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

Zenodo - Research. Shared.

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.

শিক্ষক বাতায়ন

Mobile Learning Lab Evaluation & Analysis - 60 Million Girls (60 million girls, 2018)

a2i website - a2i

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

Final Report on: Assessment of Distance Learning Initiative of the Government of Bangladesh during COVID-19 Pandemic - a2i (2020)

Futures of Education in Bangladesh: Envisioning 2041 - a2i (Government of People's Republic of Bangladesh, 2019)

Report On Assessment Of ‘multimediaclassrooms (Mmc) And Teacher- Led Content Development’ - a2i (Access to Information (a2i) Programme, 2013)

Resources - Aahung (2020)

The STEM Gap: Women and Girls in Science, Technology, Engineering and Mathematics - Aauw (AAUW : Empowering Women Since 1881, 2021)
Giving women equal opportunities to pursue — and thrive in — STEM careers helps narrow the gender pay gap, enhances women’s economic security and ensures a diverse and talented STEM workforce and prevents biases in these fields and the products and services they produce.

Perplexity AI: Review, Advantages & Guide (2023) - Aayush (Elegant Themes Blog, 2023)
AI assistants are changing how we interact with technology, helping us with tasks like answering questions and creating content. Google and Bing have already added AI like Bard and Bing Chat to their platforms. However, there’s a new player in the market: Perplexity AI. In this post, we will look at Perplexity AI and its […]

Monitoring basic skills acquisition through rapid learning assessments: A case study from Peru - Abadzi, Helen; Crouch, Luis; Echegaray, Marcela; Pasco, Consuelo; Sampe, Jessyca (PROSPECTS, 2005)

The Role of Educational Technology in Upgrading Teacher Education in Pakistan - Abbasi, M. Hashim; Millar, Alex C. (1996)
This paper outlines a joint Asian Bank/Pakistan Ministry of Education project designed to upgrade the state of teacher education and to improve the quality, status, and professional self-esteem of Pakistan's teachers. The main strategies identified by the Project for priority attention include: structural changes through the creation of four new types of teacher education institutions in each of the provinces; development of the main teacher education pre- and in-service courses; increased output and improved standard of teachers at all levels; development and implementation of a Total Educational Technology Plan; and upgrading and strengthening of existing Government Colleges for Elementary Teachers and Government Colleges of Education. Educational technology is a key element designed to assist in achieving the Project's major goals and objectives. Needs analysis produced recommendations geared for: target population; new teacher education courses; allocation of electronic media; teacher/principal attitudes towards the equipment and software; potential sources of software; availability of ancillary funding; specialist educational technology assistance for teachers; developing a profession of educational technology interested people; storage and access for hardware and software; roles of Mobile Training Units; and overseas lessons on the application of educational technology. (AEF)
Keywords: Educational Change; Educational Development; Educational Finance; Educational Strategies; Educational Technology; Elementary Secondary Education; Foreign Countries; Higher Education; Needs Assessment; Professional Development; Program Improvement; Resource Allocation; Schools of Education; Teacher Attitudes; Teacher Education; Technology Planning

Gender equity in the use of educational technology - Abbott, G.; Benvenue, L.; Damain, S.; Kramarae, C.; Jepkemboi, G.; Strawn, C. (Handbook for achieving gender equity through education, 2008)

Bangladesh educational assessment: pre-primary and primary Madrasah education in Bangladesh - Abdalla, Amr; Raisuddin, A. N. M.; Hussein, Suieiman (Basic Education and Policy Support (BEPS) Activity, United States Agency for International Development, 2004)

Blended learning and Syrian refugees' empowerment through a capability approach lens - Abdelfattah Ahmed Younes, Mona (Lancaster University, 2020)
This study analyses the learning experiences of three Syrian refugee youth who enrolled in and completed blended learning (BL) programmes in Jordan, in order to explicate how BL has/or has not empowered those refugees. To achieve this objective, the following research questions framed this study: Does blended learning empower Syrian refugee youth living in Jordan? 1. Is blended learning, in the case of Syrian refugee youth, an empowering capability? 2. Does blended learning help Syrian refugee youth to overcome their restrictive ‘rules of the game’? 3. Does blended learning improve Syrian refugee youth’s resource portfolio? This study followed a case study approach. Three Syrian youth, each of whom attended a different BL programme, were interviewed between December 2018 and March 2019. While all three cases expressed aspirations that are education-bound, this study shows some difference in the aspirations of males and females and of urban refugees versus those residing in the camps. BL has been for all three cases a feasible learning opportunity. Programme providers designed the courses in a manner that accommodated to refugees’ locations, time, and economic status. Social media disseminated information about educational opportunities and possessing smartphones made following up with lectures and assignments possible and easy. The investigated BL programmes proved also to be enjoyable due to their constructive, learner-centred and collaborative approach, and competent facilitators. However, this finding does not indicate that those programmes were “empowering”. Restrictive legislations that constrain refugees’ work, movement, and lives, as well as patriarchal traditions that hampered females’ choices of education, were “rules of the game” that hindered students’ ability to fully benefit from the provided programmes. Despite the development of oral and public speaking, employability, and English language skills and despite the enhancement of self-esteem, confidence, and respect towards others, those programmes did not lead to refugees’ full empowerment.
Keywords: Google Scholar/ "mobile learning" "refugee education"; RER theme_pedagogies and modalities

Data for learning: Building a smart education data system - Abdul-Hamid, Husein (Directions in Development Human Development, 2017)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

What Matters Most for Education Management Information Systems: A Framework Paper - Abdul-Hamid, Husein (SABER Working Paper Series, 2014)
Keywords: Academic Assessments; Access to Data; Access to Education; Access to Information; Adult Education; Annual School Census; Application Programming; Assessment Framework; Average Teacher Salaries; Basic Education; Basic Education Statistics; Best Practice; Business Intelligence; Care Providers; Class Sizes; Classroom; Classroom Learning; Classrooms; Client Countries; Communication Technology; Communications Technologies; Communications Technology; Completion Rates; Continuing Education; Curriculum; Data Analysis; Data Collection; Data Coverage; Data Gathering; Data Providers; Data Sharing; Data Sources; Data Systems; Data Warehouse; Decision Makers; Decision Making; Decision-Making; Demand for Education; Domain; Domains; Early Childhood; Early Childhood Development; Early Childhood Education; Educated Population; Education Budget; Education Data; Education Development; Education Institutions; Education Management; Education Management Systems; Education Outcomes; Education Planning; Education Policies; Education Policy; Education Providers; Education Services; Education Statistics; Education Strategy; Education System; Education Systems; Education Targets; Education Teachers; Education for All; Educational Development; Educational Expenditures; Educational Inputs; Educational Outcomes; Educational Planning; Educational Processes; Educational Quality; Educational Sciences; Educators; Enabling Environment; Enrollment Data; Enrollment Levels; Enrollment Rates; Enrollment Statistics; Equitable Education; Expert Opinion; Female Teachers; Financial Performance; Formal Education; Functionalities; Functionality; Gender Equality; Gender Equity; Gender Parity; Gender Parity Index; Girls; Global Education; Gross Enrollment; Gross Enrollment Ratio; High Quality Education; Human Resources; Improvement of Education; Information Gaps; Information System; Information Systems; Information Technology; Innovation

From compliance to learning: A System for harnessing the power of data in the State of Maryland - Abdul-Hamid, Husein; Mintz, Sarah; Saraogi, Namrata (World Bank, 2017)
Keywords: ⛔ No DOI found

Lessons Learned from World Bank Education Management Information System Operations: Portfolio Review, 1998-2014 - Abdul-Hamid, Husein; Saraogi, Namrata; Mintz, Sarah (Washington, DC: World Bank, 2017)
Keywords: Accountability; Data Integration; Data Quality; Data Utilization; Education; Education Management; Emis; Enabling Environment; Information System; Management Information Systems; Monitoring and Evaluation System; Planning; Sustainability; System Procurement; System Soundness; Unique Id; ___working_potential_duplicate

Cambridge University Press & Cambridge Assessment. (2020). The Learning Passport Research and Recommendations Report: Summary of Findings. Cambridge, UK: Cambridge University Press & Cambridge Assessment. - Abdul, Zahara (2020)
Keywords: ⛔ No DOI found

Operational research on the use of mobile school report card (mSRC) as a management tool - Abdulai, Abdul-Gafaru; Nunyonameh, Collins; Salifu, Adam (Ghana Education Service/UNICEF, 2018)

Electronic learning and its benefits in education - Abed, Enaam Karim (EURASIA Journal of Mathematics, Science and Technology Education, 2019)
The concept of Electronical Learning was emerged which is a method of education in the delivery of information to the learner, depends on the latest technologies of the mathematics, the global network of information and multimedia, the fields of dialogue, discussion and virtual classes. But the field of electronic learning and its solutions will not be successful if there are lack of basic elements of the current traditional education. The latter accomplishes many tasks indirectly or invisible to the passers-by, where the students’ time and attendance of schools is an important thing inculcates educational values indirectly and promotes joint work as a team. A variety of services, such as obtaining a Master’s degree online directly, or awarding technical certificates to programmers, IT professionals and other great features, as they do the necessary procedures and provide the required standards for the introduction of recognized programs for distance study.

Opportunities for Equitable Access to Quality Basic Education (OPEQ): Final Report on the Impact of the OPEQ Intervention in the Democratic Republic of Congo - Aber, J. Lawrence; Starkey, Leighann; Tubbs, Carly; Torrente, Catalina; Johnston, Brian; Wolf, Sharon; Shivshanker, Anjuli; Annan, Jeannie (2015)

Promoting children's learning and development in conflict-affected countries: Testing change process in the Democratic Republic of the Congo - Aber, J. Lawrence; Tubbs, Carly; Torrente, Catalina; Halpin, Peter F.; Johnston, Brian; Starkey, Leighann; Shivshanker, Anjuli; Annan, Jeannie; Seidman, Edward; Wolf, Sharon (Development and Psychopathology, 2017)
Improving children's learning and development in conflict-affected countries is critically important for breaking the intergenerational transmission of violence and poverty. Yet there is currently a stunning lack of rigorous evidence as to whether and how programs to improve learning and development in conflict-affected countries actually work to bolster children's academic learning and socioemotional development. This study tests a theory of change derived from the fields of developmental psychopathology and social ecology about how a school-based universal socioemotional learning program, the International Rescue Committee's Learning to Read in a Healing Classroom (LRHC), impacts children's learning and development. The study was implemented in three conflict-affected provinces of the Democratic Republic of the Congo and employed a cluster-randomized waitlist control design to estimate impact. Using multilevel structural equation modeling techniques, we found support for the central pathways in the LRHC theory of change. Specifically, we found that LRHC differentially impacted dimensions of the quality of the school and classroom environment at the end of the first year of the intervention, and that in turn these dimensions of quality were differentially associated with child academic and socioemotional outcomes. Future implications and directions are discussed.

