Child-directed Tablet-based Learning: Project Launch, Monitoring, and Improvement Toolkit - Imagine Worldwide (2020)

Child-directed Tablet-based Learning: Project Preparation Toolkit - Imagine Worldwide (2020)

Child-directed Tablet-based Learning: Toolkits for project design, preparation, and implementation - Imagine Worldwide (2020)

Child disciplinary practices at home: evidence from a range of low- and middle-income countries - UNICEF (2010)
The UNICEF report on Child Disciplinary Practices at Home addresses the development of a national research agenda on violence against children across settings where violence occurs.

Child education in the time of pandemic: Learning loss and dropout - Khan, Muhammad Jehangir; Ahmed, Junaid (Children and Youth Services Review, 2021)
The disruptive effects of the COVID-19 pandemic had affected the education sector at an unprecedented scale. In order to contain the spread of the virus, a large number of countries across the globe have shut their schools to handle the pandemic. However, it has adversely affected students' learning and school attendance. In this regard, we assess the impact of COVID-19 on the learning loss, school dropout, and the economic costs in term of foregone earnings for children in Pakistan. The study finds a substantial decrease in Learning Adjusted Years of Schooling (LAYS) with worsening consequences for girls than boys. Likewise, the aggregate economic cost amounts to 107 billion dollars when adjusted for human capital utilisation. Besides, our simulation results suggest that about 7.2 million children dropout due to a reduction in household expenditure by 50 percent. In comparison, the dropout is more pronounced at the primary level of schooling. The results recommend that the government design robust social protection and remote education strategies to mitigate school closure’s adverse effect on children's learning. The emphasis should be rather on the long run strategies to cope with a resilient education system of futuristic orientation. (PsycInfo Database Record (c) 2021 APA, all rights reserved)
Keywords: Adjustment; COVID-19; Education; Learning Strategies; Learning loss; Pakistan; Pandemics; School Dropout; School Dropouts; School Learning

Child labour and education: a survey of slum settlements in Dhaka - Quattri, Maria; Watkins, Kevin (Overseas Development Institute (ODI), 2016)

Child Online Safety Universal Declaration - Broadband Commission (Broadband Commission, 2019)
There are more than 2 billion children under the age of 18, with the majority living in the developing countries in Sub Saharan Africa, Asia and Latin America and the Caribbean. Many children have access to and are being impacted by the Internet. They may also be exploited by its use in unthinkable ways, and … Child Online Safety Declaration Read More »

Child Safety Online: Global challenges and strategies - UNICEF (Innocenti Publications, 2011)
The Internet, mobile phones and other electronic media provide children and young people with levels of access to information, culture, communication and entertainment impossible to imagine just 20 years ago. With many of their extraordinary benefits

Childhood Cost Calculator (C3): User Guide. A costing tool for education and early childhood development - The Brookings Institution (Center for Universal Education at The Brookings Institution, 2023)

Children and parents: media use and attitudes report 2019 - Ofcom (2019)
Keywords: ⛔ No DOI found

Children in the digital environment: Revised typology of risks - OECD (OECD, 2021)
The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives.

Children out of school, primary - Latin America & Caribbean | Data - World Bank (2020)

Children’s and adolescents’ digital access in Chile: the role of digital access modalities in digital uses and skills - Cabello, Patricio; Claro, Magdalena; Rojas, Rodrigo; Trucco, Daniela (Journal of Children and Media, 2021)
This article analyses the modes of physical access that facilitate participation in digital opportunities and the development of digital skills in children and adolescents (9 to 17 years old). We analysed the data obtained from the Kids Online survey in Chile. A latent class analysis (LCA) was conducted to identify groups based on access points and devices of use; access modalities were then composed crossing these variables. Four access modalities were found: cellphone-home; cellphone-ubiquitous; multi-device-home; multi-device-ubiquitous. Multiple logistic regression analysis showed that ubiquitous modalities (multi-device and cellphone varieties) predicted digital use and skills among young Chileans, while the more static modalities (cellphone and home and multi-device and home) did not. These results are critical to addressing what can be deﬁned as “enabling access” among young Internet users in the context of digital inclusion policies.

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

Children's rights: a second chance. - Lansdown, Gerison (International Save the Children Alliance, 2001)

Chile - UNESCO (2016)
...

China bans for-profit school tutoring in sweeping overhaul - Bloomberg news (Bloomberg News, 2021)

China: testing a decade of online education preparation - Liangdi, Xu; Groenewegen-Lau, Jeroen (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Chinese education authorities to broadcast lessons on television - CGTN (2020)

Christensen updates disruption theory - Denning, Stephen (Strategy & Leadership, 2016)

CIRCL Primer: Design-Based Implementation Research. In CIRCL Primer Series. - Martin, W; Fishman, Barry; Cheng, Britte; Penuel, William (2019)

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

Civil society and right to information: a perspective on India’s experience - Sharma, P (Eldis, 2004)
Keywords: ⛔ No DOI found

Classification of Fragile and Conflict-Affected Situations - World Bank (2020)

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

Classroom Cybernetics: an Approach for Effective and Efficient Classroom Teaching - Grover, Vijay (International Journal of Research in Advent Technology, 2016)
Cybernetics is not a new invention but its potential for application has not exhausted even after nearly seventy years of its origin. It started with idea of automation and control in the electrical and mechanical systems, but later on extended to biological, social systems and learning systems. Present paper is about application of cybernetics in education systems and discussion has been limited to only classroom situation. Cybernetics means ‘to steer’, ‘to navigate’ or ‘to govern’ for taking the system to desired goal. Here in classroom teaching-learning process is a system and the goal is success of the learner and learning process. Classroom cybernetics is constituted by Constructivism, Conversation theory and a feedback system. Constructivism resulted in five E’s namely- Engage, Explore, Explain, Elaborate and Evaluate. Conversation theory necessitatesinteraction between teacher and learner which passes through three levels of language namely-natural language, subject language and meat language. Feedback is another essential element of cybernetics which is an instrument for controlling the system to maintain equilibrium, move forward or even reverse it. Problem with the conversation theory is that it is applicable only for one to one correspondence between teacher and learner, thus can’t directly help in classroom situation. To make it applicable for classroom situation Ashby’s Law of requisite Variety has been applied which necessitates that teacher need to be hugely better equipped than the learners and should be skilled enough to visualize the learners’ state of mind. Thus effective use of constructivism, conversation theory, feedback loop and Ashby’s law of requisite varieties makes comprehensive Classroom Cybernetics.
Keywords: ⛔ No DOI found

Classroom dialogue and digital technologies: A scoping review - Major, L.; Warwick, P.; Rasmussen, I.; Ludvigsen, S.; Cook, V. (Education and Information Technologies, 2018)
This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.
Keywords: Classroom dialogue; Collaboration; Digital technology; Edtech; Talk; _THEME: Teacher Professional Development

Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models - Kihoza, Patrick; Zlotnikova, Irina; Bada, Joseph; Kalegele, Khamisi (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2016)
With the education systems demand of contemporary technologies, teacher trainees should be imparted with competencies and skills to integrate information and communication technology (ICT) into their future teaching and learning practices. This study assessed classroom ICTs integration opportunities and the challenges in relation to Technological Pedagogical and Content Knowledge (TPACK) and SAMR (Substitute, Augmentation, Modification, and Redefinition) models. The case study involved tutors and teacher trainees (N=206) from teacher training colleges. Results indicated that, majority of respondents have low pedagogical ICT competencies. However, tutors exhibited good knowledge level in all TPACK and SAMR constructs that we assessed, teacher trainees’ revealed poor skills and inefficient support on the use of basic ICTs (hardware, software, and associated peripherals). The impacts of TPACK and SAMR models characteristics related to the technology use planning and redesign of learning tasks was evident. Most of the challenges identified were associated to the lack of infrastructures, readiness to change and lack of competencies on pedagogical ICTs applications. Among others, we recommend the government to work on a harmonized ICT in education integration framework; that consider the existing opportunities and challenges facing Tanzania teacher training systems. Further work should focus on carrying out an experimental research design to unlock the existing ICT use realities.
Keywords: ⛔ No DOI found

Classroom social climate, self-determined motivation, willingness to communicate, and achievement: A study of structural relationships in instructed second language settings - Joe, Hye-Kyoung; Hiver, Phil; Al-Hoorie, Ali H. (Learning and Individual Differences, 2017)

ClassRoute: An English to Punjabi Educational Video Translation Pipeline for Supporting Punjabi Mother-Tongue Education - Shaghaghi, Navid; Ghosh, Smita; Kapoor, Raghav (2021 IEEE Global Humanitarian Technology Conference (GHTC), 2021)
Information Communication Technology (ICT) permeates almost every aspect of our daily lives and has become one of the most important priorities for formal and informal education. However, many people particularly those in least developed countries, are unable to reap the benefits due to lack of access to ICT but also due to lack of access to quality educational material. Additionally, in Punjab India, due to a shortage of resources and lack of infrastructure, the education system suffers from massive gaps including high student to teacher ratios, shortage of qualified teachers, and poor teacher training programs. This all has also been further exacerbated due to the COVID19 Pandemic as schools shut down globally and all teaching/learning activities moved online where possible or were canceled otherwise. In an effort to help relieve some of the burden on the Punjabi education system, and motivated by the proven efficiency of mother-tongue based education as well as the importance of visual-based learning, this paper introduces a pipeline for translating English educational videos into Punjabi equivalents which seeks to go beyond simple translation and in future iterations take into consideration the cultural needs of the learners in order to better connect them with the topics being taught. This pipeline is among a series of under construction pipelines aimed at translating English educational videos into other languages, dubbed as ClassRoute.
Keywords: Bridging the Digital Divide; Education; Education Technology (EdTech); Humanitarian Information Communications Technology (ICT); Language Translation; Natural Language Processing (NLP); Pandemics; Pipelines; Quality Education; Semantics; Tongue; Tools; Training

Close to Home: Evidence on the Impact of Community-Based Girl Groups - Temin, Miriam; Heck, Craig J. (Global Health: Science and Practice, 2020)
Purpose:Community-based programming to promote gender equity, often delivered through community-based girl groups (CBGGs, sometimes called “safe spaces”), is increasing. However, evidence is weak on how CBGGs are implemented and their effect on adolescent girls’ health and well-being. We conducted a comprehensive literature review to identify relevant CBGG programs. Methods:The review included programs with impact evaluations that used experimental or quasi-experimental design, data from 2 time points, control/comparison groups, and quantitative program effects and P values. Results:We analyzed evaluations of 30 programs (14 randomized controlled trials, 16 quasi-experimental). Although program designs varied, most programs targeted unmarried girls aged 13 to 18 years who were both in school and not in school, and who met weekly in groups of 15 to 25 girls. Nearly all programs used multisectoral approaches focusing on life skills and often economic and financial content, such as financial literacy and microsavings. Complementary activities with community members, boys, and health services were common. Across programs, evaluations reported statistically significant effects (P<.05) the majority (>50%) of times they measured outcomes related to gender and health attitudes and knowledge, education, psychosocial well-being, and economic and financial outcomes. Measures of outcomes related to girls’ health behaviors and health status had majority null findings. Conclusions:CBGG program evaluations found positive effects on girl-level outcomes that are independent of external factors, like gender norm attitudes, and suboptimal performance on health behavior and health status, which rely on other people and systems. This delivery model has promise for building girls’ assets. Complementary actions to engage girls’ social environments and structures are needed to change behaviors and health status.

