make concrete the introduction of teaching national languages in the school curricula in Cameroon.

An appeal for practical social justice in the COVID-19 global response in low-income and middle-income countries - Kelley, Maureen; Ferrand, Rashida A; Muraya, Kui; Chigudu, Simukai; Molyneux, Sassy; Pai, Madhukar; Barasa, Edwine (The Lancet Global Health, 2020)

An animated dictionary for hearing-impaired students in Thailand - Wicha, Santichai; Sharp, Bernadette; Sureephong, Pradorn; Chakpitak, Nopasit; Atkins, Anthony (Journal of Research in Special Educational Needs, 2012)
As English increasingly becomes the international language, many ministerial and educational organisations have identified the need to improve the competence of Thai students in speaking English. While there is significant research devoted to developing software tools to support the teaching of English as a second language, they are mostly concerned with adult learners. This project focuses on addressing the need to improve the teaching of English as a second language to primary school children with hearing impairments. This paper presents the development of an educational software tool referred to as the Total Communication with Animation Dictionary (TCAD), which supports learners in the acquisition and retention of new English lexical knowledge and is based on the theoretical approaches of Total Communication and situated learning. A series of experiments was undertaken to evaluate the effectiveness of the TCAD in improving vocabulary acquisition and retention. Early results are promising with increased learner engagement and performance compared with traditional approaches.
Keywords: Hearing-impaired students; language acquisition; total communication with 3D animation

An animated dictionary for hearing-impaired students in Thailand - Wicha, Santichai; Sharp, Bernadette; Sureephong, Pradorn; Chakpitak, Nopasit; Atkins, Anthony (Journal of Research in Special Educational Needs, 2012)
As English increasingly becomes the international language, many ministerial and educational organisations have identified the need to improve the competence of Thai students in speaking English. While there is significant research devoted to developing software tools to support the teaching of English as a second language, they are mostly concerned with adult learners. This project focuses on addressing the need to improve the teaching of English as a second language to primary school children with hearing impairments. This paper presents the development of an educational software tool referred to as the Total Communication with Animation Dictionary (TCAD), which supports learners in the acquisition and retention of new English lexical knowledge and is based on the theoretical approaches of Total Communication and situated learning. A series of experiments was undertaken to evaluate the effectiveness of the TCAD in improving vocabulary acquisition and retention. Early results are promising with increased learner engagement and performance compared with traditional approaches.
Keywords: Hearing-impaired students; language acquisition; total communication with 3D animation; ⛔ No INSPIRE recid found

An analysis of the reach and effectiveness of distance learning in India during school closures due to COVID-19 - van Cappelle, Frank; Chopra, Vidur; Ackers, Jim; Gochyyev, Perman (International Journal of Educational Development, 2021)

An Analysis of Teacher Education Context, Structure, and Quality-Assurance Arrangements in TEDS-M Countries | IEA.nl - Ingvarson, L; Schwille, J; Tatto, M; Rowley, G; Peck, R; Senk, S (2013)

An analysis of peer reviewed publications on openness in education in half a century: Trends and patterns in the open hemisphere - Bozkurt, Aras; Koseoglu, Suzan; Singh, Lenandlar (Australasian Journal of Educational Technology, 2018)
Openness in education is an evolving concept which is shaped by the changing needs of societies, cultures, geographies, and economies, thus, it does not have a precise definition. By focusing on four sets of generic keywords - open education, open learning, open educational resources (OERs), and open educational practices (OEPs) - this paper examines research in openness in education through a systematic review of peer reviewed literature. In doing so, the researchers sought to draw attention to existing trends and patterns and possible future trajectories of openness in education. Content analysis, social network analysis, and text-mining are the methods used for data collection and analysis. Findings show that there has been growing interest on openness in education, particularly on OERs, across different fields. Findings also point to OEPs as an emerging area of study, which offers a fertile ground for future research. However, on closer inspection, a divide can be observed between the global north and global south in terms of research output.
Keywords: Open Education; Open Educational Practices (OEPs); Open Educational Resources (OERs); Open Learning; Openness; Reviewed

An Analysis of COVID-19 Student Learning Loss - Patrinos, Harry Anthony; Vegas, Emiliana; Carter-Rau, Rohan (World Bank, 2022)
COVID-19 caused significant disruption to the global education system. Early reviews of the first wave of lockdowns and school closures suggested significant learning loss in a few countries. A more recent and thorough analysis of recorded learning loss evidence documented since the beginning of the school closures between March 2020 and March 2022 finds even more evidence of learning loss. Most studies observed increases in inequality where certain demographics of students experienced more significant learning losses than others. But there are also outliers, countries that managed to limit the amount of loss. This review aims to consolidate all the available evidence and documents the empirical findings. Thirty-six robust studies were identified, the majority of which find learning losses on average amounting to 0.17 of a standard deviation, equivalent to roughly a one-half year’s worth of learning. These findings confirm that learning loss is real and significant, even compared to the first year of the pandemic. Further work is needed to increase the quantity of studies produced, and to ascertain the reasons for learning loss and in a few cases mitigation of loss.
Keywords: Coronavirus Impact on Learning; Covid-19 Student Learning Loss; Education; Education Disruption; Educational Inequality; Human Capital Accumulation; Learning Inequality; Pandemic Education Impact; Remote Learning Quality; School Lockdowns; Systematic Education Review

Amira Learning Home Page - Amira Learning
The only reading solution designed to achieve measurable reading growth and curriculum coherence through the powerful synergy of AI and neuroscience.

América Latina en PISA 2012: ¿Cómo se desempeñan los varones y las mujeres? - María Soledad, Bos,; Ganimian, Alejandro; Vegas, Emiliana (2013)

Ambassador of Timor-Leste to ASEAN presents credentials to Secretary-General of ASEAN - Association of Southeast Asian Nations Secretariat (2023)

amagoh3dec2008jag2rev1.pdf

Always connected: the new digital media habits of young children - Gutnick, A.; Robb, Michael; Takeuchi, Lori; Kotler, Jennifer (The Joan Ganz Cooney Center at Sesame Workshop, 2010)

Altruism or Money?: Reducing Teacher Sorting Using BehavioUral Strategies in Peru - Ajzenman, Nicolás; Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Méndez, Carolina (Inter-American Development Bank, 2020)

Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa - Cilliers, Jacobus; Fleisch, Brahm; Kotze, Janeli; Mohohlwane, Nompumelelo; Taylor, Stephen; Thulare, Tshegofatso (2020)

Alternative Education Systems Implementation Guide - Ministry of Education, Science and Technology (Republic of South Sudan, 2013)

Alternative education: filling the gap in emergency and post-conflict situations - Baxter, Pamela; Bethke, Lynne (Education in emergencies and reconstruction, 2009)

Alternative education: filling the gap in emergency and post-conflict situations - Bethke, Lynne (2009)

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

Allô École! Using mobile technologies to connect government, teachers, and parents - World Bank (World Bank, 2017)
A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC.
Keywords: C: Democratic Republic of Congo

Allama Iqbal Open University - Allama Iqbal Open University (2020)

All Trials Registered. All Results Reported - AllTrials (AllTrials)

All Tanzania schools reopen amid strict virus protocols - AfricaNews (Africanews, 2020)
The government on the other hand has issued stringent measures to be followed even as schools are reopening to prevent the spread of the novel coronavirus among students.

