4. Improving the Impact of Educational Technologies on Learning Within Low-Income Contexts - Castillo, Nathan M.; Adam, Taskeen; Haßler, Björn (Learning, Marginalization, and Improving the Quality of Education in Low-income Countries, 2022)

National EdTech strategies: what, why, and who - Chuang, Rachel; Coflan, Caitlin; Giraldo (UNICEF), Juan-Pablo; Attfield (FCDO), Ian; Tungatarova (UNICEF), Auken; Tungatarova (UNICEF), Rachel Chuang, Caitlin Coflan, Juan-Pablo Giraldo (UNICEF), Ian Attfield (FCDO) and Auken (EdTech Hub, 2022)
Using evidence from Covid responses, the report advises policymakers responding to learning loss caused by the pandemic to use existing EdTech, and focus on good pedagogy that is supported, rather than replaced by, technology.

National EdTech strategies: what, why, and who - Chuang, Rachel; Coflan, Caitlin; Giraldo (UNICEF), Juan-Pablo; Attfield (FCDO), Ian; Tungatarova (UNICEF), Auken; Tungatarova (UNICEF), Rachel Chuang, Caitlin Coflan, Juan-Pablo Giraldo (UNICEF), Ian Attfield (FCDO) and Auken (EdTech Hub, 2022)
Using evidence from Covid responses, the report advises policymakers responding to learning loss caused by the pandemic to use existing EdTech, and focus on good pedagogy that is supported, rather than replaced by, technology.

Digitalizing Laos: Improving Government Transparency, the Business Environment, and Human Capital - Runde, Daniel F.; Bandura, Romina; Lee, Rachel (2022)
Digitalization—which has accelerated around Southeast Asia due to the pandemic—will offer Laos increased government transparency and bureaucracy, in turn improving Laos's long-encumbered education system and business environment.
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Dispelling the Myths: What the Research Says about Teacher Professional Learning - Hill, Heather C.; Papay, John P.; Schwartz, Nathaniel (2022)

ZIM (file format) - Wikipedia (Wikipedia, 2022)
The ZIM file format is an open file format that stores wiki content for offline usage. Its primary focus is the contents of Wikipedia and other Wikimedia projects. The format allows for the compression of articles, features a full-text search index and native category and image handling similar to MediaWiki, and the entire file is easily indexable and readable using a program like Kiwix – unlike native Wikipedia XML database dumps. In addition to the open file format, the openZIM project provides support for an open-source ZIM reader called Kiwix. ZIM stands for "Zeno IMproved", as it replaces the earlier Zeno file format. Its file compression uses LZMA2, as implemented by the xz-utils library, and, more recently, Zstandard. The openZIM project is sponsored by Wikimedia CH, and supported by the Wikimedia Foundation.

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.

Zomba District (Wikipedia, 2022)
Zomba District is one of twelve districts in the Southern Region of Malawi, surrounded by the districts of Chiradzulu, Blantyre, Mulanje, Phalombe, Machinga, Balaka and the Republic of Mozambique to the east. The total land area is 2,363 km2, representing three percent of the total land area of Malawi. The capital is Zomba.

India's Draft Data Policy Unlocks Government Data for All, Mulls Monetisation - Choudhury, Deepsekhar (2022)

SABER dataset - World Bank (World Bank, 2022)

Outcomes-based funding in education: Assessing cost effectiveness and accountability - Government Outcomes Lab (2022)

Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic - Rutherford, Teomara; Duck, Kerry; Rosenberg, Joshua M.; Patt, Raymond (Journal of Research on Technology in Education, 2022)

The Use of Web 2.0 Tools in Mother-tongue Instruction: Teachers’ Experiences - Üzeyir, Süğümlü; Serkan, Aslan (International Journal of Education & Literacy Studies, 2022)
Keywords: ⛔ No DOI found

Mobile learning applications for refugees: A systematic literature review - Drolia, Maria; Papadakis, Stamatios; Sifaki, Eirini; Kalogiannakis, Michail (Education Sciences, 2022)
The proliferation of mobile devices in everyday life since the end of the 20th century has led to mobile applications for educational purposes and the creation of the research field of mobile learning. Despite the extended research interest on the effectiveness of this field, there is limited research on mobile learning for various social groups, such as refugees, students with learning difficulties and disabilities. Due to the unprecedented number (over one hundred million) of refugees during the second decade of the 21st century worldwide, many NGOs (Non-Governmental Organizations) and UN (United Nations) initiatives have proposed leveraging mobile learning for refugee educational needs. This research article focuses on mobile learning for refugee education. Namely, the present systematic literature review results from 2015 to 2020 will give a concrete picture of the recently existing mobile learning apps for refugees and their characteristics. According to the research findings, 15 characteristics were collected out of 14 applications. According to prior literature, areas of agreement or discrepancies in the field were found. Two new -to previous literature- characteristics were revealed: interwoven psychological and educational features and refugees’ cultural features in the apps. The summarization and categorization of the app’s characteristics aim to contribute to mobile learning research and impact game developers, educators, and NGOs according to refugee needs. The limitations of this study and issues for further exploration will also be discussed in the last sections.

Innovation in the teaching-learning process in higher education in COVID-19 time in Mozambique - Mahaluça, Filipe; Moiana, Carla; Macuacua, Júlio De; Marrengula, Nacério; Macuacua, Valentim (Journal of Humanities and Social Sciences, 2022)
Due to the great changes that COVID-19 brought to the world, education was one of the most affected sectors. Because of this, different teaching measures were adopted, so that the student would not be harmed and deprived of having access to learning, as a form of an emergency education that allows the continuity of the Teaching-Learning Process. To this end, the present research was conducted with the objective of identifying the innovative mechanisms adopted by Higher Education Institutions in the Teaching-Learning Process at the times of the COVID-19 pandemic. This is a quali-quantitative, bibliographic, documental, descriptive and exploratory research of secondary data collected in all Mozambican Higher Education Institutions. The study population comprises all Higher Education Institutions in Mozambique, here considered finite (N=56). To achieve the objective, 46 Higher Education Institutions stratified into class and type were selected by convenience. Of the 46 Higher Education Institutions studied, 46% are class A, 39% class B, 9% class C, and 7% class D. For the continuation of the Teaching-Learning Process in Higher Education in COVID-19 season, WhatsApp platform was the most adopted by Higher Education Institutions with about 35.3%, followed by Google Classroom (27.7%), Zoom (15.1%), Moodle (14.3%), Skype (4.2%) and Colibri (3.4%). In this study, it was concluded that within the same institution, several platforms were used in the educational environment, motivated by the lack of a clear orientation about the application to be adopted or even by the low technical preparation of the users. Therefore, a training to all teachers about the platforms adopted is recommended for Teaching–learning process, as well as presentation to students and if possible experimentation in labs or smartphones.
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

How Learning Continued During the COVID-19 Pandemic: Global Lessons from Initiatives to Support Learners and Teachers - OECD; World Bank (OECD, 2022)

UNICEF warns of Nigerian education crisis as world celebrates International Day of Education amid COVID-19 concerns - UNICEF (2022)

History of SEAMEO Members - Southeast Asian Ministers of Education Organization (2022)
Keywords: ⛔ No INSPIRE recid found

Ministry of East African Community (EAC), ASALs And Regional Development - The Ministry of East African Community, Arid and Semi-Arid Lands, Republic of Kenya (2022)

Engaging Girls with E-Learning: A curated list of good practices - AlSheikh Theeb, Thaer (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org

The effect of internet services on child education outcomes: evidence from poa! Internet in Kenya - Okyere, Charles Yaw (Journal of Development Effectiveness, 2022)
In 2016-2018 poa! Internet, a private internet service provider, distributed free internet services across schools in Nairobi, Kenya. Using inverse probability weighting (IPW) method, the study finds that the intervention significantly increases students’ internet use and training, receipt of information on educational content, and participation in information and communication technologies (ICTs) education programmes. However, the study does not find evidence that internet services increase school attendance. The results suggest that facilitating access to internet services in schools can significantly increase child computer and internet skills and training in developing countries, even if those investments have limited gains on school attendance.
Keywords: Internet services; Kenya; education; gender; quasi-experimental design

