White Space, the next internet disruption: 10 things to know - Gilpin, Lyndsey (TechRepublic, 2014)

Who are we and how do we work? - UNICEF USA (UNICEF USA, 2022)
Who are we and how do we work? Advocacy means, literally, to speak up on behalf of someone in need. For UNICEF, it means speaking up on behalf of and with children to support their rights, ensure safe and healthy childhoods in safe and inclusive communities, and build strong futures with opportunity and hope.

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

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

Who has what? Assessing who has access to what devices in the education response to the COVID-19 pandemic - Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris; Adam, Taskeen; Allier-Gagneur, Zoé (Open Development & Education, 2020)
Keywords: _yl:x; dode_eth-src-dode; dode_eth-trf2-dode

Who is responsible for E-Learning Success in Higher Education? A Stakeholders' Analysis - Wagner, Nicole; Hassanein, Khaled; Head, Milena (2008)
Keywords: ⚠️ Invalid DOI

Who’s teaching math to our most needy students? A descriptive study - Rosas, Clarissa; Campbell, Lisa (Teacher Education and Special Education, 2010)
The No Child Left Behind Act (NCLB) mandates that every classroom be staffed with a “highly qualified teacher.” Research supports that teachers’ content knowledge affects student achievement. However, the special education population continues to be taught by teachers who do not have the content area background they teach. In addition, accountability reports indicate that the special education population did not meet the adequate yearly progress in reading and mathematics as required under NCLB. The purpose of this study is to determine the mathematical background, beliefs, and perceptions of future intervention specialists. Results of this study indicate a disconnect between the participants’ beliefs and perceptions of their ability to provide math instruction and their limited mathematical background as measured by mathematical courses completed at the undergraduate level and by the Ohio Achievement Test—Practice Eighth Grade Mathematics.
Keywords: math; special education; standardized tests; teacher’s perception

Who's Wired and Who's Not: Children's Access to and Use of Computer Technology - Becker, Henry (The Future of children / Center for the Future of Children, the David and Lucile Packard Foundation, 2000)
As computer technology becomes increasingly prevalent throughout society, concerns have been raised about an emerging "digital divide" between those children who are benefitting and those who are being left behind. This article presents results from new analyses of national survey data describing children's differential access to computers in school and at home, and the varying conditions that affect how children experience computers. For example, responses from a nationwide survey of teachers suggest that, as of 1998, more than 75% of students had access to computers at school. In fact, those teaching lower-income students reported weekly use of computers more often than those teaching higher-income students. But the nature of children's experiences using computers in school varied greatly by subject and teacher objectives, and the data suggest that lower-income students use computers more often for repetitive practice, whereas higher-income students use computers more often for more sophisticated, intellectually complex applications. Differences between low-income and high-income children's access to home computers were far less subtle. Survey data indicate that only about 22% of children in families with annual incomes of less than $20,000 had access to a home computer, compared to 91% of those in families with annual incomes of more than $75,000. And among children with access, those in low-income families were reported to use the computer less than those in high-income families, perhaps because most low-income families with computers lacked a connection to the Internet. The two most predictive factors of children's use of home computers were the child's age and the computer's capabilities. The author concludes that home access to computers will be a continued area of inequality in American society, and that schools must play a critical role in ensuring equal opportunity for less-advantaged children to access the benefits of the more intellectually powerful uses of computer technology.

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.

Whose Reality Counts?: Putting the first last - Chambers, Robert (Practical Action Publishing, 1999)
In this sequel to Rural Development: Putting the last first Robert Chambers argues that central issues in development have been overlooked, and that many past errors have flowed from domination by those with power. Through analysing experience - of past mistakes and myths, and of the continuing methodological revolution of PRA (participatory rural appraisal) - the author points towards solutions. In many countries, urban and rural people alike have shown an astonishing ability to express and analyse their local, complex and diverse realities which are often at odds with the top-down realities imposed by professionals. The author argues that personal, professional and institutional change is essential if the realities of the poor are to receive greater recognition. Whose Reality Counts? presents a radical challenge to all concerned with development, whether practitioners, researchers or policy-makers, in all organizations and disciplines, and at all levels from fieldworkers to the heads of agencies.This is a thought-provoking book and it would interest all those concerned with the realities of the poor in the developing world.

