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

A social and behaviour change agenda for inclusion and equity in education - UNICEF ESARO (2016)

Making Digital Learning Work: Lessons from the UNICEF-Akelius Digital Learning Initiative in 12 countries - UNICEF Innocenti (2024)

Opening up the frontiers of digital learning with the Learning Passport - UNICEF Lao Country Office (2022)
Keywords: ⛔ No INSPIRE recid found

UNICEF Education COVID-19 Case Study - UNICEF Malaysia (2020)

Nigeria | Education - UNICEF Nigeria (2020)
See how UNICEF in Nigeria supports children so they can attend school and learn.

Giga: Connecting Every School to the Internet - UNICEF Office of Innovation
Connecting Every School to the Internet

Brief on learning continuity amidst COVID19 - UNICEF Pakistan (2021)

Education: Giving every child the right to education - UNICEF Pakistan (2021)
Providing quality education to all

Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures - UNICEF Regional Office for South Asia (2020)

Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures - UNICEF Regional Office for South Asia (2020)

UNICEF ROSA Monitoring Learning Continuity during COVID-19 Guidance and Survey Question Bank - UNICEF Regional Office for South Asia (2020)

Gender Responsive Communication for Development: Guidance, Tools and Resources - UNICEF ROSA (2018)

Leveraging Education Technology to Reach Disadvantaged Children and Youth - UNICEF (ROSA) (2020)

Monitoring Distance Learning During School Closures - UNICEF ROSA (2020)

Situation analysis on the effects of and responses to COVID-19 on the education sector in Asia - UNICEF ROSA; UNICEF EAPRO; UNESCO Bangkok; Cambridge Education (UNICEF, 2021)

E-learning Strategy - UNICEF Sudan (2021)

Education: Annual Report 2020 - UNICEF Sudan (2021)

Learning Director's Training Manual - UNICEF Sudan (2017)

Learning directors toolbox - UNICEF Sudan (2017)

Learning Passport Launched in Sudan - UNICEF Sudan (2021)

Education budget brief 2018: Tanzania - UNICEF Tanzania (UNICEF, 2018)

'Eskola Ba Uma’ initiative helps children continue learning in Timor-Leste - UNICEF Timor-Leste; Ministry of Education, Youth and Sport
Keywords: ⛔ No INSPIRE recid found

UN Convention on the Rights of the Child (UNCRC) - UNICEF UK (Unicef UK)
The United Nations Convention on the Rights of the Child (UNCRC) is the basis for all of Unicef's work and upholds children's rights all over the world.

Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia - UNICEF & UNESCO (2021)
Case Study from Pakistan

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.

Country Office Annual Report 2023: Vietnam - UNICEF Viet Nam (2024)

Out-of-School Children 2016 Main Report - UNICEF Viet Nam (UNICEF, 2018)

Viet Nam is among few countries demonstrating gender parity in digital skills and the use of internet - UNICEF Viet Nam (UNICEF Viet Nam, 2023)
On International Day of Girls in ICT, new analysis warns that girls* are being left behind in many countries in an increasingly connected world

Out-of-School children in Viet Nam: A country study - UNICEF Viet Nam; Ministry of Education and Training, Viet Nam (2013)

Viet Nam: DPGs for equitable digital education systems - UNICEF Viet Nam; UNICEF Innovation (UNICEF, 2022)

ICT for Learning Process and Tools – Volume II | UNICEF Eastern and Southern Africa - UNICEF; Aga Khan Foundation and Innovation Unit (2020)

Conceptual Framework for Monitoring Hybrid Learning Delivery Toward Long-Term System Strengthening and Resilient Education Systems - UNICEF; EdTech Hub (UNICEF, EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _r:AddedByZotZen

Monitoring Hybrid Learning: A Short Guide - UNICEF; EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _r:AddedByZotZen

Operational Guide for Monitoring Hybrid Learning Delivery Toward Long-Term System Strengthening and Resilient Education Systems - UNICEF; EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _r:AddedByZotZen

