TY - ELEC TI - ঘরে বসেই শিক্ষা AU - EduHub Bangladesh T2 - LearnFromHome AB - ঘরে বসেই শিক্ষা DA - 2020/// PY - 2020 LA - en UR - https://www.eduhub.gov.bd/ Y2 - 2020/08/18/00:52:44 ER - TY - ELEC TI - وزارة الاقتصاد الرقمي والريادة AU - Ministry of Digital Economy and Entrepreneurship DA - 2020/// PY - 2020 UR - https://www.modee.gov.jo/ Y2 - 2020/06/30/15:00:57 ER - TY - ELEC TI - موضوع، أكبر موقع عربي بالعالم AU - Mawdoo3 T2 - موضوع AB - موضوع، أكبر موقع عربي بالعالم DA - 2020/// PY - 2020 LA - en UR - https://mawdoo3.com/الصفحة_الرئيسية Y2 - 2020/06/30/15:13:17 ER - TY - ELEC TI - مهارات التعليم عن بعد AU - Ministry of Education, Jordan AB - مهارات التعليم عن بعد DA - 2020/// PY - 2020 LA - en UR - http://teachers.gov.jo/ Y2 - 2020/06/30/14:03:38 ER - TY - ELEC TI - منصة درسك للتعلم عن بعد AU - Ministry of Education, Jordan AB - منصة درسك للتعلم عن بعد DA - 2020/// PY - 2020 LA - en UR - https://darsak.gov.jo/ Y2 - 2020/06/30/14:02:11 ER - TY - ELEC TI - جو اكاديمي توجيهي | دروس ودوسيات التوجيهي واسئلة وزارة AU - توجيهي, جو اكاديمي T2 - جو اكاديمي توجيهي AB - منصة جو اكاديمي من اوائل رواد التعليم الالكتروني وحصص اون لاين ووتد التعليم في المملكة الاردنية الهاشمية بوابة للتواصل ما بين المعلم والطالب DA - 2020/// PY - 2020 UR - https://joacademy.com Y2 - 2020/06/30/15:10:40 ER - TY - ELEC TI - الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال في الأردن العام المقبل AU - Roya News T2 - رؤيا الأخباري AB - الرزاز: "رياض الأطفال" ستكون متاحة لجميع الاطفال .... DA - 2020/// PY - 2020 LA - en ST - الرزاز UR - https://royanews.tv/news/202006?1578398972 Y2 - 2020/06/30/14:28:59 ER - TY - ELEC TI - أكاديمية الملكة رانيا لتدريب المعلمين AU - Queen Rania Foundation DA - 2020/// PY - 2020 LA - en UR - https://qrta.edu.jo/ Y2 - 2020/06/30/15:05:10 ER - TY - ELEC TI - ZIMSEC | Home AU - Zimbabwe School Examinations Council DA - 2020/// PY - 2020 LA - en-US UR - https://www.zimsec.co.zw/ Y2 - 2020/06/27/16:48:04 ER - TY - RPRT TI - Zimbabwe COVID-19 Preparedness and Response Strategy AU - Zimbabwe Education Cluster DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/zimbabwe_education_cluster_covid_strategy_12.05.2020_final.pdf Y2 - 2020/06/09/13:57:47 ER - TY - NEWS TI - Zim tops Cambridge International exam entries AU - Kadirire, Helen T2 - Daily News (Zimbabwe) AB - ZIMBABWE is delivering the highest number of Cambridge International examinations entries in sub-Saharan Africa and the 10th most entries each year globally, reflecting the growth of Cambridge International qualifications in the country. DA - 2020/// PY - 2020 DP - dailynews.co.zw LA - en-GB SE - News UR - https://dailynews.co.zw/zim-tops-cambridge-international-exam-entries/ Y2 - 2020/06/27/15:52:29 ER - TY - RPRT TI - Zero-Rating Educational Content in Low- and Middle-Income Countries AU - McBurnie, Chris AU - Adam, Taskeen AU - Kaye, Thomas AU - Haßler, Björn CN - 0004 DA - 2020/05// PY - 2020 LA - EN M3 - Helpdesk Response PB - EdTech Hub SN - 8 UR - https://docs.edtechhub.org/lib/F4PCMTZB KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - GEN TI - Zambia QUESTT IRI AU - Education Development Center, Inc. AB - As Zambia’s out-of-school orphan population soared to 800,000 in 2000, the United States Agency for International Development (USAID) supported the creation of the Taonga Market Interactive Radio Instruction (IRI) program to help the Zambian Ministry of Education provide those orphans and other vulnerable children with a quality education using IRI. DA - 2020/// PY - 2020 LA - en PB - Airbel Impact Lab UR - https://www.edc.org/zambia-questt-iri Y2 - 2023/06/22/08:00:48 ER - TY - RPRT TI - Zambia COVID-19 Accelerated Funding Application Form AU - Global Partnership for Education DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-04-CO VID-accelerated-funding-Zambia-Proposal-April-29-final%20.pdf ER - TY - BOOK TI - Youth Transitions: Creating Pathways to Success AU - Hughes, Deirdre AU - Smith, Graeme AB - Around the world, young people face considerable challenges. Even before the disruption of the Covid-19 crisis, policymakers were seeking to respond to rapid technological advances, climate change and -- in some countries -- an ageing population and workforce. While children and young people worldwide generally have high aspirations and ambitions for their futures, evidence shows that they often face problematic and protracted transitions into work. In this context, new pathways from school to employment are needed. In this paper, we review extensive evidence to provide guidance on how children and young people can be best prepared to succeed in their school-to-work transitions, both now and in the future. DA - 2020/// PY - 2020 DP - ERIC LA - en PB - Education Development Trust SN - 978-1-912610-04-4 ST - Youth Transitions UR - https://eric.ed.gov/?id=ED607277 Y2 - 2020/12/01/10:40:44 KW - 21st Century Skills KW - COVID-19 KW - Career Development KW - Career Education KW - Economic Climate KW - Education Work Relationship KW - Educational Policy KW - Employers KW - Foreign Countries KW - Job Skills KW - Labor Market KW - Pandemics KW - Public Policy KW - Social Change KW - Technology Uses in Education KW - Vocational Education KW - Youth Employment ER - TY - RPRT TI - Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning AU - Allier-Gagneur, Zoé AU - Moss Coflan, Caitlin AB - EdTech Hub participated in a Girls’ Education Challenge webinar in May 2020, which welcomed stakeholders from countries including the UK, Kenya, Zimbabwe, and Nepal. The session focused on issues regarding gender and social inclusion during the Covid-19 crisis. This document provides answers to a list of 10 questions received from stakeholders. CN - 0025 CY - Cambridge, UK; Washington D.C. DA - 2020/06/14/ PY - 2020 M3 - Helpdesk Response PB - EdTech Hub SN - 14 UR - https://docs.edtechhub.org/lib/VX7UW757 KW - F: Helpdesk response KW - L:Gender and education KW - L:Out-of-school populations KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _zenodoETH KW - dode_eth-src-dode ER - TY - ELEC TI - Worldwide Mobile Data Pricing League | Cost of 1GB in 230 countries AU - Cable T2 - Cable AB - Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries. DA - 2020/// PY - 2020 LA - en UR - https://www.cable.co.uk/mobiles/worldwide-data-pricing/ Y2 - 2020/07/15/13:03:37 KW - auto_merged ER - TY - ELEC TI - Worldwide Mobile Data Pricing League | Cost of 1GB in 230 countries AU - Cable T2 - Cable AB - Analysis of over 6,300 mobile plans in 230 countries reveals the cost of mobile data in 230 countries. DA - 2020/// PY - 2020 LA - en UR - https://www.cable.co.uk/mobiles/worldwide-data-pricing/ Y2 - 2020/07/15/13:03:37 ER - TY - BLOG TI - Worldreader | Sierra Leone AU - Worldreader AB - Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation. DA - 2020/// PY - 2020 LA - en-US UR - https://www.worldreader.org/where-we-are/sierra-leone/ ER - TY - ELEC TI - Worldreader AB - With low-cost technology, culturally-relevant digital books, and a network of partners, we’re helping millions of people read more and read better. DA - 2020/// PY - 2020 LA - en-US UR - http://www.worldreader.org/ Y2 - 2020/07/01/11:15:05 ER - TY - JOUR TI - World librarians: A socio-technical system providing library search services to offline schools and libraries in Malawi AU - Schweik, Charles M. AU - Meyer, Carl AU - Chinkondenji, Pempho AU - Smith, Jeremy AU - Mchenga, Promise T2 - World Development Perspectives DA - 2020/// PY - 2020 DO - 10.1016/j.wdp.2020.100234 DP - Google Scholar VL - 20 SP - 100234 ST - World librarians ER - TY - ELEC TI - WonderTree DA - 2020/07/21/10:56:27 PY - 2020 LA - en-US UR - https://wondertree.co/about/ Y2 - 2020/07/21/10:56:27 ER - TY - JOUR TI - Women's empowerment in action: Evidence from a randomized control trial in Africa AU - Bandiera, Oriana AU - Buehren, Niklas AU - Burgess, Robin AU - Goldstein, Markus AU - Gulesci, Selim AU - Rasul, Imran AU - Sulaiman, Munshi T2 - American Economic Journal: Applied Economics AB - We evaluate a multifaceted policy intervention attempting to jump-start adolescent women's empowerment in Uganda by simultaneously providing them vocational training and information on sex, reproduction, and marriage. We find that four years postintervention, adolescent girls in treated communities are more likely to be self-employed. Teen pregnancy, early entry into marriage/cohabitation, and the share of girls reporting sex against their will fall sharply. The results highlight the potential of a multifaceted program that provides skills transfers as a viable and cost-effective policy intervention to improve the economic and social empowerment of adolescent girls over a four-year horizon. DA - 2020/01// PY - 2020 DO - 10.1257/app.20170416 DP - www.aeaweb.org VL - 12 IS - 1 SP - 210 EP - 259 LA - en SN - 1945-7782 ST - Women's Empowerment in Action UR - https://www.aeaweb.org/articles?id=10.1257/app.20170416 Y2 - 2022/06/06/22:36:52 KW - Child Care KW - Children KW - Domestic Abuse, Fertility KW - Education and Economic Development, Marriage KW - Family Planning KW - Family Structure KW - Human Development KW - Income Distribution KW - Labor Productivity, Economic Development: Human Resources KW - Marital Dissolution KW - Migration KW - Non-labor Discrimination, Labor Demand, Human Capital KW - Occupational Choice KW - Skills KW - Youth, Economics of Gender ER - TY - RPRT TI - Women's Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain't Learning AU - Kaffenberger, Michelle AU - Pritchett, Lant CY - Oxford DA - 2020/// PY - 2020 PB - University of Oxford UR - https://riseprogramme.org/sites/default/files/2020-09/RISE_WP-049_Kaffenberger_Pritchett.pdf ER - TY - RPRT TI - Women's access to cash transfers in light of COVID-19: The case of Pakistan AU - Bourgault, Shelby AU - O'Donnell, Megan CY - Washington D.C. DA - 2020/// PY - 2020 PB - Center for Global Development UR - https://www.cgdev.org/sites/default/files/womens-access-cash-transfers-light-covid-19.pdf ER - TY - ELEC TI - Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region AU - UN Women T2 - UN Women | Americas and the Caribbean AB - Women in Science, Technology, Engineering and Mathematics (STEM) in the Latin America and the Caribbean Region DA - 2020/// PY - 2020 LA - en UR - https://lac.unwomen.org//digiteca/publicaciones/2020/09/mujeres-en-ciencia-tecnologia-ingenieria-y-matematicas-en-america-latina-y-el-caribe Y2 - 2021/12/13/12:10:54 ER - TY - BLOG TI - With the largest share of funding, test prep startups leading the EdTech charge in India AU - Agarwal, Meha DA - 2020/// PY - 2020 UR - https://inc42.com/datalab/with-the-largest-share-of-funding-test-prep-startups-leading-the-edtech-charge-in-india/ ER - TY - BLOG TI - Will COVID-19 help to clarify ICT integration into education in Malawi? AU - Gondwe, Foster T2 - The Education and Development Forum (UKFIET) AB - This blog was written by Foster Gondwe, Lecturer at the School of Education, University of Malawi, and currently a PhD student at Hiroshima University, Japan.  Preamble To join global efforts in curbing the spread of COVID-19, the Ministry of Education, Science and Technology (MoEST) in Malawi closed all schools, colleges and universities from Monday, 23rd […] DA - 2020/05/04/T11:47:11+00:00 PY - 2020 LA - en-GB UR - https://www.ukfiet.org/2020/will-covid-19-help-to-clarify-ict-integration-into-education-in-malawi/ Y2 - 2022/11/07/14:47:31 ER - TY - RPRT TI - Why the World Needs a Curriculum Alignment Hub AU - Chandra, Shivi CN - 0046 DA - 2020/11/12/ PY - 2020 M3 - Working Paper PB - Learning Equality UR - https://docs.edtechhub.org/lib/2RMKAHXF KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:image KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoETH:submitted ER - TY - BLOG TI - Why the COVID Crisis Is Not EdTech’s Moment In Africa [repost] AU - CrawFurd, Lee T2 - Open Development & Education AB - With schools closed for hundreds of million students around the world, many have hoped that “edtech” can help keep children learning via internet, apps, and mobiles. A new database published by the EdTech Hub shows that though use of edtech products serving African countries has doubled in the last month, the total number of users is still very low, and most were viewers of one TV show. That, coupled with the fact that most firms come from just a few countries, suggests that edtech in Africa is far from maturity. DA - 2020/05/20/T11:35:48+00:00 PY - 2020 LA - en-GB UR - https://opendeved.net/2020/05/20/why-the-covid-crisis-is-not-edtechs-moment-in-africa/ Y2 - 2020/07/14/16:56:49 ER - TY - BLOG TI - Why the COVID Crisis Is Not EdTech’s Moment in Africa T2 - EdTech Hub AB - This blog was originally posted on the Center for Global Development blog with data used from the EdTech Hub’s database of interventions. Our database, which was initially limited to sub-Saharan Africa, now has a global scope. As the blog suggests, there is a need to increase the database’s representation of interventions in other regions. Please add your EdTech intervention to… DA - 2020/05/19/T14:12:36+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/05/19/why-the-covid-crisis-is-not-edtechs-moment-in-africa/ Y2 - 2020/11/07/12:58:34 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - Why COVID-19 is an EdTech opportunity for Latin America AU - Mitchell T2 - World Economic Forum AB - The region's digital divide is hindering efforts to deliver remote learning during the pandemic. Here's how governments and start-ups can make a difference. DA - 2020/// PY - 2020 LA - en UR - https://www.weforum.org/agenda/2020/09/what-covid-19-means-for-edtech-latin-america/ Y2 - 2022/04/19/10:17:17 ER - TY - ELEC TI - Why COVID-19 has increased the urgency to reach women with mobile technology AU - Lindsey, D. T2 - GSMA DA - 2020/// PY - 2020 UR - https://www.gsma.com/mobilefordevelopment/blog/why-covid-19-has-increased-the-urgency-to-reach-women-with-mobile-technology/ ER - TY - BLOG TI - Who has what? Assessing who has access to what devices in the education response to the COVID-19 pandemic AU - Haßler, Björn AU - Khalayleh, Abdullah AU - McBurnie, Chris AU - Adam, Taskeen AU - Allier-Gagneur, Zoé T2 - Open Development & Education DA - 2020/05/11/T10:45:25+00:00 PY - 2020 LA - en-GB UR - https://opendeved.net/2020/05/11/who-has-what-assessing-who-has-access-to-what-devices/ Y2 - 2020/06/01/13:13:14 KW - _yl:x KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - ELEC TI - WHO Coronavirus Disease (COVID-19) Dashboard AU - World Health Organization AB - World Health Organization Coronavirus disease situation dashboard presents official daily counts of COVID-19 cases and deaths worldwide, while providing a hub to other resources. Interactive tools, including maps, epidemic curves and other charts and graphics, with downloadable data, allow users to track and explore the latest trends, numbers and statistics