Teach by Radio | Ministry of Education (Liberia) - Ministry of Education (Liberia) (2020)

Kenya GPE COVID-19 Learning Continuity in Basic Education: Stakeholder Engagement Plan - Ministry of Education, Kenya (2020)

Queen Rania Center for Education and Information Technology Center - Ministry of Education, Jordan (2020)

The Education System in Jordan - Ministry of Education, Jordan (2020)

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

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

Ministry Initiates Supplementary Radio Programmes - Ministry of Education, Heritage & Arts (2020)

COVID-19 Coordinated Education Response Plan for Ghana - Ministry of Education, Ghana (2020)

EDUCATION REFORM - Ministry of Education Ghana - Ministry of Education Ghana (2020)
The Ghana Education Reform Agenda The Government of Ghana initiated some key education reforms to transform teaching and learning and improve educational outcomes under the Education Strategic Plan (ESP 2018-2030) which was approved by cabinet in November 2018. These reforms are expected to contribute to the goals of the ESP and the Sustainable Development Goals

Ghana’s Education Reforms in Spotlight - Ministry of Education Ghana (2023)

Framework for Provision of Continued Learning During the COVID-19 Lockdown in Uganda - Ministry of Education and Sports (Uganda) (2020)

Digital Learning Initiative - Ministry of Education and Higher Education (Lebanon); Center for Educational Research and Development (2020)

Distance Learning Initiative Interim findings: May 15, 2020 - Ministry of Education and Higher Education (Lebanon) (2020)

National Education Response and Resilience Plan for COVID-19 - Ministry of Education and Federal Training (Pakistan) (2020)

Alternate Education Service Delivery COVID-19 Emergency Response Plan - Ministry of Education (Afghanistan) (2020)

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

Education sector plan (ESP) for Bangladesh Fiscal years 2020/21-2024/25 - Ministry of Education (Ministry of Education, 2020)

Education Statistics Report - Ministry of Education (Government of the Republic of Malawi, 2022)

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

Ministry of Communications and Digital Economy | Home - Ministry of Communications and Digital Economy (Nigeria) (2020)
Ministry of Communications and Digital Economy, MCT, MOC, FMOC, FMCDE, FMOCDE, MCDE, MOCDE, Federal Ministry of Communications and Digital Economy

2021 Annual School Census Final Report - Ministry of Basic and Senior Secondary Education, Sierra Leone (2022)

COVID-19 Education Emergency Response Plan - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)

EMIS | Education Management Information System - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)

Leh Wi Lan: Improving The Quality Of Secondary Education In Sierra Leone - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)

Guide to Policy Development - Ministry of Basic and Senior Secondary Education’s Emergency Education; Education Partnership Group (2020)

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

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

Education Sector Plan 2022-2026: Transforming Learning for All - Ministry of Basic and Senior Secondary Education (Ministry of Basic and Senior Secondary Education, 2022)

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

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

Education Sector Coronavirus (COVID-19) Response Plan - Ministry of Basic and Secondary Education (The Gambia) (2020)

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

West African Senior School Certificate Examination: Sierra Leone Results Analysis - Ministry of Basic and Secondary Education (2022)

Radio Education: Physical Distance but Social Solidarity | INEE - Minetti, Elena (2020)

Enlaces con la educación - MINEDUCYT (2020)

"Aprendo en Línea" mantendrá acceso gratuito desde dispositivos móviles - mineduc (Ministerio de educación, 2021)
“Aprendo en Línea” cuenta con más de 80.000 recursos pedagógicos digitales para estudiantes, apoderados, docentes y directivos.

Mindspark website - Mindspark (2020)

Virtual learning under lockdown casts doubt on Kenya as the Silicon Savannah - Miller, Noah (Africa at LSE, 2020)
Kenya's response to the COVID-19 epidemic challenges its reputation as the Silicon Savannah when it comes to the switch to digital education.

Keeping the world's children learning through COVID-19 - Miks, Jason; McIlwaine, John (Keeping the world's children learning through COVID-19, 2020)

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

Rural Broadband Access & Connectivity - Microsoft (Microsoft CSR, 2020)
See how Microsoft works to make rural broadband access a reality. Learn more about our partners and actions in delivering rural broadband connectivity.

Guidelines for ICT in education policies and masterplans - Miao, Fengchun; Hinostroza, J. Enrique; Lee, Molly; Isaacs, Shafika; Orr, Dominic; Senne, Fabio; Martinez, Ana-Laura; Song, Ki-Sang; Uvarov, Alexander; Holmes, Wayne; Vergel de Dios, Benjamín (UNESCO Digital Library, 2022)

Guidelines for ICT in education policies and masterplans - Miao, Fengchun; Hinostroza, J. Enrique; Lee, Molly; Isaacs, Shafika; Orr, Dominic; Senne, Fabio; Martinez, Ana-Laura; Song, Ki-Sang; Uvarov, Alexander; Holmes, Wayne; Vergel de Dios, Benjamín (UNESCO Digital Library, 2022)

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

Livrable 5: Guide pratique pour les enseignants: comment utiliser la plateforme numérique? - Messa, Angele; Rasolohery, Hasiniavo; Koomar, Saalim (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Livrable 4: Note de conseils sur la plateforme numérique - Messa, Angele; Koomar, Saalim; Mitchell, Joel (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

COVID-19 and girls' education: What we know so far and what we expect - Mendez Acosta, Amina; Evans, David (Center For Global Development, 2020)
The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues.
Keywords: ___working_potential_duplicate

COVID-19 and Girls' Education: What We Know So Far and What We Expect - Mendez Acosta, Amina; Evans, David (Center for Global Development | Ideas to Action, 2020)
The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues.

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

The impact of the COVID-19 pandemic on education: international evidence from the Responses to Educational Disruption Survey (REDS) - Meinck, Sabine; Fraillon, Julian; Strietholf, Rolf (UNESCO; International Association for the Evaluation of Educational Achievement, 2022)

Exploring EFL teachers’ professional identity development in a CALL teacher preparation program - Meihami, Hussein; Esfandiari, Rajab (The JALT CALL Journal, 2021)

Toward learning at scale in developing countries: Lessons from the Global Learning XPRIZE Field Study - McReynolds, Andrew A.; Naderzad, Sheba P.; Goswami, Mononito; Mostow, Jack (Association for Computing Machinery, 2020)
Advances in education technology are enabling tremendous advances in learning at scale. However, they typically assume resources taken for granted in developed countries, including reliable electricity, high-bandwidth Internet access, fast WiFi, powerful computers, sophisticated sensors, and expert technical support to keep it all working. This paper examines these assumptions in the context of a massive test of learning at scale in a developing country. We examine each assumption, how it was broken, and some workarounds used in a 15-month-long independent controlled evaluation of pre- to posttest learning and social-emotional gains by over 2,000 children in 168 villages in Tanzania. We analyze those gains to characterize who gained how much, using test score data, social-emotional measures, and detailed logs from RoboTutor. We quantify the relative impact of pretest scores, literate aspirations, treatment, and usage on learning gains.
Keywords: developing countries; global learning xprize; literacy; numeracy; social-emotional; tablet tutors; unesco.

Handbook of Regression Modeling in People Analytics: With Examples in R and Python - McNulty, Keith (CRC Press, 2021)
Despite the recent rapid growth in machine learning and predictive analytics, many of the statistical questions that are faced by researchers and practitioners still involve explaining why something is happening. Regression analysis is the best ‘swiss army knife’ we have for answering these kinds of questions. This book is a learning resource on inferential statistics and regression analysis. It teaches how to do a wide range of statistical analyses in both R and in Python, ranging from simple hypothesis testing to advanced multivariate modelling. Although it is primarily focused on examples related to the analysis of people and talent, the methods easily transfer to any discipline. The book hits a ‘sweet spot’ where there is just enough mathematical theory to support a strong understanding of the methods, but with a step-by-step guide and easily reproducible examples and code, so that the methods can be put into practice immediately. This makes the book accessible to a wide readership, from public and private sector analysts and practitioners to students and researchers. Key Features:• 16 accompanying datasets across a wide range of contexts (e.g. academic, corporate, sports, marketing) • Clear step-by-step instructions on executing the analyses. • Clear guidance on how to interpret results. • Primary instruction in R but added sections for Python coders. • Discussion exercises and data exercises for each of the main chapters.• Final chapter of practice material and datasets ideal for class homework or project work.
Keywords: Business & Economics / Statistics; Mathematics / Probability & Statistics / General

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

A Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs. - McIntyre, Nora; Sabates, Ricardo; Eberhardt, Molly Jamieson (EdTech Hub, 2021)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

Uncovering themes in personalized learning: using natural language processing to analyze school interviews - McHugh, David; Shaw, Sarah; Moore, Travis; Ye, Leafia; Romero-Masters, Philip; Halverson, Richard (Journal of Research on Technology in Education, 2020)
Using a natural language processing tool, this study examined participant discourse in personalized learning schools to better understand what personalized learning looks like in practice. Term frequency-inverse document frequency (tf-idf) was used to identify the significant words and potential emergent themes for 134 interview transcripts. This tool provided a way to swiftly explore the structure of the data, revealing distinctions in the vocabulary students and teachers use as well as a potentially meaningful set of themes. This method provided a valuable lens with which to validate or surface new areas for investigation. By applying this tool to interviews from personalized learning environments, we were able to identify ways educators and students talk differently about project-based learning environments, revealing that tools like tf-idf can be effectively used to quickly provide a preliminary look at large amount of interview data.