Guidance for Safe and Healthy Journeys to School: During the COVID-19 Pandemic and Beyond (English) - UNICEF; FIA Foundation (Humanitarian UNICEF, 2021)
As schools reopen, we have a unique opportunity to look not only at measures to help keep students safe on school premises, but also on the journey to school. These measures help to keep students safe during the coronavirus disease (COVID-19) and help to address other safety issues such as road traffic crashes, the number one killer of young people aged 5-29 years. This guidance is for education authorities and policymakers, school administrators, teachers and staff, parents, caregivers, community members, and students. It complements the UNICEF, UNESCO, World Bank, World Food Programme and UNHCR global framework for reopening schools and the Inter Agency Standing Committee (IASC) interim guidance for COVID-19 Prevention and Control in Schools. This guidance suggests practical steps to build back better health and safety systems – to address COVID-19 and promote active transport like walking and cycling to improve air quality, physical activity and road safety. September 2021

Viet Nam Sustainable Development Goal Indicators on Children and Women Survey 2020–2021: Mass Media, Communications and Internet - UNICEF; General Statistics Office of Viet Nam (2021)

Khyber Pakhtunkhwa: Multiple Indicator Cluster Survey 2016/17 - UNICEF; Government of Khyber Pakhtunkhwa (2018)

Country Report Lao People’s Democratic Republic Lao Social Indicator Survey II 2017 MICS - UNICEF; Government of Lao People's Democratic Republic (2020)
Keywords: ⛔ No INSPIRE recid found

Punjab: Multiple Indicator Cluster Survey 2016/17 - UNICEF; Government of Punjab (2018)

Sindh: Multiple Indicator Cluster Survey 2018/19 - UNICEF; Government of Sindh (2021)

Education Budget Brief 2020 - UNICEF; Government of Tanzania (2020)
Keywords: ⛔ No DOI found

How many children and young people have internet access at home - UNICEF; ITU (2020)

Towards an equal future: Reimagining girls’ education through STEM - UNICEF; ITU (2020)
Marking the 25th anniversary of the Beijing Declaration and Platform for Action

Reimagine Education: ICT & Innovation in Timor-Leste - UNICEF; Ministry of Education (2020)

Evaluation of UNICEF-Supported MOET’s Initiative of Mother-Tongue Based Bilingual Education in Viet Nam, 2006–2014. - UNICEF; Ministry of Education and Training, Vietnam (2015)

Global Initiative on Out-of-School Children: Tanzania Country Report - UNICEF; Ministry of Education, Science and Technology; UNESCO (UNICEF, United Republic of Tanzania, UNESCO, 2018)

SEA-PLM 2019 latest evidence in basic education: Supporting teacher to improve learning in 6 Southeast Asian countries - UNICEF; Southeast Asian Minsters of Education Organization (UNICEF, 2022)

Situation Analysis on the Effects of and Responses to COVID-19 on the Education Sector in Asia: Regional Synthesis Report - UNICEF; UNESCO (2021)
Keywords: ⛔ No INSPIRE recid found

Monitoring Education Participation: Framework for Monitoring Children and Adolescents who are Out of School or at Risk of Dropping Out - UNICEF; UNESCO Institute for Statistics (Series on Education Participation and Dropout Prevention, 2016)

COVID-19 and Its Implications for Protecting Children Online - UNICEF; UNESCO; WHO; UNODC; ITU; End Violence Against Children; We Protect Global Alliance (2020)

Brief on learning continuity amidst COVID-19 school closures in Pakistan - UNICEF; Viamo (UNICEF Regional Office for South Asia (ROSA), 2021)

Assistive Technology for Children with Disabilities: Creating Opportunities for Education, Inclusion and Participation A discussion paper - UNICEF; WHO (WHO, 2015)

Mobile: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)

Print: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)

Radio: Resource Pack to Support Remote Learning - UNICEF; World Bank (2022)

