Impact du COVID-19: Sur les conditions de vie des ménages enquête à haute fréquence par téléphone auprès des ménages (EHTM) - instat: Madagascar (Ministère de l'Économie et des Finances, 2020)

Impact Evaluation of Funda Wande Coaching Intervention Midline Findings: Midline I - Ardington, Cally; Meiring, Tiaan (SALDRU, 2020)

Impact Evaluation of Funda Wande Coaching Intervention Midline Findings: Midline II - Ardington, Cally (SALDRU, 2021)

Impact of COVID-19 on child labour in South Asia - Idris, Iffat (University of Birmingham, 2020)

Impact of COVID-19 on Education in Sub-Saharan Africa - Aborode, A; Anifowoshe, O; Ifeoluwapo T, Ayodele; Rebecca A, Iretiayo; Oluwafemi O., David (Preprints, 2020)
The eruption of the COVID-19 pandemic has affected every sphere of life and may forever change how we have always lived and conducted our businesses, and no one can resist the wind of change that is blowing. Of all the sectors of governance, the educational sector, particularly at the tertiary level, appears to have been most greatly affected and therefore requires a more pragmatic approach to resolution. As of 29th June, Sub-Sahara Africa has reported 382,190 cases of COVID-19. In rejoinder to the virus epidemic, several Sub Sahara African governments implement the resolution to slam learning institutions to enclose the infection. Consequently, advanced schooling institutions obliged to reorganize their loom, becoming more digitally become forward, and changing to online platforms
Keywords: Africa; COVID-19; Deadly disease; Education; Governments; Resolution; Sub- Sahara

Impact of Covid-19 on the education of children with disabilities in Malawi: reshaping parental engagement for the future - Singal, Nidhi; Mbukwa-Ngwira, Jenipher; Taneja-Johansson, Shruti; Lynch, Paul; Chatha, Gertrude; Umar, Eric (International Journal of Inclusive Education, 2021)
Covid-19 has led to unparalleled school closures and bought about extraordinary and unique challenges to ensuring continuity of learning for children across countries. This paper focuses on the educational experiences of children with disabilities in Malawi. Using a telephone survey, 99 parents/carers were interviewed about the impact of school closure on them and their child with disabilities. Parents reported as being overwhelmingly dissatisfied with the educational experiences of their child with disabilities, with a significant number reporting that they had no contact with the school or the teachers during closures. Children with disabilities were reported as spending very little time on formal learning activities. Nonetheless, parents were confident that their child with disabilities would return to school once these re-opened, as parents noted the loss of structure for their child’s day and increased loneliness arising from lack of contact with their friends. As schools reopen, the mental health of children with disabilities, alongside their learning, will need to be a priority. Finally, parents highlighted the need for more active involvement in their child’s schooling, so that they are able to support them better when they are at home.
Keywords: Covid-19; Malawi; disability; education; parent; telephone survey

Impact of COVID-19 on the institutional education system and its associated students in Bangladesh - Emon, Efta Khairul Haque; Alif, Ashrafur Rahman; Islam, M. Shahanul (Asian Journal of Education and Social Studies, 2020)
Keywords: Bangladesh; COVID-19; Coronavirus; education; impact; poverty.

Impact of Covid-19 on the right to education In Kenya - Jelimo, Catherine (Right to Education Initiative, 2020)
On March 15, 2020, the Kenyan government abruptly closed all schools and colleges nationwide in response to COVID-19, disrupting nearly17 million learners countrywide. The closure of institutions not only affected learners and teachers but it also brought forth numerous economic and social issues, including interrupted and loss of learning, education exclusion, homelessness, nutrition and economic crisis, childcare challenges and increase in teenage pregnancy cases, financial cost implication to households, and sexual exploitation among others.

Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India - Kapasia, Nanigopal; Paul, Pintu; Roy, Avijit; Saha, Jay; Zaveri, Ankita; Mallick, Rahul; Barman, Bikash; Das, Prabir; Chouhan, Pradip (Children and Youth Services Review, 2020)
To assess the impact of lockdown amidst COVID-19 on undergraduate and postgraduate learners of various colleges and universities of West Bengal. An online survey was conducted from 1 May to 8 May 2020 to collect the information. A structural questionnaire link using ‘Google form’ was sent to students’ through WhatsApp and E-mail. A total of 232 students provided complete information regarding the survey. The simple percentage distribution was used to assess the learning status of the study participants. During the lockdown period, around 70% of learners were involved in e-learning. Most of the learners were used android mobile for attending e-learning. Students have been facing various problems related to depression anxiety, poor internet connectivity, and unfavorable study environment at home. Students from remote areas and marginalized sections mainly face enormous challenges for the study during this pandemic. This study suggests targeted interventions to create a positive space for study among students from the vulnerable section of society. Strategies are urgently needed to build a resilient education system in the state that will ensure to develop the skill for employability and the productivity of the young minds.
Keywords: COVID-19; E-learning; Lockdown; Undergraduate and postgraduate learners; West Bengal

Impact of pandemic COVID-19 on education in India - Jena, Pravat Kumar (International Journal of Current Research (IJCR), 2020)
The impact of pandemic COVID-19 is observed in every sector around the world. The education sectors of India as well as world are badly affected by this. It has enforced the world wide lock down creating very bad effect on the students’ life. Around 32 crore learners stopped to move schools/colleges and all educational activities halted in India. The outbreak of COVID-19 has taught us that change is inevitable. It has worked as a catalyst for the educational institutions to grow and opt for platforms with technologies, which have not been used before. The education sector has been fighting to survive the crises with a different approach and digitising the challenges to wash away the threat of the pandemic. This paper highlights some measures taken by Govt. of India to provide seamless education in the country. Both the positive and negative impacts of COVID-19 on education are discussed and some fruitful suggestions are also pointed to carry out educational activities during the pandemic situation.
Keywords: COVID-19; Education; Govt. of India; impact; ⚠️ Invalid DOI

Impact of Podcasting on Pronunciation Skills of Pre-Service EFL Teachers - Kafes, Huseyin; Caner, Mustafa (Turkish Online Journal of Distance Education, 2020)
This explorative qualitative study investigates EFL freshmen's perception of the impact of creating pronunciation podcasts on their pronunciation skills. The study was conducted with the participation of 80 freshmen, enrolled in a Teaching English as a Foreign Language teacher education program at a Turkish state university. Data were collected through semi-structured interviews, investigator notes, records of dashboard activities, analytics and performance tracking records of the LMS, and podcasts created by the participants as well as the recordings of the peer feedbacks on the discussion board. Analysis of the data was done through content analysis technique, presenting the thematized findings through analytical generalizations. Results have shown that the participants have positive views of creating pronunciation podcasts and that podcasting freed them to a great extent from the spatio-temporal limitations of the classroom, allowing them to study and practice pronunciation at their own convenience. The findings are discussed with reference to pronunciation, recommendations for EFL freshmen are made, and implications are offered.
Keywords: Audio Equipment; College Freshmen; Content Analysis; English (Second Language); Feedback (Response); Foreign Countries; Generalization; Independent Study; Language Teachers; Management Systems; Positive Attitudes; Preservice Teachers; Pronunciation; Pronunciation Instruction; Second Language Instruction; Second Language Learning; Student Attitudes; Teacher Education Programs; Teaching Methods; ⛔ No DOI found