at global, regional and country levels. DA - 2020/// PY - 2020 LA - en UR - https://covid19.who.int Y2 - 2020/09/29/09:37:15 ER - TY - ELEC TI - White paper Online proctoring. Questions and answers about remote proctoring. | SURF.nl AU - SURF T2 - SURF AB - Online proctoring (or invigilation) offers opportunities for international and flexible education. DA - 2020/// PY - 2020 LA - en UR - https://www.surf.nl/en/white-paper-online-proctoring-questions-and-answers-about-remote-proctoring Y2 - 2022/03/01/13:54:22 ER - TY - BLOG TI - What you can expect from the future EdTech Hub website T2 - EdTech Hub AB - The EdTech Hub had just finished a seven-month planning phase when COVID-19 hit. A profound sense of urgency swept over us. We realized that the planning we had done for a gradual ramp-up was now feeling insufficient to fulfill our mission, given the new global reality of kids being away from school, and the potential for EdTech to help. Our… DA - 2020/07/27/T17:16:24+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/07/27/what-you-can-expect-from-the-future-edtech-hub-website/ Y2 - 2020/11/07/12:51:30 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - What we have learnt from designing and implementing tablet-based learning across the world T2 - EdTech Hub AB - Written by Susan Colby (Imagine Worldwide) and Nicola Pitchford (University of Nottingham) As COVID-19 has disrupted education worldwide, more organizations and governments are exploring using tablet-based learning models to provide children with flexible access to learning that can take place anywhere. When implemented well, tablet-based learning can empower learners to build skills and knowledge through the use of technology. Children… DA - 2020/07/30/T16:04:13+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/07/30/what-we-have-learnt-from-designing-and-implementing-tablet-based-learning-across-the-world/ Y2 - 2020/11/07/12:50:56 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - What We Do AU - Curious Learning T2 - Curious Learning DA - 2020/// PY - 2020 LA - en-US UR - https://www.curiouslearning.org/what-we-do-2 Y2 - 2020/06/03/13:09:49 ER - TY - RPRT TI - What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? AU - McAleavy, Tony AU - Joynes, Chris AU - Gibbs, Emma AU - Sims, Kate DA - 2020/05// PY - 2020 DP - Zotero SP - 31 LA - en PB - Education Development Trust UR - https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-continuity-under-covid-19-what-steps-are-being-taken-to-reach-the-most-disadvantaged-students-during-the-period-of-covid-19-school-closure/ KW - COV:COVID and reopening of schools KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:other:ok KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - ⛔ No DOI found ER - TY - ELEC TI - What's the difference between asynchronous and synchronous learning? AU - Scheiderer, Juliana T2 - Ohio State Online AB - How do online classes work? We tapped online learning experts to explain the pros and cons of synchronous vs. asynchronous learning. DA - 2020/07/14/T15:35:00-04:00 PY - 2020 LA - en UR - https://online.osu.edu/resources/learn/whats-difference-between-asynchronous-and-synchronous-learning Y2 - 2021/08/05/19:15:38 ER - TY - JOUR TI - What kind of educator does the world need today? Reimagining teacher education in post-pandemic Canada AU - Hill, Cher AU - Rosehart, Paula AU - St. Helene, Janice AU - Sadhra, Sarine T2 - Journal of Education for Teaching AB - Our unique pre-service and in-service teacher education programmes at Simon Fraser University, in which experiential learning and professional mentorship are combined with academic course work, have undergone emergency modifications in order to enable our students to continue with their programmes while adhering to government restrictions due to COVID 19. As we respond to the emergent needs within university and school communities, social-emotional wellness, connection, ‘being apart together,’ engagement, and support for vulnerable students and those with exceptionalities, are currently the most important considerations. The pandemic has highlighted the need to dismantle racism and systemic inequities within our educational systems; to prioritise mental health and wellness in schools; to broaden and decolonise mainstream conceptions of teaching and learning as well as access to education; to build caring reciprocal relationships with the natural world; and to recognise teachers as researchers and community leaders. It is these issues that frame our vision of teacher education in the post-pandemic era. Inspired by the scholarship of Michelle Tanaka and Gregory Cajete, we ask ourselves and our students, what kind of educator does the world need today, and what kind of world are we going to leave for the children?. DA - 2020/// PY - 2020 DO - 10.1080/02607476.2020.1797439 VL - 00 IS - 00 SP - 1 EP - 11 KW - Pandemic pedagogies KW - anti-racism and equity KW - decolonising education KW - trauma-sensitive teaching KW - wholistic teaching and learning ER - TY - ELEC TI - What Is Universal Design for Learning (UDL)? AU - Morin, Amanda T2 - Understood AB - Universal Design for Learning (UDL) is a teaching approach to help all learners be successful. Learn how it benefits kids with learning and attention issues. DA - 2020/// PY - 2020 LA - en UR - https://www.understood.org/en/learning-thinking-differences/treatments-approaches/educational-strategies/universal-design-for-learning-what-it-is-and-how-it-works Y2 - 2020/08/15/19:30:17 ER - TY - ELEC TI - What is Twaweza? AU - Twaweza DA - 2020/// PY - 2020 UR - https://www.twaweza.org/go/what-is-twaweza Y2 - 2020/07/08/21:00:28 ER - TY - ELEC TI - What is Data Lifecycle Management? And What phases would it pass through? AU - Romadhoni, Firmansyah DA - 2020/// PY - 2020 UR - https://medium.com/jagoanhosting/what-is-data-lifecycle-management-and-what-phases-would-it-pass-through-94dbd207ff54 Y2 - 2022/06/14/20:04:23 ER - TY - RPRT TI - What Have We Learnt? Findings from a survey of ministries of education on national responses to COVID-19 AU - UNESCO AU - UNICEF AU - World Bank AB - At the height of nationwide lockdowns due to the COVID-19 pandemic, more than 1.5 billion children were affected by school closures, causing an unprecedented global learning crisis. Even prior to the pandemic, however, children’s learning was in crisis with half of 10-year-olds in middle- and low-income countries unable to understand a simple written sentence and more than a quarter billion children out of school. The pandemic has only sharpened these inequities, hitting schoolchildren in poorer countries particularly hard. National governments around the world have been quick to implement remote learning, new health protocols and reopening plans, but again these policies have varied widely based on each country’s wealth. According to this new report published by UNESCO (Headquarters and Institute for Statistics), UNICEF (Headquarters and Office of Research) and the World Bank, schoolchildren in low- and lower-middle-income countries have already lost nearly four months of schooling since the start of the pandemic, compared to an average of six weeks among high-income countries. Compiling data from surveys on national education responses to COVID-19 from 149 countries between July and October, the report also finds that schoolchildren in low- and lower-middle income countries were less likely to have access to remote learning or to be monitored on a day-to-day basis by teachers and were more likely to have delays in their schools reopening. DA - 2020/10/28/T19:48:39+00:00 PY - 2020 SP - 51 LA - en-US PB - UNICEF ST - What Have We Learnt? UR - https://data.unicef.org/resources/national-education-responses-to-covid19/ Y2 - 2021/05/24/15:29:26 ER - TY - ELEC TI - What Have We Learned from Recent Years of Education Research in Africa? AU - Evans, David AU - Acosta, Amina Mendez T2 - Center For Global Development AB - With a constant stream of new studies emerging on how to expand access or improve learning in education, it can be hard to keep track and make sense of it all. In our new paper we curate more than 140 evaluations of education interventions, from national policies to small pilots, in African countries that came out since 2014. DA - 2020/08// PY - 2020 LA - en UR - https://www.cgdev.org/blog/what-have-we-learned-recent-years-education-research-africa Y2 - 2020/09/08/15:12:58 ER - TY - BLOG TI - What has the XPrize done for us lately? AU - Woollaston, Victoria T2 - Engineering & Technology AB - Twenty-three years. Seventy million dollars and counting. The XPrize began as a boy’s dream of journeying into space – now it is one of today’s most effective philanthropic endeavours and one with a bold mission: to make the seemingly impossible possible. DA - 2020/// PY - 2020 LA - en-US UR - https://eandt.theiet.org/content/articles/2020/02/what-has-the-xprize-done-for-us-lately/ Y2 - 2021/01/22/18:38:47 ER - TY - RPRT TI - What does the research suggest is best practice in pedagogy for remote teaching? AU - McAleavy, Tony AU - Gorgen, Kristine DA - 2020/// PY - 2020 DP - Zotero SP - 26 LA - en UR - https://docs.edtechhub.org/lib/89I7MWHD KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - BLOG TI - What does Tanzania’s move to lower-middle income status mean? AU - Battaile, William G. T2 - World Bank Blogs AB - On July 1, 2020, the World Bank announced that the Tanzanian economy had been upgraded from low to lower-middle income status. So, what does that mean? Below, we answer some of the most frequently asked questions about this global exercise and what it means for Tanzania. DA - 2020/// PY - 2020 LA - en UR - https://blogs.worldbank.org/africacan/what-does-tanzanias-move-lower-middle-income-status-mean Y2 - 2020/11/23/11:38:45 ER - TY - ELEC TI - What COVID-19 reveals about educational inequality in Ghana AU - Mohammed, W.F. DA - 2020/// PY - 2020 UR - https://www.aljazeera.com/indepth/features/covid-19-reveals-educational-inequality-ghana-200407100729985.html Y2 - 2020/06/23/09:13:48 ER - TY - BLOG TI - What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? AU - Gould, Briony T2 - EdTech Hub AB - What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Summary of findings China’s response to Covid-19 built on the distinctive foundations of its existing education political economy, in particular China appears… DA - 2020/// PY - 2020 LA - en-US UR - https://edtechhub.org/what-can-be-learnt-from-chinas-recent-experiences-with-covid-19-and-school-closures-that-can-inform-other-countries-education-technology-enabled-responses/ Y2 - 2020/11/25/11:23:20 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - What can be learnt from China’s recent experiences with Covid-19 and school closures that can inform other countries’ education technology-enabled responses? AU - Hallgarten, Joe AU - Fitzpatrick, Rachael DA - 2020/// PY - 2020 PB - Education Development Trust UR - https://docs.edtechhub.org/lib/FY4BHGH3 Y2 - 2020/11/25/11:23:30 ER - TY - BLOG TI - What are countries doing that already use remote learning extensively? What can we learn from them? AU - Gould, Briony T2 - EdTech Hub AB - What are countries doing that already use remote learning extensively? What can we learn from them? Full Report PDF Download Summary of report What’s on this page Summary of report Scope of study Key themes Scope of study This report provides a rapid evidence summary of the history, evolution, coverage, impact (successes and challenges) of remote learning in four countries… DA - 2020/// PY - 2020 LA - en-US ST - What are countries doing that already use remote learning extensively? UR - https://edtechhub.org/what-are-countries-doing-that-already-use-remote-learning-extensively-what-can-we-learn-from-them/ Y2 - 2020/11/25/11:20:04 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - What are countries doing that already use remote learning extensively? What can we learn from them? AU - Ndaruhutse, Susy AU - Gibbs, Emma AU - Fitzpatrick, Rachael DA - 2020/05// PY - 2020 DP - Zotero SP - 37 LA - en KW - H: Distance education KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH KW - ⛔ No DOI found ER - TY - ELEC TI - WFP and Government of Bangladesh deliver high-energy biscuits to school children affected by COVID-19 school closures AU - WFP T2 - ReliefWeb AB - English News and Press Release on Bangladesh about Education, Food and Nutrition and Epidemic; published on 19 May 2020 by WFP DA - 2020/// PY - 2020 LA - en UR - https://reliefweb.int/report/bangladesh/wfp-and-government-bangladesh-deliver-high-energy-biscuits-school-children Y2 - 2020/08/18/01:15:02 ER - TY - ELEC TI - Welcome to TeleTaleem AU - TeleTaleem DA - 2020/07/21/10:51:53 PY - 2020 UR - https://www.teletaleem.com/ Y2 - 2020/07/21/10:51:53 ER - TY - JOUR TI - “We Always Make It Work”: Teachers’ agency in the time of crisis AU - Gudmundsdottir, Greta Björk AU - Hathoway, Dawn AU - Hathaway, Dawn M T2 - Journal of Technology and Teacher Education AB - As of mid-April 2020, 1.5 billion learners were affected by school closures across 191 countries due to the COVID-19 pandemic (UNESCO, 2020). During the weeks of school closures, teachers were expected to become online teach- ers overnight. As teacher educators, we were curious about teachers’ readiness for online practice. In the Teachers’ Read- iness Online (TRIO) survey (Gudmundsdottir & Hathaway, 2020), distributed internationally, we collected perspectives from 1186 teachers about their experiences related to online teaching in the early weeks of COVID-19 school closures. In this paper, we present preliminary data from Norwegian and US teachers related to previous experiences with online teaching and elaborations on readiness. We examined data for evidence of pedagogical, ethical, attitudinal, and technical (PEAT) dimensions (Dicte, 2019) to determine how teachers’ agency was activated in the times of the COVID-19 pandem- ic. Findings highlight that despite teachers’ inexperience and unpreparedness for online teaching, they were moderately prepared to use various digital tools and willing to make on- line learning work for them and their students. DA - 2020/// PY - 2020 VL - 28 IS - 2 SP - 239 EP - 250 KW - Communicable Diseases KW - Computer Assisted Instruction KW - Crisis Management KW - Disease Control KW - Educational Technology KW - Elementary School Teachers KW - Foreign Countries KW - Online Courses KW - Professional Autonomy KW - Public Health KW - Readiness KW - Secondary School Teachers KW - Teacher Attitudes KW - Teacher Empowerment KW - Teaching Experience KW - Teaching Methods KW - ⛔ No DOI found ER - TY - ELEC TI - Virtual University of Pakistan DA - 2020/07/21/10:35:07 PY - 2020 UR - http://www.vu.edu.pk/AboutUs/AboutVU.aspx Y2 - 2020/07/21/10:35:07 ER - TY - ELEC TI - Virtual teacher coaching may not be the solution we hoped for AU - Evans, David T2 - Center For Global Development AB - How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice. DA - 2020/// PY - 2020 LA - en UR - https://www.cgdev.org/blog/virtual-teacher-coaching-may-not-be-solution-we-hoped Y2 - 2020/12/08/15:32:05 KW - ___working_potential_duplicate ER - TY - BLOG TI - Virtual Teacher Coaching May Not Be the Solution We Hoped For AU - Evans, David T2 - Center For Global Development AB - How can we help teachers to upgrade their pedagogical skills? Teacher coaching is a promising and increasingly popular candidate. Teacher coaching means teachers receive feedback in their place of work on specific things they can do better, not some general theory of pedagogy that’s completely disconnected from their day-to-day practice. DA - 2020/08/25/ PY - 2020 LA - en UR - https://www.cgdev.org/blog/virtual-teacher-coaching-may-not-be-solution-we-hoped Y2 - 2020/09/29/15:15:34 KW - ___working_potential_duplicate ER - TY - RPRT TI - Virtual Sandbox Pack AU - Rahman, Asad AU - Carter, Alice AB - An output of the EdTech Hub, https://edtechhub.org DA - 2020/11/01/ PY - 2020 LA - en M3 - Internal papers PB - EdTech Hub KW - _r:AddedByZotZen ER - TY - SLIDE TI - Virtual Roundtable on Structured Pedagogy A2 - better purpose DA - 2020/11// PY - 2020 UR - https://custom.cvent.com/B6E596DEAC6A4A7FB1467497AE4FF54B/files/8c67c3ea94e84aaaaeaf2d1155f5524e.pdf ER - TY - CONF TI - “Virtual Nagging”: Comprehension-based external regulation and success support for online learners AU - Semingson, Peggy AU - Owens, Dana AU - Kerns, William AB - Recent research and literature champions the power of nudge emails to coax students to make positive choices for their learning (Cavanagh & Eastham, 2019). This roundtable session and paper n expands on this concept more broadly and provides a comprehensive overview on the literature of external regulation for helping online learners to stay organized, focused, motivated, and “on top of” readings and assignments within an online course. As literacy teacher educators, we encourage the use of comprehension-focused overviews to help students fully understand the scope of tasks at the course level and the module level. Due to the challenging nature of distance and the need to stay on track with the pace of distance learning, instructors need to be able to communicate and support students in a variety of ways using language-based virtual outreach. We deem this as “virtual nagging” due to our experiences with virtual communications outreach in an all online master’s level literacy teacher education program. We provide key C3 - SITE 2020 DA - 2020/// PY - 2020 SP - 2096 EP - 2100 KW - Distance/Flexible Education KW - Instructional Design KW - ⛔ No DOI found ER - TY - BLOG TI - Virtual learning under lockdown casts doubt on Kenya as the Silicon Savannah AU - Miller, Noah T2 - Africa at LSE AB - Kenya's response to the COVID-19 epidemic challenges its reputation as the Silicon Savannah when it comes to the switch to digital education. DA - 2020/08/19/T15:55:03Z PY - 2020 LA - "en-US" UR - https://blogs.lse.ac.uk/africaatlse/2020/08/19/virtual-learning-lockdown-casts-doubt-kenya-silicon-savannah-digital-education/ Y2 - 2021/05/22/15:18:28 ER - TY - RPRT TI - Value for Money Policy and Procedure AU - EdTech Hub DA - 2020/11// PY - 2020 ER - TY - JOUR TI - Valuation of incentives to recruit and retain teachers in rural schools: Evidence from a choice experiment in Cambodia and Laos AU - Sisouphanthong, Viriyasack AU - Suruga, Terukazu AU - Kyophilavong, Phouphet T2 - Cogent Education A2 - Ehmke, Timo AB - To provide an appropriate incentive for teaching profession, the important questions are “how much should we pay?” and “which factors influence potential teachers’ decision the most?” This research evaluates the factors that discourage and encourage potential teachers to join the profession in Cambodia and Laos by applying a discrete choice experiment to analysis teacher trainees’ preferences for school location, classroom condition, non-teaching professions, and indirect monetary incentives. The result highlights reasons and a possibility of potential teachers to leave the educational system. DA - 2020/01/01/ PY - 2020 DO - 10.1080/2331186X.2020.1724243 DP - Taylor and Francis+NEJM VL - 7 IS - 1 SN - null ST - Valuation of incentives to recruit and retain teachers in rural schools UR - https://doi.org/10.1080/2331186X.2020.1724243 Y2 - 2022/08/22/10:33:39 KW - Cambodia KW - Laos KW - discrete choice experiment KW - incentives KW - teacher recruitment ER - TY - ELEC TI - Uwezo (2020): Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis. Nairobi: Usawa Agenda. | HumanitarianResponse DA - 2020/// PY - 2020 UR - https://www.humanitarianresponse.info/es/operations/kenya/document/uwezo-2020-are-our-children-learning-status-remote-learning-among-school Y2 - 2022/06/29/19:30:31 ER - TY - ELEC TI - Ustad Mobile – Access and share education content offline AU - Ustad T2 - Ustad Mobile DA - 2020/// PY - 2020 LA - en-US UR - https://www.ustadmobile.com/lms/ Y2 - 2020/07/30/20:54:59 ER - TY - BLOG TI - Using Transparency To Create Accountability When School Buildings Are Closed and Tests Are Canceled AU - Gill, Brian P. T2 - Education Next AB - The districts and schools most likely to succeed in remote education will be those that provide a substantial amount of synchronous instruction and live student–teacher interaction. DA - 2020/04/13/T15:19:51+00:00 PY - 2020 LA - en-US UR - https://www.educationnext.org/using-transparency-create-accountability-school-buildings-are-closed-tests-canceled-coronavirus-covid-19/ Y2 - 2022/01/11/20:28:15 ER - TY - JOUR TI - Using telecollaboration to promote intercultural competence in teacher training classrooms in Turkey and the USA AU - Üzüm, Babürhan AU - Akayoglu, Sedat AU - Yazan, Bedrettin T2 - ReCALL AB - Since advances in computer-mediated communication (CMC) tools have made virtual exchanges readily available in educational practices, telecollaboration has been gaining traction as a means to provide practical experiences and cultural exposure to language learners and, more recently, teacher trainees. Drawing upon Byram’s (1997) model of intercultural communicative competence (ICC), this study examines 48 teacher trainees’ interculturality through a telecollaborative project between two teacher training classes from Turkey and the USA. This study relies on data generated by the participants throughout this telecollaborative project: weekly online discussion board posts within groups of six and post-project reflections. Although developing ICC is an arduous and prolonged task, the data analysis suggested that the participants’ experiences in this telecollaboration contributed to their emergent ICC through discussions on the topics of multicultural education and interactions with trainees from another educational context. Their intercultural learning is evidenced by their (1) awareness of heterogeneity in their own and interactants’ culture, (2) nascent critical cultural awareness, and (3) curiosity and willingness to learn more about the other culture. Thus, this study implies that telecollaboration offers an effective teacher training venue that affords teacher trainees with first-hand intercultural encounters to engage with otherness and prepare for their ethnolinguistically diverse classrooms. DA - 2020/05// PY - 2020 DO - 10.1017/S0958344019000235 DP - Cambridge University Press VL - 32 IS - 2 LA - en SN - 0958-3440, 1474-0109 UR - https://www.cambridge.org/core/journals/recall/article/abs/using-telecollaboration-to-promote-intercultural-competence-in-teacher-training-classrooms-in-turkey-and-the-usa/5E96C0CFB61012B9FE12A84F3DB6E62E Y2 - 2022/08/22/20:33:46 KW - critical cultural awareness KW - intercultural communicative competence KW - teacher training KW - telecollaboration ER - TY - JOUR TI - Using Technology to Change Education: Blended Learning in the Science Classroom AU - Washington, LaToya DA - 2020/// PY - 2020 DP - Google Scholar ST - Using Technology to Change Education KW - ⛔ No DOI found ER - TY - RPRT TI - Using Nudges to Prevent Student Dropouts in the Pandemic AU - Lichand, Guilherme AU - Christen, Julien AB - The impacts of COVID-19 reach far beyond the hundreds of lives lost to the disease; in particular, the pre-existing learning crisis is expected to be magnified during school shutdown. Despite efforts to put distance learning strategies in place, the threat of student dropouts, especially among adolescents, looms as a major concern. Are interventions to motivate adolescents to stay in school effective amidst the pandemic? Here we show that, in Brazil, nudges via text messages to high-school students, to motivate them to stay engaged with school activities, substantially reduced dropouts during school shutdown, and greatly increased their motivation to go back to school when classes resume. While such nudges had been shown to decrease dropouts during normal times, it is surprising that those impacts replicate in the absence of regular classes because their effects are typically mediated by teachers (whose effort in the classroom changes in response to the nudges). Results show that insights from the science of adolescent psychology can be leveraged to shift developmental trajectories at a critical juncture. They also qualify those insights: effects increase with exposure and gradually fade out once communication stops, providing novel evidence that motivational interventions work by redirecting adolescents' attention. DA - 2020/09/10/ PY - 2020 DP - arXiv.org PB - arXiv SN - arXiv:2009.04767 UR - http://arxiv.org/abs/2009.04767 Y2 - 2022/06/06/17:12:45 KW - Economics - General Economics ER - TY - RPRT TI - Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list AU - McBurnie, Chris AB - Interactive Radio Instruction (IRI) is a distance education tool that enables educators to use radio broadcasts to direct active learning in the home. This curated list of resources aims to inform and support the use of IRI to mitigate the educational impact of Covid-19. CN - 0022 DA - 2020/04// PY - 2020 LA - EN M3 - Helpdesk Response PB - EdTech Hub SN - 6 ST - Using Interactive Radio Instruction to mitigate the educational impact of COVID-19 UR - https://docs.edtechhub.org/lib/A3T2DQ4D KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - H:Radio KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Using Education Technology to Support Students with Special Educational Needs and Disabilities in Low- and Middle-Income Countries AU - Coflan, Caitlin Moss AU - Kaye, Thomas AB - This brief focuses on how policymakers can make decisions about EdTech to support learners with special educational needs and/or disabilities (SEND) while offering policymakers the rationale and tools to move towards an inclusive approach. It also includes a detailed annex with descriptions, costs, availability, and examples of accessible and assistive technologies. CN - 0021 CY - Washington, D.C., USA DA - 2020/03/04/ PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 4 UR - https://docs.edtechhub.org/lib/2WY8H4WW KW - F: Helpdesk response KW - L:Special education needs and disabilities (SEND) KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-dode ER - TY - RPRT TI - Using EdTech to Support Effective Data Monitoring: A Curated Resource List. AU - Koomar, Saalim AU - Blest, Harriet AB - This list curates resources on the use of EdTech to support the effective monitoring of educational outcomes, such as learning, reporting, and attendance. Resources shared are both tools and initiatives that can be adapted to support effective educational monitoring. CY - Cambridge, UK DA - 2020/// PY - 2020 LA - EN M3 - Helpdesk Response PB - EdTech Hub SN - 23 ST - Using edtech to support effective data monitoring UR - https://docs.edtechhub.org/lib/FS4CMYUB KW - C:Mozambique KW - ES:Educational data KW - ES:Monitoring and evaluation KW - F: Helpdesk response KW - L:Low-level foundational skills KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoETH:submitted ER - TY - RPRT TI - Using EdTech to Support Effective Data Monitoring: A Curated Resource List. AU - Koomar, Salim AU - Blest, Harriet AB - [No description available.] DA - 2020/07/08/ PY - 2020 DP - DOI.org (Datacite) LA - en ST - Using EdTech to Support Effective Data Monitoring UR - https://zenodo.org/record/4762325 Y2 - 2022/05/27/07:09:01 ER - TY - RPRT TI - Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List AU - Koomar, Saalim AU - Moss Coflan, Caitlin AU - Kaye, Tom AB - This curated list of resources collates interventions that effectively deploy education technology in settings of fragility, conflict and violence (FCV). This list explores effective uses of EdTech in FCV settings, emphasising interventions and evidence relevant to the Yemeni context and distance learning during the Covid-19 crisis. CN - 0042 DA - 2020/06/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Request PB - EdTech Hub SN - 11 ST - Using EdTech in Settings of Fragility, Conflict and Violence UR - https://docs.edtechhub.org/lib/CMS6HPI8 KW - C:Yemen KW - F: Helpdesk response KW - LP: English KW - W:Fragile and conflict affected contexts KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Using digital technologies to re-imagine cash transfers during the Covid-19 crisis AU - Soon-Shiong, Nika AU - Qhotsokoane, Tebello AU - Phillips, Toby T2 - Digital Pathways at Oxford CY - Oxford DA - 2020/// PY - 2020 PB - University of Oxford SN - Paper 2 UR - https://www.bsg.ox.ac.uk/sites/default/files/2020-05/using_digital_technologies_to_re_imagine_cash_transfers_during_the_covid_19_crisis_0.pdf ER - TY - RPRT TI - Using data to improve the quality of education AU - UNESCO IIEP T2 - Monitoring Learning DA - 2020/// PY - 2020 M3 - Issue Brief SN - 5 UR - https://learningportal.iiep.unesco.org/en/issue-briefs/monitor-learning/using-data-to-improve-the-quality-of-education Y2 - 2021/05/05/09:10:41 ER - TY - RPRT TI - Using Blended Learning to Support Marginalised Adolescent Girls’ Education: A Review of the Evidence AU - Allier-Gagneur, Zoé AU - Chuang, Rachel AU - McBurnie, Chris AU - Haßler, Björn AB - This topic brief reviews evidence about the use of blended learning to support the education of marginalised adolescent girls in low- and middle- income countries. CN - 0009 DA - 2020/07/22/ PY - 2020 LA - English M3 - Helpdesk Response PB - EdTech Hub SN - 25 UR - https://docs.edtechhub.org/lib/H3AI5F3C KW - F: Helpdesk response KW - H:Blended learning KW - L:Gender and education KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoETH:submitted KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - BLOG TI - Use of adaptive computer assisted remediation programs to prevent student dropout in the context of COVID-19 AU - Angel-Urdinola, Diego DA - 2020/06/17/ PY - 2020 LA - en UR - https://blogs.worldbank.org/education/use-adaptive-computer-assisted-remediation-programs-prevent-student-dropout-context-covid Y2 - 2020/07/31/21:15:29 ER - TY - ELEC TI - USAID Partnership for Education AU - USAID T2 - Global Reading Network AB - The USAID Ghana Partnership for Education: Learning activity developed a phonics-based reading program that will provide evidence-based tools and strategies for improving reading performance in 100 districts in Ghana, reaching approximately 1.1 million primary students. This brochure provides an overview of Learning’s approach, which includes teacher professional development models, methods for scaling up, a model for primary mathematics, a rigorous monitoring and support system and a learning-by-doing approach to capacity development. The brochure also highlights strong results from a prototype of the program conducted in the Dagbani language. DA - 2020/// PY - 2020 LA - en ST - USAID Partnership for Education UR - https://www.globalreadingnetwork.net/resources/usaid-partnership-education-learning Y2 - 2020/06/29/14:06:25 ER - TY - RPRT TI - USAID digital strategy AU - USAID DA - 2020/// PY - 2020 PB - USAID UR - https://www.usaid.gov/sites/default/files/documents/15396/COVID-19_and_Gender_Digital_Divide.pdf ER - TY - JOUR TI - USAID Digital Strategy AU - USAID DA - 2020/// PY - 2020 DP - Zotero SP - 3 LA - en UR - https://www.usaid.gov/sites/default/files/documents/15396/COVID-19_and_Gender_Digital_Divide.pdf ER - TY - GEN TI - “Urban slum education”: a case study of children’s experience in Jakarta AU - Cho, InJung DA - 2020/// PY - 2020 LA - en-US PB - Comparative International & Education Society (CIES) ST - “Urban slum education” UR - https://cies2020.org/portfolio/urban-slum-education-a-case-study-of-childrens-experience-in-jakarta/ Y2 - 2021/10/25/17:33:30 ER - TY - JOUR TI - Unprecedented pandemic, unprecedented shift, and unprecedented opportunity AU - Yan, Zheng T2 - Human Behavior and Emerging Technologies DA - 2020/// PY - 2020 DO - 10.1002/hbe2.192 DP - Wiley Online Library VL - 2 IS - 2 SP - 110 EP - 112 LA - en SN - 2578-1863 UR - https://onlinelibrary.wiley.com/doi/abs/10.1002/hbe2.192 Y2 - 2021/08/06/19:07:27 ER - TY - RPRT TI - Unlocking Data to Tell the Story of Education in Africa: Webinar Summary & Synthesis AU - Adam, Taskeen AU - Agyapong, Samuel AU - Asare, Samuel AU - Heady, Lucy AU - Wacharia, Wairimu AU - Mjomba, Renaldah AU - Mugo, John AU - Mukiria, Faith AU - Munday, Gemma AB - [No description available.] DA - 2020/01/01/ PY - 2020 DP - DOI.org (Datacite) LA - en PB - Zenodo ST - Unlocking Data to Tell the Story of Education in Africa UR - https://zenodo.org/record/4279156 Y2 - 2022/06/02/12:25:15 ER - TY - RPRT TI - Unlocking data to tell the story of education in Africa: webinar summary & synthesis AU - Adam, Taskeen AU - Agyapong, Samuel AU - Asare, Samuel AU - Heady, Lucy AU - Wairimu, Wacharia AU - Mjomba, Renaldah AU - Mugo, John AU - Mukiria, Faith AU - Munday, Gemma AB - [No description available.] DA - 2020/01/01/ PY - 2020 DP - DOI.org (Datacite) LA - en PB - Zenodo ST - Unlocking data to tell the story of education in africa UR - https://zenodo.org/record/4279156 Y2 - 2022/05/10/09:51:42 KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Unlocking data to tell the story of education in Africa: webinar summary & synthesis AU - Adam, Taskeen AU - Agyapong, Samuel AU - Asare, Samuel AU - Heady, Lucy AU - Wairimu, Wacharia AU - Mjomba, Renaldah AU - Mugo, John AU - Mukiria, Faith AU - Munday, Gemma AB - [No description available.] DA - 2020/01/01/ PY - 2020 DP - DOI.org (Datacite) LA - en PB - Zenodo ST - Unlocking data to tell the story of education in africa UR - https://zenodo.org/record/4279156 Y2 - 2022/05/10/09:51:42 KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Unlock Education for All: Focus on Children Furthest Behind AU - Taulo, Wongani Grace AU - Bergmann, Jessica AU - Dreesen, Thomas AU - Nugroho, Dita DA - 2020/// PY - 2020 PB - Save Our Future UR - https://saveourfuture.world/wp-content/uploads/2020/10/Unlock-Education-for-All-Focus-on-the-Furthest-Behind_SOF_BP5-1.pdf ER - TY - ELEC TI - Universities to reopen in mid-June to final-year students AU - Kokutse, F. DA - 2020/// PY - 2020 UR - https://www.universityworldnews.com/post.php?story=2020060112235883 Y2 - 2020/06/23/09:13:31 ER - TY - RPRT TI - Universal child benefits: Policy issues and options AU - ODI & UNICEF CY - London, UK/ New York DA - 2020/// PY - 2020 PB - Overseas Development Institute/ United Nations Children's Fund UR - https://www.unicef.org/sites/default/files/2020-07/UCB-ODI-UNICEF-Report-2020.pdf ER - TY - ELEC TI - Universal Access Development Fund | Home AU - Universal Access Development Fund (Sierra Leone) DA - 2020/// PY - 2020 UR - https://uadf.gov.sl/ Y2 - 2020/06/25/17:39:05 ER - TY - ELEC TI - United Republic of Tanzania AU - UNESCO Institute for Statistics T2 - UNESCO Institute for Statistics website AB - ... DA - 2020/// PY - 2020 LA - eng UR - http://uis.unesco.org/en/country/tz?theme=education-and-literacy Y2 - 2020/11/17/10:59:18 ER - TY - ELEC TI - UNICEF Yemen Country Office Humanitarian Situation Report (Reporting Period: 1 - 31 March 2020) [EN/AR] - Yemen AU - UNICEF T2 - ReliefWeb AB - Arabic Situation Report on Yemen about Contributions, Coordination, Children, IDPs, Epidemic, Flash Flood and more; published on 12 May 2020 by UNICEF DA - 2020/03// PY - 2020 LA - en ST - UNICEF Yemen Country Office Humanitarian Situation Report (Reporting Period UR - https://www.unicef.org/appeals/files/UNICEF_Yemen_Humanitarian_Situation_Report__1_31_March_2020.pdf Y2 - 2020/06/02/17:50:17 ER - TY - ELEC TI - UNICEF scales up support to keep children learning, as COVID-19 forces schools to close AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/bangladesh/en/press-releases/unicef-scales-support-keep-children-learning-covid-19-forces-schools-close ER - TY - GEN TI - UNICEF ROSA Monitoring Learning Continuity during COVID-19 Guidance and Survey Question Bank AU - UNICEF Regional Office for South Asia DA - 2020/10// PY - 2020 UR - https://www.unicef.org/rosa/documents/monitoring-distance-learning-during-school-closures ER - TY - GEN TI - UNICEF Education COVID-19 Case Study AU - UNICEF Malaysia DA - 2020/07// PY - 2020 UR - https://aa9276f9-f487-45a2-a3e7-8f4a61a0745d.usrfiles.com/ugd/aa9276_c1732d02c74a48348ae7df75262f4aad.pdf ER - TY - ELEC TI - Unequal access to remote schooling amid COVID-19 threatens to deepen global learning crisis AU - UNICEF DA - 2020/06/04/ PY - 2020 LA - en UR - https://www.unicef.org/press-releases/unequal-access-remote-schooling-amid-covid-19-threatens-deepen-global-learning Y2 - 2021/10/03/13:13:41 ER - TY - JOUR TI - Understanding the professional learning and support needs of educators during the initial weeks of pandemic school closures through search terms and content use AU - Cavanaugh, Catherine AU - DeWeese, Abraham T2 - Journal of Technology and Teacher Education AB - Beginning in February and March of 2020, school closures impacted at least 90% of the world’s population of students, according to UNESCO estimates. As educators swiftly shifted to teaching online, they sought information to guide their initial planning and teaching in new environments with new tools. Analysis of educators’ search terms and their use of support content during this period indicates the needs felt by educators globally and informs content and professional development support for preservice educators. The authors compared the volume of searches, frequency of search terms, and patterns of content use during this period to the previous year by educators using an education support website. Re- sults show that site use multiplied six times in volume, use of video increased by 30 times, and among the search terms and content topics used during and prior to this period, focus nar- rowed to digital and distance learning. Implications of these findings are that professional development providers can meet educators’ needs with video and a focus on the specific teaching practices that educators are learning as they transi- tion to distance teaching at an entry level. Keyword DA - 2020/// PY - 2020 VL - 28 IS - 2 SP - 233 EP - 238 KW - Communicable Diseases KW - Disease Control KW - Distance Education KW - Educational Needs KW - Educational Technology KW - Faculty Development KW - Online Courses KW - Online Searching KW - Teaching Methods KW - Technology Uses in Education KW - Video Technology KW - Web Sites KW - ⛔ No DOI found ER - TY - JOUR TI - Understanding the implementation of personalized learning: a research synthesis AU - Zhang, Ling AU - Basham, James D. AU - Yang, Sohyun T2 - Educational Research Review AB - Personalized learning (PL) has been promoted as a major aim and reform effort across the contemporary education system. In this article, we systematically identified and synthesized 71 empirical studies associated with the implementation of PL that were conducted between 2006 and 2019. This synthesis examined the current research efforts on the PL implementation with a focus on the primary purposes, overall methodological characteristics, and associated student learning outcomes of the identified studies. Using the method of critical interpretive synthesis, we identified two overarching themes in relation to PL across various disciplines of study. The two themes included investigating (a) the role of varying technologies and (b) contextual factors that impacted the implementation of PL. However, few studies have examined the effects of PL as a whole-school initiative on student educational outcomes. We ended by discussing the issues with the conceptualization and empirical evidence of PL and providing implications for the future advancement of the field. DA - 2020/11// PY - 2020 DO - 10.1016/j.edurev.2020.100339 DP - DOI.org (Crossref) VL - 31 SP - 100339 J2 - Educational Research Review LA - en SN - 1747938X ST - Understanding the implementation of personalized learning UR - https://linkinghub.elsevier.com/retrieve/pii/S1747938X19306487 Y2 - 2020/09/10/09:53:19 ER - TY - JOUR TI - Understanding the impact of OER courses in relation to student socioeconomic status and employment AU - Read, K AU - Tang, H AU - Dhamika, A AU - Bodily, B T2 - International Journal of Open Educational Resources DA - 2020/// PY - 2020 DO - 10.18278/ijoer.3.1.5 VL - 3 IS - 1 UR - https://www.ijoer.org/understanding-the-impact-of-oer-courses-in-relation-to-student-socioeconomic-status-and-employment ER - TY - RPRT TI - Understanding the first and second digital divides in rural Bangladesh: internet access, online skills, and usage AU - Siddiquee, Muhammad Shahadat Hossain AU - Islam, Md. Saiful T2 - Digitization Series CY - Dhaka DA - 2020/// PY - 2020 M3 - Working Paper PB - BRAC Institute of Governance and Development (BIGD) SN - 59 UR - https://bigd.bracu.ac.bd/wp-content/uploads/2021/03/Understanding-the-First-and-Second-Digital-Divides-in-Rural-Bangladesh_working-paper.pdf Y2 - 2021/10/25/18:29:44 ER - TY - BLOG TI - Understanding access to education in Nigeria AU - GRID3 T2 - GRID3 AB - To support Nigeria’s Universal Basic Educational Commission (UBEC) in improving access to education, GRID3 Nigeria used geospatial data to analyse the location of current schools to Nigeria's school-age population and recommend new school locations. DA - 2020/02/14/T21:15:06+00:00 PY - 2020 LA - en-US UR - https://grid3.org/news/using-geospatialdata-to-understand-access-to-education-nigeria Y2 - 2022/10/28/15:44:20 ER - TY - JOUR TI - Uncovering themes in personalized learning: using natural language processing to analyze school interviews AU - McHugh, David AU - Shaw, Sarah AU - Moore, Travis AU - Ye, Leafia AU - Romero-Masters, Philip AU - Halverson, Richard T2 - Journal of Research on Technology in Education AB - Using a natural language processing tool, this study examined participant discourse in personalized learning schools to better understand what personalized learning looks like in practice. Term frequency-inverse document frequency (tf-idf) was used to identify the significant words and potential emergent themes for 134 interview transcripts. This tool provided a way to swiftly explore the structure of the data, revealing distinctions in the vocabulary students and teachers use as well as a potentially meaningful set of themes. This method provided a valuable lens with which to validate or surface new areas for investigation. By applying this tool to interviews from personalized learning environments, we were able to identify ways educators and students talk differently about project-based learning environments, revealing that tools like tf-idf can be effectively used to quickly provide a preliminary look at large amount of interview data. DA - 2020/07/02/ PY - 2020 DO - 10.1080/15391523.2020.1752337 DP - ResearchGate VL - 52 IS - 3 SP - 391 EP - 402 J2 - Journal of Research on Technology in Education ST - Uncovering themes in personalized learning ER - TY - ELEC TI - UN radio spreads Covid-19 information to remote areas AU - United Nations T2 - United Nations AB - In the Central African Republic, radio broadcasts are a useful means to share public information, especially to the most remote populations. UN Volunteers assigned with the MINUSCA’s radio are on the frontline to raise awareness aboutt the COVID-19 pandemic. These dedicated UN Volunteers share current up-dates on COVID-19 via radio programmes, while advocating for prevention and protection measures. DA - 2020/// PY - 2020 LA - en UR - https://www.un.org/en/un-coronavirus-communications-team/un-radio-broadcasts-spread-covid-19-information-remote-areas Y2 - 2020/06/02/15:16:48 ER - TY - RPRT TI - UN Flagship Report Disability. AU - United Nations DA - 2020/// PY - 2020 UR - https://social.un.org/publications/UN-Flagship-Report-Disability-Final.pdf ER - TY - ELEC TI - UN/DESA Policy Brief #89: Strengthening Data Governance for Effective Use of Open Data and Big Data Analytics for Combating COVID-19 AU - Yao, Keping AU - Park, Mi Kyoung DA - 2020/// PY - 2020 UR - https://www.un.org/development/desa/dpad/publication/un-desa-policy-brief-89-strengthening-data-governance-for-effective-use-of-open-data-and-big-data-analytics-for-combating-covid-19/ Y2 - 2022/06/30/02:17:12 ER - TY - ELEC TI - UIS Statistics AU - UNESCO Institute of Statistics DA - 2020/// PY - 2020 UR - http://data.uis.unesco.org/# Y2 - 2020/03/30/14:23:59 ER - TY - ELEC TI - UIS releases more timely country-level data for SDG 4 on education AU - UNESCO Institute for Statistics AB - The UNESCO Institute for Statistics (UIS) has just updated its global database with more recent country-level data to monitor progress towards the Sustainable Development Goal on education (SDG 4). UIS global education database While the global numbers and regional averages on key indicators such as out-of-school rates have