MyUnisa Digi-Band - unicourses (University Courses, 2018)
The my Unisa Digi-band is a device that allows students to store an offline, yet updatable , copy of their myUnisa group site on a flash drive

Convention on the Rights of Persons with Disabilities - United Nations (United Nations Human Rights Office of the High Commissioner, 2006)
Convention Ratifications/Accessions: 182 Signatories*: 164 Optional Protocol Ratifications/Accessions: 96 Signatories*: 94 (* Signatories include countries or regional integration organizations that have signed the Convention and its Optional Protocol) 10th Anniversary of the adoption of CRPD: 2006 to 2016 Infographic on the CRPD and the COSP (prepared October 2016: (Word, PDF) Status of Ratifications to the CRPD (prepared May 2016) (JPG, […]
Keywords: ⛔ No INSPIRE recid found

COVID-19 Global Humanitarian Response Plan (Humanitarian response plan) | Financial Tracking Service - United Nations (2020)
United Nations Coordinated Appeal
Keywords: ___working_potential_duplicate

Gateways to Public Digital Learning - United Nations (United Nations, 2023)

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - United Nations (Department of Economic and Social Affairs: Sustainable Development)

Goal 4 .:. Sustainable Development Knowledge Platform - United Nations

Historic New Sustainable Development Agenda Unanimously Adopted by 193 UN Members - United Nations (Historic New Sustainable Development Agenda Unanimously Adopted by 193 UN Members)
2015 - Time for Global Action for People and Planet

Investing in Science, Technology, Engineering and Math (STEM) Education to Build Africa’s Resilience Against Climate Change - United Nations (United Nations Office of the Special Adviser on Africa, 2024)

Mozambique school children face ‘catastrophic’ fall-out from COVID-19: A UN Resident Coordinator blog | Africa Renewal - United Nations (2020)
Keywords: ⛔ No INSPIRE recid found

Policy Brief: Education during COVID-19 and beyond - United Nations (2020)

Roadmap for Digital Cooperation - United Nations (2020)

THE 17 GOALS | Sustainable Development - United Nations

UN Flagship Report Disability. - United Nations (2020)

UN radio spreads Covid-19 information to remote areas - United Nations (United Nations, 2020)
In the Central African Republic, radio broadcasts are a useful means to share public information, especially to the most remote populations. UN Volunteers assigned with the MINUSCA’s radio are on the frontline to raise awareness aboutt the COVID-19 pandemic. These dedicated UN Volunteers share current up-dates on COVID-19 via radio programmes, while advocating for prevention and protection measures.

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)

Assessing Digital and Financial Literacy in Timor-Leste: A Survey on Knowledge, Skills and Access - United Nations Capital Development Fund Pacific Office (UNCDF, 2023)
Keywords: ⛔ No INSPIRE recid found

Sustainable Development Goal 4 - United Nations Department of Economic and Social Affairs

COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery - United Nations Development Programme (UN, 2020)
Keywords: ___working_potential_duplicate

COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery - United Nations Development Programme (UNDP, 2020)
Keywords: ___working_potential_duplicate

COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery - United Nations Development Programme (UN, 2020)
Keywords: ___working_potential_duplicate

COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery - United Nations Development Programme (UNDP, 2020)
Keywords: ___working_potential_duplicate

Human Development Report 2019 - Viet Nam briefing note - United Nations Development Programme (UNDP, 2019)
Beyond income, beyond averages, beyond today: Inequalities in human development in the 21st century

Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene - United Nations Development Programme (Human Development Report, 2020)
Keywords: ___working_potential_duplicate

Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene. Bangladesh. - United Nations Development Programme (Human Development Report, 2020)
Keywords: ___working_potential_duplicate

Human Development Report 2023/2024 - United Nations Development Programme (UNDP, 2024)

Human Development Reports - United Nations Development Programme (2020)

Latest Human Development Index Ranking | Human Development Reports - United Nations Development Programme (2021)

