Centroamérica: Tendencias de las ecnologías de la Información y Comunicación 2010-2019 - Figueroa, Héctor (2021)

Uso de la Plataforma Zoom y la Competencia se comunica Oralmente en su Lengua Materna en Estudiantes de Educación Secundaria de la Institución Educativa Unión Zapotillo N°64647-Yarinacocha 2020 - Flores Fasanando, Giuliana (Universidad Nacional de Ucayali, 2021)
La finalidad de esta investigación fue, determinar la relación que existe entre el uso de la plataforma zoom y la competencia se comunica oralmente en su lengua materna en estudiantes de educación secundaria de la institución educativa Unión Zapotillo N° 64647 - Yarinacocha 2020. De muestreo no probabilístico, de tipo básica o pura con diseño no experimental descriptivo correlacional con una muestra de 91 estudiantes. Como instrumento se utilizó un cuestionario para evaluar el uso de la plataforma Zoom y una guía de observación para evaluar la capacidad se comunica oralmente en su lengua materna. Finalmente, los datos fueron a la base de datos de Excel para procesarlos obteniendo un coeficiente de correlación de Pearson de r=0,720, se obtuvo un p=0.000, lo que confirma la existencia de una relación significativa, ya que p es menor a 0,05. Es decir, existe una correlación directa entre el uso de plataforma zoom y la competencia se comunica oralmente como lengua materna en estudiantes de educación secundaria de la institución educativa Unión Zapotillo N° 64647- Yarinacocha 2020.
Keywords: ⛔ No DOI found

Conditional Cash Transfer, Loss Framing, and SMS Nudges: Evidence from a Randomized Field Experiment in Bangladesh - Fujii, Tomoki; Ho, Christine; Ray, Rohan; Shonchoy, Abu (2021)
Conditional cash transfers (CCTs) have become one of the most common policy interventions to increase school attendance, but the cost-eﬀectiveness of such interventions has not attracted the attention it deserves. Hence, in addition to a standard CCT implementation, we experimentally study two potential ways to improve the cost-eﬀectiveness of school attendance interventions: (i) SMS information nudges and (ii) loss framing in CCTs. The former provides school attendance information to parents and the latter exploits the endowment eﬀect. Consistent with the existing literature, CCT intervention signiﬁcantly increases school attendance. We also ﬁnd that the loss framing marginally increases attendance over and above the ∗We would like to thank Joseph Altonji, James Berry, Barbara Biasi, Gaurav Dutt, Maulik Jagnani, Costas Meghir, Rohini Pande, Rebecca Thornton, and seminar attendees at Monash and Yale for insightful comments and suggestions. We also thank Akshat Daga, Alekhyo Roychowdhury, Ishaan Malik, and Snehal Modi for research assistance. We beneﬁted from data collection support from MOMODa Foundation and technical support from the Metakave team to automate the process of sending SMS. Finally, we express our sincere gratitude to the participating schools, the students, their parents, and the teachers. Funding from the Shirin Fozdar and Singapore Ministry of Education Academic Research Fund Tier 1 Grant (17-C244-SMU-004) and Japan Center for Economic Research are gratefully acknowledged. This research was approved by the Singapore Management University Institutional Review Board (IRB-16-082-A092-C2(220)). The trial in this study was registered in the AEA RCT registry under AEARCTR-0002373. All mistakes remain ours.
Keywords: ⛔ No DOI found

How Secure Is the Bitcoin Blockchain, and Is Your Cryptocurrency Safe? - Gadgets 360 Newsdesk (2021)

The problem of issuance of fake degrees and its implications - Garg, Rachit (2021)

Cochrane Rapid Reviews Methods Group offers evidence-informed guidance to conduct rapid reviews - Garritty, Chantelle; Gartlehner, Gerald; Nussbaumer-Streit, Barbara; King, Valerie J.; Hamel, Candyce; Kamel, Chris; Affengruber, Lisa; Stevens, Adrienne (Journal of Clinical Epidemiology, 2021)
To develop methods guidance to support the conduct of rapid reviews (RRs) produced within Cochrane and beyond, in response to requests for timely evidence syntheses for decision-making purposes including urgent health issues of high priority. Interim recommendations were informed by a scoping review of the underlying evidence, primary methods studies conducted, and a survey sent to 119 representatives from 20 Cochrane entities, who were asked to rate and rank RR methods across stages of review conduct. Discussions among those with expertise in RR methods further informed the list of recommendations with accompanying rationales provided. Based on survey results from 63 respondents (53% response rate), 26 RR methods recommendations are presented for which there was a high or moderate level of agreement or scored highest in the absence of such agreement. Where possible, how recommendations align with Cochrane methods guidance for systematic reviews is highlighted. The Cochrane Rapid Reviews Methods Group offers new, interim guidance to support the conduct of RRs. Because best practice is limited by the lack of currently available evidence for some RR methods shortcuts taken, this guidance will need to be updated as additional abbreviated methods are evaluated.
Keywords: ⛔ No INSPIRE recid found

Case study: Sisters for Sisters' Education - GEC (VSO, 2021)

GEARR-ing Up for Success After School - GEC (2021)

Report on Sisters for Sisters’ Education Evaluation II Project Endline Evaluation by Foundation for Development Management - GEC (Foundation for Development Management, 2021)

Sisters for Sisters’ Education - GEC (2021)

Sisters for Sisters' Education project Final reflections: Achievements and lessons learned - GEC (2021)

Enem 2021: Geekie Teste cobre 100% dos assuntos de Matemática e 93% de Ciências da Natureza - Geekie (Geekie, 2021)
Veja como continuar suas aulas com o apoio do Geekie One Nós somos a Geekie! Apoiamos escolas de todo o Brasil...

Retrospectiva Geekie 2021: (re)encontros de pessoas, caminhos e possibilidades - Geekie (Geekie, 2021)
Veja como continuar suas aulas com o apoio do Geekie One Nós somos a Geekie! Apoiamos escolas de todo o Brasil...

CHỈ SỐ PHÁT TRIỂN CON NGƯỜI CỦA VIỆT NAM GIAI ĐOẠN 2016-2020 - General Statistics Office (2021)

Results of the Viet Nam Household Living Standards Survey 2020 - General Statistics Office (Government of the Socialist Republic of Vietnam., 2021)

Survey measuring Viet Nam Sustainable Development Goal indicators on Children and Women 2020-2021, Survey Findings Report - General Statistics Office; UNICEF (2021)

e-modul: Gerbang Kurikulum - Gerbang Kurikulum (2021)

Country Briefing: Nepal - Girls' Education Challenge (2021)

Designing and monitoring distance teaching and learning interventions: A guide for projects and implementers - Girls' Education Challenge; Fund Manager; EdTech Hub (2021)

Regional Communications Infrastructure Program (RCIP) Malawi - Global Infrastructure Hub (2021)
Only one in ten people in Malawi have access to information and communications technology (as of 2016). This is due to the high cost and complexity of developing the infrastructure and end-user service offering. However, the government plans to improve access to, and the affordability of, broadband connections. It is initiating projects to reach out to the most disadvantaged groups in society.

Education in Pakistan - Global Partnership for Education (Global Partnership for Education, 2021)
See education data for Pakistan and learn about GPE programs, grants, results and progress.

Education in Tanzania - Global Partnership for Education (Global Partnership for Education website, 2021)
See education data for Tanzania and learn about GPE programs, grants, results and progress.