Why are Boys Leaving Lower Secondary School in Cambodia? - UNICEF (2020)

Why COVID-19 has increased the urgency to reach women with mobile technology - Lindsey, D. (GSMA, 2020)

Why COVID-19 is an EdTech opportunity for Latin America - Mitchell (World Economic Forum, 2020)
The region's digital divide is hindering efforts to deliver remote learning during the pandemic. Here's how governments and start-ups can make a difference.

Why do we care about evidence synthesis? An introduction to the special issue on systematic reviews - White, Howard; Waddington, Hugh (Journal of Development Effectiveness, 2012)
Systematic reviews are currently in high demand in international development. At least 100 new reviews are ongoing or already completed on a range of topics across the board in international development, many of which were commissioned by policy-making agencies. These new reviews need to be based on answerable questions, using methods of analysis and reporting which are appropriate for social and economic development programmes and relevant to users. This introductory paper lays out why we believe systematic reviews should be an important component of evidence-informed development policy and practice. It concludes by introducing the papers collected in this issue, which aim to demonstrate how reviews can be made to live up to the promises generated around them.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; 3ie; CLL:en; Reviewed; impact evaluation; publicImportV1; systematic reviews

Why He Won’t Send His Daughter to School—Barriers to Girls’ Education in Northwest Pakistan: A Qualitative Delphi Study of Pashtun Men - Jamal, Aamir (SAGE Open, 2016)
Resistance to girls’ education in Pakistan has long been an intractable problem; the lowest enrolment figures are in Pashtun areas. This study focused on Pashtu...

Why is flipped learning so popular in schools? - Promethean Blog (ResourcED: Promethean Blog, 2016)
With flipped learning, students can save any questions for the classroom, ensuring that help and support is available exactly when it's needed.

Why is School-based Management (SBM) in Cambodia? - Bo, Chankoulika (2019)

Why people use and don’t use technologies: Introduction to the special issue on assistive technologies for cognition/cognitive support technologies - Scherer, Marcia J.; Federici, Stefano (NeuroRehabilitation, 2015)
This special issue focuses on assistive technologies for cognition/cognitive support technologies as well as the ways in which individuals are assessed and trained in their use. We provide eleven diverse articles that give information on products, why they are used and not used, and best professional practices in service provision. Our goal is to highlight a broad topic that has received limited research investigation and offer an insight into how different countries and programs are promoting access to and use of assistive technologies for cognition/cognitive support technologies
Keywords: Assistive technology devices; Matching Person and Technology Model; abandonment; assistive technology services; brain injury; cognitive support technologies; nonuse

Why the COVID Crisis Is Not EdTech’s Moment in Africa (EdTech Hub, 2020)
This blog was originally posted on the Center for Global Development blog with data used from the EdTech Hub’s database of interventions. Our database, which was initially limited to sub-Saharan Africa, now has a global scope. As the blog suggests, there is a need to increase the database’s representation of interventions in other regions. Please add your EdTech intervention to…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Why the COVID Crisis Is Not EdTech’s Moment In Africa [repost] - CrawFurd, Lee (Open Development & Education, 2020)
With schools closed for hundreds of million students around the world, many have hoped that “edtech” can help keep children learning via internet, apps, and mobiles. A new database published by the EdTech Hub shows that though use of edtech products serving African countries has doubled in the last month, the total number of users is still very low, and most were viewers of one TV show. That, coupled with the fact that most firms come from just a few countries, suggests that edtech in Africa is far from maturity.

Why the Lean Start-Up Changes Everything - Blank, Steve (2013)

Why the World Needs a Curriculum Alignment Hub - Chandra, Shivi (Learning Equality, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:image; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Why wait 100 Years? Bridging the gap in global education - Winthrop, Rebecca; McGiveney, Eileen (The Brookings Institution, 2015)
Keywords: ⛔ No DOI found

Why we started R4D’s evaluation & adaptive learning practice - Arkedis, Jean (Results for Development, 2019)
R4D's Evaluation & Adaptive Learning practice lead, shares a new explainer video, which offers a framework for how we design, test and evaluate for impact.