Situational Analysis Report on the Rights of Persons with Disabilities in Viet Nam - United Nations Development Programme (UNDP, 2023)
This Situational Analysis Report on the Rights of Persons with Disabilities in Viet Nam reveals that the country is poised to harness its increased resources

Regulatory Policies and ICT Trends: Insights from Timor-Leste - United Nations Economic and Social Commission for Asia and the Pacific (2019)

World Population Dashboard Cambodia - United Nations Fund for Population Activities (2023)

General Assembly Designates 7 April International Day of Reflection on 1994 Genocide against Tutsi in Rwanda, Amending Title of Annual Observance | Meetings Coverage and Press Releases - United Nations General Assembly (United Nations: Media Coverage and Press Releases, 2018)

Spotlight Initiative to eliminate violence against women & girls in Timor-Leste - United Nations Population Fund (UNFPA, 2022)
Keywords: ⛔ No INSPIRE recid found

Teachers and mothers join forces to keep girls in school in Malawi - United Nations Population Fund (Africa Renewal, 2020)

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all - United Nations Statistics Division (2020)

Roadmap for Achieving the Sustainable Development Goals (SDGs) - United Nations Sustainable Development Framework (2017)

Policy Brief: A Disability Inclusive Response to COVID-19 - United Nations Sustainable Development Group (UNSDG) (2020)
Keywords: ⛔ No INSPIRE recid found

Leaving No Youth Behind in Timor-Leste: Young People with a Disability - United Nations Timor-Leste; Belun (2018)
Keywords: ⛔ No INSPIRE recid found

Gateways to Public Digital Learning: A multi-partner initiative to create and strengthen inclusive digital learning platforms and content - United Nations Transforming Education Summit (2022)

Thematic Action Track 4 on ‘Digital learning and transformation’ - United Nations Transforming Education Summit (2022)

Results of the Population and Housing Census 01/4/2019 - United Nations Vietnam (United Nations Vietnam Press Centre, 2019)

National Education Act 1997 (amendment) - United Republic of Tanzania (No. 10 of 1995, 1995)

Nigeria Fact Sheet - United States Embassy in Nigeria (2012)

Citizens In 34 Countries Show Implicit Bias Linking Males More Than Females With Science - Univeristy of Virginia (ScienceDaily, 2009)
Implicit stereotypes -- thoughts that people may be unwilling to express or may not even know that they have -- may have a powerful effect on gender equity in science and mathematics engagement and performance, according to a new study.

Schools ICT project - Universal Access Development Fund (Sierra Leone) (2020)

Universal Access Development Fund | Home - Universal Access Development Fund (Sierra Leone) (2020)

Teacher Professional Development Programme Document - Universal Basic Education Commission

Universal Basic Education 2018 Indicator Profile for Basic Education Institutions in Nigeria: Public Schools Commission - Universal Basic Education Commission (2019)

Universal Basic Education Commission 2022 Annual Report - Universal Basic Education Commission (UBEC, 2022)

Final Report - SENEGAL - Universalia (2019)

Summative Evaluation of GPE’s Country-Level Support to Education: Bangladesh - Universalia (2020)

Université virtuelle du Sénégal – Première université publique numérique de l'Afrique de l'ouest - Université virtuelle du Sénégal (Université virtuelle du Sénégal)

The OER4Schools Professional Learning Resource - University of Cambridge (2015)

The OER4Schools Professional Learning Resource - OER in Education - University of Cambridge: Faculty of Education

The OER4Schools Professional Learning Resource - OER in Education - University of Cambridge: Faculty of Education
Keywords: auto_merged

Postgraduate Programmes September 2022 Intake - University of Malawi (2022)

University of Melbourne to issue recipient-owned blockchain records - University of Melbourne (2017)