not changed since the previous release in September 2019, we have added new country-level data to provide a more complete and timely picture of the education situation facing children, youth and adults around the world.... DA - 2020/02/25/ PY - 2020 LA - eng UR - http://uis.unesco.org/en/news/uis-releases-more-timely-country-level-data-sdg-4-education Y2 - 2021/02/01/11:09:14 ER - TY - ELEC TI - Ubongo Kids AU - Ubongo DA - 2020/// PY - 2020 LA - en-US UR - https://ubongokids.com/ Y2 - 2020/03/30/15:59:55 ER - TY - JOUR TI - Type of intervention: Public-private partnership (led by the government) Website: http://subeb.edostate.gov.ng/home-school/ AU - Munoz-Najar, Alberto AU - Osa Oviawe, Joan DA - 2020/// PY - 2020 DP - Zotero SP - 6 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - Twelve African EdTech Companies Named as First Fellows at Centre for Innovative Teaching and Learning in ICT AU - Mastercard Foundation DA - 2020/02/21/ PY - 2020 LA - en UR - https://mastercardfdn.org/twelve-african-edtech-companies-named-as-first-fellows-at-centre-for-innovative-teaching-and-learning-in-ict/ Y2 - 2020/08/17/19:36:05 ER - TY - BLOG TI - Twelve African EdTech Companies Named as First Fellows at Centre for Innovative Teaching and Learning in ICT AU - Mastercard Foundation T2 - Mastercard Foundation DA - 2020/02/21/T10:50:04-05:00 PY - 2020 LA - en UR - https://mastercardfdn.org/twelve-african-edtech-companies-named-as-first-fellows-at-centre-for-innovative-teaching-and-learning-in-ict/ Y2 - 2020/08/26/18:35:56 ER - TY - ELEC TI - TV Okey AU - Radio Television Malaysia DA - 2020/// PY - 2020 UR - http://okey.rtm.gov.my/ Y2 - 2022/06/25/20:54:45 ER - TY - RPRT TI - TV-Based Learning in Bangladesh: Is it Reaching Students? AU - Biswas, Kumar AU - Asaduzzaman, T.M. AU - Evans, David AU - Fehrler, Sebastian AU - Ramachandran, Deepika AU - Sabarwal, Shwetlana AB - Is TV-based learning during COVID-19 school closures in Bangladesh reaching students? Most students (86 percent) within our sample of more than 2,000 Grade 9 stipend recipients are aware of government provided TV-based learning programs; yet only half of the students with access to these programs choose to access them. Also, very few students (21 percent) have access to government provided online learning programs, and among those that do, only about 2 percent choose to access them. There is a perceptible decline in the time students spend studying at home after school closures. This may be linked to the fact that 1 in 2 parents claim they are unable to help their children with new topics. Despite lower education, mothers are significantly more likely to be involved in the child’s education compared to fathers. Most students (90 percent) claim they have a supportive environment at home for studying. This is true for both boys and girls. Finally, nearly 65 percent of households in our sample report declines in income and 28 percent had to decrease the amount of food consumed within the household in the previous week. CY - Washington, D.C. DA - 2020/// PY - 2020 DP - openknowledge.worldbank.org LA - English M3 - Working Paper PB - World Bank ST - TV-Based Learning in Bangladesh UR - https://openknowledge.worldbank.org/handle/10986/34138 KW - Access to Education KW - Distance Learning KW - Education KW - Online Learning KW - School Closure KW - Secondary Education KW - ___working_potential_duplicate ER - TY - RPRT TI - TV-Based Learning in Bangladesh: Is it Reaching Students? AU - World Bank CY - Washington D.C. DA - 2020/// PY - 2020 PB - World Bank Group UR - https://openknowledge.worldbank.org/bitstream/handle/10986/34138/TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf?sequence=4&isAllowed=y KW - ___working_potential_duplicate ER - TY - ELEC TI - TV-Based Learning in Bangladesh: Is it Reaching Students? AU - World Bank DA - 2020/07/16/ PY - 2020 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/34138/TV-Based-Learning-in-Bangladesh-Is-it-Reaching-Students.pdf?sequence=4&isAllowed=y Y2 - 2021/03/16/00:00:00 KW - ___working_potential_duplicate ER - TY - ELEC TI - Trust, Accountability and Capacity in Education System Reform | Taylor & Francis Group AU - Ehren, Melanie AU - Baxter, Jacqueline T2 - Taylor & Francis AB - This global collection brings a new perspective to the field of comparative education by presenting trust, capacity and accountability as the three building DA - 2020/// PY - 2020 LA - en UR - https://www.taylorfrancis.com/https://www.taylorfrancis.com/books/edit/10.4324/9780429344855/trust-accountability-capacity-education-system-reform-melanie-ehren-jacqueline-baxter Y2 - 2021/04/20/11:07:21 ER - TY - JOUR TI - Trends in educational research about e-learning: a systematic literature review (2009–2018) AU - Valverde-Berrocoso, Jesús AU - Garrido-Arroyo, María del Carmen AU - Burgos-Videla, Carmen AU - Morales-Cevallos, María Belén T2 - Sustainability AB - The concept of e-learning is a technology-mediated learning approach of great potential from the educational perspective and it has been one of the main research lines of Educational Technology in the last decades. The aim of the present systematic literature review (SLR) was to identify (a) the research topics; (b) the most relevant theories; (c) the most researched modalities; and (d) the research methodologies used. To this end, the PRISMA protocol was followed, and different tools were used for the bibliographic management and text-mining. The literature selection was carried out in three first-quartile journals indexed in JCR-SSCI specialized in Educational Technology. A total of 248 articles composed the final sample. The analysis of the texts identified three main nodes: (a) online students; (b) online teachers; and (c) curriculum-interactive learning environments. It was revealed that MOOC was the most researched e-learning modality. The Community of Inquiry and the Technological Acceptance Model, were the most used theories in the analyzed studies. The most frequent methodology was case study. Finally, the conclusions regarding the objectives of our SRL are presented: Main themes and research sub-themes, most researched e-learning modality, most relevant theoretical frameworks on e-learning, and typologies of research methodologies. DA - 2020/06/24/ PY - 2020 DO - 10.3390/su12125153 DP - DOI.org (Crossref) VL - 12 IS - 12 SP - 5153 J2 - Sustainability LA - en SN - 2071-1050 ST - Trends in educational research about e-learning UR - https://www.mdpi.com/2071-1050/12/12/5153 Y2 - 2021/08/10/17:20:58 ER - TY - ELEC TI - Trapped in low performance? Tracking the learning trajectory of disadvantaged girls and boys in the Complementary Basic Education programme in Ghana | Elsevier Enhanced Reader AU - McCulloch, Gretchen DA - 2020/05/31/ PY - 2020 LA - en ST - Trapped in low performance? UR - https://reader.elsevier.com/reader/sd/pii/S0883035519327831?token=5FE8A30218AF74038A0BB3754461CE2EB7D04E79758399EF9402C944F20004ABF4AC9FBFC7A23CA1C950635959D925E2 Y2 - 2020/05/29/07:38:18 ER - TY - JOUR TI - Transition to online education in schools during a SARS-CoV-2 Coronavirus (COVID-19) pandemic in Georgia AU - Basilaia, Giorgi AU - Kvavadze, David T2 - Pedagogical Research AB - The situation in general education in Georgia has changed in the spring semester of 2020, when the first case of coronavirus COVID-19 infection was detected rising to 211 local and more than 1,5 million infection cases worldwide by the Apr. 8. 2020. Georgia became one of 188 countries worldwide that has suspended the education process. The paper studies the capacities ofthe country and its population to continue the education process atthe schools in the online form of distance learning, study reviews the different available platforms and indicates the ones that were used by the support of the government, such as online portal, TV School and Microsoft teams for public schools and the alternatives like Zoom, Slack and Google Meet, EduPage platform that can be used for online education and live communication and gives examples of their usage. Authors made a case study, where the Google Meet platform was implemented for online education in a private school with 950 students, shows the usage statistics generated by the system for the first week of the online education process. Results confirm that the quick transition to the online form of education went successful and gained experience can be used in the future. The experience and studies can be useful for other countries that have not found the ways of transition yet. The lesson learned from the pandemic of 2020 will force a generation of new laws, regulations, platforms and solutions for future cases, when the countries, government and population will be more prepared than today. DA - 2020/// PY - 2020 DO - 10.29333/pr/7937 VL - 5 IS - 4 SP - 1 EP - 9 ER - TY - ELEC TI - Transforming teacher education and learning AU - Mott MacDonald DA - 2020/// PY - 2020 UR - https://www.mottmac.com/en-US/article/13183/transforming-teacher-education-and-learning Y2 - 2020/07/03/11:40:16 ER - TY - JOUR TI - Transforming online teaching and learning: Towards learning design informed by information science and learning sciences AU - Fujita, Nobuko T2 - Information and Learning Science AB - Purpose: The purpose of this paper is to provide an overview of the practical work of learning designers with the aim of helping members of the information science (IS) and learning sciences (LS) communities understand how evidence-informed learning design of online teaching and online learning in higher education is relevant to their research agendas and how they can contribute to this growing field. Design/methodology/approach: Illustrating how current online education instructional designs largely ignore evidence from research, this paper argues that evidence from IS and LS can encourage more effective and nuanced learning designs for e-learning and online education delivery and suggest how interdisciplinary collaboration can advance shared understanding. Findings: Recent reviews of the learning design show that tools and techniques from the LS can support students in self-directed and self-regulated learning. IS studies complement these approaches by highlighting the role that information systems and computer–human interaction. In this paper, the expertise from IS and LS are considered as important evidence to improve learning design, particularly vis-à-vis digital divide concerns that students face during the COVID-19 pandemic. Originality/value: This paper outlines important ties between the learning design, LS and IS communities. The combined expertise is key to advancing the nuanced design of online education, which considers issues of social justice and equity, and critical digital pedagogy. DA - 2020/// PY - 2020 DO - 10.1108/ILS-04-2020-0124 VL - 121 IS - 7 SP - 503 EP - 511 KW - Higher education KW - Information science KW - Instructional design KW - Learning design KW - Learning sciences KW - Online learning KW - Online teaching KW - e-Learning ER - TY - BLOG TI - Transforming education service delivery in Sierra Leone: from evidence to action AU - Sengeh, David Moinina AU - May-Wilson, Hannah T2 - Global Partnership for Education AB - Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes. DA - 2020/// PY - 2020 LA - en ST - Transforming education service delivery in Sierra Leone UR - https://www.globalpartnership.org/blog/transforming-education-service-delivery-sierra-leone-evidence-action Y2 - 2020/12/17/09:58:23 ER - TY - RPRT TI - Transformative political leadership to promote 12 years of quality education for all girls AU - Rose, Pauline AU - Gordon, Rebecca AU - Marston, Lauren AU - Zubairi, Asma AU - Downing, Phoebe DA - 2020/// PY - 2020 PB - REAL Centre, Faculty of Education, University of Cambridge UR - https://www.edu-links.org/sites/default/files/media/file/26-EN-REPORT-Political-leadership-LNGB-Feb-2020-SINGLE-PAGES.pdf ER - TY - GEN TI - Towards Integration of EMIS in Rwanda AU - Government of Rwanda DA - 2020/// PY - 2020 UR - https://www.mineduc.gov.rw/fileadmin/user_upload/Mineduc/Publications/REPORTS/TOWARDS_INTEGRATION_OF_EMIS_IN_Rwanda.pdf Y2 - 2022/04/07/18:57:19 ER - TY - JOUR TI - Towards e-learning in basic schools during Covid-19: Insights from Ghanaian teachers AU - Amanor-Mfoafo, Naa Kai AU - Edonu, Kwamina Kurefi AU - Akrofi, Olivia AU - Dowuona, Ebenezer Nortei AB - In the wake of the current closure of schools in Ghana, basic schools have been tasked to deliver teaching and learning using e-learning. This study seeks to explore the readiness of teachers in Ghanaian basic schools to undertake e-learning. Using an online questionnaire, data was collected from 108 teachers in both private and public basic schools in Ghana. A factor analysis was conducted to identify the challenges that influenced the ability of basic school teachers to teach using e-learning. The study findings indicated that a majority of the teacher participants preferred face-to-face teaching as compared to online teaching. The study recommends that basic schools adopt a blended approach to teaching where teachers can combine both face-to-face methods with e-learning methods. The study contributes to discussions on the transition from conventional teaching methods to E-learning methods in educational institutions across Ghana. DA - 2020/// PY - 2020 DP - Zotero VL - 5 IS - 2 SP - 197 EP - 211 LA - en ER - TY - ELEC TI - Towards an equal future: Reimagining girls’ education through STEM AU - UNICEF AU - ITU AB - Marking the 25th anniversary of the Beijing Declaration and Platform for Action DA - 2020/// PY - 2020 LA - en ST - Towards an equal future UR - https://www.unicef.org/reports/reimagining-girls-education-through-stem-2020 Y2 - 2022/02/14/09:02:07 ER - TY - CONF TI - Toward learning at scale in developing countries: Lessons from the Global Learning XPRIZE Field Study AU - McReynolds, Andrew A. AU - Naderzad, Sheba P. AU - Goswami, Mononito AU - Mostow, Jack T3 - L@S '20 AB - Advances in education technology are enabling tremendous advances in learning at scale. However, they typically assume resources taken for granted in developed countries, including reliable electricity, high-bandwidth Internet access, fast WiFi, powerful computers, sophisticated sensors, and expert technical support to keep it all working. This paper examines these assumptions in the context of a massive test of learning at scale in a developing country. We examine each assumption, how it was broken, and some workarounds used in a 15-month-long independent controlled evaluation of pre- to posttest learning and social-emotional gains by over 2,000 children in 168 villages in Tanzania. We analyze those gains to characterize who gained how much, using test score data, social-emotional measures, and detailed logs from RoboTutor. We quantify the relative impact of pretest scores, literate