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)

Program Assessment of Kolibri FLY - Assaf, Teib; Taylor, Stefanie (Open Development & Education, 2022)

Using participatory design approaches in educational research - Cumbo, Bronwyn; Selwyn, Neil (International Journal of Research & Method in Education, 2022)
Educational researchers are showing a growing interest in Participatory Design (PD) and other collaborative co-design approaches. This paper considers the ways in which education researchers considering PD can benefit from drawing on the approach’s heritage in the 1970s’ Scandinavian ‘cooperative inquiry’ tradition. In particular, the paper highlights four core principles from the Scandinavian tradition, i.e.: the pursuit of socio-ethical outcomes, sustained consideration of what constitutes ‘participation’ and ‘practice’, and PD as a design process. While positioning these principles in school-based research is not easy, the paper considers how this has been achieved within the field of child-computer-interaction – an area of research that is also often conducted with children in educational institutions. While remaining mindful of the institutional constraints of school-based research, we argue that these Scandinavian principles can be borrowed and built upon by educational researchers – thereby extending the scope and ambitions of educational PD research.
Keywords: Participatory methods; Scandinavian tradition; co-design; educational research; participatory design

Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico - Hevia, Felipe J.; Vergara-Lope, Samana; Velásquez-Durán, Anabel; Calderón, David (International Journal of Educational Development, 2022)
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss.
Keywords: Academic achievement; Educational equality; Learning assessment; Learning gap; Learning loss; Learning poverty

Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico - Hevia, Felipe J.; Vergara-Lope, Samana; Velásquez-Durán, Anabel; Calderón, David (International Journal of Educational Development, 2022)
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss.
Keywords: Academic achievement; Educational equality; Learning assessment; Learning gap; Learning loss; Learning poverty

Program Assessment of Kolibri FLY - Open Development and Education (OpenDevEd, 2022)

Family engagement in early learning opportunities at home and in early childhood education centers in Colombia - Rey-Guerra, Catalina; Maldonado-Carreño, Carolina; Ponguta, Liliana Angelica; Nieto, Ana María; Yoshikawa, Hirokazu (Early Childhood Research Quarterly, 2022)
Family engagement in early learning and education is considered a key predictor of children's development. However, little is known about the link between family engagement in early learning opportunities in sociocultural diverse contexts, particularly in low- and-middle-income countries. This study examined the associations of family engagement in home learning activities (e.g., reading books, naming things) and in early childhood care and education centers (ECCE; e.g., attending meetings or workshops, helping inside the classroom) with young children's emergent literacy and numeracy, social-emotional functioning, motor development, and executive functions, as measured through direct assessment. Data came from a nationally-representative sample of public ECCE centers in Colombia serving 3–5-year-old children (N = 3069). Multilevel model analyses showed that home-based family engagement was associated with higher emergent numeracy, emergent literacy, social-emotional functioning, and motor development, whereas center-based family engagement was associated only with higher emergent numeracy and literacy development. These results suggest that interventions and policies designed to improve family engagement in early learning opportunities both at the ECCE centers and at the home could have positive and independent effects on early childhood development.
Keywords: Child development; Colombia; Early childhood education; Family engagement; Home learning; Multilevel models

Emergency remote teaching experiences of basic education teachers in the Philippines - Sarmiento, Celina; Cajimat, Rodney; Mistades, Voltaire; Lapinid, Minie Rose; Aguja, Socorro; Prudente, Maricar; Cascolan, Honelly Mae; Lucas, Rochelle; Gonzales, Richard; Peñafiel, Jayson; Ilanan, Celia; Avilla, Ruel; et al. (2022)
https://www.researchgate.net/publication/366557563_Emergency_remote_teaching_experiences_of_basic_education_teachers_in_the_Philippines Link to article: https://researchjournal.nrcp.dost.gov.ph The COVID-19 worldwide outbreak drove all educational institutions to enforce school closures and sought alternative ways to sustain education. In response, the Philippine Department of Education initiated social distancing measures, transitioned the curriculum to the Most Essential Learning Competencies (MELCs), and equipped for Emergency Remote Teaching (ERT). However, the shift occurred abruptly with insufficient preparation. Hence, teachers were obliged to deliver education in an unfamiliar environment, requiring additional skills and resources. In this study, the experiences of school teachers who had to endure sudden changes and be exposed in a new teaching and learning environment was investigated. A nationwide survey in April 2021 was participated by 28,859 basic education public school teachers in all levels and descriptive statistics was done to analyze the data gathered. Results suggest that most teachers utilize printed modules as the modality for remote teaching. This finding is probably because stable internet access is still a challenge in many areas of the country. As a result, teachers implement less interactive forms of activities. Facebook also emerged as a widely used means for communication with students and colleagues. Teachers also learned how to use several applications to cope with the demands of the new work environment. With these findings, the education sector is enjoined to conceptualize modifications that could improve remote teaching implementation in the country.

Transcultural adaptation and psychometric properties of the International Development and Early Learning Assessment (IDELA) in Brazilian pre-school children - Shavitt, Ilana; Ayres de Araujo Scatollin, Monica; Suzart Ungaretti Rossi, Adriana; Pacífico Mercadante, Mariana; Gamez, Luciano; Resegue, Rosa Miranda; Pisani, Lauren; do Rosário, Maria Conceição (International Journal of Educational Research Open, 2022)
Early childhood is a sensitive period for development, and it is important to use psychometrically sound instruments to assess the child's developmental abilities. The International Development and Early Learning Assessment (IDELA) represents an innovative, feasible and low-cost assessment tool for preschool children that evaluates motor development, pre-numeracy, pre-literacy, and socioemotional development. These areas of development represent “key” skills for early development and school readiness. The objectives of this study were to translate the IDELA to Brazilian Portuguese, to conduct its cultural adaptation to the Brazilian population, to analyze its content validity, to assess its inter-rater reliability, to analyze the internal consistency of its sub-domains and to investigate associations between the child's IDELA scores and sociodemographic characteristics of the family. This was a descriptive, cross-sectional study, in which a sample of 565 preschool children were assessed with the IDELA in the city of Embu das Artes, São Paulo. Results indicated that the IDELA was successfully translated and culturally adapted to the Brazilian population, presenting adequate content validity, good internal consistency of its sub-domains and very high inter-rater reliability. Among the evaluated children, the girls' mean scores were higher than the boys' mean scores; 5-year-old children had higher scores than 4-year-old children; a positive correlation was observed between maternal education and the children's mean scores in the total IDELA, the pre-mathematics and the socioemotional subdomains. In conclusion, the Brazilian version of the IDELA proved to be feasible, adequate and reliable to assess early childhood development and school readiness of preschool age children in Brazil. Future studies could use the IDELA to provide relevant data about the children's development and school readiness in other Brazilian regions that will be useful in the planning of public health and education policies to improve children's integral development and their academic achievement.
Keywords: Assessment; Cultural adaptation; Early childhood development; Inter-rater reliability; Preschool age children; Translation

Applying the self-determination theory (SDT) to explain student engagement in online learning during the COVID-19 pandemic - Chiu, Thomas K. F. (Journal of Research on Technology in Education, 2022)
During school closures forced by the COVID-19 pandemic, remote/online learning has been adopted to help students continue to learn. Student engagement, which is energized by motivation as explained by self-determination theory (SDT), is a prerequisite for learning. Therefore, this study investigated how the three perceived psychological needs in SDT affected student engagement in online learning using pre- and post-questionnaires completed by 1201 Grade 8 and 9 students within 6 weeks of partaking in online learning. The results suggested that digital support strategies better satisfied students’ needs, that all of the needs were predictors of the level of engagement, and that relatedness support was very important.
Keywords: K-12 education; Online learning; pandemic; self-determination theory; student engagement