246 6 Accessibility and Utilization of ICTs Among Secondary School Teachers in Kenya - University, G. (2010)
This paper looks at levels of access and extent of use of Information and Communication Technologies (ICTs) among teachers in selected Kenyan secondary schools. For the past few years, an assortment of ICTs such as computers, lap tops, projectors, printers, e-blackboards and mobile phones have been available to teachers for use in integration of teaching and learning in schools. The paper attempts to establish how many teachers have access to the schools’ computers, their ICT literacy skills level and the level of ICT integration in subjects taught. The findings show that the use of ICT and its integration in the teaching and learning in secondary education is getting more widespread; and increasingly used among teachers as a means of communication and for information searching. Access rates for teachers have been observed to be much higher in educational institutions that have made effective ICT investments in education, translating into better utilization of ICT related technologies. Strategies have been suggested on how to utilize ICT to improve educational outcomes and recommendations given, on issues that touch on ICT access and infrastructure; human resources and training, policy environment, financing and ICT investment, curriculum development and locally relevant content.

Mapping education data in sub-Saharan Africa: Our experience from the Unlocking Data campaign and Sierra Leone - Unlocking Data (2021)

Unlocking Data - Unlocking Data Initiative

Unlocking Talent - Unlocking Talent (2021)

Pakistan 2022 Floods Response Plan: 01 Sep 2022 - 28 Feb 2023 (Issued 30 Aug 2022) - Pakistan | ReliefWeb - UNOCHA
Appeal in English on Pakistan about Agriculture, Coordination, Flash Flood, Flood and more; published on 30 Aug 2022 by OCHA

Revised Pakistan 2022 Floods Response Plan: 01 Sep 2022 - 31 May 2023 - UNOCHA (2022)
Appeal in English on Pakistan about Agriculture, Climate Change and Environment, Flash Flood, Flood and more; published on 4 Oct 2022 by OCHA

Policy Brief: Education during COVID-19 and beyond - UNSDG (2020)
The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l

Transforming education for girls in Tanzania and Nigeria: Cross country analysis of endline research studies - Unterhalter, Elaine; Heslop, Jo (ActionAid, 2012)
This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice.

Interventions to enhance girls' education and gender equality: Education rigorous literature review - Unterhalter, Elaine; North, Amy; Arnot, Madeleine; Lloyd, Cynthia; Moletsane, Lebo; Murphy-Graham, Erin; Parkes, Jenny; Saito, Mioko (Department for International Development, 2014)

Private education and compliance with the Abidjan Principles: A study of Malawi, Mozambique, Tanzania and Nigeria - Unterhalter, Elaine; Robinson, Lynsey; Luis, Jose; Canelhas, Benito; Coysh, Joanne (ActionAid, 2020)

Report launch: Education for the most marginalised post-Covid-19 - Unwin, Tim (EdTech Hub, 2020)
With the support of EdTech Hub, members of the UNESCO Chair in ICT4D have worked hard with colleagues across the world over the last six months to craft an innovative and practical report on how governments can learn from their experiences of Covid-19 to create resilient education systems that use digital technologies wisely, effectively and appropriately. We are all very…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

The Future Use of Technology in Education and Learning in the Commonwealth - Unwin, Tim (The Round Table, 2019)
Modern Information and Communication Technologies (ICTs) have increasingly been used in education systems and for learning across the world over the last quarter of a century, and are frequently seen as being an important means of delivering the Sustainable Development Goals (SDGs), especially SDG4. However, rhetoric about their potential benefits has often led to uncritical adoption of inappropriate and costly technologies, that have not benefited the poorest and most marginalised. This contribution explores likely uses of such technologies in Commonwealth education systems in the future, and what needs to be done so that these do indeed benefit everyone, rather than just the privileged with access to the latest technologies. It begins with an overview of existing Commonwealth initiatives, and then explores how ICT use for learning throughout the life-cycle is likely to change over the next decade. The next section suggests how Commonwealth organisations can best support governments and citizens in ensuring equitable distribution of relevant learning opportunities and mitigating the negative aspects of technology use. In conclusion, it advocates for the need to focus especially on the poorest and most marginalised, and it highlights the challenges of a future in which machines and humans are ever more intertwined.
Keywords: Commonwealth; Education; Qualitative Research; commentary; future; marginalisation; technology