Global Partnership for Education - Global Partnership for Education (2021)

A Cascade Teacher Training Model in Disaster Education: A Case of Turkey - Gökmenoğlu, Tuba; Sönmez, Elif Daşçı; Yavuz, İbrahim (2021)
Individuals' reluctance to take precautions before the disasters happen is one of the most critical concerns of the disaster management area. The disaster education given through schools is a critical process in addressing this problem. The purpose of this paper is to introduce the teacher training program model and the implementation practices of Turkey's School-Based Disaster Education Project. In Turkey, there are few studies regarding the planning, development, implementation, and evaluation stages of Disaster Risk Reduction education for teachers. The project has been carried out within the framework of the Ministry of National Education and Japan International Cooperation Agency. An at-scale cascade teacher professional development model was implemented. The model reached 135,375 teachers in 67 provinces by the 567 trainer teachers in a relatively short time with the cascade training system. This project has brought a significant nationwide disaster risk reduction training experience for Turkey with its economic and sustainable structure.

2021-2022 Budget Document Archives - Government of Balochistan (2021)

DIKSHA - Government of India (DIKSHA - Government of India, 2021)
National Digital Infrastructure for Our Teachers, Our Heroes.

National Electrification Strategy - Government of Mozambique (2021)
Keywords: ⛔ No INSPIRE recid found

Key Findings Report PSLM District Level Survey 2019/20 - Government of Pakistan (2021)

Pakistan Social and Living Standards Measurement: District Level - Government of Pakistan (Pakistan Bureau of Statistics, 2021)

Tanzania National Development Vision 2025 - Government of Tanzania (2021)

Decree 81/2021/Nd-Cp Policies Financing for Learning Fees in Education and Training Sectors - Government of the Socialist Republic of Vietnam (2021)
Ngày 27/08/2021,Chính phủ đã ban hành Decree 81/2021/ND-CP policies financing for learning fees in education and training sectors Thuộc lĩnh vực Thuế - Phí - Lệ Phí, Giáo dục và sẽ có hiệu lực kể từ ngày 15/10/2021

Resolution No. 28/NQ-CP dated March 03, 2021 on issuance of national strategy for gender equality in 2021-2030 28/NQ-CP,Nghị quyết 28 2021 - Government of the Socialist Republic of Vietnam (2021)
Resolution No. 28/NQ-CP dated March 03, 2021 on issuance of national strategy for gender equality in 2021 - 2030 28/NQ-CP,Nghị quyết 28 2021

Situation Analysis of Children in Timor- Leste - Government of Timor-Leste; UNICEF (UNICEF, 2021)
Keywords: ⛔ No INSPIRE recid found

Methodological Guidelines for Education Sector Analysis. Volume 3 | Documents | Global Partnership for Education - GPE (2021)
The Methodological Guidelines provide methods for carrying out a comprehensive analysis of the education sector in lower-income countries.

Education Technology Market Size & Growth Report, 2030 - Grand View Research (Grand View Research, 2021)
The global education technology market size was valued at USD 106.46 billion in 2021 and is expected to expand at a compound annual growth rate (CAGR) of 16.5% from 2022 to 2030

Resource Pack to Support Remote Learning - Radio - Grant, Ursula; Jordan, Caroline; Kamal, Helen; Kube-Barth, Sabine; Waistell, Daniel; Williamson, Sue; Hedges, Claire; Power, Tom; Richardson, Alison Mead (World Bank Group, 2021)
Resource Pack to Support Remote Learning - Radio (English)

Republic of Sierra Leone Settlement Extents - GRID3 (Center for International Earth Science Information Network (CIESIN), Columbia University and Novel-T, 2021)

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

Connected Women The Mobile Gender Gap Report 2021 - GSMA (GSMA, 2021)

End education crisis in Northern Kenya - The Standard - Guleid, Mohamed (2021)

A return to boom and bust (in births) • Resolution Foundation - Gustafsson, Maja; Willetts, David (2021)

A qualitative study of autism services and supports in Singapore: Perspectives of service providers, autistic adults and caregivers - Han, Emeline; Tan, Melisa Mei Jin; Crane, Laura; Legido-Quigley, Helena (Autism, 2021)
The lifelong and complex nature of autism necessitates an array of services and supports spanning across different sectors and providers at different life stages of an autistic individual. However, research has shown that autistic individuals and their families often experience barriers accessing the autism-related services and supports that they need. This is the first qualitative study to explore the provision and coordination of autism services and supports in Singapore from the perspectives of service providers, autistic adults and caregivers. Semi-structured interviews with 21 participants revealed three main themes: (1) improving access to autism-specific services, (2) creating flexible supports in an inclusive environment and (3) addressing stigma and changing societal attitudes. Our findings suggest that Singapore may have achieved rapid growth in autism services, but broader social structures may be slower to change. To better support autistic individuals in society, autistic voices need to be amplified and a collective effort is needed to achieve a paradigm shift from impairment to capability. Lay abstract Because autism is a lifelong and complex condition, autistic people may need a range of supports cutting across different sectors (e.g. health, education and social care) at different stages of their lives. Studies in some countries have shown that autistic people and their families face difficulties accessing the services they need, but no research has been done on this topic in Singapore. To start addressing this gap, we interviewed 21 service providers, autistic adults and caregivers/parents of autistic children to find out their perceptions and experiences of autism services and supports in Singapore. Our participants told us that beyond improving access to autism-specific services, they also hoped to see more flexible supports in an inclusive environment and a broader change in societal attitudes. This study highlights that autism service provision should be informed by autistic voices and not only focus on impairment but also recognise the strengths of autistic people alongside their very real needs. The whole of society – including policymakers, professionals, employers, educators, families and autistic people themselves – needs to work together to fight autism stigma and discrimination.
Keywords: ⛔ No INSPIRE recid found

Teacher professional development in sub-Saharan Africa: Equity and scale - Haßler, Björn; Bennett, Gemma; Damani, Kalifa (Embedding Social Justice in Teacher Education and Development in Africa, 2021)
This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education.
Keywords: Author:Haßler; Björn-CV-OECS; _yl:a; dode_eth-src-dode; dode_eth-trf2-dode

Problem Analysis and Focus of EdTech Hub’s Work: Technology in education in low- and middle-income countries - Hennessey, Sarah; Jordan, Katy; Wagner, Daniel; EdTech Hub Team (EdTech Hub, 2021)
Keywords: ⛔ No INSPIRE recid found

Supporting practitioner-led inquiry into classroom dialogue with a research-informed professional learning resource: A design-based approach - Hennessy, S; Kershner, R; Calcagni, E; Ahmed, F (Review of Education, 2021)
Keywords: ⛔ No DOI found; ❓ Multiple DOI

Malawi Economic Monitor : Investing in Digital Transformation - Hettinger, Patrick Shawn; Mboob, ,Ida S; Robinson, DanielleSimone; Nyirenda, Yalenga Loraine; Galal, Rami Mikko Ahmed; Chilima, Efrem Zephnath (World Bank, 2021)
Malawi Economic Monitor : Investing in Digital Transformation (English)

Figures on Ethnic Minority Women and Men in Viet Nam 2015-2019 from the Findings of Surveys on the Socio-Economic Situation Amongst 53 Ethnic Minority Groups 2015-2019 - Hien, Bui Ton; Nguyen, Thi Bich Thuy; Nguyen, Bao Cuong; Hoang, Thu Hang; Ly, Vu Phuong (2021)
From the findings of Surveys on the socioeconomic situation amongst 53 Ethnic Minority Groups 2015-2019

International Development Committee Oral evidence: UK aid to Pakistan - House of Commons (2021)

Measuring the impact of COVID-19 on education in Pakistan - Idara-e-Taleem-o-Aagahi (Islamabad, 2021)