Wiki Sign Dict: A Development of an Online Sharing Dictionary for Hearing Impaired. - Iam-Khong, N; Suksakulchai, S (Journal of Engineering and Applied Sciences, 2011)
Keywords: ⚠️ Invalid DOI

Wiki Sign Dict: A Development of an Online Sharing Dictionary for Hearing Impaired. - Nuttaya, Iam-Khong; Surachai, Suksakulchai

Wikipedia:Text of Creative Commons Attribution-ShareAlike 3.0 Unported License - Wikipedia (Wikipedia, 2019)

Wikipedia:WikiProject Wiki Loves Women/Ghana - Wikipedia (Wikipedia, 2017)

Will COVID-19 help to clarify ICT integration into education in Malawi? - Gondwe, Foster (The Education and Development Forum (UKFIET), 2020)
This blog was written by Foster Gondwe, Lecturer at the School of Education, University of Malawi, and currently a PhD student at Hiroshima University, Japan.  Preamble To join global efforts in curbing the spread of COVID-19, the Ministry of Education, Science and Technology (MoEST) in Malawi closed all schools, colleges and universities from Monday, 23rd […]

Will Every Child Be Able to Read by 2030? Defining Learning Poverty and Mapping the Dimensions of the Challenge - Azevedo, João Pedro; Goldemberg, Diana; Montoya, Silvia; Nayar, Reema; Rogers, Halsey; Saavedra, Jaime; Stacy, Brian William (World Bank Group, 2021)

Will technology replace teachers? No, but ... - Trucano, Michael (World Bank Blogs, 2015)
In the future, will a machine replace me and smash other machines on my behalf? I've worked on, advised and evaluated educational technology projects in dozens of countries over the past fifteen years, mainly in middle and low income countries. As anyone who works intimately with information and communication technologies (ICTs) on ...

Will Technology Transform Education for the Better? - J-PAL Evidence Review (Abdul Latif Jameel Poverty Action Lab, 2019)

Will the '2014 Education and Training Policy' prepare Tanzanian children to face challenges of the 21st century?: HakiElimu position paper on the education and training policy 2014 - Suleiman, Sumra; Boniventura, Godfrey; Kalage, John; Mihayo, Robert; HakiElimu (Tanzania) (HakiElimu, 2015)

Willingness and ability of LCPS to pay Ilm: A for products and services - AOE Research; Qazilbash, Zulfiqar (2019)

With Almost Half of World’s Population Still Offline, Digital Divide Risks Becoming ‘New Face of Inequality’, Deputy Secretary-General Warns General Assembly | UN Press - United Nations (2021)

With the largest share of funding, test prep startups leading the EdTech charge in India - Agarwal, Meha (2020)

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

Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region - UN Women (UN Women | Americas and the Caribbean, 2020)
Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region

Women's access to cash transfers in light of COVID-19: The case of Pakistan - Bourgault, Shelby; O'Donnell, Megan (Center for Global Development, 2020)

Women's Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain't Learning - Kaffenberger, Michelle; Pritchett, Lant (University of Oxford, 2020)

Women's empowerment in action: Evidence from a randomized control trial in Africa - Bandiera, Oriana; Buehren, Niklas; Burgess, Robin; Goldstein, Markus; Gulesci, Selim; Rasul, Imran; Sulaiman, Munshi (American Economic Journal: Applied Economics, 2020)
We evaluate a multifaceted policy intervention attempting to jump-start adolescent women's empowerment in Uganda by simultaneously providing them vocational training and information on sex, reproduction, and marriage. We find that four years postintervention, adolescent girls in treated communities are more likely to be self-employed. Teen pregnancy, early entry into marriage/cohabitation, and the share of girls reporting sex against their will fall sharply. The results highlight the potential of a multifaceted program that provides skills transfers as a viable and cost-effective policy intervention to improve the economic and social empowerment of adolescent girls over a four-year horizon.
Keywords: Child Care; Children; Domestic Abuse, Fertility; Education and Economic Development, Marriage; Family Planning; Family Structure; Human Development; Income Distribution; Labor Productivity, Economic Development: Human Resources; Marital Dissolution; Migration; Non-labor Discrimination, Labor Demand, Human Capital; Occupational Choice; Skills; Youth, Economics of Gender