All Programmes Recorded, All Outputs Reported - Haßler, Björn; Adam, Taskeen; Blower, Thomas; El-Serafy, Yomna; Kaye, Tom; Khalayleh, Abdullah; McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista (EdTech Hub, 2021)
Keywords: AuthorFirst:Haßler; _yl:q

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

All Children Reading: A Grand Challenge for Development [Web Page] - All Children Reading (All Children Reading: A Grand Challenge for Development)
Advancing edtech innovation and research to improve reading outcomes for marginalized children in low-resource contexts. Learn more here.

All Children Reading: A Grand Challenge for Development [Report] - All Children Reading (USAID; World Vision; Australian Aid)
ACR GCD provides an overview and results of 32 innovations piloted from 2012-2014 to improve early grade literacy in developing countries.

All Children Reading: A Grand Challenge for Development – Final Report - USAID (2023)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Aliim – Smartphone Schools Program - Aliim.org

Alif Ailaan Pakistan District Education Rankings 2015 - Alif Ailaan; SDPI (2015)

Algorithmic design in EdTech: Investigating adaptivity for learners and teachers in a digital personalised learning tool in Kenya - Moustafa, Nariman; Daltry, Rebecca; Major, Louis; Sun, Chen (EdTechHub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

Alarm over teen pregnancies as Kenya ranked third worldwide | Nation - Maichuhie, Kamau (2022)

AKU, Gilgit-Baltistan govt partner to boost teacher capacity | The Aga Khan University News - Aga Khan University (2023)

Akili Impact Report 2016-2020 DRAFT - Ubongo (2020)

Akili and Me – Akili and Me Official Site - Akili and Me

Akello Digital Classroom | Home - Akello Digital Classroom (2020)

Ajuster l'aide pédagogique aux élèves de langue maternelle Bushinengué, dans les Segpas à l'ouest de la Guyane - Anelli, Serge (La nouvelle revue de l'adaptation et de la scolarisation, 2011)
Keywords: ⛔ No DOI found

AJ&K Education Policy (2021-2030) - Department of Elementary and Secondary Education, Government of Azad government of the state of Jammu and Kashmir (2020)

Airband Initiative: Connecting the unconnected - Connelly, K. (2020)

AIED Unplugged: Leapfrogging the digital divide to reach the underserved - Isotani, Seiji; Bittencourt, Ig Ibert; Challco, Geiser C.; Dermeval, Diego; Mello, Rafael F. (Springer Nature Switzerland, 2023)
Artificial Intelligence in Education (AIED) is a driving force to improve education. Nevertheless, policymakers from the Global South fear that AI will increase the digital divide and reduce the opportunities for students in these regions to thrive. To address this problem, we analyzed the past 30 years of data on four aspects of the digital divide. Then, based on these findings and a series of discussions with stakeholders (e.g., policymakers), we proposed the concept of AIED Unplugged. An approach to creating AI-based educational technologies that do not require changes in current school settings (e.g., infrastructure), do not rely on stable internet access, and do not ask for digital skills to use them. We applied this concept to redesign an education policy in Brazil to help students improve their writing skills. Our results show a reduction in time, cost and complexity to running the policy, and a positive impact on more than 500,000 students in 7,000 schools in the country.

Aid on the Edge of Chaos: Rethinking International Cooperation in a Complex World - Ramalingam, Ben (Oxford University Press, 2013)
It is widely recognised that the foreign aid system - which today involves every country in the world - is in need of drastic change. But there are conflicting opinions as to what is needed. Some call for dramatic increases in resources, to meet long-overdue commitments, and to scale up what is already being done around the world. Others point to the flaws in aid, and bang the drum for cutting it altogether - and argue that the fate of poor and vulnerable people be best placed in the hands of markets and the private sector. Meanwhile, growing numbers are suggesting that what is most needed is the creative, innovative transformation of how aid works. Aid on the Edge of Chaos is firmly in the third of these camps. In this ground-breaking book, Ben Ramalingam shows that the linear, mechanistic models and assumptions on which foreign aid is built would be more at home in early twentieth century factory floors than in the dynamic, complex world we face today. All around us, we can see the costs and limitations of dealing economies and societies as if they are analogous to machines. The reality is that such social systems have far more in common with ecosystems: they are complex, dynamic, diverse and unpredictable. Many thinkers and practitioners in science, economics, business, and public policy have started to embrace more 'ecologically literate' approaches to guide both thinking and action, informed by ideas from the 'new science' of complex adaptive systems. Inspired by these efforts, there is an emerging network of aid practitioners, researchers, and policy makers who are experimenting with complexity-informed responses to development and humanitarian challenges. This book showcases the insights, experiences, and often remarkable results from these efforts. From transforming approaches to child malnutrition, to rethinking processes of economic growth, from building peace to combating desertification, from rural Vietnam to urban Kenya, Aid on the Edge of Chaos shows how embracing the ideas of complex systems thinking can help make foreign aid more relevant, more appropriate, more innovative, and more catalytic. Ramalingam argues that taking on these ideas will be a vital part of the transformation of aid, from a post-WW2 mechanism of resource transfer, to a truly innovative and dynamic form of global cooperation fit for the twenty-first century.

Aid Effectiveness and Policy Ownership - Sobhan, R (Development and Change, 2002)

AI’s excessive water consumption threatens to drown out its environmental contributions - Bosch, Hilmer; Gupta, Joyeeta; Vliet, Luc van (The Conversation, 2024)
Artificial intelligence promises revolutionary solutions to global challenges, but the water costs to produce and power AI hardware and infrastructure may exceed the benefits.

AI's climate impact goes beyond its emissions - Coleman, Jude (Scientific American, 2023)
To understand how AI is contributing to climate change, look at the way it’s being used

AI Revolution in Education: What you need to know - Molina, E.; Cobo, C.; Pineda, J.; Rovner, H. (In Digital Innovations in Education, 2024)

AI products: What AI EdTech products are out there? - AI for Education (AI for Education.org, 2024)
Explore our landscape mapping of AI-powered EdTech solutions in Sub-Saharan Africa, India and Pakistan. This snapshot focuses on these key regions, offering a

AI Observatory Webinar Report: unlocking learning outcomes in the age of AI - Luz, Gita (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

AI Observatory Webinar Presentation: 7 headlines we have learned about unlocking learning outcomes in the age of AI - Luz, Gita (EdTech Hub, 2025)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

AI language tools risk scientific diversity and innovation - Nakadai, Ryosuke; Nakawake, Yo; Shibasaki, Shota (Nature Human Behaviour, 2023)
Keywords: Cultural evolution; Scientific community

AI in the Classroom: A rapid evaluation of AI-generated lesson plans in Islamabad’s public schools - Aslam, Nawaz; Qureshi, Ghada; Hassan, Syed Mustafa (EdTech Hub, 2025)
This report presents a rapid evaluation of AI-generated lesson plans currently being used in public schools in rural and urban Islamabad under the National Institute of Excellence in Teacher Education (NIETE). These centrally developed, scripted lesson plans are aligned with the national curriculum and built on the Gradual Release of Responsibility (GRR) model, with additional elements of the 5E and Inquiry-Based Learning (IBL) models in science, and the Concrete-Pictorial-Abstract (CPA) model in maths. Using a mixed-methods approach—including teacher surveys, focus group discussions, key informant interviews, and an expert rubric-based review—the study assesses the lesson plans' quality, relevance, and adaptability. Teachers expressed strong support for the lesson plans, especially in terms of reduced workload and structured delivery, though concerns were raised around flexibility, contextual responsiveness, and teacher agency. While the study does not evaluate student learning outcomes, it provides actionable insights and recommendations for improving the design, support, and implementation of AI-generated instructional tools, particularly as the programme scales to other provinces in Pakistan, such as Balochistan. An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