Midterm Evaluation Report - IMC Worldwide (Every Adolescent Girl Empowered and Resilient (EAGER) project within the Girls’ Education Challenge (GEC) - Leave No Girl Behind project (LNGB), 2021)

Basic Overview of how LTI ® Works - IMS Global (IMS Global, 2021)

Encuesta para la Medición del Impacto COVID-19 en la Educación (ECOVID-ED) 2020 - INEGI (2021)

Education and Sustainable Development Challenges - Information and Decision Support Center (2021)
التعليم وتحديات التنمية المستدامة,الخميس. 09 سبتمبر., 2021,أ.د. سعيد المصري,

Instructure | Educational Software Development - Instructure (2021)

Mind the Gap: The State of Girls’ Education in Crisis and Conflict - Inter-agency Network for Education in Emergencies (INEE, 2021)

Teacher Wellbeing Resources Mapping & Gap Analysis - Inter-Agency Network for Education in Emergencies (2021)

Mozambique - International Energy Agency (IEA, 2021)
In Mozambique, around 40% of people have access to electricity, through the grid or mini/off-grid systems. The government has promoted solar PV solutions in rural areas, reporting that 700 schools and 800 other public buildings now have electricity from s
Keywords: ⛔ No INSPIRE recid found

Closing the gap: Ensuring there are enough qualified and supported teachers in sub-Saharan Africa - International Task Force on Teachers for Education 2030 (2021)

Digital trends in Asia and the Pacific 2021 Information and communication technology trends and developments in the Asia-Pacific region, 2017-2020 - International Telecommunication Union (2021)

Targeting within universalism - Jacques, Olivier; Noel, Alain (Journal of European Social Policy, 2021)

Reopening with Resilience: Lessons from Remote Learning during COVID-19 in East Asia and the Pacific. - Jeon, Youngkwang; Dreesen, Thomas; Fushimi, Akihiro; Koeppl, Dominik (UNICEF, 2021)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Comparative Analysis of Personal Data Protection Bill 2020 - Kalyar, Barrister Jannat Ali (2021)

Improved teacher capacity and strong school leadership are key for better school performance - Karakaya, Irem (UNICEF Lao People's Democratic Republic, 2021)

Educational technology to improve capacity - integrating adaptive programmes in public schools in Kenya - Kaye, Tom (2021)

Tax Farming Redux: Experimental Evidence on Performance Pay for Tax Collectors - Khan, Adnan Q.; Khwaja, Asim I.; Olken, Benjamin A. (National Bureau of Economic Research, 2021)
Performance pay for tax collectors has the potential to raise revenues, but might come at a cost if taxpayers face undue pressure from collectors. We report the first large-scale field experiment on these issues, where we experimentally allocated 482 property tax units in Punjab, Pakistan into one of three performance-pay schemes or a control. After two years, incentivized units had 9.3 log points higher revenue than controls, which translates to a 46 percent higher growth rate. The scheme that rewarded purely on revenue did best, increasing revenue by 12.8 log points (62 percent higher growth rate), with little penalty for customer satisfaction and assessment accuracy compared to the two other schemes that explicitly also rewarded these dimensions. Further analysis reveals that these revenue gains accrue from a small number of properties becoming taxed at their true value, which is substantially more than they had been taxed at previously. The majority of properties in incentivized areas in fact pay no more taxes, but do report higher bribes. The results are consistent with a collusive setting in which performance pay increases collector's bargaining power over taxpayers, who either have to pay higher bribes to avoid being reassessed, or pay substantially higher taxes if collusion breaks down.

Crisis-Led Approaches to Teaching and Learning in Bangladesh - Khan, Maluba; Smith, Thomas; Islam, Mohammed Zakiul; Anand, Kusha; Hossain, Tahrima; Ahmed, Shakil; Islam, Rakibul; Atuly, Afsana Sadiq; Nayeem, Azwa; Sabbab, Salman; Hassan, Mehdi; Sarwar, Afzal Hossain (Cardiff University, 2021)
Keywords: ⛔ No INSPIRE recid found

Innovative Methods to Train Teachers of Blind Children - Kibet, Amon; Kweyu, Ignatius; Koszorus, Ferenc (EdTech Hub, 2021)
Discover what we learned using innovative methods such as virtual training via WhatAapp to train teachers of blind children. Click to read more.

Multilingualism in Timor-Leste - Klinken, Catharina Williams-van; Lucas, Olinda (2021)
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Health status of children with Down syndrome in Myanmar - Ko, Khine Mi Mi; Linn, Kyaw; Aye, Aye Mya Min; Saw, Mon Thander; Aung, Pyae Phyo (BMJ Paediatrics Open, 2021)
Keywords: ⛔ No INSPIRE recid found

Using a Participatory Approach to Create SEL Programming: The Case of Ahlan Simsim - Kohn, Shanna; Foulds, Kim; Cole, Charlotte; Matthews, Mackenzie; Hussein, Laila (Journal on Education in Emergencies, 2021)
This paper highlights the use of a participatory, trauma-informed approach in the creation of Ahlan Simsim, a Sesame Street television program for the Middle East, and asserts the importance of using a participatory approach to designing culturally relevant social and emotional learning (SEL) content. Ahlan Simsim is a component of a larger initiative of the same name, which was created by Sesame Workshop and the International Rescue Committee and funded by the MacArthur and LEGO foundations. This program brings early learning and nurturing care to children and families affected by the Syrian crisis through a combination of mass media and direct service programming. In this article, we present a review of the research and consultations Sesame Workshop conducted with local communities and local child-development experts in Iraq, Jordan, Syria, and Lebanon from August to November 2018. Sesame Workshop’s aim was to identify and refine the television program’s focus area and to create locally relevant, trauma-informed content that draws from SEL strategies that resonate most and have the greatest impact with audiences in the Syrian response region. We argue that, for SEL programming to achieve maximum impact, it is critical that program designers develop socialemotional frameworks for children from the ground up by working with local caregivers and practitioners.

What is Kubernetes - Kubernetes (2021)

Edtech Startups in Latin America 2021 Survey Results - Lavca (2021)

Mapping education data in sub-Saharan Africa - Lawson, Laté; Heady, Lucy (Education Sub Saharan Africa (ESSA), 2021)

The future of language education in Europe: case studies of innovative practices - Le Pichon-Vorstman, Emmanuelle; Siarova, Hanna; Szőnyi, Eszter (European Journal of Language Policy, 2021)

Principal Dashboard - Leh Wi Lan (Leh Wi Lan, 2021)

Recovering from school closures in Sierra Leone: Status of pupil learning outcomes in junior and senior secondary schools - Leh Wi Lan (2021)

UNICEF’s lessons learned from the education response to the COVID-19 crisis and reflections on the implications for education policy - Lennox, Janet; Reuge, Nicolas; Benavides, Francisco (International Journal of Educational Development, 2021)

Case Study: TEAM Girl Malawi - Link Education International (2021)

Case study: Team Girl Malawi - Link Education International (2021)

Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning. . - London, Jonathan (RISE Working Paper Series, 2021)

Assessing outside of the “classroom box” while schools are closed: The potential of phone-based formative assessments to support learning continuity - Luna-Bazaldua, D; Liberman, J; Levin, V (2021)

Short and Long-Run Distributional Impacts of COVID-19 in Latin America - Lustig, Nora; Martinez Pabon, Valentina; Neidhöfer, Guido (2021)
We simulate the short- and long-term distributional consequences of COVID-19 in the four largest Latin American economies: Argentina, Brazil, Colombia and Mexico. We show that the shortterm impact on income inequality and poverty can be very significant, but that additional spending on social assistance more than offsets the effect in Brazil. The offsetting effect is significant in Argentina and Colombia, and nil in Mexico where there has been no such expansion. We find that a universal basic income that would have produced the same reduction in the poverty gap as actual policies would have cost slightly more but would have benefited the poor (the nonpoor) slightly less (more). To project the long-term consequences, we estimate the impact of the pandemic on school achievement and its intergenerational persistence. We use information on school closures, educational mitigation policies, and account for educational losses related to health shocks and parental job loss. Our findings show that in all four countries the impact is strongly asymmetric and affects particularly the high-school completion rates of children from disadvantaged families. Our simulations suggest that mitigation policies seem to have a minor impact on containing these negative effects.