WonderTree

WonderTree (2020)

Work Motivation - Rainey, Hal G. (Handbook of Organizational Behavior, Revised and Expanded, 2000)
Motivation is one of the central topics in the social sciences, and work motivation plays a similarly central role in organizational behavior (OB). Work motivation has received as much intensive theoretical development as any topic in OB, and as this chapter will do, OB texts typically review a standard series of theories that have competed for acceptance among researchers. As with other major concepts, such as power, leadership, and attitude, scholars have exhaustively debated the proper definition of motivation, and have reported thousands of studies bearing on the topic.

Working for my dreams - a Tanzanian OLPC experience - Duveskog, M.; Sedano, C. I.; Sutinen, E. (2010 IST-Africa, 2010)
Students at Tumaini University in Tanzania won a prestigious OLPC project where Ukombozi primary school in Tanzania was given 100 XO laptops for the children at the school. After teachers and students had undertaken basic training in using the laptops the workshop “Working for my Dreams” was organized at the school. The XO laptop, specially designed for young learners in developing countries showed a number of short comings including the poor functionality of the mouse, difficulties in installing additional applications and the limited storage space, which raised several questions around the technology and its usefulness. Much time was spent on figuring out solutions on how to use the XO laptops for basic things such as showing recorded videos in the browser which would have been minor tasks on any other commercially available platform. The outcome of the workshop was however a success and XO was eventually able to perform according to our needs for the workshop. We will evaluate the XO platform based on the context of Ukombozi primary school and on the tasks required of the XO laptop for the success of the workshop. The technical challenges encountered during the workshop and our solutions in overcoming the challenges will be discussed.
Keywords: Conferences; Context; Educational institutions; Human immunodeficiency virus; Materials; OLPC; OLPC project; Portable computers; Tanzania; Tumaini University; Ukombozi primary school; XO; XO laptops; application installation; computer based training; context; developing countries; dreams; educational institutions; laptop computers; mouse; mouse controllers (computers); storage space; training; working for my dreams; workshop; ⛔ No DOI found

Working memory in children with reading disabilities - Gathercole, Susan Elizabeth; Alloway, Tracy Packiam; Willis, Catherine; Adams, Anne-Marie (Journal of Experimental Child Psychology, 2006)
This study investigated associations between working memory (measured by complex memory tasks) and both reading and mathematics abilities, as well as the possible mediating factors of fluid intelligence, verbal abilities, short-term memory (STM), and phonological awareness, in a sample of 46 6- to 11-year-olds with reading disabilities. As a whole, the sample was characterized by deficits in complex memory and visuospatial STM and by low IQ scores; language, phonological STM, and phonological awareness abilities fell in the low average range. Severity of reading difficulties within the sample was significantly associated with complex memory, language, and phonological awareness abilities, whereas poor mathematics abilities were linked with complex memory, phonological STM, and phonological awareness scores. These findings suggest that working memory skills indexed by complex memory tasks represent an important constraint on the acquisition of skill and knowledge in reading and mathematics. Possible mechanisms for the contribution of working memory to learning, and the implications for educational practice, are considered.
Keywords: IQ; Mathematics; NOTdocs.opendeved.net; Reading disabilities; Short-term memory; Working memory

Working toward more engaged and successful accounting students: a balanced scorecard approach - Fredin, Amy; Fuchsteiner, Peter; Portz, Kris (American Journal of Business Education (AJBE), 2015)
Prior research indicates that student engagement is the key to student success, as measured by college grades, degree completion, and graduate school enrollment.  We propose a set of goals and objectives for accounting students, in particular, to help them become engaged not only in the educational process, but also in the accounting profession.  Utilizing a balanced scorecard framework, we categorize these goals into three main perspectives: Learning and Growth, Student Professional Development, and Employer/Graduate School.  The proposed goals are related to each other, suggesting that accounting students recognize the wide reach of their experiences.  If students are able to see that their successful completion of coursework can lead to successful interactions with business professionals (i.e. potential employers), they will be more likely to work hard in their endeavors – in other words, they will be more engaged in the broader educational experience.  If they are more engaged in their educational experiences, they will be more likely to succeed.