Constructivist Assistive Technology in a Mathematics Classroom for the Deaf: Going Digital at a Rural Namibian Primary School - Abiatal, Loide K.S.; Howard, Grant R. (Association for Computing Machinery, 2019)
Within the context of almost nine million children with hearing disabilities in Sub-Saharan Africa, their education is an important topic. The problem was the lack of conclusive research about the effects of digital assistive technologies for educating deaf learners in Sub-Saharan African countries, such as Namibia. The question was could a digital assistive technology improve the mathematics achievement of deaf children? The research objective was to gather scientific evidence by conducting a quantitative experiment with constructivist digital assistive technology and qualitative interviews with the teachers involved. The findings from the experiment suggest that the constructivist digital assistive technology may have had a positive effect on the mathematics achievement of the learners, which was supported by the findings from the interviews. This makes an original contribution to the domain and offers an intervention that was feasible, practical and potentially effective for improving the teaching and learning of mathematics for deaf learners.
Keywords: Constructivism; Constructivist assistive technology; Deaf learners; Digital assistive technology; Experiment; Hearing disability; Interviews; Mathematics education; Namibia; Primary school education; Sub-Saharan Africa; Teaching and learning

Examining the impact of Information and Communication Technology capacity building in High School education in Ghana. - Abilimi, Chris; Adu-Manu, Kofi S. (International Journal of Engineering Research & Technology (UER), 2013)
The quality of education in general is improved, if Information and Communication Technology (ICT) is used in teaching and learning in High School education. This is because the use of ICT related strategy for teaching and learning rise the
Keywords: ⛔ No DOI found

COVID-19 and e-learning: the challenges of students in tertiary institutions in Ghana - Aboagye, Emmanuel; Yawson, Joseph Anthony; Appiah, Kofi Nyantakyi (Social Education Research, 2020)
Problems associated with the transition from conventional learning (face to face) to online learning (e-learning) in the educational system are well documented. The present study explores the challenges students in tertiary institutions have reported facing in online learning in the era of coronavirus pandemic. Using a sample (n = 141), an initial principal component factor analysis was conducted to group the constructs. Eight groups that emerged were social issues, lecturer issues, accessibility issues, learner motivation, academic issues, generic issues, learner intentions, and demographics. Cronbach’s alpha was used to determine the reliability of the scales resulting in the deletion of learner motivation. Comparing the means of the factors revealed that the most important challenge for students to study online was accessibility issues. This was followed by social issues, lecturer issues, academic issues, and generic issues. The mean for the individual items in learners’ intention to study online showed that students were not ready to study online. A Multiple Regression Analysis was further conducted to determine which factors pose the most important challenges to the student’s decision to study online. Social issues and lecturer issues were significant. In the final model, only lecturer issues were significant. A blended approach-where conventional teaching is combined with online teaching should have ushered the learners to complete online learning.

Impact of COVID-19 on Education in Sub-Saharan Africa - Aborode, A; Anifowoshe, O; Ifeoluwapo T, Ayodele; Rebecca A, Iretiayo; Oluwafemi O., David (Preprints, 2020)
The eruption of the COVID-19 pandemic has affected every sphere of life and may forever change how we have always lived and conducted our businesses, and no one can resist the wind of change that is blowing. Of all the sectors of governance, the educational sector, particularly at the tertiary level, appears to have been most greatly affected and therefore requires a more pragmatic approach to resolution. As of 29th June, Sub-Sahara Africa has reported 382,190 cases of COVID-19. In rejoinder to the virus epidemic, several Sub Sahara African governments implement the resolution to slam learning institutions to enclose the infection. Consequently, advanced schooling institutions obliged to reorganize their loom, becoming more digitally become forward, and changing to online platforms
Keywords: Africa; COVID-19; Deadly disease; Education; Governments; Resolution; Sub- Sahara

Opening Access to Knowledge in Southern African Universities - Abraham, L.; Burke, M.; Gray, E.; Rens, A. (Study Series 2008, 2008)

Data governance: A conceptual framework, structured review, and research agenda - Abraham, Rene; Schneider, Johannes; vom Brocke, Jan (International Journal of Information Management, 2019)
Data governance refers to the exercise of authority and control over the management of data. The purpose of data governance is to increase the value of data and minimize data-related cost and risk. Despite data governance gaining in importance in recent years, a holistic view on data governance, which could guide both practitioners and researchers, is missing. In this review paper, we aim to close this gap and develop a conceptual framework for data governance, synthesize the literature, and provide a research agenda. We base our work on a structured literature review including 145 research papers and practitioner publications published during 2001-2019. We identify the major building blocks of data governance and decompose them along six dimensions. The paper supports future research on data governance by identifying five research areas and displaying a total of 15 research questions. Furthermore, the conceptual framework provides an overview of antecedents, scoping parameters, and governance mechanisms to assist practitioners in approaching data governance in a structured manner.
Keywords: Conceptual framework; Data governance; Information governance; Literature review; Research agenda

Using educational technology to develop early literacy skills in Sub-Saharan Africa - Abrami, Philip C.; Wade, C. Anne; Lysenko, Larysa; Marsh, Jonathon; Gioko, Anthony (Education and Information Technologies, 2016)
The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N = 180) where ABRA was part of their English Language instruction and a control group (N = 174) where regular instruction was used. After the pre-test student data were collected, a three-day initial training and planning session were held for the experimental teachers on how to use ABRA to teach literacy. Every week each experimental class was bussed to a computer lab with full access to ABRA for one 90-min lesson. Teacher support included the alignment of ABRA lesson plans with the Kenyan English Language norms, weekly web conferences with the trainer, as well as technical and pedagogical help from staff at the lab site. After the 13-week intervention, significant and substantial gains in reading comprehension were found for ABRA students as measured by GRADE, a standardized test of literacy. In addition, ABRA students outperformed their peers in control classes on the core end-of-year subject exams including English, Mathematics, Science and Social Studies.
Keywords: Developing countries; Early literacy; Educational technology; Primary education

Preparing pre-service teachers to integrate educational technology in the colleges of education curriculum in the Central Region of Ghana - Abreh, Might (International Journal of Research in Computer Applications and Management, 2011)
The enclave of education through educational technology continues to raid the whole wide world with its attendant benefits. If how 21st century classroom pre- service teachers in the colleges of education teach with educational technology is our bother then how teacher educators prepare pre-service to teach with technology should be the utmost concern. Recent changes in basic qualifications for teacher educators to teach in Ghanaian colleges of education as well as the acceptable qualification for teachers who wish to teach at the basic school level has necessitated an assessment of teacher know-how on technology integration. This study used survey method to explore 128 out of 140 teacher educators’ (tutors) opinion on how they go about integrating educational technology in their pre-service teacher preparation. The findings of the study suggest that little or nothing is being done to teach pre-service teacher candidates how to integrate technology in their classroom practices. It was consequently recommended that policy makers, researchers, curricula developers and other policy publics must take advantage of the high awareness of the usefulness of educational technology to proliferate this ubiquitous tool to education’s advantage.
Keywords: ⛔ No DOI found

Involvement of School Management Committees in School-Based Management: Experiences from Two Districts of Ghana. - Abreh, Might K. (Educational Planning, 2017)
Keywords: ⛔ No DOI found

Fighting Illiteracy in the Arab World - Abu Hammud, Muwafaq; Jarrar, Amani G. (International Education Studies, 2017)
Illiteracy in the Arab world is becoming an urgent necessity particularly facing problems of poverty, ignorance, extremism, which impede the required economic, social, political and cultural development processes. Extremism, violence and terrorism, in the Arab world, can only be eliminated by spreading of knowledge, fighting illiteracy. The study shows that illiteracy rate among males in the Arab world is 25% for males, (46%) for Females. Results of the study show that if the educational situation in all Arab countries does not change, illiteracy rates will increase in the Arab world, and the number of illiterates in the Arab world will reach 49 million in the category of age of 15 years, and by 2024,it may reach 5.5 million of youth (15 - 24 years). The study identifies factors affecting the rise of illiteracy in the Arab world, particularly: Low economic level of many Arab countries, the growing security, political turmoil and internal problems experienced by most Arab countries, Social reasons, and random policies and contradiction in the trends and areas of combating illiteracy. The study concluded that illiteracy has a significant impact on social behavior, and that democracy, political participation, violence, cultural development, respect, pluralism, and accepting diversity, are all affected by illiteracy. The study recommends that Arab governments must formulate clear strategies linked to development plans to save 100 million Arab citizens who suffer from illiteracy, and ignorance. Illiteracy is to be taken seriously because it entails misunderstanding democracy, lack of youth interest in political affairs, corruption, and therefore the absence of comprehensive reform programs.

E-Learning System's Acceptance: A Comparative Study - Abu-Shanab, Emad (International Journal of Web-Based Learning and Teaching Technologies, 2014)
The major limitation for adopting e-learning systems is students and teachers perceptions of such applications. EduWave is a system implemented in Jordan, to be used by teachers, students and other stakeholders in public schools in the country. This study tried to contrast the perceptions of students and teachers and conclude to future agenda for improving the success chances of such systems. The research utilized results from two empirical studies, with 2 surveys applied to both teachers and students to probe their opinions regarding the obstacles facing EduWave utilization, the advantages and disadvantages of the system, the functionalities used, and the factors influencing the adoption. Results supported the original Technology Acceptance Model (TAM), with significant prediction of intentions to use EduWave through perceived usefulness and perceived ease of use for both teachers and students. Also, teachers and students results did not support the role of trust in the process. Conclusions and future work are stated at the end.
Keywords: Comparative Analysis; ERIC, Current Index to Journals in Education (CIJE); Electronic Learning; Foreign Countries; Jordan; Public Schools; Stakeholders; Student Attitudes; Surveys; Teacher Attitudes

Support to children’s education in the urban slums of Nairobi: community and parents’ perceptions with an expanded phase of an education intervention program - Abuya, Benta A.; Wekulo, Patricia; Muhia, Nelson (Qualitative Research in Education, 2018)
The objective of this paper is to examine the perceptions of community elders and parents on their roles regarding support to their children’s education. Data come from the qualitative component of a baseline survey conducted in Korogocho and Viwandani, two urban informal settlements in Nairobi, Kenya. Data were collected in April-May 2016 through in-depth interviews, key informant interviews and focus group discussions. Results demonstrated that community elders internalized their role as the face of government in their respective communities, and enforced the implementation of education policies on behalf of all children. The community leaders also saw as part of their role the need to encourage parents to be active participants in their children’s education. Female parents with boys in the program perceived that parental monitoring and follow-up was important to ensure that their children attended school, and completed work assigned by the teachers, more so in Korogocho. Overall, parents recognized the importance of the role they played in their children’s education. This is a good entry point as parental support will ensure the success and sustainability of the intervention to improve educational outcomes for children, which in turn will help their children navigate the challenging period that adolescence presents.
Keywords: teachers

Home - Abwaab

Academic Bridge | Tomorrow's Education Today - Academic Bridge

Pakistan Education Statistics 2017-18 - Academy of Educational Planning and Management (Government of Pakistan, 2021)

Beyond a public health emergency: potential secondary humanitarian impacts of a large-scale Ebola outbreak - ACAPS (2016)

Report on the concurrent validity and inter-rater reliability studies of Uwezo - ACER Centre for Global Education Monitoring (Results for Development Institute (R4D), 2015)

Technophobia among Female Undergraduate Students: A Challenge to Attainment of the MDGs in Nigeria - Achuonye, Keziah Akuoma; Ezekoka, Gertrude Kanayo (Journal of Education, Society and Behavioural Science, 2011)
Keywords: Millennium Development Goals (MDGs); Technophobia; computer; psychological gender; ⛔ No DOI found

On the use of models in corporate planning - Ackoff, Russell L. (Strategic Management Journal, 1981)

Status of implementation of the ICT Curriculum in Ghanaian Basic Schools - Acquah, Bernard Yaw Sekyi (Journal of Arts and Humanities, 2012)
Keywords: Content Knowledge; ⚠️ Invalid DOI

Lean Data Initiative - Acumen (2019)

Unlocking Data to Tell the Story of Education in Africa: Webinar Summary and Synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wacharia, Wairimu; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (Zenodo, 2020)
[No description available.]