Tracing students' mathematics learning loss during school closures in teachers' self-reported practices - Haser, Çiğdem; Doğan, Oğuzhan; Kurt Erhan, Gönül (International Journal of Educational Development, 2022)
The study explored how mathematics learning loss took place among Turkish middle school students during the COVID-19 school closures through mathematics teachers' self-reported practices, challenges, and efforts while they were trying to support their students' learning. Interviews with 19 public and 9 private middle school mathematics teachers indicated that there were certain differences in teachers' practices and revealed the existing inequalities among the schools, classrooms, and students. Students' lack of participation, teachers' limited use of methods to teach mathematics, the socio-economic status of families and their lack of collaboration with teachers were among the reasons for mathematics learning loss. • Existing inequalities among the students reflected on mathematics learning loss. • Public and private school mathematics teachers' practices differed significantly. • Teaching practices were limited by the students' access to internet and technology. • Students' limited/lack of access to the learning environment caused learning loss. • The pedagogical approaches teachers used were drastically decreased during pandemic.
Keywords: COVID-19; Inequality; Mathematics learning loss; Mathematics teachers; Middle school students; Remote teaching

Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico - Hevia, Felipe J.; Vergara-Lope, Samana; Velásquez-Durán, Anabel; Calderón, David (International Journal of Educational Development, 2022)
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss. • Prolonged school closures have increased learning loss around the world. • In Mexico, we estimated a learning loss in a range from 0.34 to.045 SD in reading and 0.62-0.82 SD in numeracy. • According to SES, we found an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. • Gaps in fundamental learning by gender and SES increased. • We discussed the need to establish a strategy to address these lags through remedial courses that teach at the right level.
Keywords: Academic achievement; Educational equality; Learning assessment; Learning gap; Learning loss; Learning poverty

Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico - Hevia, Felipe J.; Vergara-Lope, Samana; Velásquez-Durán, Anabel; Calderón, David (International Journal of Educational Development, 2022)
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss. • Prolonged school closures have increased learning loss around the world. • In Mexico, we estimated a learning loss in a range from 0.34 to.045 SD in reading and 0.62-0.82 SD in numeracy. • According to SES, we found an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. • Gaps in fundamental learning by gender and SES increased. • We discussed the need to establish a strategy to address these lags through remedial courses that teach at the right level.
Keywords: Academic achievement; Educational equality; Learning assessment; Learning gap; Learning loss; Learning poverty

Global Economic Prospects - World Bank (2022)
Although global economic output is recovering from the collapse triggered by COVID-19, it will remain below pre-pandemic trends for a prolonged period.

Blended Learning For All (BEFA) - a2i (2022)

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

Barriers of distance learning in physical education of learners with hearing impairment - Acain, Beverly; Ortiz-Ocariza, Avi Gail Cal; Cabales, Vincent I.; Matutinao, Rafael G.; Rubin, Jelly L.; Ancheta Jr, Rosein A.; Manalastas, Rebecca DC; Reyes, Niña Rozanne T. Delos; Capuno, Reylan G.; Manguilimotan, Ramil P. (Journal of Positive School Psychology, 2022)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Accelerated Education in the Democratic Republic of Congo, South Sudan, Tanzania and Uganda - Accelerated Education Working Group (AEWG); Inter Agency Network for Education in Emergencies (INEE) (2022)

Teacher Training and Support in Africa during the COVID-19 Pandemic. - ADEA; AU/CIEFFA; APHRC (Association for the Development of Education in Africa (ADEA); African Union’s International Center for Girls’ and Women’s Education in Africa (AU/CIEFFA); African Population and Health Research Center (APHRC), 2022)

Digital Education Strategy Fact Sheet - African Union (2022)

Tech-enhanced Continuous Professional Development​ - Aga Khan University (2022)
As a private, non-denominational university, AKU is committed to quality education and promoting human welfare through teaching, research and community service initiatives.

Technology supported learning and pedagogy in times of crisis: The case of COVID-19 pandemic - Ahmed, Vian; Opoku, Alex (Education and Information Technologies, 2022)
Online teaching within disciplines such as Engineering require experiential learning that equip future graduates with highly intellectual and professional skills to meet the demands of employers and the industry. The outbreak of COVID-19 however, has shifted the academic community into new landscapes that require educators and students to adapt and manage their expectations. Although literature reports on research attempts to study the implications of Covid-19 on the Higher Education curricular, little has been reported on its impact on Engineering Education. This paper therefore uses the theory of Emergency Management Life Cycle (mitigation, preparedness, response, and recover) as a lens to examine the challenges faced by students and academics and coping mechanism during the COVID period. This study adopts a mixed method approach using a case study from the College of Engineering at a Higher Education Institution in the UAE due to the sudden migration to online teaching amid COVID-19. Data is collected through interviews and surveys with both students and instructors on challenges, strategies and online delivery good practices that enhanced students’ learning experience. The results show that, Technology Supported Learning tools are capable of enhancing students’ experiential learning and associated competencies, however there were a number of pedagogical, technological and psychological challenges that faced students and instructors as a result of the sudden migration online, which are likely to play a role in the impediment of the students’ learning cycle, due to the lack of preparedness in response to the state of emergency created by Covid-19. Despite these challenges, the study found that instructors with effective communication skills and teaching style, competent use of technology, flexible, friendly and supportive attitude towards teaching, played a positive role in mitigating for the lack of preparedness in response to sudden migration online. The study also reveals that by overcoming some of the technical challenges such as slow internet connection and interruptions, lessons learnt from the sudden migration to online delivery amid COVID-19, will help create new opportunities for the use of blended learning approaches to meet the needs of the on-going COVID and future online deliveries.

Nudging Parents to Increase Preschool Attendance in Uruguay - Ajzenman, Nicolas; Luna, Laura; Hernández-Agramonte, Juan; Boo, Florencia; Vásquez-Echeverría, Alejandro; Diaz, Mercedes (SSRN Electronic Journal, 2022)

Personalized learning - Alam, Andaleeb; Castillo (UNICEF Office of Global Insight & Policy, 2022)
A landscape analysis of tech-enabled personalized learning solutions in developing country contexts.

Partnership for Digitizing Teaching in Post-Covid Nigeria: TRCN Master Trainers’ Digital Literacy for Teachers and School Administrators - Alimigbe, Frances A; Avoseh, Mejai B M (Commission for International Adult Education, 2022)
Aberration in teaching and learning caused by the Coronavirus (COVID-19) pandemic is still a stark reality. Efforts at ameliorating havoc in Nigeria necessitated the Global Partnership for Education (GPE) Accelerated Fund to support state-driven interventions to address gaps in delivering Education in Emergencies (EiE) and inequalities existing within the education sector. GPE is supported Nigeria with a COVID-19 response programme entitled ‘Continuing learning through alternate home-based platforms’ in 16 states across Nigeria to develop capacities of teachers and school leaders on effective use and application of technology in teaching and learning. The programme included a teacher capacity development component to enable teachers to utilize flexible digital and remote/home-based learning resources. The programme hopes to enhance teachers’ and school leaders’ capacity to deploy technology in classrooms and improve online and offline distance learning methods. Training needs assessment was conducted to ensure digital training was designed to fit the identified digital skills gap of teachers in Nigeria. This paper scrutinized secondary data to discuss various processes of the intervention. It further discussed outcomes of the programme on teachers who were target beneficiaries of the program and education in Nigeria. It then concluded with a focus on benefits of partnerships between donor agencies and Teachers Registration Council of Nigeria (TRCN), the training goal, desired outcomes, methodology, challenges, the way forward, and implications for school administrators on teaching and learning in Nigeria.

Whose Data is it Anyway?: Decoding the Draft India Data Accessibility & Use Policy, 2022 - Alliance for Digital India Foundation (2022)
If India wants to fulfil its ambition of achieving a $5 trillion economy, it has to hone its ability of harnessing the value of data.

