Education Systems and Technology in 1990, 2020, and Beyond - Frick, Theodore W. (TechTrends: Linking Research and Practice to Improve Learning, 2020)
In "Restructuring Education Through Technology," I incorporated systems thinking to identify seven types of relationships in educational systems: teacher-student, student-content, student-context, teacher-content, teacher-context, content-context, and education system-environment relationships (Frick 1991). I now revisit these education system relations and discuss potential futures of education. The World Wide Web did not exist when I wrote the original treatise, nor did wireless smartphones and tablets, Google's search engine, YouTube, Facebook, or Wikipedia. However, one important education system relationship should not change: the affective bonding between teachers and their students. [For "Restructuring Education through Technology. Fastback 326," see ED350995.]
Keywords: Educational Practices; Educational Technology; Educational Trends; Futures (of Society); Systems Approach; Teacher Student Relationship

Education Systems’ Response to COVID19 - World Bank (The World Bank, 2020)

Education Technology - Strigel, Carmen (2022)
Keywords: ⛔ No DOI found

Education technology in the COVID-19 response in Nigeria - Isisi, Akogun; Olojede, Omolola; Adedoyin, Adesina; Akogun, Oladele (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Education technology in the COVID-19 response in Pakistan - Tabassum, Rabia; Hadi, Murium; Qaisrani, Ayesha; Shah, Qasim (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:v2; _zenodo:submitted; _zenodoETH; ⛔ No DOI found

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

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

Education Under Attack 2020 - Global Coalition to Prevent Education from Attack (GCPEA, 2020)

Education under Covid-19 lockdown: Reflections from teachers, students & parents - Moghli, Mai Abu; Shuayb, Maha (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

Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland - Tomasik, Martin J.; Helbling, Laura A.; Moser, Urs (International Journal of Psychology, 2021)
Using data from a computer-based formative feedback system, we compare learning gains in the 8 weeks of school closures related to the COVID-19 pandemic in Switzerland with learning gains in the 8 weeks before these school closures. The school performance in mathematics and language of N = 28,685 pupils is modelled in second-order piecewise latent growth models with strict measurement invariance for the two periods under investigation. While secondary school pupils remain largely unaffected by the school closures in terms of learning gains, for primary school pupils learning slows down and at the same time interindividual variance in learning gains increases. Distance learning arrangements seem an effective means to substitute for in-person learning, at least in an emergency situation, but not all pupils benefit to the same degree.
Keywords: COVID-19; Distance learning; Learning progress; School achievement; School closures

Educational inequalities in Europe and physical school closures during Covid-19 - Blaskó, Zsuzsa; Schnepf, Sylke V (2020)

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

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!

Educational Technology in Developing Countries: A Systematic Review - Rodriguez-Segura, Daniel (EdPolicyWorks Working Paper, 2020)
Keywords: ___working_potential_duplicate

Educational Technology in Developing Countries: A Systematic Review - Rodriguez-Segura, Daniel (2020)
Keywords: C:Low- and middle-income countries; ___working_potential_duplicate

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

Educational Technology Plan 2020-2030 - Ministry of Education Singapore (2020)
Gain insights on the strategic focus of our Educational Technology (EdTech) Plan.

Educational Technology to Improve Capacity – Integrating Adaptive Education Programmes in Public School in Kenya - Kaye, Tom (Trust, Accountability and Capacity in Education System Reform, 2020)
Keywords: ___working_potential_duplicate

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

Educational Television: A Rapid Evidence Review - Watson, Joe; McIntyre, Nora (EdTech Hub, 2020)
This Rapid Evidence Review (RER) gives an overview of the recent literature concerning how the use of educational television might support children’s learning in low- and middle-income countries (LMICs). In this review, educational television is defined as television designed with research-based knowledge of how children use and understand television that systematically incorporates academic or social curricula into its content. In low-income contexts, educational television material could be delivered through videos played in schools that are supported by corresponding teacher guidance (e.g. the Mexican school-based T elesecundaria programme), or broadcast on public channels (e.g. the Tanzanian animation, Ubongo Kids). As such, certain educational television projects are capable of functioning even in circumstances where access to formal schooling facilities is restricted. This review therefore provides information that is particularly valuable in the context of the COVID-19 pandemic.
Keywords: L:English UXZJW5DR; P:Evidence review VCMFM9ZD; TAG:E:Primary education QIVZD2B2; TAG:E:Secondary education JS5BG2RE; TAG:F:Access W8TZWAGE; TAG:P:Girls ED5GMBNU; _DOILIVE; _EdTechHub_Output; _GS:indexed; _L:English UXZJW5DR; _MELA_seen; _P:Evidence review VCMFM9ZD; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:P:Girls ED5GMBNU; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Educational television during COVID-19: How to start and what to consider - World Bank (2020)
Five key insights on starting, using and sustaining education television for remote learning, corroborated by more than 40 current examples from countries.

EEF Evidence Database Coding Guide – Main Data Extraction - Education Endowment Foundation; Durham University (2022)
Keywords: _yt:a

Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education - Sintema, Edgar John (Eurasia Journal of Mathematics, Science and Technology Education, 2020)
With all learning institutions pre-maturely closed on 20 March 2020 and all citizens advised to self-isolate in a bid to control the spread of COVID-19, it was hypothesized that COVID-19 would negatively impact on the performance of students in the 2020 Grade 12 national examinations vis-a-vis mathematics, science and design and technology subjects. An observed steady increase in the number of COVID-19 confirmed cases and the low levels of technology use in secondary schools in Zambia due to limited technology resources signifies a very difficult period in a young country which has just rolled out a nation-wide implementation of STEM education, This study collected data from three teachers at a public secondary school in Chipata District of Eastern Province in the Republic of Zambia. The Head of Department for Mathematics, the Head of Natural Sciences Department and one science teacher were interviewed. Semi-structured interviews via mobile phone were used to collect views of what these specialists thought would be the COVID-19 effects on the general performance of students in their subject areas. Results of this study revealed that there is likely to be a drop in the pass percentage of secondary school students in this year's national examinations if the COVID-19 epidemic is not contained in the shortest possible time considering that the school academic calendar was abruptly disturbed by the early untimely closure of all schools in the country.
Keywords: COVID-19; Mathematics education; STEM subjects; Zambia

Effect of Covid-19 Pandemic on the Education System in Kenya - Kathula, Domeniter Naomi (Journal of Education, 2020)
Education is an integral part of human society, its importance in life cannot be ignored as lack of education gives birth to numerous social problems like poor health, internal conflict, poor living standards and many more, education helps people to find a better solution to their problems. Education lets people realize the true value of contribution and help become the backbone of the society. Innovation and creativity can only occur when people are skilled enough to know how to operate with different technologies. Since the first case of the novel coronavirus (COVID-19) was announced in Kenya, many aspects of society and the education sector have been dramatically affected. On March 15th 2020, the Kenyan government closed all learning institutions countrywide to contain the spread of the virus. As the numbers of those infected by coronavirus rose to over 8,000, the ministry of education announced on July 7th that, the 2020 school calendar year will be considered lost due to COVID-19 restrictions. The purpose of this study was therefore to determine the effect of Covid-19 pandemic on the education systems in Kenya. The study was anchored on Classical Liberal Theory of Equal Opportunities. Mixed method design which involved a combination of both quantitative and qualitative approaches was adopted. In?quantitative the study used a survey research design, specifically the study adopted a cross-sectional survey research design. Cross-sectional survey design involves collecting data from a large group of people of different stages of growth at one point in time. The target population for this study included teachers, students and parents. The sample size for the study comprised of 100 teachers, 25 parents and 100 students who were purposively selected across the country. This study used both questionnaire and interview guide to collect primary data. The questionnaires were served to teachers and students online using Google forms while interview guide was administered to the parents using online Google forms as well. The quantitative data collected was analyzed using SPSS. Quantitative analysis involved the use of descriptive analysis, while qualitative data was analyzed using content analysis. The results were presented on tables. The findings revealed that Covid-19 had seriously affected learning among students in Kenya. The study found that the effects of Covid-19 were so severe that some teachers and parents lost their jobs or source of livelihoods. Most of the students were not able to access online learning due to lack of electricity, lack of learning materials and some were forced to relocate to the country side. The study hence concluded that as a result of the challenges presented by the coronavirus and the likely impact of future pandemics the government’s ability to ensure continuation of learning will depend on the ability to swiftly harness available technology, provide adequate infrastructure and mobilize stakeholders to prepare alternative learning programmes. The study concludes that as a result of the emergence of Covid-19 pandemic, teaching and learning activities in all learning institutions in Kenya just like other parts of the world have severely been disrupted. The worst hit learners are the primary and secondary school candidates who should sit for their national examinations at the end of 2020. Based on the conclusion the study recommended that there is need for the government through the ministry of education together with all the stakeholders in education sector in Kenya to navigate through challenges presented by Covid-19 to ensure continued access to provision of quality, equitable and inclusive education during and after the pandemic. Effective implementation of the proposed interventions by education managers and stakeholders will ensure uninterrupted learning in educational institutions in future. This study in addition recommends that it is important to ensure that the Ministry of Education, parents and teachers support vulnerable students to ensure they are not exploited and that no learning loss occurs even as schools delay re-full opening until January 2021 despite grades 4, class 8 and form 4s being back in schools already. Keywords: Covid-19, Pandemic, Education system, Students, teachers, Parents, Kenya.
Keywords: Covid-19; Education system; Kenya; Pandemic; Parents; Students; teachers; ⛔ No DOI found