The current landscape and future of tablet-based cognitive assessments for children in low-resourced settings - McHenry, Megan S.; Mukherjee, Debarati; Bhavnani, Supriya; Kirolos, Amir; Piper, Joe D.; Crespo-Llado, Maria M.; Gladstone, Melissa J. (PLOS digital health, 2023)

Guidance note 1: Inclusive Digital Learning (Humanity and Inclusion, 2020)

Guidance Note 2: Teacher Resources - McGeown, Julia; Boisseau, Sandra; Bohan-Jacquot, Sandrine (Humanity and Inclusion, 2020)

Covid-19 Is History’s Biggest Translation Challenge - McCulloch, Gretchen (Wired, 2020)
Services like Google Translate support only 100 languages, give or take. What about the thousands of other languages—spoken by people just as vulnerable to this crisis?
Keywords: coronavirus; covid-19; language; translation; web

Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana | Elsevier Enhanced Reader - McCulloch, Gretchen (2020)

An inclusive response to COVID-19: Education for children with disabilities - McClain-Nhlapo, Charlotte (An inclusive response to COVID-19: Education for children with disabilities, 2020)
This blog was written by Charlotte McClain-Nhlapo, Global Disability Advisor, World Bank and originally published on the Global Partnership for Education website on 11 May 2020. What if the ongoing COVID-19 pandemic served as an opportunity to re-think how emergency education planning can be inclusive of children with disabilities? Isn’t this global crisis presenting a […]

Strengths-based blended personalized learning: an impact study using virtual comparison group - McCarthy, Elizabeth M.; Liu, Ying; Schauer, Karen L. (Journal of Research on Technology in Education, 2020)
This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning environments, (c) personal learning paths, (d) frequently updated student profiles, and (e) frequent informal and formal measurement. However, it differs from other personalized learning models by including a focus on strengths-based learning. Strengths-based learning identifies and builds upon students’ strengths, supporting their ability to make informed decisions when setting goals and choosing and implementing learning experiences. The longitudinal study took place in a diverse mid-size pre-K to Grade 8 school district in California. The findings suggest that the strengths-based blended personalized learning model is effective in supporting student learning in the academic areas of mathematics, reading, and language usage. Over the 3-year period in which the intervention was gradually implemented, and one year of full implementation, students significantly outpaced their matched student counterparts in all subject areas. The results of the current study further the growing literature in the field of personalized learning by contributing learnings and evidence related to a successful personalized learning model.
Keywords: Personalized learning; technology-enabled learning; virtual control group

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Sierra Leone Series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health - McBurnie, Chris; Swaray, Abdulai; Kamara, Bai (EdTech Hub, 2021)
Keywords: _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

Sierra Leone Series: Plan International and the importance of community support for distance teacher professional development programmes - McBurnie, Chris; Saidu, Arthur; Rincon Casado, Eusebio; Shergill, Maggie (EdTech Hub, 2021)
Keywords: _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:AddedByZotZen

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

Sierra Leone series: Freetown Teachers College and its multimodal approach to teacher professional development - McBurnie, Chris; Moriba, Sambo; Brainard, Prince (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week two, we connected with Dr Samba Moriba and Prince Brainard from Freetown Teachers…
Keywords: _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodoETH; dode_eth-src-eth

Is there learning continuity during the COVID-19 pandemic? Six Lessons - McBurnie, Chris; Haßler, Björn (2020)
Keywords: dode_eth-src-dode; dode_eth-trf2-dode

Report on research outcomes - McBurnie, Chris; Godwin, Katy; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

When teachers are asked to deploy other teachers, we learn a lot about teacher preferences - McBurnie, Chris; Godwin, Katie; Bernard-Jones, Lydia; Haßler, Björn (EdTech Hub, 2022)
In Sierra Leone, the availability of facilities such as electricity and water strongly influences the preferences of some teachers. Here, we found that several teachers wanted to relocate to areas where they could access better working conditions, more transportation options, and a wider range of things to do in their free time.

When teachers are asked to deploy other teachers, we learn a lot about teacher preferences - McBurnie, Chris; Godwin, Katie; Bernard-Jones, Lydia (EdTechHub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman; Bernard-Jones, Lydia; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Advancing Data-Driven Decision-Making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman; Waistell, Daniel; Nallo, Michael (MBSSE, EdTech Hub, Leh Wi Lan, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Mapping the education data ecosystem in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C) - McBurnie, Chris; Allier-Gagneur, Zoe; Haßler, Björn (EdTech Hub, 2020)
Keywords: E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence - McBurnie, Chris; Adam, Taskeen; Kaye, Tom (Journal of Learning for Development, 2020)
Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.
Keywords: dode_eth-src-dode; dode_eth-trf2-dode; ⛔ No DOI found

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

Expert Consultation: Radio-Based Education in the Philippines - McBurnie, Chris (EdTech Hub, 2020)
These slides present an overview of educational radio programming with a particular focus on quality assurance and content design.
Keywords: C:Philippines; F: Helpdesk response; H:Radio; LP: English; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v2; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Monitoring and evaluating radio in education - McBurnie, Chris (EdTech Hub, 2020)
Keywords: _EdTechHub_Output; dode_eth-src-eth; dode_eth-trf2-dode

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

The role of interactive radio instruction in the coronavirus (COVID-19) education response - McBurnie, Chris (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

The Role of Interactive Radio Instruction in the COVID-19 Education Response - McBurnie, Chris (Open Development & Education, 2020)
Reading Time: 3 minutes At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

The Use of Virtual Learning Environments and Learning Management Systems During the Covid-19 Pandemic - McBurnie, Chris (EdTech Hub, 2020)
This technical note aims to inform the use and development of virtual learning environments (VLE) in educational responses to the current health crisis. It considers the advantages and disadvantages of a number of existing VLEs and includes guidance on selecting an appropriate VLE.
Keywords: COV:COVID and reopening of schools; COVID-19; Distance learning; EdTech; F: Helpdesk response; H: Distance education; LP: English; Learning management system; Remote learning; Virtual learning environment; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v1; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list - McBurnie, Chris (EdTech Hub, 2020)
Interactive Radio Instruction (IRI) is a distance education tool that enables educators to use radio broadcasts to direct active learning in the home. This curated list of resources aims to inform and support the use of IRI to mitigate the educational impact of Covid-19.
Keywords: COV:COVID and reopening of schools; F: Helpdesk response; H:Radio; LP: English; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:v1; _r:CopiedFromEvLib; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

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

Overview of emerging country-level response to providing continuity under COVID-19 What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - McAleavy, Tony; Joynes, Chris; Gibbs, Emma; Sims, Kate (EdTech Hub, 2020)
Summary of report Scope of study This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the needs of disadvantaged students and the role of technology. We consider low-income, middle-income and high-income countries. • We take a broad view of …
Keywords: _DOILIVE; _EdTechHub_Output; _zenodo:submitted; _zenodoETH

What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - McAleavy, Tony; Joynes, Chris; Gibbs, Emma; Sims, Kate (Education Development Trust, 2020)
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

Best practice in pedagogy for remote teaching - McAleavy, Tony; Gorgen, Kristine (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:other:ok; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