Impact Report 2022: Local Solutions to Global Challenges - Asante Africa Foundation (2022)

Annual Status of Education Report 2021 (ASER, 2022)

How to manage distance learning for children with autism during the COVID-19 pandemic at Rumah Autis Depok, Indonesia? - Ayuningtyas, Fitria; Sevilla, Vinta; Uljanatunnisa, Uljanatunnisa (International Journal of Multicultural and Multireligious Understanding, 2022)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

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

Implementing DREAMS Programming in Malawi - Bantwana World Education Initiative (2022)

Floods in Pakistan: Human Development at Risk - Barón, Juan D.; Bend, Mary; Roseo, Elena; Farrakh, Izza (World Bank, 2022)
This note assesses the effects of the 2022 floods on human capital in Pakistan. It focuses on the results of a Pakistan-wide phone survey that gathered information on the experiences of approximately 4,000 families with children ages 3 to 17.
Keywords: ⛔ No DOI found

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

Lowering Barriers to Remote Education: Experimental Impacts on Parental Responses and Learning - Beam, Emily; Mukherjee, Priya; Navarro-Sola, Laia (SSRN Electronic Journal, 2022)
We conduct a randomized controlled trial with households of secondary school students in Bangladesh to investigate how parents adjust their investments in response to three educational interventions: an informational campaign about an educational phone application, an internet data subsidy, and oneon-one phone learning support. We find that offering an educational service in a context where other barriers to take-up exist can still trigger parental educational investments by acting as a signal or nudge. These behavioral changes result in lasting learning gains concentrated among richer households, reflecting that the relevant behavior change—increased tutoring investment—is easier for them to implement. In contrast, when interventions do increase take-up, they have the potential to narrow the socioeconomic achievement gap. We observe that increased usage of the targeted educational service limits parental behavioral responses. This implies that learning gains in these cases are directly caused by the potential effectiveness of the services adopted. In our setting, remote one-to-one teacher support improves learning among students from poorer households, whereas receiving the free data package jointly with the app information has no impact on learning.

Hyderbad police bust racket selling fake degree certificates, 10 held - Buddi, Mahesh (2022)

Loss-of-Learning and the Post-Covid Recovery in Low-Income Countries - Buffie, Edward; Adam, Christopher; Kpodar, Kangni; Zanna, Luis-Felipe (IMF Working Papers, 2022)
We analyze the medium-term macroeconomic impact of the Covid-19 pandemic and associated lock-down measures on low-income countries. We focus on the impact over the medium-run of the degradation of health and human capital caused by the pandemic and its aftermath, exploring the tradeoffs between rebuilding human capital and the recovery of livelihoods and macroeconomic sustainability. A dynamic general equilibrium model is calibrated to reflect the structural characteristics of vulnerable lowincome countries and to replicate key dimensions of the Covid-19 shock. We show that absent significant and sustained external financing, the persistence of loss-of-learning effects on labor productivity is likely to make the post-Covid recovery more attenuated and more expensive than many contemporary analyses suggest.

2022 Findings on the Worst Forms of Child Labor: Timor-Leste - Bureau of International Labor Affairs (2022)
Keywords: ⛔ No INSPIRE recid found

Getting the most out of your SMS Survey: Experimental Results - Busara (Busara Center for Behavioral Economics, 2022)
Summary and Goal of the Study: Together with mSurvey we ran a study with ~9000 participants to test 1) whether we can collect useable and valid SMS survey data, 2) whether there are marked differences between the Busara pool and the mSurvey pool – different in demographics, recruitment method, and familiarity with SMS surveys, and […]

Teacher-led learning circles: Developing teacher leadership and teaching practice for the use of formative assessment to improve students’ learning - Campbell, Carol; DeLuca, Christopher; LaPointe-McEwan, Danielle (Education International Research, 2022)
Keywords: ⛔ No DOI found

Trends in Digital Personalized Learning: Landscape Review of Personalized Learning Solutions in Low and Middle-Income Countries. UNICEF Office of Global Insight & Policy. - Castillo, N; Adam, T; Alam, A; Alrawashdeh, G. S.; Tiwari, P (UNICEF Office of Global Insight & Policy., 2022)

Global Experience with EMIS (unpublished note) - Center for Global Development (Center for Global Development, 2022)
Global Experience with EMIS This brief sets out a review of international practice on Education Management Information Systems (EMIS). High-income Countries High-income countries typically have data systems that are integrated and open. The public may look up individual schools online and see...

Final Report for Evaluation of RTT - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe); UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2022)

What do we know about Dyslexia in Our Learners - Chiao-Yi, Wu (National Institute of Education (NIE), 2022)
Keywords: ⛔ No INSPIRE recid found

Dyscalculia: What It Is, Causes, Symptoms & Treatment - Cleveland Clinic (2022)
Keywords: ⛔ No INSPIRE recid found

A case study approach to exploring resilient pedagogy during times of crisis - Clum, Katie; Ebersole, Liz; Wicks, David; Shea, Munyi (Online Learning, 2022)

EAGER Scenario Model – Sierra Leone - Cochran, Mikaela (The International Rescue Committee, 2022)

Teacher Rotation and Student Outcomes: Experimental Evidence from Uganda - Cohen, Isabelle; Dal Bo, Ernesto; Finan, Federico; Omala, Kizito; Schonholzer, David (2022)
This report summarizes an ongoing study of the effect of teacher rotation on student outcomes in Uganda. In the status quo, teachers are transferred (“rotated”) across schools at the discretion of district authorities. In randomized treatment schools, we incentivize teachers...

Council approves Data Governance Act - Council of the EU (2022)
The Council today approved a new law to promote the availability of data and build a trustworthy environment to facilitate their use.

What has worked at scale? - Crawfurd, Lee; Hares, Susannah; Sandefur, Justin (Schooling for all feasible strategies to achieve universal education, 2022)

Feed The Monster (US English) - Curious Learning (2022)

d-portal - d-portal.org (Development Portal (IATI), 2022)

Transformational Empowerment of Adolescent Marginalised Girls in Malawi - da Silva, Carol; Laesecke, Anne; Murray, Matthew; Salicath; Wang, Erica (Team Girl Malawi, 2022)

EdTech for Ugandan girls: Affordances of different technologies for girls' secondary education during the Covid-19 pandemic - Damani, Kalifa; Daltry, Rebecca; Jordan, Katy; Hills, Libby; Evans, Laura (Development Policy Review, 2022)
Motivation This article discusses the use of educational technology (EdTech) in girls' education at PEAS (Promoting Education in African Schools) schools in rural Uganda during the Covid-19-related school closures. Purpose This article addresses a research gap surrounding the potential use of EdTech to support girls' education, focusing on the barriers to girls' EdTech use and how technology might be used to enhance girls' education in disadvantaged rural areas—specifically their academic learning and their social and emotional learning. Methods and approach A sequential, explanatory mixed-methods case-study approach was used. Quantitative exploration of a dataset of 483 Ugandan students, from 28 PEAS schools, was first conducted, followed by interviews with PEAS staff to elucidate the reasons and context behind the findings. Findings Findings show that female students are less likely than male students to have access to their caregivers' phones for learning. The form of EdTech that appeared to be most beneficial for girls' academic learning was radio; girls also had significantly more interest in tuning into radio broadcasts than boys did. Also, poorer boys were more likely to be influenced by SMS messages than wealthier boys. Apart from gender-based differences, students with more highly educated parents found SMS messages more helpful, and phone calls from teachers appeared to help boost younger students' self-confidence. Policy implications The findings suggest that policy-makers need to: carefully consider provision of education through multiple modes of EdTech in order to ensure that it reaches all students; ensure that caregivers are involved in the strategies developed for girls' education; make EdTech interventions interactive; and consider language in EdTech interventions. Given the gender differences which emerged, the findings are of relevance both to supporting the continuation of educational provision during periods of school closure, and also in terms of finding additional ways to support girls' education alongside formal schooling.
Keywords: Covid-19; EdTech; education; gender; rural Uganda

