What we learnt in the Sandbox between onebillion, VSO Malawi and EdTech Hub (Sprint Review Draft) - Dinham, Nat; Plaut, Daniel; Rahman, Asad; Schmit, Laurel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

What you can expect from the future EdTech Hub website (EdTech Hub, 2020)
The EdTech Hub had just finished a seven-month planning phase when COVID-19 hit. A profound sense of urgency swept over us. We realized that the planning we had done for a gradual ramp-up was now feeling insufficient to fulfill our mission, given the new global reality of kids being away from school, and the potential for EdTech to help. Our…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

WhatsApp-Assisted Learning for Refugees. End of Sandbox Sprint 3 - Boujikian, Michèle; Carter, Alice; Khalayleh, Abdullah (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

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

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

Where Are We on Education Recovery? - UNICEF (UNICEF, 2022)

Where are we on education recovery? Taking the global pulse of a RAPID response - UNESCO; UNICEF; World Bank (2022)

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

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

White Paper on Privacy and Data Protection - Khaitan and Co (2022)

White paper Online proctoring. Questions and answers about remote proctoring. | SURF.nl - SURF (SURF, 2020)
Online proctoring (or invigilation) offers opportunities for international and flexible education.

Who are we and how do we work? - UNICEF USA (UNICEF USA, 2022)
Who are we and how do we work? Advocacy means, literally, to speak up on behalf of someone in need. For UNICEF, it means speaking up on behalf of and with children to support their rights, ensure safe and healthy childhoods in safe and inclusive communities, and build strong futures with opportunity and hope.

WHO Coronavirus Disease (COVID-19) Dashboard - World Health Organization (2020)
World Health Organization Coronavirus disease situation dashboard presents official daily counts of COVID-19 cases and deaths worldwide, while providing a hub to other resources. Interactive tools, including maps, epidemic curves and other charts and graphics, with downloadable data, allow users to track and explore the latest trends, numbers and statistics at global, regional and country levels.

Who has what? Assessing who has access to what devices in the education response to the COVID-19 pandemic - Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris; Adam, Taskeen; Allier-Gagneur, Zoé (Open Development & Education, 2020)
Keywords: _yl:x; dode_eth-src-dode; dode_eth-trf2-dode

Whose Data is it Anyway?: Decoding the Draft India Data Accessibility & Use Policy, 2022 - Alliance for Digital India Foundation (2022)
If India wants to fulfil its ambition of achieving a $5 trillion economy, it has to hone its ability of harnessing the value of data.

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

Why COVID-19 is an EdTech opportunity for Latin America - Mitchell (World Economic Forum, 2020)
The region's digital divide is hindering efforts to deliver remote learning during the pandemic. Here's how governments and start-ups can make a difference.

Why the COVID Crisis Is Not EdTech’s Moment in Africa (EdTech Hub, 2020)
This blog was originally posted on the Center for Global Development blog with data used from the EdTech Hub’s database of interventions. Our database, which was initially limited to sub-Saharan Africa, now has a global scope. As the blog suggests, there is a need to increase the database’s representation of interventions in other regions. Please add your EdTech intervention to…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Why the COVID Crisis Is Not EdTech’s Moment In Africa [repost] - CrawFurd, Lee (Open Development & Education, 2020)
With schools closed for hundreds of million students around the world, many have hoped that “edtech” can help keep children learning via internet, apps, and mobiles. A new database published by the EdTech Hub shows that though use of edtech products serving African countries has doubled in the last month, the total number of users is still very low, and most were viewers of one TV show. That, coupled with the fact that most firms come from just a few countries, suggests that edtech in Africa is far from maturity.

Why the World Needs a Curriculum Alignment Hub - Chandra, Shivi (Learning Equality, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:image; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH; _zenodoETH:submitted

Will COVID-19 help to clarify ICT integration into education in Malawi? - Gondwe, Foster (The Education and Development Forum (UKFIET), 2020)
This blog was written by Foster Gondwe, Lecturer at the School of Education, University of Malawi, and currently a PhD student at Hiroshima University, Japan.  Preamble To join global efforts in curbing the spread of COVID-19, the Ministry of Education, Science and Technology (MoEST) in Malawi closed all schools, colleges and universities from Monday, 23rd […]

Will Every Child Be Able to Read by 2030? Defining Learning Poverty and Mapping the Dimensions of the Challenge - Azevedo, João Pedro; Goldemberg, Diana; Montoya, Silvia; Nayar, Reema; Rogers, Halsey; Saavedra, Jaime; Stacy, Brian William (World Bank Group, 2021)

With Almost Half of World’s Population Still Offline, Digital Divide Risks Becoming ‘New Face of Inequality’, Deputy Secretary-General Warns General Assembly | UN Press - United Nations (2021)

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

Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region - UN Women (UN Women | Americas and the Caribbean, 2020)
Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region

Women's access to cash transfers in light of COVID-19: The case of Pakistan - Bourgault, Shelby; O'Donnell, Megan (Center for Global Development, 2020)

Women's Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain't Learning - Kaffenberger, Michelle; Pritchett, Lant (University of Oxford, 2020)