Impact of use of technology on student learning outcomes: Evidence from a large-scale experiment in India - Naik, Gopal; Chitre, Chetan; Bhalla, Manaswini; Rajan, Jothsna (World Development, 2020)
One of the Sustainable Development Goals (SDG-4) adopted by the United Nations focuses on ensuring inclusive and equitable quality education for all. Most research on impact of technology on learning outcomes depends on designs that require low student-to-computer ratio and extensive retraining of teachers. These requirements make the designs difficult to implement on a large scale and hence are limited in terms of inclusivity and ability to ‘provide equitable opportunity for all’. Our paper is the first to evaluate an intervention design that is aimed at dealing with these concerns. We conduct a large-scale randomised field experiment in 1823 rural government schools in India that uses technology-aided teaching to replace one-third of traditional classroom teaching. Even with high student-to-computer ratios and minimal teacher training, we observe a positive impact on student learning outcomes. The study thus presents a low cost, resource-light design, which can be implemented in a developing country on a large scale to address the problem of poor learning outcomes, thereby making the intervention inclusive and equitable in line with the spirit of SDG-4.
Keywords: Field experiment; India; Quality of learning; SDG-4; School education; Technology-aided-teaching

Implementation of Kobo Collect in drought-affected Provinces - UNFPA Angola (2022)
Implementation of Kobo Collect in drought-affected Provinces

Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil - World Bank (2020)
Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil (English)

Implementing a virtual learning environment in a resource-constrained setting: five key reflections - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
Implementing a virtual learning environment is a challenge in any situation. But how do you implement one in a country with few resources, lacking technological infrastructure, and no experience with virtual learning? In response to Covid-19, Zanzibar is planning to implement a virtual learning environment (VLE) to complement its print-, radio-, and TV-based distance education programmes. In Zanzibar, an autonomous…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Implementing DREAMS Programming in Malawi - Bantwana World Education Initiative (2022)

Improving Early Grade Education Across Kenya - RTI International (RTI, 2022)
Tusome focuses on four key interventions developed and proven to improve literacy outcomes in Kenya. Learn about the impact of this program.

Improving Enrollment and Learning Through Videos and Mobiles: Experimental Evidence from Northern Nigeria by Victor Orozco-Olvera, Ericka G. Rascon-Ramirez :: SSRN - Orozco-Olvera, Victor; Rascon-Ramirez, Ericka G. (2022)

Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India - Muralidharan, Karthik; Singh, Abhijeet (Research on Improving Systems of Education (RISE), 2020)
We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.

Improving secondary education in Sierra Leone - De, Sourovi; Durrani, Zara; Khurshid, Ayesha (Oxford Policy Management, 2021)
We are leading the monitoring, evaluation and research delivery of a five year programme to improve secondary education and long term growth in Sierra Leone

Improving teacher accountability in Pakistan’s rural schools - Asad, Saher; Habib, Masooma; Karachiwalla, Naureen; Kosec, Katrina; Leaver, Claire; Ur Rehman, Attique (International Growth Centre, 2020)
Pakistan has extremely low learning levels and poor education service delivery is a driving factor. The Khyber Pakhtunkhwa (KP) government has expressed a strong desire for evidence on how to design evaluation and oversight systems for the education sector, with the goal of improving learning. Accordingly, we conducted an International Growth Centre (IGC) supported study …

Improving teaching and learning mathematics in Malawi primary schools: a review of reforms, interventions, successes and challenges - Kazima, Mercy; Longwe, Justina; Gobede, Fraser (Journal of Applied Learning & Teaching, 2022)

Improving the Mouse Skills of Basic School Learners Using the Optical Mouse and Self Instructional Software. A Case of a Ghanaian Basic School - Asare, Samuel; Leticia, Agyemang (Innovation The European Journal of Social Science Research, 2020)
The study came about as a result of poor performance showed by Bosofour R\C primary 6 learners' during practical sessions. The general objective of the study is to examine the causes of learner's poor mouse skills and provide an immediate solution to it. The research was conducted at Bosofour R\C primary school from the month of December, 2019 to June, 2020. The study was critically analyzed, though ICT is a core subject offered by all learners' in the school, but due to time constraint, nature of the research and inadequate financial support, all the classes could not be covered but few were sampled to represent the whole school. The study adopted a random sampling technique for its appropriateness in reaching out to a large representative sample and generalization of the findings. The target population included five hundred and twenty (520) learners, comprising of two hundred and forty-eight (248) boys and two hundred and seventy-two (272) girls. Random sampling techniques was used to select twenty (20) learners'. Test, interview and observation were the main instruments used for data collection. The main design for the study was action research. The collected data was analyzed with the help of frequency distribution table, using pre-test and post-test as a method of obtaining data. The challenges of the study include; insufficient time for practical activity lessons, abstract methods of teaching, inadequate teaching\ learning resources and teachers' pedagogical knowledge about the course. The results of the study showed that learners' mouse skills may be improved by the use of optical mouse, self-instructional software and giving students enough time during practical sessions. It is therefore recommended that, Ghana Education Service should equip all Basic schools across the country with several types of educational software's, in addition in-service training on ICT should be provided for all teachers, and finally, much time should be allotted for ICT practical activity lessons.
Keywords: ⛔ No DOI found

In moments of crisis, Broadband Commissioners come together to offer immediate support to communities worldwide - Broadband Commission (2020)

Incentives for Mayors to Improve Learning: Evidence from State Reforms in Ceará, Brazil - Lautharte, Ildo; de Oliveira, Victor Hugo; Loureiro, Andre (World Bank, 2021)
Financial incentives for students, teachers, and schools are often used to promote learning. Yet, little is known about whether similar incentives for mayors produce analogous findings. This paper investigates this question by exploring a results-based financing reform in Ceará, Brazil, which redistributes state resources to municipalities based on education performance. Comparing schools on both sides of Ceará's border over key implementation periods, the paper shows that ninth grade students who were exposed to the results-based financing performed 0.15 standard deviation higher on mathematics and language tests. These impacts increase twofold when Ceará offers technical assistance to municipalities (pedagogical and managerial) and become significant for fifth graders. These gains are seen among students in the top performance quantiles, but reformulating the results-based financing rule to penalize municipalities with more low performers significantly reduces learning gaps. The paper discuss several mechanisms: the selection of school principals, teacher training, the provision and quality of textbooks, curriculum coverage, and school homework.
Keywords: Education; Learning Incentives; Municipal Governance; Public Sector Reform; Results-Based Financing; Secondary Education; Student Performance; Teacher Effectiveness; Teacher Training; Technical Assistance

Incidence of HIV, all (per 1,000 uninfected population) - Sierra Leone | Data - World Bank (2020)

Inclusion and education: all means all - UNESCO (UNESCO, 2020)

Inclusive considerations for optimal online learning in times of disasters and crises - Thompson, Kim M; Copeland, Clayton (Information and Learning Science, 2020)
Purpose: Special submission format guidelines indicate to insert placeholder and upload full abstract. Design/methodology/approach: Special submission format guidelines indicate to insert placeholder and upload full abstract. Findings: Special submission format guidelines indicate to insert placeholder and upload full abstract. Research limitations/implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Practical implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Social implications: Special submission format guidelines indicate to insert placeholder and upload full abstract. Originality/value: Special submission format guidelines indicate to insert placeholder and upload full abstract.
Keywords: Course design; Diversity; Equity; Evidence-based practice; Inclusion; Inclusive pedagogy; Learning environment; Universal design for learning; pedagogy