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

Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices - Adam, Taskeen (Journal of Interactive Media in Education, 2020)
As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways.
Keywords: MOOC designers; cultural-epistemic injustice; decolonisation; dode_eth-src-dode; dode_eth-trf2-dode; geopolitical injustice; material injustice; social justice

Between Social Justice and Decolonisation: Exploring South African MOOC designers’ conceptualisations and approaches to addressing injustices [O-143] - Adam, Taskeen (The Care in Openness, 2020)
Visit the post for more.
Keywords: dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

Open educational practices of MOOC designers: embodiment and epistemic location - Adam, Taskeen (Distance Education, 2020)
This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness.
Keywords: MOOC designer; OEP; critical consciousness; dode_eth-src-dode; dode_eth-trf2-dode; embodiment; epistemic location; positionality

The privilege of #pivotonline: A South African perspective - Adam, Taskeen (Open Development & Education, 2020)
Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary …
Keywords: ___working_potential_duplicate; dode_eth-src-dode; dode_eth-trf2-dode

Unlocking data to tell the story of education in Africa: webinar summary & synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wairimu, Wacharia; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (Zenodo, 2020)
[No description available.]
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Unlocking data to tell the story of education in Africa: webinar summary & synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wairimu, Wacharia; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (Zenodo, 2020)
[No description available.]
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Structured Pedagogy and EdTech - Adam, Taskeen; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2021)
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; dode_eth-src-eth; dode_eth-trf2-dode

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn (EdTech Hub, 2021)
We set out to investigate the existing and potential use cases of open-source, modular ‘building blocks’ to build digital platforms for education in sub-Saharan Africa (SSA). Building blocks fall into two main categories: teaching and learning (e.g., learning management systems) and education system management (e.g., data collection tools).
Keywords: _EdTechHub_Output; _MELA_seen

How do Communities of Practice Support Teacher Learning and What Role Can EdTech Play? - Adam, Taskeen; Friese, Laila (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence; coming soon

One Laptop per Child Rwanda: Enabling Factors and Barriers - Adam, Taskeen; Haßler, Björn; Cruickshank, Heather (South Africa International Conference on Educational Technologies, 2016)
Keywords: Author:Haßler; _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Belgium BEL; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Canada CAN; _C:China CHN; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Denmark DNK; _C:Egypt EGY; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

The Maldives and Sri Lanka: Question & Answer Session - Adam, Taskeen; Kaye, Tom; Haßler, Björn (EdTech Hub, 2020)
EdTech Hub participated in a question and answer session in May 2020 for policymakers in The Maldives and Sri Lanka. The session focused on the challenges and issues in designing effective distance education programmes during the Covid-19 pandemic. This document provides answers to a list of 13 questions received from stakeholders.
Keywords: F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans - Adam, Taskeen; Koomar, Saalim; Haßler, Björn (EdTech Hub, 2020)
This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the USD 300 million is allocated and spent most effectively.
Keywords: Helpdesk Response; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _dont_post_PDF; dode_eth-src-eth; dode_eth-trf2-dode

School Infrastructure Survey - Adam, Taskeen; Koomar, Saalim; Hennessy, Sara (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Rolling Out a National Virtual Learning Environment - Adam, Taskeen; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
A virtual learning environment (VLE) is a virtual space designed to support teaching and learning and can resemble anything from a curated content repository to a synchronous video-enabled learning space. This technical note aims to inform the design and implementation of a VLE at a national level for basic education.
Keywords: F: Helpdesk response; H:Online learning; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

How Can EMIS be Designed and Implemented in Ways That Make Them Used and Useful? - Adam, Taskeen; Mitchell, Joel (EdTech Hub, 2024)
This Learning Brief is part of the EdTech Hub Learning Brief Series, providing practical resources for people working to improve the use of technology in education. In this brief, we look at education management information systems (EMIS). EMIS are pivotal in educational administration, facilitating the digitisation of processes and data to enable informed decision-making. However, persistent challenges impede their effectiveness. We examine why it is vital to consider how EMIS are designed and implemented, particularly with regard to the needs and contexts of low- and middle-income countries (LMICs). We consider constraints in technical capacity, limited funding, and insufficient user engagement. We identify concrete, evidence-based recommendations for how to make EMIS useful and used more frequently based on current and recent research. To enhance EMIS efficacy, there is a need to underscore utility and usability, ensuring the collection of pertinent data and user-friendly interfaces. Furthermore, the social implications of EMIS data on individuals and communities must be considered in order to meet their needs. We also explore areas for further consideration and include lists of resources relevant to EMIS and questions and solutions to consider. Keywords: education management information systems (EMIS); low- and middle-income countries (LMICs); user-centred design; evidence-based decision-making; EdTech; educational administration. An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

Decolonising EdTech: Unpacking Conceptual Frameworks. Writers Workshop 1 - Adam, Taskeen; Moustafa, Nariman (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Tackling coloniality in EdTech: Making your offering inclusive and socially just - Adam, Taskeen; Moustafa, Nariman; Sarwar, MoizzaBinat (2022)
On 29 June 2022, Bertha Centre, EdTech Hub, Open Development & Education and the Overseas Development Institute (ODI) presented a workshop on Tackling Coloniality in EdTech. The workshop was hosted by Ntombini Marrengane (Bertha Institute). This slide deck shares the resources and activities used at the workshop, in the hope that it inspires others to host similar workshops that critically reflect on how coloniality can be embedded in EdTech designs, projects, programmes, processes, structures, values, knowledge systems, and philosophies.
Keywords: _r:AddedByZotZen

Decolonising EdTech: A resource list for tackling coloniality and digital neocolonialism in EdTech - Adam, Taskeen; Sarwar, Moizza Binat; Moustafa, Nariman (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: ___working_potential_duplicate; _r:AddedByZotZen

Systematic reviews: Work that needs to be done and not to be done - Adams, Clive E; Polzmacher, Stefanie; Wolff, Annabelle (Journal of Evidence-Based Medicine, 2013)
Systematic reviews are researches requiring great attention to detail. They may well necessitate considerable investment of effort to ensure relevant data are identified, extracted, synthesized, written up and disseminated. These tasks have already been greatly refined and, in some cases, simplified, by machines. The last two decades have seen remarkable progress in machine-assisted production of reviews – the next two should see much more.
Keywords: _Added-ailr-2024; medical Informatics; systematic reviews; unified medical language system

A historical perspective of systems theory - Adams, Kevin; Hester, Patrick; Bradley, Joseph (IIE Annual Conference and Expo 2013, 2013)
Systems theory lacks a universal, formally agreed upon definition. It is a term that has been used in a variety of disciplines to support varied purposes and one which is found frequently in the systems literature. Because the term has been used in a variety of disciplines and has multiple meanings, it is often subject to misunderstanding when used in a multidisciplinary setting. This paper classifies and provides a brief historical perspective of the major streams that address systems theory. A synthesis of these seemingly disparate streams is presented, along with a path forward for development of a unified theory.
Keywords: ⛔ No DOI found

Shades of Grey: Guidelines for Working with the Grey Literature in Systematic Reviews for Management and Organizational Studies - Adams, Richard J.; Smart, Palie; Huff, Anne Sigismund (International Journal of Management Reviews, 2017)
This paper suggests how the ‘grey literature’, the diverse and heterogeneous body of material that is made public outside, and not subject to, traditional academic peer-review processes, can be used to increase the relevance and impact of management and organization studies (MOS). The authors clarify the possibilities by reviewing 140 systematic reviews published in academic and practitioner outlets to answer the following three questions: (i) Why is grey literature excluded from/included in systematic reviews in MOS? (ii) What types of grey material have been included in systematic reviews since guidelines for practice were first established in this discipline? (iii) How is the grey literature treated currently to advance management and organization scholarship and knowledge? This investigation updates previous guidelines for more inclusive systematic reviews that respond to criticisms of current review practices and the needs of evidence-based management.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; DL4D cited; NOTdocs.opendeved.net; publicImportV1

Conducting Semi-Structured Interviews - Adams, William C. (Handbook of Practical Program Evaluation, 2015)
Conducted conversationally with one respondent at a time, the semi-structured interview (SSI) employs a blend of closed- and open-ended questions, often accompanied by follow-up why or how questions. About one hour is considered a reasonable maximum length for SSIs in order to minimize fatigue for both interviewer and respondent. This chapter begins with a discussion on the disadvantages and advantages of SSIs. Despite the disadvantages and costs of SSIs, they offer some extraordinary benefits as well. Semi-structured interviews are superbly suited for a number of valuable tasks, particularly when more than a few of the open-ended questions require follow-up queries. The chapter presents some recommendations that can be considered when constructing an SSI guide. All in all, effectively conducted semi-structured interviews, even though labor intensive, should be worth the effort in terms of the insights and information gained.
Keywords: SSI guide; open-ended questions; semi-structured interviews

“I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 - Adarkwah, Michael Agyemang (Education and Information Technologies, 2020)
Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government’s initiative to ensure “education anytime anywhere for everyone” by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students’ educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning.

Innovative strategies for accelerated human resource development in South Asia: Information and communication technology for education - Special focus on Bangladesh, Nepal, and Sri Lanka - ADB (Asian Development Bank, 2017)

Mongolia: Education Sector - ADB (Asian Development Bank, 2008)

Transforming Learning Outcomes through a Learner Centred Pedagogy: Moving Toward a Ghanaian Activity Based Learning Concept and Framework - Addy, Nii; Kraft, Richard; Carlson, Samuel; Fletcher, Bev (Coffey International, 2012)

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

Covid-19 pandemic and online learning: the challenges and opportunities - Adedoyin, Olasile Babatunde; Soykan, Emrah (Interactive Learning Environments, 2020)
The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities, including educational activities, and this has resulted in tremendous crisisresponse migration of universities with online learning serving as the educational platform. The crisis-response migration methods of universities, faculty and students, challenges and opportunities were discussed and it is evident that online learning is diﬀerent from emergency remote teaching, online learning will be more sustainable while instructional activities will become more hybrid provided the challenges experienced during this pandemic are well explored and transformed to opportunities.

Appraisal on perceived multimedia technologies as modern pedagogical tools for strategic improvement on teaching and learning - Adekunle, Salako E.; Adewale, Olumide S.; Boyinbode, Olutayo K. (International Journal of Modern Education and Computer Science, 2019)

The Importance of Dynamic Geometry Computer Software on Learners’ Performance in Geometry - Adelabu, Folake Modupe; Makgato, Moses; Ramaligela, Manto Sylvia (The Electronic Journal of e-Learning, 2019)
The use of dynamic geometry computer software (DGCS) is important in educational environment, and it is more advantageous for learning mathematics comprehensively. This study examined the importance of dynamic geometry computer software on learners’ performance in geometry. A quasi experimental, non-equivalent control group was used. The instrument used in this study was geometry achievement mathematics test (GMAT) that comprised 15 multiple choices items. The GMAT was administered to 87 grade nine learners in two secondary schools in Tshwane south district, Gauteng Province South Africa. One school was used as experimental group and the second school was used as the control group. Data analysis employed the use of the statistical t-test independent sample. The result of the study shows that using DGCS is important in geometry whereby it improves the performance of learners. In addition, the results show that the software affects the female learners’ mathematics performances more positively than the male learners. Hence, the results of this study showed that there is great potential in using the DGCS (GeoGebra) to teach secondary schools mathematics. The study recommends that the use of technology in teaching and learning of mathematics should be a priority in the schools.
Keywords: ⛔ No DOI found

Effect of Mastery Learning Approach on Senior School Students' Academic Performance and Retention in Circle Geometry. - Adeniji, Saidat Morenike; Ameen, Saka Khadijat; Dambatta, B. U.; Orilonise, Razak (International Journal of Instruction, 2018)

Investigating the Impact on Learning Outcomes Through the Use of EdTech During Covid-19: Evidence from an RCT in the Punjab province of Pakistan - Adil, Fareeha; Nazir, Rabia; Akhtar, Misbah (EdTech Hub, 2021)
The objective of the current study is to test the impact of low-tech solutions on maths, Urdu, and English scores for students in the underdeveloped district of Bahawalnagar, which is situated in the southern part of Punjab in Pakistan. The target population for this study is Grade 8 students attending private schools. We have tested the impact of three interventions, namely: Teaching at the right level (TaRL), Fortnightly assessments (FAS) Digital teacher training sessions (DTS) Our findings show a significant and positive ‘Intention to Treat’ (ITT) impact on Urdu and English scores of the students in the TaRL treatment group. The students increased their English and Urdu scores by 0.56 SD. However, we found no significant impact of the intervention on maths scores in the TaRL treatment group. Fortnightly assessments and digital teacher training sessions were also found to contribute to higher English scores of the students. However, we found no ITT impact on the maths and Urdu scores for these treatment groups. The Local Average Treatment Effect (LATE) analysis revealed positive and significant improvement in Urdu and English scores of the students in the TaRL treatment group. Key stakeholders whom we interviewed suggested that redesigning the curriculum and incorporating TaRL within this approach could facilitate enhancement in learning outcomes in students in deprived areas. Our findings are important to help inform policymakers on the importance of designing and implementing cost-effective, low-tech solutions to help reduce learning gaps. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

The Impact of an Adolescent Girls Employment Program: The EPAG Project in Liberia - Adoho, Franck; Chakravarty, Shubha; Korkoyah, Dala T.; Lundberg, Mattias; Tasneem, Afia (Policy Research Working Papers, 2014)