Working with immigrant children and their families: An application of Bronfenbrenner's ecological systems theory - Paat, Yok-Fong (Journal of Human Behavior in the Social Environment, 2013)

Working with the Grain and Swimming against the Tide - Booth, David (Public Management Review, 2012)
Research into the governance of public goods provision in Africa suggests that, on their own, bottom–up pressures from voters and service users are only a weak factor in improving performance. It confirms the importance of working with politicians and service providers as well as clients. However, getting ‘uptake’ of these findings into the practice of development agencies is difficult. In the dissemination of previous studies, certain propositions about the power of information and community monitoring have been heavily over-sold because they satisfy practitioners' hunger for simple, upbeat messages. Incentives, ideologies and vested interests inhibit the adoption of more complex findings.
Keywords: Africa; community monitoring; governance; public services; research uptake

Working with the Grain: Integrating Governance And Growth In Development Strategies - Levy, Brian (Oxford University Press, 2014)

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

World Bank Data Bank: Population in Cambodia - World Bank (2023)

World Bank Data Bank: Urban Population - World Bank (2022)

World Bank Data Catalog - World Bank

World Bank helps Bangladesh provide education and skills training to poor children and youths - ReliefWeb (OCHA, 2021)
English News and Press Release on Bangladesh about Contributions, Education, Epidemic and more; published on 18 Jan 2021 by World Bank

World Bank in Cambodia - World Bank (2023)

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

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

World Bank Open Data portal - World Bank (2021)

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

WORLD BANK STRATEGIC IMPACT EVALUATION FUND (SIEF) - Wolf, Sharon; Aurino, Elisabetta; Brown, Autumn; Tsinigo, Edward (2021)
Keywords: ⛔ No DOI found

World Class: How to build a 21st-century school system, Strong Performers and Successful Reformers in Education - Schleicher, Andreas (OECD Publishing, 2018)

World Data on Education: Bhutan - UNESCO (2011)

World Development Indicators - World Bank (2021)

World Development Indicators | DataBank - World Bank

World Development Indicators | DataBank - World Bank

World Development Indicators | DataBank - World Bank (2022)

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

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

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

World Development Report 2018: Learning to Realize Education’s Promise (World Bank)
World Development Report 2018: LEARNING to Realize Education’s Promise

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

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

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

World Inequality Database on Education- Cambodia - UNESCO (2020)

World Librarians: A Peer-to-Peer Commons for Closing the Global Digital Divide - Schweik, Charlie; Smith, Jeremy; Meyer, Carl (Journal of Librarianship and Scholarly Communication, 2018)
The Journal of Librarianship and Scholarly Communication seeks to share useful innovations, both in thought and in practice, with the aim of encouraging scholarly exchange and the subsequent benefits that are borne of scrutiny, experimentation and debate. As modes of scholarly communication, the technologies and economics of publishing and the roles of libraries evolve, it is our hope that the work shared in the journal will inform practices that strengthen librarianship and that increase access to the "common Stock of Knowledge."JLSC is particularly interested in the intersection of librarianship and publishing and the resulting role of libraries in both content dissemination and content creation. Related areas of interest include new methods for the dissemination of information and information exchange; the theory and practice of the organization, use and curation of information; and issues related to the review, credentialing, reputation and impact of scholarly work.
Keywords: ⚠️ Invalid DOI

World librarians: A socio-technical system providing library search services to offline schools and libraries in Malawi - Schweik, Charles M.; Meyer, Carl; Chinkondenji, Pempho; Smith, Jeremy; Mchenga, Promise (World Development Perspectives, 2020)

World Migration Report 2010: The future of migration—Building capacities for change - International Organization for Migration (International Organization for Migration, 2010)

World Population Dashboard Cambodia - UNFPA (2023)

World Report 2018 - Human Rights Watch (2017)
World Report 2018 summarizes key human rights issues in more than 90 countries and territories worldwide, drawing on events from late 2016 through November 2017.