The effectiveness of technology-supported personalised learning in low- and middle-income countries: A meta-analysis - Major, Louis; Francis, Gill A.; Tsapali, Maria (British Journal of Educational Technology, 2021)
Digital technology offers the potential to address educational challenges in resource-poor settings. This meta-analysis examines the impact of students' use of technology that personalises and adapts to learning level in low- and middle-income countries. Following a systematic search for research between 2007 and 2020, 16 randomised controlled trials were identified in five countries. Studies involved 53,029 learners aged 6–15 years. Coding examined learning domain (mathematics and literacy); personalisation level and delivery; technology use; and intervention duration and intensity. Overall, technology-supported personalised learning was found to have a statistically significant—if moderate—positive effect size of 0.18 on learning (p = 0.001). Meta-regression reveals how more personalised approaches which adapt or adjust to learners' level led to significantly greater impact (an effect size of 0.35) than those only linking to learners' interests or providing personalised feedback, support, and/or assessment. Avenues for future research include investigating cost implications, optimum programme length, and teachers' role in making personalised learning with technology effective. Practitioner notes What is already known about this topic? Promoting personalised learning is an established aim of educators. Using technology to support personalised learning in low- and middle-income countries (LMICs) could play an important role in ensuring more inclusive and equitable access to education, particularly in the aftermath of COVID-19. There is currently no rigorous overview of evidence on the effectiveness of using technology to enable personalised learning in LMICs. What this paper adds? The meta-analysis is the first to evaluate the effectiveness of technology-supported personalised learning in improving learning outcomes for school-aged children in LMICs. Technology-supported personalised learning has a statistically significant, positive effect on learning outcomes. Interventions are similarly effective for mathematics and literacy and whether or not teachers also have an active role in the personalisation. Personalised approaches that adapt or adjust to the learner led to significantly greater impact, although whether these warrant the additional investment likely necessary for implementation at scale needs to be investigated. Personalised technology implementation of moderate duration and intensity had similar positive effects to that of stronger duration and intensity, although further research is needed to confirm this. Implications for practice and/or policy: The inclusion of more adaptive personalisation features in technology-assisted learning environments can lead to greater learning gains. Personalised technology approaches featuring moderate personalisation may also yield learning rewards. While it is not known whether personalised technology can be scaled in a cost-effective and contextually appropriate way, there are indications that this is possible. The appropriateness of teachers integrating personalised approaches in their practice should be explored given ‘supplementary’ uses of personalised technology (ie, additional sessions involving technology outside of regular instruction) are common.
Keywords: computer-assisted learning; learning outcomes; low- and middle-income; meta-analysis; personalisation; personalised adaptive learning

Early effects of the COVID-19 lockdown on children in rural Bangladesh - Makino, Momoe; Shonchoy, Abu S; Wahhaj, Zaki (2021)
Using data collected through a telephone-based survey in rural Bangladesh during the height of the pandemic, we present evidence on the eﬀects of COVID-19-led lockdown and school closures on children, focusing on three child-related outcomes: time use of children during the school closure, plans regarding children’s schooling continuation, and the incidence of child marriages. Our analysis reveals heterogeneity in the eﬀects of lockdown and school closure in terms of the child’s gender and the type of shocks. We ﬁnd a decrease in children’s study time and an increase in time spent on household chores during the school closure, and these changes were signiﬁcantly larger for girls than for boys. Within the household, respiratory illness lowered expectations that a child would return to school and increased the probability of marriage-related discussions for girls. Our ﬁndings oﬀer a cautionary tale regarding the potential longterm eﬀects of pandemic for girls in developing countries.
Keywords: ⛔ No DOI found

Malala Fund releases report on girls’ education and COVID-19 | Malala Fund Newsroom - Malala Fund (Malala Fund | Newsroom, 2021)
Our latest report reveals the pandemic's lasting effects for the most marginalised girls.

The effect of school closures on standardised student test outcomes - Maldonado, Joana Elisa; De Witte, Kristof (British Educational Research Journal, 2021)

The effect of school closures on standardised student test outcomes - Maldonado, Joana Elisa; De Witte, Kristof (British Educational Research Journal, 2021)

A Global Mapping of Delivery Approaches - Mansoor, Zahra; Qarout, Dana; Anderson, Kate; Carano, Celeste; Dvorakova, Veronika; Williams, Martin J (2021)
The past 25 years has seen numerous governments worldwide adopting new institutional forms, such as delivery units and reform labs, to try to improve service delivery. We conduct a systematic global search and mapping of these delivery approaches. We identify 152 instances of delivery approach (DA) adoption from 80 diﬀerent countries, ranging from the center of government down to provincial and local levels, with an accelerating trend of adoption since 2010. The majority of these include education as a focus sector. The main ﬁnding that emerges from our analysis is that there is no single model that characterizes the design of such approaches or the purposes for which they are adopted. However, we do identify a number of patterns, including that DAs in lower-income countries are more likely to focus mainly on output-type goals (as opposed to outcomes), use external consultants, and utilize accountability- and incentive-driven mechanisms relatively more heavily than their counterparts in middle- and high-income countries. While our ﬁndings are purely descriptive and cannot be used to infer whether DAs are eﬀective, they give an indication to policymakers about the menu of potential options available to them in designing DAs. This global mapping can also provide useful context for existing and future country-level case studies that investigate the eﬀectiveness of DAs and seek to explore which designs might be more eﬀective in diﬀerent contexts and for diﬀerent purposes.
Keywords: ⛔ No DOI found

Gender-Transformative Programming in UNICEF Selected Case Studies - Marcus, Rachel; Samuels, Fiona; Belachew, H; Jalal, S (2021)
Reflections and Lessons for UNICEF’s Gender Policy and Action Plan (2022-2025), A compendium of papers, Florence: UNICEF Innocenti Research Centre

Online learning and COVID-19 outbreak in Mozambique – academics’ experience during suspension of face-to-face classes - Martins, Hélio Rogério; Manjate, José Luís; Tinga, Iolanda Cavaleiro; Matusse, Ana Paula Xavier; Sitoe, Lénia Cecília Alberto (Interactive Learning Environments, 2021)
The COVID-19 outbreak had a significant impact on social life and the education system, leading to the suspension of face-to-face classes and the adoption of online learning as a strategy to continue the teaching and learning process in many countries around the world, including Mozambique. Thus, we conducted the present study to analyze the teaching and learning process using digital platforms during a state of emergency due to COVID-19. We inquired 417 academics who responded to an online survey open between the 4th and 12th of May 2020 and released via WhatsApp and email. For data analysis, we used descriptive statistics to present the results in simple tables. 263 (61.3%) were male, and the average age was 39.7 years. Seventy-one percent (71%) of the academics received guidance to proceed with the teaching and learning process during the emergency, and several platforms were used for this purpose, where WhatsApp and email (49.2%) were the most used. About 67% of the academics faced some difficulty with the digital learning platforms, and half managed to teach all classes. This process challenged the academic staff, who had to rely on several learning platforms and adopt different teaching strategies in conditions never experienced before.
Keywords: Academics - Emergency; COVID-19; Online learning; ⛔ No INSPIRE recid found