Effective Assessment and Progress Monitoring in an Online Environment: A Study in Six Countries - T4 Education; EdTech Hub (EdTech Hub, 2022)
The study was undertaken in six countries – Bangladesh, India, Nigeria, Pakistan, Philippines, and South Africa. The data collection involved focus group discussions with two held in each country..

Effective Teacher Education in Low-Connectivity Settings: A Curated Resource List - Koomar, Saalim; Allier-Gagneur, Zoé; McBurnie, Chris (EdTech Hub, 2020)
This list curates resources — both tools and initiatives — that can be adapted to support teacher education in low-connectivity settings, a prevailing challenge in Madagascar. Each example identifies the challenges; necessary prerequisites; pros and cons and; costs and impact assessment data where possible.
Keywords: C:Madagascar; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; W:Low connectivity and/or electricity; _DOILIVE; _EdTechHub_Output; _MELA_seen; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; dode_eth-src-eth; dode_eth-trf2-dode

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

Effectiveness of Multimodal Microlearning for In-Service Teacher Training - Allela, Melisa Achoko; Ogange, Betty Obura; Junaid, Muhammad Ibn; Charles, Prince Brainard (Journal of Learning for Development, 2020)
To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.
Keywords: Barriers; Communities of Practice; Electronic Learning; Foreign Countries; Inservice Teacher Education; Integrated Learning Systems; Internet; Multimedia Materials; Portfolios (Background Materials); Professional Continuing Education; Professional Development; Program Effectiveness; Secondary School Teachers; Social Media; Synchronous Communication; Teacher Collaboration; Teacher Competencies; Workshops

Effects of school closures on secondary school teachers and leaders in Rwanda: results from a phone survey - Laterite; Research for Equitable Access and Learning (REAL) Centre (The Education and Development Forum (UKFIET), 2021)
This blog was written by Laterite and the Research for Equitable Access and Learning (REAL) Centre at the University of Cambridge, who are working together as learning partners on the Mastercard Foundation’s Leaders in Teachers initiative in Rwanda. On 14 March 2020, the Government of Rwanda announced the closure of all schools in the country […]

Efficacy of an Adaptive Game-Based Math Learning App to Support Personalized Learning and Improve Early Elementary School Students’ Learning - Bang, Hee Jin; Li, Linlin; Flynn, Kylie (Early Childhood Education Journal, 2023)
This study investigates whether using My Math Academy, which provides personalized content and adaptive embedded assessments to support existing curricula, can improve learning outcomes and engagement for kindergarten and first grade students (N = 505 treatment, 481 control). Findings indicate that students using My Math Academy made significant learning gains in math relative to children who did not. More skills mastered in My Math Academy was associated with greater learning gains on the external assessment, with the greatest impacts among students with lower levels of math knowledge, where there was more room for growth and on the most difficult skills. Teachers surveyed found My Math Academy easy to use in their classrooms and recognized it as a valuable learning resource that supplemented their existing curricula to improve students’ engagement, motivation, and confidence in learning math.
Keywords: Adaptive instructional systems; Early childhood education; Game-based learning; Math learning; Personalized learning

Efficiency and effectiveness in choosing and using an EMIS - van Wyk, Chris; Crouch, Luis (UNESCO, 2020)

Efficiency and effectiveness in choosing and using an EMIS - van Wyk, Chris; Crouch, Luis (UNESCO, 2020)

EGates Knowledge Pack - Moustafa, Nariman (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence; coming soon

Eight Reasons Why EdTech Doesn’t Scale: How sandboxes are designed to counter the issue - Simpson, Lea; Carter, Alice; Rahman, Asad; Plaut, Daniel (EdTech Hub, 2021)
The EdTech Hub’s sandbox approach offers implementers and decision makers a clear way to implement and scale only the most effective EdTech interventions. In this position paper we share our view on why EdTech isn’t scaling and how we see the sandboxes approach addressing them. Keywords: innovation; implementation; sandboxes; EdTech; scale; experimentation An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

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

El programa Aprende en casa, ¿una estrategia que excluye a los usuarios de lenguas minoritarias? - Cruz-Aldrete, Miroslava; Cruz-Aldrete, Miroslava (Educación, 2021)
ResumenEn este trabajo discuto la compleja situación a la que se enfrentaron los grupos lingüísticos minoritarios, en particular los sordos usuarios de la lengua de señas mexicana (LSM), cuya enseñanza bilingüe se vio amenazada ante la crisis educativa ocasionada por la pandemia causada por el nuevo coronavirus. La respuesta del estado mexicano para no interrumpir la educación de los niños y jóvenes hizo patente la discriminación hacia los usuarios de lenguas diferentes al español, al ser esta la lengua vehicular para la programación de Aprende en casa, y no considerar el contexto y los idiomas de las comunidades indígenas y sordas, para su enseñanza-aprendizaje.Palabras clave: lengua de señas; lenguas minoritarias; educación bilingüe

Elearning- Rwanda Polytechnic - Rwanda Polytechnic (2020)

Elimu | Offline Intranet Resource Centre In Garissa - Elimu Resource Centre (2022)

Emanant themes of blended learning in K-12 educational environments: lessons from the Every Student Succeeds Act - Yang, Sohyun; Carter, Jr, Richard; Zhang, Ling; Hunt, Tiffany (Computers & Education, 2021)
Blended learning (BL) is an instructional design structure that facilitates the benefits of technology, paired with face-to-face instruction, to address the variance in student learning. BL has been widely utilized in education with the rapid development of technology. While the Every Student Succeeds Act (ESSA, 2015) of the United States emphasizes supporting states to implement BL by facilitating the use of technology, it is unclear how states intend to operationalize BL in practice based on the federal statute. Therefore, this study investigated how many states referenced BL and how they operationalized BL in state ESSA plans by using thematic analysis. Results suggested a total of 17 states addressed BL in their finalized state ESSA plans. While these states referenced BL in various titles and parts, the researchers identified three major themes that operationalize BL, including (a) BL leveraging technology to support learning, (b) BL in professional development, and (c) BL as an alternative pathway. In the discussion, the researchers noted the ambiguity of the definition of BL among stakeholders (e.g., states) as well as the possibility of the use of BL towards enabling personalized learning in K-12. The researchers also discussed how to empower educators in the context of BL.