World Report on Disability - WHO (2011)

World Report on Disability - WHO (2011)

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

Worldreader (2020)
With low-cost technology, culturally-relevant digital books, and a network of partners, we’re helping millions of people read more and read better.

Worldreader - Data on Mobile Reading in Africa and Asia - UNESCO (Worldreader, 2014)
See pie charts, graphs, and more from UNESCO's report on Worldreader's users. Study conducted in partnership with Nokia.

Worldreader | Helping Readers Build a Better World

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

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

Worldreader Tablets Have Revamped Reading in Libraries. - Ghana Library Authority (2020)

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

Worldwide Mobile Data Pricing 2022 | 1GB Cost in 233 Countries - Cable (Cable.co.uk, 2022)
A global league table of mobile data costs. The average cost of one gigabyte (1GB) was then calculated and compared from over 5,000 mobile data plans in 233 countries.

Worldwide Mobile Data Pricing League | Cost of 1GB in 230 countries - Cable (Cable, 2020)
Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries.
Keywords: auto_merged

Worldwide Mobile Data Pricing League | Cost of 1GB in 230 countries - Cable (Cable, 2020)
Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries.

Worst practice in ICT use in education - Trucano, Michael (World Bank Blogs, 2010)
In business and in international development circles, much is made about the potential for 'learning from best practice'. Considerations of the use of educational technologies offer no exception to this impulse. That said, 'best practice' in the education sector is often a rather elusive concept (at best! some informed observers would say it ...
Keywords: auto_merged

WPS8050.pdf

WRAHA: We Refugees Also Have Ambitions! - research design for an unsuccessful eCubed application - Haßler, Björn (Open Development & Education, 2018)
Keywords: dode_eth-src-dode; dode_eth-trf2-dode

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

Wuqu' Kawoq

wwwlitbaskets.io, an IT artifact supporting exploratory literature searches for Information Systems research - Boell, SK; Wang, B (2019)
Keywords: _Added-ailr-2024; ⛔ No DOI found

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

XPRIZE/GLEXP-Team-onebillion - GitHub (GitHub)
onecourse: one app that delivers reading, writing and numeracy. Built by non-profit onebillion. - XPRIZE/GLEXP-Team-onebillion

"You give a little of yourself": family support for children's use of an IVR literacy system - Madaio, Michael A.; Kamath, Vikram; Yarzebinski, Evelyn; Zasacky, Shelby; Tanoh, Fabrice; Hannon-Cropp, Joelle; Cassell, Justine; Jasinska, Kaja; Ogan, Amy (Association for Computing Machinery, 2019)
Low levels of childhood literacy in global contexts may be mitigated by educational technologies, however, these technologies often rely on parents of sufficient literacy to effectively support their children. Given low levels of adult literacy in many low-resource contexts, we investigate the nature of low-literate adult support for children's use of a literacy technology designed to foster early literacy precursors. We deployed an interactive voice response (IVR) system with 38 families in a rural village in Côte d'Ivoire using the IVR for 5 weeks in their homes. Using call log data and grounded theory analyses of IVR observations and interviews, we find evidence that families leverage complex support networks where family members support children's use of the IVR in different ways, via a collective network of intermediaries. These results suggest opportunities to scaffold low-literate family supporters for educational technologies.
Keywords: HCI4D; IVR; ed tech; literacy; tech intermediaries

You use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools - Larkin, Kevin (Journal of Research on Technology in Education, 2011)
The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.