A rapid assessment: Impact of COVID-19 on Education in Bangladesh - Advocacy for Social Change, BRAC; BRAC Education Programme (2020)

OER Evaluation Criteria - Affordable Learning Georgia

Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana - Afoakwah, Edmund; Carballo, Francisco; Caro, Alex; D’Cunha, Samantha; Dobrowolski, Stephanie; Fallon, Alexandra (EdTech Hub, 2021)
This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana - Afoakwah, Edmund; Carballo, Francisco; Caro, Alex; D’Cunha, Samantha; Dobrowolski, Stephanie; Fallon, Alexandra (EdTech Hub, 2021)
This study explores the potential impact of interactive audio content for students and teachers delivered via Interactive Voice Response (IVR) in Ghana following the reopening of schools. The content for the lessons was drawn from the Rising On Air (ROA) audio library, a 20-week programme developed by Rising Academies to support student learning over the radio during Covid-19 pandemic-related school closures. Rising Academies’ 30 low-cost private primary schools, known as Omega schools, were included in a randomised controlled trial. Half of the schools were randomised to receive the student intervention and the other half to receive the teacher intervention. Of the total sample of 1,359 students, 719 students in Grades 4, 5 and 6 received daily audio lessons that focused on foundational numeracy skills. Of the total sample of 333 teachers, 160 teachers received weekly professional development sessions focused on the instruction of foundational reading. In the student intervention, no significant effect was found on students’ math skills and although the majority of students reported liking the intervention and wanting it to continue, engagement was a significant challenge. Results from the teacher intervention indicated an improvement in teachers’ understanding of phonemic awareness, phonics, and morphology. Teachers’ beliefs about their ability to improve student learning in the areas of reading and engagement also increased, but the potential impact on student outcomes was not measured. Differences between the student and teacher interventions suggest some important considerations for future interventions delivered via IVR and highlight some of the challenges as well as potential opportunities for more effective low-tech solutions. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Malawi Economic Outlook - African Development Bank (African Development Bank - Building today, a better Africa tomorrow, 2019)
Recent macroeconomic and financial developments Growth in Malawi’s economy decelerated in 2020 to 1.7% from 5.7 % in 2019. The slowdown in GDP growth was driven by the outbreak of COVID–19, which necessitated a partial lockdown of the economy, resulting in subdued economic activities—mainly in tourism, the accommodation and food subsectors, transportation, and agriculture. Other sectors affected by disruptions from the COVID–19 pandemic disruptions were manufacturing and mining and quarrying.

African Storybook - African Storybook

Continental Education Strategy For Africa (2016 – 2025) - African Union (2016)

Continental Education Strategy for Africa (CESA 16-25) - African Union (African Union)

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

Coronavirus: Rwanda and Malawi shut schools as cases surge - AfricaNews (Africanews, 2021)
Africa has reported over 3.1 million cases and more than 76,000 deaths since the outbreak started,

Late resumption of schools in Senegal amid COVID safety concerns - AfricaNews (Africanews, 2020)
In the Senegalese capital of Dakar, pupils, parents and teachers return to the Lycée Ousmane Sembène for the start of a new school year

Magufuli asks Tanzania's teachers, parents to cane students - AfricaNews (Africanews, 2019)
Critics, including the local government minister, had said the official violated the students’ human rights because they had not been given a fair trial, and only teachers or headmasters are authori

Schools in Ghana reopen as covid-19 cases surge - AfricaNews (Africanews, 2021)
Temperature checks and mandatory wearing of masks as schools in Ghana reopen for the 2020/2021 calendar after ten months of closure. The shutdown of the academic calendar was in response to the outbreak of the coronavirus in March last year.

Equity and Quality in an Education Public-Private Partnership: A study of the World Bank-supported PPP in Punjab, Pakistan - Afridi, Momina (Oxfam, 2018)

Uganda Round 6 Summary of results - Afrobarometer (Afrobarometer, 2016)

Pakistan - Aga Khan Development Network (2020)

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

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

Semi-supervised learning to perceive children's affective states in a tablet tutor - Agarwal, Mansi; Mostow, Jack (2020)

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

Exploring the Efficacy of Student Response System in a Sub-Saharan African Country: A Sociocultural Perspective - Learning & Technology Library (LearnTechLib) - Agbatogun, Alaba Olaoluwakotansibe (Journal of Information Technology Education: Research, 2012)

Ghana’s education response during the COVID-19 crisis: EdTech to the rescue? - Agbe, Edem; Sefa-Nyarko, Clement (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _zenodo:submitted; _zenodoETH

Online learning in higher education during COVID-19 pandemic: A case of ghana - AGORMEDAH, Edmond Kwesi; HENAKU, Eugene ADU; AYİTE, Desire Mawuko Komla; ANSAH, Enoch APORİ (Journal of Educational Technology and Online Learning, 2020)
Keywords: ⛔ No DOI found

Scopus AI Beta: functional analysis and cases - Aguilera Cora, Elisenda; Lopezosa, Carlos; Codina, Lluís (2024)
Academic databases are a fundamental source for identifying relevant literature in a field of study. Scopus contains more than 90 million records and indexes around 12,000 documents per day. However, this context and the cumulative nature of science itself make it difficult to selectively identify information. In addition, academic database search tools are not very intuitive, and require an iterative and relatively slow process of searching and evaluation. In response to these challenges, Elsevier has launched Scopus AI, currently in its Beta version. As the product is still under development, the current user experience is not representative of the final product. Scopus AI is an artificial intelligence that generates short synthesis of the documents indexed in the database, based on instructions or prompts. This study examines the interface and the main functions of this tool and explores it on the basis of three case studies. The functional analysis shows that the Scopus AI Beta interface is intuitive and easy to use. Elsevier's AI tool allows the researcher to obtain an overview of a problem, as well as to identify authors and approaches, in a more agile search session than conventional search. Scopus AI Beta is not a substitute for conventional search in all cases, but it is an accelerator of academic processes. It is a valuable tool for literature reviews, construction of theoretical frameworks and verification of relationships between variables, among other applications that are actually impossible to delimit.
Keywords: ⛔ No DOI found

Evaluating Teachers' Professional Development For ICT Use: Towards Innovative Classroom Practices - Agyei, D. D (International Journal of Education, 2015)
This paper describes an evaluation study designed to investigate the impact of an ICT-Instructional digital innovation in teaching Mathematics, English and Integrated Science subjects from the teacher capacity building professional development programme to classroom implementation at senior high school levels in Ghana. Interviews and survey data were used for data collection following a week professional development programme on the instructional digital learning training. The study demonstrated that the teachers increased in ICT proficiencies but this was limited to their own professional development and not so much of classroom implementation of ICT which results when transfer of learning takes place from training to practice. The study reported that teachers faced a complex mix of factors that when combined, contributed to challenges in transferring the ideas gained in the training programme to the classroom situation. It was evident from the findings that more systematic efforts are needed at the school levels and at the level of stakeholders who implement in-service teachers’ professional development programmes to move the goal of transforming teaching and learning through ICT-based innovations. Based on the outcomes, the study discussed recommendations to help smoothen the transition from teacher professional development programmes to actual classroom implementations in Ghanaian senior high schools and such similar contexts.
Keywords: ⛔ No DOI found

Integrating ICT into schools in Sub-Saharan Africa: from teachers’ capacity building to classroom implementation - Agyei, D. D (Education and Information Technologies, 2021)
This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics (STEM) teacher participants from six Sub-Saharan African countries namely: Kenya, Tanzania, Uganda, Ethiopia, Ghana and Nigeria. The teachers were involved in an instructional digital professional development programme targeted at building their capacity to embed ICT into school organizational and curriculum practices. This study sought to evaluate the impact of the ICT- instructional professional development programme in relation to the quality and the extent of the teachers’ transfer of the programme’s ideas from capacity building to classroom instructional practices. Data for the study were collected using semi-structured survey instrument and diaries kept to maintain records of activities and events during the period of implementation. Findings revealed that the teachers expressed general satisfaction with content and processes of the training programme; however, essential conditions to support transfer of the training’s ideas to school level seemed not adequate during the period of implementation. Implications for effective professional development in integrating ICT into school organization and curriculum practices that have sustainable impact on teaching and learning particularly in Sub-Saharan regions and similar contexts are discussed.

Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice - Agyei, Douglas D.; Voogt, Joke (Australasian Journal of Educational Technology, 2014)
This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program.  Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.
Keywords: __:import:02; __:match:final; __:matched; __:study_id:2425905; __finaldtb

ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana - Agyei, Douglas; Voogt, Joke (Education and Information Technologies, 2011)
Included in the contemporary mathematics curricula in Ghana is the expectation that mathematics teachers will integrate technology in their teaching. However, importance has not been placed on preparing teachers to use ICT in their instruction. This paper reports on a study conducted to explore the feasibility of ICT use in mathematics teaching at senior high school levels in Ghana. Interviews and survey data were used for data collection. Preliminary results showed that mathematics teachers in Ghana do not integrate ICT in their mathematics instruction. Among the major perceived barriers identified were: Lack of knowledge about ways to integrate ICT in lesson and Lack of training opportunities for ICT integration knowledge acquisition. To overcome some of these barriers, opportunities of a professional development arrangement for pre-service mathematics teachers were explored. Findings from the study revealed specific features of a professional development scenario that matters for ICT integration in mathematics teaching in the context of Ghana. KeywordsICT use–Professional development–Computer competencies–Mathematics education–Computer attitude–Ghana

Linguistic imperialism and language decolonisation in Africa through documentation and preservation - Agyekum, Kofi (African linguistics on the prairie, 2018)
This paper addresses the politics of language use in African nations and societies. It highlights the role of power and economics in the choice of language. It discusses linguistic imperialism and language shift, and how they lead to language endangerment. The paper also discusses linguistic decolonization whereby societies resist linguistic domination and endangerment and embark on language maintenance. It touches on the methods employed in language decolonisation, namely language revitalisation, resistance, maintenance, documentation and preservation. Attention will be on lexicology, terminology and the role of radio and TV. We argue that as a society tries to redeem itself from linguistic imperialism through decolonisation, certain stronger politico-economic factors push it back into linguistic imperialism. We will find out that some of the indigenous people themselves kick against language decolonisation. The paper hinges on the theoretical base of language endangerment. Examples are taken from African and Ghanaian languages with emphasis on Akan.

Classification of HEC Recognized Journals - Ahmad, Aftab (2018)

Use of Assistive Technology in Inclusive Education: Making Room for Diverse Learning Needs - Ahmad, Fouzia Khursheed (Transcience)
Technology has great potential in providing to all learners the ability to access the general education curriculum, and with effective integration of assistive technology into the regular classroom, students with special needs can have the provision
Keywords: ⛔ No DOI found

Analysis of the problems of primary education system in Pakistan: critical review of literature - Ahmad, Iqbal; Rauf, Muhammad; Rashid, Aqeela (Academic Research International, 2013)
This study critically examines the problems of primary education system in Pakistan. For this purpose a critical review of existing literature was carried out. On the basis of deeper and critical investigation into the literature, the study found that primary education is the most neglected, poorly financed and poorly managed. There is political interference in the system which breeds corruption, favoritism and nepotism. The system of supervision is weak and traditionally characterized having no effective mechanism for teacher training with poor system of accountability, teachers are underpaid and successive educational policies have failed to bring any positive changes in the system due to poor implementation. The curriculum of the primary education is outdated. Assessment is based on the memory of the students rather than their performance. On the basis of this study it is recommended that the problems can be solved by robust system of accountability, eradication of corruption, quality assessment system, non political interference, quality curriculum, teacher motivation.
Keywords: ⚠️ Invalid DOI

Critical analysis of the problems of education in Pakistan: possible solutions - Ahmad, Iqbal; Ur Rehman, Kahil; Ali, Asghar; Khan, Itbar; Khan, Fazal Akber (International Journal of Evaluation and Research in Education (IJERE), 2014)
Education lays the foundation for political, social and economic development of any country. A viable education system enables the nation to achieve its national goals. Pakistan as a developing country has faced critical problems of education since its inception and therefore, the system of education has failed to deliver according to the aspirations of the nation. There are various factors responsible for this situation. This paper explores some of the critical problems that have so far plagued the education system of Pakistan. On the basis of critical review of available literature, the paper presents solutions to the existing problems of the education system of Pakistan.