Inclusive Education Initiative: Transforming Education for Children with Disabilities - World Bank (Google Docs, 2020)

Increasing children's knowledge of pattern detection and skip counting using a tablet-based math activity - Ha, Cheyeon; Hou, Xinying; Nguyen, Anh Huy; Uchidiuno, Judith Odili (2020)
Keywords: ⛔ No DOI found

Increasing Parent Engagement in Children's Literacy: A Needs Assessment to Inform the Design of Parent Engagement Efforts - Project Literacy; Results for Development; Center for Education Innovations (2020)

Independent Country Programme Evaluation – Cambodia - UNDP (2023)

Independent Reporting Mechanism (IRM): Sierra Leone Design Report 2019–2021 - Field, Tracey-Lynn (Open Government Partnership, 2020)

India’s distance learning response to the COVID-19 crisis - Doraiswamy, Harish; Gupta, Gouri; Kamath, Dhruv; Sharma, Sudhanshu (Central Square Foundation, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

India's Draft Data Policy Unlocks Government Data for All, Mulls Monetisation - Choudhury, Deepsekhar (2022)

India’s public edtech broadcast system DIKSHA has a private bottleneck - Banerji, Olina (The Ken, 2021)

Indian educators' awareness and attitude towards assistive technology - Kundu; Bej, Tripti (Journal of Enabling Technologies, 2020)
Objective: This study investigated the awareness and attitude of Indian mainstream secondary school teachers on assistive technologies (AT) and its implementation level in inclusive setting. Methodology: The study followed descriptive survey method within ex-post-facto research design taking 150 teachers including 15 headmasters from 15 secondary schools as samples following stratified random sampling technique. Questionnaires and interviews (according to set interview protocol) were the main research tools used during survey. Collected data were analyzed descriptively and inferentially to reach a conclusion. Findings: Findings revealed that Indian mainstream secondary school teachers’ awareness of AT was very poor yet their attitude towards it was highly positive. Except having a good attitude, everywhere- the teachers’ knowledge, professional support, or infrastructural support- the inadequacy was obvious. Indian schools were running with a poor resource pool of assistive products along with poor implementation. Hence special need students of these schools were not getting the necessary supports from schools as they deserve which has been hampering the overall inclusive atmosphere of the country. Statistical analysis revealed that male teachers showed slightly higher awareness level regarding AT than their female counterparts but in respect of attitude they were found overpowered by the females. Teachers of urban schools also exhibited slightly better awareness and attitude towards AT than the teachers of rural schools. Lack of suitable policies, adequate awareness and financial limitations were evolved as major barriers in the implementation of AT in these schools.

Individuals using the Internet (% of population) - World Bank (2020)

Individuals using the Internet (% of population) | Data - World Bank (2020)

Individuals using the Internet (% of population) - South Asia | Data - World Bank (2020)

Individuals using the Internet (% of population) - Sub-Saharan Africa | Data - World Bank (2020)

Inequalities in Girls’ Learning Opportunities via EdTech: Addressing the Challenge of Covid-19 - Crompton, Helen; Chigona, Agnes; Jordan, Katy, Jordan,; Myers, Christina (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _r:AddedByZotZen

Inflation and price indices - Office for National Statistics - Office for National Statistics (2022)

Influence of COVID-19 on Students’ Sign Language Learning in a Teacher-Preparation Program in Saudi Arabia: Moving to E-Learning - Alawajee, Omar (Contemporary Educational Technology, 2021)

Informality, Consumption Taxes and Redistribution - Bachas, Pierre; Gadenne, Lucie; Jensen, Anders (2020)
Can taxes on consumption redistribute in developing countries? Contrary to consensus, we show that taxing consumption is progressive once we account for informal consumption. Using household expenditure surveys in 32 countries we proxy for informal consumption using the type of store where purchases occur. We find that the budget share spent in informal stores steeply declines with income, so that the effective tax rate of a broad consumption tax rises with income. Our findings imply that the widespread policy of exempting food from taxation cannot be justified on equity grounds in low-income-countries.Institutional subscribers to the NBER working paper series, and residents of developing countries may download this paper without additional charge at www.nber.org.
Keywords: Anders Jensen; Consumption Taxes and Redistribution; Informality; Lucie Gadenne; Pierre Bachas; SSRN

Iniciativas para el desarrollo de habilidades CTIM de las adolescentes en la región de LAC - Villavicencio, Xuzel; Myers, Christina; Coflan, Caitlin (EdTech Hub, 2022)
El presente documento se elaboró en respuesta a una solicitud de la oficina de UNICEF en Argentina presentada al Servicio de Asistencia de EdTech Hub en noviembre de 2021. El equipo de UNICEF solicitó una lista seleccionada de iniciativas para el desarrollo de habilidades en ciencia, tecnología, ingeniería y matemáticas (CTIM) de las adolescentes de la región de América Latina y el Caribe (LAC). El documento ofrece una introducción al concepto de igualdad de género y antecedentes acerca de la participación de las mujeres en los campos de CTIM en la región de LAC y en Argentina. El documento también ofrece una serie de recomendaciones transversales basadas en las iniciativas analizadas. Palabras clave: STEM; Género;CTIM; LAC; Argentina; tecnología; Ciencias; igualdad de género An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _r:AddedByZotZen

Innovation Ecosystem Knowledge Pack - EdTech Core Team; Applebaum, Hallie Rocklin (World Bank, 2020)

Innovation for Education, the Mentoring Community of Practice (MCOP) - FHI360 (2020)
The rapid expansion of basic education in Rwanda has strained the delivery of quality education while increasing the demand for effective teachers. The shift to instruction in English has also resulted in an urgent need to improve the English-language proficiency of teachers. The Government of Rwanda is addressing these needs by providing English and pedagogical support to basic education teachers through a school-based mentoring initiative, called the Innovation for Education, the Mentoring Community of Practice (MCOP) project.

Innovation Fund Graduate: OS City - Cepeda, Jesús (2020)

Innovations for Poverty Action - IPA (2020)

Innovations in Social and Emotional Learning Research and Practice: Building from Evidence and Applying Behavioral Insights to the Design of a Social and Emotional Learning Intervention in Northeast Nigeria - Bailey, Rebecca; Raisch, Natasha; Temko, Sonya; Titus, Britt; Bautista, Jonah; Eniola, Tahirat Omolara; Jones, Stephanie M. (International Journal of Environmental Research and Public Health, 2021)
Recent studies suggest that social and emotional learning (SEL) programming has the potential to be effective in conflict-affected regions, yet evidence is limited, and findings to date are mixed. One hypothesis about why SEL interventions in education in emergencies (EiE) settings have not generated the anticipated results is that the SEL content and materials have not been sufficiently localized to the context, leading to poor cultural relevance or fit. A second hypothesis is that SEL program demands tend to be high and capacity for implementation is low, undermining sustainability and impact. The current study addresses these challenges by investing in locally driven SEL content and design as a way to ensure that SEL materials are grounded in local values and needs, culturally appropriate, relevant to the specific context, and feasible to implement. The study draws on the developmental and prevention sciences as well as the field of behavioral insights to test evidence-based interventions intended to encourage desired behaviors around uptake and implementation. This paper documents the activities conducted during the project’s design phase, including landscape research, creation of initial prototypes, design workshops and rapid prototyping, and field testing. Findings suggest that using local values, practices, and framing in SEL programming increases relevance and appropriateness for the Northeast Nigeria setting. Furthermore, targeted behavioral insights interventions increased the uptake, habitual and regular use, as well as correct implementation of SEL activities. The findings contribute to the emerging literature on the cultural variability of SEL and the need to consider the context when designing and implementing programs in any setting.

Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone - Education Workforce Initiative (Education Commission, 2020)

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

Instant Network Schools (Vodafone, 2020)

Institutions, implementation, and program effectiveness: evidence from a randomized evaluation of computer-assisted learning in rural China - Mo, Di; Bai, Yu; Shi, Yaojiang; Abbey, Cody; Zhang, Linxiu; Rozelle, Scott; Loyalka, Prashant (Journal of Development Economics, 2020)
There is limited evidence on the degree to which differences in implementation among institutions matter for program effectiveness. To examine this question, we conducted an experiment in rural China in which public schools were randomly assigned to one of three treatments: a computer-assisted learning program (CAL) implemented by a government agency, the same program implemented by an NGO, and a pure control. Results show that compared to the pure control condition and unlike the NGO program, the government program did not improve student achievement. Analyzing impacts along the causal chain, we find that government officials were more likely to substitute CAL for regular instruction (contrary to protocol) and less likely to directly monitor program progress. Correlational analyses suggest that these differences in program implementation were responsible for the lack of impacts.

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

Instructure | Educational Software Development - Instructure (2021)

Integrating ICT in English Language Teaching in Bangladesh: Teachers’ Perceptions and Challenges - Khan, Nafis Mahmud; Kuddus, Khushboo; Kuddus, Khushboo; School of Humanities (English), KIIT Deemed to be University, Bhubaneswar, Odisha, India. (Rupkatha Journal on Interdisciplinary Studies in Humanities, 2020)
The integration of Information and Communication Technology (ICT) in Education especially, in English Language Teaching (ELT) in secondary schools of Bangladesh has been existing for a decade now. However, the status of actual implementation is quite different from the adoption and initiatives taken to integrate ICT in ELT. Therefore, the study aims to investigate the secondary level English language teachers’ attitude towards integration of ICT in Communicative Language Teaching (CLT) and the factors inhibiting the use of it. Further, the paper attempts to examine the challenges faced by the secondary level English teachers of Bangladesh in using ICT in language teaching effectively. In an attempt to examine the attitude of teachers in using ICT in ELT, a quantitative research is designed with a close ended questionnaire to collect the data from a sample of 100 secondary English language teachers of various schools of Bangladesh. The data of the responses is quantified and is analyzed by SPSS 20 program. The obtained data from the questionnaire is examined in order to investigate the perceptions of the secondary level English language teachers towards ICT integrated language teaching and the challenges of the implementation of ICT in ELT. In conclusion, the outcome of the research would provide significant information about the attitude of the teachers towards ICT integration in ELT and the challenges faced by them and hence, the study would help the policy makers and the teachers to enhance the effectiveness of using ICT in ELT.

Integrating ICT into schools in Sub-Saharan Africa: from teachers’ capacity building to classroom implementation - Agyei, D. D (Education and Information Technologies, 2021)
This study followed up on a selected cohort of 4945 Science, Technology, English and Mathematics (STEM) teacher participants from six Sub-Saharan African countries namely: Kenya, Tanzania, Uganda, Ethiopia, Ghana and Nigeria. The teachers were involved in an instructional digital professional development programme targeted at building their capacity to embed ICT into school organizational and curriculum practices. This study sought to evaluate the impact of the ICT- instructional professional development programme in relation to the quality and the extent of the teachers’ transfer of the programme’s ideas from capacity building to classroom instructional practices. Data for the study were collected using semi-structured survey instrument and diaries kept to maintain records of activities and events during the period of implementation. Findings revealed that the teachers expressed general satisfaction with content and processes of the training programme; however, essential conditions to support transfer of the training’s ideas to school level seemed not adequate during the period of implementation. Implications for effective professional development in integrating ICT into school organization and curriculum practices that have sustainable impact on teaching and learning particularly in Sub-Saharan regions and similar contexts are discussed.

Integration of Technology in Education for Marginalised Children in an Urban Slum of Dhaka City During the Covid-19 Pandemic - Islam, Touhidul; Hussain, Maria; Shimul, Shafiun Nahin; Rupok, Rifat Islam; Orthy, S.R.Khan (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Intentional and logical survey and audience data collection: KoBo Toolbox - Carver, D (The Content Technologist, 2021)
KoBo Toolbox's robust survey platform is free to use for all as a data collection tool, optimized for many devices and environments.

Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of COVID-19 in Latin America - Neidhöfer, Guido; Lustig, Nora; Tommasi, Mariano (Journal of Economic Inequality, 2021)
The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially.

Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of COVID-19 in Latin America - Neidhöfer, Guido; Lustig, Nora; Tommasi, Mariano (Journal of Economic Inequality, 2021)
The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially.

Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of COVID-19 in Latin America - Neidhöfer, Guido; Lustig, Nora; Tommasi, Mariano (The Journal of Economic Inequality, 2021)
The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially.
Keywords: COVID-19; Education; Human capital; I24; I38; Inequality; Intergenerational persistence; J62; Latin America; Lockdowns; School closures

Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of COVID-19 in Latin America - Neidhöfer, Guido; Lustig, Nora; Tommasi, Mariano (The Journal of Economic Inequality, 2021)
The shock on human capital caused by COVID-19 is likely to have long lasting consequences, especially for children of low-educated families. Applying a counterfactual exercise we project the effects of school closures and other lockdown policies on the intergenerational persistence of education in 17 Latin American countries. First, we retrieve detailed information on school lockdowns and on the policies enacted to support education from home in each country. Then, we use these information to estimate the potential impact of the pandemic on schooling, high school completion, and intergenerational associations. In addition, we account for educational disruptions related to household income shocks. Our findings show that, despite that mitigation policies were able to partly reduce instructional losses in some countries, the educational attainment of the most vulnerable could be seriously affected. In particular, the likelihood of children from low educated families to attain a secondary schooling degree could fall substantially.
Keywords: COVID-19; Education; Human capital; I24; I38; Inequality; Intergenerational persistence; J62; Latin America; Lockdowns; School closures

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

Interim Report: Towards a Shared Vision of Ethical AI in Education - Institute of Ethical AI in Education (University of Buckingham, 2020)

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

International Standard Classification of Education (ISCED) - UNESCO Institute for Statistics (2020)
The world's education systems vary widely in terms of structure and curricular content. Consequently, it can be difficult to compare national education systems with those of other countries or to benchmark progress towards national and international goals. ...

Internet connectivity in Lebanon impacted following blast (NetBlocks, 2020)
Network data from the NetBlocks internet observatory confirm that internet connectivity in Lebanon has significantly fallen following reports of an explosion on Tuesday 4 August 2020, with the outage ongoing ...