Thoughts on “Education and digitisation in development cooperation” - Unwin, Tim (Tim Unwin's Blog, 2020)
Recently I was asked by the GFA Consulting Group to provide some short comments and reflections (just a few sentences) in response to four questions, the answers to which will be incorporated as pa…

Towards a framework for the use of ICT in teacher training in Africa - Unwin, Tim (Open Learning: The Journal of Open, Distance and e-Learning, 2005)
There is a gulf between the rhetoric of those advocating the use of ICT in education in Africa and the reality of classroom practice. This paper explores some of the reasons for this, and outlines a possible framework for the successful implementation of teacher training programmes that make advantageous use of appropriate ICTs. It argues that six fundamental principles of good practice must be addressed for such programmes to be effective: a shift from an emphasis on ‘education for ICT’ to the use of ‘ICT for education’; an integration of ICT practice within the whole curriculum; a need for integration between pre‐service and in‐service teacher training; a need for the development of relevant and locally produced content; a need for appropriate educational partnerships; and an emphasis on the development of sustainable costing models. The paper concludes with a framework for action to deliver the very real benefits of ICT for teacher training in Africa.
Keywords: Africa; Education policy; ICT; Teacher training

Digital learning management systems in Africa: myths and realities - Unwin, Tim; Kleessen, Beate; Hollow, David; Williams, James B.; Oloo, Leonard Mware; Alwala, John; Mutimucuio, Inocente; Eduardo, Feliciana; Muianga, Xavier (Open Learning: The Journal of Open, Distance and e-Learning, 2010)
This paper reports on a survey of 358 respondents across 25 African countries into their usage of learning management systems. It concludes that while there are some enthusiastic advocates of such systems, the reality is that most African educators as yet have little knowledge about, or interest in, their usage. There remain very considerable infrastructural constraints to be overcome before they can be widely adopted for open and distance learning across the continent, and there is still reluctance in many institutions to develop systems that can enable learning resources to be made available in this way. This does not mean that the potential of high‐quality digital learning management systems should be ignored in Africa, but rather that much more sustained work needs to be done in human capacity development and infrastructural provision if African learners are truly to benefit from the interactive learning experiences that such systems can deliver.
Keywords: Africa; ICT; LMS; OER; universities

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (United Nations Educational, Scientific and Cultural Organisation, 2020)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, 2020)
Education for the most marginalised post‑COVID-19 Guidance for governments on the use of digital technologies in education Join us December 18 for the report launch! Click here to register. The UNESCO Chair in ICT for Development, with support from the EdTech Hub, developed this report and associated Guidance Notes in 2020 building on a series of regional and sectoral consultations…
Keywords: ___working_potential_duplicate

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education – Act one - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _zenodo:submitted; _zenodoETH

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, UNESCO, UniTwin, 2020)

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, UNESCO, UniTwin, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _zenodo:submitted; _zenodoETH

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education — home page - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (Education for the most marginalised, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 1 In the local context — using digital technologies to develop local content From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 10 Prioritising effective and appropriate teacher training From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Guidance Note 11 Using digital technologies effectively in support of learning and training for employment From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 12 Ensuring rigorous monitoring and evaluation of initiatives using digital technologies in education for the most marginalised From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 13 Ensuring that children are safe when using digital technologies for learning From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 14 Partnerships with the private sector and civil society From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No INSPIRE recid found

Guidance Note 2 Sharing Open Educational Resources (OER) with Creative Commons (CC) open licenses From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 3 Digital technologies and girls’ education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 4 Inclusion and accessible learning for people with disabilities From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 5 Supporting the effective use of digital technologies for learning by refugees and displaced persons From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 6 Digital technologies and education in Small Island Developing States (SIDS) From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 7 Ensuring resilient connectivity From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 8 Resilient and sustainable energy solutions From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note 9 Involving marginalised young people in the design of their own education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note Annex 4 From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Guidance Note Introduction From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH

Report homepage https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/ - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (2020)
Keywords: ⛔ No DOI found

The potential of e-Learning to address the needs of out-of-school youth in the Philippines - Unwin, Tim; Tan, Mel; Pauso, kat (Children's Geographies, 2007)
This paper reports on the findings of focus group discussions designed to explore the learning and skills-based needs of out-of-school youth in the Philippines, particularly addressing their reasons for leaving school, their current activities and employment, how they acquire skills and knowledge, what they want to learn about, their use of Information and Communication Technologies, and their future employment plans. It was undertaken in the context of the development of a programme of e-learning through ICT Centres to be delivered in support of the country's 5 million out-of-school youth.
Keywords: ⛔ No INSPIRE recid found

THE FUTURE OF LEARNING AND TECHNOLOGY IN DEPRIVED CONTEXTS - Unwin, Tim; Weber, Mark; Brugha, Meaghan; Hollow, David
This report addresses the future of basic education, Information and Communication Technologies (ICT) use in deprived locations, and the use of ICTs in primary school learning in 2020 and 2025, especially in deprived contexts. It draws on research evidence from the literature, the authors’ experiences of ICT use in education initiatives, interviews with practitioners and academics, a workshop, and consultations with Save the Children staff from many different countries, mostly conducted in August 2017.
Keywords: GENERAL - to be categorised; Google Scholar/ "refugee education" ICT

Effective Use of EdTech for Remedial Learning Programmes: Considerations for Mongolia - Upadhyay, Arjun; Shoobridge, James; Moss Coflan, Caitlin (EdTech Hub, 2020)
This document was produced in response to a request from the World Bank Mongolia team to: 1. Outline the evidence of effective practices on remedial education generally. 2. Explore appropriate uses of EdTech to support remedial education. 3. Summarise the implications of these findings for Mongolia.
Keywords: F: Helpdesk response; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _zenodo:submitted

EdTech in Liberia: A Rapid Scan - Upadhyay, Arjun; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.
Keywords: C:Liberia; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

EdTech in Senegal: A Rapid Scan - Upadhyay, Arjun; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert.
Keywords: C:Senegal; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; pu

Urubuto - Urubuto

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

Greenhouse Gas Emissions from a Typical Passenger Vehicle - US EPA, OAR (2016)
This page answers questions about GHG emissions from passenger vehicles and how these emissions are measured and calculated.

2018 Civil Society Organization Sustainability Index - for Asia 5th Edition – December 2019 - USAID (2019)

2019 Civil Society Organization Sustainability Index - for Asia 6th Edition – December 2020 - USAID (United States Agency for International Development Bureau for Democracy, Conflict and Humanitarian Assistance Center of Excellence on Democracy, Human Rights and Governance, 2020)

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

Aprender a Ler (ApaL) - USAID (World Education, Inc., 2017)

Barriers to Investing in Last-Mile Connectivity - USAID (2020)

Coaching & mentoring report Tz Jifunze Uelewe 2023 - USAID (2023)

Delivering Distance Education in Emergencies: A Review of Evidence and Best Practice - USAID (2020)
The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies.

Delivering Distance Learning in Emergencies: A Review of Evidence and Best Practice - USAID (USAID, 2020)

DREAMS: Partnership To Reduce Hiv/Aids In Adolescent Girls And Young Women | Global Health | U.S. Agency for International Development - USAID

Early Grade Reading and Mathematics Project (RAMP) - USAID (2017)
The main goal of RAMP is to support the efforts of USAID Jordan and the MOE in instituting reading and mathematics teaching and learning methodologies, policy and practices within schools, communities and government entities that focus on improving learning outcomes for reading in Arabic and math in grades K‐3 for all public schools in Jordan.

Early Grade Reading Study II (EGRS II) - USAID (2019)
The activity team works in partnership with the Department of Basic Education to evaluate the efficacy and cost-effectiveness of interventions focused on improving the performance of grade 1 and 2 learners in the subject English First Additional Language.