Embracing EdTech: four critical questions answered through a rapid prototype programme on teachers’ professional development (TPD) - Sabbab, Salman; Shakil, Abdullah All; Alam, Faria (EdTech Hub, 2021)
Seventy-one teachers participating in the ‘Onneshon’ prototype were flooding the WhatsApp group with messages about the challenges and hiccups they were experiencing, either with watching the video content or with taking a quiz in the first two weeks. Problems were pouring in and so were solutions being innovated and offered through diverse channels. In the space of two weeks, the…
Keywords: _EdTechHub_Output

Emergency remote education experiences of teachers during the COVID-19 pandemic: a phenomenological research - Eroglu, Mehmet; Senol, Cem (Shanlax International Journal of Education, 2021)
The purpose of the study is to examine teachers' experiences of Emergency Remote Education (ERE) during the COVID-19 pandemic. The study was designed in the qualitative approach and as the research method, "phenomenology" was used. The sample of the study consists of 12 teachers selected by the criterion sampling method. The interview technique was used to collect data. The data were collected through a semi-structured interview form developed by the researchers. The data were analyzed using descriptive analysis. The study results showed that the ERE activity that teachers experienced the most was the online lessons. Teachers have done the ERE activities through various applications such as EIN (Education Information Network), Zoom, WhatsApp, YouTube. Teachers emphasized that ERE was ineffective due to low student participation, insufficient infrastructure, lack of responsibility and motivation for learning, low ICT competency of students and teachers, low socioeconomic status, and inappropriateness of planning and curriculums. In addition, teachers stated that education in the COVID-19 pandemic process should be done in diluted classrooms, hybrid or face to face. It is concluded that the lack of infrastructure, lack of responsibility and motivation for learning created inequality of opportunity for participation in ERE. The lack of infrastructure was mostly due to students being in the low socioeconomic group. In addition, students' learning responsibility and motivation are very important in the effectiveness of ERE.
Keywords: Barriers; COVID-19; Distance Education; Electronic Learning; Elementary Secondary Education; Emergency Programs; Foreign Countries; Instructional Effectiveness; Integrated Learning Systems; Internet; Learning Motivation; Pandemics; Phenomenology; Socioeconomic Status; Student Participation; Student Responsibility; Teacher Attitudes; Turkey

Emergency remote-oriented learning and assessment in teacher education (EROLA) - Anamuah-Mensah, Jophus; Ananga, Eric; Noble-Rogers, Bea; Awuku, Samuel; Fletcher, Jonathan (2020)

Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic - Bozkurt, A; Sharma, R C (Asian Journal of Distance Education, 2020)
At the end of the day, the lesson learnt was so simple... With online and offline connections, the world is a global village (McLuhan, 1962) and a butterfly flapping its wings in Asia can cause a hurricane all around the world (Lorenz, 1972). Currently, it seems that the global education system is in the middle of this hurricane. These times, where we are all witnessing developments warily, are certainly interesting and strange, but the hope is that lessons will have been learned once things hopefully return to normal. Though there were early warnings to be prepared (White, Ramirez, Smith, & Plonowski, 2010) and already ongoing interruptions to education (Briggs, 2018; GCPEA, 2018), this is the first crisis to occur on the global scale in the digital knowledge age, and there will be socio-cultural, economic, and political consequences in the wake of this crisis. In other words, the educational landscape will feel the rush of air from the butterfly’s flapping wings to the full extent.
Keywords: & Sharma; 15(1); A.; Bozkurt; R. C. (2020). Emergency remote teaching in a time; i-vi. https://doi.org/10.5281/zenodo.3778083

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

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

EMIS – MBSSE - Government of Sierra Leone (2022)

Empowering parents and caregivers to support learning and a safe return to school - Fuller, Sarah; Brown, Jessica Katherine (UNICEF Europe and Central Asia, 2021)
Ongoing pandemic response, recovery and long-term resilience must consider parents and caregivers if we are to reach every child.

Encouraging Community Action Against Teacher Absenteeism: A Mass Media Experiment in Rural Uganda - Wilke, Anna M.; Green, Donald P.; Tan, Benjamin (The Journal of Development Studies, 2021)
Chronic teacher absenteeism is widespread in Uganda, with approximately one-third of public school teachers absent on any given day. Absenteeism and other problems that arise in Uganda’s public education system are often attributed to a lack of public oversight and parental involvement. In an effort to develop a scalable method of encouraging community engagement on this issue, the present study assesses the extent to which entertainment-education videos increase willingness among Ugandans to take action against absenteeism. Working in collaboration with Ugandan screenwriters and local actors, we developed video dramatisations that depicted the problem of absenteeism and how parents mobilised to address it. We assess the persuasive effects of these dramatisations both under lab-like conditions, to gauge immediate effects, and in the field, to gauge effects two months and eight months after a placebo-controlled media campaign attended by over 10,000 Ugandans in 112 villages. Although the persuasive effects are weaker in the field than the lab setting, the former remain substantial even after eight months. The demonstrated ability of entertainment-education to change public views on this issue sets the stage for policy experiments that test whether entertainment-education campaigns have downstream effects on absenteeism and public school performance more generally.
Keywords: Africa; access to education; education quality

Encryption, Privacy and Children’s Right to Protection from Harm - Kardefelt-Winther, Daniel; Day, Emma; Berman; Witting, Sabine K.; Bose, Anjan (UNICEF Office of Research - Innocenti, 2020)

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

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

Endline Evaluation Report - IMC Worldwide (Every Adolescent Girl Empowered and Resilient (EAGER) project within the Girls’ Education Challenge (GEC) - Leave No Girl Behind project (LNGB), 2022)

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

Eneza Education website - Eneza Education (Eneza Education, 2020)
Eneza Education is an ed-tech company that provides curriculum aligned revision material in all subjects for primary and secondary learners on any device. Our virtual tutor provides access to curriculum-aligned ... Read More

Engagement Strategy For UNICEF Pakistan (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Engaging Girls with E-Learning: A curated list of good practices - AlSheikh Theeb, Thaer (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: Helpdesk Response; _r:AddedByZotZen

Engaging in Pakistan’s EdTech Ecosystem: A strategy for UNICEF's engagement in the technology-facilitated learning arena in Pakistan - EdTech Hub Team (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Engaging with equity: insights from our first sandbox meetup - Rahman, Asad (EdTech Hub, 2020)
Talented, committed innovators are working with EdTech all over the world to make sure children continue learning amidst the school closures caused by Covid-19.  At the EdTech Hub, we are lucky to work with six such initiatives in Sandboxes. From experimenting with telephone helplines in Afghanistan to testing Whatsapp in refugee camps in Lebanon, to working with an advocacy campaign…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Enhancing early numeracy skills with a tablet-based math game intervention: a study in Tanzania - Lee, Hye Kyung; Choi, Ahram (Educational Technology Research and Development, 2020)
The study presents results of a tablet-based math game intervention to enhance early numeracy skills of children in Tanzania. Standard level 1 children (n = 122), attending a rural primary school, were randomly allocated to either intervention or control group. The intervention group participated in a daily intervention session for 46 days. Children’s performances in number identification, quantity discrimination, addition, subtraction, and missing number tasks were measured before and after the intervention with randomly selected children from both groups (treatment = 30, control = 31). Score gains in the intervention group were substantially greater than those in the control group. In particular, statistically significant effects of the intervention were identified in quantity discrimination, addition, and subtraction tasks. Item-level analyses using Item Response Theory showed that addition and subtraction items involving regrouping and most missing number items were too difficult even after the intervention. The study also identified which games were played the most or least during the sessions from play-log data and analyzed associations between children’s test performances and gameplays.

Enlaces con la educación - MINEDUCYT (2020)

Enriching performance of mathematics in secondary schools using mobile learning - Ndume, Vitalis A; Songoro, Marietha; Kisanga, Dalton H (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2020)
To date, there has been limited understanding of how mobile learning could positively motivate teaching and learning in secondary education in Tanzania. More precisely, such an understanding could contribute significantly towards rescuing the poor performance in Mathematics that has been a typical feature characterizing the subject in Tanzania over the years. This paper reports on a study that aimed at exploring the methodology that could be adopted in Mobile Learning in order to improve performance in Mathematics in secondary schools in Tanzania. A cohort research design which involved students and teachers sampled from 10 private and public secondary schools in Ilala Municipality in Dar es Salaam region, was conducted over a period of four months. Questionnaires and documentary review were used as the instruments of data collection. Data were analyzed using the Statistical Package for Social Sciences (SPSS) software. Results showed that the majority of participants accept the concept of using Mobile learning in education. The results also indicate that the use of technology had no adverse impact on the culture. Moreover, preliminary results on the mobile learning model showed that students’ understanding of Mathematics considerably improved.
Keywords: ⛔ No DOI found

Ensuring equal access to education in future crises: findings of the new Remote Learning Readiness Index - UNICEF (2021)

ePathshala | Learning On The Go - ePathshala (2020)

equip Tanzania (2020)

EQUIP-Tanzania impact evaluation - Ruddle, Nicola; Rawle, Georgina (Oxford Policy Management, 2020)
Keywords: ⛔ No DOI found

EQUIP-Tanzania Impact Evaluation: Endline qualitative evaluation report - Ruddle, Nicola; Jagmag, Mehjabeen; Casey, Kelly; Medardi, Deogardius; Sutoris, Peter (Oxford Policy Management, 2020)