aspirations, treatment, and usage on learning gains. C1 - New York, NY, USA C3 - Proceedings of the Seventh ACM Conference on Learning @ Scale DA - 2020/// PY - 2020 DO - 10.1145/3386527.3405920 DP - ACM Digital Library SP - 175 EP - 183 PB - Association for Computing Machinery SN - 978-1-4503-7951-9 ST - Toward Learning at Scale in Developing Countries UR - https://doi.org/10.1145/3386527.3405920 Y2 - 2020/11/18/00:00:00 KW - developing countries KW - global learning xprize KW - literacy KW - numeracy KW - social-emotional KW - tablet tutors KW - unesco. ER - TY - RPRT TI - Top 10 lessons learned from implementing remote learning through IVR in Malawi AU - Carrol, Dr. Bidemi CY - ShareEd DA - 2020/08/21/ PY - 2020 PB - RTI International UR - https://shared.rti.org/content/top-10-lessons-learned-implementing-remote-learning-through-ivr-malawi Y2 - 2021/10/11/12:48:05 ER - TY - BLOG TI - Tips for fostering students' self-regulated learning in asynchronous online learning environments AU - Ebner, Rachel J. T2 - Faculty Focus | Higher Ed Teaching & Learning AB - For students who lack self-regulated learning skills, asynchronous, online learning can be extremely challenging and overwhelming. DA - 2020/09/02/T05:45:00+00:00 PY - 2020 LA - en-US UR - https://www.facultyfocus.com/articles/online-education/online-course-delivery-and-instruction/tips-for-fostering-students-self-regulated-learning-in-asynchronous-online-learning-environments/ Y2 - 2021/08/05/18:10:18 ER - TY - ELEC TI - Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa AU - Karamperidou, Despina AU - Brossard, Mathieu AU - Peirolo, Silvia AU - Richardson, Dominic DA - 2020/// PY - 2020 UR - https://www.unicef-irc.org/time-to-teach Y2 - 2022/01/25/15:17:46 ER - TY - RPRT TI - Three Principles to Support Teacher Effectiveness During COVID-19 AU - Beteille, Tara AU - Ding, Elaine AU - Molina, Ezequiel AU - Pushparatnam, Adelle AU - Wilichowski, Tracy DA - 2020/05// PY - 2020 DP - DOI.org (Crossref) LA - en PB - World Bank UR - http://elibrary.worldbank.org/doi/book/10.1596/33775 Y2 - 2020/06/03/15:05:33 KW - ___working_potential_duplicate ER - TY - BLOG TI - Thoughts on “Education and digitisation in development cooperation” AU - Unwin, Tim T2 - Tim Unwin's Blog AB - Recently I was asked by the GFA Consulting Group to provide some short comments and reflections (just a few sentences) in response to four questions, the answers to which will be incorporated as pa… DA - 2020/01/16/T14:04:58+00:00 PY - 2020 LA - en UR - https://unwin.wordpress.com/2020/01/16/thoughts-on-education-and-digitisation-in-development-cooperation/ Y2 - 2020/01/23/12:40:26 ER - TY - NEWS TI - This organization is creating access to virtual classrooms for children in slums AU - Salaudeen, Aisha AU - Patrick, Anita T2 - CNN AB - Slum2school is providing access to online learning for underprivileged students in Lagos, Nigeria DA - 2020/07/22/ PY - 2020 UR - https://www.cnn.com/2020/07/22/africa/slum2school-online-learning-nigeria/index.html Y2 - 2021/10/25/18:24:44 ER - TY - BLOG TI - Think Local: Support for learning during coronavirus (COVID-19) could be found from within communities T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. While technology is a potentially powerful tool in low-resourced contexts, technology use is not always possible or appropriate, as previous Hub blogs have asserted. The following blog emphasises the particular role that communities can play in supporting continued learning opportunities for the billions of children whose education has been disrupted by… DA - 2020/04/16/T13:44:16+00:00 PY - 2020 LA - en-US ST - Think Local UR - https://edtechhub.org/2020/04/16/think-local-support-for-learning-during-coronavirus-covid-19-could-be-found-from-within-communities/ Y2 - 2020/11/07/13:01:29 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - TheoryOn: A Design Framework and System for Unlocking Behavioral Knowledge Through Ontology Learning AU - Li, Jingjing AU - Larsen, Kai AU - Abbasi, Ahmed T2 - MIS Quarterly AB - The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature. DA - 2020/12/01/ PY - 2020 DO - 10.25300/MISQ/2020/15323 DP - DOI.org (Crossref) VL - 44 IS - 4 SP - 1733 EP - 1772 J2 - MISQ LA - en SN - 02767783, 21629730 ST - TheoryOn UR - https://misq.org/theoryon-a-design-framework-and-system-for-unlocking-behavioral-knowledge-through-ontology-learning.html Y2 - 2024/01/18/22:24:40 KW - _Added-ailr-2024 ER - TY - BLOG TI - The voices of children and youth in Tanzania's COVID-19 response AU - Ngutuku, Elizabeth T2 - Africa at LSE AB - Rapid research into COVID-19's effects on young people reveals severe anxiety about the virus as it relates to economic livelihoods and the community. DA - 2020/// PY - 2020 LA - "en-US" UR - https://blogs.lse.ac.uk/africaatlse/2020/10/15/voices-children-youth-tanzanias-covid19-response-education/ Y2 - 2021/01/22/12:38:10 ER - TY - RPRT TI - The Use of Virtual Learning Environments and Learning Management Systems During the Covid-19 Pandemic AU - McBurnie, Chris AB - This technical note aims to inform the use and development of virtual learning environments (VLE) in educational responses to the current health crisis. It considers the advantages and disadvantages of a number of existing VLEs and includes guidance on selecting an appropriate VLE. CN - 0023 DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Request PB - EdTech Hub SN - 7 UR - https://docs.edtechhub.org/lib/53YEZE6A KW - COV:COVID and reopening of schools KW - COVID-19 KW - Distance learning KW - EdTech KW - F: Helpdesk response KW - H: Distance education KW - LP: English KW - Learning management system KW - Remote learning KW - Virtual learning environment KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - The use of technology to continue learning in Palestine disrupted with COVID-19 AU - Shraim, Khitam AU - Crompton, Helen T2 - Asian Journal of Distance Education AB - This qualitative study examined how decision-makers and teachers have responded to offer education for all Palestinian students at the immediate onset of the COVID-19 outbreak and how technology is being used to continue education online. Semi-structured interviews were conducted with 20 participants from parents, teachers and decision-makers in Palestine. Interview transcripts were coded using a grounded theory design with a constant comparative method. The findings show that participants identified that technologies such as mobile devices, social media and cloud computing would be useful for design and delivery of educational materials as well as raising safety awareness, and communication during the COVID-19 pandemic in Palestine. The findings also identify various challenges including the widening of the education's digital divide and an increasingly negative attitude towards online education. The data also indicate that the first wave of the COVID-19 experience could be the roadmap for wave two and for the transition to sustainable online learning as a supplement to the traditional learning methods and not as a replacement. This research further demonstrates that teachers who are early adopters have a significant role in influencing both students and other teachers to adopt the transformation to online learning. In addition, the national and international initiatives with a multi-stakeholder partnership could provide sustained, long-term, real solutions for online learning. DA - 2020/// PY - 2020 DO - 10.5281/zenodo.4292589 DP - Zenodo VL - 15 IS - 2 SP - 1 EP - 20 LA - eng UR - https://zenodo.org/record/4292589#.YIqV4ehKg1I Y2 - 2021/04/29/11:18:05 KW - Online learning, technology, COVID-19, pandemic, emergency remote teaching KW - covid-19 KW - emergency remote teaching KW - online learning KW - pandemic KW - technology KW - ⛔ No DOI found ER - TY - BLOG TI - The state of education in urban slums of Bangladesh AU - Khondoker, Zarine Anan T2 - BRAC Institute of Governance and Development DA - 2020/02/17/T09:48:48+00:00 PY - 2020 LA - en-US UR - https://bigd.bracu.ac.bd/the-state-of-education-in-urban-slums-of-bangladesh/ Y2 - 2021/10/25/17:47:24 ER - TY - RPRT TI - The State of Ceara in Brazil is a Role Model for Reducing Learning Poverty AU - Loureiro, Andre AU - Cruz, Louisee AU - Lautharte, Ildo AU - Evans, David K. AB - This report presents the case of the state of Ceara in Brazil that overcame adverse socioeconomic conditions to substantially improve education outcomes with efficient use of resources. Despite having the 5th lowest GDP per capita among the 26 Brazilian states, the 9-million-inhabitant state of Ceara has experienced the largest increase in the national education quality index in both primary and lower secondary education since 2005, with 10 municipalities of Ceara being among the top 20 national ranking, including Sobral which has the highest score. The state of Ceara pioneered the use of results-based financing as part of a comprehensive education reform program that among other elements included strong support to its municipalities to achieve universal literacy by the end of grade 2. The reforms allowed the state to considerably improve learning levels of students in primary and lower secondary education with a high level of efficiency in the use of resources. The main aspects of the reforms are presented and discussed. CY - Washington, DC DA - 2020/06// PY - 2020 DP - openknowledge.worldbank.org LA - English PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/34156 Y2 - 2022/06/11/15:40:27 KW - Education Quality KW - Education Reform KW - Learning Poverty KW - Results-Based Financing KW - Secondary Education ER - TY - RPRT TI - The State of Broadband: Tackling digital inequalities A decade for action AU - International Telecommunication Union AU - UNESCO CY - Geneva DA - 2020/09// PY - 2020 SP - 130 UR - https://www.itu.int/dms_pub/itu-s/opb/pol/S-POL-BROADBAND.21-2020-PDF-E.pdf Y2 - 2021/05/24/14:51:32 ER - TY - RPRT TI - The Socio-Economic Implications of the COVID-19 Pandemic: Ideas for Policy Action AU - UNDP DA - 2020/// PY - 2020 DP - Zotero SP - 291 LA - en PB - UNDP Latin America and the Caribbean UR - https://www.sdg16hub.org/system/files/2021-02/undp-rblac-Socio-Economic-Implication-Volumen1-EN.pdf#page=167 ER - TY - RPRT TI - The Socio-Economic Implications of the COVID-19 Pandemic: Ideas for Policy Action AU - UNDP DA - 2020/// PY - 2020 DP - Zotero SP - 291 LA - en PB - UNDP Latin America and the Caribbean UR - https://www.sdg16hub.org/system/files/2021-02/undp-rblac-Socio-Economic-Implication-Volumen1-EN.pdf#page=167 ER - TY - ELEC TI - The social support networks stepping up in coronavirus-stricken China AU - You, Mi T2 - openDemocracy AB - Below the sweeping centralized measures, decentralized networks have provided relief to thousands. DA - 2020/// PY - 2020 LA - en UR - https://www.opendemocracy.net/en/oureconomy/social-support-networks-springing-coronavirus-stricken-china/ Y2 - 2020/03/30/14:36:32 ER - TY - RPRT TI - The Social Cash Transfer Programme (SCTP) AU - Government of Malawi AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/malawi/reports/social-cash-transfer-programme-sctp Y2 - 2023/06/22/09:45:28 ER - TY - JOUR TI - The smart feature phone revolution in developing countries: Bringing the internet to the bottom of the pyramid AU - James, Jeffrey T2 - The Information Society AB - Until recently, the only way for the population of developing countries to access the Internet was through expensive smartphones, designed in and for developed countries. In the past few years, however, a major new innovation has emerged, the smart feature phone with Internet connectivity, which was specifically designed for those with low incomes in developing countries. This paper explains the development process for the smart feature phone, how this has influenced the nature and extent of adoption, and its use by lowincome groups, including their demonstrated preference for uses related to entertainment rather than more traditional “work-related” goals. The focus is on the case of India, where the JioPhone has already reached millions of people with low incomes. DA - 2020/08/07/ PY - 2020 DO - 10.1080/01972243.2020.1761497 DP - DOI.org (Crossref) VL - 36 IS - 4 SP - 226 EP - 235 J2 - The Information Society LA - en SN - 0197-2243, 1087-6537 ST - The smart feature phone revolution in developing countries UR - https://www.tandfonline.com/doi/full/10.1080/01972243.2020.1761497 Y2 - 2022/08/13/15:01:05 ER - TY - BLOG TI - The Role of Interactive Radio Instruction in the COVID-19 Education Response AU - McBurnie, Chris T2 - Open Development & Education AB - Reading Time: 3 minutes At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have […] DA - 2020/04/08/T17:49:46+00:00 PY - 2020 LA - en-GB UR - https://opendeved.net/2020/04/08/the-role-of-interactive-radio-instruction-in-the-covid-19-education-response/ Y2 - 2020/11/04/16:26:19 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - BLOG TI - The role of interactive radio instruction in the coronavirus (COVID-19) education response AU - McBurnie, Chris T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […] DA - 2020/04/23/T13:32:38+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/04/23/the-role-of-interactive-radio-instruction-in-the-coronavirus-covid-19-education-response/ Y2 - 2020/07/20/15:38:43 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - The Role of Evidence in Policymaking in Pakistan: Political Economy Analysis Report AU - Ahmed, K AU - Ahmed, V AU - Javed, S.A. AU - Jillani, A AU - Khan, A AU - Khaver, A.A AU - Nadeem, U AU - Pellani, A AU - Shah, Q AU - Shaxson, L AU - Suleri, A.Q AU - Zaidi, A AU - Zaidi, M DA - 2020/// PY - 2020 PB - Oxford Policy Management ER - TY - RPRT TI - The relative effectiveness of teachers and learning software: Evidence from a field experiment in El Salvador AU - Buchel, Konstantin AU - Jakob, Martina AU - Kuhnhanss, Christoph AU - Steffen, Daniel AU - Brunetti, Aymo T2 - University of Bern Social Sciences Working Papers AB - This study provides novel evidence on the relative effectiveness of computer-assisted learning (CAL) software and traditional teaching. Based on a randomized controlled trial in Salvadoran primary schools, we evaluate three interventions that aim to improve learning outcomes in mathematics: (i) teacher-led classes, (ii) CAL classes monitored by a technical supervisor, and (iii) CAL classes instructed by a teacher. As all three interventions involve the same amount of additional mathematics lessons, we can directly compare the productivity of the three teaching methods. CAL lessons lead to larger improvements in students’ mathematics skills than traditional teacher-centered classes. In addition, teachers add little to the effectiveness of learning software. Overall, our results highlight the value of CAL approaches in an environment with poorly qualified teachers. CY - Switzerland DA - 2020/// PY - 2020 DP - Zotero SP - 43 LA - en PB - University of Bern SN - 36 UR - https://ideas.repec.org/p/bss/wpaper/36.html KW - Quality: H KW - Relevance: H KW - computer-assisted learning KW - primary education KW - productivity in education KW - teacher content knowledge KW - ⛔ No DOI found ER - TY - JOUR TI - The relationships of learning independence, family support, facilities and service of institutions through quality of learning students AU - Dalas, Nove AU - Hadiyanto AU - Muhaimin T2 - Journal of critical reviews AB - Education is a conscious endeavor and aims to develop human quality. Education has a very important role because, without education, the transformation process and the actualization of knowledge are difficult to manifest. One of the things that supports education in schools is the guidance and counseling service. Meanwhile, the problems in the school environment are the lack of learning quality of students in line with the maximization of learning independence, family support, and self-development services students of MTs Negeri Jambi. This research was correlational research conducted in six state Islamic junior high schools in 1 Jambi city, Indonesia. The samples of the study were 886 students taken by using a stratified sampling technique, and randomly for each class of each school. The instruments used were questionnaires with 100-item statements by Likert scale while data were analyzed by using a descriptive analysis, Pearson correlation test, and multiple linear regression tests. The results showed that the quality of learning, learning independence, family support, and self-development services had not been carried out maximally at six state Islamic junior high schools. Students who were less independent, got less family support and minimum in obtaining self-development services would also had less maximum learning quality. Simultaneously the independence of study, family support, and facilities and service of the institutions were associated very closely with the quality of students' learning, and in partial increments of each learning independence variable, family support, and service Self-development impacts on improving learning quality. DA - 2020/04/01/ PY - 2020 DO - 10.31838/jcr.07.06.140 DP - DOI.org (Crossref) VL - 7 IS - 6 SP - 815 EP - 821 J2 - jcr LA - en SN - 23945125 UR - http://www.jcreview.com/fulltext/197-1588228781.pdf?1588595122 Y2 - 2021/08/05/18:07:29 ER - TY - THES TI - The relationship between educational television and mathematics capability in Tanzania AU - Watson, Joseph AB - Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low per-viewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content. Quantitative investigation into the association between educational television exposure and mathematics capability used nationally representative data, collected by Uwezo Tanzania. A household fixed-effects model showed that exposure to educational television was significantly associated with mathematics capability among children aged 7-16, when controlling for age, sex, school enrolment and Kiswahili attainment. Findings from this model were used in cost-effectiveness calculations, alongside cost data and an estimate of the number of Ubongo Kids viewers. Results compared favourably against those for other interventions, with calculations regarding Ubongo Kids’ ongoing activities suggesting it to have been more cost effective than any other intervention previously investigated using the same cost-effectiveness approach. These findings indicate that in low-income contexts: educational television programmes can aid learning; and, that directing a greater proportion of available educational resources towards educational television interventions may benefit educational outcomes. CY - Cambridge, UK DA - 2020/07/06/T07:58:23Z PY - 2020 DP - www.repository.cam.ac.uk LA - en M3 - PhD in Education PB - University of Cambridge UR - https://www.repository.cam.ac.uk/handle/1810/307624 Y2 - 2020/08/13/08:58:09 KW - ___working_potential_duplicate ER - TY - JOUR TI - The relationship between educational television and mathematics capability in Tanzania AU - Watson, Joseph AU - Hennessy, Sara AU - Vignoles, Anna T2 - British Journal of Educational Technology AB - Previous studies have frequently demonstrated that educational television viewing can have a positive effect on learning in low-income country contexts when shows are delivered in controlled settings. However, the consequence of day-to-day viewing in such contexts has scarcely been considered. Additionally, no recent published research has provided any information on the costs of educational television. The lack of research in these areas is striking. Examining educational television viewing in monitored settings provides limited information on the influence of routine television consumption. Further, the broad reach of numerous educational television programmes should provide low perviewer costs and, resultantly, strong cost-effectiveness findings. This PhD study therefore examined (1) the association between educational television exposure and mathematics capability and (2) the cost effectiveness of educational television interventions. To achieve this, research was carried out that centred on Ubongo Kids – a popular Tanzanian-produced show delivering mathematics-focused content. DA - 2020/// PY - 2020 DO - 10.1111/bjet.13047 DP - Zotero VL - 52 IS - 2 LA - en SN - 1467-8535 UR - https://bera-journals.onlinelibrary.wiley.com/doi/full/10.1111/bjet.13047 KW - Tanzania KW - ___working_potential_duplicate KW - cost effectiveness KW - educational television KW - mathematics KW - ⛔ No DOI found ER - TY - JOUR TI - The Race between Teacher Wages and the Budget AU - Spaull, Nic AU - Lilenstein, Adaiah AU - Carel, David T2 - Research on Socioeconomic Policy (RESEP) Stellenbosch University DA - 2020/// PY - 2020 DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - BLOG TI - The privilege of #pivotonline: A South African perspective AU - Adam, Taskeen T2 - Open Development & Education AB - Taskeen Adam, https://opendeved.net/2020/04/22/the-privilege-of-#pivotonline/, 2020-04-22, 10.5281/zenodo.3760383 As the global number of COVID-19 cases increase, lockdowns continue across the world. Reports from UNESCO highlight that nationwide closures are impacting over 91% of the world’s student population who can no longer attend school. With schools closed, there has been a mass shift to online education — from primary … DA - 2020/04/22/T10:50:00+00:00 PY - 2020 LA - en-GB ST - The privilege of #pivotonline UR - https://opendeved.net/2020/04/22/the-privilege-of-pivotonline/ Y2 - 2020/06/09/09:38:12 KW - ___working_potential_duplicate KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - BLOG TI - The potential of using technology to support personalised learning in low- and middle-income countries AU - Major, Louis AU - Francis, Gill T2 - EdTech Hub AB - With schools around the world closed to prevent the spread of COVID-19, we have been undertaking a series of ‘rapid evidence reviews’ to help education decision-makers respond effectively. These reviews aim to provide evidence-based summaries on specific areas of EdTech. In this post, we look at the role of technology in supporting personalised… DA - 2020/08/18/T11:04:16+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/08/18/the-potential-of-using-technology-to-support-personalised-learning-in-low-and-middle-income-countries/ Y2 - 2020/11/07/12:33:13 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - The potential of research for professional development in isolated settings during the COVID-19 crisis and beyond AU - Trikoilis, Dionysios AU - Papanastasiou, Elena T2 - Journal of Technology and Teacher Education AB - The global COVID-19 pandemic has created the urgent need for quality online instruction throughout all levels of educa- tion. However, this pandemic has found teachers physically isolated within their homes, and unprepared for the challeng- ing tasks of teaching online. Many of the challenges faced by teachers due to this isolation, are similar to those faced by teachers in remote areas around the world. One such issue, is the lack of access to traditional professional development op- portunities, which is frequently the only type of professional development offered to teachers in many countries. Thus, many teachers lack guidance on how to resolve many online teaching challenges during this period. Therefore, this study examines the potential of utilizing educational research for assisting teachers through this trying period of COVID-19 DA - 2020/// PY - 2020 VL - 28 IS - 2 SP - 295 EP - 300 KW - Access to Education KW - Communicable Diseases KW - Disease Control KW - Educational Research KW - Educational Technology KW - Faculty Development KW - Foreign Countries KW - Online Courses KW - Professional Isolation KW - Rural Areas KW - Technology Uses in Education KW - ⛔ No DOI found ER - TY - JOUR TI - The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions: Lessons learned from an experience in Iraq AU - Bilagher, Moritz AU - Kaushik, Amit T2 - International Review of Education AB - Accelerated learning programmes (ALPs) provide a fast-track second-chance opportunity to complete formal education, enabling disadvantaged children and youth to catch up with their peers. In 2005, after a preliminary pilot phase, the Government of Iraq, in partnership with the United Nations Children’s Fund (UNICEF) implemented an ALP initially in 10 of Iraq’s 18 governorates with the intention of providing an estimated 50,000 out-of-school, often traumatised and disenfranchised children aged 12–18 years with an opportunity to complete the six-year primary cycle in three years. This experience generated some insights which may still be of practical use today in other conflict-ridden countries and regions. In order to highlight how the lessons learned just over 10 years ago are relevant to similar situations elsewhere today, this article discusses the findings of an independent evaluation of the programme in 2008. The available evaluation data imply that this ALP addressed a significant need and was appreciated by the target group, with 75 % of learners stating that they liked the ALP very much. Around 90 % of ALP graduates continued either in secondary education, or studying in other programmes, joined an apprenticeship scheme or found employment. Both survey and interview data suggest that this ALP did more than create educational opportunities for young persons; it also helped young people obtain a confident perspective for their own future. Consequently, this made them less vulnerable to participation in subversive activities (such as, for example, being recruited into militias). This is a lesson not just relevant to Iraq at the time, but to a wide range of unstable contexts across the world. DA - 2020/02/01/ PY - 2020 DO - 10.1007/s11159-020-09826-1 DP - Springer Link VL - 66 IS - 1 SP - 93 EP - 113 J2 - Int Rev Educ LA - en SN - 1573-0638 ST - The potential of Accelerated Learning Programmes (ALPs) for conflict-ridden countries and regions UR - https://doi.org/10.1007/s11159-020-09826-1 Y2 - 2022/08/26/14:08:41 KW - Accelerated Learning Programmes (ALPs) KW - Iraq KW - Sustainable Development Goal (SDG) 4 KW - access to education KW - education in (post-)conflict environments KW - education in emergencies ER - TY - JOUR TI - The potential and prerequisites of effective tablet integration in rural Kenya AU - Heinrich, Carolyn J. AU - Darling-Aduana, Jennifer AU - Martin, Caroline T2 - British Journal of Educational Technology AB - This study investigates how pedagogical, cultural and institutional factors interact with technical knowledge in educational technology integration and how they relate to equitable and effective technology use in low-resource settings. In the context of a one-to-one tablet initiative in rural Kenya, we explore how these factors constrain or support access to technology, instructor capacity, student engagement and student learning, as well as their implications for reducing educational and digital divides. We employ a mixed methods, such as a quasi-experimental (prepost, nonequivalent control group) research design that draws on data from classroom observations, teacher interviews, student surveys and focus groups, and assessments of student academic performance to generate evidence on classroom practices and student learning in schools with access to tablets, while also highlighting core challenges to successful technology integration. Our findings contribute to the identification of prerequisites and supporting factors for successful educational technology integration, as well as policy levers and school-based strategies that are likely to increase equitable access to quality learning experiences in schools in low-resource contexts. Practitioner Notes What is already known about this topic A lack of funding, planning and infrastructure hinder information and communication technology (ICT) integration. Procurement of educational technology and infrastructure improvement efforts has reduced digital divides, but learning divides persist in implementation. Insufficient teacher technology expertise and professional development constrain teacher's effective use of educational technology in classrooms. What this paper adds We employ mixed methods—triangulating the student assessment data with data from student surveys and focus groups, teacher interviews and classroom observations—to identify how pedagogical, cultural and institutional factors interact with technical knowledge in ICT integration in ways that support or constrain student learning in low-resource contexts. We find that more attention is needed for cultural factors that interact with pedagogical and technical skills to ensure that the classroom instructors' attention is equitability distributed in ways that discourage in-class “tracking” and differential access to quality learning experiences, such as some teachers' disregard of “slow learners” in the classroom. In low-resource contexts, providing even basic levels of infrastructure (eg, a consistent power source) and access to general technical knowledge requires more creative and concerted efforts from school leadership and instructors, such as the offer of tutorials and reading clubs outside of the class to expand access and improve the use of devices. Implications for practice and/or policy We find that device sharing can have positive effects on peer-to-peer learning, which suggests that policymakers in Kenya should weigh the benefits of achieving one-to-one device access against the potential advantages of alternative investments, such as expanding professional development on the integration and use of currently available devices. Increasing opportunities for peer-to-peer learning and