What does the research suggest is best practice in pedagogy for remote teaching? - McAleavy, Tony; Gorgen, Kristine (2020)
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Leadership Roles in Managing Education in Crises: The Case of Kenya During Covid-19 Pandemic - Mbogo, Rosemary Wahu (2020)
Covid-19, a disease caused by a novel coronavirus (SARS-CoV-2) was first reported in Wuhan, China, in December 2019 and in Kenya in March 2020. In Kenya, the Covid-19 pandemic has brought to light some unknown talents among the stakeholders at different levels. The economic sector has had manufacturing potential for goods, and from mass media reports, this has been demonstrated through production of Personal Protective Equipment (PPEs), ventilators and innovations in technology in the creation of apps such as the Linda App for contact tracing and Gumzo, a video conferencing app. Similarly, the education sector has also demonstrated potential for adaptation in some situations. For example, after all institutions of learning were closed to prevent the spread of coronavirus in March 2020, many universities have continued learning through Online, Distance and E-learning (ODEL) platforms, and some have even conducted virtual graduations. Others like Kenyatta University have reported innovations such as development of ventilators and modified testing swabs for Covid-19. This is admirable despite numerous limitations of internet accessibilities and other shortcomings. This remarkable achievement has been possible due to semi-autonomy in the university education sector, where Senates are given the right and power, by the Education Act, to make autonomous decisions for their universities which are regulated and monitored using the standards and regulations set by the Commission of University Education (CUE). However, other levels of the education sector do not have this autonomy and have had to depend on the ministry of education for guidance. On 8th July 2020, the ministry of education announced the result of a consultative meeting with stakeholders, to postpone the reopening of schools to January 2021. This was due to the rising cases of corona virus infections in May and June, steeping the infection curve, expected to reach the peak by November and to have flattened by January 2021 (Magoha, 2020). However, what surprised many was the additional and unforeseen announcement that all basic education students (apart from standard 8 and form 4 examination candidates whose details were not clarified) will repeat their current class levels in 2021. The pronouncement caused anxiety and has attracted mixed reactions from various stakeholders. The purpose of this paper is therefore to explain the leadership decisions made by the ministry of education analyze their impact on basic education and propose possible ways for educational leaders and administrators, community leaders and volunteers to facilitate home-based education during the Covid-19 pandemic. This should be done with a goal for progression and promotion of students to the next class level when the 2020 syllabus is eventually covered. The study method utilized desktop literature research where interactions with educational leaders, scholars and practitioners were used to investigate threats and opportunities in managing education during crises.  Article visualizations

Keep Kenya Learning: Helping Caregivers Support Learning at Home Sprint 1. - Mbatha, FaithMbithe; Crook, Rebecca; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org Our research indicates that guidance and resources are necessary but insufficient in equipping caregivers to support their children’s learning. In Sprint 1, caregiver confidence and community emerged as important enablers of home learning. In our interviews, caregivers communicated how they felt limited by their lack of or outdated education. Global interventions indicate that reinforcing a sense of community for caregivers and enabling them to learn from modelling by trusted messengers are pathways to building greater engagement. Caregivers in both rural and urban communities expressed a willingness to engage with SMS (short message service) and online educational resources. However, it is clear that resource design must be: Accessible and understandable Credible and trusted Relevant and actionable.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

EdTech Horizon Scan: Rapid scan of online safety in education - Mazari, Haani; Kaye, Tom (EdTech Hub, 2022)
This EdTech Horizon Scan examines the issue of online safety in digital education — why it should be prioritised, how it is currently being approached, and its potential to become central to education design in low- and middle-income countries. Given that the internet has no borders, there is much to be done to address online safety in all parts of the world — high-income and low- and middle-income countries alike. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Session 5: How can I use EdTech to ensure that students are provided with quality educational content at the right level? - Mazari, Haani; Kaye, Tom (2022)
The Strategic Choices for Education Reform workshop held in Zimbabwe in November 2022 aimed to provide a forum for senior government officials to reflect and consider the strategic reform options for their countries. The objective was to convene officials in key positions in the ministries of education, higher education, finance, and planning to learn about important issues and approaches in education; exchange experiences and lessons; develop an understanding of what is necessary to reconstruct better and more resilient education systems; and to transform the large potential of young people, through human capital investments, into development and prosperity. EdTech Hub was invited to facilitate the day of the workshop focused on harnessing ICT for better teaching and learning. This presentation is one of several used in the workshop to promote learning, discussion, and problem solving among the participants. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Learning continuity in response to climate emergencies: Pakistan's 2022 floods - Mazari, Haani; Baloch, Imdad; Thinley, Sangay; Radford, Kate; Kaye, Tom; Perry, Freya (EdTech Hub, 2023)
Building on EdTech Hub's preliminary insights, this extended resource explores Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders in identifying scalable and feasible ways of using EdTech in response to Pakistan’s 2022 floods and improving learning responses in future climate emergencies. We identified these approaches by interviewing flood-affected parents and teachers, government education officers, development partners, local NGOs, and international experts in education in emergencies. We find that during the different phases of response to the emergency, communities’ needs and infrastructural realities keep changing. However, existing responses to support learning have not been able to address these needs at scale. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Learning continuity in response to climate emergencies: Preliminary insights on supporting learning continuity following the 2022 Pakistan floods - Mazari, Haani; Baloch, Imdad; Thinley, Sangay; Kaye, Tom; Perry, Freya (EdTech Hub, 2022)
This resource is based on preliminary insights from EdTech Hub’s emerging study of Learning continuity in response to climate emergencies following the 2022 Pakistan floods. The intention is to support stakeholders to identify feasible ways of using EdTech in response to Pakistan’s 2022 floods. The design adopted for this resource balances generating primary insights from flood-affected parents and teachers quickly and complementing these with insights from the existing evidence base on education in emergencies globally and nationally. EdTech Hub’s study of learning continuity in response to climate emergencies is ongoing. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

What we are learning | What we are reading: Digital Personalised Learning – How can technology be used to maximise the effectiveness of personalised learning and teaching at the level of the student? - Mazari, Haani (EdTech Hub, 2022)
Significant financial resources are being invested in a wide range of DPL programmes, but there is no clear evidence on whether they are more effective as a complement or substitute to other learning content and how they might be used in low- and middle-income countries.

What we are learning | What we are reading: Digital Personalised Learning – How can technology be used to maximise the effectiveness of personalised learning and teaching at the level of the student? - Mazari, Haani (EdTech Hub, 2022)
Significant financial resources are being invested in a wide range of DPL programmes, but there is no clear evidence on whether they are more effective as a complement or substitute to other learning content and how they might be used in low- and middle-income countries.

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

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

Mavis Education | Home - Mavis Education (Mavis Education, 2020)
Mavis Talking Books™ & Mavis Education Model™ Provide quality basic education to millions of children and adult learners in Africa Everyone Learning. Everywhere a Classroom™ Mavis Talking Books™The simplest, most exciting, engaging and interactive educational technology for improving performance in:Basic Education (formal and informal)Language learning (domestic and foreign)The Mavis Talking Book™ has two components which […]

Evolution in the Digital Age : Implementation of 5E and NGSS in the Virtual Biology Classroom - Maulucci, Marcy E; Guffey, Sarah K (2020)

An exploration of the potential role of digital technologies for promoting learning in foreign language classrooms: Lessons for a pandemic - Masterson, Mary (International Journal of Emerging Technologies in Learning (iJET), 2020)
This research study focuses on long-term digital technologies assisted cross-cultural communication as an instructional model. Secondary school foreign language learners of German and English collaborated online with the same age-cohort peers to acquire new cultural knowledge, as well as develop digi-tal technologies skills. Findings revealed that digital technologies facilitated personalised student-led learning through an inquiry-based approach. Results further indicated that the learners had rich opportunities to share their stories and to think critically about themselves and others. Indeed, pupils enriched their understanding of their partner’s culture as well as developing an en-hanced understanding of the influence of culture on behaviour and thinking. The students learned to use digital technologies by creating digital profiles, posting their comments, asking questions, exchanging cultural information, and gaining linguistic and cultural experience of a native speaker in a virtual space. This paper shows that with the purposeful integration of digital tech-nologies in foreign language classrooms opportunities for richer student learning experiences can be promoted.
Keywords: c ulture; digital technologies; online collaborative learning

Twelve African EdTech Companies Named as First Fellows at Centre for Innovative Teaching and Learning in ICT - Mastercard Foundation (2020)

Twelve African EdTech Companies Named as First Fellows at Centre for Innovative Teaching and Learning in ICT - Mastercard Foundation (Mastercard Foundation, 2020)

À propos de notre recherche de ressources pédagogiques numériques en français - Masrour, Vahid (EdTech Hub, 2020)
Photo credit: SIL Cameroon Lire en anglais Durant le mois d’octobre, EdTech Hub et Learning Equality ont lancé un appel afin de trouver des ressources pédagogiques en français, dans le but de les rendre plus accessibles aux apprenants francophones qui ne disposent pas de connexion à internet. Ce post, préparé par Vahid Masrour, Curriculum Operations Specialist pour Learning Equality, présente…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Reflections on finding French digital education resources - Masrour, Vahid (EdTech Hub, 2020)
Photo credit: SIL Cameroon Read in French In October, EdTech Hub and Learning Equality put out a call to find French educational resources with the aim of making these resources more accessible to Francophone learners not connected to the internet. This post by Vahid Masrour, Learning Equality’s Curriculum Operations Specialist, highlights observations and recommendations from this process. He shares further…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Ministers to promote zero-rated access to online content - Mashininga, Kudzai (University World News, 2020)
African information and communications technology ministers have agreed to promote the zero rating of access to educational content to support univers...