Mental health and learning: BRAC’s response in Bangladesh during Covid-19 - Ahmad, J; Mariam, E; Sadaf, B; Sarwar, S; Siddique, S; Zaman, S (2020)

Design and Evaluation of Mobile Learning Applications for Autistic Children in Pakistan - Ahmad, Muneeb Imtiaz; Shahid, Suleman (Springer International Publishing, 2015)
In this paper, we present the design and evaluation of culturally specific mobile learning applications, designed as a tool to encourage social interaction in autistic children. These applications were designed for Pakistani children keep their cultural context in mind. We performed longitudinal evaluation (around eight weeks) of these applications at an autistic school in Pakistan. Our initial results, based on pre and post evaluation questionnaires and video analysis of social interactions, showed that the applications had a positive effect on the development of socio-emotional skills of children and were appreciated not only by children but also by the teachers.
Keywords: App; Autism; Culture; Social skills; Tablet

IMPACT OF LEADERSHIP STYLE OF EDUCATIONAL ADMINISTRATORS ON USE OF EDUCATIONAL TECHNOLOGY - Ahmad, Saeed; Raza, Muhammad Aqeel (2011)
Besides others, educational administrators are more vulnerable to the technological advancement. In changed scenario, as the roles and responsibilities of educational administrators also change, this research was conducted to ascertain what leadership styles affect the integration of technology to improve teaching and learning. A survey of the educational administrators in the four districts of Punjab was conducted to identify the impact of leadership styles on the use of innovative instructional technology in the educational institutions, and ultimately enhancing the student achievement. This study focused on the relationship between administrative leadership styles and implementation of new technological programs or instructional strategies. For this study, a questionnaire consisting of two parts was used for collection of data from the educational administrators. The first part of the questionnaire determined the extent in the use of educational technology in the institutions, whereas the second part of the questionnaire assessed the leadership style of the administrators. The researchers adopted Hersey-Blanchard Situational Model for the study with some modifications, in view of the local circumstances. The replies received in response of technology questions were given numerical values, whereas the second part of the questionnaire reflected the leadership styles of the administrators. The data were tabulated and treated using appropriate statistical techniques to draw inferential conclusions about the impact of the leadership styles of the educational administrators on the use of educational technologies in the educational institutions. As a result of research, the selling/coaching leadership style, reflecting high task, high relationship behaviour, was found to be more encouraging in the use of educational technology. The researchers are of the view that the selling/coaching style of leadership should be promoted to enhance the use of educational technology in our educational institutions.

Teachers’ Perception on Using Kio-Kit to Enhance Teaching and Learning STEM Subjects in Zanzibar - Ahmada, Raya Idrissa; Abdulla, Ali Abdulla; Yunus, Said Ali Said; Ismail, Maryam Jaffar (Springer International Publishing, 2019)
In the current situation, teachers are encouraged to use interactive, student-centered approaches than using traditional approaches that mainly focus on ‘chalk and talk’. Student-centered approaches, also learner-centered, involve methods of teaching that shift the focus of instruction from the teacher to the student. When these approaches are powered by technology, they can doubly enhance teaching and learning. The most current technology that gains popularity in Africa in teaching and learning process is the Kio-Kit technology which promised to improve the quality of teaching and learning. It is a digital education toolbox which contains different forms of digital contents to help students in their learning process. The box contains 40 Kio tablets in which students use them to access the contents available in the Kio-Kit box. This paper aims to discuss the perception of using this type of technology from school teachers who have been trained intensively to use them to enhance the teaching and learning of STEM subjects. During the exploration, we confirmed that Kio-Kit technology enhances teaching and learning and helps the students gain necessary skills for the 21st century digital era. The results also reveal STEM teachers’ readiness to use the Kio-Kit technology in the classroom. Further, the paper describes the challenges encountered during the exploration of Kio-Kit in classroom and some suggestions are proposed.
Keywords: Digital classroom; ICT; Kio-Kits; STEM for Success; Student-centered learning; Zanzibar

Design and Implementation of a Software for Teaching Health Related Topics to Deaf Students: the First Experience in Iran - Ahmadi, Maryam; Abbasi, Masoomeh; Bahaadinbeigy, Kambiz (Acta Informatica Medica, 2015)
Introduction: Deaf are not able to communicate with other community members due to hearing impaired. Providing health care for deaf is more complex because of their communication problems. Multimedia tools can provide multiple tangible concepts (movie, subtitles, and sign language) for the deaf and hard of hearing. In this study, identify the priority health needs of deaf students in primary schools and health education software has been created. Method: Priority health needs and software requirements were identified through interviews with teachers in primary schools in Tehran. After training videos recorded, videos edited and the required software has been created in stages. Results: As a result, health care needs, including: health, dental, ear, nails, and hair care aids, washing hands and face, the corners of the bathroom. Expected Features of the software was including the use of sign language, lip reading, pictures, animations and simple and short subtitles. Discussion: Based on the results of interviews and interest of educators and students to using of educational software for deaf health problems, we can use this software to help Teachers and student’s families to education and promotion the health of deaf students for learn effectively.

Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan: Evaluation of Teaching Practice - Ahmed Abdullah, Nauman; Sultana Mirza, Munawar (International review of research in open and distance learning, 2020)
In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves.

The Role of Evidence in Policymaking in Pakistan: Political Economy Analysis Report - Ahmed, K; Ahmed, V; Javed, S.A.; Jillani, A; Khan, A; Khaver, A.A; Nadeem, U; Pellani, A; Shah, Q; Shaxson, L; Suleri, A.Q; Zaidi, A; et al. (Oxford Policy Management, 2020)

Education and Covid-19 response: bringing schools and learning back on track - Ahmed, Manzoor; Rahaman, Mostafizur; Hossain, Syed Shahadat; Ahmed, Ghiasuddin (Education Watch/Campaign for Popular Education (CAMPE), 2020)

Social Media Integration in Secondary Education in Pakistan - Ahmed, Rida (Journal of Education and Educational Development, 2016)
This paper investigates the adequacy of social media implementation in the context of secondary education in Pakistan and highlights the importance and necessity of social media in secondary education. This research has helped in understanding the pros and cons of social media implementation in classrooms and also facilitated in analyzing whether social media helps in student learning, classroom performances, competencies and academic grow. The qualitative study paradigm was used for this research. Six phenomenological interviews were conducted from secondary school teachers. In the light of the derived results. It was concluded that social media was an essential tool that could be used to make classrooms more engaging and ethnically diverse. Results suggested that teachers spent time implementing social media in their classrooms for academic purposes and teachers used these forums for self-education and to interact with like-minded people. Social media can serve the most momentous purposes in education system as today's digitalized world is all about the Internet and technology, and hence it becomes compulsory for the educationist to understand the importance social networking
Keywords: Classroom Techniques; Educational Resources; Educational Technology; Foreign Countries; Guidelines; Information Policy; Interviews; Phenomenology; Program Implementation; Qualitative Research; Relevance (Education); Secondary School Teachers; Social Media; Teacher Attitudes; Technology Integration; Technology Uses in Education

Empirical Analysis of Internet Usage and Academic Performance of Students: Evidence from Pakistan - Ahmed, Rizwan Raheem; Vveinhardt, Jolita; Ahmad, Nawaz (Edulearn16: 8th International Conference on Education and New Learning Technologies, 2016)
Problem Statement: Internet is a useful tool for in a technologically advanced world. Internet use for education is very important; in this research we evaluate the usage of Internet in Universities students as advanced technology, and its impacts on students' academic performance. Purpose of Study: The purpose of this study is to examine the relationship between Internet usage and university students' performance, it further identify the attitude of students towards information technology, and also evaluate that whether the use of Internet improve the academic performance of the students or not. Advancement in technology brings major impacts on education (Underwood 2003). Methodology: Data is collected through 10 closed ended questions with a sample size of 143 students. In this study the academic performance of student is dependent variable and usage of Internet is independent variable. We use descriptive analysis & linear regression model to check whether the Internet usage affects the students' performance positively or the other way around. Findings and results: Results of the research showed that the Internet is an essential knowledge tool for students, they use the Internet primarily for educational and research purposes and get benefited and also playing a positive role and participation in society. Respondents also expressed great confidence and satisfaction in using Internet for educational purposes. Recommendations: It is recommended that basic Internet tools may be introduced to students in their early stages of education. Universities should provide better infrastructure and organize courses that build up internal capacity of students, which enhance the efficiency and effectiveness for Internet Usage.
Keywords: Academic performance; Attitude of student; Information technology; Internet usage; Linear Regression; Technologically advanced World; attitudes; education; technology

Variables affecting teachers' attitudes towards inclusive education in Bangladesh - Ahmmed, Masud; Sharma, Umesh; Deppeler, Joanne (Journal of Research in Special Educational Needs, 2012)
Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy-makers and international organisations working on the implementation of inclusive education. © 2012 The Authors. Journal of Research in Special Educational Needs

Possibilities of using Mobile Technology to improve Early Grade Reading in Bangladesh: Towards a Practical Framework - Ahsan, Sumera; Hossain, Md; Sarwar, Sheikh (2019)
Using mobile phones can enhance literacy skills such as reading. However, the success in terms of gain in reading skill using mobile phones depends on manifold conditions and factors which are context dependent. Therefore, the process of implementation of initiative that used mobile phones for boosting literacy is worth exploring in different contexts. The aim of this research project was to capture the first impression of the stakeholders related to the mBoost project, a project that used voices and text to help teachers and parents use activities to enhance children's reading skills, immediately after its piloting. Data was collected through qualitative interview, observation, and FGDs with parents, teachers, students, and relevant Save the Children Staff. This research found that three types of factors, technical, socio-cultural, and individual end user characteristics affected the implementation process in four phases (sending, receiving, comprehending, and implementing text and voice message activities) narrowing down the targeted benefits.

Teacher Training Programs - AIMS Rwanda (2020)

Malawi’s leading provider of prepaid, postpaid mobile, & 4G services. Recharge your prepaid mobile & pay your postpaid bills online. - Airtel (Airtel)

Survey of the Use of Assistive Technology in Schools in Nigeria - Ajuwon, Paul M.; Chitiyo, George (Journal of the International Association of Special Education, 2015)
In this study, the researchers explored the state of the use of assistive technology (AT) in Nigeria through a survey of 165 special educators. The underlying structure of the respondents' perceptions, and their challenges and barriers to the use of AT, were examined. Among other findings, the largest proportion of students using AT are those with deafness or hearing impairment (53.3%), followed by those with a learning disability (40%). Training in the use of AT lags behind, with most professionals having received little or no training in the use of AT. The lack of appropriate AT devices and services in classrooms, and irregular electricity to operate available devices, were frequently cited as the biggest challenges regarding AT. Correlations between students' conditions and factors of teachers' perceptions suggested the need to make AT available for students with certain conditions, as well as the need for effective training for teachers.
Keywords: Access to Computers; Assistive Technology; Barriers; Computer Uses in Education; Deafness; Disabilities; Educational Technology; Energy; Faculty Development; Foreign Countries; Hearing Impairments; Learning Disabilities; Likert Scales; Special Education Teachers; Statistical Analysis; Teacher Competencies; Teacher Surveys; Technological Literacy; Training; ⛔ No DOI found

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

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

Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers - Akayuure, Peter; Apawu, Jones (International Journal of Research in Education and Science, 2015)
The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6%, 58% and 36% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.
Keywords: ERIC, Current Index to Journals in Education (CIJE); Electronic Publishing; Foreign Countries; Ghana; Higher Education; Instructional Material Evaluation; Learning Modules; Mathematics Activities; Postsecondary Education; Preservice Teachers; Rating Scales; Scoring Rubrics; Statistical Analysis; Student Developed Materials; Usability; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2098955; __finaldtb

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

Call Me Educated: Evidence from a Mobile Monitoring Experiment in Niger - Aker, Jenny C; Ksoll, Christopher (2015)
Keywords: C:Niger