Equitable learning with ICT: study of an intervention at scale for underserved students in India - Chandran, M.G.; Sarangapani, P. (Comparative and International Education Society 65th Annual Meeting, 2021)

Equity-Focused Approaches to Learning Loss during COVID-19 - Mundy, Karen; Hares, Susannah (2020)
Even in the best-resourced and highest-performing education systems, most COVID responses in education will end up by privileging better-off children. In developing countries, where far fewer children have access to secondary education, and where learning opportunities are heavily defined by quality education in the early years, COVID presents an especially stark equity challenge.
Keywords: ___working_potential_duplicate

Error rates of human reviewers during abstract screening in systematic reviews - Wang, Zhen; Nayfeh, Tarek; Tetzlaff, Jennifer; O’Blenis, Peter; Murad, Mohammad Hassan (PLOS ONE, 2020)
Background Automated approaches to improve the efficiency of systematic reviews are greatly needed. When testing any of these approaches, the criterion standard of comparison (gold standard) is usually human reviewers. Yet, human reviewers make errors in inclusion and exclusion of references. Objectives To determine citation false inclusion and false exclusion rates during abstract screening by pairs of independent reviewers. These rates can help in designing, testing and implementing automated approaches. Methods We identified all systematic reviews conducted between 2010 and 2017 by an evidence-based practice center in the United States. Eligible reviews had to follow standard systematic review procedures with dual independent screening of abstracts and full texts, in which citation inclusion by one reviewer prompted automatic inclusion through the next level of screening. Disagreements between reviewers during full text screening were reconciled via consensus or arbitration by a third reviewer. A false inclusion or exclusion was defined as a decision made by a single reviewer that was inconsistent with the final included list of studies. Results We analyzed a total of 139,467 citations that underwent 329,332 inclusion and exclusion decisions from 86 unique reviewers. The final systematic reviews included 5.48% of the potential references identified through bibliographic database search (95% confidence interval (CI): 2.38% to 8.58%). After abstract screening, the total error rate (false inclusion and false exclusion) was 10.76% (95% CI: 7.43% to 14.09%). Conclusions This study suggests important false inclusion and exclusion rates by human reviewers. When deciding the validity of a future automated study selection algorithm, it is important to keep in mind that the gold standard is not perfect and that achieving error rates similar to humans may be adequate and can save resources and time.
Keywords: Automation; Cardiovascular medicine; Citation analysis; Database searching; Health screening; Mental health and psychiatry; Primary care; Systematic reviews

Escasez de docentes en Latinoamérica: ¿Cómo se puede medir y que políticas están implementando los países para resolverlo? - Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Martínez, Matias; Méndez, Carolina; Montalva, Veronica; Olsen, Anne Sofie; Santos, Humberto; Soares, Sammara (Inter-American Development Bank, 2020)

Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico - Hevia, Felipe J.; Vergara-Lope, Samana; Velásquez-Durán, Anabel; Calderón, David (International Journal of Educational Development, 2022)
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss. • Prolonged school closures have increased learning loss around the world. • In Mexico, we estimated a learning loss in a range from 0.34 to.045 SD in reading and 0.62-0.82 SD in numeracy. • According to SES, we found an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. • Gaps in fundamental learning by gender and SES increased. • We discussed the need to establish a strategy to address these lags through remedial courses that teach at the right level.
Keywords: Academic achievement; Educational equality; Learning assessment; Learning gap; Learning loss; Learning poverty

Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico - Hevia, Felipe J.; Vergara-Lope, Samana; Velásquez-Durán, Anabel; Calderón, David (International Journal of Educational Development, 2022)
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss. • Prolonged school closures have increased learning loss around the world. • In Mexico, we estimated a learning loss in a range from 0.34 to.045 SD in reading and 0.62-0.82 SD in numeracy. • According to SES, we found an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. • Gaps in fundamental learning by gender and SES increased. • We discussed the need to establish a strategy to address these lags through remedial courses that teach at the right level.
Keywords: Academic achievement; Educational equality; Learning assessment; Learning gap; Learning loss; Learning poverty

Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico - Hevia, Felipe J.; Vergara-Lope, Samana; Velásquez-Durán, Anabel; Calderón, David (International Journal of Educational Development, 2022)
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss.
Keywords: Academic achievement; Educational equality; Learning assessment; Learning gap; Learning loss; Learning poverty

Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico - Hevia, Felipe J.; Vergara-Lope, Samana; Velásquez-Durán, Anabel; Calderón, David (International Journal of Educational Development, 2022)
There is evidence of learning loss due to the COVID-19 pandemic, but there is no related information for Mexico. The objective of the study is to estimate learning loss in reading and numeracy in Mexico. We compared the results of two household surveys conducted in 2019 and 2021. We interviewed 3161 children between 10 and 15 years. We estimated a learning loss according with SES in a range from 0.34–0.45 SD in reading and 0.62–0.82 SD in mathematics by COVID-19 pandemic, and an increase in learning poverty in a range of 25.7%–15.4% in reading and 29.8%–28.8% in numeracy. Gaps in fundamental learning by gender and SES increased. There is an urgent need develop a clear strategy to perform personalized diagnoses and implement remedial courses to address learning loss.
Keywords: Academic achievement; Educational equality; Learning assessment; Learning gap; Learning loss; Learning poverty

Eswatini Education Sector Analysis 2021 - World Bank (World Bank, 2021)
The current Education Sector Strategic Plan (ESSP) for 2010-2022 and the first and second National Education and Training Improvement Programs that operationalize the plan, were based on the comprehensive 2010 Education Sector Review (Marope, 2010, MoET, 2010, 2016, 2018b). As the current plan and program come to their end, this education sector analysis (ESA) was undertaken. In addition, complementary studies for the ECDE and TVET sub-sectors will be conducted separately to collect primary data to further help inform the development of the next ESSP. The ESA report examines the recent status of the education system to provide an evidence-based foundation for the Government’s preparation of its next ESSP and help guide the country more generally on the priority issues for the education sector looking forward. This executive summary begins with a brief description of the general context for education followed by an overview of recent achievements in education. The main part of the summary sets out the priority issues identified by the ESA report. The final section concludes with a discussion of selected policy options that may be considered looking ahead.
Keywords: Early Childhood Development; Early Childhood Education; Education Finance; Education Management; Education System; Labor Market; Primary Education; School Administration; Secondary Education; Skills Development; Student Achievement; Student Learning Assessment; Teacher Development; Teacher Recruitment; Teacher Training

Ethical Aspects of Faking Emotions in Chatbots and Social Robots - Indurkhya, Bipin (arXiv, 2023)
Telling lies and faking emotions is quite common in human-human interactions: though there are risks, in many situations such behaviours provide social benefits. In recent years, there have been many social robots and chatbots that fake emotions or behave deceptively with their users. In this paper, I present a few examples of such robots and chatbots, and analyze their ethical aspects. Three scenarios are presented where some kind of lying or deceptive behaviour might be justified. Then five approaches to deceptive behaviours - no deception, blatant deception, tactful deception, nudging, and self deception - are discussed and their implications are analyzed. I conclude by arguing that we need to develop localized and culture-specific solutions to incorporating deception in social robots and chatbots.
Keywords: Computer Science - Robotics; I.2.9

Ethical Considerations of Conducting Systematic Reviews in Educational Research - Suri, Harsh (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
Ethical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making.

Ethical Considerations When Using Geospatial Technologies for Evidence Generation - Berman, G; de la Rosa, S; Accone, T (UNICEF Office of Research- Innocenti, 2021)
Geospatial technologies have transformed the way we visualize and understand situations. They are used to acquire, manipulate, store and visualize geographical information, including information on where individuals, groups and infrastructure are loc

Ethics Kit | Methods & tools for ethics in the design process - Common Good; Co-Op Digital; Hyper Island; Open Data Institute; PLOT (2020)

Ethiopia Begins Reopening Schools to Fight Rising Rates of Child Marriage and Labor - Wuilbercq, Emeline (Global Citizen, 2020)
Ethiopia is working to identify children who have been forced into early marriage or child labor during the pandemic.