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

A systematic review of research on online teaching and learning from 2009 to 2018 - Martin, Florence; Sun, Ting; Westine, Carl D (Computers and Education, 2020)
Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics.
Keywords: Distance education; Online Learning Research; Research Themes; Systematic Review; online teaching and learning

Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: a multidisciplinary comparison of coverage via citations - Martín-Martín, Alberto; Thelwall, Mike; Orduna-Malea, Enrique; Delgado López-Cózar, Emilio (Scientometrics, 2021)
New sources of citation data have recently become available, such as Microsoft Academic, Dimensions, and the OpenCitations Index of CrossRef open DOI-to-DOI citations (COCI). Although these have been compared to the Web of Science Core Collection (WoS), Scopus, or Google Scholar, there is no systematic evidence of their differences across subject categories. In response, this paper investigates 3,073,351 citations found by these six data sources to 2,515 English-language highly-cited documents published in 2006 from 252 subject categories, expanding and updating the largest previous study. Google Scholar found 88% of all citations, many of which were not found by the other sources, and nearly all citations found by the remaining sources (89–94%). A similar pattern held within most subject categories. Microsoft Academic is the second largest overall (60% of all citations), including 82% of Scopus citations and 86% of WoS citations. In most categories, Microsoft Academic found more citations than Scopus and WoS (182 and 223 subject categories, respectively), but had coverage gaps in some areas, such as Physics and some Humanities categories. After Scopus, Dimensions is fourth largest (54% of all citations), including 84% of Scopus citations and 88% of WoS citations. It found more citations than Scopus in 36 categories, more than WoS in 185, and displays some coverage gaps, especially in the Humanities. Following WoS, COCI is the smallest, with 28% of all citations. Google Scholar is still the most comprehensive source. In many subject categories Microsoft Academic and Dimensions are good alternatives to Scopus and WoS in terms of coverage.
Keywords: Computer Science - Digital Libraries

“Being on the wrong side of the digital divide”: seeking technological interventions for education in Northeast Nigeria - Martens, Marianne; Hajibayova, Lala; Campana, Kathleen; Rinnert, Gretchen Caldwell; Caniglia, Joanne; Bakori, Isa Garba; Kamiyama, Tsukuru; Mohammed, Liman Audu; Mupinga, Davison M.; Oh, Olivia Jeonghwa (Aslib Journal of Information Management, 2020)
Purpose This paper aims to report the initial findings of a project aiming to re-establish basic education in conflict-ravaged states in Northeastern Nigeria and to improve education providers' ability to plan and deliver basic educational services. The authors present a preliminary analysis of Nigerian teachers' access to information communication technology (ICT), their technology skills, as well associated national ICT policies. Design/methodology/approach This case study uses results from two co-designed tools, administered using KoboToolbox to Education Managers in the first instance, and teachers in the second. The data from the tools form the basis for analysis. Findings In the first instance, educational managers reported a lack of access to technology, the internet and to training and professional development. In the second instance, teachers reported issues present in the classroom environment, including poor infrastructure, a lack of resources and over-crowded classrooms. Very few teachers had access to computers or to the internet. Research limitations/implications The 33 educational managers represent a small sample size and may not be fully representative of the region covered. The ICT Capacity Audit tool listed Excel in two different areas – basic Excel skills and using Excel for data analysis – which could have caused confusion for participants. The data collection should be repeated, expanded and compared for consistency. For the team, changes to the proposed (SENSE) box content meant that we were not able to deliver low-tech tools, such as Boogie Boards, or high-tech tools, such as tablets, to schools. Originality/value Despite seemingly insurmountable challenges, the research team identified low-tech tools as a feasible resource in the classroom. Existing tools, such as teachers' smartphones and use of the WhatsApp application, can be used for sharing educational resources and providing teacher training. This paper argues that Nigeria needs up-to-date national ICT policies to guide in-country efforts to develop implementation of information technology initiatives for education.

ijmarshall/robotreviewer - Marshall, Iain (2024)
Automatic synthesis of RCTs
Keywords: bias; clinical-trials; cochrane; icasr; rcts; systematic-reviews; trial

Deployment of Offline Learning Management Systems: Comparing the Performance of Selected Micro-servers in Tanzania - Maro, Salome; Kondoro, Aron; Haßler, Björn; Mtebe, Joel; Proctor, Jamie (Journal of Learning for Development, 2023)
Low-powered mobile devices such as Raspberry Pis and tablets can be used as micro-servers to implement offline Learning Management Systems (LMS). Despite their potential, especially for low-income countries, such as Tanzania, no research is available detailing the affordances of these devices for supporting LMS features. This study investigated the suitability of various low-cost micro-servers for deploying LMSs. It compared the performance of the Raspberry Pi, Android tablet, and Chromebook in terms of LMS benchmarking, response time, and resource utilisation. Results showed all devices had sufficient hardware resources to support the LMS, however, software stacks, I/O performance, and platform optimisations affected the micro-servers' performance. The Chromebook had the best performance in terms of response time, followed by the Raspberry Pi and tablets. In terms of cost, the Raspberry PI was the cheapest option.  The installation process for tablets was more cumbersome than the other devices, meaning the devices with better tooling and a more conventional software stack were a better option for deploying offline micro-servers.

Data Availability and Transparency Bill 2020 [and] Data Availability and Transparency (Consequential Amendments) Bill 2020 - Markham, David (2020)

Where is EdTech working? Leveraging data for better EdTech policies - Marin, Sergio Venegas; Cobo, Cristobal; Cloutier, Marie-Helene; Lambert-Porter, Emma (Where is EdTech working? Leveraging data for better EdTech policies, 2021)
The COVID-19 pandemic has disrupted schooling for over 1.6 billion students worldwide. Many education systems fell short of their goal to ensure the continuity of learning due to the digital divide that kept many without access to any kind of remote learning opportunity.

What is Capitation Grant for Basic Schools in Ghana? - Marfo, Nathlaine Matilda (Coverghana.com.gh, 2022)
Capitation grant for basic schools is the amount of money or funds allocated for public basic schools in Ghana operating under the Ghana Education Service to... What is Capitation Grant for Basic Schools in Ghana?

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

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

Covid-19: over 45% secondary school students may drop out - Mamun, Shohel (Dhaka Tribune, 2020)

Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments - Mamun, Md Abdullah A I; Lawrie, Gwendolyn; Wright, Tony (Computers & Education, 2020)

Orientation and Mobility Practices within the Expanded Core Curriculum with Effective Parental Involvement of Visually Impaired Learners in Pakistan - Malik, Shazia; Manaf, Umi Kalthom Abdul (Bulletin of Education and Research, 2020)
The aim of this study was to observe Orientation and Mobility (O&M) with effective parental involvement within the Expanded Core Curriculum (ECC) for visually impaired learners (VILs) to make them independent in their environment in Pakistan. O&M practices have become significant as these are essential in independence and one of the main components of the ECC for VILs. This research explores O&M practices within the ECC from the perspectives of the teachers by using a qualitative approach and semi-structured interviews of O&M teachers were conducted from two public secondary level institutes of VILs Lahore, Pakistan. This paper endeavors to answer the question: What are the O&M practices within ECC that needed for VILs to enhance their independence in classroom settings? The findings of the study indicate that VILs need to use the knowledge of O&M practices to get their independence in their environment. Therefore, it is appropriate for O&M teachers to add the skills of mobility techniques under the subsection of O&M practices within the guidelines of ECC. The VILs seemed to benefit from immediate instructions from their O&M teachers. However, the VILs still need more help in O&M practices with effective parental involvement under the guidance of ECC. So, in the context of the study, it is the urgent need of VIL to align their O&M practices with mentioned instructions in ECC.
Keywords: Assistive Technology; Core Curriculum; Foreign Countries; Orientation; Parent Participation; Secondary School Students; Skill Development; Visual Impairments; Visually Impaired Mobility; ⛔ No DOI found