AI in education: Enhancing learning experiences and student outcomes - Xu, Zhiyi (Applied and Computational Engineering, 2024)
This research article makes an attempt to investigate the potential of Artificial Intelligence (AI) in enhancing the learning experiences, as well as student outcomes. As a result, it has developed a study that will be able to understand how the different AI tools, including machine learning, data learning, virtual reality (VR) and augmented reality (AR), automation, and so forth can be used to develop learning experiences and outcomes. Subsequently, a case study involving a mathematics classroom was used to collect data and confirm whether indeed AI led to improved learning experiences and study outcomes. The study confirms that AI resulted in positive outcome with positive performance measure sin academic performance, motivation and engagement, learning progression, and so forth.

AI for Education AI Assessments Event Summary - Fab Inc. (2023)

AI ethics and learning: EdTech companies’ challenges and solutions - Kousa, Päivi; Niemi, Hannele (Interactive Learning Environments, 2022)
The aim of this study is to identify the ethical challenges, solutions and needs of educational technology (EdTech) companies. Qualitative data was collected in interviews with seven experts from four companies, and the data was analysed using inductive content analysis. The four main areas of challenges were ambiguous regulations, inequalities in human learning, ethical dilemmas in machine learning (ML) and lack of ability to assess consequences in society. According to the studied companies, AI regulations are difficult to understand and implement. There is also much to be done in terms of reliability, transparency, and safety. Consequently, companies suggested that AI-based products should be more preventive, safe, explicable, and equally accessible. Sufficient information, multi-professional support also within company, global collaboration, sharing best practices, and general discussion were emphasised. The results show that EdTech companies are aware of their ethical challenges, and their responsibility as disseminators of information. However, translating information into practice is challenging because it is often very fragmented and difficult to understand. Companies hoped that everyone: themselves, consumers, educational institutions, researchers, funders, and decision-makers would do more together to overcome the ethical challenges of AI.
Keywords: Artificial intelligence; EdTech companies; ethical challenges and solutions; ethical sustainability; responsibility

AI‐driven adaptive learning for sustainable educational transformation - Strielkowski, Wadim; Grebennikova, Veronika; Lisovskiy, Alexander; Rakhimova, Guzalbegim; Vasileva, Tatiana (Sustainable Development, 2024)
Abstract This paper scrutinizes how adaptive learning technologies and artificial intelligence (AI) are transforming today's education by making it personalized, accessible, and efficient as well as leading people to accepting, addressing, and mitigating sustainable development. Recently, education witnessed a remarkable technological surge driven by various advances in technology, which can be demonstrated by the increase of the number of scientific publications on this topic from just 1 in 1990 to 636 in 2023. Ongoing digitalization and technological revolution in education together with the novel approach to respect each student's unique learning style and abilities paved the way for adaptive learning technologies represented by the innovative tools that personalize educational experiences to cater to individual learners. All of that contributes to preparing more educated and informed citizens, drives innovation, and supports economic growth necessary for achieving a sustainable future. Our bibliographic study employs VOSviewer to conduct a bibliometric analysis of a total number of 3518 selected publications using the keywords “adaptive learning” and “AI” (represented by articles, proceeding papers, and book chapters) indexed in the Web of Science (WoS) database from 1990 to 2024. Our results demonstrate that recent technological changes played a key role in transforming adaptive learning, which was rather reinforced by the “digital surge” in education brought about by the COVID‐19 pandemic. Our findings can be useful for further development in the field of adaptive education where they can be employed by the relevant stakeholders and policymakers as well as by the scholars and researchers.

AHHA Education Timor Leste (AHHA Education Timor Leste)
Keywords: ⛔ No INSPIRE recid found

Agile delivery - Service Manual - GOV.UK - GOV.UK (UK Government)
How to work in an agile way: principles, tools and governance.

Agile delivery - How to work in an agile way: Principles, tools and governance. - Gov.UK (UK Government)
How to work in an agile way: principles, tools and governance.
Keywords: ⛔ No INSPIRE recid found

Agency for the Development of Educational Management (ADEM)

Agency and technology-mediated task repetition with young learners: Research and implications for primary classroom practice - Pinter, Annamaria (Language Teaching for Young Learners, 2019)
Abstract This paper offers a review of the TBLT literature for young learners with an aim to identify some gaps where future research and classroom practice could be targeted. The specific focus of this review is on procedural task repetition for children, arguing that in addition to the linguistic benefits, task repetition is associated with important gains in the affective domain. It is suggested that technology-mediated task repetition, via tablet devices, can further enhance both opportunities for learning and confidence building and enjoyment. Due to the technological affordances, the learners are firmly in charge of creating dynamic, fluid tasks through cycles of reflection and practice, polishing their performance along the way, stretching towards their ‘upper potential’. To date research within TBLT with children has not explored yet what types of tasks children enjoy working with and why and how task repetition is realised when using tablet devices to record their own performances. This paper suggests steps that can be taken in this direction both in research and classroom practice.

Age appropriate design: a code of practice for online services - Information Commissioner's Office (ICO, 2020)

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

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

After School Tutoring: Evidence from a Randomized Control Trial - Islam, Asad; Ruthbah, Ummul (Monash Business School, 2020)

After COVID-19, let’s reimagine education in Kenya - Zaman, Maniza (2021)
Digital learning should be part of a basic package of essential services for every child

African Women in EdTech (WAKE)

African Storybook - African Storybook

African Languages Today: The Challenge of and Prospects for Empowerment under Globalization - Bamgbose, Ayo (40th Annual Conference on African Linguistics, 2011)
Abstract: Ayo Bamgbose, African Languages Today: The Challenge of and Prospects for Empowerment under Globalization

African higher education network forms interdisciplinary action group to maximize ethical use of AI - Honoris United Universities (2024)
Honoris United Universities recently concluded its two-day Annual Academic Summit for 2024 in Tunis,

African Economic Outlook 2020: Developing Africa's workforce for the future - African Development Bank (African economic outlook, 2020)
Keywords: ⛔ No INSPIRE recid found

African Economic Outlook 2020 - African Development Bank (2020)
African Economic Outlook 2020 Supplement Amid COVID–19 Download supplement (english) Download supplement (french)
Keywords: ⛔ No INSPIRE recid found

Africa: Tanzania — The World Factbook - Central Intelligence Agency - Central Intelligence Agency (Central Intelligence Agency World Factbook website, 2020)

Africa’s Covid-19 opportunity (EdTech Hub, 2020)
Educators in Africa are optimistic about the opportunities that Covid-19 brings for reform and innovation in education.  That’s the headline from a survey eLearning Africa recently conducted, in which 1,600 education and technology professionals from 52 countries in Africa were asked for their thoughts on the longer-term effects of the pandemic. Despite what it’s doing to societies and economies around…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Africa Internet Users, 2020 Population and Facebook Statistics - Internet World Stats: Usage and Population Statistics