Children’s remote learning experiences in Italy during the COVID-19 pandemic - Mascheroni, Giovanna; Saeed, Marium; Valenza, Marco; Cino, Davide; Dreesen, Thomas; Zaffaroni, Lorenzo Giuseppe; Kardefelt-Winther, Daniel (2021)
Keywords: ⛔ No DOI found

Supporting Teachers Moving Online, using a MOOC, During the COVID-19 Pandemic - Mays, Tony John; Ogange, Betty; Naidu, Som; Perris, Kirk (2021)

Learning Renewed: ten lessons from the pandemic - McAleavy, Tony; Riggall, Anna; Korin, Astrid (2021)
Keywords: ⛔ No DOI found

Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs - McIntyre, Nora; Sabates, Ricardo; Jamieson Eberhardt, Molly (EdTech Hub, 2021)

MHPSS and EIE Toolkit - Mental Health & Psychosocial Support Network (2021)
The MHPSS and EiE Toolkit offers access to key documents and resources of relevance to those working in the fields of Education in Emergencies (EiE) and of Mental Health and Psychosocial Support (MHPSS).

How educational are 'educational' apps for young children? App store content analysis using the Four Pillars of Learning framework - Meyer, Marisa; Zosh, Jennifer M.; McLaren, Caroline; Robb, Michael; McCafferty, Harlan; Golinkoff, Roberta Michnick; Hirsh-Pasek, Kathy; Radesky, Jenny (Journal of Children and Media, 2021)
Experts have expressed concerns about the lack of evidence demonstrating that children's "educational" applications (apps) have educational value. This study aimed to operationalize Hirsh-Pasek, Zosh, et al.'s (2015) Four Pillars of Learning into a reliable coding scheme (Pillar 1: Active Learning, Pillar 2: Engagement in the Learning Process, Pillar 3: Meaningful Learning, Pillar 4: Social Interaction), describe the educational quality of commercially-available apps, and examine differences in educational quality between free and paid apps. We analyzed 100 children's educational apps with the highest downloads from Google Play and Apple app stores, as well as 24 apps most frequently played by preschool-age children in a longitudinal cohort study. We developed a coding scheme in which each app earned a value of 0-3 for each Pillar, defining lower-quality apps as those scoring ≤ 4, summed across the Four Pillars. Overall scores were low across all Pillars. Free apps had significantly lower Pillar 2 (Engagement in Learning Process) scores (t-test, p < .0001) and overall scores (t-test, p < .0047) when compared to paid apps, due to the presence of distracting enhancements. These results highlight the need for improved design of educational apps guided by developmental science.
Keywords: Digital Media; Digital Play; Early Childhood; Educational Apps; Four Pillars of Learning; Mobile Devices

Teachers’ Learning Communities for Developing High Order Thinking Skills—A Case Study of a School Pedagogical Change - Miedijensky, Shirley; Sasson, Irit; Yehuda, Itamar (Interchange (Toronto. 1984), 2021)
This study deals with an elementary school that is undergoing a process of pedagogical change. The teachers understood that their weak point was excessive use of teaching based on memorization rather than developing high-order thinking (HOT) skills. The school therefore established teachers’ learning communities for peer learning and designing learning tasks that encourage the development of HOT skills. Quantitative and qualitative research tools were used in this study as a formative assessment. The data included learning tasks and interviews with teachers. The findings indicate an increase in the expression of critical thinking and the cognitive levels of application, analysis, and synthesis. The national test scores indicate an increase in students’ performance in most subjects. It appears that educators recognize the need for a transition from teaching that emphasize memorizing information to methods that develop students’ thinking skills and independent learning and initiated a successful pedagogical change.
Keywords: Case studies; Collaboration; Critical thinking; Education; Educational Philosophy; Educational Policy and Politics; Elementary schools; Formative assessment; High-order thinking; Learning; Memorization; Pedagogical change; Pedagogy; Peer learning; Qualitative research; Teachers; Teachers’ learning communities; Teaching; Teaching methods; Test scores; Thinking skills

Technological Plan for Education (PTE) - Ministerio De Educación, Enseñanza Universitaria Y Deportes (República De Guinea Ecuatorial, 2021)

Annual School Census Report - Ministry of Basic and Secondary Education (2021)
Keywords: auto_merged

2020 Annual Schools Census Report - Ministry of Basic and Senior Secondary Education (2021)

About TMIS - Ministry of Basic and Senior Secondary Education (Teacher Management Information System, 2021)

Annual School Census - Ministry of Basic and Senior Secondary Education (2021)

LWL: Numbers and impact by 2020/21 school year - Ministry of Basic and Senior Secondary Education (2021)

National policy on radical inclusion in schools - Ministry of Basic and Senior Secondary Education (2021)

Concept on mapping technical and vocational educational and training data in Kenya - Ministry of Education (State Department for Vocational and Technical Training, 2021)

EMIS - Ministry of Education, Government of Timor-Leste (2021)

Educational Technology Plan - Ministry of Education (Singapore) (2021)

2020 Annual Report on the Petroleum Funds | Ministry of Finance | Ghana - Ministry of Finance (2021)

Cambodia’s Science Technology and Innovation Roadmap 2030 - Ministry of Industry, Science, Technology and Innovation, Royal Government of Cambodia (2021)

Personal Data Protection Bill 2020 - Ministry of Information Technology and Telecommunication (2021)

Technological Federalism : A Building Block to Constitutionalise the Digital Sphere - Mittal, Anushka (2021)
Keywords: ⛔ No DOI found

OER may be free, but you still need to invest to use them: Part I - Mogos, Ariam; Gacicio, Esther; Gaible, Edmond (2021)
Calls for access and equity underpin the OER (Open Educational Resources) movement, but it’s yet to be seen if the potential impact of OER will materialize in education - something COVID-19 may help change.

Resource Pack to Support Remote Learning : Digital - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Digital (English)

Resource Pack to Support Remote Learning : Introduction - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Introduction (English)

Resource Pack to Support Remote Learning : Mobile - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Mobile (English)

Resource Pack to Support Remote Learning : Print - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Print (English)

Resource Pack to Support Remote Learning : Television - Mohn, Giti; Atif, Rafique; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank Group, 2021)
Resource Pack to Support Remote Learning : Television (English)

Resource Pack to Support Remote Learning : Formative Assessment - Mohn, Giti; Rafique, Giti; Cardoso De Barros, Jorge Manuel; Twinomugisha, Alex; Hawkins, Robert J; Barron Rodriguez, Maria Rebeca (World Bank, 2021)
Resource Pack to Support Remote Learning : Formative Assessment (English)

El engagement en la educación virtual: experiencias durante la pandemia COVID-19 - Molina, Odiel Estrada; Cancell, Dieter Reynaldo Fuentes; Hernández, Alién García (Texto Livre: Linguagem e Tecnologia, 2021)
Keywords: ⛔ No DOI found

Moodle - Open-source learning platform | Moodle.org - Moodle (2021)

Pedagogical strategies in medical education to the challenges of Covid-19: Scoping review - Moretti-Pires, RM; de Campos, DA; Tesser Junior, C; de Oliveira Junior, JB; de Oliveira Turatti, B; de Oliveira, DC (Revista Brasileira De Educação Médica, 2021)
Keywords: ⛔ No DOI found