Are children with disabilities in school and learning? Evidence from a household survey in rural Punjab, Pakistan - Malik, Rabea; Raza, Fizza; Rose, Pauline; Singal, Nidhi (Compare: A Journal of Comparative and International Education, 2020)
Invisibility of children with disabilities in data on educational access and learning is a key policy challenge for tracking progress towards the Sustainable Development Goals. In this article, we report findings from a household survey undertaken in rural Punjab, Pakistan. These data enable us to identify the extent to which children with disabilities are in school and learning the basics in literacy and numeracy. We find that, perhaps contrary to expectations, many of these children in this context are in mainstream (government and private) schools, although their chances of being in school are lower than their peers. We further find that overall levels of literacy and numeracy are low, even more so for children with disabilities. Our findings corroborate recent research from other countries. The paper highlights important lessons for the policy which are of relevance to other low-income contexts.
Keywords: Learning outcomes; Pakistan; Washington Group; disability; household survey; primary education

Challenges and opportunities for Pakistan education systems in the COVID-19 response - Malik, Rabea (2020)

The impact of COVID-19 on education in Pakistan - Malik, Rabea (Cambridge University Press & Assessment, 2020)
This blog was written by Rabea Malik, Assistant Professor at the School of Education, Lahore University of Management Sciences (LUMS) and Research Fellow at the Institute of Development and Economic Alternatives (IDEAS) in Pakistan. This blog is part of a series from the REAL Centre reflecting on the impacts of the current COVID-19 pandemic on research work on international education and development.

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

The effect of school closures on standardised student test outcomes - Maldonado - 2022 - British Educational Research Journal - Wiley Online Library - Maldonado, Joana Elisa; De Witte, Kristof (2021)

Measuring the quality of early childhood education: Associations with children’s development from a national study with the IMCEIC tool in Colombia - Maldonado-Carreño, Carolina; Yoshikawa, Hirokazu; Escallón, Eduardo; Ponguta, Liliana Angelica; Nieto, Ana María; Kagan, Sharon Lynn; Rey-Guerra, Catalina; Cristancho, Juan Camilo; Mateus, Angy; Caro, Luz Angela; Aragon, Carlos Andrés; Rodríguez, Ana María; et al. (Child Development, 2022)

Building Education Foundations through Innovation & Technology: Malawi Scale-up Program Overview - Malawi MoE (2023)

Building Education Foundations through Innovation & Technology: Malawi Scale-up Program Overview - Malawi MoE (2023)

2022 Malawi Education Statistics Report (EMIS) - Malawi Ministry of Education (Government of Malawi, 2022)

Building Education Foundations through Innovation & Technology: Malawi Scale-Up Program Overview - Malawi Ministry of Education (Government of Malawi, 2023)

Joint Sector Review Resources – Presentations - Malawi Ministry of Education (2022)

National education sector investment plan 2020-2030 - Malawi Ministry of Education (Government of Malawi, 2020)

Statement by Minister of Education, Hon. Agnes Nyalonje, on Re-Opening of Schools, Colleges, Universities and International Schools on 27 August, 2020 in Lilongwe | United Nations in Malawi - Malawi Minister of Education (2020)
I have called for this press briefing to announce to the nation that Schools, Colleges, Universities and International Schools will re-open on 7th Sept 2020

Girls education and Covid-19 in Nigeria - Malala Fund (Malala Fund, 2020)

Girls' education and COVID-19 in Pakistan - Malala Fund (Malala Fund, 2020)
In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences.

Girls' education and Covid-19: What past shocks can teach us about mitigating the impact of pandemics - Malala Fund (Malala Fund, 2020)

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

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

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

Technology-Supported Personalised Learning: A Rapid Evidence Review - Major, Louis; Francis, Gill A. (EdTech Hub, 2020)
This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org.
Keywords: F: Evidence review; LP: English; _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v3; _zenodo:submitted; _zenodoETH

The potential of using technology to support personalised learning in low- and middle-income countries - Major, Louis; Francis, Gill (EdTech Hub, 2020)
With schools around the world closed to prevent the spread of COVID-19, we have been undertaking a series of ‘rapid evidence reviews’ to help education decision-makers respond effectively. These reviews aim to provide evidence-based summaries on specific areas of EdTech. In this post, we look at the role of technology in supporting personalised…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

A dialogic design-based research partnership approach: developing close-to-practice educational technology theory in Kenya (Forthcomming) - Major, Louis; Daltry, Rebecca; Rahman, Asad; Plaut, Daniel; Otieno, Mary; Otieno, Kevin (Global Perspectives on Teaching with Technology: Theories, Case Studies and Integration Strategies, 2023)
Design-based research (DBR) has promise for investigating educational technology in low- and middle-income contexts. However, DBR is implemented infrequently in such settings, highlighting a need for guidance on implementation. This chapter critically reflects on innovative DBR involving Kenyan teachers and research partners over two years. This focused on the iterative evaluation of a ‘digital personalised learning’ tool to improve its integration into classroom practice. This DBR promoted teacher-researcher engagement through adopting a dialogue-informed 'intermediate theory building' framework, bridging the theory-practice gap. Additionally, it enhanced inclusivity by broadening the concept of partnership through an ‘integrated’ approach. Lessons learned and practical implications are highlighted. Outcomes establish a novel foundation for applying DBR to enhance educational technology for marginalised learners.

Randomised Controlled Trial Protocol: Digital personalised learning to improve literacy and numeracy outcomes in Kenyan classrooms - Major, Louis; Daltry, Rebecca; Otieno, Mary; Otieno, Kevin; Zhao, Annette; Hinks, Jessica; Sun, Chen; Friedburg, Aidan (EdTech Hub, 2023)
This protocol provides a detailed overview of a cluster-randomised controlled trial (RCT) being undertaken in pre-primary schools in Kenya. The RCT seeks to rigorously investigate the impact of a classroom-integrated digital personalised learning (DPL) tool on early grade numeracy and literacy learning outcomes. The protocol is being disseminated prior to endline data analysis to promote transparency and a comprehensive understanding of the RCT approach and design. Keywords: digital personalised learning; DPL; Randomised controlled trial; RCT; research methodology; learning outcomes; Kenya An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Secondary school mathematics teachers' views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia - Mailizar; Almanthari, Abdulsalam; Maulina, Suci; Bruce, Sandra (Eurasia Journal of Mathematics, Science and Technology Education, 2020)
School closures in Indonesia during the COVID-19 pandemic have left 45.5 million school students and 3.1 million teachers dependent on online teaching and learning. Online teaching and learning are an unprecedented experience for most teachers and students; consequently, they have a limited experience with it. This paper examines the views of secondary school mathematics teachers on E-learning implementation barriers during the COVID-19 pandemic at four barrier levels, namely teacher, school, curriculum and student. Furthermore, it assesses the relationship between barrier levels with teachers' demographic background. Data was collected through an online questionnaire, involving 159 participants from lower and upper secondary schools in Indonesia. The findings of this study suggest that student level barrier had the highest impact on e-learning use. In addition, the student level barrier showed strong positive correlation with the school level barrier and curriculum level barrier. The study showed that teachers' backgrounds had no impact on the level of barriers. This study stimulates further discussion on the way to overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this pandemic and beyond it by highlighting the importance of students' voices.
Keywords: Barrier to e-Learning; E-Learning in mathematics education; E-learning during COVID-19; E-learning in Indonesia

Alarm over teen pregnancies as Kenya ranked third worldwide | Nation - Maichuhie, Kamau (2022)

Roles and responsibilities government (Unpublished) - Mahzumi, Abdellahi (2020)

Disruptive Classroom Technologies - Magana, Sonny (2020)

Education Workforce Costed Options Paper - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Workforce Initiative, 2020)
Keywords: ⛔ No DOI found

Education Workforce Management in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)

Education Workforce Recruitment and Matching in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Workforce Initiative, 2020)
Keywords: _yl:b; ⛔ No DOI found

Education Workforce Spatial Analysis in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
Keywords: _yl:a; ⛔ No DOI found

Education Workforce Supply and Needs in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (the Education Commission; Fab Inc., 2020)
Keywords: ⛔ No DOI found

Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions - MacIntyre, Peter D.; Gregersen, Tammy; Mercer, Sarah (System, 2020)
Teaching often is listed as one of the most stressful professions and being a language teacher triggers its own unique challenges. Responses to the Covid-19 pandemic have created a long list of new stressors for teachers to deal with, including problems caused by the emergency conversion to online language teaching. This article examines the stress and coping responses of an international sample of over 600 language teachers who responded to an online survey in April 2020. The survey measured stressors and 14 coping strategies grouped into two types, approach and avoidant. Substantial levels of stress were reported by teachers. Correlations show that positive psychological outcomes (wellbeing, health, happiness, resilience, and growth during trauma) correlated positively with approach coping and negatively with avoidant coping. Avoidant coping, however, consistently correlated (rs between 0.42 and 0.54) only with the negative outcomes (stress, anxiety, anger, sadness, and loneliness). In addition, ANOVA showed that although approach coping was consistently used across stress groups, avoidant coping increased as stress increased suggesting that there may be a cost to using avoidant coping strategies. Stepwise regression analyses using the 14 speciﬁc coping strategies showed a complex pattern of coping. Suggestions for avoiding avoidance coping strategies are offered.