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

Evaluating the impact of technology-supported personalised learning interventions on the mathematics achievements of elementary students in India - Tailor, Kavita (2022)
Technology-supported personalised learning (TSPL) refers to the use of technology to personalise a learner’s experience by adjusting the pace and relevance of content based on the learner’s age, capability and prior knowledge (FitzGerald et al., 2018). Although technology has been epitomised in creating personalised and effective learning experiences for students, there are perennial debates on its role in enhancing quality, productivity and learning (Payal Arora, 2019; Zierer, 2019). This review explores the effectiveness of TSPL on the mathematics achievements of elementary students in India. This review argues that while evidence on using TSPL at scale to benefit all learners remains mixed and inconclusive, with continued iterative research, TSPL holds promise in serving learners’ needs irrespective of achievement level or socio-economic background. In doing so, this review outlines an agenda for future research to improve the efficiency, reach, and effectiveness of TSPL. This involves gaining a deeper understanding of whether TSPL works best as either a supplement or substitute in classrooms and the impacts of doing so in different quality schools. Mechanisms around how TSPL interventions can operate via low-tech mechanisms to better serve low-income communities and to advantage students of all learning abilities are also explored.
Keywords: India; education technology; elementary school; mathematics; personalised learning

Evaluating the Use of Radios to Promote Learning in Liberia During COVID-19 - Bulat, Dr. Jennae (RTI International, 2020)

Evaluation of the Sida-supported Education Program for Results (EPforR) 2014–2021, Tanzania - Moran, Greg; Connal, Criana; Kirama, Stephen; Leung, Yvonne (Sida, 2020)

Every girl goes to school, stays safe, and learns: Five years of global action - FCDO (2020)

Evidence needs to be at the heart of $300 billion global edtech industry - Jacobs Foundation (Jacobs Foundation, 2022)
The Jacobs Foundation calls for a “culture shift”. This follows the launch of a global CHF 40 million initiative for greater collaboration between investors, edtech companies, and premier research institutions to help bridge the gap between research and edtech.

Evidence on efforts to mitigate the negative educational impact of past disease outbreaks - Hallgarten, Joe (K4D Helpdesk Report, 2020)
This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Evidence to Strengthen Tech-Supported Teacher Development in Madagascar - Coflan, Caitlin Moss; Koomar, Saalim; Rasolohery, Hasiniavo (EdTech Hub, 2021)
Our latest blog looks at using evidence to strengthen tech-supported teacher professional development in Madagascar. For more details, visit our website.

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

Examination of Teacher Candidates' Views on Peer Learning Performed with Interactive Videos in the Blended Learning Process - Ipek, Jale; Kalay, Abdullah; Ertas, Sercan (Education Quarterly Reviews, 2021)
Today, the speed of the development of technology has various effects in many areas. In the field of education, some concepts, methods, techniques, theories and models come to the fore with the effect of technology and attract the attention of researchers. One of them is blended learning. Blended learning is a learning process in which both face-to-face learning processes and learning processes in online environments coexist. Today's learners are expected to be able to solve problems, work collaboratively, and have strong communication. It is thought that peer learning can be used in constructivist teaching processes in order to gain these features. Peer learning involves learners performing their learning by interacting with each other. In this study, it is aimed to determine the opinions of teacher candidates about peer learning realized with interactive videos in the blended learning process. The study group consists of 37 Computer and Instructional Technologies Education Department teacher candidates, 11 women (29.73%) and 26 men (70.27%) enrolled in the "Special Teaching Methods - II" course in the spring semester of 2018-2019 academic year. In the online part of the study, a web 2.0 tool (Edpuzzle) was used to prepare interactive video content. The videos prepared by the peers regarding the course content were expected to be watched online and before the face-to-face lessons. In the face-to-face learning process, students progressed the learning process interactively with their peers. At the end of the process, the data were collected with the data collection tool named "teacher candidate opinion form" developed by the researchers from the study group. The collected data were analyzed with content analysis and interpreted by the researchers. In the study results, the opinions of the teacher candidates about the process after their learning experiences were determined. It was found that a great majority of the teacher candidates had a positive opinion about the peer learning realized with interactive videos in the blended learning process.

Examining Pre-Service Teachers’ Views about Online Chemistry Laboratory Learning Experiences Amid the Covid-19 Pandemic - Yeşi̇Loğlu, Sevinç Nihal; Gençer, Sinem; Eki̇Ci̇, Funda; Işik, Burcu (Journal of Turkish Science Education, 2021)
With the continued spread of the COVID-19 crisis, the universities were closed temporarily in Turkey just as in the rest of the world. As a result of this, many educators and students tried to adapt online education quickly. This research study examined 67 pre-service teachers' views on online chemistry laboratory learning experiences amid the COVID-19 pandemic. A data collection tool consisting of seven open-ended questions was used. Data sources included responses given to open-ended questions about the online chemistry laboratory learning experiences, the applications used for the chemistry experiments (e.g., simulations, images, and videos), the methods used for assessing online learning, and the system used for the virtual classroom platform. Content analysis was applied to participants’ responses. Participants’ views about online chemistry laboratories amid the COVID-19 pandemic were gathered in five themes: (i) advantages and disadvantages of online chemistry laboratories, (ii) effects of online chemistry laboratories on learning outcomes, (iii) views on technological applications used in online chemistry laboratories, (iv) views on measurement and assessment methods used in online chemistry laboratories, and (v) views of pre-service teachers on the virtual classroom platform used in online chemistry laboratories. The findings of the study highlighted that online laboratory learning has both advantages and disadvantages. The findings also included the strengths and weaknesses of the system used for the virtual classroom platform. The findings may provide useful information on how to design a positive online laboratory experience such as integrating hands-on activities as a part of the online laboratories to overcome the lack of “learning by doing” and using videos containing more detailed explanations about the experimental setup.
Keywords: ⛔ No DOI found

Experiment Types for EdTech - Rahman, Asad; Carter, Alice; WambûiKuria, Catherine; Mbugua, Ciku; Simpson, Lea; Kably, Nathan (EdTech Hub, 2022)
An EdTech Hub sandbox fast-tracks promising EdTech interventions by providing funding, tools, and access to evidence. It provides a space for partners to test and grow ideas in conditions of uncertainty. Since 2020, EdTech Hub has worked with partners in eight countries to test and grow EdTech based on our sandbox methodology. When testing and growing EdTech, this tool provides a non-exhaustive list of ways to design and run experiments. Keywords: sandbox; lean startup; lean impact; experiments; validation; prototype An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Experimental education research: rethinking why, how and when to use random assignment - Sims, Sam; Anders, Jake; Inglis, Matthew; Lortie-Forgues, Hugues; Styles, Ben; Weidmann, Ben (UCL Centre for Education Policy and Equalising Opportunities, 2023)
Over the last twenty years, education researchers have increasingly conducted randomised experiments with the goal of informing the decisions of educators and policymakers. Such experiments have generally employed broad, consequential, standardised outcome measures in the hope that this would allow decisionmakers to compare effectiveness of different approaches. However, a combination of small effect sizes, wide confidence intervals, and treatment effect heterogeneity means that researchers have largely failed to achieve this goal. We argue that quasi-experimental methods and multi-site trials will often be superior for informing educators' decisions on the grounds that they can achieve greater precision and better address heterogeneity. Experimental research remains valuable in applied education research. However, it should primarily be used to test theoretical models, which can in turn inform educators' mental models, rather than attempting to directly inform decision making. Since comparable effect size estimates are not of interest when testing educational theory, researchers can and should improve the power of theory-informing experiments by using more closely aligned (i.e., valid) outcome measures. We argue that this approach would reduce wasteful research spending and make the research that does go ahead more statistically informative, thus improving the return on investment in educational research.
Keywords: education; experiments; policy; randomized controlled trials; research

Experimental Evidence on Alternative Policies to Increase Learning at Scale - Duflo, Annie; Kiessel, Jessica; Lucas, Adrienne (National Bureau of Economic Research, 2020)

Experimental evidence on learning using low-tech when school is out - Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi (Nature Human Behaviour, 2022)

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

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

Exploring Teachers’ Retention and Attrition in Middle and Secondary Schools in Eritrea: Perspectives of Currently Serving Teachers. - Fessehatsion, Petros Woldu; Peng, Pai (International Journal of Research in Education and Science, 2020)

Exploring the Benefits and Challenges of AI-Language Learning Tools - Rebolledo Font de la Vall, Roxana; Gonzalez Araya, Fabian (International Journal of Social Sciences and Humanities Invention, 2023)
AI language learning tools are computer programs or software applications that use artificial intelligence (AI) algorithms to help users learn and improve their skills in a foreign language. These technologies have a lot of benefits, such as the ability to save time and speed up learning, to give students personalized learning experiences, and to help them learn about other cultures. In this study, the scientific literature was looked at to find out the pros, cons, opportunities, and challenges of using AI language learning tools, such as the need for more human interaction, the complexities of language in context, and the fact that training needs a lot of data. In the future, these AI tools could be used to make changes, like combining VR and AR, developing better algorithms for processing natural language, and using more advanced algorithms for adaptive learning. By addressing these problems and limitations, AI learning systems could become even more powerful and valuable tools for learning languages. Their integration is critical to improving the effectiveness and efficiency of learning user experience solutions.