Attitudes of Filipino parents of children with Down syndrome on noninvasive prenatal testing - De Castro-Hamoy, Leniza G.; Tumulak, Ma-am Joy R.; Cagayan, Maria Stephanie Fay S.; Sy, Peter A.; Mira, Nona Rachel C.; Laurino, Mercy Y. (Journal of Community Genetics, 2022)
Keywords: ⛔ No INSPIRE recid found

DHIS2 for Education - DHIS (DHIS2, 2022)
Leverage DHIS2 tools and regional HISP capacity to facilitate data use for improvement in learning outcomes and equitable access to education

DLA Piper Global Data Protection Laws of the World - World Map - DLA Piper (2022)

How to Design and Institutionalize Spending Reviews - Doherty, Laura; Sayegh, Amanda (2022)
Spending reviews refer to the process of conducting in-depth assessments of existing public expenditure in order to identify opportunities to reduce or redirect spending from low-priority, inefficient, or ineffective spending. They offer a systemic approach to ensuring that spending is aligned with the government’s policy priorities, is effective in achieving its intended objectives and is deployed efficiently. This How to Note outlines the various objectives of spending reviews and provides guidance on designing a spending review process, including the organizational architecture and roles and responsibilities of various stakeholders. It also discusses the various stages of con¬ducting spending reviews and mechanisms for integrat¬ing their outcomes into the budget process. This note draws on lessons and experiences from countries that have established spending reviews, while recognizing that this is an emerging area for further reform.

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

Knowledge Pack: Remote phone-based formative assessment - EdTech and LEeP team (2022)
Remote Phone-Based Formative Assessment Knowledge Pack (English)

EdTech for Digital Personalised Learning - EdTech Hub (EdTech Hub, 2022)
Evidence on how technology can be used to maximise the effectiveness of personalised learning and teaching at the level of the student.

Knowledge Pack: Assistive Technologies - EdTech team (World Bank Group, 2022)

Knowledge Pack: Cloud for Education. - EdTech team (World Bank Group, 2022)
Cloud for Education Knowledge Pack (English)

Knowledge Pack: Devices for education - EdTech team (World Bank Group, 2022)

Knowledge Pack: Digital Teaching and Learning - EdTech team (World Bank Group, 2022)
Digital Teaching and Learning Knowledge Pack (English)

Knowledge Pack: EMIS 2.0: Learning And Accountability System Architecture (LASA) - EdTech Team (World Bank Group, 2022)

Knowledge Pack: Innovation Ecosystems - EdTech team (World Bank, 2022)

Knowledge Pack: Learning Management Systems for Education - EdTech team (World Bank Group, 2022)
Learning Management Systems for Education : Knowledge Pack (English)

Knowledge Pack Procurement - EdTech team (World Bank Group, 2022)

Knowledge Pack: Teachers’ skills and skills frameworks for remote and blended learning - EdTech team (World Bank Group, 2022)

Knowledge Pack: Technologies for personnalized and adaptive learning - EdTech team (World Bank Group, 2022)
Technologies for Personalized and Adaptive Learning Knowledge Pack (English)

Knowledge Pack: Technology for literacy - EdTech team (World Bank Group, 2022)

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

Best evidence on impact of Covid-19 on pupil attainment - Education Endowment Foundation (EEF, 2022)
The EEF is an independent charity dedicated to breaking the link between family income and educational achievement.

The effectiveness of technology-supported teacher professional learning communities in emergency settings - El-Serafy, Yomna; Adam, Taskeen; Hassler, Björn (Future-Proofing Teacher Education, 2022)
Professional learning communities are becoming increasingly popular in emergency settings due to their potential to be a sustainable, scalable, and grounded modality for teacher professional development. In settings where formal structures of professional development are absent or disjointed, professional learning communities respond to the urgent need to develop quality teachers. Moreover, where teachers have experienced significant trauma, such communities offer highly valued spaces for socioemotional support. Increasingly, practitioners in emergency settings are moving towards using technology to support professional learning communities, either by facilitating them entirely online or by using technology for specific components. This chapter builds upon existing literature on the use of technology in professional learning communities, both globally and in emergency settings in particular. The chapter correlates such literature to findings from primary research that involved 280 practitioners of professional learning communities in emergency settings. We demonstrate the potential for technology to significantly increase access to and effectiveness of professional learning communities in emergency settings, while laying out significant barriers to implementation.

The lesson study approach to professional development: Promoting teachers' peer mentoring and communities of practice and students' learning in Egypt - Elkomy, Maha M.; Elkhaial, Nevien H. (Teaching and teacher education, 2022)
The purpose of this study was to explore the impact of the lesson study (LS) approach on developing knowledge and perception of peer mentoring (PM) and communities of practice (CoPs) among kindergarten (K.G.) teachers in Egypt. It also aimed to improve students' learning in science concepts and English vocabulary due to teachers' participation in LS. A mixed methods design was employed. Results show that the LS approach provided a rich context for practicing PM experiences and helped teachers to collaborate in a CoP. Further gains were also achieved regarding students’ learning. •Effects of LS on PM and CoP among teachers were investigated.•The impact of the activities developed during LS on students' learning was assessed.•The study was composed of two samples: 21 teachers and 246 learners.•Significant results were obtained concerning teachers' knowledge and perceptions of PM and CoP.•Positive effects on students' learning of science and English were also found.
Keywords: Community of practice; Education & Educational Research; English learning; Lesson study; Mentors; Peer-mentoring; Professional development; Professional learning; Science learning; Sciences education; Social Sciences; Teachers

Pakistan Floods: Education Snapshot - 30 September 2022 - Pakistan | ReliefWeb - ESWG (2022)
Infographic in English on Pakistan about Education, Flash Flood and Flood; published on 30 Sep 2022 by Education Cluster, Save the Children and 2count other organizations

What We Learn about Girls’ Education from Interventions That Do Not Focus on Girls | The World Bank Economic Review | Oxford Academic - Evans, David K; Yuan, Fei (2022)

Dyslexia World-wide: A View of Emerging Themes - Fawcett, Angela J. (The Routledge International Handbook of Dyslexia in Education, 2022)
Keywords: ⛔ No INSPIRE recid found

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.

2022 Annual Review of Education Beyond Aid project - Foreign, Commonwealth & Development Office (GOV.UK, 2022)

Sierra Leone Secondary Education Improvement Programme II (SSEIP II) - Foreign, Commonwealth Development Office (GOV.UK, 2022)

Teachers’ Skills and Skills Frameworks for Remote and Blended Learning Knowledge Pack - Freeman, Barbara; Raigosa Montoya,, Juliana (2022)

Introducing EIDU’s solver platform: Facilitating open collaboration in AI to help solve the global learning crisis - Friedberg, Aidan (Artificial intelligence in education. Posters and late breaking results, workshops and tutorials, industry and innovation tracks, practitioners’ and doctoral consortium, 2022)

Gender statistics in Vietnam 2021 - General Statistics Office (Government of the Socialist Republic of Vietnam, 2022)
Gender statistics that help policymakers identify the differences and inequalities between women and men, their priorities and needs; thereby contributing to the development and criticism of policies and programs aimed at ensuring maximum benefits for both women and men, promoting, operating, developing, implementing and

The Kenya Ministry of Education’s response to the COVID-19 pandemic: Case study - Gichuhi, Loise; Kallsta, Jane (UNESCO IIEP, 2022)

EdTech supporting sex education for students in Malawi Global EdTech - Global EdTech (2022)

Prioritizing Learning During Covid-19: The Most Effective Ways to Keep Children Learning During and Post-Pandemic - Global Education Evidence Advisory Panel (World Bank, FCDO, and UNICEF Office of Research - Innocenti, 2022)
Andrab

Prioritizing learning during COVID-19: The most effective ways to keep children learning during and postpandemic. - Global Education Evidence Advisory Panel (World Bank, FCDO, and UNICEF Office of Research - Innocenti, 2022)

Education finance watch 2022 - Global Education Monitoring Report Team (UNESCO, 2022)

Education Management Information System (EMIS) - Government of Balochistan (2022)