The development and policies of ICT supporting educational technology in Singapore, Thailand, Indonesia, and Myanmar - Machmud, Muhammad Takwin; Widiyan, Agung Purwa; Ramadhani, Noer Risky (International Journal of Evaluation and Research in Education (IJERE), 2021)
This study has an objective to identify the development and policies of educational technology application in ASEAN countries. Through the literature review and analysis, this recent study has compared the issue of educational technology development and policies in ASEAN countries. The reviewing country has been chosen based on the Information and Communication Technology (ICT) index amongst the ASEAN countries, that are Singapore (as the highest rank), Thailand & Indonesia (as the middle rank), and Myanmar (as the lowest rank). The result of the study shows that the majority of the countries focused to improve network capabilities in supporting online learning, and the policies of each country showed a similarity in improving the technology equity for the learner. However, Singapore shows more advance technological implementation such as the application of broader Artificial Intelligence in classroom activity, while the use of Artificial Intelligence (AI) in Thailand and Indonesia still in developing progress. In conclusion, the technology education development in ASEAN countries has moved forward through the past year and the policies of educational technology for each country have been similar in strengthening the ASEAN plan.

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

A spatial database of public primary day schools in western Kenya - Macharia, Peter M.; Moturi, Angela; Mumo, Eda; Snow, Robert W. (Harvard Dataverse, 2022)
Understanding the location of primary schools relative to population is important to contextualize the time, or distance, that students must travel...
Keywords: Other

Isolating the “Tech” from EdTech: Experimental Evidence on Computer Assisted Learning in China - Ma, Yue; Fairlie, Robert; Loyalka, Prashant; Rozelle, Scott (National Bureau of Economic Research, 2020)
EdTech which includes online education, computer assisted learning (CAL), and remote instruction was expanding rapidly even before the current full-scale substitution for in-person learning at all levels of education around the world because of the coronavirus pandemic. Studies of CAL interventions have consistently found large positive effects, bolstering arguments for the widespread use of EdTech. However CAL programs, often held after school, provide not only computer-based instruction, but often additional non-technology based inputs such as more time on learning and instructional support by facilitators. In this paper, we develop a theoretical model to carefully explore the possible channels by which CAL programs might affect academic outcomes among schoolchildren. We isolate and test the technology-based effects of CAL and additional parameters from the theoretical model, by designing a novel multi-treatment field experiment with more than four thousand schoolchildren in rural China. Although we find evidence of positive overall CAL program effects on academic outcomes, when we isolate the technology-based effect of CAL (over and above traditional pencil-and-paper learning) we generally find small to null effects. Our empirical results suggest that, at times, the “Tech” in EdTech may have relatively small effects on academic outcomes, which has important implications for the continued, rapid expansion of technologies such as CAL throughout the world.

The impact of computer assisted learning on rural Taiwanese children: evidence from a randomized experiment - Ma, Yue; Abbey, Cody; Hu, Derek; Hung, Weiting; Zhang, Xinwu; Chang, Chiayuan; Wu, Chyi-In; Rozelle, Scott (Stanford University, 2020)
The effectiveness of educational technology (EdTech) in improving the outcomes of poor, marginalized students has primarily been documented by studies conducted in developing countries; however, relevant research involving randomized studies in developed country contexts is relatively scarce. The objective of the current study is to examine whether an in-school computer assisted learning (CAL) intervention can improve the math performance (the primary outcome) and academic attitudes (secondary outcomes) of rural students in Taiwan, including a marginalized subgroup of rural students called Xinzhumin. We also seek to identify which factors are associated with the effectiveness of the intervention. In order to achieve this, we conducted a randomized control trial involving 1,840 sixth-grade students at 95 schools in four relatively poor counties and municipalities of Taiwan during the spring semester of 2019. According to the ITT analysis, the O-CAL intervention had no significant ITT impacts on the primary outcome of student math performance as well as on most secondary outcomes of the overall treatment group (who on average used the software for only about one quarter of the protocol’s minimum required time of 30 minutes per week, indicating that compliance was low). However, the LATE analysis revealed significant improvements in the math performance of the 30% most active students in the treatment group (who used the software for about two thirds of the minimum required time). Effect sizes of active users overall (0.16 SD-0.22 SD) increased in accordance with increases in usage and were larger for active Xinzhumin users specifically (0.21 SD-0.35 SD). A wide range of student-level and (in particular) teacher-level characteristics were associated with the low compliance to the intervention, which are findings that may help inform educational policymakers and administrators of the potential challenges of introducing school-based interventions that depend heavily on teacher adoption and integration.

M-Shule LEAD Toolkit: Learn, Evaluate, Activate, Data - M-Shule (2022)
M-Shule is an SMS knowledge-building platform that helps organizations deliver Learning, Evaluation, Activation, and Data tools across East Africa.

EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review - Lynch, Paul; Singhal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodoETH

Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review - Lynch, Paul; Singal, Nidhi; Francis, Gill Althia (Educational Review, 2022)
Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.
Keywords: Educational technology; assistive technology; disability; inclusive education; low- and middle-income countries; primary education

How Can EdTech Support Primary School Learners with Disabilities in LMICs? Recommendations for Policy - Lynch, Paul; Singal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v3; _r:AddedByZotZen; _zenodo:submitted; _zenodoETH

Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children - Lynch, Paul; Kaye, Tom; Terlektsi, Emmanouela (EdTech Hub, 2020)
The Covid-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable during school closures. They are isolated at home and unable to access information as easily as when attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
Keywords: C:Pakistan; F: Helpdesk response; L:Special education needs and disabilities (SEND); LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v1; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Solutions EdTech face au COVID-19 dans les pays francophones - Lwamba, Etienne (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons […]
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

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

Introduction of an EdTech intervention to support learning of foundational skills in Sierra Leone: policy, teacher, and community perspectives - Lurvink, Anne-Fleur; Pitchford, Nicola J. (Frontiers in Education, 2023)
Background: Like many other countries, Sierra Leone faces significant challenges with primary education resulting in many children leaving primary school without acquiring basic foundational skills. To address these challenges, an educational technology (EdTech) intervention was implemented in 20 primary schools located in two marginalized districts in Sierra Leone. While this EdTech intervention has been shown to raise learning outcomes, little is known about the impacts on the broader education ecosystem. This paper investigates how this EdTech intervention might address some the challenges faced with primary education in Sierra Leone, by examining policy, teacher, and community perspectives. Method: A mixed methods approach was employed which included a policy mapping exercise, a survey of teachers training needs in supporting the development of foundational skills with grade 1 learners, an interview with teachers after they had delivered the EdTech intervention to garner their perceptions and experiences of using the technology in their class, and focus groups with teachers and other community members to gain insights into how the EdTech intervention had been received. Results: Findings from the policy mapping exercise and quantitative data from the survey of teacher training needs were triangulated with qualitative data from the interviews and focus groups. Four key themes emerged relating to the effective and sustained use of this EdTech intervention to support the acquisition of foundational skills by primary school children in Sierra Leone: (1) the need for continued teacher professional development, (2) the use of English as the language of instruction, (3) access to the technology by children with special educational needs and disabilities (SEND), and (4) the importance of active community engagement in supporting the intervention. Discussion: Collectively, results indicated that the EdTech intervention employed in this study aligned well to the education policy in Sierra Leone. Enhanced teacher training is needed, especially in using English as the language of instruction, and continued community engagement is essential for scaling the intervention effectively and ensuring that all children, including those with SEND, access the technology at primary school. These results have implications for other EdTech intervention deployed in resource-poor settings to enhance learning of foundational skills.