Internet World Stats - Usage and Population Statistics - Internet World Stats (2020)

Interrater Reliability in Systematic Review Methodology: Exploring Variation in Coder Decision-Making - Belur, Jyoti; Tompson, Lisa; Thornton, Amy; Simon, Miranda (Sociological Methods and Research, 2021)
A methodologically sound systematic review is characterized by transparency, replicability, and a clear inclusion criterion. However, little attention has been paid to reporting the details of interrater reliability (IRR) when multiple coders are used to make decisions at various points in the screening and data extraction stages of a study. Prior research has mentioned the paucity of information on IRR including number of coders involved, at what stages and how IRR tests were conducted, and how disagreements were resolved. This article examines and reflects on the human factors that affect decision-making in systematic reviews via reporting on three IRR tests, conducted at three different points in the screening process, for two distinct reviews. Results of the two studies are discussed in the context of IRR and intrarater reliability in terms of the accuracy, precision, and reliability of coding behavior of multiple coders. Findings indicated that coding behavior changes both between and within individuals over time, emphasizing the importance of conducting regular and systematic IRR and intrarater reliability tests, especially when multiple coders are involved, to ensure consistency and clarity at the screening and coding stages. Implications for good practice while screening/coding for systematic reviews are discussed.
Keywords: coding; interrater reliability; precision; replicability; screening; systematic review; κ statistic

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

Interview with the Center for National Distance Learning and Open School on data governance practices within the Ghana Ministry of Education. - CENDLOS (2023)

Interview with the Ghana Education Service on data governance practices within the Ghana Ministry of Education. - Fred, Binkorang (2023)

Interview with the Ghana Library Authority on data governance practices within the Ghana Ministry of Education. - Dennis, Mawuli Dakudzie (2023)

Interview with the National Teaching Council on data governance practices within the Ghana Ministry of Education. - Daniel, Asai Boso (2023)

Interview with the Statistics, Research & Information Management Directorate on data governance practices within the Ghana Ministry of Education. - Sackey, Robert (2023)

Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions - Ryan, Richard M.; Deci, Edward L. (Contemporary Educational Psychology, 2020)

Introducing: A political economy framework for EdTech evidence uptake - Pellini, Arnaldo; Nicolai, Susan; Kreimeia, Adam; Wilson, Sam (EdTech Hub, 2021)
“Without context, words and actions have no meaning at all”  – Gregory Bateson Evidence only makes a difference if it is used. While the EdTech field suffers from significant gaps in knowledge, more research won’t mean much unless it can be used to inform policy and decision-making. And to do this, an understanding of the context and of how individuals…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Introducing Smart Teaching and Learning (INSTAL) - Sindh Education Foundation, Government of Sindh (2020)
SEF|Sindh Education Foundation government of Sindh Sindh Education Foundation (SEF), was established under the Sindh Education Foundation Act, 1992 as a semi-autonomous organization committed to educating and empowering children and communities towards social change by ensuring access to educational facilities and quality education. towards social change by ensuring access to educational facilities and quality education access to educational facilities and quality education.

Introducing the EdTech Hub Specialist Network - Dzinotyiweyi, Monica; Mullan, Joel (EdTech Hub, 2020)
What is the Specialist Network? We’re an international group of experts with substantial practical experience in developing and implementing education and EdTech programmes around the world. The Specialist Network allows the EdTech Hub to draw on a wide range of context-specific and subject-specific experience and expertise. We have a particular focus on supporting the Hub’s Helpdesk, providing additional capacity to…
Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

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

invest2innovate (2020)

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

Investigating the Activity Levels of School Quality Assurance Officers in Sierra Leone - Beoku-Betts, Iman; Leh Wi Lan (EdTech Hub, 2023)
Since the launch of the Free Quality School Education (FQSE) Programme in 2018, the Sierra Leone Ministry of Basic and Senior Secondary Education (MBSSE) has prioritised the use of data for decision-making across several education reform programmes. Part of this vision has been to build systems to measure school quality through School Quality Assurance Officers (SQAOs) using data collection and feedback. This system includes using tools for teacher management, lesson observations, school improvement, and attendance monitoring. This report presents findings from qualitative research conducted in three districts in Sierra Leone. The aim is to provide the MBSSE and other partners with insights to understand the variation in and what is needed to maximise SQAO activity levels, increase principal engagement with digital tools, and support and promote quality visits to schools. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Investigating the Impact on Learning Outcomes Through the Use of EdTech During Covid-19: Evidence from an RCT in the Punjab province of Pakistan - Adil, Fareeha; Nazir, Rabia; Akhtar, Misbah (EdTech Hub, 2021)
The objective of the current study is to test the impact of low-tech solutions on maths, Urdu, and English scores for students in the underdeveloped district of Bahawalnagar, which is situated in the southern part of Punjab in Pakistan. The target population for this study is Grade 8 students attending private schools. We have tested the impact of three interventions, namely: Teaching at the right level (TaRL), Fortnightly assessments (FAS) Digital teacher training sessions (DTS) Our findings show a significant and positive ‘Intention to Treat’ (ITT) impact on Urdu and English scores of the students in the TaRL treatment group. The students increased their English and Urdu scores by 0.56 SD. However, we found no significant impact of the intervention on maths scores in the TaRL treatment group. Fortnightly assessments and digital teacher training sessions were also found to contribute to higher English scores of the students. However, we found no ITT impact on the maths and Urdu scores for these treatment groups. The Local Average Treatment Effect (LATE) analysis revealed positive and significant improvement in Urdu and English scores of the students in the TaRL treatment group. Key stakeholders whom we interviewed suggested that redesigning the curriculum and incorporating TaRL within this approach could facilitate enhancement in learning outcomes in students in deprived areas. Our findings are important to help inform policymakers on the importance of designing and implementing cost-effective, low-tech solutions to help reduce learning gaps. An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

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

Investing in the Early Years During COVID-19 - World Bank (World Bank, 2020)

Is 2020 a lost academic year? The impact of COVID-19 on education in eastern Africa: a case study of Kenya - Cordeiro, Vanessa Cezarita (Humanium, 2020)
Despite national efforts and strict measures designed to curb the spread of the virus, the country continues to suffer from the knock-on effects of the pandemic.

Is School Funding Unequal in Latin America?: A Cross-country Analysis - Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Martínez, Matias; Santos, Humberto; Soares, Sammara (2020)
Public spending on education has increased significantly in Latin America over the last decades. However, less is known whether increased spending has been translated into a more equitable distribution of resources within countries in the region. This study addresses this gap by measuring the inequality in per-pupil spending between regions with different levels of socioeconomic status (SES) within five Latin American countries: Brazil, Chile, Colombia, Ecuador, and Peru. Results show that Brazil, a federal country, has the widest socioeconomic funding gap due to large inequalities in local revenues between high and low SES regions. However, the country's funding gap has narrowed over time. School funding in Colombia has become more regressive over time, but its gap is half the size of the one in Brazil. The distribution of school funding in Peru has changed over time from being regressive-benefiting the richest regions-to being progressive-benefiting the poorest regions. Education spending in Chile and in Ecuador are, on the other hand, consistently progressive. However, while the progressiveness of funding in Ecuador is driven by transfers targeted at disadvantaged rural areas, the funding formulas in Chile addresses socioeconomic inequalities beyond the rural-urban gap.

Is the COVID-19 slide in education real? - Donnelly, Robin; Patrinos, Harry A. (World Bank Blogs, 2020)
Emerging pieces of evidence of an actual COVID-19 learning loss and of its likely implications for the future of the generation currently in school show that it is essential to mitigate the long-term effects of the pandemic as much as possible.

Is the Movies and Mobiles intervention a smart investment? - Orozco-Olvera, Victor; Rascón-Ramírez, Ericka G. (2022)

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

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

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

It’s been a year since schools started to close due to COVID-19 - Evans, David; Hares, Susannah; Mendez Acosta, A.; Saintis, C. (Center For Global Development, 2021)
Twelve months ago, the world was watching as schools closed across China and millions of students began learning online from their homes. Most of us didn’t think for a moment that just a few weeks later, almost every country in the world would close their schools and the education of more than a billion children would be disrupted. Since then, millions of students have not had any school-based, face-to-face education.