Closing the Digital Divide: Update From the Early Childhood Longitudinal Study - Judge, Sharon; Puckett, Kathleen; Bell, Sherry Mee (The Journal of Educational Research, 2006)
The authors examined the progress made toward equitable technology access and use over children's first 4 years of school. The sample consisted of 8,283 public school children who attended kindergarten, 1st, and 3rd grades. In 3rd grade, high-poverty schools had significantly more computers for instruction and a smaller ratio of children to computers than did low-poverty schools. Over the first 4 years of school, however, children attending low-poverty schools had significantly more access to home computers than did those attending high-poverty schools. Children's use of computers during 3rd grade differed by school-poverty status. Results indicate that access to, and use of, a home computer, the presence of a computer area in classrooms, frequent use of the Internet, proficiency in computer use, and low-poverty school status were correlated positively with academic achievement. In contrast, frequent use of software for reading was correlated negatively with reading achievement.
Keywords: Early Childhood Longitudinal Study; computer access in high- and low-poverty schools; first- and third-grade children; kindergarten

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

Cloud computing architecture for eLearning in secondary schools - Mwakisole, Kennedy; Kissaka, Mussa; Mtebe, Joel (The African Journal of Information Systems, 2019)
In recent years, schools have been investing heavily on information and communications technology (ICT) infrastructure to implement eLearning systems to enhance the quality of education in secondary schools in Tanzania. The majority of these systems are implemented using a traditional web-based eLearning approach on school premises which is costly and limits usage due to lack of scalability and flexibility. Consequently, many schools have started adopting cloud computing as a solution. However, this adaption depends on well-defined cloud eLearning architecture. This study proposed cloud architecture for implementing an eLearning system in secondary schools in Tanzania by adopting various layers proposed in previous studies. The effectiveness of this proposal was evaluated by comparing its performance with a similar traditional web-based eLearning system using the Moodle benchmark tool and Apache Jmeter. The study found that eLearning systems implemented in the cloud-based infrastructure had better performance metrics than web-based eLearning systems on school premises.
Keywords: ⛔ No DOI found

Cluster Randomized Trial of a Large-Scale Education Initiative in the Democratic Republic of Congo: Pilot Year Impacts on Teacher Development. - Wolf, Sharon; Aber, John Lawrence; Torrente, Catalina; Rasheed, Damira; McCoy, Marissa (SREE Spring 2014 Conference, 2014)
Keywords: ⛔ No DOI found

Co-creation of OER by teachers and teacher educators in Colombia - Sáenz Rodríguez, María del Pilar; Pino, Ulises Hernandez; Hernández, Yoli Marcela (Adoption and impact of OER in the Global South, 2017)
This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.
Keywords: __:import:02; __:match:final; __:matched; __:study_id:3123702; __finaldtb; auto_merged

Co-creation of OER by teachers and teacher educators in Colombia - Sáenz Rodríguez, María del Pilar; Pino, Ulises Hernandez; Hernández, Yoli Marcela (Adoption and impact of OER in the Global South, 2017)
This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.
Keywords: __:import:02; __:match:final; __:matched; __:study_id:3123702; __finaldtb

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.

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, JPT; Green, S (John Wiley & Sons, Ltd, 2008)

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, JPT; Thomas, J; Chandler, J; Cumpston, M; Li, T; Paige, M. J; Welch, V. A (Cochrane, 2020)

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, Julian P. T.; Green, Sally (John Wiley & Sons, 2011)
Healthcare providers, consumers, researchers and policy makers are inundated with unmanageable amounts of information, including evidence from healthcare research. It has become impossible for all to have the time and resources to find, appraise and interpret this evidence and incorporate it into healthcare decisions. Cochrane Reviews respond to this challenge by identifying, appraising and synthesizing research-based evidence and presenting it in a standardized format, published in The Cochrane Library (www.thecochranelibrary.com). The Cochrane Handbook for Systematic Reviews of Interventions contains methodological guidance for the preparation and maintenance of Cochrane intervention reviews. Written in a clear and accessible format, it is the essential manual for all those preparing, maintaining and reading Cochrane reviews. Many of the principles and methods described here are appropriate for systematic reviews applied to other types of research and to systematic reviews of interventions undertaken by others. It is hoped therefore that this book will be invaluable to all those who want to understand the role of systematic reviews, critically appraise published reviews or perform reviews themselves. This title is also available as a mobile App from MedHand Mobile Libraries. Buy it now from Google Play or the MedHand Store.
Keywords: Medical / General

Cognitive and socioemotional caregiving in developing countries - Bornstein, Marc H.; Putnick, Diane L. (Child Development, 2012)
Enriching caregiving practices foster the course and outcome of child development. We studied two developmentally significant domains of positive caregiving -- cognitive and socioemotional -- in more than 127,000 families with under-5 year children from 28 developing countries. Mothers varied widely in cognitive and socioemotional caregiving and engaged in more socioemotional than cognitive activities. More than half of mothers played with their children and took them outside, but only a third or fewer read books and told stories to their children. The GDP of countries related to caregiving after controlling for life expectancy and education. The majority of mothers report that they do not leave their under-5s alone. Policy and intervention recommendations are elaborated.

Cognitive psychology - Colman, Andrew M. (A Dictionary of Psychology, 2009)
The branch of psychology concerned with all forms of cognition, including attention, perception, learning (1,

Coherence and the positioning of teachers in professional development programs. A systematic review - Lindvall, Jannika; Ryve, Andreas (Educational Research Review, 2019)
Keywords: Important; Read

Coherence and the positioning of teachers in professional development programs. A systematic review - Lindvall, Jannika; Ryve, Andreas (Educational Research Review, 2019)
Keywords: Important; Read

Coherence and the positioning of teachers in professional development programs. A systematic review - Lindvall, Jannika; Ryve, Andreas (Educational Research Review, 2019)
Keywords: Important; Read

Cohort 3 Digital Skills Training Completion | Digital Malawi - Ntha Foundation (Ntha Foundation, 2022)
The evaluation and assessment process of the first phase of the Digital skills training is taking place at the Kwathu Innovation and Creative Centre hub this week.

Cohort profile: the Young Lives study - Barnett, Inka; Ariana, Proochista; Petrou, Stavros; Penny, Mary E; Duc, Le Thuc; Galab, S; Woldehanna, Tassew; Escobal, Javier A; Plugge, Emma; Boyden, Jo (International Journal of Epidemiology, 2013)

COL in the Commonwealth: Sierra Leone - Commonwealth of Learning (2020)

Colandr Community - Colandr (Colandr Community, 2021)
Colandr is powered by machine learning and natural language processing approaches that drive smart-sorting of citations and predictive document classification

Collaboration and self-regulation in teachers’ professional development - Butler, Deborah L; Lauscher, Helen Novak; Jarvis-Selinger, Sandra; Beckingham, Beverly (Teaching and Teacher Education, 2004)

Collaboration to Realise Kenya’s National Learning Goals through EdTech - Otieno, Jennifer; Omuthe, Ronald; Ampofo, Rudolph (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Collaborative design as a form of professional development - Voogt, Joke; Laferriere, Therese; Breuleux, Alain; Itow, Rebecca C.; Hickey, Daniel T.; McKenney, Susan (Instructional science, 2015)

Collaborative inquiry as a professional learning structure for educators: a scoping review - DeLuca, Christopher; Shulha, Jason; Luhanga, Ulemu; Shulha, Lyn M.; Christou, Theodore M.; Klinger, Don A. (Professional Development in Education, 2015)

Collaborative learning - Education Endowment Foundation (2018)
Toolkit Strand: Collaborative learning, Moderate impact for very low cost, based on extensive evidence.

Collboard: Fostering new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards - Alvarez, Claudio; Salavati, Sadaf; Nussbaum, Miguel; Milrad, Marcelo (Computers & Education, 2013)
Education systems worldwide must strive to support the teaching of a set of New Media Literacies (NMLs). These literacies respond to the need for educating human capital within participatory cultures in a highly technologized world. In this paper, we present Collboard, a constructivist problem solving activity for fostering the development of speciﬁc NMLs in classrooms: collective intelligence, distributed cognition and transmedia navigation. Collboard encompasses successive individual and collaborative work phases that prompt active student participation and engagement. It integrates digitally augmented appliances, namely, digital pens as a means to support individual work, and interactive whiteboards as a collaborative knowledge construction space. We report on the conceptual design of Collboard, its different technological and software components, as well as our ﬁndings from experiences we conducted in a Swedish school with 12 students from a 7th grade maths class. Findings from the experience provide an indication that Collboard can be well integrated in classroom teaching, and that it can foster the development of collective intelligence, distributed cognition and transmedia navigation in different knowledge domains.

Collective action and the deployment of teachers in Niger - Cummings, Clare; Noura, Idi Mahamadou Mamane (2016)

Collective action and the deployment of teachers in Niger: a political economy analysis - Cummings, Clare (2016)
This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution.
Keywords: C:Niger

Combatting the impact of COVID-19 school closures in Bangladesh - Rahman, Tashmina; Ahmed, Ramim (2021)

Combining school-catchment area models with geostatistical models for analysing school survey data from low-resource settings: Inferential benefits and limitations - Macharia, Peter M.; Ray, Nicolas; Gitonga, Caroline W.; Snow, Robert W.; Giorgi, Emanuele (Spatial Statistics, 2022)
School-based sampling has been used to inform targeted responses for malaria and neglected tropical diseases. Standard geostatistical methods for mapping disease prevalence use the school location to model spatial correlation, which is questionable since exposure to the disease is more likely to occur in the residential location. In this paper, we propose to overcome the limitations of standard geostatistical methods by introducing a modelling framework that accounts for the uncertainty in the location of the residence of the students. By using cost distance and cost allocation models to define spatial accessibility and in absence of any information on the travel mode of students to school, we consider three school catchment area models that assume walking only, walking and bicycling and, walking and motorized transport. We illustrate the use of this approach using two case studies of malaria in Kenya and compare it with the standard approach that uses the school locations to build geostatistical models. We argue that the proposed modelling framework presents several inferential benefits, such as the ability to combine data from multiple surveys some of which may also record the residence location, and to deal with ecological bias when estimating the effects of malaria risk factors. However, our results show that invalid assumptions on the modes of travel to school can worsen the predictive performance of geostatistical models. Future research in this area should focus on collecting information on the modes of transportation to school which can then be used to better parametrize the catchment area models.
Keywords: Catchment area models; Disease mapping; Missing locations; Model-based geostatistics; Prevalence; School survey

Coming to terms: A discussion of John Ogbu’s cultural-ecological theory of minority academic achievement - Michael Foster, Kevin (Intercultural education, 2004)

Comments on Greenhow, Robelia, and Hughes: expanding the New Literacies conversation - Leu, Donald J.; O’Byrne, W. Ian; Zawilinski, Lisa; McVerry, J. Greg; Everett-Cacopardo, Heidi (Educational Researcher, 2009)
Using a popularized notion such as Web 2.0 limits research efforts by employing a binary construct, one initially prompted by commercial concerns. Instead, the authors of this article, commenting on Greenhow, Robelia, and Hughes (2009), suggest that continuous, not dichotomous, change in the technologies of literacy and learning defines the Internet. They argue that a dual-level theory of New Literacies is a productive way to conceptualize this continuous change, especially for education. They describe uppercase (New Literacies) and lowercase (new literacies) theories, using the new literacies of online reading comprehension to illustrate the process. They suggest this approach is likely to lead to greater equity, understanding, and acceptance of continuously new technologies within educational systems.
Keywords: literacy; new literacies; online reading comprehension; technology

Commission Chair Gordon Brown’s keynote at the Education Disrupted, Education Reimagined WISE Summit - Education Commission (Education Commission, 2020)
It’s a real pleasure to speak to the WISE conference – to thank the Salzburg Global Seminar and WISE, particularly Sheikha Moza for organizing this, and to say that I thought that the initial remarks that we had from Asmaa and from Stavros were inspirational...

Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects - CCSSO; NGA (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)

Commonalities and specificities of authentic leadership in Ghana and New Zealand - Owusu-Bempah, Justice; Addison, Ramzi; Fairweather, John (Educational Management Administration & Leadership, 2014)

Communicating with children: principles and practices to nurture, inspire, excite, educate and heal - Kolucki, Barbara; Lemish, Dafna (UNICEF, 2011)

Communications for Development - Fink, Günther; Karlan, Dean; Udry, Christopher; Osei, Robert (Harvard Dataverse, 2019)
In 2012, Ghana Health Services (GHS), with funding from the United Nations Children’s Fund (UNICEF), launched a Communication for Development (C4D)...
Keywords: Health and Life Sciences; Medicine; Social Sciences

Community-Based Teacher Training: Transformation of Sustainable Teacher Empowerment Strategy in Indonesia - Mardapi, Djemari; Herawan, Tutut (Journal of Teacher Education for Sustainability, 2019)
Teacher empowerment is a central issue in relation to the efforts to improve the quality of education. However, teacher empowerment will remain an abstract idea if its implementation is not supported by an appropriate strategy. The demands for a quality education will be unreciprocated if teachers do not have the opportunity to empower themselves. This research aims to investigate the teacher empowerment strategy in Indonesia, which has been conducted by employing a community-based teacher training program. This study has highlighted several research questions: What is meant by community-based training program? Why is the training program needed? Who is the target of the training program? What model has been used to implement the training? What are the results of the training that has been executed? This research was conducted from November 2018 to January 2019. The research data were collected by means of documentation studies and interviews. The data analysis was carried out quantitatively and qualitatively, where the quantitative analysis was processed based on the document study data, meanwhile the qualitative analysis was performed based on the interview data. The research results showed that community-based teacher training was transformation of teacher development strategy as a follow-up on teachers’ competency test in Indonesia. The community-based teacher training succeeded in increasing the professionalism of teachers in Indonesia, particularly in terms of implementing their pedagogical and professional competencies. The training is also successful in motivating the teachers to engage themselves in continuous learning efforts through building strong teachers’ network and working collaboratively with colleagues. Quantitatively, training was proven to increase the average of teacher competency by 23.97 (on a scale of 100). The research results are expected to provide information about the best practice in teacher coaching that is conducted massively in a national scope based on the local community so that a lifelong learning culture for teachers is established to support the development of sustainable education.

Community Development through Open Learning and Distance Education - Mehmood, Tahir; Hussain Ch, Abid; Saeed, Amna (Bulletin of Education and Research, 2016)
The global need for community development is greater now in the early 21st century than ever before. According to UNESCO, half of the world's 195 countries will have to expand their stock of educationist significantly, some by tens of thousands, if the goal development targets are desired to achieve. Socioeconomic inequities, political instability, demographic changes and crises such as the HIV/AIDs epidemic have engendered huge shortfalls in teacher supply and low teacher quality in many developing countries. Education serves as back bone in development process. Open learning and distance education programs are serving as pivotal part of development process. It is now clear that "bricks and mortar" approaches to expanding teacher education may not be adequate if the current and projected shortfalls in teacher supply and low teacher quality are to be properly addressed. The study is designed to measure the perceptions of teaching learning community about community development with special reference to open and distance learning. It was descriptive study which targeted teachers, students, community members and experts. Data analysis was carried out by using statistical techniques served by SPSS. Findings reflected that audience perceives open and distance learning as change agent and as development tool. It is noticed that target audience has driven prominent performance by using facility of open and distance learning.
Keywords: Access to Education; Change Agents; Community Development; Developing Nations; Distance Education; Economic Development; Educational Change; Educational Quality; Foreign Countries; Gender Differences; Nongovernmental Organizations; Open Educational Resources; Social Differences; Specialists; Student Attitudes; Teacher Attitudes; Teacher Shortage; ⛔ No DOI found

Community Engagement in Education Programs - Jessee, Cassandra (2011)
Keywords: ⛔ No DOI found

Community Help for Inclusive Learning and Development (CHILD): A Study of How Mobile Phones Were Used to Recruit and Equip Community Volunteers to Support Children’s Learning During Covid-19 School Closures in Zimbabwe - Power, Tom; Buckler, Alison; Ebubedike, Margaret; Tengenesha, Martha; Jama, Mbuso; Ndlovu, America; Mukoyi, Jane; Ndou, Mashudu; Mubaira, Simbarashe (EdTech Hub, 2021)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Community Involvement and Teacher Attendance in Basic Schools: The Case of East Mamprusi District in Ghana - Donkor, Anthony Kudjo; Waek, Biliman Izal (International Journal of Education and Practice, 2018)

Community of practice (Wikipedia, 2020)
A community of practice (CoP) is a group of people who share a craft or a profession. The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning (Lave & Wenger 1991). Wenger then significantly expanded on the concept in his 1998 book Communities of Practice (Wenger 1998). A CoP can evolve naturally because of the members' common interest in a particular domain or area, or it can be created deliberately with the goal of gaining knowledge related to a specific field. It is through the process of sharing information and experiences with the group that members learn from each other, and have an opportunity to develop personally and professionally (Lave & Wenger 1991). CoPs can exist in physical settings, for example, a lunch room at work, a field setting, a factory floor, or elsewhere in the environment, but members of CoPs do not have to be co-located. They form a "virtual community of practice" (VCoP) (Dubé, Bourhis & Jacob 2005) when they collaborate online, such as within discussion boards and newsgroups, or a "mobile community of practice" (MCoP) (Kietzmann et al. 2013) when members communicate with one another via mobile phones and participate in community work on the go. Communities of practice are not new phenomena: this type of learning has existed for as long as people have been learning and sharing their experiences through storytelling. The idea is rooted in American pragmatism, especially C. S. Peirce's concept of the "community of inquiry" (Shields 2003), but also John Dewey's principle of learning through occupation (Wallace 2007).

Community outreach projects as a sustainable way of introducing information technology in developing countries - Zlotnikova, Irina; van der Weide, Theo (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2015)
The paper describes an approach to the sustainable introduction of IT in developing countries based on international collaboration between students taking the form of a knowledge bridge. The authors consider the challenges for introducing information technologies in developing countries; one of these is lack of reading materials ultimately leading to lack of reading skills in pupils and poor overall performance. A theoretical framework for the sustainable introduction of IT is proposed. It comprises the following components: (1) the model of a knowledge bridge, (2) the managerial model of the interactions between key stakeholders, and (3) the model of impact of a Community Outreach Project (COP) on target schools. The proposed models have been mapped to the widely adopted DPSIR framework used in sustainable development studies. As a case study, the authors discuss the E-readers Project run in two primary schools in Northern Tanzania. The paper also demonstrates how interaction and collaboration between Tanzanian and Dutch students was organized during preparatory stage and project implementation. The paper concludes with general recommendations on how to run a sustainable IT-based COP. These recommendations have been drawn from the analysis of the COP experience in the developing country, namely Tanzania.
Keywords: ⛔ No DOI found

Community Participation in School Management in Developing Countries - Nishimura, Mikiko (Oxford Research Encyclopedia of Education, 2017)
Community participation in school management has great potentials for removing mistrust and distance between people and schools by nurturing transparency of information and a culture of mutual respect and by jointly pursuing improvement of school by sharing vision, process, and results. Individual and organizational behavioral changes are critical to increase the level of participation. In countries where the administrative structures are weak, the bottom-up approach to expanding educational opportunity and quality learning may be the only option.Nevertheless, when community participation is implemented with a top-down manner without wider consultation on its aims, processes, and expected results, the consequences are likely to be conflicts between actors, a strong sense of overwhelming obligation, fatigue, inertia, and disparity in the degree and results of community participation between communities. Political aspects of school management and socio-cultural difference among the population require caution, as they are likely to induce partial participation or nonparticipation of the community at large. Community participation in school management will result in a long-term impact only if it involves a wide range of actors who can discuss and practice the possibilities of revisiting the definition of community and the way it should be.

Community-supported models for girls’ education in diverse contexts in Pakistan: Key issues for policy and practice - Razzaq, Jamila (Brookings, 2015)
Jamila Razzaq explores three models of community-supported education—in a state of fragility, in a socially conservative area experiencing resistance to girls’ education, and in an urban slum area—to explain the diverse reality of girls' education in Pakistan. She presents a set of recommendations to the government to establish complementary frameworks for promoting girls’ education and recommends a process framework to NGOs that is suitable for establishing flexible and responsive education service models.

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

Comparative Analysis of Personal Data Protection Bill 2020 with Laws and Bills in the EU, UK, India, and Malaysia - Shahani, Shumaila Hussain (2020)
Overview of the Comparative Analysis  By Shumaila Hussain Shahani The draft Personal Data Protection Bill, 2020 was made available by the Ministry of Information Technology and Telecommunication (MoITT) on its website on April 9, 2020. This analysis compares the draft Personal Data Protection Bill 2020 to the General Data Protection Regulation (GDPR) (from which the …

Comparative Cost-Effectiveness Analysis to Inform Policy in Developing Countries: A General Framework with Applications for Education - Dhaliwal, Iqbal; Duflo, Esther; Glennerster, Rachel; Tulloch, Caitlin (Education policy in developing countries, 2013)

Comparative Judgement as a Promising Alternative to Score Competences - Lesterhuis, Marije; Verhavert, San; Coertjens, Liesje; Donche, Vincent; Maeyer, Sven De (Innovative Practices for Higher Education Assessment and Measurement, 2017)
To adequately assess students' competences, students are asked to provide proof of a performance. Ideally, open and real-life tasks are used for such performance assessment. However, to augment the reliability of the scores resulting from performance assessment, assessments are mostly standardised....

Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania - Vavrus, Frances; Bartlett, Lesley (Comparative Education Review, 2012)
This article examines how epistemological differences regarding knowledge production and material differences in the conditions of teaching influence teachers’ and teacher educators’ understandings of learner-centered pedagogy. Emerging from a 5-year collaboration between teams of US and Tanzanian teacher educators, the research focuses on six Tanzanian secondary schools whose teachers participated in a workshop on learner-centered pedagogy and pedagogical content knowledge. We find that teachers’ views of knowledge production are profoundly shaped by the cultural, economic, and social contexts in which they teach. We conclude not only that teachers’ working conditions are important contextual factors in comparative studies of schooling but that the conditions themselves need to be conceptualized more fully in theories of knowledge production and global/local reforms of teacher education.

Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD - Hu, Xiaoyi; Lee, Gabrielle T.; Tsai, Yu-Ting; Yang, Yang; Cai, Su (Journal of Autism and Developmental Disorders, 2020)
This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning.

Comparing student performance in blended and traditional courses: Does prior academic achievement matter? - Asarta, Carlos J.; Schmidt, James R. (The Internet and Higher Education, 2017)
The performance of students in blended and traditional versions of a collegiate course is compared within the context of students' prior academic achievement. The blended version of the course used flipped and flexible instructional modes, in which only online lectures were available, class periods were used for complementary learning activities, and there was no punitive attendance policy. Significant differences in student performance between the blended and traditional versions were found within two of three zones of grade point averages. At low grade point averages, performance was higher in the traditional version of the course. At high grade point averages, performance was higher in the blended version. No significant difference was detected in the middle zone of grade point averages. Predictive models of student performance were also prepared for the two versions of the course. Partial effects from measures of prior academic achievement upon performance in the blended version were significantly different from partial effects provided by the same measures in the traditional version of the course.
Keywords: Achievement; Blended course; Performance differences; Traditional course; Zones

Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement - Zimmerman, Barry J.; Kitsantas, Anastasia (Contemporary Educational Psychology, 2014)
Using a multi-source, multi-measure research design involving 507 high school students and their teachers, we compared prediction of these students’ academic achievement by a composite of students’ and teachers’ measures of students’ self-regulation (SR) with a composite of students’ and teachers’ measures of students’ self-discipline (SD). Hierarchical regression analyses revealed that the SR composite was more predictive of students’ grade point average and performance on a state-wide achievement test than the SD composite. Confirmatory factor analyses showed that, although SD and SR latent factors correlated significantly, a two-factor solution provided an acceptable fit for the results. Structural Equation Modeling analyses indicated that the SR latent factor predicted both measures of students’ achievement significantly, but the SD factor did not predict either achievement measure significantly. No significant gender differences were found with students’ SD, SR, or achievement measures. These results suggest a path for integrating two relatively separate streams in self-regulation research on the basis of a well-established distinction between learning and performance processes.
Keywords: Academic achievement; Self-discipline; Self-regulation

Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping - Lin, C.-P.; Wong, L.-H.; Shao, Y.-J. (Journal of Computer Assisted Learning, 2012)

Comparison of Fixed-Item and Response-Sensitive Versions of an Online Tutorial - Grant, Lyle K.; Courtoreille, Marni (The Psychological Record, 2007)

Compás Millennial: La generación Y en la era de la integración 4.0 - Basco, Ana Inés; Carballo, Marita; Pernas, Mariana; Alzualde, Paula; Codoni, Soledad; Conte Grand, Ramiro; Wulff, Alejandra; Basco, Ana Inés; Carballo, Marita (Inter-American Development Bank, 2017)

Compendium of Social Protection Research in Bangladesh - Government of Bangladesh (The General Economics Division (GED), Bangladesh Planning Commission, 2020)

Complement or Substitute? The Effect of Technology on Student Achievement in India - Linden, Leigh (Working Paper, 2008)
Abstract: Using a pair of randomized evaluations, I evaluate a computer assisted learning program designed to reinforce students understanding of material presented in class. The program was implemented in both an in-school and out-of-school model allowing me to assess different strategies for integrating the technology into the existing schools. The effect of the program critically depends on the method of implementation. The program was a poor substitute for the teacher delivered curriculum and as a result, the in-school model caused students to learn significantly less than they otherwise would have learned (-0.57 standard deviations). When implemented as a complement to the normal program in the out-of-school model, however, the program generated average gains of 0.28 standard deviations reflecting small positive (but statistically insignificant) gains by most students and large positive gains by the weakest and older students in the class (from 0.4 to 0.69 standard deviations). The results emphasize the importance of understanding how new technologies and teaching methods both interact with existing resources and differentially affect students with different needs and abilities.
Keywords: ⛔ No DOI found

Complementary Education Programme (CEP) and the Opportunity to Learn In the Northern Region of Ghana - Arkorful, Kingsley K D (University of Sussex, 2013)

Complete the school census. Census dates. Guidance - UK Government (2022)
Find out when the school census will open for each term and what to do in unusual circumstances.

Complexity and Considerations in Delivering Adaptive Learning Digital Services - Proctor, Jamie (EdTech Hub, 2019)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Complexity and systems thinking - Merali, Yasmin; Allen, P. (2011)
Once the whole is divided, the parts need names. There are already enough names. One must know when to stop. Knowing when to stop averts trouble. Tao in the world is like a river flowing home to the sea. Lau Tsu, Tao Te Ching.

Complexity as a theory of education - Davis, Brent; Sumara, Dennis (TCI (Transnational Curriculum Inquiry), 2008)
Keywords: ⛔ No DOI found

Complexity leadership theory:: a framework for leading in Australian early childhood education settings - Gibbs, Leanne; Press, Frances; Wong, Sandie (Leadership in Early Education in Times of Change, 2019)
This conceptual and theoretical chapter focuses upon the challenges and opportunities of leading in Australian early childhood education (ECE). Leading and leadership in ECE is enacted within a complex landscape comprising complicated legislation, a volatile workforce, comprehensive standards of practice and a diversity of children and families. In that context, the chapter highlights the perceptions that reinforce the challenges of leading in ECE and goes on to discuss an alternative theoretical framework; -complexity leadership theory and complex adaptive systems theory. This framework is proposed as a way of thinking about the emergence of leadership in an environment where educators can

Complexity theory and the philosophy of education - Mason, Mark (Wiley-Blackwell, 2008)

Complicated and complex systems: what would successful reform of Medicare look like? - Glouberman, Sholom; Zimmerman, Brenda (Romanow Papers, 2002)
Keywords: ⛔ No DOI found

Compounded Disadvantage: Race, Incarceration, and Wage Growth - Lyons, Christopher J.; Pettit, Becky (Social Problems, 2011)
Spending time in prison has become an increasingly common life event for low-skill minority men in the United States. The Bureau of Justice Statistics now estimates that one in three black men can expect to spend time in prison during his lifetime. A growing body of work implicates the prison system in contemporary accounts of racial inequality across a host of social, health, economic, and political domains. However, comparatively little work has examined the impact of the massive increase in the prison system—and growing inequality in exposure to the prison system—on racial inequality over the life course. Using a unique data set drawn from state administrative records, this project examines how spending time in prison affects wage trajectories for a cohort of men over a 14-year period. Multilevel growth curve models show no evidence of racial divergence in wages in quarters leading up to incarceration. However, after release, wages grow at a 21 percent slower rate for black compared to white ex-inmates. Blacks also enjoy fewer wage returns to work history compared to their white counterparts. This research broadens our understanding of the sources of racial stratification over the life course and underscores the relevance of recent policy interventions in the lives of low-skilled minority men.

Comprehensive Indicators of Preschool Education - MECSS (Ministry of Education, Culture, Sciences and Sports, 2019)

Computational Grounded Theory: A Methodological Framework - Nelson, Laura K. (Sociological Methods & Research, 2020)
This article proposes a three-step methodological framework called computational grounded theory, which combines expert human knowledge and hermeneutic skills with the processing power and pattern recognition of computers, producing a more methodologically rigorous but interpretive approach to content analysis. The first, pattern detection step, involves inductive computational exploration of text, using techniques such as unsupervised machine learning and word scores to help researchers to see novel patterns in their data. The second, pattern refinement step, returns to an interpretive engagement with the data through qualitative deep reading or further exploration of the data. The third, pattern confirmation step, assesses the inductively identified patterns using further computational and natural language processing techniques. The result is an efficient, rigorous, and fully reproducible computational grounded theory. This framework can be applied to any qualitative text as data, including transcribed speeches, interviews, open-ended survey data, or ethnographic field notes, and can address many potential research questions.
Keywords: _Added-ailr-2024

Computational literature reviews: method, algorithms, and roadmap - Antons, D.; Breidbach, C.F.; Joshi, A.M. (Organizational Research Methods, 2021)
Keywords: _Added-ailr-2024; ⛔ No DOI found

Computer-Adaptive Testing: A Methodology Whose Time Has Come - Linacre, John Michael (2000)
Keywords: ⛔ No DOI found

Computer-Adaptive Testing for Students with Disabilities: A Review of the Literature - Stone, Elizabeth; Davey, Tim (ETS Research Report Series, 2011)
There has been an increased interest in developing computer-adaptive testing (CAT) and multistage assessments for K-12 accountability assessments. The move to adaptive testing has been met with some resistance by those in the field of special education who express concern about routing of students with divergent profiles (e.g., some students with math-based learning disabilities may have difficulty with basic computation but not high level problem solving) and poor performance on early test questions. This paper consists of a literature review focusing on adaptive testing issues for students with disabilities in the K-12 sector. While it is clear that there are issues that will present obstacles to administering accountability tests adaptively to students with disabilities, this synthesis of research and policy developments with respect to this topic will be useful both for development of research agendas and to inform states that are currently using or are considering moving to CAT.