Teacher Retention and Mobility in Sierra Leone: What factors motivate teachers to stay at or leave schools? - Lurvink, Anne-Fleur; Mansaray, Kabiru; Kamara, Josephine; Khanu, Alimamy James; Cameron, Emma; Godwin, Katie; Haßler, Björn (EdTech Hub, 2023)
The current study is the third in a series of research studies, which aim to generate evidence that can support the MBSSE and TSC with their teacher allocation and deployment strategy. Our first study investigated teacher preferences for school choice and uncovered important considerations for teacher deployment. Following this, we investigated mobility patterns for teachers who are on the government payroll, and payroll teacher retention rates. The latter study helped us understand where teachers move to when they change schools, and also helped us identify areas with high (hot spots) and low retention rates (cold spots). The current study is explanatory in nature and aims to understand why teachers stay at or leave their schools. Keyword: teacher allocation; teacher retention; teacher mobility; Sierra Leone An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Recommendations report for technology and CPD for secondary school leaders and teachers in Sierra Leone - Lurvink, Anne-Fleur; Haßler, Björn (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Where do teachers go, and where do they stay? - Lurvink, Anne-Fleur; Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Mackintosh, Alasdair; Ramirez, Ana; Beoku-Betts, Iman; Haßler, Björn; Godwin, Katie; Godwin, Anne-Fleur Lurvink, Patricia Espinoza-Revollo, Yusuf Ali, Oliver Garrod, Paul Atherton, Alasdair Mackintosh, Ana Ramirez, Iman Beoku-Betts, Björn Haßler and Katie (EdTech Hub, 2023)
In Sierra Leone, a government payroll position is tied to the teacher, not the school, meaning teachers can change schools once they go on the payroll. This leads to certain schools being chronically understaffed. It also suggests that deploying teachers to rural and understaffed schools (or putting teachers already there on payroll) might not tackle high pupil-to-qualified-teacher ratios in the longer term. Investigating the school-to-school movement of payroll teachers can help us understand where teachers go after they go on the payroll and how long they stay in a given school. We also looked at overall movement nationally to identify areas of the country that are outliers in terms of high and low retention of teachers.

No teacher is an Island - Lurvink, Anne-Fleur; Bokamba, Tania Elena Megogo; Mason, Miriam; Godwin, Katie; Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie Godwin, Anne-Fleur Lurvink, Tania Elena Megogo Bokamba, Miriam Mason and Katie (Open Development and Education, 2022)
When we step into the head-teacher’s office in one of our project schools, Foday, the facilitator comes in and greets us. He asks us to be patient while they sort out lunch for the children and get the teachers together. We sit back and relax, and watch the hundreds of learners receive

No Teacher is an Island: A case study on the enablers and barriers for effective school-based teacher professional development in Sierra Leone - Lurvink, Anne-Fleur; Bangura, Zainab; Fortune, Alhaji; George, Alex H.; Godwin, Katie; Mason-Sesay, Miriam; Moseray, David; Tholley, Ibrahim; Turay, Emmanuel B.; Haßler, Björn; Open Development & Education (OpenDevEd, 2022)

Moving high-stakes exams online: Five points to consider - Luna-Bazaldua, Diego; LIBERMAN, JULIA; LEVIN, VICTORIA (World Bank Blogs, 2020)

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

Revolutionizing Text Data Analysis with AI Autocoding with NVivo - Lumivero (Lumivero, 2023)
As the original AI qualitative data analysis software, NVivo has fine-tuned the autocoding feature that lets researchers conduct text data analysis with AI to detect and code themes and sentiments.

The State of Ceara in Brazil is a Role Model for Reducing Learning Poverty - Loureiro, Andre; Cruz, Louisee; Lautharte, Ildo; Evans, David K. (World Bank, 2020)
This report presents the case of the state of Ceara in Brazil that overcame adverse socioeconomic conditions to substantially improve education outcomes with efficient use of resources. Despite having the 5th lowest GDP per capita among the 26 Brazilian states, the 9-million-inhabitant state of Ceara has experienced the largest increase in the national education quality index in both primary and lower secondary education since 2005, with 10 municipalities of Ceara being among the top 20 national ranking, including Sobral which has the highest score. The state of Ceara pioneered the use of results-based financing as part of a comprehensive education reform program that among other elements included strong support to its municipalities to achieve universal literacy by the end of grade 2. The reforms allowed the state to considerably improve learning levels of students in primary and lower secondary education with a high level of efficiency in the use of resources. The main aspects of the reforms are presented and discussed.
Keywords: Education Quality; Education Reform; Learning Poverty; Results-Based Financing; Secondary Education

Achieving World-Class Education in Adverse Socioeconomic Conditions: The Case of Sobral in Brazil - Loureiro, Andre; Cruz, Louisee (World Bank, 2020)
This report presents the case of the municipality of Sobral in the state of Ceara, Brazil. This municipality overcame adverse socioeconomic conditions and now has the best primary andlower secondary education system in Brazil. Sobral is home to 200,000 inhabitants and in 2005 was ranked 1,366 in the national index that measures quality of education in Brazil. Twelve years later, it was ranked first among the 5,570 municipalities in both primary and lower secondary education rankings. Public education in Sobral has one goal: every student must complete lower secondary education at the right age and with appropriate learning. The municipality placed education at the top of the political agenda and kept it out of politics. Its prioritized learning by establishing a clear intermediate target, ensuring all students are literate by the end of the second grade. It organized the education policy under four pillars: effective use of student assessment; focused curriculum with a clear learning sequence and prioritization of foundational skills; prepared and motivated teachers; and autonomous and accountable school management with school principals appointed through a meritocratic and technical selection process. The main aspects of the reforms are presented and discussed in this report.
Keywords: Early Childhood Education; Education; Education Quality; Education Reform; Education for All; Literacy; Primary Education; Secondary Education; Student Performance

Análisis comparativo de las prácticas educativas implementadas en Chile y México durante la pandemia de COVID-19 - Loredo, Karla Fabiola Arizmendi; Hidalgo, Mariana Fernández; Rivadeneira, Scott Núñez (Guayana Moderna, 2020)
Resumen El actual contexto de pandemia ha llevado a que los Sistemas Educativos implementen diversas herramientas para garantizar el derecho constitucional a la educación. A través de un estudio comparativo, realizado en colaboración por estudiantes de Chile y México se buscó establecer las diferencias y similitudes existentes entre ambos sistemas, incluyendo en éstas las medidas tomadas por los gobiernos de ambos países para abordar la nueva realidad de la educación a distancia, así como la situación actual en la cual se encuentran los maestros de educación básica de diversos establecimientos. Esta investigación se realizó a través de encuestas dirigidas a los docentes, y por medio del análisis de documentos e información relacionada a la organización de los sistemas educativos de Chile y México; por último, se compararon las propuestas y medidas decretadas por los mismos para su implementación en el desarrollo e impartición de las clases. Los principales resultados obtenidos en la investigación dan muestra de que las medidas implementadas por ambos países no logran resguardar el aseguramiento de la calidad, y que así mismo faltan herramientas para un correcto desarrollo de las clases virtuales. De igual forma, se presentan y analizan los resultados de las encuestas realizadas, en donde los maestros expresan su sentir acerca de los desafíos y la exigencia de la situación actual.Palabras Clave: Sistema Educativo, Educación Básica, México, Chile, Pandemia, Maestros
Keywords: ⛔ No DOI found

The More You Know, the Less You Stress: Menstrual Health Literacy in Schools Reduces Menstruation-Related Stress and Increases Self-Efficacy for Very Young Adolescent Girls in Mexico - Long, Jeanne L.; Haver, Jacquelyn; Mendoza, Pamela; Vargas Kotasek, Selvia M. (Frontiers in Global Women's Health, 2022)
Improving the menstrual health literacy of girls and boys is a key strategy within a holistic framework of Save the Children's school health and comprehensive sexuality education programming. As menstrual health is an emerging area of study and programming, Save the Children continues to learn and adjust its interventions using program evaluations and rigorous monitoring. This paper will examine program-monitoring data from three cohorts, representing 47 public schools in Mexico City, Puebla, and Mérida, Mexico. The study focuses on female students in 5th and 6th grade who participated in We See Equal, a school-based program centered on gender equality and puberty education, between September 2018 and December 2019. This study used a cross-sectional quantitative cohort approach to document changes in girls' experiences and perceptions around managing menstruation in school. The analysis compares girls' knowledge and experiences before and after participation in We See Equal to understand how knowledge changes over the program and how those changes may contribute to menstruation-related school engagement, stress, and self-efficacy (MENSES) outcomes. Multivariate regression models explored relationships between MENSES outcomes, knowledge and socioeconomic status (SES). Overall, results show that the more knowledge girls acquired, the higher their self-efficacy score and the lower their stress score, however, certain MHH knowledge was more predictive of MENSES outcomes and varied by SES. Among girls from lower SES, we observed significant relationships between knowing what their period was prior to menarche and the three MENSES outcomes. Decreases in menstruation-related stress were driven by items related to the practical knowledge of how to dispose of sanitary pads and reduced feelings of nervousness on days they had their period at school. Increases in self-efficacy were primarily driven by girls' confidence in their ability to track their period from month to month, feelings that they could still do well on an exam if they had their period at school, and security that they could ask a friend to lend them a pad if they needed one. Implications for future menstrual health literacy programming and targeting populations for menstrual health education, as well as priorities for future research will be discussed.