Toolkit for Designing a Comprehensive Distance Learning Strategy - Morris, Emily; Tan, Yvette (USAID, 2021)

Remote teaching during COVID-19: Implications from a national survey of language educators - Moser, Kelly; Wei, Tianlan; Brenner, Devon (System, 2021)

Education in Times of Crisis: Effective Approaches to distance learning. Sharing teachers' expertise and experiences - Müller, Lisa Maria; Goldenberg, Gemma (Chartered College of Teaching, 2021)

Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: South Soudan - Mwaniki, David (UNESCO, 2021)
Keywords: auto_merged

Pakistan Education Statistics 2017-18 - NEMIS (National Education Management Information System, 2021)

Pakistan Education Statistics 2017-18 - NEMIS (2021)

Pakistan Education Statistics 2017-18 - NEMIS (National Education Management Information System, 2021)

Nigeria Learning Passport - Nigeria Federal Ministry of Education (2021)

Teacher attendance and time on task in primary schools in Mozambique - Nugroho, Dita; Karamperidou, Despina (2021)

Creditor Reporting System (CRS) - OECD (2021)
Keywords: ___working_potential_duplicate

Scaling education innovations for impact in low-and-middle-income countries during COVID - Olsen, Brad (Brookings Institution, 2021)
In 2020, the Center for Universal Education (CUE) at the Brookings Institution joined the Global Partnership for Education’s (GPE) Knowledge and Innovation Exchange (KIX), a joint partnership between the Global Partnership for Education and the International Development Research Centre (IDRC), to facilitate a cross-national, multiteam, design-based research and professional support initiative called Research on Scaling the Impact of Innovations in Education (ROSIE). The intention of ROSIE is to bring together researchers and practitioners to study the process of scaling education initiatives. This first annual brief reflects on scaling insights from different scaling teams across many low- and middle-income countries to jointly learn and share best practices related to scaling in education. Effective scaling is not just about designing and delivering promising innovations for use but also embedding them in thoughtful, mutifaceted ways to ensure that they grow, deepen, and have lasting impact. This brief discusses how several teams went about this work during the difficult last year.

Mobile-based solutions can strengthen human capital gains disrupted by COVID-19 in developing countries - Orozco, Victor (2021)
Education technology is leveraging smartphones to reverse the pandemic-induced learning crisis.

Psychological Well-Being Levels of Teacher Candidates in the Distance Education Process - Özkul, Ramazan; Kirbaç, Metin; Kaya, Fatih (2021)
The expansion of the global communication network with the help of technological developments has undoubtedly shown its greatest impact in the field of education. As a matter of fact, the spread of communication networks between countries and individuals, in the field of education; it has created a global perception of education by accelerating the circulation of information resources, ideas and products. Especially with the COVID-19 epidemic, the transition to distance education has accelerated. In this context, it is considered important to investigate the behaviors and psychological states of students and to contribute to their good management of this process. The aim of this study is to examine the psychological well-being levels of teacher candidates in the distance education process. This research, which aims to examine the psychological well-being levels of teacher candidates in the distance education process, is a quantitative method with a causal comparison model. The study population of the research consists of Inönü University Faculty of Education students. The sample of the study consisted of 584 participants determined by the random stratified sampling method from the population. The data of the study were collected with the "Psychological Well-Being Scale". Obtained data, independent groups t-test, one-way ANOVA and descriptive statistics tests were performed. Research findings showed that participants had high levels of psychological well-being.
Keywords: Access to Computers; COVID-19; Correlation; Distance Education; Foreign Countries; Gender Differences; Handheld Devices; Internet; Mental Health; Pandemics; Physical Environment; Preferences; Preservice Teachers; Rural Urban Differences; Study Habits; Synchronous Communication; Telecommunications; Undergraduate Students; Well Being

Case Study: GEARR-ing Up for Success After School - PEAS (2021)

GENDER TRANSFORMATIVE EDUCATION - PLAN International; UNICEF; Transform Education; UNGEI (2021)

SIS Tanzania (LIVE) - PORALG (2021)

Turning to technology: A global survey of teachers' responses to the Covid-19 pandemic - Pota, Vikas; Hennessy, Sara; Koomar, Saalim; Kreimeia, Adam; Zubairi, Asma; Aerts, Carla; Gault, Claire (T4 Education & EdTech Hub, 2021)
A global survey of teachers’ responses to the Covid-19 pandemic

DigiMap – Digital Malawi Project - Public Private Partnership Commission (2021)

Teaching of Naazrah Quran Grade I-V as a separate compulsory subject - Punjab Curriculum & Textbook Board (2021)

Connect To Learn: Aiming to Improve Learning Outcomes of Underprivileged Students in Myanmar - Qualcomm (2021)
Keywords: ⛔ No INSPIRE recid found

Revisiting the impact of covid-19 on adolescents in urban slums in Dhaka, Bangladesh: round 2 - Raha, Samira Ahmed; Rana, Sajib; Mamun, Saklain Al; Anik, Mehedi Hasan; Roy, Prantik; Alam, Farhana; Sultan, Maheen (Gender and Adolescence: Global Evidence, 2021)
Keywords: ⛔ No DOI found

PPRC-BIGD COVID-19 Livelihoods & Recovery Panel Survey - Rahman, Hossain Zillur; Matin, Dr Imran; Rahman, Atiya; Das, Dr Narayan C; Zillur, Umama; Ahmen, Md. Shakil; Hashemi, Dr Syed M; Wazed, Mohammad Abdul; Mozumder, Tanvir Ahmed; Gain, Sabrina Miti; Mohammad, Fatema; Khan, Tahsina Naz; et al. (BRAC Institute of Governance and Development (BIGD), 2021)
The COVID-19 pandemic brought the world to an economic stand-still, and the poor and vulnerable populations are bearing the brunt of this crisis. Power and Participation Research Centre (PPRC) and BRAC Institute of Governance and Development (BIGD) have been jointly conducting a multi-phase study since April 2020 to capture the changing impact of the COVID-19 health and economic crisis on low-income communities...

Investigating the mediating role of online learning motivation in the COVID-19 pandemic situation in Bangladesh - Rahman, Md. H Asibur; Uddin, Mohammad Shahab; Dey, Anamika (Journal of Computer Assisted Learning, 2021)
The purpose of this paper is to investigate the mediating role of online learning motivation (OLM) in the COVID-19 pandemic situation in Bangladesh by observing and comparing direct lectures (DL), instructor–learner interaction (ILI), learner–learner interaction (LLI), and internet self-efficacy (ISE) as predictors of OLM and online learning satisfaction (OLS). Data were collected from 442 undergraduate and graduate students from more than 35 universities in Bangladesh. To test the hypotheses, the PLS-SEM approach was applied using SmartPLS 3.0. The study shows a significant mediating role of OLM between the independent variables and learning satisfaction. In addition, DL, ILI, and ISE are shown to be significant predictors of student satisfaction. The findings have a number of valuable implications for education policy makers, universities, instructors, and students. Moreover, the study suggests some new research perspectives to overcome the limitations of this research and to gain precise knowledge on students' learning motivation and satisfaction regarding other online classes for different categories of students (e.g., high school and college, professional, and PhD).
Keywords: Bangladesh; COVID-19; interactions; learning motivation; learning satisfaction; online education

A Simulation of COVID-19 School Closure Impact on Student Learning in Bangladesh [Book Chapter] - Rahman, Tashmina; Sharma, Uttam (World Bank, 2021)