Computer aided instruction for out-of-school children in India: An impact study in Andhra Pradesh - Karnati, Romilla (University of Pennsylvania, 2008)
India has the largest number of out-of-school children, the majority of whom are girls. Against this backdrop, the Bridges to the Future Initiative (BFI), a computer-aided instruction (CAI) intervention was launched in Andhra Pradesh to bring children back to school. The BFI used multimedia software to teach basic literacy and numeracy skills through interactive stories and activities, in the local language Telugu. The methodology employed in the study was a quasi experimental design on a sample of around 140 children (age range 7-19 years). The research study included BFI sites which offered two hours of CAI a day and comparison sites which provided five hours of teacher-based instruction (TBI) a day. According to several socio-economic indicators on the survey, the sample came from poor families with low literacy levels. Findings from the survey indicated that these out-of-school children had a positive attitude toward education and a favorable perception of educated people. A majority of the sample dropped out of school to assist with domestic tasks or family run businesses and did not earn wages. The impact analysis indicated that learning took place in both contexts and learners achieved similar learning gains between pretest and posttest. However, learners in the BFI intervention were learning at a faster pace per hour than learners in the comparison sites. Learners in the CAI intervention achieved similar gains as learners in the TBI intervention in one-third of the instruction time. As such, there is a strong case to be made for the BFI program being more efficient in raising levels of literacy and numeracy scores. Within the BFI intervention group, there was evidence to suggest that the number of days attended resulted in an increase in posttest scores, particularly in reading. Furthermore, older students in the BFI intervention had consistently shown higher gains in learning across reading, writing, math and information and communication technology (ICT) literacy domains. Finally, girls in the BFI sample outperformed the boys and the biggest difference in test scores was seen in Math. The impact of the BFI intervention could also be documented by the fact that approximately 45% of the BFI sample returned to school in the next academic year. In sum, this research was one of the first to explore the context of out-of-school children in poor communities and the use of CAI in Telugu (local language) to bring these learners back to school. The results support the use of ICT with marginalized sections of society in developing countries in order to improve literacy skills. The findings of this study have the potential to inform policy makers on educational and gender equity issues.
Keywords: Bridges to the Future Initiative; Computer-aided instruction; Education; India; Information and communication technologies; Information and communication technology (ICT); Literacy; Out-of-school children; School dropouts

Computer-Aided Learning and Mentoring for Improvement of Teaching Quality: An Assessment of BRAC Interventions - Sharmin, Nazia; Roy, Goutam (SSRN Electronic Journal, 2011)
Methods and materials 3 Research area and sampling 3 Variables 4 Data collection techniques and tools 4 Field operation 4 Ethical consideration 4 Data management and analysis 4 Results 5 Computer-aided learning (CAL) 5 Mentoring 10 Conclusion

Computer-assisted instruction tools: A model to guide use in low-and middle-income countries - Kaye, Thomas; Ehren, Melanie (International Journal of Education and Development using Information and Communication Technology, 2021)
Learning outcomes in low- and lower-middle-income countries (LMICs) require significant improvement. With traditional reform efforts taking many years to realise results, education practitioners in LMICs are searching for innovative ways to rapidly strengthen learning outcomes. One tool showing promise is computer-assisted instruction (CAI). While a growing number of studies document CAI’s positive impacts on learning outcomes, others have found nil or negative effects. Research has yet to identify why these differences occur, and, most importantly, which factors must be in place to ensure that CAI contributes to improving learning outcomes. The aim of our research was to fill this gap in the research by developing a model highlighting those factors influencing the results of CAI interventions. Adopting a realist-informed methodology, we analysed 21 resources shared by 13 experts from around the world. We used the results of this analysis to develop a model that outlines key trends that facilitate and/or impede the deployment of CAI tools in LMICs. We find that key factors that should be considered when designing CAI interventions include the operating environment; stakeholder engagement; infrastructure; technological trust; CAI tool design; content curation/creation; student engagement; classroom integration; teacher capacity; student capacity; and data collection and use. This model highlights both these individual elements as well as noting how these elements interact. The model provides a foundation that can guide future research in this under-examined area.
Keywords: ⛔ No DOI found

Computer Assisted Language Learning in Pakistan: Teachers' Perspectives - Rashid, Shaista (Journal of Asia Tefl, 2017)

Computer assisted learning as extracurricular tutor? Evidence from a randomised experiment in rural boarding schools in Shaanxi - Lai, Fang; Zhang, Linxiu; Hu, Xiao; Qu, Qinghe; Shi, Yaojiang; Qiao, Yajie; Boswell, Matthew; Rozelle, Scott (Journal of Development Effectiveness, 2013)
This paper uses a clustered randomised field experiment to explore the effects of a computer assisted learning (CAL) programme on student academic and non-academic outcomes in poor, rural public schools in China. Our results show that a remedial, game-based CAL programme in math held outside of regular school hours with boarding students in poor rural public schools improved standardised math scores by 0.12 standard deviations. Students from poorer families tended to benefit more from the programme. However, CAL did not have any significant impact on either Chinese language standardised test scores or non-academic outcomes.
Keywords: China; computer assisted learning; development; education; random assignment; rural schools; test scores

Computer Laptop Project Strategy for Basic Education Schools in Kenya - Wambugu, Geoffrey M.; Ogenga, Stephen; Shikali, Casper; Muliaro, Joseph (2017)
Kenya’s Vision 2030 recognizes the enabling role of Information and Communication Technology (ICT) and anchors some of its key aspirations upon the availability and adoption of computers for schools. The overall objective of this strategy paper is to provide direction for acquisition of equitable and efficient laptop computers to all pupils in public primary schools. The existing education policy on ICT is imbedded in three documents namely; e-Government Strategy, National ICT Policy and Sessional Paper No. 1 of 2005 which is a Policy Framework for Education, Training and Research. There is a need therefore to consolidate these documents into one. The overall objective of the consolidation is to merge and integrate education policy on ICT including the scope, usage, administration and ways to address innovations and attendant Intellectual Property Rights. In the process of strategic planning for utilizing ICT in education, key stakeholders require to be consulted. In addition to the above mentioned, specific stakeholders include the National ICT integration and innovation Centre, Kenya Institute for Curriculum Development, Center for Mathematics, Science and Education in Africa, Teacher Service Commission, Primary Teacher Training Institutions, Universities and the National ICT Steering Committee. The strategy identifies the following as key weaknesses that hamper the implementation of ICT projects: slow integration of ICT in operations and programs; inadequate human and financial resources in some key service areas to meet the rapidly growing work-related demands. In addition there exists lack of appropriate learning facilities and/or infrastructure in some education and training institutions and inadequate number of trainers in modern technology coupled with a mismatch of skills learnt and demands of the labour market. It is also noted that the legal framework is non-harmonized and this inhibits the performance of Ministry of Education, Science and Technology. Further, a number of policy frameworks are yet to be operationalized thus hampering delivery of services. The strategy also identifies a Strategic Model for Laptop Project and an implementation matrix.
Keywords: ⛔ No DOI found

Computer literacy and e-learning perception in Cameroon: the case of Yaounde Faculty of Medicine and Biomedical Sciences - Bediang, Georges; Stoll, Beat; Geissbuhler, Antoine; Klohn, Axel M; Stuckelberger, Astrid; Nko’o, Samuel; Chastonay, Philippe (BMC Medical Education, 2013)
Background: Health science education faces numerous challenges: assimilation of knowledge, management of increasing numbers of learners or changes in educational models and methodologies. With the emergence of e-learning, the use of information and communication technologies (ICT) and Internet to improve teaching and learning in health science training institutions has become a crucial issue for low and middle income countries, including sub-Saharan Africa. In this perspective, the Faculty of Medicine and Biomedical Sciences (FMBS) of Yaoundé has played a pioneering role in Cameroon in making significant efforts to improve students’ and lecturers’ access to computers and to Internet on its campus. The objective is to investigate how computer literacy and the perception towards e-learning and its potential could contribute to the learning and teaching process within the FMBS academic community. Method: A cross-sectional survey was carried out among students, residents and lecturers. The data was gathered through a written questionnaire distributed at FMBS campus and analysed with routine statistical software. Results: 307 participants answered the questionnaire: 218 students, 57 residents and 32 lecturers. Results show that most students, residents and lecturers have access to computers and Internet, although students’ access is mainly at home for computers and at cyber cafés for Internet. Most of the participants have a fairly good mastery of ICT. However, some basic rules of good practices concerning the use of ICT in the health domain were still not well known. Google is the most frequently used engine to retrieve health literature for all participants; only 7% of students and 16% of residents have heard about Medical Subject Headings (MeSH). The potential of e-learning in the improvement of teaching and learning still remains insufficiently exploited. About two thirds of the students are not familiar with the concept of e-leaning. 84% of students and 58% of residents had never had access to e-learning resources. However, most of the participants perceive the potential of e-learning for learning and teaching, and are in favour of its development at the FMBS. Conclusion: The strong interest revealed by the study participants to adopt and follow-up the development of elearning, opens new perspectives to a faculty like the FMBS, located in a country with limited resources. However, the success of its development will depend on different factors: the definition of an e-learning strategy, the implementation of concrete measures and the adoption of a more active and participative pedagogy.

Computer technology in education: evidence from a pooled study of computer assisted learning programs among rural students in China - Mo, Di; Huang, Weiming; Shi, Yaojiang; Zhang, Linxiu; Boswell, Matthew; Rozelle, Scott (China Economic Review, 2015)
There is a great degree of heterogeneity among the studies that investigate whether computer technologies improve education and how students beneﬁt from them – if at all. The overall goal of this study is to assess the effectiveness of computing technologies to raise educational performance and non-cognitive outcomes and identify what program components are most effective in doing so. To achieve this aim we pool the data sets of ﬁve separate studies about computer technology programs that include observations of 16,856 students from 171 primary schools across three provinces in China. We ﬁnd that overall computing technologies have positive and signiﬁcant impacts on student academic achievement in both math and in Chinese. The programs are found to be more effective if they are implemented out-of-school, avoiding what appear to be substitution effects when programs are run during school. The programs also have heterogeneous effects by gender. Speciﬁcally, boys gain more than girls in Chinese. We did not ﬁnd heterogeneous effects by student initial achievement levels. We also found that the programs that help students learn math—but not Chinese—have positive impacts on student self-efﬁcacy.

Computerized Adaptive Testing for Effective and Efficient Measurement in Counseling and Education - Weiss, David J. (Measurement and Evaluation in Counseling and Development, 2004)

Computerizing Primary Schools in Rural Kenya: Outstanding Challenges and Possible Solutions - Ogembo, Javier Gordon; Ngugi, Benjamin; Pelowski, Matthew (The Electronic Journal of Information Systems in Developing Countries, 2012)
This paper investigates the outstanding challenges facing primary schools’ computerization in rural Kenya. Computerization of schools is often envisaged as a ‘magic’, or at least a particularly efficient, solution to many of the problems that developing countries face in improving primary school education. However, while a great deal of consideration is given to the technical issues surrounding computer implementation, government policy makers, administrators, aid organizations and individuals participating in school computerization programs often have not carefully considered the contextual questions surrounding this endeavour. Specifically: 1.) what problems do rural schools actually want to solve with computerization; 2.) is computerization the most important priority for rural schools; 3.) are schools ready, in terms of infrastructure, for a computer in the classroom; or 4.) might there be better avenues for implementing access to the benefits of the digital age? These questions and the issue of school computerization are considered via results from a survey of thirty-seven rural Kenyan primary public schools. Results indicate that, while all schools had low ICT status making them primary targets for computerization, only eleven percent had at least one ICT compliant teacher, of which all were considered to require further training. In addition we found inadequate infrastructural preparedness – lack of access to electricity, internet; no classroom computer space, few desks, secure walls and protective roofing – posing severe challenges to the outstanding conception of computerization. We consider these results and make recommendations for better adapting programs for computer introduction, and also suggest the use of new innovative devices, such as cell phones, which might already have overcome many of the technical challenges found.
Keywords: ICT; cell phone; classrooms; computerization; primary schools; techno-literacy