Intergovernmental fiscal transfers, equity and service delivery: lessons from Uganda - Long, Cathal; Fraser, Alasdair; Mbate, Michael; Lacroix, Antoine (ODI: Think change, 2021)
Analysing the equity of government fiscal resource allocation

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

Intersectionality as a lens to the COVID-19 pandemic: implications for sexual and reproductive health in development and humanitarian contexts - Lokot, Michelle; Avakyan, Yeva (Sexual and Reproductive Health Matters, 2020)

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

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

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

Developing Theory Through Integrating Human and Machine Pattern Recognition - Lindberg, Aron (Journal of the Association for Information Systems, 2020)
Keywords: _Added-ailr-2024

Educational Technology: How Important Is It In Today's Education Industry? - Lim, Alexander (eLearning Industry, 2021)
Technological advancement has impacted a lot on education. Find out the 7 most common benefits of educational technology!

Arm-wrestling in the classroom: the non-monotonic effects of monitoring teachers - Lichand, Guilherme; Wolf, Sharon (Working Paper Series, 2021)
Teacher absenteeism and shirking are common problems in developing countries. While monitoring teachers should ameliorate those problems, mobilizing parents to do so often leads to small or even negative effects on learning outcomes. This paper provides causal evidence that this might result from non-monotonic effects of monitoring teachers. Cross-randomizing nudges to teachers and parents in Ivory Coast – to motivate and monitor teachers directly, and to mobilize parents –, we find that, in schools where parents are nudged, numeracy and literacy test scores improve by an additional school quarter, and student dropouts decrease by over 50%. In contrast, in schools where both are nudged, there is no effect on either learning outcomes or dropouts – even though the latter also fall by nearly 50% where teachers are nudged alone. In those schools, teachers show up less frequently, allocate less time to career development, and target instruction to top students to a greater extent than in schools where only parents are nudged. Monitoring backfires precisely for teachers who were most motivated at baseline, consistent with monitoring intensity eventually crowding out intrinsic motivation. Our results have implications for the design of accountability programs above and beyond education.

The impacts of remote learning in secondary education during the pandemic in Brazil - Lichand, Guilherme; Doria, Carlos Alberto; Leal-Neto, Onicio; Fernandes, João Paulo Cossi (Nature Human Behaviour, 2022)
The transition to remote learning in the context of COVID-19 might have led to dramatic setbacks in education. Taking advantage of the fact that São Paulo State featured in-person classes for most of the ﬁrst school quarter of 2020, but not thereafter, we estimate the eﬀects of remote learning in secondary education using a diﬀerences-in-diﬀerences strategy that contrasts variation in students’ outcomes across diﬀerent school quarters, before and during the pandemic. We also estimate intention-to-treat (ITT) eﬀects of reopening schools in the pandemic through a triplediﬀerences strategy, contrasting changes in educational outcomes across municipalities and grades that resumed in-person classes or not over 2020’s last school quarter. We ﬁnd that, under remote learning, dropout risk increased by 365% and test scores decreased by 0.32 s.d., as if students had only learned 27.5% of the in-person equivalent. Partially resuming in-person classes increased test scores by 20% relative to the control group.

Behavioral nudges to prevent learning losses and dropout risk during the pandemic: experimental evidence from Brazil - Lichand, Guilherme; Christen, Julien; van Egeraat, Eppie (University of Zurich Department of Economics, 2021)
Using a cluster-randomized control trial with 18, 256 high-school students across 87 schools in the State of Goiás, Brazil, this paper documents that behavioral nudges, sent through text messages to students or their caregivers during remote learning in the context of COVID-19, significantly increased test scores in a standardized assessment test conducted with high-school seniors on the following year. Impacts were positive across the entire test score distribution, but nudges increased inequality in test scores. Relying on missing scorecard grades as a proxy for dropout risk across all high-school grades during remote learning, we show that nudges decreased this metric by 20% (although the effect is only imprecisely estimated). In contrast to test scores, nudges decreased inequality in dropout risk. Additional experiments that varied the content of nudges at the student level illustrate the opportunities and challenges of using behavioral insights to motivate students in the context of remote learning.
Keywords: COVID-19; Dropouts; Learning Losses; Nudges; Remote Learning

Do Behavioral Nudges Work Under Remote Learning? Evidence from Brazil During the Pandemic - Lichand, Guilherme; Christen, Julien; van Egeraat, Eppie (Social Science Research Network, 2022)
Behavioral nudges have been shown to increase student attendance and grades across a variety of settings. In low- and middle-income countries, these effects are often mediated by parents showing up in school to a greater extent, ultimately monitoring teachers more closely. As such, could nudges improve educational outcomes even under remote learning? In particular, could they prevent at least part of the dramatic learning losses in the context of COVID-19, which left billions of children around the world without in-person classes? We study this question using a cluster-randomized control trial with 18, 256 students across 87 high schools in the State of Goiás, Brazil. We find that motivational nudges sent through text messages to students or their caregivers under remote learning significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese. Additional experiments that varied the content of nudges at the student level illustrate the opportunities and challenges of using behavioral insights to motivate students in the context of remote learning.
Keywords: COVID-19; Learning Losses; Nudges; Remote Learning

Neglecting Students’ Socio-emotional Skills Magnified Learning Losses During the Pandemic: Experimental Evidence from Brazil - Lichand, Guilherme; Christen, Julien; van Egeraat, Eppie (2022)
Did the dramatic learning losses from remote learning in the context of COVID-19 stem at least partly from schools having overlooked students’ socio-emotional skills – such as their ability to self-regulate emotions, their mental models, motivation, and grit – during the emergency transition to remote learning? We study this question using a cluster-randomized control trial with 18, 256 high-school students across 87 schools in the State of Goiás, Brazil. The intervention sent behavioral nudges through text messages to students or their caregivers, targeting their socio-emotional skills during remote learning. Here we show that these messages significantly increased standardized test scores relative to the control group, preventing 7.5% of learning losses in math and 24% in Portuguese, consistent with the hypothesis that neglecting students’ socio-emotional skills magnified learning losses during the pandemic.
Keywords: COVID-19; Learning Losses; Remote Learning; Socio-emotional Skills

Using Nudges to Prevent Student Dropouts in the Pandemic - Lichand, Guilherme; Christen, Julien (arXiv, 2020)
The impacts of COVID-19 reach far beyond the hundreds of lives lost to the disease; in particular, the pre-existing learning crisis is expected to be magnified during school shutdown. Despite efforts to put distance learning strategies in place, the threat of student dropouts, especially among adolescents, looms as a major concern. Are interventions to motivate adolescents to stay in school effective amidst the pandemic? Here we show that, in Brazil, nudges via text messages to high-school students, to motivate them to stay engaged with school activities, substantially reduced dropouts during school shutdown, and greatly increased their motivation to go back to school when classes resume. While such nudges had been shown to decrease dropouts during normal times, it is surprising that those impacts replicate in the absence of regular classes because their effects are typically mediated by teachers (whose effort in the classroom changes in response to the nudges). Results show that insights from the science of adolescent psychology can be leveraged to shift developmental trajectories at a critical juncture. They also qualify those insights: effects increase with exposure and gradually fade out once communication stops, providing novel evidence that motivational interventions work by redirecting adolescents' attention.
Keywords: Economics - General Economics

Are students still learning during COVID-19? Formative assessment can provide the answer - Liberman, Julia; Levin, Victoria; Luna-Bazaldua, Diego (World Bank Blogs, 2020)
As schools around the world have closed due to coronavirus (COVID-19) pandemic (and many have extended closures for the remainder of the school year), students, teachers, and parents are settling into the "new reality" for the foreseeable future.

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

TheoryOn: A Design Framework and System for Unlocking Behavioral Knowledge Through Ontology Learning - Li, Jingjing; Larsen, Kai; Abbasi, Ahmed (MIS Quarterly, 2020)
The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.
Keywords: _Added-ailr-2024

The COVID-19 pandemic has changed education forever. This is how - Li, Cathy; Lalani, Farah (World Economic Forum, 2020)

Smart buys, great sales and special offers: cost-effective approaches to improve global learning - Lewin, Keith; Learning | 0; Learning | 0 (The Education and Development Forum (UKFIET), 2020)