Women's empowerment in action: Evidence from a randomized control trial in Africa - Bandiera, Oriana; Buehren, Niklas; Burgess, Robin; Goldstein, Markus; Gulesci, Selim; Rasul, Imran; Sulaiman, Munshi (American Economic Journal: Applied Economics, 2020)
We evaluate a multifaceted policy intervention attempting to jump-start adolescent women's empowerment in Uganda by simultaneously providing them vocational training and information on sex, reproduction, and marriage. We find that four years postintervention, adolescent girls in treated communities are more likely to be self-employed. Teen pregnancy, early entry into marriage/cohabitation, and the share of girls reporting sex against their will fall sharply. The results highlight the potential of a multifaceted program that provides skills transfers as a viable and cost-effective policy intervention to improve the economic and social empowerment of adolescent girls over a four-year horizon.
Keywords: Child Care; Children; Domestic Abuse, Fertility; Education and Economic Development, Marriage; Family Planning; Family Structure; Human Development; Income Distribution; Labor Productivity, Economic Development: Human Resources; Marital Dissolution; Migration; Non-labor Discrimination, Labor Demand, Human Capital; Occupational Choice; Skills; Youth, Economics of Gender

WonderTree (2020)

World Bank Country and Lending Groups – World Bank Data Help Desk - World Bank (2021)

World Bank helps Bangladesh provide education and skills training to poor children and youths - ReliefWeb (OCHA, 2021)
English News and Press Release on Bangladesh about Contributions, Education, Epidemic and more; published on 18 Jan 2021 by World Bank

World Bank Open Data portal - World Bank (2021)

World Bank: pandemic threatens to drive unprecedented number of children into learning poverty - World Bank (2021)
World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty

WORLD BANK STRATEGIC IMPACT EVALUATION FUND (SIEF) - Wolf, Sharon; Aurino, Elisabetta; Brown, Autumn; Tsinigo, Edward (2021)
Keywords: ⛔ No DOI found

World Development Indicators - World Bank (2021)

World Development Indicators | DataBank - World Bank (2022)

World Development Report 2021: Data for Better Lives - World Bank (The World Bank, 2021)

World Employment and Social Outlook | Trends 2022 - ILO (2022)

World librarians: A socio-technical system providing library search services to offline schools and libraries in Malawi - Schweik, Charles M.; Meyer, Carl; Chinkondenji, Pempho; Smith, Jeremy; Mchenga, Promise (World Development Perspectives, 2020)

Worldreader (2020)
With low-cost technology, culturally-relevant digital books, and a network of partners, we’re helping millions of people read more and read better.

Worldreader | Sierra Leone - Worldreader (2020)
Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation.

Worldwide Mobile Data Pricing 2022 | 1GB Cost in 233 Countries - Cable (Cable.co.uk, 2022)
A global league table of mobile data costs. The average cost of one gigabyte (1GB) was then calculated and compared from over 5,000 mobile data plans in 233 countries.

Worldwide Mobile Data Pricing League | Cost of 1GB in 230 countries - Cable (Cable, 2020)
Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries.
Keywords: auto_merged

Worldwide Mobile Data Pricing League | Cost of 1GB in 230 countries - Cable (Cable, 2020)
Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries.

Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning - Allier-Gagneur, Zoé; Moss Coflan, Caitlin (EdTech Hub, 2020)
EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders.
Keywords: F: Helpdesk response; L:Gender and education; L:Out-of-school populations; LP: English; _DOILIVE; _EdTechHub_Output; _GS:indexed; _MELA_seen; ___working_potential_duplicate; _cover:v1; _r:CopiedFromEvLib; _zenodoETH; dode_eth-src-dode

Youth Transitions: Creating Pathways to Success - Hughes, Deirdre; Smith, Graeme (Education Development Trust, 2020)
Around the world, young people face considerable challenges. Even before the disruption of the Covid-19 crisis, policymakers were seeking to respond to rapid technological advances, climate change and -- in some countries -- an ageing population and workforce. While children and young people worldwide generally have high aspirations and ambitions for their futures, evidence shows that they often face problematic and protracted transitions into work. In this context, new pathways from school to employment are needed. In this paper, we review extensive evidence to provide guidance on how children and young people can be best prepared to succeed in their school-to-work transitions, both now and in the future.
Keywords: 21st Century Skills; COVID-19; Career Development; Career Education; Economic Climate; Education Work Relationship; Educational Policy; Employers; Foreign Countries; Job Skills; Labor Market; Pandemics; Public Policy; Social Change; Technology Uses in Education; Vocational Education; Youth Employment

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

Zambia QUESTT IRI - Education Development Center, Inc. (Airbel Impact Lab, 2020)
As Zambia’s out-of-school orphan population soared to 800,000 in 2000, the United States Agency for International Development (USAID) supported the creation of the Taonga Market Interactive Radio Instruction (IRI) program to help the Zambian Ministry of Education provide those orphans and other vulnerable children with a quality education using IRI.