Exploring the critical challenges and factors influencing the e-learning system usage during COVID-19 pandemic - Almaiah, Mohammed Amin; Al-Khasawneh, Ahmad; Althunibat, Ahmad (Education and Information Technologies, 2020)
The provision and usage of online and e-learning system is becoming the main challenge for many universities during COVID-19 pandemic. E-learning system such as Blackboard has several fantastic features that would be valuable for use during this COVID-19 pandemic. However, the successful usage of e-learning system relies on understanding the adoption factors as well as the main challenges that face the current e-learning systems. There is lack of agreement about the critical challenges and factors that shape the successful usage of e-learning system during COVID-19 pandemic; hence, a clear gap has been identified in the knowledge on the critical challenges and factors of e-learning usage during this pandemic. Therefore, this study aims to explore the critical challenges that face the current e-learning systems and investigate the main factors that support the usage of e-learning system during COVID-19 pandemic. This study employed the interview method using thematic analysis through NVivo software. The interview was conducted with 30 students and 31 experts in e-learning systems at six universities from Jordan and Saudi Arabia. The findings of this study offer useful suggestions for policy-makers, designers, developers and researchers, which will enable them to get better acquainted with the key aspects of the e-learning system usage successfully during COVID-19 pandemic.

Exploring the fundamental factors of digital inequality in Bangladesh - Islam, Muhammad Nazrul; Inan, Toki Tahmid (SAGE Open, 2021)

Exploring the Relationship Between Teachers’ Use of Technology During the Covid-19 Pandemic in India and Their Perspectives on Students’ Motivation to Learn - Tailor, Kavita; Hennessy, Sara; Jordan, Katy (EdTech Hub, 2023)
During the Covid-19 pandemic, a wealth of research emerged to quantify student learning and the accessibility of technology for learners. However, existing evidence highlights that access to technology did not equate to learning, yet few studies have investigated the underlying reasons behind this. As a correlating factor of learning achievement, this report investigates student motivation to learn, as perceived by teachers, and how this may have been influenced by their use of remote technologies during the pandemic. It elucidates the perspectives of teachers working remotely during the pandemic by presenting a secondary data analysis using the world’s largest teacher survey post-Covid-19 (the T4 teacher survey). It complements these findings with qualitative data gathered from eight teachers and education practitioners in India via an online focus group. Results from this study imply that teachers’ pedagogy was more important for student learning motivation than their use of technology and confirmed that more frequent interaction between teachers and students or parents can increase teacher perceptions of student learning motivation. Findings also suggest that student learning motivation may have significantly depended on the continued development of academic and socio-emotional skills. These findings have practical implications for improving remote learning and blended learning environments and for addressing the salient issue of rote learning in India. Keywords: student motivation, technology, learning loss, Covid-19, digital pedagogy, self-determination theory An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

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

External Validity: Four Models of Improving Student Achievement - Duflo, Annie; Kiessel, Jessica; Lucas, Adrienne (National Bureau of Economic Research, 2020)
Randomized controlled trials in lower-income countries have demonstrated ways to increase learning, in speciﬁc settings. This study uses a large-scale, nationwide RCT in Ghana to show the external validity of four school-based interventions inspired by other RCTs. Even though the government implemented the programs within existing systems, student learning increased across all four models, more so for female than male students, and many gains persisted one year after the program ended. Three of the four interventions had a similar cost eﬀectiveness. The intervention that directly targeted classroom teachers increased the likelihood that teachers were engaged with students.
Keywords: C:Ghana

Face the facts: Internet Watch Foundation Annual Report 2020 - IWF (2020)
The latest data and statistics on what the Internet Watch Foundation (IWF) are doing globally to tackle child sexual abuse images and videos online.

Fact Sheet: UN Joint Programme on Girls Education (JPGE) - UN Joint Programme on Girls Education (JPGE) (UNDP, UNFPA, and UNICEF, 2020)

Factors Related to Teacher Absenteeism in Sierra Leone: Literature review - Vijil, Alejandra; McBurnie, Chris; Bellinger, Amy; Godwin, Katie; Haßler, Björn (EdTech Hub, 2023)
This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone (Hub-Led Research Programme 3). The education workforce is the most important school-level determinant of student learning. In Sierra Leone, the pupil-to-qualified-teacher ratio rises from 44:1 for schools in urban centres to 76:1 for schools in rural areas. Meanwhile, an average of a quarter of the workforce is absent from school on any given day. This informal literature review provides a summary of the most recent literature on teacher absenteeism, covering a wide range of low- and middle-income countries, including Sierra Leone, where the larger study is being undertaken. For the purposes of this review, we have focused on lessons learnt from sub-Saharan African studies that share similar education contexts and challenges as Sierra Leone. Based on the review, we hypothesise that distance from a teacher’s home to their school and their ability to choose which school they would like to work in impact teacher motivation, school attendance, and time on task. Efficient teacher allocation could improve each of these outcome estimates. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Factors That Affect Grade Nine Students in Rawalpindi, Pakistan - Terry, Marion; Malik, Amjad; Chohan, Bushra (2020)
In an attempt to investigate concerns expressed by high school counselors, the researchers developed a quantitative Likert-scale questionnaire to assess the relationships among school experiences and video gaming and texting. Questions about video gaming and texting appeared with other questions about social relations, extra-curricular activities, and leisure-time activities. Two schools in Rawalpindi, Pakistan, were the focus for data collection and analysis. Complete data sets were obtained for 205 grade 9 students (95 males and 110 females), based on anonymized school records and questionnaire responses. The researchers determined Spearman rho correlations with calculations of two-tailed probability of error. Non-educational video gaming correlated with school experiences and relationships with parents and peers. Recreational texting also correlated with school experiences and relationships with parents and peers. Other interesting correlations involved other non-academic activities, peer relationships, school experiences, and self-concept. This report includes the 35 correlations assessed as moderate, fair, or good in strength, separated by gender and collated into 11 tables. The researchers recommend that school professionals advise parents and students of the potentially harmful effects of excessively playing video games and texting.
Keywords: Academic Achievement; Adolescents; Correlation; Extracurricular Activities; Foreign Countries; Gender Differences; Grade 9; Handheld Devices; High School Students; Leisure Time; Parent Child Relationship; Peer Relationship; Self Concept; Student Behavior; Telecommunications; Video Games

Family engagement in early learning opportunities at home and in early childhood education centers in Colombia - Rey-Guerra, Catalina; Maldonado-Carreño, Carolina; Ponguta, Liliana Angelica; Nieto, Ana María; Yoshikawa, Hirokazu (Early Childhood Research Quarterly, 2022)
Family engagement in early learning and education is considered a key predictor of children's development. However, little is known about the link between family engagement in early learning opportunities in sociocultural diverse contexts, particularly in low- and-middle-income countries. This study examined the associations of family engagement in home learning activities (e.g., reading books, naming things) and in early childhood care and education centers (ECCE; e.g., attending meetings or workshops, helping inside the classroom) with young children's emergent literacy and numeracy, social-emotional functioning, motor development, and executive functions, as measured through direct assessment. Data came from a nationally-representative sample of public ECCE centers in Colombia serving 3–5-year-old children (N = 3069). Multilevel model analyses showed that home-based family engagement was associated with higher emergent numeracy, emergent literacy, social-emotional functioning, and motor development, whereas center-based family engagement was associated only with higher emergent numeracy and literacy development. These results suggest that interventions and policies designed to improve family engagement in early learning opportunities both at the ECCE centers and at the home could have positive and independent effects on early childhood development.
Keywords: Child development; Colombia; Early childhood education; Family engagement; Home learning; Multilevel models