Exploring the summer reading effect through visual analysis of multiple datasets - Reed, Deborah K.; Aloe, Ariel M.; Park, Seohee; Reeger, Adam J. (Journal of Research in Reading, 2021)
Historically, there has been concern about students losing reading ability over extended breaks from school, commonly in the summer, but studies of this phenomenon have produced inconsistent results. We applied exploratory visual analysis of multiple datasets to examine whether students in Grades K-5 appear to lose or improve in various reading abilities over the summer and across consecutive school years. Archival data were obtained on students of different U.S. school districts who did not participate in a formal summer reading programme. Data were disaggregated by groups considered most vulnerable to summer loss: those from economically disadvantaged backgrounds and those identified with disabilities. Given the variety of measure types and scores, we centred scores on each measure's cut point for proficiency in a particular grade level to depict how students' scores deviated from the proficiency classifications before and after a summer break. Overall, students' scores relative to the benchmark appeared on average to have maintained or improved, and there was no observed accumulated decrement in reading performance across years. For anomalous instances of summer loss, we offer possible alternative explanations such as measurement artefacts and unrehearsed learning. Visual analysis of the datasets suggested that summer breaks were not associated with systematic losses of students' reading ability, even among those considered most vulnerable to the phenomenon. However, available assessments and benchmarks are not designed to measure summer learning specifically, and little is known about the kinds of literacy experiences students not in formal programmes might be having. Thus, more research on summer maturation and degeneration is warranted.
Keywords: elementary; exploratory visual analysis; reading; summer loss

Pakistan - Data Protection Overview - Rehman, Shafaq (RIAA Barker Gillette, 2021)

Pakistan - Data Protection Overview - Rehman, Shafaq (RIAA Barker Gillette, 2021)

ICT in Education and Training Policy - Republic of Kenya. (2021)

Policy on Information and Communication Technology in Education and Training | Ministry of Education - Kenya - Republic of Kenya Ministry of Education (2021)

Logros y Desafíos del Plan Ceibal - Reyes, Olga; Valdés-Rodríguez, Ofelia (2021)

Spotlight Initiative to eliminate violence against women & girls in Timor-Leste - Robinson, Alex; Kiefel-Johnson, Felix (2021)

Co-Develop: Digital Public Infrastructure for an Equitable Recovery - Rockefeller Foundation (The Rockefeller Foundation, 2021)
As we build back better from the Covid-19 pandemic, we have an unprecedented opportunity to build digital public infrastructure that promotes inclusion, human rights, and progress toward global goals. This report outlines an agenda for international cooperation on digital public infrastructure to guide future investments and expansion of this critical tool.

Financing for the EdTech Ecosystem: A Working Paper - Roddis, Suzanne; Collis, With Victoria; Steer, Liesbet; Cunningham, Madelyn Swift (2021)
Keywords: ⛔ No DOI found

Current initiatives, barriers, and opportunities for networked learning in Latin America | SpringerLink - Romero-Hall, Enilda (2021)

Levar sala de aula até sala de casa é bom negócio na Geekie - Rosa, Joao Luiz (Valor Econômico, 2021)
Isolamento social ajudou ‘edtech’ a elevar o faturamento em mais de 170% no ano passado

Independent Evaluation of the Girls’ Education Challenge Phase II - Teachers and Teaching for Marginalised Girls - Rose, Pauline; Aslam, Monazza; Downing, Phoebe (2021)

Do High-Stakes Exams Promote Consistent Educational Standards? - Rossiter, Jack; Abreh, Might Kojo; Ali, Aisha; Sandefur, Justin (Working Papers, 2021)
Each year over two million secondary-school students across English-speaking West Africa sit coordinated exams, with the explicit goal of maintaining consistent educational standards across schools and over time. We find that scores across math items drawn from different exam years—when taken by an identical group of students on the same day—closely track fluctuations in Ghana’s national pass rates over time, absent any role for cheating or changes in real performance.

Digitizing taxation and premature formalization in developing countries - Roy, Pallavi; Khan, Mushtaq H. (Development and Change, 2021)
The digitization of taxation systems can assist inclusion. However, it can also inadvertently lead to adverse outcomes for the poor in developing countries where many firms in the informal sector have low capabilities. Moreover, larger formal sector firms are often politically networked and in a position to engage in extractive informal transactions that digitization alone cannot restrict. Thus, while digitization creates tools for the enforcement of formal regulations, formalization can be unequal. This contribution focuses on digitized taxation as an application of a more general problem with digitization as a tool for formalization, referring to evidence from the rollout of the Goods and Services Tax (GST) in India. Using the analysis of political settlements, the authors distinguish between types of rule violations in developing economies. Networked higher-capability firms engage in ‘informal’ transactions when they violate rules to extract rents. This is different from the informality of unregistered micro and small enterprises in the informal sector who often violate rules they cannot adhere to, and make informal payments to enforcers to continue operating. When digital technologies are used in these contexts, adverse outcomes for welfare and inclusion can follow from ‘premature formalization’. A more cautious and inclusive path to formalization is necessary to protect vulnerable groups.

Cambodia Digital Economy and Society Policy Framework 2021–2035 - Royal Government of Cambodia (2021)

Science of Teaching - Overview: Structured Pedagogy Guides, and a Note to Education Leaders - RTI International (2021)

Digitalization in teaching and education in Malawi: Digitalization, the future of work and the teaching profession project - Saka, Tionge Weddington (2021)

'Leave no one behind' - five years into Agenda 2030: Guidelines for turning the concept into action - Samman, Emma; Roche, Jose Manuael; Sarwar, Moizza Binat; Evans, Martin (Overseas Development Institute, 2021)

Using community-based structures in education programming - Sarton, Emma; Thukral, Hetal (2021)
This Thematic Review summarises the learning around how community-based structures (CBSs) supported projects during COVID-19 school and community-based education closures. It examines the role of CBSs in supporting Girls’ Education Challenge projects to pivot successfully and identifies six characteristics of successful utilisation of CBSs. This Thematic Review is primarily aimed at projects, implementors and non-governmental organisations interested in working with CBSs to maximise project outcomes now and in the future. It is also useful for researchers and policy makers, supporting conversations about how to best work with communities and CBSs.

Pathways towards quality primary education: improving completion and learning outcomes - Sarwar, Moizza Binat; Moreno, Diego Benitez; Homonchuk, Olha; Roche, Jose Manuel; Nicolai, Susan (Overseas Development Institute, 2021)

Progress Under Threat: Refugee education one year on from the Global Refugee Forum and the impact of COVID-19 - Save the Children (2021)

Digitizing Curriculum Standards to Unlock the Potential of Open Educational Resources in a Global Context. - Savov, Ivan (UNHCR, Vodafone Foundation, Google.org, and UNESCO, 2021)

Assistive Technologies and Other Supports for People with Brain Impairment. - Scherer, M. J. (Springer Publishing Co, 2021)

A Cautionary Tale of Tutoring Hard-to-Reach Students in Kenya - Schueler, Beth E.; Rodriguez-Segura, Daniel (EdWorkingPaper, 2021)
Covid-19-induced school closures generated great interest in tutoring as a strategy to make up for lost learning time. Tutoring is backed by a rigorous body of research, but it is unclear whether it can be delivered effectively remotely. We study the effect of teacher-student phone call interventions in Kenya when schools were closed. Schools (n=105) were randomly assigned for their 3rd, 5th and 6th graders (n=8,319) to receive one of two versions of a 7-week weekly mathfocused intervention—5-minute accountability checks or 15-minute mini-tutoring sessions—or to the control group. Although calls increased student perceptions that teachers cared, accountability checks had no effect on math performance up to four months after the intervention and tutoring decreased math achievement among students who returned to their schools after reopening. This was, in part, because the relatively low-achieving students most likely to benefit from calls were least likely to return and take in-person assessments. Tutoring substituted away from more productive uses of time, at least among returning students. Neither intervention affected enrollment. Tutoring remains a valuable tool but to avoid unintended consequences, careful attention should be paid to aligning tutoring interventions with best practices and targeting interventions to those who will benefit most.