Africa: children out of primary school - Statista (2021)
As of 2019, 18.7 percent of children in primary-school-age were not enrolled in primary or secondary education in Sub-Saharan Africa.
Keywords: ⛔ No INSPIRE recid found

Affordances of mobile technologies for experiential learning: the interplay of technology and pedagogical practices - Lai, C-H; Yang, J-C; Chen, F-C; Ho, C-W; Chan, T-W (Journal of Computer Assisted Learning, 2007)

Affordance of Deep Infusion of One-to-One Tablet-PCs Into and Beyond Classroom. - Li, SC; Pow, JWC (International Journal of Instructional Media, 2011)
Keywords: ⛔ No DOI found

Affordable online maths tuition: Evaluation report and executive summary. - Torgerson, Carole; Ainsworth, Hannah; Buckley, Hannah; Hampden-Thompson, Gillen; Hewitt, Catherine; Humphry, Deborah; Jefferson, Laura; Mitchell, Natasha; Torgerson, David (Education Endowment Foundation, 2016)
Keywords: ⛔ No DOI found

Affordability and cost-effectiveness: decision-making on the cost-effectiveness plane - Sendi, P. P.; Briggs, A. H. (Health Economics, 2001)
Much recent research interest has focused on handling uncertainty in cost-effectiveness analysis and in particular the calculation of confidence intervals for incremental cost-effectiveness ratios (ICERs). Problems of interpretation when ICERs are negative have led to two important and related developments: the use of the net-benefit statistic and the presentation of uncertainty in cost-effectiveness analysis using acceptability curves. However, neither of these developments directly addresses the problem that decision-makers are constrained by a fixed-budget and may not be able to fund new, more expensive interventions, even if they have been shown to represent good value for money. In response to this limitation, the authors introduce the affordability curve which reflects the probability that a programme is affordable for a wide range of threshold budgets. The authors argue that the joint probability an intervention is affordable and cost-effective is more useful for decision-making since it captures both dimensions of the decision problem faced by those responsible for health service budgets.

Affordability - International Telecommunication Union
Affordability - backgrounder
Keywords: ⛔ No INSPIRE recid found

AEPAM Online Library - Ministry of Federal Education & Professional Training

AENN Data Utilisation + Dashboard Co-creation Workshop Report - Viamo (2019)

Advice, Money, Results - Hedger, Edward; Manning, Nick; Schick, Allen (NYU Wagner, 2020)

Adverse consequences of school closures - UNESCO (UNESCO, 2020)
School closures - even when temporary - carry high social and economic costs. The disruptions they cause touch people across communities, but their impact is particularly severe for disadvantaged boys and girls and their families. Some of the reasons why school closures are so harmful are listed below. While the list is far from comprehensive, it helps clarify why school closures should matter to all of us. Interrupted learning: Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development.

Advancing Youth Project: Interactive Audio Instruction Program in Liberia - Education Development Center (2014)

Advancing women’s digital skills and economic empowerment through girls in tech Indonesia: A case study - Afiani, Isyfi (Salasika, 2018)
The advancing Information and Communication Technology (ICT) has massively supported the economy in the digital era as it disseminates, stores, brings added value and manages information to provide unlimited opportunities for economic development. However, ICT may contribute to discrimination and existing inequalities reinforcement so-called the digital divide. Since all aspects of human interaction with ICT are gendered, this study tackles the digital gender divide issue, that is, the gap between men and women regarding access to, content and use of ICT. Accordingly, in 2016, the gender gap of global internet users was 12% and it grows every year. In response to this condition, a global movement promoting women engagement in ICT has emerged. This study, therefore, depicts the role of Girls in Tech Indonesia community as a chapter of Global Girls in Tech movement in advancing women economic empowerment through ICT by implementing transformational leadership concepts and Longwe’s empowerment framework. In the core of qualitative studies, this study shows that Girls in Tech Indonesia’s leadership performance contributes positively to women empowerment.
Keywords: Empowerment; Girls in Tech; ICT; Leadership; ⛔ No INSPIRE recid found

Advancing technology for learning in Chad - GPE KIX (GPE KIX, 2024)

Advancing Learning Outcomes for Transformational Change III - African Population and Health Research Center (African Population and Health Research Center, 2021)

Advancing learning in formal and informal settings via mobile app technology: where to from here, and how? - Khaddage, Ferial; Muller, Wolfgang; Flintoff, Kim (Educational Technology & Society, 2016)
Keywords: ⛔ No DOI found

Advancing evidence-based decision making in LMICs: Focus of EdTech Hub’s work - Hennessy, Sara (EdTech Hub, 2021)
This blog sets out the Hub’s aims and approaches to identifying appropriate and effective uses of EdTech that can potentially raise learning outcomes in low- and middle-income countries (LMICs). Research shows that EdTech offers immense potential, but sustainable and positive change at scale has largely proved elusive in practice – particularly for marginalised learners where we focus our work.  To…
Keywords: _EdTechHub_Output

Advancing Equity by Incorporating Intersectionality in Research and Analysis - US Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation (2022)
Keywords: ⛔ No DOI found

Advancing education and speech recognition in Nigeria with AI and machine learning - Agajo, J; Shuaibu, A; Guda, B (2020)

Advancing Data-Driven Decision-Making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman; Waistell, Daniel; Nallo, Michael (MBSSE, EdTech Hub, Leh Wi Lan, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Adoption of education technologies for learning during COVID-19 pandemic: The experiences of marginalized and vulnerable learner populations in Kenya - Ochieng, Vollan Okoth; Waithanji Ngware, Moses (International Journal of Educational Reform, 2022)
The onset of COVID-19 made governments and other education actors prioritize distance learning, particularly through education technologies (EdTechs). Most sub-Saharan African countries adopted and adapted this approach. This paper examines the extent of EdTechs’ deployment in Kenya during the COVID-19 pandemic among marginalized and vulnerable populations. A cross-sectional study design was adopted for the study from which this paper drew its data, with both secondary and primary data utilized. The findings show that marginalized/vulnerable learner populations are still left out on EdTech supported learning. This article proposes salient recommendations that could help advance inclusive education discussion and related EdTechs’ discourse.

Adoption and use of technology in early education - Blackwell, Courtney K.; Lauricella, Alexis R.; Wartella, Ellen; Robb, Michael; Schomburg, Roberta (Computers & Education, 2013)
The increased access to, but continued under-use of, technology in education makes it imperative to understand the barriers teachers face when integrating technology into their classrooms. While prior research suggests teachers encounter both ﬁrst-order extrinsic barriers and second-order personal barriers, much of this research has focused on K-12 teachers, not early childhood educators. Applying the Uniﬁed Theory of Acceptance and Use of Technology to early childhood education, the current study examines predictors of early childhood educators’ access to and use of traditional technologies and newer mobile devices. Findings from 1329 teachers of 0–4-year-olds reveal that while extrinsic barriers inﬂuence access to a range of technologies, positive beliefs in children’s learning from technology signiﬁcantly predicted actual use of technology. Overall, the study provides new insight into factors inﬂuencing technology integration speciﬁcally for early childhood educators, a subgroup that has not been represented in much of the literature on technology integration in formal education.