Ivory Coast children head back to school after virus shutdown - Reuters Staff (Reuters, 2020)
Thousands of children in face masks flocked back to school in Ivory Coast on Monday after the country became one of the first in West Africa to restart lessons after a two-month coronavirus shutdown.
Keywords: Africa; Aid Relief / Humanitarian Agencies; CORONAVIRUS; Children / Youth Issues; Coronavirus; EDUCATION; Education; Epidemics; HEALTH; Health / Medicine; Human Rights / Civil Rights; IVORYCOAST; Ivory Coast; Overseas Development Aid; Pictures; US; Video Available; West Africa; Western Europe

Jamaica pilot experience: Accessible Digital Textbooks that transform education - UNICEF (2022)
Accessible Digital Textbooks that transform education.

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

Jordan Response Plan for the Syria Crisis 2020-2022 - Hamarneh, Maisa (UNHCR, 2020)
Keywords: ⛔ No DOI found

Jordan’s EdTech response to COVID-19 - Al-Hindawi, Hind; Hashem, Lina (EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v2; _zenodo:submitted; _zenodoETH

Jot-A-Dot Pocket Brailler - Harpo (HARPO, 2020)
The new way to Braille is to Jot a Dot – a portable brailling device for everyone! Why Jot-A-Dot? – Pocket-sized mechanical device – means brailling a note, on paper, anywhere!; Direct six key Braille entry – for fast & accurate Braille; – Read your Braille as you write – simply turn Jot-A-Dot over; – Inbuilt … Read more

Jusoor’s WhatsApp-Assisted Learning Programme: Sprint Review 1. - Tutunji, Suha; Boujikian, Michèle; Carter, Alice; Atkinson, Grace (EdTech Hub Sprint Review, 2020)
Keywords: ___working_potential_duplicate

Jusoor’s WhatsApp-Assisted Learning Programme: Sprint Review 1 - Tutunji, Suha; Boujikian, Michèle; Carter, Alice; Atkinson, Grace (2021)
Keywords: ___working_potential_duplicate

K-12 Egyptian Knowledge Bank Study Portal and New Form of Assessment - El Zayat, Nelly (Education Continuity Stories, 2020)

Karim and Jana - Queen Rania Foundation (2020)

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

Keeping Bangladesh’s Students Learning During the COVID-19 Pandemic - World Bank (2021)

Keeping Kenya Learning: The importance of caregiver engagement in supporting learning beyond the classroom - Kimathi, Deborah; El-Serafy, Yomna; Plaut, Daniel; Kaye, Tom (EdTech Hub, 2021)
Since the Covid-19 pandemic began, parents, teachers, students and policymakers have been exploring how to support students to learn at home. The emphasis on education at home has made evident the need to better equip caregivers to support their children’s learning.  The Keep Kenya Learning (KKL) initiative is helping parents and caregivers build their capacity and confidence to support learning…
Keywords: _EdTechHub_Output

Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak - Ministry of Education (Rwanda) (2020)

Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak - Rwanda Ministry of Education (2020)

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

Kemendikbud Terbitkan Pedoman Penyelenggaraan Belajar dari Rumah - Belajar dari Rumah (Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi, 2020)
Kementerian Pendidikan dan Kebudayaan (Kemendikbud) menerbitkan Surat Edaran Nomor 15 Tahun 2020 tentang Pedoman Penyelenggaraan Belajar Dari Rumah Dalam Masa Darurat Penyebaran Covid-19. Staf Ahli Menteri Pendidikan dan Kebudayaan Bidang Regulasi, Chatarina Muliana Girsang menyampaikan Surat Edaran Nomor 15 ini untuk memperkuat Surat Edaran Mendikbud Nomor 4 Tahun 2020 tentang Pelaksanaan Pendidikan Dalam Masa Darurat Coronavirus Disease (Covid-19).

Kenya Basic Education COVID-19 Emergency Response Plan - Ministry of Education, Republic of Kenya (2020)

Kenya Basic Education COVID-19 Emergency Response Plan - Ministry of Education, Republic of Kenya (2020)

Kenya basic education COVID-19 emergency response plan - State Department of Early Learning and Basic Education (Republic of Kenya Ministry of Education, 2020)

Kenya Basic Education COVID-19 Emergency Response Plan - State Department of Early Learning and Basic Education, Kenya (2020)

Kenya Digital Master Plan 2022-2032 - Republic of Kenya ICT Authority (2022)

Kenya: extreme inequality in numbers - Oxfam (Oxfam International, 2020)

Kenya GPE 19 Learning Continuity in Basic Education Project - Implementation Status and Results Report - World Bank (2021)

KENYA GPE COVID 19 Learning Continuity in Basic Education Project - Global Partnership for Education (2020)

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

Kenya: How Rogue Officials Inflated Enrolment, Used Ghost Schools to Steal Billions - Muchunguh, David (The Nation in Allafrica.com, 2021)

Kenya Institute of Curriculum Development (2020)

Kenya Institute of Special Education (2020)

Kenya lauded for achieving 75% electricity access rate - Common Market for Eastern and Southern Africa (COMESA) (2021)

Kenya: Off-grid Solar Access Project for Underserved Counties - World Bank (2020)
Kenya: Off-grid Solar Access Project for Underserved Counties

Kenya Partnership Compact. 2021 | Documents | Global Partnership for Education - Global Partnership for Education (2021)

Kenya Public Expenditure Review 2020: Options for Fiscal Consolidation after the COVID-19 Crisis - World Bank (World Bank, 2020)
The objective of this public expenditure review (PER) is to provide the government with options for fiscal consolidation and support macroeconomic stability in the medium-term. This PER addresses the broad topic of expenditure efficiency and examines options for expenditure rationalization to help return Kenya’s fiscal accounts to a prudent trajectory in the medium-term. The PER is being undertaken as a programmatic analytical product with two modules. The first module focuses on identifying options for expenditure rationalization and measures to strengthen within-year expenditure control for better expenditure management. The second module to be delivered in FY21 will focus on efficiency, effectiveness, and equity of spending within public services delivery sectors of education, health, and disaster risk financing. The report builds upon several other Bank-led reports that contribute to the discussion around improving public expenditure and strengthening expenditure controls in Kenya. It complements an ongoing governance for enabling service delivery and public investments in Kenya (GESDeK) project, which is at the forefront in supporting numerous reforms highlighted in this PER to improve efficiency in spending and strengthen expenditure controls. The report is organized as follows: chapter one contains the macro context, trends, and composition of spending, overall balance and debt. Chapter two contains the fiscal and debt sustainability analysis while chapter three presents options for expenditure rationalization in Kenya. Chapter four ties it all together with fiscal savings and policy recommendations.
Keywords: Debt Sustainability; Expenditure Control System; Fiscal Sustainability; Fiscal Trends; Public Debt; Public Expenditure; Public Investment Management; Public Procurement; Public Wage Bill; Revenue

Kenya's pioneering eLearning programme - iMlango (iMlango, 2022)
iMlango aims to improve education outcomes in maths, literacy & life skills for 180,000 children in 245 schools by delivering access to digital education services & content.