Pupil Census 2021 - Scottish Government (2021)

Forum Guide to Strategies for Education Data Collection and Reporting - SEDCR (2021)
Keywords: ⛔ No DOI found

A Framework for Creating Short Forms of Internationally Used Direct Assessments - Seiden, Jonathan (GPRL/IPA Methods & Measurement meeting, Northwestern University, Evanston, IL., 2021)

Educación en pausa - Seusan, Laura Andreea; Maradiegue, Rocío (2021)
Una generación de niños y niñas en América Latina y el Caribe está perdiendo la escolarización debido al COVID-19

Education through ICT Initiatives during the pandemic in India - Sharma, Anchal (Center for Sustainable Development, Columbia University, 2021)

The Role Played by Parents in the Abrupt Transition to Online Education During the Covid-19 Pandemic - Sharmacharya, Ratan (2021)
Keywords: ⛔ No DOI found

The effect of distance learning on learning outcomes of children with special needs in inclusive schools in the new normal - Sholikhati, Nur Indah; Prayogo, Muhaimi Mughni; Santoso, Joko (Indonesian Journal of Disability Studies, 2021)
Keywords: ⛔ No INSPIRE recid found

Emergency Response in Educational Policies during COVID-19 in Nepal: A Critical Review. - Shrestha, Sagun; Gnawali, Laxman (IAFOR Journal of Education, 2021)

English Language Teachers with Disabilities: An Exploratory Study Across Four Countries - Singal, N; Ware, H (Report submitted to the British Council., 2021)

What makes a good school? | UNICEF Lao People's Democratic Republic - Siriphongphanh, Siriphone (2021)
Lao PDR rolls out Study to understand why certain Lao schools outperform others to help identify better practices
Keywords: ⛔ No INSPIRE recid found

Laws, decrees and strategies on teachers in Lao PDR: a situation analysis - Sithirajvongsa, Sisamone (UNESCO, 2021)
Sisamone
Keywords: ⛔ No INSPIRE recid found

4 challenges of adopting blockchain in education & potential solutions - SotaTek (2021)

Here are 5 blockchain use cases in the education sector - SotaTek (2021)

Key factors in Knowledge Sharing Behavior in Virtual Communities of Practice: A Systematic Review - Soto, ROBERTO Hernández; Ortega, MÓNICA Gutiérrez; Avi, BARTOLOMÉ Rubia (Education in the Knowledge Society (EKS), 2021)
Virtual Communities of Practice (VCOP) are environments widely recognized as knowledge management instruments, and their sociocultural contrib ...

Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: Uganda - UNESCO Digital Library - Sparkes, James (UNESCO, 2021)

Speedtest Global Index – Internet Speed around the world - Speedtest (Speedtest Global Index, 2021)
Find out which countries have the fastest internet speeds in the world. View global monthly comparisons of fixed and mobile internet speeds.

SSAMS - SSAMS (2021)

Investigating risks and opportunities for children in a digital world: A rapid review of the evidence on children's internet use and outcomes - Stoilova, M.; Livingstone, S.; Khazbak, R. (UNICEF, 2021)

Sunbird - Sunbird (2021)

Use of Twitter Technology in Educational Learning - Sunday, Ajibo Anthony (The Turkish Online Journal of Educational Technology, 2021)
This paper explores the use of Twitter technology in educational learning and teaching in education system. The objectives of this study emphasizes on the contributions of Twitter to personal and educational learning experience, and its adoption for professional development in 21st century. Twitter technology was invented as a media outlet in 2006, to provide a unique kind of communication that allows only 140 numbers of characters. It is a technology that permits users to send and receive information on website, from mobile or computer-enabled internet. A Twitter requires a valid email address to sign up for an account and equally set up private profiles in line with the system command. Users share pictures, videos among other educational materials of what is happening in the world. Twitter is a social media platform that has drawn the attention of its users, especially the students and educators around the world. Secondary sources of data collection were adopted in the paper review. In spite of the short comings of Twitter technology, major findings revealed that the use of Twitter technology is becoming a common usage among students and professional development of educators across the world. Recommendations include the need for sustained campaign of the use of Twitter technology in institutions of learning across the world, especially in the developing countries, and the pedagogical adoption of Twitter for professional development of the future of education, as opposed to traditional method of teaching.
Keywords: ⛔ No DOI found

Digital training for increasing English teachers’ professionalism at junior high school - Syafryadin, Syafryadin; Wardhana, Dian Eka Chandra; Febriani, R.Bunga (Journal of Education and Learning (EduLearn), 2021)
This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution.

Syafunda Digital Library - Syafunda (Syafunda, 2021)

T4 Insights Report: World's largest teacher post-Covid-19 - T4 (2021)

Gendered Impacts of COVID-19 on Higher Education in Cambodia: Perspectives of Female Lecturers and Students - Tann, Boravin; Tuy, Sophorn (Gender and Human Rights in The Context of Covid-19 Pandemic: Findings from Four Countries, 2021)
Keywords: ⛔ No INSPIRE recid found

National Plan for Teachers’ Continuous Professional Development (4a) - Tanzania Institute of Education (Tanzania Institute of Education, 2021)

Building Resilient Education Systems: A Rapid Review of the Education in Emergencies Literature - Tarricone, Pina; Mestan, Kemran; Teo, Ian (Australian Council for Educational Research, 2021)
The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.

Flexible strategies for ensuring quality learning outcomes in education in emergencies (NEQMAP 2021 thematic review) - Tarricone, Pina; Teo, Ian; Mestan, Kemran; Sundarsagar, Kris; Killimangalam, Ashtamurthy; Abd Razak, Nordin (International Education Research, 2021)
The COVID-19 pandemic has interrupted schooling for students globally and challenged how policy-makers might respond and recover from this protracted emergency. In collaboration with NEQMAP, the GEM Centre has conducted a rapid review of policy and practice documents for 14 countries, and an online survey with policy-makers in 7 of them to identify the types of flexible learning strategies that were implemented over the course of this pandemic. An education in emergencies Policy Monitoring Framework was used both to guide the analysis of documents and survey data, and to provide the basis for reporting findings. The range of flexible learning strategies identified in this review focused on: enhancing system level processes to ensure quality learning outcomes; streamlining the curriculum; utilising a range of student assessment and monitoring approaches; improving inclusion and equity for vulnerable learner groups; and supporting school leaders and teachers using education tools and resources, professional development courses, and support networks.
Keywords: ⛔ No DOI found; ⛔ No INSPIRE recid found

Teachers' Attitudes Towards Gender Equality - Tavdgiridze, Lela; Khasaia, Ia; Sherozia, Nato; Turmanidze, Lela (13th International Conference on Education and New Learning Technologies, 2021)

The Teachers’ Research Exchange (T-REX): Connecting Teaching, Research and Practice in Initial Teacher Education - Teachers' Research Exchange (National Forum for the Enhancement of Teaching and Learning in Higher Education, 2021)

Teacher Deployment Protocol - Teaching Service Commission (2021)

Technical Report on Teacher Deployment - Teaching Service Commission (2021)