Adolescents (age 10 - 19) presenting with pregnancy at health facilities - Kenya Health Information System (KHIS) (African Institute for Development Policy, 2020)
Rates of adolescent pregnancy are once again on the rise in Kenya.  The sudden surge threatens to cut short the pursuit for education and opportunities for especially vulnerable girls in the country.

Adolescent problematic internet use and parental mediation: A Bangladeshi structured interview study - Chandrima, Rubaiya Matin; Kircaburun, Kagan; Kabir, Humyon; Riaz, Baizid Khoorshid; Kuss, Daria J.; Griffiths, Mark D.; Mamun, Mohammed A. (Addictive Behaviors Reports, 2020)
Internet-related problems such as excessive internet use, problematic internet use (PIU), and internet addiction, are becoming increasingly studied among Bangladeshi adult students, but there has been little research among adolescents. In Bangladesh, there has been no research examining the role of parental mediation in their children's internet use. Therefore, the present structured interview study investigated Bangladeshi adolescent PIU and its associated socio-demographics, internet use behaviors, and the parental mediation role among 350 high school students residing in Dhaka. The results showed that 84 of adolescents (24.0%) were classified as having PIU (cut-off score of ≥ 50 on the Internet Addiction Test) and nine adolescents (2.6%) were classified as having a severe dependency on the internet (cut-off score of >80 on the Internet Addiction Test). According to hierarchical regression analysis, significant PIU correlates included lower academic results, both parents' lower education, mother working outside the home, more than four days' weekly internet use, more than two hours daily internet use, and active mediation. Additionally, internet use behaviors (i.e., internet use locations, devices, purposes, and applications) and parental internet mediation dimensions other than active mediation (i.e., restrictive mediation, active mediation internet safety, monitoring, and technical mediation) were significantly related to PIU in t-tests and correlation analysis respectively. However, they were non-significant in the hierarchical regression analysis when included into equation altogether. The present study's findings will be helpful in developing country-level policymaking decisions and facilitating future research in the country.
Keywords: Bangladeshi adolescence; Internet addiction; Internet use behaviors; Parental mediation; Problematic internet use

Adolescent Girls' Education in Crisis Initiative (AGENCI) - Evidence for Gender and Education Resource (EGER)

Adolescence in the Time of Covid-19: Evidence from Bangladesh - Baird, Sarah; Seager, Jennifer; Sabarwal, Shwetlena; Guglielmi, Silvia; Sultan, Maheen (2020)
This note examines the effects of COVID-19 and subsequent economic and educational disruptions on adolescent well-being in Bangladesh. The analysis is based on data from 2,095 in-school adolescents aged 10–18 collected preCOVID-19 (February–March 2020) through a field survey for an ongoing impact evaluation, and a follow-up virtual survey undertaken early in the pandemic (May–June 2020). Findings show large household-level economic impacts associated with increased food insecurity, anxiety, and mental health issues among adolescents. In addition, school closures have decreased adolescents’ access to learning, increased time spent on household chores, and affected future job aspirations. The impacts are particularly large for girls and for adolescents from more vulnerable households. Policy makers need to consider policies that facilitate school return, targeting girls and the most vulnerable. They also need creative school-based programming to address the likely long-run physical and mental health effects of COVID-19 on young people.

ADHD diagnostic trends: increased recognition or overdiagnosis? - Abdelnour, Elie; Jansen, Madeline O.; Gold, Jessica A. (Missouri medicine, 2022)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Addressing the Mobile Gender Gap in Pakistan - GSMA (2021)
Keywords: ⛔ No DOI found

Addressing the gender dimensions of school closures - UNESCO Digital Library - UNESCO (Education Sector Issue Note, 2020)

Addressing the Climate, Environment, and Biodiversity Crises in and Through Girls’ Education - FCDO (Foreign, Commonwealth & Development Office, 2022)
This paper sets out the Foreign, Commonwealth & Development Office vision for how education is viewed in relation to climate and environment change.

Addressing social norms and gender in support of equity in education - UNICEF Eastern and Southern Africa Region (2016)

Addressing quality through school fees and school funding - Hall, Katharine; Giese, Sonja (2009)
Keywords: ⛔ No DOI found

Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth - Adam, Taskeen (University of Cambridge, 2020)
The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education through a form of digital neocolonialism, which is where hegemonic powers indirectly control or influence marginalised groups through the internet or information technology. In striving for justice-oriented online education models, this study analyses to what extent Massive Open Online Courses (MOOCs), produced both internationally and locally, support (or could support) the needs, preferences, and aspirations of marginalised South African youth and address the material, cultural-epistemic, political, and geopolitical injustices they face. To evaluate what South African peri-urban youth desire in their education and futures, as well as the challenges they experience, a seven-part survey was conducted with 250 youth from five townships in South Africa. Responses showed that whilst participants strongly value and aspire to further their education, financial difficulties, infrastructural barriers, family problems, and lack of emotional support and life mentorship limit them from achieving this. Participants reflected on how colonial and apartheid legacies have affected their educational experiences and identities through inferior quality of education, forced languages, forgotten histories and incongruent values, cultural norms and practices. In parallel, semi-structured interviews were conducted with 35 MOOC designers, from South Africa and the USA, to investigate the ways in which efforts, if any, were being made to reach students most in need of quality education. Interviews covered themes of openness, accessibility, and justice. It was found that, depending on the MOOC designer’s understanding of social justice and decolonial thought, they placed varying emphasis on addressing different forms of injustice. Some focused on resource, access and infrastructural barriers, while others focused on issues of content relevance and knowledge production. Furthermore, MOOC designers’ attempts to address injustices strongly related to their own identities and lived experiences, highlighting the importance of plurality of thought and epistemic diversity in the producers of MOOCs. Drawing on the historical injustices and lived experiences of the youth, and the attempts to address injustices by the MOOC designers, it was ascertained that there is no one size-fits-all formula to creating equitable MOOCs. Rather, depending on the purpose and target audience of the MOOC, nuanced approaches to addressing injustices are suggested. These approaches are shaped by various leverage points that influence the types of, and the extent to which, participatory methods, accessibility measures, knowledge sources, assessment and critical pedagogy are implemented. Additionally, the importance of these leverage points varies over the MOOC’s lifecycle, from inception and design, to implementation and assessment. Bearing in mind the broad-ranging injustices that youth participants raised, these approaches are presented with great caution that educational technologies and open education are not panaceas but if designed and used appropriately and justly, can be tools for liberation.
Keywords: dode_eth-src-dode; dode_eth-trf2-dode

Additional Funding Available: Call for Research Proposals - EdTech responses to Covid-19 - Kreimeia, Adam (EdTech Hub, 2020)
We are excited to announce that there is now increased funding available for projects through our Call for Research Proposals: EdTech responses to Covid-19, which closes on Friday 27th November 2020.  As part of this window, additional funding, up to a total value of £50k, may be available to a small number of applications, particularly where they allow for comparison…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Adding it up: improving analysis & modelling in central government - Cabinet Office (Cabinet Office, UK Government, 2011)