The Promise of Inclusive Digital Learning in Kenya - Government of Kenya (2022)

Malawi Social Cash Transfer Programme Strategic Plan 2022 - 2027 - Government of Malawi; UNICEF (2022)

Pakistan Floods 2022: Post-Disaster Needs Assessment - Government of Pakistan; Asian Development Bank; European Union; United Nations Development Programme; World Bank (2022)
Assessment in English on Pakistan about Agriculture, Health, Flash Flood, Flood and more; published on 28 Oct 2022 by ADB, EU and 4count other organizations

RwandaEQUIP - Government of Rwanda (RwandaEQUIP, 2022)
RwandaEQUIP A legacy of excellence in education The Transformation of Education begins with Teachers 2019 Nobel Prize-winning economist, Professor Michael Kremer’sground-breaking study announcing learning gains among the largest ever measured in international education. The impact of the methodology, underpinning RwandaEQUIP, is among the greatest of any rigorously studied intervention in emerging markets. Read the Full Study Here […]

EMIS – MBSSE - Government of Sierra Leone (2022)

Sierra Leone Education Sector Plan: Transforming learning for all 2022–2026 - Government of Sierra Leone (2022)

South Sudan Schools: Ana Fii Inni - Government of South Sudan (2022)

Government Gazette - Government of the Republic of South Africa (2022)

Can Education be Standardized? Evidence from Kenya - Gray-Lobe, Guthrie; Keats, Anthony; Kremer, Michael; Mbiti, Isaac; Ozier, Owen (Becker Friedman Institute for Economics at the University of Chicago, 2022)
We examine the impact of enrolling in schools that employ a highly-standardized approach to education, using random variation from a large nationwide scholarship program. Bridge International Academies not...

Perceptions of autism spectrum disorder among the Swahili community on the Kenyan coast - Greer, Jo; Sood, S. S. M.; Metcalfe, Dale (Research in Developmental Disabilities, 2022)
Background: In high-income and Western societies there is great understanding and awareness of autism spectrum disorder (ASD); however, for many low-middle income countries, research and knowledge is notably lacking. In Africa, there is a growing prevalence of ASD due to increased diagnosis, yet it is still a poorly understood condition. Aims: Emerging literature has emphasised how cultural and societal beliefs underpin the level of understanding of ASD, and which typically results in lack of awareness and acceptance. As such it is important to investigate the cultural perceptions towards ASD within low-middle income communities of African culture, to further understand the challenges and barriers individuals with ASD face. The aim of the current study was to probe participants from the Swahili community, on the coast of Kenya, of their cultural views towards ASD.Method: Semi-structured interviews were conducted with seven participants, and the data analysed using thematic analysis. Results: Three key themes developed from the data; stigma, lack of awareness, and Government responsibility. Conclusion: Cultural perceptions negatively impacted awareness and are exacerbated by lack of directive from the Government in providing appropriate diagnostic and educational support.
Keywords: ASD; Government responsibility; Lack of awareness; Stigma; Swahili community; ⛔ No INSPIRE recid found

Early Warning Systems in the Philippines: Building Resilience Through Mobile and Digital Technologies - GSMA (The GSM Association, 2022)

Parenting in the digital age: Attitudes, controls and limitations regarding children's use of ICT - Gür, Duygu; Türel, Yalın Kılıç (Computers & Education, 2022)

Blockchain Explained - Hayes, Adam (2022)

2022 Global Education Outlook - HolonIQ (2022)
HolonIQ’s annual analysis of the global education market and expectations for 2022 and beyond.

Parents’ perceptions of secondary school students’ motivation and well‐being before and during the COVID‐19 lockdown: the moderating role of student characteristics - Hornstra, Lisette; van den Bergh, Linda; Denissen, Jaap J. A.; Diepstraten, Isabelle; Bakx, Anouke (Journal of Research in Special Educational Needs, 2022)

Data quality check for hierarchical linear data with outliers - idinsight (2022)
How to implement a data quality check for pairs of variables displaying linear relationships.

World Employment and Social Outlook | Trends 2022 - ILO (2022)

Endline Evaluation Report - IMC Worldwide (Every Adolescent Girl Empowered and Resilient (EAGER) project within the Girls’ Education Challenge (GEC) - Leave No Girl Behind project (LNGB), 2022)

Kenya's pioneering eLearning programme - iMlango (iMlango, 2022)
iMlango aims to improve education outcomes in maths, literacy & life skills for 180,000 children in 245 schools by delivering access to digital education services & content.

Mind the Gap 2: Seeking Safe and Sustainable Solutions for Girls’ Education in Crises - Inter-agency Netwducation in Emergencies (INEE, 2022)

A Guidance Note for Teacher Wellbeing in Emergency Settings - Inter-agency Network for Education in Emergencies (INEE, 2022)

Promising Practices in Teacher Professional Development - Inter-Agency Network for Education in Emergencies (Teachers in Crisis Context, 2022)

Distance Education in Emergencies - Inter-agency Network for Education in Emergencies (INEE) (2022)

Dos anos despues salvando a una generacion - International Bank for Reconstruction and Development; World Bank (2022)

Data Explorer | Open Budget Survey | International Budget Partnership - International Budget Partnership (2022)

What is blockchain technology? - International Business Machines (2022)

E-learning in Thailand: Mapping the digital divide - International Communication Union (2022)
The shift to e-learning as a result of the pandemic was swift and challenging. This document maps the digital divide in the context of school education in Thailand.

Individuals using the Internet (% of population) - Sierra Leone - International Telecommunication Union (World Bank Open Data, 2022)
Free and open access to global development data

5 Problems with the Draft India Data Accessibility & Use Policy, 2022 - Jain, Anushka (2022)

Barriers to refugee adolescents' educational access during COVID-19: Exploring the roles of gender, displacement, and social inequalities - Jones, Nicola; Pincock, Kate; Guglielmi, Silvia; Baird, Sarah; Tapia, Ingrid Sanchez; Oakley, Erin; Seager, Jennifer (Journal on Education in Emergencies, 2022)
In this article, we adopt an intersectional conceptual framework to explore the roles gender and other social inequalities have played in shaping adolescents’ access to education during the COVID-19 pandemic. We examine two refugee populations: the Rohingya, who have been excluded from formal education opportunities in Bangladesh, and Syrian refugees in Jordan, who have access [...]Read More...

Online education as a key to bridge gender digital divide in Pakistan - Jumani, Nabi Bux; Ajmal, Fouzia; Malik, Samina; Maqsood, Fatima (Tenth Pan-Commonwealth Forum on Open Learning, 2022)
Educational systems are progressively attempting to provide equitable, comprehensive, and high-quality digital skills education and training. Females lag substantially behind males in digital abilities, paving the need for more learning and skill development, especially in developing countries. Creating equal opportunity in higher education for all individuals including both genders is a social responsibility. Gender equality is a cornerstone of a healthy, modern economy, and women may make a significant contribution to society and the economy as a whole. The current study was taken to analyze the gender digital divide among youth in Pakistan. The relevant policy documents such as Digital Pakistan Policy and reports were analyzed. The main causes identified included barriers to access, affordability, lack of technology literacy, and sociocultural norms. Moreover, the role of online education as an effort to bridge the gender digital divide was analyzed through interviews with key stakeholders in higher education in Pakistan. Women's use of ICT and digital platforms, mobile phones, and digital payments are among the recommendations, as are skills development for the digital era and enabling for better knowledge and meaningful use of digital technology. Individuals, communities, and the commercial sector will all need to work together to bridge the digital gender gap in Pakistan.