Computers and the academic performance of elementary school-aged girls in China's poor communities - Yang, Yihua; Zhang, Linxiu; Zeng, Junxia; Pang, Xiaopeng; Lai, Fang; Rozelle, Scott (Computers & Education, 2013)
Experts agree that computers and computing play an important role in education. Since the 1980s there has been a debate about gender as it relates to computers and education. However, results regarding gender differences concerning computer use in education are not consistent. In particular there is little work done in China on this issue. Therefore, the overall goal of this paper is to demonstrate whether girls and boys can gain equally from computer-based education in China's elementary schools. To do so we analyze results from three randomized field experiments of a Computer Assisted Learning (CAL) program and One Laptop Per Child (OLPC) program. The field experiments are carried out in three kinds of schools: Shannxi rural public schools; Qinghai minority public schools; and Beijing migrant schools. Although CAL and OLPC have been considered cost effective means to improve learning outcomes, it is not known whether the programs impact girls differently than boys. Our analysis shows that, in fact, there were no differences between female and male students in either the improvement in standardized math test scores or Chinese test scores with either the CAL or OLPC programs. Our study suggests that among disadvantaged students in China's rural areas and migrant communities, there is reason to believe that computer based learning can benefit both girls and boys equally. This finding has possible implications for China's ongoing efforts to integrate computers and computing technologies into the nation's underserved schools.
Keywords: Country-specific developments; Elementary education; Evaluation of CAL systems; Gender studies; Teaching/learning strategies

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

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

Conceptual Modeling: Topics, Themes, and Technology Trends - Storey, Veda C.; Lukyanenko, Roman; Castellanos, Arturo (ACM Computing Surveys, 2023)
Conceptual modeling is an important part of information systems development and use that involves identifying and representing relevant aspects of reality. Although the past decades have experienced continuous digitalization of services and products that impact business and society, conceptual modeling efforts are still required to support new technologies as they emerge. This paper surveys research on conceptual modeling over the past five decades and shows how its topics and trends continue to evolve to accommodate emerging technologies, while remaining grounded in basic constructs. We survey over 5,300 papers that address conceptual modeling topics from the 1970s to the present, which are collected from 35 multidisciplinary journals and conferences, and use them as the basis from which to analyze the progression of conceptual modeling. The important role that conceptual modeling should play in our evolving digital world is discussed, and future research directions proposed.
Keywords: _Added-ailr-2024

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yilmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.
Keywords: Computer Assisted Instruction; Computer Software; Computer assisted instruction--CAI; Computer-assisted instruction (CAI); ERIC, Current Index to Journals in Education (CIJE); Education--Computer Applications; Educational Technology; Foreign Countries; GeoGebra; Mathematics; Mathematics Education; Mathematics teachers; Mixed Methods Research; Program Effectiveness; Questionnaires; Secondary Education; Secondary School Mathematics; Student Attitudes; Teacher Education Programs; Turkey; Wilcoxon Matched Pairs Signed Ranks Test; __:import:01; __:match:final; __:study_id:2098412; __finaldtb; achievement; definite integral

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yilmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.
Keywords: Computer Assisted Instruction; Computer Software; Computer assisted instruction--CAI; Computer-assisted instruction (CAI); ERIC, Current Index to Journals in Education (CIJE); Education--Computer Applications; Educational Technology; Foreign Countries; GeoGebra; Mathematics; Mathematics Education; Mathematics teachers; Mixed Methods Research; Program Effectiveness; Questionnaires; Secondary Education; Secondary School Mathematics; Student Attitudes; Teacher Education Programs; Turkey; Wilcoxon Matched Pairs Signed Ranks Test; __:import:01; __:match:final; __:study_id:2098412; __finaldtb; achievement; definite integral

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yılmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yılmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.

Conceptualizing teacher professional learning - Opfer, V. Darleen; Pedder, David (Review of Educational Research, 2011)
Keywords: Important; Read

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

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

Conducting value for money analysis in digitising education systems in Tanzania (inception report) - Mtebe, Joel (PO-RALG, 2020)

Connected Society: The State of Mobile Internet Connectivity 2019 - Bahia, Kalvin; Suardi, Stefano (GSMA, 2019)

Connected Women: The Mobile Gender Gap Report - GSMA (2020)

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

Connecting africa using the TV white spaces: from research to real world deployments - Roberts, Sidney; Garnett, Paul; Chandra, Ranveer (2015 IEEE International Workshop on Local and Metropolitan Area Networks (LANMAN), 2015)
More than 4 billion people are not connected to the Internet. This is either because there is no infrastructure or because Internet access is not affordable. This digital divide is extreme in Africa. At Microsoft, we have been investigating various technologies to bridge this divide. In this paper we describe our research around the TV White Spaces, and how we have leveraged it, and worked with our partners to connect communities in Kenya, Tanzania, Ghana, Botswana, Namibia and South Africa.

Connecting Classrooms through Global Learning - British Council (2020)

Connecting Learning Spaces: Possibilities for Hybrid Learning - Working Group on Digital Learning (Broadband Commission for Sustainable Development, 2021)

Connecting the Last Mile, a Fundamental of Digital Transformation - Garba, Aminata A. (ITU Workshop for Europe and CIS “ICT Infrastructure as a Basis for Digital Economy”, 2019)

Conseils pour l’introduction de la technologie en classe Liste de sources annotée - Allier-Gagneur, Zoé; Lwamba, Etienne (EdTech Hub, 2020)
Cette liste de sources annotée a pour but d’informer la prise de décisions des acteurs du domaine de l’éducation concernant l’introduction de technologies en classe dans les pays à revenu faible et intermédiaire. Cette liste est une introduction qui expose de façon informelle certains des conseils généraux que prodiguent souvent les experts de l’EdTech Hub.
Keywords: F: Helpdesk response; LP: French; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodo:submitted; _zenodoETH

Consequences of school closure on access to education: lessons from the 2013–2016 Ebola pandemic - Smith, William C. (International Review of Education, 2021)
The COVID-19 pandemic has seen an unprecedented shutdown of society. Among the various safety measures taken, much attention has been given to school closure as a non-pharmaceutical mitigation tool to curb the spread of the disease through ensuring “social” (physical) distancing. Nearly 1.725 billion children in over 95% of countries worldwide have been affected by school closures implemented in April 2020 as the virus continued to spread. In the field of education, policymakers’ attention has been directed at keeping students on board through remote learning and addressing the immediate needs of schools upon reopening. The study presented in this article focuses on who remains absent after schools resume. Using publicly available survey data from the USAID Demographic Health Surveys Program and the UNICEF Multiple Indicator Cluster Survey from before and after the 2013–2016 Ebola pandemic in Guinea and Sierra Leone in West Africa, the author examined changes in school enrolment and dropout patterns, with targeted consideration given to traditionally marginalised groups. At the time, schools closed for between seven to nine months in the two countries; this length and intensity makes this Ebola pandemic the only health crisis in the recent past to come close to the pandemic-related school closures experienced in 2020. The author’s findings suggest that post-Ebola, youth in the poorest households saw the largest increase in school dropout. Exceeding expected pre-Ebola dropout rates, an additional 17,400 of the poorest secondary-age youth were out of school. This evidence is important for minimising the likely post-COVID-19 expansion in inequality. The author’s findings point to the need for sustainable planning that looks beyond the reopening of educational institutions to include comprehensive financial support packages for groups most likely to be affected.

Considerations for school-related public health measures in the context of COVID-19 - WHO (2020)

Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade - Mishra, Punya (2019)

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

CONSORT-Equity 2017 extension and elaboration for better reporting of health equity in randomised trials - Welch, Vivian A.; Norheim, Ole F.; Jull, Janet; Cookson, Richard; Sommerfelt, Halvor; Tugwell, Peter; Symposium, CONSORT-Equity and Boston Equity (BMJ, 2017)
We outline CONSORT-Equity 2017 reporting standards, an extension to the CONSORT (Consolidated Standards of Reporting Trials) statement that aims to improve the reporting of intervention effects in randomised trials where health equity is relevant. Health inequities are unfair differences in health that can be avoided by reasonable action. We defined a randomised trial where health equity is relevant as one that assesses effects on health equity by evaluating an intervention focused on people experiencing social disadvantage or by exploring the difference in the effect of the intervention between two groups (or as a gradient across more than two groups) experiencing different levels of social disadvantage, or both. We held a consensus meeting with diverse potential users from high, middle, and low income countries, including knowledge users such as patients and methodologists. We discussed evidence for each proposed extension item from empirical studies, reviews, key informant interviews, and an online survey, aiming to improve clarity of reporting without imposing undue burden on authors. The new guidance contains equity extensions to 16 items from CONSORT 2010 plus one new item on research ethics reporting, with examples of good practice and a brief explanation and elaboration for each. Widespread uptake of this guidance for the reporting of trials where health equity is relevant will make it easier for decision makers to find and use evidence from randomised trials to reduce unfair inequalities in health.
Keywords: _C:Bulgaria BGR; _C:Canada CAN; _C:India IND; _C:Madagascar MDG; _C:Malawi MWI; _C:Mexico MEX; _C:New Zealand NZL; _C:Norway NOR; _C:Pakistan PAK; _C:Thailand THA; _C:Uganda UGA; _C:United States USA; __C:scheme:1

Constant review vital for National ICT Policy - Musarurwa, Tawanda (The Sunday Mail (Zimbabwe), 2018)
The Leading Family Newspaper in Zimbabwe

Constraints to Senior Management’s Capacity to Implement the Performance Management System in Senior Secondary Schools in Botswana - Bulawa, Philip (International Education Studies, 2013)

Construct Validity of Raven's Advanced Progressive Matrices for African and Non-African Engineering Students in South Africa - Rushton, J. Philippe; Skuy, Mervyn; Bons, Trudy Ann (International Journal of Selection and Assessment, 2004)
We test the hypothesis that the Raven's Advanced Progressive Matrices has the same construct validity in African university students as it does in non-African students by examining data from 306 highly select 17- to 23-year olds in the Faculties of Engineering and the Built Environment at the University of the Witwatersrand (177 Africans, 57 East Indians, 72 Whites; 54 women, 252 men). Analyses were made of the Matrices scores, an English Comprehension test, the Similarities subscale from the South African Wechsler Adult Intelligence Scale, end-of-year university grades, and high-school grade point average. Out of the 36 Matrices problems, the African students solved an average of 23; East Indian students, 26; and White students, 29 (p<.001), placing them at the 60th, 71st, and 86th percentiles, respectively, and yielding IQ equivalents of 103, 108, and 118 on the 1993 US norms. The same pattern of group differences was found on the Comprehension Test, the Similarities subscale, university course grades, and high-school grade-point average. The items on the Matrices ‘behaved’ in the same way for the African students as they did for the non-African students, thereby indicating the test's internal validity. Item analyses, including a confirmatory factor analysis, showed that the African/non-African difference was most pronounced on the general factor of intelligence. Concurrent validity was demonstrated by correlating the Matrices with the other measures, both individually and in composite. For the African group, the mean r=.28, p<.05, and for the non-African group, the mean r=.27, p<.05. Although the intercepts of the regression lines for the two groups were significantly different, their slopes were not. The results imply that scores on the Raven's Matrices are as valid for Africans as they are for non-Africans.