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

ZIM (file format) - Wikipedia (Wikipedia, 2022)
The ZIM file format is an open file format that stores wiki content for offline usage. Its primary focus is the contents of Wikipedia and other Wikimedia projects. The format allows for the compression of articles, features a full-text search index and native category and image handling similar to MediaWiki, and the entire file is easily indexable and readable using a program like Kiwix – unlike native Wikipedia XML database dumps. In addition to the open file format, the openZIM project provides support for an open-source ZIM reader called Kiwix. ZIM stands for "Zeno IMproved", as it replaces the earlier Zeno file format. Its file compression uses LZMA2, as implemented by the xz-utils library, and, more recently, Zstandard. The openZIM project is sponsored by Wikimedia CH, and supported by the Wikimedia Foundation.

Zim tops Cambridge International exam entries - Kadirire, Helen (Daily News (Zimbabwe), 2020)
ZIMBABWE is delivering the highest number of Cambridge International examinations entries in sub-Saharan Africa and the 10th most entries each year globally, reflecting the growth of Cambridge International qualifications in the country.

Zimbabwe COVID-19 Preparedness and Response Strategy - Zimbabwe Education Cluster (2020)

ZIMSEC | Home - Zimbabwe School Examinations Council (2020)

Zomba District (Wikipedia, 2022)
Zomba District is one of twelve districts in the Southern Region of Malawi, surrounded by the districts of Chiradzulu, Blantyre, Mulanje, Phalombe, Machinga, Balaka and the Republic of Mozambique to the east. The total land area is 2,363 km2, representing three percent of the total land area of Malawi. The capital is Zomba.

Zotero Workbook (v4) - Haßler, Björn; McBurnie, Chris; Murphy, Mary; Nourie, Kristi (2021)

أكاديمية الملكة رانيا لتدريب المعلمين - Queen Rania Foundation (2020)

الامتحانات عبر الإنترنت في سياقات الطوارئ: هل المراقبة، والتقنيات الأخرى، مجدية في سوريا لتيسير عقد امتحانات تشمل جميع الطلاب؟ - AlSheikhTheeb, Thaer; Sahin, AynurGul; Abdelrahman, Salma; Chuang, Rachel; Affolter, Friedrich; AlMekdad, Bayan; Sabboura, Rani; Sheqem, Yazeed (EdTech Hub, 2022)
كلمات مفتاحية: الامتحانات عبر الإنترنت، تكنولوجيا مراقبة الامتحانات، سياقات الطوارئ، سوريا خلاصة: الغرض من هذه الوثيقة تقديم دليل يمكن استخدامه من قبل الممارسين في مجال التعليم العاملين في سياقات الطوارئ لتقييم مدى جدوى تنفيذ الامتحانات الإلكترونية واستخدام تكنولوجيا مراقبة الامتحانات. سيتطلب عقد الامتحانات عالية المخاطر عبر الإنترنت في سوريا وفي سياقات طوارئ أخرى استثمارات كبيرة لتحقيق المتطلبات الأساسية اللازمة للجدوى والمصداقية. تشمل هذه المتطلبات الأساسية الكهرباء والإنترنت والأجهزة، بالإضافة إلى تطوير المهارات الرقمية اللازمة للطلاب لتقديم الامتحانات عبر الإنترنت وللمعلمين والإداريين لتيسير الامتحانات عبر الإنترنت. ينبغي بذل المزيد من الجهود لمنع تسريب المعلومات حول الأسئلة ومحتوى الامتحانات، ولتشجيع التغيير الثقافي حول الامتحانات عبر الإنترنت. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال في الأردن العام المقبل - Roya News (رؤيا الأخباري, 2020)
الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال ....

تكنولوجيا التعليم وجائحة كوفيد 19 - .10 أشياء يجب معرفتها - EdTech Hub Team (2021)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _zenodo:submitted; _zenodoETH

جو اكاديمي توجيهي | دروس ودوسيات التوجيهي واسئلة وزارة - توجيهي, جو اكاديمي (جو اكاديمي توجيهي, 2020)
منصة جو اكاديمي من اوائل رواد التعليم الالكتروني وحصص اون لاين ووتد التعليم في المملكة الاردنية الهاشمية بوابة للتواصل ما بين المعلم والطالب

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

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

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

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

يونسکو: په کوچنيوالي کې په مورنۍ ژبه زده کړې د يادښت بنسټ دی - الله, نشرونکی امین (بااحساسه محصلين, 2021)
محصلين (شنبه، د کب۲, ۱۳۹۹هـ ق)  د ملګرو ملتونو ښوونیز، علمي او کلتوري سازمان يونسکو، د مورنۍ ژبې نړيوالې ورځې ( د فبروري ۲۱) په مناسبت په  خپل پیغام کې ويلي دي چې په مورنۍ ژبه زده کړه بايد  د وړوکتوب

ঘরে বসেই শিক্ষা - EduHub Bangladesh (LearnFromHome, 2020)
ঘরে বসেই শিক্ষা

基于雨课堂的《初级维吾尔语精读》 课程混合式教学模式研究 [Research on the Mixed Teaching Mode of Beginner-Level Reading Comprehension in Uyghur based on Rain Class] - Cui, Ran (Theory and Practice of Innovation and Enntrepreneurship, 2021)
Keywords: ⛔ No DOI found