Young children's use of video as a source of socially relevant information - Troseth, G. L.; Saylor, M. M.; Archer, A. H. (Child Development, 2006)
Although prior research clearly shows that toddlers have difficulty learning from video, the basis for their difficulty is unknown. In the 2 current experiments, the effect of social feedback on 2-year-olds' use of information from video was assessed. Children who were told "face to face" where to find a hidden toy typically found it, but children who were given the same information by a person on video did not. Children who engaged in a 5-min contingent interaction with a person (including social cues and personal references) through closed-circuit video before the hiding task used information provided to find the toy. These findings have important implications for educational television and use of video stimuli in laboratory-based research with young children.
Keywords: behavior; blues-clues; comprehension; find; guide; imitation; infants; learn; perception; television

Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning - Allier-Gagneur, Zoé; Moss Coflan, Caitlin (EdTech Hub, 2020)
EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders.
Keywords: F: Helpdesk response; L:Gender and education; L:Out-of-school populations; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v1; _r:CopiedFromEvLib; _zenodoETH; dode_eth-src-dode

Youth and skills: Putting education to work - UNESCO (United Nations Educational, Scientific and Cultural Organisation, 2012)

Youth and skills: putting education to work, EFA global monitoring report, 2012 - UNESCO (2012)

Youth Transitions: Creating Pathways to Success - Hughes, Deirdre; Smith, Graeme (Education Development Trust, 2020)
Around the world, young people face considerable challenges. Even before the disruption of the Covid-19 crisis, policymakers were seeking to respond to rapid technological advances, climate change and -- in some countries -- an ageing population and workforce. While children and young people worldwide generally have high aspirations and ambitions for their futures, evidence shows that they often face problematic and protracted transitions into work. In this context, new pathways from school to employment are needed. In this paper, we review extensive evidence to provide guidance on how children and young people can be best prepared to succeed in their school-to-work transitions, both now and in the future.
Keywords: 21st Century Skills; COVID-19; Career Development; Career Education; Economic Climate; Education Work Relationship; Educational Policy; Employers; Foreign Countries; Job Skills; Labor Market; Pandemics; Public Policy; Social Change; Technology Uses in Education; Vocational Education; Youth Employment

Zambia COVID-19 Accelerated Funding Application Form - Global Partnership for Education (2020)

Zambia QUESTT IRI - Education Development Center, Inc. (Airbel Impact Lab, 2020)
As Zambia’s out-of-school orphan population soared to 800,000 in 2000, the United States Agency for International Development (USAID) supported the creation of the Taonga Market Interactive Radio Instruction (IRI) program to help the Zambian Ministry of Education provide those orphans and other vulnerable children with a quality education using IRI.

Zanzibar Education Development Plan II 2017/2018-2021/2022 (Ministry of Education and Vocational Training, 2017)

Zanzibar Education Policy (Ministry of Education and Vocational Training, 2006)

Zanzibar ICT Policy (Revolutionary Government of Zanzibar Ministry of Infrastructure and Communications, 2013)

Zenodo - Research. Shared.

Zero-Rating Educational Content in Low- and Middle-Income Countries - McBurnie, Chris; Adam, Taskeen; Kaye, Thomas; Haßler, Björn (EdTech Hub, 2020)
Keywords: F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Zero-rating educational content on the Internet - Trucano, Michael (World Bank Blogs, 2016)
Keywords: ___working_potential_duplicate

Zero to eight: children’s media use in America - Rideout, Victoria (Common Sense Media, 2011)

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.

Zim tops Cambridge International exam entries - Kadirire, Helen (Daily News (Zimbabwe), 2020)
ZIMBABWE is delivering the highest number of Cambridge International examinations entries in sub-Saharan Africa and the 10th most entries each year globally, reflecting the growth of Cambridge International qualifications in the country.

Zimbabwe COVID-19 Preparedness and Response Strategy - Zimbabwe Education Cluster (2020)

ZIMSEC | Home - Zimbabwe School Examinations Council (2020)

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.