Adaptive pedagogical strategies responding to emergency remote teaching – immediate responses of Hungarian primary school teachers - Horváth, László (Research in Learning Technology, 2023)
Digital disruption is not a new phenomenon in education; however, it has become more prominent during the COVID-19 pandemic due to school closures and the related emergency remote teaching (ERT) period. Our study aims to explore the different pedagogical strategies that primary school teachers adopted during this period and determine how successful these strategies were in involving and engaging students. Altogether, 4028 teachers from 343 primary schools answered our online survey from all the regions of Hungary. The sample adequately represents the Hungarian primary school teacher population in terms of gender and age. We used cluster analysis and identified four clusters of pedagogical strategies; then, we used analysis of variance to explore how teachers’ digital competence and their ability to involve students in online learning varied across different clusters. Our analysis grasps the complexity of the issue, as it shows that two rather distinct strategies were both successful in involving students, and thus, there is no single solution best suited to digital learning. Overall, digitally competent teachers loosened the originally strict structure of education and provided more feedback, which proved to be an important element in successfully involving students in digital learning during ERT. The framework validated in our research can be used by policymakers and school administrators in different national and educational contexts, enabling them to understand the complexity of online teaching and learning. Furthermore, our results can offer some practical pointers for school teachers on how to combine different pedagogical strategies.
Keywords: COVID-19; ICT integration in education; cluster analysis; teachers’ digital competence

Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic - Moorhouse, Benjamin (Journal of Education for Teaching, 2020)

Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic - Moorhouse, Benjamin Luke (Journal of Education for Teaching, 2020)
This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively online due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author’s experience and be prepared for the suspension of face-to-face classes caused by the COVID-19 pandemic or other health emergencies.
Keywords: COVID-19 pandemic; Initial teacher education; adapting to online teaching; synchronous online teaching

Adamawa State 2023-2025 Medium-Term Sector Strategy (MTSS) - Adamawa State Government (2022)

Actuemos ya para Proteger el Capital Humano de Nuestros Niños : Los Costos y la Respuesta ante el Impacto de la Pandemia de COVID-19 en el Sector Educativo de América Latina y el Caribe. - World Bank (2021)

Activists Beyond Borders: Advocacy Networks in International Politics - Keck, Margeret E.; Sikkink, Kathryn (Cornell University Press, 1998)
Margaret E. Keck and Kathryn Sikkink — Activists Beyond Borders: Advocacy Networks in International Politics

Activating local study-groups for children’s learning—an equitable EdTech response? - Power, Tom (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Action research and the transfer of reflective approaches to in-service education and training (INSET) for unqualified and underqualified primary teachers in Namibia - O’Sullivan, Margo C. (Teaching and Teacher Education, 2002)
The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reﬂective approaches. This has undoubtedly inﬂuenced the relatively recent introduction of reﬂective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reﬂective approaches in the training of unqualiﬁed and underqualiﬁed primary teachers in Namibia. The study raises ‘transfer’ questions concerning the appropriateness of reﬂective approaches, as conceptualised in western contexts, for these teachers. It led to the adaptation of these approaches and ultimately the development of an approach termed the ‘structured reﬂection’ approach, which was within the professional capability of the teachers to implement at the time of the study. Action research was used to develop this approach. r 2002 Elsevier Science Ltd. All rights reserved.

Act now: reduce the impact of COVID-19 on the cost of achieving SDG 4 - UNESCO Digital Library - Global Education Monitoring Report Team (2020)

ACT Data Governance and Management Policy Framework - Australian Capital Territory Government (2020)

ACLED Conflict Index: Global conflicts double over the past five years - Armed Conflict Location & Event Data (ACLED)
Updated December 2024: The ACLED Conflict Index calculates where conflicts in every country and territory in the world vary according to four indicators – deadliness, danger to civilians, geographic diffusion, and the number of armed groups.

Achieving World-Class Education in Adverse Socioeconomic Conditions: The Case of Sobral in Brazil - Loureiro, Andre; Cruz, Louisee (World Bank, 2020)
This report presents the case of the municipality of Sobral in the state of Ceara, Brazil. This municipality overcame adverse socioeconomic conditions and now has the best primary andlower secondary education system in Brazil. Sobral is home to 200,000 inhabitants and in 2005 was ranked 1,366 in the national index that measures quality of education in Brazil. Twelve years later, it was ranked first among the 5,570 municipalities in both primary and lower secondary education rankings. Public education in Sobral has one goal: every student must complete lower secondary education at the right age and with appropriate learning. The municipality placed education at the top of the political agenda and kept it out of politics. Its prioritized learning by establishing a clear intermediate target, ensuring all students are literate by the end of the second grade. It organized the education policy under four pillars: effective use of student assessment; focused curriculum with a clear learning sequence and prioritization of foundational skills; prepared and motivated teachers; and autonomous and accountable school management with school principals appointed through a meritocratic and technical selection process. The main aspects of the reforms are presented and discussed in this report.
Keywords: Early Childhood Education; Education; Education Quality; Education Reform; Education for All; Literacy; Primary Education; Secondary Education; Student Performance

Achieving Results: A new way of working - Education Cannot Wait (2022)

Achieving mobile-enabled digital inclusion in Bangladesh - GSMA (2021)

Achieving gender equality in and through education - Global Partnership for Education (2019)

Achieving gender and youth inclusivity in Malawi through Productive Alliances - Botha, Blessings (2022)
When I was young, there was a common adage “youth are the leaders of tomorrow,” and I was always looking forward, with optimism that this tomorrow will indeed come one day.

Achieving Equality of Student Internet Access Within Schools. - Schofield, Janet Ward; Davidson, Ann Locke (American Psychological Association, 2004)

Achieving Cost-Effective Instructional Coaching at Scale: Evidence from Senegal - Bagby, Emilie; Swift-Morgan, Jennifer; Niang, Ablaye; Upadhyay, Arjun (Chemonics International, 2022)

Acelera Brasil - Instituto Ayrton Senna (Instituto Ayrton Senna, 2020)
Solução educacional desenvolvida para garantir que alunos com atraso escolar tenham a chance de recuperar o aprendizado e desenvolver suas competências.

Accountability in education: meeting our commitments - Global Education Monitoring Report (UNESCO, 2017)

Accessible Digital Learning Portal - UNICEF (Accessible Digital Learning Portal)
Welcome The Accessible Digital Learning Portal is a hub for technology focused information, content, tools, products and resources that support disability inclusive education in remote and classroom settings. This site provides resources for the production, distribution and implementation of accessible digital content and tools in high and low-resource environments and provides solutions that address user […]

Accessibility within open educational resources and practices for disabled learners: a systematic literature review - Zhang, Xiangling; Tlili, Ahmed; Nascimbeni, Fabio; Burgos, Daniel; Huang, Ronghuai; Chang, Ting-Wen; Jemni, Mohamed; Khribi, Mohamed Koutheair (Smart Learning Environments, 2020)
The number of disabled students is rapidly increasing worldwide, but many schools and universities have failed to keep up with their learning needs. Consequently, large numbers of disabled students are dropping out of school or university. Open Educational Resources (OER) and Open Educational Practices (OEP) contain several relevant features, including the possibility of reusing and remixing, which have led researchers to consider using OER and OEP to facilitate meeting the needs of disabled and functional-diverse students in order to increase their accessibility and e-inclusion capabilities in educational settings. The very limited research to date, however, has provided a limited holistic understanding of accessibility within OER and OEP in order to aid researchers in pursuing future directions in this field. Therefore, this paper systematically reviewed 31 papers to provide insights about functional diversity within OER and OEP. The results obtained highlighted that accessibility is still in its infancy within OER and that researchers should focus more on considering the four accessibility principles — perceivable, operable, understandable and robust — when providing OER. Additionally, while several researchers have focused on several issues related to accessibility within OER, limited focus has been given to assistive technologies using OER. Finally, this paper provides several recommendations to increase accessibility within OER and help design more accessible OER for students with functional diversity.