FCDO - GEC - Belfield, Sophie; Mathur, Meenu; Caine, Ellie (2021)

Fee-free basic education policy implementation in Tanzania: A ‘phenomenon’ worth rethinking - Shukia, Richard (Huria: Journal of the Open University of Tanzania, 2020)
This paper is based on a study that employed qualitative research methods to examine the implementation of the fee-free basic education policy in Tanzania. The study reveals that, the policy is misapprehended, and causing confusion and dissonance among key implementers including heads of schools and parents, and it is threatening the quality delivery of education. However, there is no doubt that the implementation of the fee-free education policy has significantly promoted access to basic education for children from various socio-economic backgrounds. Thus, this paper argues that the implementation of the fee-free basic education policy, albeit commendable, it is not a panacea to achieving equitable access and quality education delivery for all. Hence, the policy and its implementation is a ‘phenomenon’ worth rethinking for Tanzania to realise equitable and quality universal basic education.
Keywords: Fee-free education policy; basic education; policy implementation and Tanzania; ⛔ No DOI found

Feed The Monster (US English) - Curious Learning (2022)

Final report - Khalayleh, Abdullah; El-Serafy, Yomna; Haßler, Björn (Open Development & Education, 2021)
Keywords: Author:Haßler; _yl:b

Final Report for Evaluation of RTT - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe); UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2022)

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

Financial sustainability of digital learning environments - Oliveira, AndreCorreade; Rui, YangTingting; Upadhyay, Arjun (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

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

#FindFrench: a collaborative search for educational resources in French (EdTech Hub, 2020)
And we need your help! Learning Equality’s Curriculum Operations Specialist, Vahid Masrour, shares more. If you’re teaching or learning during Covid-19 school closures, you’ve probably encountered many solutions proposed for virtual learning environments relying on digital resources. All over the world, people are turning to digital resources — textbooks, lesson plans, videos, tutorials, learning applications, and libraries — to keep…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

First day of school 'indefinitely postponed' for 140 million first-time students around the world - UNICEF - UNICEF (2021)
At least eight million of these young learners have been waiting for over a year

First Lessons from Our Study: Optimising Messaging for Returns to School - Kably, Nathan; Mitchell, Joel; Zhao, Annette; D'Rozario, Jonny (EdTech Hub, 2023)
This blog examines the valuable insights gained from EdTech Hub's initial research on the use of messaging (primarily text messaging) to assist caregivers in promoting their children's school attendance. In this blog, we delve into the workings of messaging mechanisms and share our study findings. Additionally, we outline critical considerations for those interested in developing a comparable intervention. Read on to learn more...

Fiscal Transfers: View Consolidated formulae - Government of Uganda (OTIMS, 2023)

Five lessons learnt from Bangladesh's experience responding to COVID-19 - Sarwar, , Mohammad Afzal Hossain; Hossain, Iqbal; Kaye, Tom (EdTech Hub, 2020)
by Md. Afzal Hossain Sarwar (a2i), Iqbal Hossain (UNICEF Bangladesh) and Tom Kaye (EdTech Hub) In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a guide to a five-part response…
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Five things to think about for out-of-school learning during the coronavirus (COVID-19) outbreak (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Today, over a billion learners are affected by closures due to coronavirus (COVID-19). In these unprecedented times we’re committed to playing our role in supporting countries to provide continued education for all learners.  Over the coming weeks and months, we’ll be sharing insights and resources about how educational technology (EdTech)…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges - The Education Comission (2021)
As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most...

Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges - the Education Commission (the Education Commission, 2021)
As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most...
Keywords: _yl:c

FlexiSAF | Home - FlexiSAF (2020)

Flipped Classroom in Teacher Education: A Scoping Review - Han, Han; Røkenes, Fredrik Mørk (Frontiers in Education, 2020)
Although flipped classroom (FC) has been popular in education since the 2000s, there is a lack of reviews on how the teaching approach has been applied and what has been gained in the field of teacher education. Most reviews focus either on implementation and learning outcomes with students in higher education and disciplines other than education or on the latter approaches with primary and secondary school pupils. This article presents a scoping literature review of 33 studies published between 2014 until 2019 on flipped classroom (FC) in teacher education. Our analysis points out that studies were mainly conducted in the United States, with an increased implementation in European and Asian countries, and with adoption primarily in the disciplines pedagogy, science, and language arts. Moreover, a majority of studies employed mixed methods with surveys being the most commonly used instrument to collect data. Two main foci were identified across the reviewed studies: student perceptions and academic performance. The analysis of the former revealed six outcomes (1. Attitude, motivation, and emotion; 2. Content delivery; 3. Learning environment; 4. Learning experience; 5. Instructor and student presence; 6. Engagement). Based on our synthesis, we discuss current trends and future development in the research field, FC's pedagogical value added in teacher education, and potential knowledge gaps in the research literature.

Floods in Pakistan: Human Development at Risk - Barón, Juan D.; Bend, Mary; Roseo, Elena; Farrakh, Izza (World Bank, 2022)
This note assesses the effects of the 2022 floods on human capital in Pakistan. It focuses on the results of a Pakistan-wide phone survey that gathered information on the experiences of approximately 4,000 families with children ages 3 to 17.
Keywords: ⛔ No DOI found

Focus country: Bangladesh - EdTech Hub (2021)

Formative Evaluation of GPE’s Support for Response to the COVID-19 Crisis - Aslam, Monazza; Rawal, Shenila (GPE, 2021)

Forum Guide to Data Governance - National Forum on Education Statistics (National Center for Education Statistics, 2020)
The Forum Guide to Data Governance highlights the multiple ways that data governance programs can benefit education agencies. It addresses the management, collection, use, and communication of education data; the development of effective and clearly defined data systems and policies to handle the complexity and necessary protection of data; and the continuous monitoring and decisionmaking needed in a regularly shifting data landscape. The Guide also features 12 case studies from state and local education agencies that have implemented effective data governance programs.

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

Foundational Literacy and Numeracy in Rural Afghanistan - Kan, Sophia; Fahez, Mirwais; Valenza, Marco (2022)
Keywords: ⛔ No DOI found

Foundational Literacy and Numeracy Skills Are Important, Obviously. But Are They More Important than All Other Education Investments? - Evans, David; Hares, Susannah (Center for Global Development | Ideas to Action, 2021)
It’s rare to read an education report these days that doesn’t mention the learning crisis. That’s not surprising. Literacy and numeracy skills among children are dismally low: less than half of all children in low- and middle-income countries can read by the time they are 10 years old. As these data have emerged in recent years, the global education community has swung its focus sharply toward learning.

FOUNDATIONS OF CLASSROOM CHANGE IN DEVELOPING COUNTRIES Vol.2: Synthesis - Guthrie, Gerard (2021)

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

Framework for reopening schools - UNESCO; UNICEF; World Bank; World Food Programme (2020)

Framework for Teacher Support During Remote Teaching in a Crisis: COVID-19, as a Case Study - Denden, Mouna; Tlili, Ahmed; Burgos, Daniel; Jemni, Mohamed; Huang, Ronghuai; Essalmi, Fathi; Chang, Ting-Wen (Radical Solutions for Education in a Crisis Context, 2021)

Francophone countries and COVID-19 EdTech response (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. One thing about coronavirus is clear — it does not respect borders. The COVID-19 pandemic has resulted in school closures across the world. With about 300 million French speakers worldwide, here we consider some initial lessons from francophone education systems, their EdTech response, and the importance of cooperation of countries…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Free Videos & Tests, Grades K-12, Pakistan - Sabaq Foundation (2020)
Sabaq Foundation provides more than 14000 FREE video lectures and tests for grades K-12 Pakistani students. It was founded in 2012 as a non-profit Trust.

Freedom on the net, 2020: Pakistan - Freedom House (2020)

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

From coping to improving and accelerating: Supporting teachers in the pandemic and beyond - Wilichowski, Tracy; Cobo, Cristobal (2020)
Countries now have an opportunity to build back better and must consider how best to help teachers not only cope through the crisis, but also become better equipped with the skills to succeed in the wake of it.

From Ebola to coronavirus: education must not be forgotten in a health crisis - Watt, Ewan (Theirworld, 2020)
The challenge faced during the 2014 epidemic in West Africa of ensuring that children don’t fall between the cracks now confronts the whole world.