Zotero Workbook (v4) - Haßler, Björn; McBurnie, Chris; Murphy, Mary; Nourie, Kristi (2021)

أكاديمية الملكة رانيا لتدريب المعلمين - Queen Rania Foundation (2020)

الامتحانات عبر الإنترنت في سياقات الطوارئ: هل المراقبة، والتقنيات الأخرى، مجدية في سوريا لتيسير عقد امتحانات تشمل جميع الطلاب؟ - AlSheikhTheeb, Thaer; Sahin, AynurGul; Abdelrahman, Salma; Chuang, Rachel; Affolter, Friedrich; AlMekdad, Bayan; Sabboura, Rani; Sheqem, Yazeed (EdTech Hub, 2022)
كلمات مفتاحية: الامتحانات عبر الإنترنت، تكنولوجيا مراقبة الامتحانات، سياقات الطوارئ، سوريا خلاصة: الغرض من هذه الوثيقة تقديم دليل يمكن استخدامه من قبل الممارسين في مجال التعليم العاملين في سياقات الطوارئ لتقييم مدى جدوى تنفيذ الامتحانات الإلكترونية واستخدام تكنولوجيا مراقبة الامتحانات. سيتطلب عقد الامتحانات عالية المخاطر عبر الإنترنت في سوريا وفي سياقات طوارئ أخرى استثمارات كبيرة لتحقيق المتطلبات الأساسية اللازمة للجدوى والمصداقية. تشمل هذه المتطلبات الأساسية الكهرباء والإنترنت والأجهزة، بالإضافة إلى تطوير المهارات الرقمية اللازمة للطلاب لتقديم الامتحانات عبر الإنترنت وللمعلمين والإداريين لتيسير الامتحانات عبر الإنترنت. ينبغي بذل المزيد من الجهود لمنع تسريب المعلومات حول الأسئلة ومحتوى الامتحانات، ولتشجيع التغيير الثقافي حول الامتحانات عبر الإنترنت. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال في الأردن العام المقبل - Roya News (رؤيا الأخباري, 2020)
الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال ....

تكنولوجيا التعليم وجائحة كوفيد 19 - .10 أشياء يجب معرفتها - EdTech Hub Team (2021)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

جو اكاديمي توجيهي | دروس ودوسيات التوجيهي واسئلة وزارة - توجيهي, جو اكاديمي (جو اكاديمي توجيهي, 2020)
منصة جو اكاديمي من اوائل رواد التعليم الالكتروني وحصص اون لاين ووتد التعليم في المملكة الاردنية الهاشمية بوابة للتواصل ما بين المعلم والطالب

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

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

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

موضوع، أكبر موقع عربي بالعالم - Mawdoo3 (موضوع, 2020)
موضوع، أكبر موقع عربي بالعالم

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

يونسکو: په کوچنيوالي کې په مورنۍ ژبه زده کړې د يادښت بنسټ دی - الله, نشرونکی امین (بااحساسه محصلين, 2021)
محصلين (شنبه، د کب۲, ۱۳۹۹هـ ق)  د ملګرو ملتونو ښوونیز، علمي او کلتوري سازمان يونسکو، د مورنۍ ژبې نړيوالې ورځې ( د فبروري ۲۱) په مناسبت په  خپل پیغام کې ويلي دي چې په مورنۍ ژبه زده کړه بايد  د وړوکتوب

ঘরে বসেই শিক্ষা - EduHub Bangladesh (LearnFromHome, 2020)
ঘরে বসেই শিক্ষা

শিক্ষক বাতায়ন

基于 iPad 的民汉双语电子教材开发与应用研究 [Research on the development and application of bilingual electronic textbooks based on iPad] - Liu, Junling; Zhang, Yawei (中小学电教 [Primary and Middle School Educational Technology], 2015)
Keywords: ⛔ No DOI found

基于雨课堂的《初级维吾尔语精读》 课程混合式教学模式研究 [Research on the Mixed Teaching Mode of Beginner-Level Reading Comprehension in Uyghur based on Rain Class] - Cui, Ran (Theory and Practice of Innovation and Enntrepreneurship, 2021)
Keywords: ⛔ No DOI found

语言活力复兴: 云南丽江四所小学纳西语教育现状调查研究 [Language Revitalization: Language Revitalization: A Study on Naxi Language Education in Four Primary Schools in Lijiang] - Li, Hongyao (Yunnan Normal University, 2016)