The Political Economy of School Education in Post-18th Amendment Balochistan - Kakar, Rafiullah; Saleem, Muhammad; Sarwar, Bilal (2022)
Application of ‘political settlement’ lens reveals that education outcomes aren’t recording major improvements because elite interest is aligned with neither learning nor access. Instead, elite interest is aligned more around patronage politics. Education delivery is driven by short-term, clientelist, political objectives, which are in turn shaped by the highly fragile, exclusive, fragmented and personalized nature of political settlement.
Keywords: ⛔ No DOI found

Foundational Literacy and Numeracy in Rural Afghanistan - Kan, Sophia; Fahez, Mirwais; Valenza, Marco (2022)
Keywords: ⛔ No DOI found

Improving teaching and learning mathematics in Malawi primary schools: a review of reforms, interventions, successes and challenges - Kazima, Mercy; Longwe, Justina; Gobede, Fraser (Journal of Applied Learning & Teaching, 2022)

Keep Kenya Learning (KKL): Training to Engage Caregivers in Digital Learning - Keep Kenya Learning (2022)

Teaching and Learning Materials in Malawi - Kendall, Nancy; Samati, Madalo (Global Education Monitoring Report, 2022)

Professional Development on Digital Literacy and Transformative Teaching in a Low‐Income Country: A Case Study of Rural Kenya - Kerkhoff, Shea N.; Makubuya, Timothy (Reading research quarterly, 2022)
In recent years, the government of Kenya has implemented programs with the hope of moving the country to middle‐income status. The government has implemented the Digital Literacy Programme, distributing tablets to schools across the country, and also a new curriculum, promoting innovative teaching that includes digital literacy, learner‐centered teaching, and relevance to students’ lives. Our purpose in this research was to explore culturally sustaining teaching methods in line with the Kenyan government’s push for innovative teaching and digital literacy attainment for all students. We used case study methods to describe Kenyan teachers’ perceptions of innovative teaching and digital literacy while participating in the Inquiry Initiative, a three‐day professional development series. Participants included preschool, primary, and secondary teachers from Trans Nzoia County. Data sources were pre‐ and post‐surveys, participant‐generated artifacts, and interviews. Our participants perceived the following needs: new literacies for learners, creativity for learners, collaboration and group work, and creativity to overcome technological challenges. Overall, participants embraced learner‐centered teaching theoretically but found that the lack of technological resources created barriers to teaching digital literacy in a learner‐centered fashion. We found that teachers reported mostly using technology for teaching preparation and record keeping rather than engaging students in digital literacy practices. To solve technological challenges, teachers described having students work in groups and using smartphones. Future research could share more creative solutions to technical challenges in low‐income countries.
Keywords: 1‐Early childhood; 2‐Childhood; 3‐Early adolescence; 4‐Adolescence; 6‐Adult; Case Studies; Collaboration; Collaborative Learning; Computer literacy; Constructivism; Creative ability; Creativity; Critical Pedagogy; Culturally Responsive Pedagogy; Digital Literacies; Digital literacy; Digital/media literacy; Education & Educational Research; Educational technology; Gloablization and Literacy; Group work in education; Information literacy; Instructional strategies; methods and materials; Kenya; Literacies; Literacy; Literacy programs; Policy; Postcolonialism; Professional Development; Psychology; Psychology, Educational; Qualitative Research; Social Constructivism; Social Sciences; Socio‐cultural; Students; Study and teaching; Survey Research; Teacher attitudes; Teacher education; Teacher education; professional development; Teachers; Teaching; Teaching methods; Team learning approach in education; Transformative

White Paper on Privacy and Data Protection - Khaitan and Co (2022)

Mega risks, education, knowledge, and sustainability - Khan, Mohammad Aslam (Cities and mega risks: COVID-19 and climate change, 2022)
This chapter presents the crises urban education systems are facing across the world due to mega risks. The pandemic has caused the largest disruption in history in education affecting 1.6 billion students in about 190 countries. Simulations of learning losses show that the current generation of students may have lost an estimated 17 trillion US dollars in lifetime earnings at present value due to the pandemic alone—equivalent to 14% of today’s global GDP. Climate change has also affected cities world over with recurring climate-related extreme events like cyclones and floods through destruction of schools, relevant infrastructure, and learning materials. Indirectly they impact family livelihood and well-being by affecting health, food, and shelter—resulting in increased absenteeism, dropouts, and deteriorating quality of learning. Again, their financial impacts are believed to be in trillions of dollars. Besides learning losses, school closures also affect the growth and development of children by denying them school meals, health services including vaccinations, and psychosocial support. In terms of response, school closures increased the reliance of institutions upon remote technology—digital solutions or broadcast media like radio and television. This chapter besides highlighting key obstacles in a shift to distance learning or adapting to new normal also discusses the lessons learnt and emerging opportunities. It emphasizes speeding up reform and preparing future generations to be both productive and resilient to face mega risks through education and practice.

Developing Pedagogical Abilities in Students through Introducing Modern Forms and Methods of Education in the Mother Tongue Teaching Process - Kochkorbaevna, Kurbanova Bakhtikhon; Hilola, Isaqova (International Journal of Culture and Modernity, 2022)
Keywords: ⛔ No DOI found

Shifting online during COVID-19: A systematic review of teaching and learning strategies and their outcomes - Koh, Joyce Hwee Ling; Daniel, Ben Kei (International Journal of Educational Technology in Higher Education, 2022)
This systematic literature review of 36 peer-reviewed empirical articles outlines eight strategies used by higher education lecturers and students to maintain educational continuity during the COVID-19 pandemic since January 2020. The findings show that students’ online access and positive coping strategies could not eradicate their infrastructure and home environment challenges. Lecturers’ learning access equity strategies made learning resources available asynchronously, but having access did not imply that students could effectively self-direct learning. Lecturers designed classroom replication, online practical skills training, online assessment integrity, and student engagement strategies to boost online learning quality, but students who used ineffective online participation strategies had poor engagement. These findings indicate that lecturers and students need to develop more dexterity for adapting and manoeuvring their online strategies across different online teaching and learning modalities. How these online competencies could be developed in higher education are discussed.
Keywords: COVID-19; E-learning; Emergency response teaching; Online dexterity; Online learning; Online pedagogy

Opinion: EdTech promised a learning revolution — but didn't deliver - Kucirkova, Natalia (World Economic Forum The Agenda Weekly, 2022)
Education technology, EdTech, promised equitable learning for children worldwide. It has failed to live up to that promise, but there is still a chance.

Videos as a Tool in Teacher Professional Learning: How Do Videos Scaffold Teachers’ Understanding of the Behaviours of Students with ASD? - Lam, Cici Sze-ching (Promoting Collaborative Learning Cultures to Help Teachers Support Students with Autism Spectrum Disorder, 2022)
Videos are often used in teacher training. However, when considering professional learning for teachers in supporting students with autism spectrum disorder (ASD), the manner by which teacher educators can make use of videos in professional learning has rarely been documented. On the basis of a model called ‘Fostering a Community of Learners’ (FCL), this chapter aims to show a case study on how a professional learning course for in-service teachers uses videos as a tool to train teachers in understanding pedagogies and handling students with ASD, thus providing a platform for teachers to discuss their common points of interest. Individual interviews were conducted to understand the process of video learning. Hopefully, this article will inform practitioners or teacher educators on the use of videos and case studies in assisting teachers to understand the needs of students with ASD. Implications focus on how scaffolding of knowledge of the behaviours of students was supported with the use of videos in an FCL cycle.
Keywords: Scaffolding; Teaching self-efficacy; Video learning

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.

The Learning Passport - Learning Passport (2022)
A new solution designed to close the learning poverty gap, the LP is an online, mobile, and offline tech platform enabling high quality, flexible learning

Operationalising positive tipping points towards global sustainability - Lenton, Timothy M.; Benson, Scarlett; Smith, Talia; Ewer, Theodora; Lanel, Victor; Petykowski, Elizabeth; Powell, Thomas W. R.; Abrams, Jesse F.; Blomsma, Fenna; Sharpe, Simon (University of Exeter: Global System Institute, 2022)
Non-Technical Summary Transforming towards global sustainability requires a dramatic acceleration of current progress. Hence there is growing interest in finding ‘positive tipping points’ at which small interventions can trigger self-reinforcing feedbacks that accelerate systemic change. Examples have recently been seen in power generation, personal transport, and lighting. But how to identify positive tipping points that have yet to occur? We synthesise theory and examples to provide initial guidelines for creating enabling conditions, sensing when a system can be positively tipped, who can trigger it, and how they can trigger it. All of us can play a part in triggering positive tipping points.