Call me educated: Evidence from a mobile phone experiment in Niger✰ - Aker, Jenny C; Ksoll, Christopher (Economics of Education Review, 2019)
Teacher absenteeism is an important obstacle to sustained learning gains in many developing countries. We report the results from a randomized evaluation of an adult education program in Niger, which included an additional intervention designed to improve teacher accountability and students’ learning. Villages were randomly assigned to one of three groups. The first was a two-year adult education program, with normal visits by non-governmental organization (NGO) and Ministry staff. The second included the same curriculum and visits as the first, but villages also received a mobile intervention: weekly phone calls to the teacher, village chief and two randomly selected students. The third was a pure control group, with no adult education program or calls. We find that both interventions improved students’ learning outcomes: across both years of the program, students in the standard adult education program increased their math and reading test scores by 0.19–0.22 s.d, respectively. The mobile phone intervention led to an additional increase in math and reading test scores of 0.12 and 0.15 s.d., with stronger effects amongst called students. We also address alternative threats to identification, namely, differential attrition and baseline imbalance, and find that the math results are robust across these different specifications. This suggests that using mobile phone technology as a means to communicate with teachers and students can improve learning outcomes, beyond its use as a pedagogical tool within the classroom.
Keywords: Adult education; Information technology; Monitoring; Niger; Teacher absenteeism

Identity and schooling: Some lessons for the economics of education - Akerlof, G.A.; Kranton, R.E. (Journal of Economic Literature, 2002)

PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL): COPING THE DEMANDS OF 21ST CENTURY IN SECOND LANGUAGE LEARNING CLASSROOM IN PAKISTAN - Akhter, Farhat Perveen; Hisham, Dzakiria (2017)
Download Free Full-Text of an article PRONUNCIATION BARRIERS AND COMPUTER ASSISTED LANGUAGE LEARNING (CALL): COPING THE DEMANDS OF 21ST CENTURY IN SECOND LANGUAGE LEARNING CLASSROOM IN PAKISTAN

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

Design and development of a Web Based Learning System in lower primary schools: A Case study of Makini Primary School, Kenya - Akinyi, Beatrice Ochieng (Moi University, 2015)
Web design technology arises from continued technological trend of computing. Globally the rise of application of information communication technology to the learning programme of primary schools is not much emphasized on. There is empirical evidence to prove that information communication technology is highly beneficial wherever it is applied. The study aimed at designing and developing a web based system of learning that can enhance the academic and social growth of lower primary school pupils. The objectives of the study were: to examine the correlation between the increased use of web based systems of learning and learner‟s academic performance; to identify the set of skills required for lower primary pupils to fully exploit the potential of web based systems of learning; to find out the specification and technical attributes of web based systems of learning that facilitate learning and lastly to design a web based learning system for lower primary school pupils. The study focused on Makini lower primary school in Nairobi County. The study employed case study method and qualitative approach. Rapid Application Development life cycle was used in software development process. Purposive sampling method was used to identify the respondents. Data was collected using interviews and focus group discussions. Findings of the study were: increased use of web based system that enhanced the learner‟s academic performance, the web based system of learning was able to identify games which exploit the pupils‟ skill in learning hence reducing monotony and lastly the web based system was able to identify some technical attributes such as use of graphics and access rights that facilitated learning and testing. The conclusion showed that developing of a web based learning system would reduce monotony in learning and enabled pupils to be in control and also increased the creativity and thinking level. The study recommends that: additions be made to the system such as a module to generate a feasible master timetable for each teacher; the web application of the system be further expanded to help attendance recording by the class teacher and for the parents to be able to view the status of their children performance using the Internet or Intranet of the school and lastly the system be made for every teacher to have some specific free periods or some part of days off and that will require an efficient search technique.
Keywords: ___working_potential_duplicate

Gendered Impacts of COVID-19 School Closures: Insights from Frontline Organizations - Akmal, Maryam (2020)
COVID-19 school closures pose significant operational and financial risks to frontline organizations delivering vital education services, including non-governmental organizations, school operators, and other service providers. In this survey, we ask these organizations about the challenges they are facing in light of COVID-19 closures, particularly for girls. The responses shed light on how COVID-19 is affecting education service operations—and what providers are doing in response. We uncover three major findings. First, 69 percent of the respondents believe that girls are at a greater risk than boys from COVID-19 school closures, with more than half of those respondents citing girls’ exposure to gender-based violence as a major concern. Second, close to half (42 percent) of the respondents report that their organization is experiencing budget cuts, with 73 percent of those respondents citing a drop in funding from private and philanthropic donors. Third, despite the financial and operational disruptions due to school closures and lockdowns, 89 percent of the respondents report planning and delivering additional vital interventions during the pandemic. It is crucial, now more than ever, that donors and policymakers support and engage with frontline organizations delivering vital services for girls and their communities.
Keywords: ⛔ No DOI found

COVID-19 in Pakistan: A Phone Survey to Assess Education, Economic, and Health-Related Outcomes - Akmal, Maryam; Crawfurd, Lee; Hares, Susannah; Minardi, Ana Luiza (2020)
Using a sample of 1,211 households in Pakistan, we examine the effects of COVID-19 on three key domains: education, economic, and health-related. F...
Keywords: ___working_potential_duplicate

Learning Equity Requires More than Equality: Learning Goals and Achievement Gaps between the Rich and the Poor in Five Developing Countries - Working Paper 504 - Akmal, Maryam; Pritchett, Lant (RISE Programme Working Paper, 2019)
Achieving some absolute standard of learning for all children is a key element of global equity in education. Using the Annual Status of Education Report (ASER) data from India and Pakistan, and Uwezo data from Kenya, Tanzania, and Uganda that test all children of given ages, whether in school or not, on simple measures of learning in math, reading (local language), and English, we quantify the role of achieving equality between the richest 20% and the poorest 40% in terms of grade attainment and learning achievement toward accomplishing the global equity goal of universal numeracy and literacy for all children.

Special Education and Deaf Children in Pakistan - Akram, Bushra; Bashir, Rukhsana (Journal of Elementary Education, 2015)
Keywords: ⛔ No DOI found

2023 Cost-Effective Approaches to Improve Global Learning - What does recent evidence tell us are “Smart Buys” for improving learning in low- and middle-income countries? - Akyeampong, K; Andrabi, A; Banerjee, A; Banerji, R; Dynarski, S; Glennerster, R; Grantham-McGregor, S; Muralidharan, K; Piper, B; Ruto, S; Saavedra, J; Schmelkes, S; et al. (FCDO, the World Bank, UNICEF, and USAID, 2023)

Cost-Effective Approaches to Improve Global Learning - What does recent evidence tell us are “Smart Buys” for improving learning in low- and middle-income countries? - Akyeampong, K; Andrabi, T; Banerjee, A; Banerji, R; Dynarski, S; Glennerster, R; Grantham-McGregor, S; Muralidharan, K; Piper, B; Ruto, S; Saavedra, J; Schmelkes, S; et al. (FCDO, the World Bank, UNICEF, and USAID, 2023)

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

Improving teaching and learning of basic maths and reading in Africa: Does teacher preparation count? - Akyeampong, Kwame; Lussier, Kattie; Pryor, John; Westbrook, Jo (International Journal of Educational Development, 2013)
Teacher education has an important role in ensuring quality of learning especially for the poorest children. The article draws on a study of teacher preparation for the early primary grades in six African countries – Ghana, Kenya, Mali, Senegal, Tanzania and Uganda – in reading and mathematics. Initial teacher education had the strongest impact on newly qualified teachers but also induced misplaced confidence leading to standardised teacher-led approaches that failed to engage learners. Learning to read was divorced from meaning while mathematical activities were not linked to learning concepts. We suggest that teacher education is reconstructed as a study of classroom practice that places children's learning at its centre.

Open and distance learning (ODL) teacher education to support teacher development in Ghana: an evaluation report - Akyeampong, Kwame; Mensa, D; Abu-Yeboah (Ghana Education Service, 2007)

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

Exploring the backgrounds and shaping of beginning student teachers in Ghana: toward greater contextualisation of teacher education - Akyeampong, Kwame; Stephens, David (International Journal of Educational Development, 2002)
Teacher education programmes are often quite similar in their framework and content but often lack sufficient reflection on the personal background and the socio-political forces that shape teachers’ roles and identity within the systems in which they operate. This paper explores this issue by using Ghana as a case study and discusses implications for its teacher education programmes and policies. Key characteristics of beginning student teachers found were: weak qualifying grades in two fundamental school subjects, mathematics and English, a waiting period of 2–5 years prior to entering teachers’ college, and apparently sharp differentials in trainees’ socio-economic background as compared to typical Ghanaian communities. They come to training with rich and varied images of teachers, teaching and the profession, but, in addition, many beginning trainees also express little desire to teach at primary school level, mainly for reasons of status and insufficient fringe benefits. These factors, we argue, should be taken into more account in the design of college programmes and the development of teacher education policies. The paper concludes with a call to teacher education systems, especially in Africa, to look more closely at, and learn from, who comes for training, what they bring with them, and how they perceive themselves in relation to teaching, training and future aspirations.
Keywords: Beginning student teachers; Ghana; Teacher education; Teacher identity; Teacher images

Investigating the barriers to change management in public sector educational institutions - Al-Alawi, Adel Ismail; Abdulmohsen, Muna; Al-Malki, Fatema Mohamed; Mehrotra, Arpita (International Journal of Educational Management, 2019)
Purpose – The purpose of this paper is to explore barriers to the change management in the public sector of educational institutions such as public schools of the Ministry of Education in the GCC countries. The exploration of the research is based on the ADKAR change management model that consists of five key elements, which are awareness, desire, knowledge, ability and reinforcement. The ADKAR model was used for many reasons, among these reasons is that it allows management to separate the change process into parts, pinpointing where change is failing and addressing that impact point.

The Impact of ICT as Another Route to Overcome Learning Barriers for Students with SEN: A Case Study in an Egyptian Context - Al-Gawhary, Wedad; Kambouri, Maria (International Association for the Development of the Information Society, 2012)
The purpose of this case study was to measure the impact of using ICT in Individual Learning Programmes of students with learning disabilities. Twenty five students and thirteen teachers took part in the research which was based on classroom observations. The Kappa coefficient was employed as a measure to statistically quantify the students' acquisition and progress in learning computer and literacy skills through raters' observations. A high correlation between Keyboard, PowerPoint, and literacy skills (writing, reading, and maths) was revealed suggesting the significance and impact of keyboard training as an essential component towards achieving educational objectives. Moreover, thematic analysis of the teachers' interviews provided a further dimension for understanding factors influencing the ICT integration process. These results further confirmed the positive impact of computer skills training on the students' learning experience which also revealed a strong belief in the right of every child to all learning opportunities, particularly ICT regardless of his/her abilities.(Contains 2 tables.) [For the complete proceedings, "Proceedings of the International Association for Development of the Information Society (IADIS) International Conference on Cognition and Exploratory Learning in Digital Age (CELDA) (Madrid, Spain, October 19-21, 2012)," see ED542606.]
Keywords: Autism; Barriers; Case Studies; Cerebral Palsy; Communications; Computer Literacy; Computer Mediated Communication; Computer Software; Down Syndrome; Foreign Countries; Heterogeneous Grouping; Information Technology; Interrater Reliability; Mixed Methods Research; Semi Structured Interviews; Semitic Languages; Special Needs Students

Developing a situational judment test for adminission into initial teacher education in Oman: An exploratory study - Al Hashmi, WaleedTalib Abdullah (University of York, 2018)

Jordan’s EdTech response to COVID-19 - Al-Hindawi, Hind; Hashem, Lina (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Exploring transition toward independent learning student experiences in the first year of architecture school - Al Maani, Duaa (Welsh School of Architecture, Cardiff University, 2019)
Constructivism within the design studio capitalises on the richness embodied by the differences in learners, and strongly opposes the notion of students as empty vessels. Although this perspective suggests that learners are individual and unique, yet it emphasises on their need for outside influences to learn as well. This thesis explores the learning experiences of students in the architectural design studio, specifically looking at learning issues associated with the transition from dependence to independence and analysing students’ accounts of their learning processes during their first year. The findings suggest that the design studio is a suitable environment for facilitating learning independence in higher education. Most of the students appreciated the learning environment within the school and expressed a feeling of belonging to the community, stating that it had helped them to become more independent. More importantly, an analysis of the narratives revealed that the respondents perceived themselves as becoming more independent as they progressed through the year. However, many of the participants felt uncertain about aspects of independent learning and wanted more guidance and support, remaining attached to the practice of tutor centred learning.