Accessibility and Utilization of ICTs Among Secondary School Teachers in Kenya - Kiptalam, GK; Rodrigues, AJ (2010)
Keywords: ⛔ No DOI found

Accessibility - Wikipedia (Wikipedia, 2020)
Accessibility in the sense considered here refers to the design of products, devices, services, or environments so as to be usable by people with disabilities. The concept of accessible design and practice of accessible development ensures both "direct access" (i.e. unassisted) and "indirect access" meaning compatibility with a person's assistive technology (for example, computer screen readers). Accessibility can be viewed as the "ability to access" and benefit from some system or entity. The concept focuses on enabling access for people with disabilities, or special needs, or enabling access through the use of assistive technology; however, research and development in accessibility brings benefits to everyone.Accessibility is not to be confused with usability, which is the extent to which a product (such as a device, service, or environment) can be used by specified users to achieve specified goals with effectiveness, efficiency, convenience satisfaction in a specified context of use.Accessibility is strongly related to universal design which is the process of creating products that are usable by people with the widest possible range of abilities, operating within the widest possible range of situations. This is about making things accessible to all people (whether they have a disability or not).

Accessibilities | COL - CoL

Access, use and perceptions of teachers and students towards mobile phones as a tool for teaching and learning in Tanzania - Kafyulilo, Ayoub (Education and Information Technologies, 2014)
This study explored the access, use and perceptions of teachers and students towards mobile phones as a tool for facilitating teaching and learning beyond the classroom walls. A total of 29 pre-service teachers and four college instructors from Dar es salaam University College of Education (DUCE) as well as 12 in-service teachers and 40 students from Kibasila secondary school in Tanzania, participated in the study. Data were collected by using pre-service teachers’ questionnaire, students’ questionnaire, and the instructors’, and in-service teachers’ interviews. Findings showed that all in-service teachers, college instructors and pre-service teachers had mobile phones. Also 60 % of school students owned mobile phones, or had access to mobile phones. Students, pre-service teachers and college instructors were in favour of the use of mobile phones for learning, but the majority of in-service teachers were against it. Since mobile phones are the most available technological tools in schools, this study, recommend a professional development programme for in-service teachers to help them develop a positive attitude towards mobile phones use in teaching and learning.

Access, Transitions and Equity in Education in Ghana: Researching Practice, Problems and Policy - Akyeampong, Kwame; Rolleston, Caine; Ampiah, Joseph Ghartey; Lewin, Keith M (CREATE Pathways to Access, 2012)
Keywords: ⛔ No DOI found

Access to Social Assistance Among Ethnic Minorities in Vietnam - Dutta, Puja Vasudeva (World Bank, 2022)

Access to Open Educational Resources: Report of a UNESCO OER Community Discussion. - Haßler, Björn (IIEP, 2009)
Keywords: Author:Haßler; Björn-CV-OECS; ⛔ No DOI found

‘Access to learning’ and ‘learning to access’: Analysing the distinctive role of specialist teachers of children and young people with vision impairments in facilitating curriculum access through an ecological systems theory - McLinden, Michael; Douglas, Graeme; Cobb, Rory; Hewett, Rachel; Ravenscroft, John (British Journal of Visual Impairment, 2016)
The move towards greater inclusive practice in recent years has resulted in significant changes in curriculum design, delivery and support for children and young people with vision impairments, including increasing placement in settings not designated for pupils with vision impairments. Within these settings, pupils will participate in most curriculum areas alongside their sighted peers with support provided by a range of practitioners including a specialist teacher of children and young people with vision impairments. This article is concerned with analysing the distinctive function and role of the specialist teacher across settings in helping to facilitate an appropriate balance of curriculum ‘access’. Drawing upon recent work in this area, a dual model of access is presented as a means of illustrating the specialist teacher’s role in (1) ensuring that the child’s environment is structured to promote learning throughout their education (‘access to learning’) and (2) supporting the child to learn distinctive skills in order to afford more independent learning (‘learning to access’). While it can be challenging for specialist teachers to find the balance between these two roles, its importance is highlighted in literature which associates independence skills with positive employment outcomes. An ecological systems theory is used as a lens through which to conceptualise and navigate the issues teachers negotiate in facilitating an appropriate curriculum balance. We illustrate the multi-faceted role of the specialist teacher in providing support ‘within’ and ‘between’ the different ‘systems’ within this theoretical framework with a particular focus on the professional ‘standards’ that are used in England and Scotland, respectively. The article is original in being the first to examine the role of the specialist teacher of children and young people with vision impairments through such an analysis. In providing a theoretical framework and related vocabulary illustrated with examples from practice, it therefore has significance for educators and researchers concerned with facilitating curriculum access across national contexts and educational settings in order to reduce future barriers to learning and participation.
Keywords: Curriculum access; ecological systems theory; specialist teacher; vision impairments

Access to information: A New Promise for Sustainable Development - UNESCO (2019)

Access to electricity (% of population) - Sub-Saharan Africa | Data - World Bank (2021)

Access to electricity (% of population) - Kenya | Data - World Bank

Access to electricity (% of population) - Kenya - World Bank (2020)

Access to Education for Refugee Children in Indonesia During the COVID-19 Pandemic: Challenges and Adaptation Strategies - Prabaningtyas, Raden Ajeng Rizka Fiani; Pudjiastuti, Tri Nuke; Alami, Athiqah Nur; Farhana, Faudzan; Arfan (ASEAS - Advances in Southeast Asian Studies, 2023)
The protracted refugee situation in Indonesia during the COVID-19 pandemic has increased refugee children's vulnerability due to the non-fulfillment of their fundamental rights, including the right to education. Drawing on data collected through interviews and observation of refugee children during fieldwork in the cities of Batam and Makassar, this paper aims to investigate how and why their access to education has changed during the pandemic. This study finds that, shortly before the pandemic, the Indonesian government provided access to education for refugee children through the issuance of the Circular Letter from the Secretary General of the Ministry of Education, Culture, Research and Technology Number 752553/A.A4/HK/2019 dated on 10 July 2019. However, the pandemic complicated the accessibility of education for refugee children suggested by the Circular Letter due to lockdown policy and mobility restrictions. The complication is apparent in four aspects of accessibility, namely: access to information, activities in the learning process, environmental support, and the motivation of refugee children. Notwithstanding, this study also finds that the pandemic has induced developments of adaptation strategies through the adoption of online learning among refugee communities to enable wider access to education for refugee children. Therefore, the pandemic may have revealed the urgency for a more rights-based policy on refugee treatment in Indonesia.
Keywords: Bildungsbeteiligung; Bildungschance; Epidemie; Flüchtling; Indonesia; Indonesien; Kind; child; educational opportunity; epidemic; participation in education; refugee

Access to digital learning during COVID-19 closures: compounding educational inequality? - Moore, Rhiannon; Marshall, Lydia (2020)
This blog was origially published as a guest blog on the UKFIET forum The COVID-19 global pandemic has led to children across the world seeing their schools closed down – the latest UNESCO estimates suggest that over 87% of the world’s student population is currently unable to attend school or university. This is certainly true for children and young people in countries covered by the Young Lives study, with all schools in India, Ethiopia and Peru and schools in some parts of Vietnam, currently closed.