Key considerations when developing an ICT in Education strategy - AlSheikhTheeb, Thaer; Chuang, Rachel; Pandit, Sanjana (EdTech Hub, 2022)
This report was commissioned by UNICEF and produced under UNICEF and EdTech Hub’s global partnership, in response to a request from the UNICEF Laos team that was submitted to the EdTech Hub Helpdesk. It presents key considerations on the overarching process to develop an ICT in Education strategy (e.g., components, stakeholders, timelines) and lists examples of other national ICT in Education and EdTech strategies. Keywords: EdTech strategies; ICT in Education strategies An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

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

KEY FIGURES: 5th Rwanda Population and Housing Census (PHC) - National Institute of Statistics of Rwanda. (National Institute of Statistics of Rwanda., 2023)
The fifth Population and Housing Census in Rwanda, was conducted in August 2022. The Census operation was coordinated by the National Census Commission. Various census technical and administrative structures have been put in place to ensure a successful census operation.

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

Key Insights from Behavioral Journey Mapping of Caregivers - Busara (2020)

Keyword inventory with country statistics - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Khalayley, Abdullah; McBurnie, Chris; McIntyre, Nora (EdTech Hub, 2020)
Keyword inventory with country statistics (Updated July 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _yl:s; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Khan Academy: Free Online Courses, Lessons & Practice - Khan Academy (Khan Academy, 2020)
You can learn anything. Expert-created content and resources for every course and level. Always free.

KICD on Twitter: "Let's engage. For rich discussions on education matters. https://t.co/qb1ooAc7ZF" / Twitter - KICD (2020)

Kiwix - HundrED (2020)
Kiwix brings internet content to people without internet access. Wikipedia, MOOCs, books from the Gutenberg Library or even TED talks: these and a thousand more can be made available offline and accessed on smartphones, computers and hotspots, even where there is no connectivity. Kiwix is free to use and distribute, and has more than 3 million users in 200 countries and territories.

Know Zone - Centre for Education Innovations (2020)

Knowledge Pack: Assistive Technologies - EdTech team (World Bank Group, 2022)

Knowledge Pack: Cloud for Education. - EdTech team (World Bank Group, 2022)
Cloud for Education Knowledge Pack (English)

Knowledge Pack: Devices for education - EdTech team (World Bank Group, 2022)

Knowledge Pack: Digital Teaching and Learning - EdTech team (World Bank Group, 2022)
Digital Teaching and Learning Knowledge Pack (English)

Knowledge Pack: EMIS 2.0: Learning And Accountability System Architecture (LASA) - EdTech Team (World Bank Group, 2022)

Knowledge Pack: Innovation Ecosystems - EdTech team (World Bank, 2022)

Knowledge Pack: Learning Management Systems for Education - EdTech team (World Bank Group, 2022)
Learning Management Systems for Education : Knowledge Pack (English)

Knowledge Pack Procurement - EdTech team (World Bank Group, 2022)

Knowledge Pack: Remote phone-based formative assessment - EdTech and LEeP team (2022)
Remote Phone-Based Formative Assessment Knowledge Pack (English)

Knowledge Pack: Teachers’ skills and skills frameworks for remote and blended learning - EdTech team (World Bank Group, 2022)

Knowledge Pack: Technologies for personnalized and adaptive learning - EdTech team (World Bank Group, 2022)
Technologies for Personalized and Adaptive Learning Knowledge Pack (English)

Knowledge Pack: Technology for literacy - EdTech team (World Bank Group, 2022)

Knowledge Platform (2020)

Knowlege Pack: Procurement - World Bank (2022)

Kolibri - Learning equality (2020)

Kolibri : A Free, Open Source Education for All - Learning equality (Learning equality, 2020)

Kolibri : A Free, Open Source Education for All | Learning Equality - Kolibri (2020)

Kolibri Content Library Catalog - Learning equality (2020)

Kytabu – African Schools Online - Kytabu Company Ltd (2020)

L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à Madagascar - Coflan, Caitlin Moss; Koomar, Saalim; Rasolohery, Hasiniavo (EdTech Hub, 2021)
Lire en Anglais Contexte Madagascar fait face à un taux élevé de la pauvreté d’apprentissage; 97 pour cent des enfants en classe de primaire du pays ne sont pas capables de lire un texte en français adapté à leur âge (Banque mondiale 2019, sur données PASEC 2015). Nous savons que les enseignants ont une influence cruciale sur l’éducation des élèves;…
Keywords: _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

L'utilisation des preuves pour renforcer la formation pédagogique à travers les technologies à Madagascar - Koomar, Saalim; Moss Coflan, Caitlin; Rasolohéry, Hasiniavo (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:AddedByZotZen

La educación virtual en tiempos del COVID-19: Una experiencia en la maestría de Educación - Zea, Miriam Patricia Cárdenas; Quimi, Wendy Diana Carranza; Panta, Karina Alexandra Plua; García, Mariana Solís; Torres, Marioxy Morales (Universidad y Sociedad, 2021)
Keywords: ⛔ No DOI found

La Mochila, una plataforma con herramientas para la vida - Coschool (Coschool, 2021)
Transformar tu entorno desde la educación socioemocional sí es posible, hoy te presentamos LA MOCHILA, una de nuestras herramientas de digitalización donde aprenderás a fortalecer distintas habilidades para la vida,

Labor force participation rate, female (% of female population ages 15+) - World Bank (2020)

Laboratoria: Reporte de Impacto 2020.pdf - Laboratoria (2020)

Lack of internet access in Southeast Asia poses challenges for students to study online amid COVID-19 pandemic - Jalli, Nuurrianti (The Conversation, 2020)
In Southeast Asia like in many other developing regions, a large segment of the population don't have access to the Internet and electronic devices.

Lack of Means or Lack of Awareness? Survey findings: barriers to learning with WhatsApp in refugee camps in Lebanon - Boujikian, Michèle; Carter, Alice (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen; _zenodo:submitted

LACRO COVID-19 Education response: Update 29 Status of schools reopening - UNICEF (2021)

LACRO Covid-19 Education Response: Update 34 Status of School's Reopening & Learning - UNICEF (UNICEF, 2022)

Lahore University of Management Sciences, Pakistan - Tufts University (The Talloires Network, 2020)
Social Innovation Lab The Social Innovation Lab (SIL) was founded by students and alumni of the Lahore University of Management Sciences to link driven and socially conscious LUMS students with social and economic problems throughout… Read More

Language counts when learning mathematics with interactive apps - Outhwaite, Laura A.; Gulliford, Anthea; Pitchford, Nicola J. (British Journal of Educational Technology, 2020)
When available in multiple languages, educational apps can deliver the same mathematics instruction in the child’s first language or different language of instruction. This pilot study examined the ...

Language data for Malawi - Translators without Borders (Translators without Borders, 2021)
Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.

Language data for Malawi - Translators Without Borders (Translators without Borders, 2021)
Open-source language data and maps about languages spoken in Malawi can improve how we communicate with communities in crisis.