The Impact of the COVID-19 Pandemic on Education Financing - Al-Samarrai, Samer (World Bank, 2020)

Education Finance Watch 2021 - Al-Samarrai, Samer; Cerdan-Infantes, Pedro; Bigarinova, Aliya; Bodmer, Juanita; Vital, Marianne Joy Anacleto; Antoninis, Manos; Bakarat, Bilal Fouad; Murakami, Yuki (World Bank Group, 2021)
Education Finance Watch 2021 (English)

The Role of Intergovernmental Fiscal Transfers in Improving Education Outcomes - Al-Samarrai, Samer; Lewis, Blane (World Bank, 2021)
The majority of the world’s children live in countries where local governments are responsible for the provision of basic education services. Although subnational governments manage their own education systems, they often rely on transfers from the central government for funding. The main purpose of this study is to assess how these fiscal transfers affect public funding for education and how they ultimately affect student schooling and learning outcomes. Through a careful analysis of how fiscal transfers have affected education systems in different contexts, the investigation develops a set of principles to support improvements in the design and implementation of transfer systems with a specific focus on the provision of education services. The study is centered on seven country case studies that aim to answer a set of common research questions using a similar approach. Country case studies were conducted in Brazil, Bulgaria, China, Colombia, Indonesia, Sudan, and Uganda. The analysis shows that fiscal transfer mechanisms can improve the adequacy of public education spending, reduce spending inequalities between regions, and improve spending efficiency. Moreover, the study highlights that carefully designed and implemented transfer systems can help raise overall education outcomes and reduce education inequality. This publication was funded by a grant from the Results in Education for All Children (REACH) trust fund at the World Bank. REACH is supported by the government of Germany through the Federal Ministry for Economic Cooperation and Development, the government of Norway through NORAD, and the government of the United States of America through the U.S. Agency for International Development.
Keywords: Education; Education Equity; Education Finance; Education Outcomes; Education Spending; Fiscal Decentralization; Fiscal Transfers; Public Expenditure

Gender equity and fee-free basic education in Tanzania - Al-Samarrai, Samer; Tamagnan, Marie Evane (Education Global Practice, Africa Region, World Ban, 2019)
Samer Al-Samarrai, Marie Evane Tamagnan1 Introduced in 2016, the Fee-Free Basic Education Program (FBEP) is the government’s flagship policy to expand equitable access to basic education. Evidence shows that policies of this kind increase educational access and lead to significant economic and social benefits. In Ghana, children that received fee-free education were much more likely to complete secondary school and had much higher earnings than children that were not part of the program. In Tanzania, similar benefits to FBEP are possible since the labor market returns to secondary schooling are high.

Gender equity and fee-free basic education in Tanzania - Al-Samarrai, Samer; Tamagnan, Marie Evane (Education Global Practice, Africa Region, World Ban, 2019)
Samer Al-Samarrai, Marie Evane Tamagnan1 Introduced in 2016, the Fee-Free Basic Education Program (FBEP) is the government’s flagship policy to expand equitable access to basic education. Evidence shows that policies of this kind increase educational access and lead to significant economic and social benefits. In Ghana, children that received fee-free education were much more likely to complete secondary school and had much higher earnings than children that were not part of the program. In Tanzania, similar benefits to FBEP are possible since the labor market returns to secondary schooling are high.

Gender Equity and Fee-Free Basic Education in Tanzania - Al-Samarrai, Samer; Tamagnan, Marie Evane (2019)
Tanzania has registered improvements in education outcomes over the last ten years. The implementation of the Fee-Free Basic Education Program (FBEP) is a key element of the government’s overall strategy to improve education outcomes and accelerate growth. Tackling gender disparities in basic education will be critical to the success of FBEP. In recent years, Tanzania has eliminated many of the gender gaps associated with education access. However, large gender gaps in learning outcomes start in primary and get wider over the course of secondary school. The aim of this note is to identify the underlying causes of gender disparities in secondary education and identify promising policy options to tackle them. It shows that addressing gender disparities in education is crucial to the success of FBEP and more broadly to national development goals. This note is part of a series that looks at the implications of Tanzania’s Fee-Free Basic Education Program (FBEP). Its focus is primarily on secondary education because separate analytical work on early childhood is currently being undertaken and a separate note is analyzing the trends and determinants of learning outcomes in primary education. This note is arranged as follows: Section 2 briefly outlines the benefits of extending access to basic education; Section 3 describes the characteristics of gender disparities in secondary education; Section 4 identifies the factors that drive gender differences in outcomes, and Section 5 reviews the evidence on interventions capable of narrowing gender disparities. The final section concludes by arguing that narrowing gender differences in education outcomes needs a multidimensional approach.
Keywords: ⛔ No DOI found

Gifted'Teachers Stages of Concerns for Integrating E-Learning in the Gifted Schools in Jordan. - Al-Shabatat, Ahmad Mohammad (Turkish Online Journal of Educational Technology-TOJET, 2014)
Keywords: ⛔ No DOI found

Vision for SLR tooling infrastructure: Prioritizing value-added requirements - Al-Zubidy, Ahmed; Carver, Jeffrey C.; Hale, David P.; Hassler, Edgar E. (Information and Software Technology, 2017)
Context Even with the increasing use of Systematic Literature Reviews (SLR) in software engineering (SE), there are still a number of barriers faced by SLR authors. These barriers increase the cost of conducting SLRs. Objective For many of these barriers, appropriate tool support could reduce their impact. In this paper, we use interactions with the SLR community in SE to identify and prioritize a set of requirements for SLR tooling infrastructure. Method This paper analyzes and combines the results from three studies on SLR process barriers and SLR tool requirements to produce a prioritized list of functional requirements for SLR tool support. Using this list of requirements, we perform a feature analysis of the current SLR support tools to identify requirements that are supported as well as identify the need for additional tooling infrastructure. Results The analysis resulted in a list 112 detailed requirements (consolidated into a set of composite requirements) that SE community desires in SLR support tools. The requirements span all the phases of the SLR process. The results show that, while recent tools cover more of the requirements, there are a number of high-priority requirements that are not yet fully covered by any of the existing tools. Conclusion The existing set of SLR tools do not cover all the requirements posed by the community. The list of requirements in this paper is useful for tool developers and researchers wishing to provide support to the SLR community with SE.
Keywords: Empirical software engineering; Systematic literature review; Tooling infrastructure; _Added-ailr-2024

Reaching Children & Students in Remote Locations - Aladin, Katija (2020)
During this educational shift from school to home, how are we addressing the needs of students in remote locations with little to no access to connectivity? From providing educational content through Whatsapp, Facebook messenger to accessing online content offline, these innovative ideas are helping children and families connect with teachers and lessons in other ways than online.

A Process for Co-Designing Educational Technology Systems for Refugee Children - Alain, George; Coughlan, Tim; Adams, Anne; Yanacopulos, Helen (2018)
There is a growing interest in the potential for technology to facilitate emergency education of refugee children. However, designing in this space requires knowledge of the displaced population and the contextual dynamics surrounding it. Design should therefore be informed by both existing research across relevant disciplines, and from the practical experience of those who are on the ground facing the problem in real life. This paper describes a process for designing appropriate technology for these settings. The process draws on literature from emergency education, student engagement and motivation, educational technology, and participatory design. We emphasise a thorough understanding of the problem definition, the nature of the emergency, and of socio-cultural aspects that can inform the design process. We describe how this process was implemented leading to the design of a digital learning space for children living in a refugee camp in Greece. This drew on involving different groups of participants such as social-workers, parents, and children.
Keywords: Google Scholar/ "refugee education" ICT; NOTdocs.opendeved.net; RER theme_pedagogies and modalities

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

Mapping gender equality in STEM from school to work - Alam, Andaleeb; Tapia, Ingrid Sanchez
Keywords: ⛔ No DOI found

Putting the ‘learning’ back in remote learning - Alam, Andaleeb; Tiwari, Priyamvada (UNICEF, 2020)

Dynamics in Management of Open Schooling: a case of Open School of Bangladesh Open University - Alam, Shafiul; Rahman, M (2010)
The Open School (OS) of Bangladesh Open University (BOU) runs three pre-University programs namely Junior School Certificate (JSC) for Grade 6-8, Secondary School Certificate (SSC) for Grade 9-10, and Higher Secondary Certificate (HSC) for grade 11-12 through open and distance learning (ODL) mode. Management of these programs is highly influenced by the government policy particularly at the time of political change in Bangladesh. Normally, formal school syllabus and curriculum are subject to change as per the wills of the current government although BOUOS has the autonomy to design its curriculum. This change affects total management of open school because BOU Open School also maintains the curriculum for its school programs which is at par to the formal curriculum. This discusses the dynamics of open school management at the time of educational policy change in Bangladesh.
Keywords: ⛔ No DOI found

A Study on The Implementation of English Interactive Radio Instruction (IRI) in Selected Government Primary Schools in Addis Ababa - Alaro, Meseret (Addis Ababa University, 2007)
As its central objective, this study attempts to assess the implementation of English Interactive Radio Instruction (IRI) in selected government primary schools in Addis Ababa. In line with that, the researcher has framed specific questions that address issues related to classroom management, training given to the teachers, links among different stakeholders and the suitability and clarity of the program. Students and teachers of Grade Three from Biherawi Betemengist, Edget Besira , Karalo , Lafto and Salayish Primary Schools are participants of this study .To undertake the study descriptive research design is used . Accordingly, data that is pertinent to the study is collected using different tools such as questionnaire, observation, focus group discussion, interview and document analysis. The findings of the study reveal that the implementation of the program seems to face grave challenges. These mainly emanate from loose link among stakeholders, failure of supplying basic facilities needed to promote the fruitfulness of the program and failure to arrange suitable conditions for the broadcast. Moreover, based on the opinion of the participants, results of the study highlight that in some cases contents of the program is not suitable compared to the students language proficiency .It is also noticed from the findings of the study that classroom practice is not effectively carried out as per the very goal of the program. Despite that, both students and teachers forward positive comments about the utilization of the program for the teaching of English. Based on the findings recommendations for better service and suggestions for further studies are given.

Tackling inequity in education during and after COVID-19 - Alasuutari, Hannah (UKFIET, 2020)

Influence of COVID-19 on Students’ Sign Language Learning in a Teacher-Preparation Program in Saudi Arabia: Moving to E-Learning - Alawajee, Omar (Contemporary Educational Technology, 2021)

COVID-19: Effects of School Closures on Foundational Skills and Promising Practices for Monitoring and Mitigating Learning Loss - Alban Conto, Carolina; Akseer, Spogmai; Dreesen, Thomas; Kamei, Akito; Mizunoya, Suguru; Rigole, Annika (Innocenti Working Paper, 2020)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice - Albion, Peter R.; Tondeur, Jo; Forkosh-Baruch, Alona; Peeraer, Jef (Education and Information Technologies, 2015)

L'éducation bilingue dans le contexte multilingue guyanais: dispositifs cloisonnants et pratiques pédagogiques innovantes - Alby, Sophie; Léglise, Isabelle (Lambert Lucas, 2016)