Access to Basic Education in Ghana: The Evidence and the Issues. Country Analytic Report. - Akyeampong, Kwame; Djangmah, Jerome; Oduro, Abena; Seidu, Alhassan; Hunt, Frances (ERIC, 2007)

Access to and use of technology by primary school teachers: A survey in the 23 regions of Madagascar - Rasolohery, Hasiniavo; Koomar, Saalim; Mitchell, Joel (EdTech Hub, 2023)
The Madagascar Ministry of National Education, through the National Institute for Pedagogical Training, plans to use new technology in teacher training for early-stage reading and writing in Malagasy. This initiative is undertaken within the framework of the Madagascar Basic Education Support Project. The main objective is to train 5,000 teachers of the T2 class remotely, drawing inspiration from systems such as the Distance Education for Primary Teachers (FADEP).

Access to and use of technology by primary school teachers: A survey in the 23 regions of Madagascar - Rasolohery, Hasiniavo; Koomar, Saalim; Mitchell, Joel; Mitchell, Hasiniavo Rasolohery, Saalim Koomar and Joel (EdTech Hub, 2023)
The Madagascar Ministry of National Education, through the National Institute for Pedagogical Training, plans to use new technology in teacher training for early-stage reading and writing in Malagasy. This initiative is undertaken within the framework of the Madagascar Basic Education Support Project. The main objective is to train 5,000 teachers of the T2 class remotely, drawing inspiration from systems such as the Distance Education for Primary Teachers (FADEP).

Access to and exclusion from primary education in slums of Dhaka, Bangladesh - Cameron, Stuart (CREATE Pathways to Access, 2010)

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

Access and equity in Open Education Resources: E-learning for girl and women in Bangladesh Open University. - Billah, Masum (2013)
Open Educational Resources are freely accessible, usually openly licensed documents and media that are useful for teaching, learning, educational, assessment and research purposes. E-learning is (website, e-book, cd, DVD etc) latest addition to OER which is accessible through internet and computing systems. Though these resources are ‘open’ to all for learning, but the socio economic situation of women and girls in Bangladesh is a challenge to take the advantage of e-learning systems. This research has been carried out to comprehend the situation of women and girls in Bangladesh in terms of E-learning, identify the challenges and opportunities of access to E-learning among women and girls and recommend about further improvement of those systems. The research had been consisted of several stages of analysis. Primarily different e-learning systems have been identified and later the contents have been analyzed to explore whether the topics and knowledge are relevant to women and girls. In the next stage, two groups of girls have been selected as respondent groups among which one group has been selected as user group who are currently using e-learning systems, and other group has non-users group. Comparison between these two groups has helped to identify the challenges that some girls face to use e-learning system and to recognize the factors that facilitated some girls to use the elearning system. In further stage of analysis, information from user’s group has helped to explore about the contents that should be included in the e-learning systems especially for women education, which will ensure a gender balance to use the system. At the end, it is expected that the research can recommend two factors; firstly, how these e-learning system could be more accessible among girls/women through increasing knowledge about the systems, and; secondly, what is required to include in these system to ensure equity to use the system and to gain knowledge from it.
Keywords: ⛔ No DOI found

Acceptable Use Policy - Hollingworth, Jimmy (Longhill High School, 2018)

Acceptable Use Policies for the Internet - Education World

Acceptable Usage Policy - Bishops Diosecan College (Bishops Diosecan College)

Accenture, Dubai Cares, Microsoft and UNICEF launch digital education platform under Generation Unlimited to help address global learning crisis - UNICEF (2021)
‘Passport to Earning’—part of the Generation Unlimited partnership—will provide free, quality, digital education for young people to help prepare them for the world of work

Accelerating STEM capacity: A complex adaptive system perspective - Stephens, Rick; Richey, Michael (Journal of Engineering Education, 2011)

Accelerating results for children with technology and digital innovation - UNICEF (UNICEF, 2021)

Accelerating Foundational Literacy and Numeracy Through Focus, Measurement, Support and Accountability - Beehary, Girindre (The World Bank)
Today, nine in ten girls and boys in low-income countries (LICs) cannot read with comprehension by their tenth birthday. The pursuit of secondary education, the pathway to employment for the majority of youth in LICs, is thus severely compromised.

Accelerating early math learning with research-based personalized learning games: A cluster randomized controlled trial - Thai, Khanh-Phuong; Bang, Hee Jin; Li, Linlin (Journal of Research on Educational Effectiveness, 2022)

Accelerating Digital Inclusion for Women and Girls in Asia and the Pacific - Asian Development Bank (2023)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Accelerating affordable smartphone ownership in emerging markets - GSMA (2017)

Accelerated recovery: Improving outcomes with blended learning - Global Online Learning Alliance (2020)

Accelerated Learning Programmes: What can we learn from them about curriculum reform? - Longden, Ken (Education for All Monitoring Report Background Paper, 2013)
The purpose of this paper is to present a cross-country analysis of the content and implementation of successful Accelerated Learning Programmes, ALPs. A literature search was conducted to find information on as many ALPs, as possible. This resulted in a matrix displaying key features of ALPs. Using the information from fifteen ALPs where almost complete data was available, an analysis was undertaken to discern the nature of these programmes in terms of providing improved access to learning. Five ALPs covering a range of types were selected for more detailed study. Finally, the lessons learned from ALPs were highlighted; potential implications for reform in the formal system were discussed with particular emphasis on the curriculum and teacher education.
Keywords: ⛔ No DOI found

Accelerated Learning and EdTech: A Rapid Evidence Review - Damani, Kalifa (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of accelerated learning in low- and middle-income countries (LMICs), with a focus on how EdTech might best be utilised for accelerated learning. It begins with a broad discussion of the components of accelerated learning, followed by a more focused discussion on how accelerated learning has been used to enhance learning outcomes for marginalised groups in LMICs. An exploration of how EdTech can be utilised for accelerated learning is then presented.
Keywords: L:Gender and education; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _P:Evidence review VCMFM9ZD; _cover:v2; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Accelerated Education Programs in Crisis and Conflict: Building Evidence and Learning - Baxter, Pamela; Ramesh, Aparna; Menendez, Alicia; North, Lindsay (READING AND ACCESS EVALUATIONS, 2016)

Accelerated Education Programming - Educate a Child (2016)
Many of the Educate a Child (EAC) partnerships implement accelerated education programs. This paper is a basic survey of several selected partner projects designed to situate EAC’s work within a broader context. Findings indicate that partners approach accelerated education in very different ways, responding to local contexts in order to serve OOSC needs. Further research is needed to explore the various successes and lessons learned from EAC support to accelerated education.

Accelerated Education Programme Youth Education Programme: NRC Education Scale-up and Quality Fund, EdTech for Rapid Response in Acute Emergencies Project - Kipruto, Amos; Denny, Kathleen (Norwegian Refugee Council, 2019)