Reading problems and risk of dyslexia among early elementary students in Thailand - Lerthattasilp, Tiraya; Sritipsukho, Paskorn; Chunsuwan, Issarapa (Journal of Population & Social Studies, 2022)
Keywords: ⛔ No INSPIRE recid found

Two-year RCT of EdTech in Malawi - Levesque, Karen; Bardack, Sarah; Chigeda, Antonie; Bahlibi, Abraham; Winiko, Symon (2022)
Malawi’s primary education system has been challenged to provide quality learning in the face of expanding enrollment. To address poor learning outcomes, the Ministry of Education piloted use of onebillion’s onecourse software in about 100 schools. Initial studies of onecourse conducted over 8 weeks to 8 months produced significant effect sizes in math and literacy, although absolute gains were modest. To measure longer-term impacts, Imagine Worldwide conducted a 2-year efficacy randomized controlled trial in two Malawi schools. Despite COVID-related school closures, onecourse produced statistically significant impacts in literacy and math. Further, the 13 months of (interrupted) intervention produced larger effect sizes and higher rates of attaining emergent or fluent reading and math benchmarks than the prior 8-month study.
Keywords: ⛔ No DOI found

Two-year RCT of EdTech in Malawi: Impacts of a 2-year education technology program on early primary learning in Malawi amid disruptions due to COVID-19 - Levesque, Karen; Bardack, Sarah; Chigeda, Antonie; Bahlibi, Abraham; Winiko, Symon (2022)

M-Shule LEAD Toolkit: Learn, Evaluate, Activate, Data - M-Shule (2022)
M-Shule is an SMS knowledge-building platform that helps organizations deliver Learning, Evaluation, Activation, and Data tools across East Africa.

2022 Malawi Education Statistics Report (EMIS) - Malawi Ministry of Education (Government of Malawi, 2022)

Joint Sector Review Resources – Presentations - Malawi Ministry of Education (2022)

Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia - Maldonado-Carreño, Carolina; Yoshikawa, Hirokazu; Escallón, Eduardo; Ponguta, Liliana Angelica; Nieto, Ana María; Kagan, Sharon Lynn; Rey-Guerra, Catalina; Cristancho, Juan Camilo; Mateus, Angy; Caro, Luz Angela; Aragon, Carlos Andrés; Rodríguez, Ana María; et al. (Child Development, 2022)

Overview of the Situation for Dyslexia in Thailand - Maneeratanayon, Piyanat; Ruangdaraganon, Nichara; Pree-Iam, Prapatsorn; Sruansan, Benjawan (The Routledge International Handbook of Dyslexia in Education, 2022)
Keywords: ⛔ No INSPIRE recid found

Parents’ satisfaction with online education for learners with special needs at the elementary level - Manguilimotan, Ramil P.; Cabalda, Jacob A.; Arnado, Anna Mie M.; Padillo, Gengen G.; Espina, Raymond C.; Capuno, Reylan G. (Cypriot Journal of Educational Sciences, 2022)
Keywords: SEND, philipines, EdTech; accepted; publisher: Cypriot Journal of Educational Sciences; ⛔ No INSPIRE recid found

The impact of the COVID-19 pandemic on education: international evidence from the Responses to Educational Disruption Survey (REDS) - Meinck, Sabine; Fraillon, Julian; Strietholf, Rolf (UNESCO; International Association for the Evaluation of Educational Achievement, 2022)

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

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

Estratégia de Educação à Distância - Ministério da Educação e Desenvolvimento Humano (2022)

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

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

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

Sierra Leone Education Sector Plan 2022-2026 - Ministry of Basic and Senior Secondary Education; Ministry of Technical & Higher Education (Government of Sierra Leone, 2022)

Education Statistics Report - Ministry of Education (Government of the Republic of Malawi, 2022)

Southeast Asia Primary Learning Metrics 2019 Regional Assessment Results: Lao PDR Country Report - Ministry of Education and Sports; UNICEF Lao PDR (2022)
Keywords: ⛔ No INSPIRE recid found

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

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

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

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

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

The Revised National Development Strategy for South Sudan – 2021-2024 - Ministry of Finance and Planning (Republic of South Sudan, 2022)

EduTech Roadmap - Ministry of Industry, Science, Technology and Innovation, Royal Government of Cambodia; National Council of Science Technology and Innovation (2022)

Cambodia Digital Government Policy 2022–2035 - Ministry of Post and Telecommunications, Royal Government of Cambodia (2022)

How Sierra Leone is betting on data to fight the impact of climate change on schools - Momoh, A; Atherton, Paul (Global Partnership for Education, 2022)
Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.

Let’s learn together’: co-creating mental health solutions with adolescents in Tanzania and Viet Nam - Myers, Christina; Samuels, Fiona (ODI, 2022)

Annexure W1 Explanatory memorandum to the division of revenue - National Treasury of the Republic of South Africa (2022)

Teachers Co-creating for Teachers: Design and Implementation of an Online Teacher Professional Development Course in Sub-Saharan Africa - Negeze, Lucian Vumilia; Iyer, Sridhar (Global Perspectives on Educational Innovations for Emergency Situations, 2022)

New Generation School Annual Report 2022 - New Generation Schools (2022)

Effectiveness of implementation of special education curriculum in face-to-face learning during the Covid-19 pandemic for children with special needs - Noor, Moch; Sugiantiningsih, Anak Agung Putu (International Journal of Social Science Research and Review, 2022)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Viet Nam MICS-EAGLE factsheet - O'Connell, Tara; Quynh, Nguyen; Lan, Le Anh; Nguyen, Hoang Anh; Fushimi, Akihiro; Mizunoya, Suguru; Mishra, Sakshi; Kelly, Peggy (2022)

Open Data Handbook - Open Data Handbook (2022)

Open Data Punjab - Open Data Punjab (2022)

OpenEMIS – Better data. Better education - OpenEMIS (2022)

Improving Enrollment and Learning Through Videos and Mobiles: Experimental Evidence from Northern Nigeria by Victor Orozco-Olvera, Ericka G. Rascon-Ramirez :: SSRN - Orozco-Olvera, Victor; Rascon-Ramirez, Ericka G. (2022)

Technology Enabled Learning in Kenya: KWA Ground Insights on Building Resilient Distance Learning Ecosystems - Otieno, Jennifer; Ward, Rebecca (IREX, 2022)
Keywords: ⛔ No INSPIRE recid found

GDP per capita in England - Our World in Data (Our World in Data, 2022)
Adjusted for inflation and measured in British Pounds in 2013 prices

A Literature Review of Digital Literacy over Two Decades - Peng, Danhua; Yu, Zhonggen (2022)
A Literature Review of Digital Literacy over Two Decades: The COVID-19 pandemic has forced online learning to be a “new normal” during the past three years, which highly emphasizes students’ improved digital literacy. This study aims to present a literature review of students’ digital literacy. Grounded on about twenty journal articles and other related publications from the Web of Science Core Collection, this paper focused on the definition of digital literacy; the factors affecting students’ digital literacy (age, gender, family socioeconomic status, and parent’s education level); the relationship between students’ digital literacy and their self-control, technostress, and engagement; and the three approaches to gauge the level of students’ digital literacy. The study also provided some advice for educators and policymakers. Finally, the limitations and implications were presented.

Basic Education Statistics, Tanzania - President's Office, Regional Administration and Local Government (President’s Office- Regional and Local Government [PO-RALG], 2022)

Decision no. 131/qd-ttg approving scheme "Strengthening application of information technology and digital transformation in education and training for the period of 2022-2025 with a vision towards 2030" - Prime Minister, Socialist Republic of Vietnam (2022)
The Prime Minister of Government in Vietnam - Decision 131/QD-TTg 2022 application of information technology in education 2022 2025 in Vietnam