From Emergency Remote Teaching to Effective Online Learning: A Teacher Professional Development Case Study from Higher Education in India - Raina, Ashutosh; Rane, Archana; Ngeze, Lucian; Murthy, Sahana; Iyer, Sridhar (Global Perspectives on Educational Innovations for Emergency Situations, 2022)
This chapter describes the design and implementation of an educational solution to prepare teachers and instructors in India for various pedagogical and technological transitions during the pandemic. The goal was to move from an emergency remote teaching approach towards adopting effective online teaching strategies. This solution had to address the key challenge of remote professional development for the online medium while accounting for the diversity in the Indian educational context, taking into account varying needs of learners, teachers, institutions, geography, availability of technology, prior experience, and goals. The solution had two parts: i) a web-based repository for self-learning, consisting of research-based principles, pedagogical strategies and tools for effective design and development of online courses, and ii) synchronous interactive workshops to support instructors in practical implementation of the principles, strategies and tools to make domain specific instruction design decisions. Overall, emphasis was paid to learner engagement, diverse learner needs, peer learning, providing effective feedback and meaningful interaction. The resource repository and workshops guided instructors through making decisions and evaluating trade-offs in their context. This article also provides a brief analysis of the data collected from workshops on teachers’ preparedness at effective integration of technology, and the impact of the OTeach resource repository, which can found at Google Sites and has 25,000+ visitors so far. The article concludes with reflections and recommendations based on our experience.
Keywords: Effective online learning; Higher education; Research-based strategies; Teacher professional development

From luxury to lifeline: Reducing the cost of mobile devices to reach universal internet access. - Alliance for Affordable Internet (Web Foundation, 2020)
Keywords: ___working_potential_duplicate

From the Helpdesk: Observations and guidance on educational response planning during the COVID-19 crisis (EdTech Hub, 2020)
Written by Rachel Chuang, Tom Kaye, Caitlin Moss Coflan & Arjun Upadhyay (EdTech Hub Helpdesk Management Team) Amid one of the biggest global disruptions to schooling in living memory, countries are quickly developing distance education responses for students. The EdTech Hub’s Helpdesk is providing evidence-informed responses to requests for support from governments and their partners as they face this challenge. …
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

FTTx Deployment - OGERO (2020)

Funding+Support | UNICEF Innovation Fund - UNICEF (2022)

Future Press Release - Google (Design Sprints with Google, 2020)

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

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

GDP per capita (current US$) | Data - World Bank (2021)

GDP per capita (current US$) - Malawi | Data - World Bank (World Bank, 2021)

GDP per capita in England - Our World in Data (Our World in Data, 2022)
Adjusted for inflation and measured in British Pounds in 2013 prices

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

Gender and the digital divide across urban slums of New Delhi, India: cross-sectional study - Joshi, Ashish; Malhotra, Bhavya; Amadi, Chioma; Loomba, Menka; Misra, Archa; Sharma, Shruti; Arora, Arushi; Amatya, Jaya (Journal of Medical Internet Research, 2020)

Gender gaps in education: The long view - Evans, David; Akmal, Maryam; Jakiela, Pamela (Centre for Global Development, 2020)
Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 and 2010, we document four facts. First, women are more educated today than fifty years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys are attaining high levels of education. Most countries with large, current gender gaps have low levels of male educational attainment. Many also perform poorly on other measures of development such as life expectancy and GDP per capita. Improving girls’ education is an important goal in its own right, but closing gender gaps in education will not be sufficient to close critical gaps in adult life outcomes.

Gender-inclusive HCI research and design: A conceptual review - Stumpf, Simone; Peters, Anicia; Bardzell, Shaowen; Burnett, Margaret; Busse, Daniela; Cauchard, Jessica; Churchill, Elizabeth (Foundations and Trends® in Human–Computer Interaction, 2020)
Gender-Inclusive HCI Research and Design: A Conceptual Review

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

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

Gender-responsive education in emergency in Nigeria: Safeguarding Girls' Presents and Futures - Ossai, Edem D, (Brookings Institution, 2021)
This policy brief highlights ways that a gender-responsive perspective can be fully incorporated into planning, policy design, and implementation models for education in emergencies (EiE) in Nigeria, so that governments and education stakeholders can ensure that girls, like boys, can continue learning in times of crisis.

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

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

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

Getting Education Right : State and Municipal Success in Reform for Universal Literacy in Brazil - Evans, David K.; Loureiro, Andre (2020)
Getting Education Right : State and Municipal Success in Reform for Universal Literacy in Brazil (English)

Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone - Belfield, Sophie; Mathur, Meenu; Caine, Ellie (FCDO - GEC, 2021)

Getting the most out of your SMS Survey: Experimental Results - Busara (Busara Center for Behavioral Economics, 2022)
Summary and Goal of the Study: Together with mSurvey we ran a study with ~9000 participants to test 1) whether we can collect useable and valid SMS survey data, 2) whether there are marked differences between the Busara pool and the mSurvey pool – different in demographics, recruitment method, and familiarity with SMS surveys, and […]

Ghana - Demographic Dividend (2020)

Ghana Accountability for Learning Outcomes Project - World Bank (2020)

Ghana COVID-19 Accelerated Funding Application Form - Global Partnership for Education (2020)

Ghana COVID-19 Situation Report: 14 - UNICEF (UNICEF, 2021)

Ghana Learning TV May Timetable from KG to SHS - Ghana Education Service (2020)

Ghana: Mobile Phone and Digital Devices in the Classroom - Learning Tool or Distraction - Darkwa, O.K. (2020)
Globally, mobile technology use has increased over the years and the use of it has become an integral part in the average persons' communicative lifestyle. According to Parsons, mobile subscriptions exceed 6 billion subscriptions globally. Similarly, Ipsos and Verizon found out that adopting mobile phones with smart technologies has increased fast which also coincided with a more utilization of their Internet capabilities. People today are more connected than ever.

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

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

Ghost schools can be traced through RTMS in Balochistan - Quetta Voice (Quetta Voice Breaking News, English News, Technology, Health, 2020)
The real time monitoring system (RTMS) proved to be an effective system in tracing of closed/ghost schools across Balochistan. The system was established

GIGA - UNICEF (2020)
Connecting Every School to the Internet

Giga Initiative Aims to Connect the World's Schools to the Internet - Ferguson, Sarah (UNICEF USA, 2020)
As COVID-19 deepens the digital divide, it's time to ensure that every student has access to information, opportunity & choice.

Girl-focused life skills interventions at a distance - Rafaeli, Tal (Institute of Development Studies, 2020)

Girls education - World Bank (2021)

Girls education - World Bank (2021)

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 in Pakistan | Malala Fund Newsroom - Denham, Laura; Fry, Lucia; de Souza, Sabina; , - (2021)

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

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.
Keywords: L:English UXZJW5DR; L:Gender and education; LP: English; P:Evidence review VCMFM9ZD; TAG:E:Primary education QIVZD2B2; TAG:E:Secondary education JS5BG2RE; TAG:F:Access W8TZWAGE; TAG:P:Girls ED5GMBNU; _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _L:English UXZJW5DR; _MELA_seen; _P:Evidence review VCMFM9ZD; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:P:Girls ED5GMBNU; ___working_potential_duplicate; _cover:v3; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted; ⛔ No DOI found

Girls education in Southeast Asia: A Rapid Evidence Review for the Southeast Asian Region - Mitchel, Joel; Hinks, Jessica; D'Rozario, Jonny; Thinley, Sangay (EdTech Hub, 2024)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: _r:AddedByMyEducationEvidence

GIS data of schools in Zanzibar (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)

GIS for Education Working Group - the Education Commission (the Education Commission, 2021)
Keywords: _yl:a

GIS for Education Working Group launches to promote data-driven decision-making - The Education Comission (the Education Commission, 2021)
Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?

GIS for Education Working Group launches to promote data-driven decision-making - the Education Commission (the Education Commission, 2021)
Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?
Keywords: _yl:b

Global Climate Risk Index 2021: Who Suffers Most from Extreme Weather Events? - Eckstein, David; Kunzel, Vera; Shafer, Laura (German Watch, 2021)

Global e-Schools and Communities Initiative (GESCI) / African Digital Schools Initiative (ADSI) (2020)

Global Economic Prospects - World Bank (2022)
Although global economic output is recovering from the collapse triggered by COVID-19, it will remain below pre-pandemic trends for a prolonged period.