One Mouse per Child: interpersonal computer for individual arithmetic practice - Alcoholado, C.; Nussbaum, M.; Tagle, A.; Gomez, F.; Denardin, F.; Susaeta, H.; Villalta, M.; Toyama, K. (Journal of Computer Assisted Learning, 2012)
Single Display Groupware (SDG) allows multiple people in the same physical space to interact simultaneously over a single communal display through individual input devices that work on the same machine. The aim of this paper is to show how SDG can be used to improve the way resources are used in schools, allowing students to work simultaneously on individual problems at a shared display, and achieve personalized learning with individual feedback within different cultural contexts. We used computational fluency to apply our concept of "One Mouse per Child". It consists of a participatory approach that makes use of personal feedback on an interpersonal computer for the whole classroom. This allows for N simultaneous intelligent tutoring systems, where each child advances at his or her own pace, both within a lecture and throughout the curricular units. Each student must solve a series of mathematical exercises, generated according to his or her performance through a set of pedagogical rules incorporated into the system. In this process, the teacher has an active mediating role, intervening when students require attention. Two exploratory studies were performed. The first study was a multicultural experience between two such distanced socio-economic realities as Chile and India. It showed us that even in different environmental conditions, it is possible to implement this technology with minimal equipment (i.e. a computer, a projector, and one mouse per child). The second study was carried out in a third grade class in a low-income school in Santiago de Chile. The students were asked to solve mainly addition exercises. We established statistically relevant results and observed that the software proved most beneficial for the students with the lowest initial results. This happens because the system adapts to the students' needs, reinforcing the content they most need to work on, thus generating a personalized learning process.
Keywords: Arithmetic; Chile; Computer Interfaces; Computer Peripherals; Computer Software; Computer System Design; Educational Technology; Feedback (Response); Foreign Countries; Grade 3; India; Intelligent Tutoring Systems; Mathematics Instruction; Teacher Role; Teaching Methods

How can education systems become equitable by 2020: DfID think pieces - Learning and equity - Alcott, Ben; Rose, Pauline (2015)

Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa - Alcott, Benjamin; Rose, Pauline (Oxford Review of Education, 2016)
In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.
Keywords: CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; East Africa; Kenya; Learning outcomes; Tanzania; Uganda; education policy; inequality; private schooling

From Assessment to Action: Lessons from the Development of Theories of Change with the People's Action for Learning Network - Alcott, Benjamin; Rose, Pauline; Sabates, Ricardo; Ellison, Christine (Global Education Review, 2020)
In recent years, much attention has been given to extremely poor levels of learning outcomes in low-and lower-middle income countries. Citizen-led assessments have played a vital role in highlighting this "learning crisis." Having developed these citizen-led assessments, members of the People's Action for Learning (PAL) Network are now increasingly devising and implementing actions aimed at tackling the learning crisis in different country contexts. This article documents the process we undertook of developing theories of change with PAL Network members across 10 countries to inform their shift from assessment of children's learning to action aimed at raising learning outcomes. The article highlights, in particular, the importance for theories of change to take account of context in identifying appropriate actions. Based on their country circumstances, the actions identified by PAL Network members vary, for example, from using assessment data to influence national government reform, to more localized activities associated with "teaching at the right level." For appropriate actions to tackle the learning crisis to be identified and successfully implemented, an important lesson from the PAL Network experience is the need to enable South-to-South learning and adaptation. As such, the article highlights a pressing need for flexible and iterative theories of change that reflect contextual realities.
Keywords: Agency Cooperation; Change Strategies; Citizen Participation; Cultural Differences; Educational Assessment; Educational Change; Foreign Countries; Government Role; Low Income Groups; Middle Class; Networks; Parent Role; School Role; Socioeconomic Influences; Theories; ⛔ No DOI found

Gender differences in parental investment in education - Alderman, Harold; King, Elizabeth M. (Structural Change and Economic Dynamics, 1998)
The gender gap in schooling is puzzling given that the expected returns to an individual for increased schooling — as measured by proportional wage increments — does not differ by gender. This paper explores possible explanations for the disparity using a model of parental investment in children. The model allows for differences in investments due to differences in costs — including the opportunity cost of the child's labor as well as school fees and availability. Moreover, it indicates that disparities in investment could come through differences in returns realized by parents, for example, in the probability of transfers from children to parents or in the degree of sympathy or altruism, even when market returns to the children themselves do not differ. While it is difficult to distinguish these different explanations empirically, the paper reviews available evidence and indicates interventions that governments can make to reduce the gender gap in education.
Keywords: Gender disparities; Schooling investments

Contextualized-OLPC education project in rural India: measuring learning impact and mediation of computer self-efficacy - Ale, Komathi; Chib, Arul; Loh, Yvonne (Educational Technology Research and Development, 2017)
The One Laptop per Child (OLPC) initiative has been at the forefront of introducing low-cost computers in developing countries. We argue that the problem is not as much as a focus on the provision of affordable technologies, but the lack of consideration of deeply contextualized implementation design and the lack of understanding of psychological mechanisms at the user-level that influence learning impact. A longitudinal quasi-experimental design among nine rural Indian primary schools involved pre- and postexperiment measures conducted with both test (n = 126) and control groups (n = 79). The study objective was to prioritize local contexts during technology implementation design in order to attain educational impact in terms of improved learning outcomes for students. The Contextualized-OLPC education project utilized strategies identified by the Technology- Community-Management model to address contextually germane factors of teacher training, unbiased gender access, and local language use. A second objective was to assess impact of technology introduction while countering extant techno-determinist approaches of impact assessment. We first demonstrated that technological knowledge was associated positively with functional literacy. We situated the experiment in the social cognitive theory to demonstrate that computer self-efficacy mediates the relationship between technological literacy attained as a consequence of the Contextualized-OLPC education project and a specific learning outcome, functional literacy. Overall, the research illustrated that giving primacy to mere deployment of OLPC laptops has limited relevance to children, both in use and outcome. In support, the results demonstrated the role of contextualized technology in rural classrooms alongside an understanding of user psychology that influence learning impact.

Revealing Stereotypes: Evidence from Immigrants in Schools - Alesina, Alberto; Carlena, Michaela; La Ferrara, Eliana; Pinotti, Paolo (2018)
If individuals become aware of their stereotypes, do they change their behavior? We study this question in the context of teachers' bias in grading im...

Education Cluster in Pakistan - Lessons Learned: Flood Response - Alexander, Jessica (UNICEF Global Development Commons, 2011)
Summarizes the findings of lessons learned exercise conducted by the Global Education Cluster on its joint response to floods in July 2010, in collaboration with Save the Children and UNICEF. It also provides recommendations to improve future responses to emergencies.

Methodological Guidance Paper: The Art and Science of Quality Systematic Reviews - Alexander, Patricia A. (Review of Educational Research, 2020)
The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking.
Keywords: ___working_potential_duplicate; critical questions; literature search; systematic review

E-learning critical success factors: Comparing perspectives from academic staff and students - Alhabeeb, Abdullah; Rowley, Jennifer (Computers & Education, 2018)
This article advances knowledge on the factors that lead to successful e-learning in universities, through a comparative study of the perspectives of academic staﬀ and students. In particular, it contributes to the limited knowledge bases on the eﬀectiveness of e-learning in Saudi Arabia, and on the diﬀerences in perspectives of diﬀerent groups of stakeholders in e-learning. Based on previous research, a questionnaire was designed and distributed to convenience samples of academic staﬀ and students at King Saud University, Saudi Arabia. Respondents were invited to express their opinion regarding the importance of a number of factors to the success of e-learning. Principal Component Analysis was conducted on each dataset, in turn, to assess the loading of items onto factors, and the variance explained. The most important ﬁnding from this study is that the perspectives of students and academic staﬀ diﬀer, with there being nine factors for academic staﬀ and seven for students. Categories that are common to both groups are: student characteristics, instructor characteristics, ease of access, and support and training. The order for academics is: student characteristics, ease of access, instructor characteristics, and support and training; and, the order for students is: instructor characteristics, student characteristics, support and training, and ease of access.

Information and communication technology (ICT) education in the city school, Pakistan - A success story in the large-scale introduction of the UK National Curriculum's ICT component in Pakistan - Ali, I.; Proctor, J. (Aslib Proceedings, 2005)
Purpose - In an age of information technology some developing countries are more vulnerable than others to international competition through failure to utilize fully the benefits of an ICT culture. The authors suggest that the strategies in response must include a radical review of attitudes and methods of delivery of ICT in schools and give as an example the recent experience of The City School, the nationwide schools' organisation in Pakistan with whom they are employed. Design/methodology/approach - The authors review the current position of ICT in schools in Pakistan and suggest as a model of development, for schools of a corresponding standing, that of The City School. They describe how The City School responded to ICT, ensuring that all its pupils would have access to the most modem of ICT courses. Discusses how the decision to implement a complete change, or revolution, in teaching ICT was brought about in a relatively short time. It discusses the nature of the programme, how it was organised, the materials required and the outcomes of its implementation including its outstanding success with pupils and their parents. Findings - The authors chronicle the historical developments within The City School that brought about radical change within a comparatively short period and identify careful planning, training, and the motivation of stakeholders, i.e. pupils, teachers and parents, as key elements in its successful implementation. Originality/value - The authors suggest that The City School experience provides a model that may be emulated by schools elsewhere in both developing and industrially developed countries.
Keywords: Pakistan; communication technologies; design and development; schools

Pakistan personal data protection bill termed vague - Pakistan - DAWN.COM - Ali, Kalbe (2021)

Responding to Iraq’s learning crisis - Ali, Laila (UNICEF Connect, 2020)
Amidst the devastation in Mosul's Old City, UNICEF supports the rehabilitation of primary education for a safe environment that’s conducive to learning.

ICT Using Situation in Rural and Urban Primary Schools of Bangladesh: A Comparative Study - Ali, M (Prime University Journal, 2015)
Keywords: ⛔ No DOI found

Pre-Primary Education in Mongolia: Access, Quality of Service Delivery, & Child Development Outcomes - Ali, Rabia; Temourov, Moukim; Igarashi, Takiko (The World Bank, 2017)

The Use of Instructional Technology in Private Schools and National Education Policy - Ali, Zulfiqar; Ghani, Fazal; Ali, Arshad
Audio Visual Aids (A.V. Aids) are devices, which are used in teaching to make the learning experience more effective and dynamic. A.V. Aids have made improvements in learning process through involving the sense of hearing and/or sense of sight. The history of the A.V aids can be traced back to the Greek period, however, the technological advancement brought new innovations in the form of computer assisted programs and accessories. In comparison with developed countries, the developing countries including Pakistan experience the lack of modern A.V. Aids as well as the required technical know-how for their effective use. The aim of this paper is to explore the use of A.V. Aids, their type, teachers’ training for their effective use, policy imperatives and role of private public schools in adoption of A.V. Aids in education in private schools in district Peshawar, KP province. To achieve objectives of the study, data was collected from teachers of private schools through close and open ended questionnaire. Information was also collected from books, government’s reports, published research and internet. The findings show that A.V. Aids are used in all private schools in some form. However, there is no system to give formal training to teachers about the proper and effective use of A.V. Aids. The major A.V Aids used in schools are chalk board and white board, while about 60 % schools were found using pictures, maps, models charts and multimedia. The paper gives practicable suggestions to widen the use of A.V. Aids and enhance their effectiveness in education.

Optimising learning and education in Africa: The language factor - Alidou, H.; Boly, A.; Brock-Utne, B.; Diallo, Y.S.; Heugh, K.; Wolff, H.E. (ADEA, UIE, GTZ, 2006)

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

Gender, power and progress: How norms change - ALiGN (Align Platform, 2020)
This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights.

Aliim – Smartphone Schools Program - Aliim.org

Balloons to Deliver Emergency Internet Across Kenya - Alison, Buckholtz (2020)
Telkom Kenya-Loon partnership will result in country-wide 4G connectivity during pandemic, boosting government services.

Effectiveness of Gamification of Web-Based Learning in Improving Academic Achievement and Creative Thinking among Primary School Students - Aljraiwi, Seham (International Journal of Education and Practice, 2019)
Gamification is one of the most significant modern trends in educational technology. The present study aims to identify the effectiveness of gamification of web-based learning on academic achievement and creative thinking among primary school students. A learning environment was designed based on gamification of web-based learning. A quasi-experimental approach was utilized to identify the effect of the independent variable, gamification, on the dependent variables, academic achievement and creative thinking among participants. An academic achievement test and the Torrance test of creative thinking were applied to the participants. Results revealed that there was a statistically significant difference between the means of scores of the experimental and control groups in the post-test academic achievement test and the Torrance test of creative thinking in favor of the experimental group. This suggests a high level of academic achievement and creative thinking after using gamification. The study recommends training in-service teachers in the use of gamification for web-based teaching of English.
Keywords: Academic Achievement; Achievement Tests; Control Groups; Creative Thinking; Creativity Tests; Educational Games; Elementary School Students; English (Second Language); Experimental Groups; Inservice Teacher Education; Instructional Effectiveness; Scores; Second Language Instruction; Web Based Instruction