Language issues in comparative education II: Policy and practice in multilingual education based on non-Dominant languages - Benson, Carol; Kosonen, Kimmo (BRILL, 2021)

Language of Instruction Country Profile: Malawi - USAID (2021)
Keywords: ⛔ No DOI found

Language of Instruction Country Profile: Malawi - USAID (United States Agency for International Development, 2021)

Language of Instruction Country Profile: South Africa - USAID (2020)
Keywords: ⛔ No DOI found

Language policy in Ghana and Malawi: differing approaches to multilingualism in education - Reilly, Colin; ResCue, Elvis; Chavula, Jean Josephine (Journal of the British Academy, 2022)
Despite substantial international evidence that children learn best in a language which they understand, language-in-education policies in much of Africa do not effectively accommodate the range of languages found in the classroom, instead prescribing dominant national languages and/or colonial languages such as English. Further, these language policies continue to reflect a monoglossic conceptualisation of languages and do not adequately account for the multilingual repertoires of individuals and communities. They do not reflect an understanding of the ways in which multilingual language practices could be harnessed for education. This article provides a comparative overview of the policy context in Malawi and Ghana, at the levels of legislation, practice, and attitudes. Through interviews, questionnaires, classroom observations, and classroom recordings in primary schools, we highlight the multilingual realities of educational spaces in each country. We highlight that, despite different sociolinguistic and legislative contexts, there are similarities between these contexts which emerge as important factors when considering multilingualism within education.

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

Laptops offered for online school lessons at home - Coughlan, Sean (BBC News, 2020)
Pupils studying at home will have online lessons and disadvantaged teenagers can borrow computers.

Large Learning Gains in Pockets of Extreme Poverty: Experimental Evidence from Guinea Bissau - Fazzio, Ila; Eble, Alex; Lumsdaine, Robin L; Boone, Peter; Bouy, Baboucarr; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Johnson, Simon; Silva, Ana Filipa (2021)
Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrollment ratios. Possible explanations for such poor outcomes include demand – for example, low perceived returns to education compared to opportunity cost; and supply – poor state provision and inability of parents to coordinate and finance better schooling. We conducted a cluster-randomized trial in rural Guinea Bissau to understand the effectiveness and cost of concerted supply-based interventions in such contexts. Our intervention created simple schools offering four years of education to primary-school aged children in lieu of the government. At endline, children receiving the intervention scored 58.1 percentage points better than controls on early grade reading and math tests, demonstrating that the intervention taught children to read and perform basic arithmetic, from a counterfactual condition of very high illiteracy. Our results provide evidence that particularly needy areas may require more concerted, dramatic interventions in education than those usually considered, but that such interventions hold great potential for increasing education levels among the world’s poorest people.

Large-Scale Simulation Study of Active Learning models for Systematic Reviews - Teijema, Jelle Jasper; de Bruin, Jonathan; Bagheri, Ayoub; van de Schoot, Rens (2023)
The active learning methods for prioritising systematic reviews have undergone significant progress and innovation in recent years. This rapid development, however, has inadvertently highlighted the disparity between the rapid development of these methodologies and their rigorous evaluation, stemming from constraints in simulation size, lack of infrastructure, and the use of few datasets. We embark on a large-scale simulation study involving over 27 thousand simulations and over 156 million datapoints, designed to provide robust empirical evidence of active learning methodologies performance. We evaluate 13 combinations of different classification models and feature extraction techniques across high-quality datasets sourced from the SYNERGY dataset. We run a single simulation for each possible combination of selected classification model, feature extraction technique, dataset, and relevant document. The spectrum of performance varies considerably, from marginally better than random reading to near flawless results. Still, every single model-feature extraction combination outperforms random screening. Results are publicly available for analysis and replication. This study advocates for large-scale simulations as the gold standard for assessing active learning methods; it underscores the importance of comprehensive testing to reduce reporting bias and enhance result reliability. It also highlights the need for curating diverse datasets for systematic review literature.
Keywords: _Added-ailr-2024

Late resumption of schools in Senegal amid COVID safety concerns - AfricaNews (Africanews, 2020)
In the Senegalese capital of Dakar, pupils, parents and teachers return to the Lycée Ousmane Sembène for the start of a new school year

Latest Human Development Index Ranking | Human Development Reports - United Nations Development Programme (2021)

LATIN AMERICA AND THE CARIBBEAN Inclusion and education: ALL MEANS ALL - World Bank (2020)

Launching sign languages on the Global Digital Library - Global Digital Library (Global Digital Library, 2020)

Launching sign languages on the Global Digital Library – Global Digital Library - Global Digital Library (2020)

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

Learners and caregivers barriers and attitudes to SMS-based mobile learning in Kenya - Jordan, Katy; Damani, Kalifa; Myers, Christina; Mumbi, Albina; Khagame, Phoebe; Njuguna, Lydia (African Educational Research Journal, 2023)
The use of mobile phones has been identified as a potential way to bring the benefits of educational technology to a wider audience, including in low-connectivity settings. This is a topic that has received renewed interest recently as a result of the COVID-19 pandemic and school closures. While a number of recent studies have demonstrated good potential for mobile phones and SMS to be used to support learning, there are also questions about how equitable this medium is in practice. We conducted a telephone survey with learners (n = 122) and their caregivers (n = 124) who use M-Shule, an SMS-based educational platform in Kenya, in order to understand their attitudes towards mobile learning, and the benefits and constraints. In particular, we consider whether there are differences in responses according to gender and/or location, to shed light on whether use is equitable. We find that girls and boys face similar barriers to use, and the technology is perceived to be equally beneficial. We identify some areas for potential further support for all learners through mobile learning.

Learners and Caregivers' Barriers and Attitudes to SMS-based Mobile Learning in Kenya: Key findings from a telephone survey - Jordan, Katy; Damani, Kalifa; Myers, Christina; Khagame, Phoebe; Mumbi, Albina; Njuguna, Lydia (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Learners with Disabilities & COVID-19 School Closure - World Bank (2021)

Learning-adjusted years of schooling (LAYS): Defining a new macro measure of education - Filmer, Deon; Rogers, Halsey; Angrist, Noam; Sabarwal, Shwetlena (Economics of Education Review, 2020)
The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways.
Keywords: Education; Human capital; Learning; Returns to education; Schooling; Test Scores; ___working_potential_duplicate

Learning and working in the digital age: Advancing opportunities and identifying the risks - Goger, Annelies; Parco, Allyson; Vegas, Emiliana (Brookings, 2022)
Annelies Goger, Allyson Parco, and Emiliana Vegas provide a high-level map of the landscape of education and labor market innovations in formal and informal education.

Learning at Home in Times of Crisis Using Radio - Education Development Center (2020)

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

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

Learning Curve: Progress in the Replication Crisis - Angrist, Noam; Cullen, Claire; Ainomugisha, Micheal; Bathena, Sai Pramod; Bergman, Peter; Crossley, Colin; Letsomo, Thato; Matsheng, Moitshepi; Panti, Rene Marlon; Sabarwal, Shwetlena; Sullivan, Tim (AEA Papers and Proceedings, 2023)
We present detailed monitoring data across a five-country randomized trial of phone-based targeted tutoring–one of the largest multicountry replication efforts in education to date. We study an approach shown to work in Botswana and replicated in India, Kenya, Nepal, the Philippines, and Uganda. While the existing literature often finds diminishing effects as proof-of-concept studies are replicated and scaled, we find the opposite: implementation fidelity (the degree of targeted educational instruction) improves across replications and over time. This demonstrates that replication is not intractable; rather, equipped with mechanisms to learn from experience, organizational “learning curves” can enable effective replication and scale-up.

Learning from Experience: A post-Covid-19 data architecture for a resilient education data ecosystem in Sierra Leone - Fab Inc. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

Learning in the COVID-19 era - UNESCO (UNESCO, 2020)