Education data for decision making (EDDATA II): key achievements and lessons learned - USAID (Unesco IIEP Learning Portal, 2016)

Education Data for Decision Making (EDDATA II): Key achievements and lessons learned: Final report - USAID (USAID, 2016)

EGRA Toolkit - USAID (2016)

Exploring the Landscape for Digital Education: Observations from Kenya, Nigeria, and Senegal - USAID (2022)

Global Health | Malawi | U.S. Agency for International Development - USAID (2022)
Over the last two decades, Malawi has achieved dramatic gains in most health indicators by focusing on the improved delivery of essential health services. Malawi is one of a few sub-Saharan African countries that achieved Millennium Development Goal (MDG) 4 for child survival by 2015. The Government of Malawi (GoM) reduced maternal mortality by 53 percent between 1990 and 2013, and increased the contraceptive prevalence rate from 7.4 in 1992 to 42 percent in 2010.

ICT4E How-To Note Final_Feb20.pdf - USAID (2020)

Improving Education Opportunities USAID Senegal Fact Sheet - USAID (2019)

Language of Instruction Country Profile: Malawi - USAID (2021)
Keywords: ⛔ No DOI found

Language of Instruction Country Profile: Malawi - USAID (United States Agency for International Development, 2021)

Language of Instruction Country Profile: South Africa - USAID (2020)
Keywords: ⛔ No DOI found

Malawi National Reading Program Baseline Assessment - USAID (2018)

Malawi Teacher Professional Development Support Program: Baseline Report - USAID (2011)

Nigeria Demographic and Health Survey - USAID (2018)

Nigeria: Malaria Indicator Survey (MIS) - USAID (2015)

Philippines: National Demographic and Health Survey - USAID (2017)

Policy Linking for Measuring Global Learning Outcomes | Education Links - USAID (2021)
Check out the policy linking video below , Express Interest in an Upcoming Training , USAID has worked closely with global partners including with the World Bank, UNESCO Institute for Statistics (UIS)

Rapid Education and Risk Analysis (RERA) Toolkit - USAID
USAID’s EducationLinks is a resource for all education practitioners to learn and share knowledge to create and implement successful, effective education and skills development programs.

Reading Learning Material | USAID-funded Pakistan Reading Project - USAID (2020)

Software Global Goods Valuation Framework - USAID (2019)
Software global goods are digital tools, often “free and open-source”, that can be adapted and reused for the global health sector to meet the needs of various countries and contexts.

STATcompiler: the DHS Program - USAID

Tanzania TZ21 2015 endline reading fluency progress brief - Kiswahili - USAID (USAID, 2015)

Taonga Market Programme Review - USAID (2010)

Technology for Data Collection Processing and Communication for EiE - USAID

Technology Tools for Teaching and Training Results - USAID (2010)

The DHS Program - Quality information to plan, monitor and improve population, health, and nutrition programs - USAID

The Gender Digital Divide Primer - USAID (2020)

USAID Advancing Nutrition Gender Equality Strategy (August 2019) - USAID (2017)

USAID Announces $74 Million for Early Grade Reading in Malawi | Press Release - USAID (U.S. Agency for International Development, 2022)
The U.S. government, through the U.S. Agency for International Development (USAID), is supporting Malawi’s vision for early grade literacy through the new Next Generation (NextGen) early grade reading project. This investment of $74 million over the next five years, subject to appropriations, will improve the delivery of high-quality early grade reading instruction in all of Malawi’s over 5,700 public primary schools nationwide. Since 2015, the U.S. government has invested more than $136 million in Malawi’s early grade reading efforts.

USAID digital strategy - USAID (USAID, 2020)

USAID Digital Strategy - USAID (2020)

USAID Impact Evaluation of the Makhalidwe Athu Project (Zambia): Endline Report - USAID (2018)
Keywords: ⛔ No DOI found