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

Constructivist learning systems: a new paradigm - Weiqi Li (Proceedings IEEE International Conference on Advanced Learning Technologies, 2001)
The educational enterprise is in the midst of a philosophical shift from a behaviorist to a constructivist paradigm. If constructivism is to be taken seriously as a new educational paradigm in the information age, learning technology R&D must pay more attention to learners instead of teachers. A constructivist learning environment (CLE) is a technology-rich, open place where a learner can use a variety of tools and information resources in his pursuit of learning goals and problem-solving activities. Wherein the learner can draw upon information resources and tools to actively construct knowledge, generate a diverse array of ideas, develop multiple modes of representation, engage in social interaction, and solve authentic problems. Four major elements are bound together by their roles in the establishment of a CLE: public knowledge system; distributed instructional system; learning community; constructivist learning system.
Keywords: Buildings; CLE; Collaborative work; Education; Educational technology; Information technology; Learning systems; Problem-solving; Process control; Research and development; Shape; constructivist learning environments; constructivist learning systems; constructivist paradigm; distributed instructional system; educational enterprise; educational paradigm; educational technology; human factors; information age; information resources; learning community; learning goals; learning technology R&d; philosophical shift; problem-solving activities; public knowledge system; social aspects of automation; social interaction; teaching; user interfaces

Consultants needed for UNESCO ACCRA's review of ICT in Education Policy in Ghana - Tahi (EdTech Hub, 2021)
ICT Transforming Education in Africa: Review of ICT in Education Policy in Ghana  TERMS OF REFERENCE (TOR) FOR INDIVIDUAL CONSULTANTS 1. Background/Context  UNESCO Korean Funds-In-Trust ICT Transforming Education in Africa is a project developed under  the UNESCO-Korea Funds-in-Trust framework to support a selected number of Sub-Saharan  African countries to test scalable and effective models of using information and  communication technologies…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Consumer toy or corporate tool: the iPad enters the workplace - Geyer, Megan; Felske, Frances (interactions, 2011)

Context and Appropriate Technology: The Unavoidable Partnership - Onguko, Brown (2012)
Teachers in rural parts of Kenya lack opportunities for professional development (PD). In addition, the teachers have no access to eLearning opportunities like their colleagues in urban parts. Among the factors that do not favor Kenyan rural teachers’ access to PD through eLearning include: lack of access to relevant technologies and lack of electricity. This paper shares research findings on provision of teachers’ PD through a blended learning approach, utilizing appropriate technologies in a rural school in western Kenya. Ten teachers and two Professional Development Teachers (PDTs) participated in this research. In the study, teachers’ needs assessment was done, to inform the instructional design on the topic: How to teach a large class of mixed ability students. The PD was implemented by engaging teachers in a variety of activities including: pairs of teachers collaboratively using a tablet to access self-study content; teachers studying through multimedia content; teachers planning and delivering lessons using activity-based learning and cooperative learning approaches; and PDTs and teachers participating in fortnightly face-to-face meetings. The findings of the study suggest that teaching practices of rural educators can be improved working with local experts to create locally-relevant content for needs-based PD, implemented in a blended learning approach while providing technology stewardship. Teachers accessed and studied through offline content; planned for and implemented cooperative learning and activity-based learning in lessons, using locally available materials; engaged in reflective conversations on successes and challenges; and spontaneously engaged in very lively professional dialogues. While teachers appreciated that it took long to prepare for active learning lessons, it was less strenuous to implement the lessons, because the students took responsibility for their own learning.
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2096499; __finaldtb; ⛔ No DOI found

Contexts of School and Pastoralist Family Communication in Rural Mongolia: An Ecological Model - Sukhbaatar, Batdulam (University of Szeged, 2020)

Contextual Analysis of eGranary Implementation in sub Saharan countries - Gafinowitz, Nicola (2016)
Keywords: ⛔ No DOI found

Contextualising the Use of Digital Technologies - Phillips, Michael (2016)
This chapter reflects on the often uncritical debates about educational policy and the use of digital technologies by schoolteachers that have persisted over the past 30 years. Most commentators have tended to approach digital technology in unrealistic terms—either as having the potential to completely transform schools for the better or herald their imminent demise. This chapter examines these polarised ways of thinking, highlighting a failure to account for the complex, compromised and often ‘messy’ realities of classroom technology used by schoolteachers. This argument emphasises that critical considerations of the knowledge required by teachers and the context in which they work are necessary to understand the complexity of teachers’ technology (non) use. Discussion in the second half of the chapter highlights the need to reconsider ‘knowledge’ and ‘context’ as contested terms that are pivotal in examining educational technology policy and practice. Through the introduction of technological, pedagogical and content knowledge (TPACK) framework, the reader is provided with a theoretical lens through which the notions of knowledge and context can be critically explored.

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.

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

Continue or reboot? Overarching options for education responses to COVID-19 in low- and middle-income countries - Haßler, Björn (2020)
Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _yl:p; _zenodoETH; _zenodoODE; dode_eth-src-dode; dode_eth-trf2-dode

Continued progress: promising evidence on personalized learning - Pane, John F.; Steiner, Elizabeth D.; Baird, Matthew D.; Hamilton, Laura S. (RAND Corporation, 2015)
Students at schools that offer personalized ways to learn (e.g., competency-based progression, flexible learning environments) made significant gains in mathematics and reading. Also, the lowest-performing students made substantial gains relative to their peers.
Keywords: Potential Usefulness: M

Continuing the Conversation About Face-to-Face, Online, and Blended Learning a Meta-Analysis of Empirical Literature 2006-2017 - Wandera, Silas (Wilmington University (Delaware), 2017)
This paper serves two purposes. First, it statistically compares learning outcomes of face-to-face, online and blended learning instruction. Then it looks at the instructional practices that are associated with effective blended and online learning. A meta-analysis of 30 studies, with 3,687 participants, resulted in 36 effect sizes. The contrasts comprised of 21 studies that looked at blended learning vs. face-to-face education, eight contrasts that looked at online learning vs. face-to-face education, and seven contrasts that looked at blended vs. online learning. The observed summary effect size was a small effect size of 0.397 with Confidence Interval (CI) of 0.242 to 0.553, with a Z-total of 5.000, and significant p <0.000. This implies that the overall effect size in treatment condition (blended or online learning) is 0.397 standard deviations higher than the control condition (face-to-face or online learning). There were eight instructional practices; self-directedness, peer interactions, feedback, multiple learning ways, student orientation, instructor presence, multiple assessments, and accountability. Instructional practices with over 90% reported in studies included: accountability (100%), multiple assessments (92%), feedback (92%), and multiple learning ways (92%). All the instructional practices reported according to Cohen (1988) revealed a small average effect size. This meta-analysis recognizes that blended learning will be replacing face-to-face education and results showed a small significant gain in learning outcomes from a previous meta-analysis (Benard, Borokhovski, Schmid, Tamim, & Abrami, 2014a, 2014b; Means, Toyama, Murphy, & Baki, 2013; Vo, Zhu, & Diep, 2017; Zhao, Lei, Yan, Lai, & Tan, 2005).
Keywords: Blended learning; Education; Face-to-face; Hybrid learning; Instructional practices; Meta-analysis; Online learning

Continuous professional development in Sierra Leone: Scoping Phase Overview - McBurnie, Chris; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Continuous Teacher Training Goes Nationwide in Tanzania - World Bank (World Bank, 2023)
A World Bank-funded program is piloting continuous professional development for primary school teachers in Tanzania.

Contract Type and Teacher Absenteeism in Benin: The Role of Teacher’s Supplemental Income - Senou, Barthelemy Mahugnon (2021)
Absenteeism is a phenomenon that has been noted in professional circles with consequences on the income of the wage earner as well as the profits of the firm, consequences that led, according to statistics from 2005, to losses in public finance amounting to close to 70 billion francs for the Government of Benin. Despite such losses, very few studies in economics have focused on the subject in order to try and give an understanding of the real causes of absenteeism and its consequences. The objective of this study is to explore the relationship between the status of the teacher, supplemental income of the teacher, and the absenteeism of the teacher. Using data from PASEC-CONFEMEN 2005, that will be applied to a theoretical model that we are developing, and through the use of a Tobit empirical method, after having taken the endogeneity bias on the practice of supplemental income generating activities by the teacher into account, this study demonstrates that the practice of income generating activities by teachers positively influences their absenteeism, with contract teachers being more frequently absent than those who are on permanent and pensionable employment contracts. Through linking the level of prices in a locality with absenteeism behaviours, we make it clear that the reasons for absenteeism are mostly related to low purchasing power in the context of earning relatively meagre salaries. These results elicit a set of recommendations that essentially suggest that there should be an improvement in the salaries and working conditions of teachers.
Keywords: C:Benin; ⛔ No DOI found

Convention on the Rights of Persons with Disabilities (CRPD) | United Nations Enable - UNCRPD (2006)
Convention Ratifications/Accessions: 182 Signatories*: 164 Optional Protocol Ratifications/Accessions: 96 Signatories*: 94 (* Signatories include countries or regional integration organizations that have signed the Convention and its Optional Protocol) 10th Anniversary of the adoption of CRPD: 2006 to 2016 Infographic on the CRPD and the COSP (prepared October 2016: (Word, PDF) Status of Ratifications to the CRPD (prepared May 2016) (JPG, […]

Cooperation Management for Practitioners Managing Social Change With Capacity Works. - GIZ (Gabler, 2015)

Core Keywording Strategy - EPPI Centre (2003)

Cornerstone Mathematics: Designing digital technology for teacher adaptation and scaling - Hoyles, Celia; Noss, Richard; Vahey, Phil; Roschelle, Jeremy (ZDM, 2013)

Coronavirus (COVID-19) Resources | INEE - Inter-agency Network for Education in Emergencies (INEE). (2020)

Coronavirus disease (COVID-19) | UNICEF Malawi - UNICEF (2022)

Coronavirus: Edtech unicorn BYJU’S free offer sees 150% jump in new students - Sangwan, Sujata (2020)
The initiative to support students to learn from home during coronavirus outbreak receives overwhelming response from metros and non-metros, BYJU'S said.

Coronavirus has highlighted the UK's digital divide - Holmes, H.; Burgess, G. (Cambridge Centre for Housing & Planning Research, 2020)

Coronavirus: John Magufuli declares Tanzania free of Covid-19 - BBC (BBC News, 2020)
President John Magufuli says prayers have helped eliminate the deadly virus from the country.

Coronavirus Outbreak, Schooling and Learning: Study on Secondary School Students in Bangladesh - Asadullah, N; Bhattacharjee, A; Tasnim, M; Mumtahena, F (2020)

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,

Corsi blocks - Colman, Andrew M. (A Dictionary of Psychology, 2015)
A popular test of *short-term memory and *spatial ability based on a set of nine wooden blocks, arranged

Cost Analysis Guidance for USAID-Funded Education Activities - Walls, Elena; Tulloch, Caitlin; Harris-Van Keuren, Christine (United States Agency for International Development, 2020)

Cost Analysis Guidance for USAID-Funded Education Activities - Walls, Elena; Tulloch, Caitlin; Harris-Van Keuren, Christine (USAID, 2021)

Cost Analysis Guidance for USAID-Funded Education Activities - Walls, Elena; Tulloch, Caitlin; Harris-Van Keuren, Christine (USAID, 2021)

Cost Analysis Guidance for USAID Funded Education Activities, third edition - Walls, Elena; Tulloch, Caitlin; Keuren, Christine Harris Van (United States Agency for International Development, 2024)

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)

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 - Global Education Evidence Advisory Panel (World Bank; FCDO; Building Evidence in Education, 2020)

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 - Global Education Evidence Advisory Panel (World Bank; FCDO; Building Evidence in Education, 2020)

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? - World Bank (2020)
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? (English)

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? - World Bank; Foreign, Commonwealth & Development Office; BE2 (2020)
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? (English)

Cost-Effective EdTech Paper 1: A position piece on how the sector can make progress - Mitchell, Joel; D'Rozario, Jonny (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Cost-Effective EdTech Paper 2: Good practice - Mitchell, Joel; D'Rozario, Jonny (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Cost-effective EdTech Paper 3: Internal Guidance Note - EdTech Hub (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Cost-Effective Technology Approaches to Improve Education Outcomes for Girls: Learning from 41 Girls’ Education Challenge projects - EdTech Hub (EdTech Hub, 2022)

Cost-Effectiveness and Affordability of Interventions, Policies, and Platforms for the Prevention and Treatment of Mental, Neurological, and Substance Use Disorders - Levin, Carol; Chisholm, Dan (Mental, Neurological, and Substance Use Disorders: Disease Control Priorities, 2016)
Since the turn of the millennium, considerable progress has been made in developing an evidence base on which interventions are effective and feasible for improving mental health in low- and middle-income countries (LMICs). Such evidence provides a critical input to the formulation of plans and priorities to address the large and growing burden of mental, neurological, and substance use (MNS) disorders. However, for successful and sustainable scale-up of effective interventions and innovative service delivery strategies, decision makers require not only evidence of an intervention’s impact on health and other outcomes, such as equity or poverty, but also evidence of its cost and cost-effectiveness. Cost data provide information relevant to the financial planning and implementation of prioritized, evidence-based strategies; cost-effectiveness analysis indicates the relative efficiency or value for money associated with interventions or innovations. The application of economic evaluation to MNS disorders has largely focused on the assessment of a specific intervention’s costs and health outcomes, relative to some comparator, which may be treatment as usual, another innovation, or no intervention. Such assessments have often been conducted alongside clinical trials, enabling health economic researchers to add resource use questions to study protocols, generate estimates of each trial participant’s health care costs, and relate these costs to primary outcome measures in the form of cost-effectiveness ratios. We review this type of economic evidence over the course of this chapter, with a particular focus on studies that have been successfully carried out in LMICs. However, the number of completed studies remains small and insufficient to inform resource allocation decisions in all the national settings where cost-effectiveness information would be valuable, including the many countries where informal or traditional health care represents the predominant model of service availability. This paucity of economic evidence reflects the overall lack of resources and infrastructure for mental health services in LMICs, including research capacity. Partly to address the paucity of cost-effectiveness trials, as well as their intrinsic specificity to the setting in which they are conducted, a broader, modeling-based approach has also been used to build up economic evidence for international mental health policy and planning. This approach includes the earlier editions of the Disease Control Priorities (DCP) project and the World Health Organization’s (WHO) CHOosing Interventions that are Cost-Effective (CHOICE) project. Such model-based studies rely on existing data, as well as several analytical assumptions; these studies have adopted an epidemiological, population-based approach that identifies the expected costs and health impacts of delivering evidence-based interventions at scale in the population as a whole, whether a specific country or an entire region. We also review this form of economic evidence and comment on important gaps in the current evidence base, as well as the relative strengths and limitations of this approach. One important limitation of conventional cost-effectiveness analysis—whether garnered through trial-based or model-based approaches—is that it is restricted to consideration of the specific implementation costs and health-related outcomes of an intervention; it does not typically extend to the nonhealth or wider economic or social value of investing in mental health innovation and service scale-up. In particular, cost-effectiveness analysis in its conventional form has little to say about the equitable distribution of costs and health gains across different groups of the target population. Incorporation of such concerns into economic evaluation represents a major objective of extended cost-effectiveness analysis, which is explored and addressed specifically in chapter 13 in this volume (Chisholm, Johansson, and others 2015). In this chapter, we review the available cost-effectiveness evidence for the different levels and underpinning strategies of the mental health care system, with a focus on information generated in or for LMICs. Based on the overall analytical framework and priority intervention matrices developed for this volume, the remainder of the chapter is presented as follows. First, we consider the economic evidence for mental health prevention and protection at the population and community levels of the health and welfare system, including legislative, regulatory, and informational measures at the public policy level (population platform), as well as school-, workplace-, and community-based programs (community platform). We then examine the economic evidence relating to the identification and treatment of MNS disorders (health care platform), focusing on the relative cost-effectiveness or efficiency of treatment programs implemented in nonspecialized versus more specialized health care settings. Finally, we assess the financial costs and budgetary implications of implementing or scaling up a set of prioritized, cost-effective interventions. Our review is based on available, published literature. A systematic search of the literature for LMICs was undertaken in PubMed to find articles published since 2000 in English. The search combined terms for specific mental health interventions with economic terms such as “cost,” “cost-effectiveness,” or “quality-adjusted life year (QALY),” as well as the names of all LMICs and their respective regions (see annex 12A for a list of search terms used to identify relevant literature). Where little or no literature was found for LMICs on interventions of potential importance, this systematic search was augmented by selective searches of the literature available since 1995 for high-income countries (HICs); however, these results are not included in the figures or tables. Annex 12B provides the search statistics. Articles included in the review were graded using the checklist of Drummond and others (2005) to generate a quality score for each article, with most studies graded between 7 and 10. Annex 12C provides a list of studies that were used to generate the tables and figures presented in this chapter. It presents detailed information on the intervention characteristics and comparators, target population group, geographic location, methodology, results, and quality scores. All cost-effectiveness results are presented in 2012 US$ except where noted otherwise. Consistent with earlier iterations of DCP, reported regional estimates refer to the World Bank’s categorization of countries by income.

Cost-Effectiveness and EdTech: Considerations and case studies - Chuang, Rachel; Burnett, Nicholas; Robinson, Elizabeth (EdTech Hub, 2021)
The answer to the question ‘What is cost-effective EdTech?’ is highly nuanced, as it depends on the choice of the initiative, its design, implementation, intended audience, and how the local context is addressed. We compiled select case studies that examine how EdTech was used in cost-effective and less cost-effective ways. An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

Cost-Effectiveness Measurement in Development: Accounting for Local Costs and Noisy Impacts - Evans, David K.; Popova, Anna (Policy Research Working Papers, 2014)

Cost Effectiveness of Interactive Radio Instruction Program Karnataka: Basic and Program Cost Effectiveness - Bakshi, Shubhashansha (Working Papers, 2011)
The Program CEA extends to the study to an impact analysis of the Radio programs to assess whether the expenditure being made for this intervention is helping the students in improving their learning outcomes. This would then serve as a true measure of effectiveness that is; linking the outreach with the outcomes. This requires tracking a cohort of treatment and control groups over a period of three years. Also the study has documented the qualitative behaviour as observed in these groups. URL:[http://cbps.in/Publications.aspx].
Keywords: Attendance; CEA; Central Tendency; Cost Effectiveness; Enrolment; Interactive Radio Instruction Program; Karnataka; Qualitative analysis; Research; Teachers; cohort of treatment; data; outcomes; qualitative behaviour; school; villages

Cost-effectiveness with equity: Raising learning for marginalised girls through Camfed's programme in Tanzania - Sabates, Ricardo; Rose, Pauline; Delprato, Marcos; Alcott, Benjamin (Policy Paper No. 18/2 (REAL Centre, University of Cambridge, 2018), 2018)
This policy paper provides a cost-effectiveness analysis of Camfed’s programme in Tanzania. Camfed’s programme adopts a multidimensional approach that is aimed at reaching marginalised girls at risk of dropping out from secondary schools by using interventions that are aimed at both increasing their chances of staying in school and learning.
Keywords: ___working_potential_duplicate; _not_EdTechHub

Cost Measurement Guidance Note for Donor-Funded Education Programming - Walls, Elena; Tulloch, Caitlin; Holla, Alaka (United States Agency for International Development, prepared for Building Evidence in Education (BE2), 2020)

#CostingEquity: The case for disability-responsive education financing - Myers, Juliette; Pinnock, Helen; Baboo, Nafisa; Lewis, Ingrid (International Disability and Development Consortium, 2018)
The #CostingEquity research project investigated the benefits of financing disability-inclusive education, the current state of education financing with regard to inclusion, and what needs to change in order for education financing to effectively support the realisation of SDG 4. The #CostingEquity research report addresses three broad questions: • How do international donors and domestic governments currently fund disability-inclusive education? • What are the gaps and challenges in financing disability-inclusive education? • What needs to change to increase quality, equitable financing for learners with disabilities? The report aims to contribute to a better understanding of the issues related to equitable financing for education for learners with disabilities. It considers additional marginalising factors such as gender, socio-economic status, social circumstances and urban/rural location. It offers key arguments for civil society activists, donors and government advisors to make the case for building and strengthening inclusive education systems. Detailed case studies provide useful examples of financing gaps, challenges and promising practice from developing country contexts, major education donors, and new and emerging philanthropic donor foundations. The focus of case studies and examples is on low and lower-middle income countries and were chosen to reflect a broad range of regions and countries.The report concludes with a series of recommendations for domestic and external financing approaches.

Could coronavirus lockdowns help close Latin America's digital divide? - Moloney, Anastasia (Reuters, 2020)
As Colombia enters its eighth week of coronavirus lockdown, street vendor Luis Duarte worries that his teenage daughter might not finish her school year now that her classes have moved online.
Keywords: Americas; CORONAVIRUS; Central America; Children; Civil Liberties; Civil Rights; Coronavirus; Education; Enterprise Reporting; Features; Fundamental Rights; General News; Government; HEALTH; Health; Human Rights; Internet; LATAM; Medicine; Peru; Politics; Social Issues; Society; South America; TECH; TRFN; Technology (TRBC level 1); US; United Nations; World Wide Web; Youth Issues

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

Countries by Density - World Population Review (World Population Review, 2021)

Countries using data to inform education policies - Kelly, Peggy (Education for All, 2021)
How can data be transformed into policy so that children everywhere, even the most disadvantaged, can realize their right to learn? Read how a project has helped countries like Lao PDR, Georgia and Mongolia to just do that.

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

Country Dashboard – Covid-19 Response - UNESCO Institute for Statistics (2022)

Country Diagnostic of Senegal - World Bank (2019)

Country Economic Overview - Malawi Consulate (2017)
Country Economic Overview The Malawi economy is agro based with agriculture contributing 37% of the national GDP and employing 80% of the total workforce....

Country-Level Research Review: EdTech in Bangladesh - Zubairi, Asma; Kreimeia, Adam; Kaye, Tom; Ashlee, Amy (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _r:AddedByZotZen; _zenodo:submitted

Country-Level Research Review: EdTech in Ghana - Tsapali, Maria; Major, Louis; Damani, Kalifa; Mitchell, Joel; Taddese, Abeba (EdTech Hub, 2021)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Country-Level Research Review: EdTech in Kenya - Myers, Christina; Kaye, Tom; Bapna, Akanksha; Williams, Ayesha; Mitchell, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _r:AddedByZotZen; _zenodo:submitted