exchange (among teachers and students) and building shared capacities for ICT integration can help reduce technical issues and lost instructional time. DA - 2020/// PY - 2020 DO - 10.1111/bjet.12870 DP - Wiley Online Library VL - 51 IS - 2 SP - 498 EP - 514 LA - en SN - 1467-8535 UR - https://bera-journals.onlinelibrary.wiley.com/doi/abs/10.1111/bjet.12870 Y2 - 2021/05/22/14:33:48 ER - TY - JOUR TI - The politics of education in post-colonies: Kreyòl in Haiti as a case study of language as technology for power and liberation AU - DeGraff, Michel T2 - Journal of Postcolonial linguistics AB - In this contribution, I would like to share some key aspects of my theoretical and applied linguistic agenda in Haiti. This agenda promotes a social vision where linguistics is coupled with digital technology in Haitian Creole (“Kreyòl”) in order to improve research and education toward sustainable development and equal opportunity for all. This agenda also aims at a model for other communities in the Global South where linguistic discrimination has disenfranchised large segments of the population most in need of socio-economic progress. This article will highlight the MIT-Haiti Initiative, whose initial objectives were for improving Science, Technology, Engineering & Mathematics (STEM) education in high schools and universities in Haiti. In collaboration with a broad range of academic institutions in Haiti and beyond, this Initiative has been exploring the strategic use of digital tools in Kreyòl to improve Haitian students’ active learning of STEM, across social classes and beyond any linguistic barrier. More recently, the Initiative has expanded its scope to cover all disciplines at all levels via crowdsourcing, co-creating, curating and sharing of educational materials in Kreyòl. The ultimate goal is to make high-quality education accessible to the greatest numbers of students throughout Haiti, while strengthening the foundations of Haiti’s linguistic and cultural identity and while promoting respect of the human rights of all Haitians. I will consider two important implications of the MIT-Haiti Initiative: for linguistics and for policies related to education writ large, including education that can truly benefit all in Haiti, especially those who speak Kreyòl only (i.e., the vast majority of Haitians). Firstly, Kreyòl is comparable to so called “international” languages, such as English, French, Spanish, Arabic, Chinese, etc., in terms of its development, structures and expressive capacity. Indeed, the success of this Initiative to date doubles as proof of concept that Kreyòl is a full-fledged language with unlimited capacity to express any level of complex thought as in STEM. Secondly, Kreyòl is an essential tool for the education, socio-economic progress and human rights of Haitians, especially in these communities that have long been impoverished through exclusion and injustice. These processes of impoverishment, which started four centuries ago when Haiti was a French colony (then the “richest” colony in the Americas), have been unrelentless throughout Haiti’s history. Language and education are two main vectors for the entrenchment of these processes of exclusion and impoverishment in Haiti. In my view, it is through the innovative, strategic and systematic use of Kreyòl, in conjunction with interactive pedagogy and modern technology, that Haitian students can optimally develop their capacity for acquiring and building additional knowledge in STEM, in the Humanities and Social Sciences, and in second languages such as French, English, Spanish, etc. More generally, it is through Kreyòl as language of instruction and as the language of discourse in every social context that all Haitians can realize their full potential toward joyful and dignified citizenship—and leave behind the trauma of linguistic apartheid that has characterized the history of Haiti since its creation in 1804. DA - 2020/07/01/ PY - 2020 DP - ResearchGate VL - 3 SP - 89 EP - 125 ST - The politics of education in post-colonies KW - ⛔ No DOI found ER - TY - JOUR TI - The political economy of the primary education system in Tanzania AU - Quak, Evert-jan T2 - K4D Helpdesk Report DA - 2020/// PY - 2020 DP - Zotero SP - 21 LA - en UR - https://assets.publishing.service.gov.uk/media/5e3c286740f0b6090b845d04/710_Political_Economy_Analysis_Primary_Education_System_Tanzania.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - The OER4Schools professional development programme: Outcomes of a sustained trial in sub-Saharan Africa AU - Haßler, Björn AU - Hennessy, Sara AU - Hoffmann, R AU - Makonga, Abel T2 - Frontiers in Education AB - Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context. DA - 2020/// PY - 2020 DO - 10.3389/feduc.2020.00146 VL - 5 IS - 146 J2 - Frontiers in Education LA - English SN - 2504-284X ST - OER4Schools 2010-2014 UR - https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/full KW - Author:Haßler KW - C: Zambia KW - Culturally responsive pedagogy (CRP) KW - Design-based implementation research KW - Interactive Pedagogy KW - Learner-centred pedagogy KW - School leadership KW - Sustainable Development Goal (SDG) 4 KW - Teacher Profesisonal Development KW - Zambia KW - ___working_potential_duplicate KW - _yl:b KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - school improvement KW - sub-Saharan Africa ER - TY - JOUR TI - The "new normal" in education AU - Pacheco, Jose Augusto T2 - PROSPECTS DA - 2020/// PY - 2020 DO - 10.1007/s11125-020-09521-x UR - https://link.springer.com/article/10.1007/s11125-020-09521-x#citeas ER - TY - ELEC TI - The National Treasury and Planning (@KeTreasury) AU - The National Treasury and Planning T2 - Twitter DA - 2020/// PY - 2020 LA - en UR - https://twitter.com/ketreasury Y2 - 2020/07/01/10:07:15 ER - TY - RPRT TI - The Maldives and Sri Lanka: Question & Answer Session AU - Adam, Taskeen AU - Kaye, Tom AU - Haßler, Björn AB - EdTech Hub participated in a question and answer session in May 2020 for policymakers in The Maldives and Sri Lanka. The session focused on the challenges and issues in designing effective distance education programmes during the Covid-19 pandemic. This document provides answers to a list of 13 questions received from stakeholders. CN - 0018 DA - 2020/06/18/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 18 UR - https://docs.edtechhub.org/lib/HE2Q6Z8Y KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - CHAP TI - The local politics of resource distribution AU - Hassan, Mai T2 - The Oxford Handbook of Kenyan Politics DA - 2020/// PY - 2020 UR - https://www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780198815693.001.0001/oxfordhb-9780198815693-e-35 ER - TY - RPRT TI - The likely impact of COVID-19 on education: Reflections based on the existing literature and recent international datasets. AU - Di Pietro, Giorgio AU - Biagi, Federico AU - Dinis Mota Da Costa, Patricia AU - Karpinski, Zbigniew AU - Mazza, Jacapo AB - In order to reduce the spread of COVID-19, most countries around the world have decided to temporarily close educational institutions. However, learning has not stopped but is now fully taking place online as schools and universities provide remote schooling. Using existing literature and evidence from recent international data (Eurostat, PISA, ICILS, PIRLS, TALIS), this report attempts to gain a better understanding of how the COVID-19 crisis may affect students’ learning. It looks at the different direct and indirect ways through which the virus and the measures adopted to contain it may impact children’s achievement. ‘Conservative’ estimates for a few selected EU countries consistently indicate that, on average, students will suffer a learning loss. It is also suggested that COVID-19 will not affect students equally, will influence negatively both cognitive and non-cognitive skills acquisition, and may have important long-term consequences in addition to the short-term ones. CY - Luxembourg DA - 2020/// PY - 2020 DP - DOI.org (CSL JSON) SP - 1 EP - 50 LA - eng M3 - JRC Technical Report PB - European Commission SN - JRC121071 ST - The likely impact of COVID-19 on education UR - https://publications.jrc.ec.europa.eu/repository/handle/JRC121071 Y2 - 2021/05/24/15:14:43 ER - TY - RPRT TI - The Learning Passport: Curriculum Framework (Maths, Science, Literacy) AU - Cambridge Assessment CY - Cambridge, UK DA - 2020/// PY - 2020 PB - Cambridge Assessment UR - https://www.learningpassport.org/media/331/file/Curriculum%20Framework%20(Maths,%20Science,%20Literacy).pdf ER - TY - RPRT TI - The Last-Mile Internet Connectivity Toolkit: Solutions to Connect the Unconnected in Developing Countries AU - ITU DA - 2020/01// PY - 2020 UR - https://www.itu.int/en/ITU-D/Technology/Documents/RuralCommunications/20200120%20-%20ITU%20Last-Mile%20Internet%20Connectivity%20Toolkit%20-%20DraftContent.pdf Y2 - 2020/09/17/16:22:17 ER - TY - RPRT TI - The Impact of the COVID-19 Pandemic on Education Financing AU - Al-Samarrai, Samer DA - 2020/// PY - 2020 PB - World Bank UR - http://documents.worldbank.org/curated/en/479041589318526060/pdf/The-Impact-of-the-COVID-19-Pandemic-on-Education-Financing.pdf Y2 - 2020/06/09/13:55:29 ER - TY - RPRT TI - The impact of COVID-19 on student equity and inclusion: Supporting vulnerable students during school closures and school re-openings AU - OECD DA - 2020/11/19/ PY - 2020 DP - DOI.org (Crossref) LA - en M3 - OECD Policy Responses to Coronavirus (COVID-19) ST - The impact of COVID-19 on student equity and inclusion UR - https://www.oecd-ilibrary.org/education/the-impact-of-covid-19-on-student-equity-and-inclusion-supporting-vulnerable-students-during-school-closures-and-school-re-openings_d593b5c8-en Y2 - 2021/08/05/18:47:23 ER - TY - RPRT TI - The Impact of COVID-19 on Opportunities for Adolescent Girls and the Role of Girls' Groups AU - Briggs, Hannah AU - Haberland, Nicole AU - Desai, Sapna AU - De Hoop, Thomas AU - Ngo, Thoai AB - COVID-19 has disrupted lives, networks, and institutions across social, economic, and health dimensions around the globe. We examine how the pandemic has affected adolescent girls and young women in particular, and explore how group-based programs for girls in low-and middle-income countries have been affected by and are responding to the pandemic. The COVID-19 pandemic has affected adolescent girls and young women across multiple outcomes, including education, livelihoods, sexual and reproductive health, sexual- and gender-based violence, the burden of unpaid care, and early and forced marriage. These heightened barriers to economic and social opportunities and the resulting loss of human capital have the potential to derail progress towards gender equality unless recognized and addressed. Girls’ groups may offer potential pathways of resilience for girls during system shocks like the COVID-19 pandemic, though more evidence is needed on their effects and how they function when social connectivity and mobility are heavily restricted, limiting program implementation. DA - 2020/07/09/ PY - 2020 DP - ResearchGate M3 - Technical Report PB - Evidence Consortium on Women's Groups UR - https://www.researchgate.net/publication/344204333_The_Impact_of_COVID-19_on_Opportunities_for_Adolescent_Girls_and_the_Role_of_Girls%27_Groups?channel=doi&linkId=5f5b6538299bf1d43cf9ad2d&showFulltext=true ER - TY - JOUR TI - THE IMPACT OF COVID-19 ON LEARNING - THE PERSPECTIVE OF THE GHANAIAN STUDENT AU - Owusu-Fordjour, C. AU - Koomson, C. K. AU - Hanson, D. T2 - European Journal of Education Studies AB - This study aimed at accessing the impact of Covid-19 on Ghana’s teaching and learning. The study employed a Descriptive survey design in which 11 items Likert-scale type of questionnaires was administered to 214 respondents mainly students in the second cycle and tertiary institutions of Ghana. The study employed simple random sampling technique in selecting the respondents for the study. The study revealed some challenges students encounter in the close down of schools due to the outbreak of the pandemic Covid-19: Students are unable to study effectively from the house thus, making the online system of learning very ineffective. Again, parents are incapable of assisting their wards on how to access online learning platform, neither can they entirely supervise the learning of their children at home without any complications. It came to light that the pandemic really has had a negative impact on their learning as many of them are not used to effectively learn by themselves. The e-learning platforms rolled out also poses challenge to majority of the students because of the limited access to internet and lack of the technical knowhow of these technological devices by most Ghanaian students. The study therefore recommends that students should be introduced to e-learning platforms to supplement classroom teaching and learning.  Article visualizations: DA - 2020/04/16/ PY - 2020 DO - 10.46827/ejes.v0i0.3000 DP - www.oapub.org VL - 0 IS - 0 LA - en SN - 25011111 UR - https://www.oapub.org/edu/index.php/ejes/article/view/3000 Y2 - 2020/08/12/15:39:42 KW - emotions KW - highlife music KW - lyrics KW - popular music KW - structure KW - ⚠️ Invalid DOI ER - TY - ELEC TI - The impact of COVID-19 on education in Pakistan AU - Malik, Rabea T2 - Cambridge University Press & Assessment AB - This blog was written by Rabea Malik, Assistant Professor at the School of Education, Lahore University of Management Sciences (LUMS) and Research Fellow at the Institute of Development and Economic Alternatives (IDEAS) in Pakistan. This blog is part of a series from the REAL Centre reflecting on the impacts of the current COVID-19 pandemic on research work on international education and development. DA - 2020/// PY - 2020 LA - en UR - http://www.cambridge.org/partnership/research/challenges-and-opportunities-pakistan-education-systems-covid-19-response Y2 - 2022/05/17/14:21:33 ER - TY - RPRT TI - The impact of computer assisted learning on rural Taiwanese children: evidence from a randomized experiment AU - Ma, Yue AU - Abbey, Cody AU - Hu, Derek AU - Hung, Weiting AU - Zhang, Xinwu AU - Chang, Chiayuan AU - Wu, Chyi-In AU - Rozelle, Scott AB - The effectiveness of educational technology (EdTech) in improving the outcomes of poor, marginalized students has primarily been documented by studies conducted in developing countries; however, relevant research involving randomized studies in developed country contexts is relatively scarce. The objective of the current study is to examine whether an in-school computer assisted learning (CAL) intervention can improve the math performance (the primary outcome) and academic attitudes (secondary outcomes) of rural students in Taiwan, including a marginalized subgroup of rural students called Xinzhumin. We also seek to identify which factors are associated with the effectiveness of the intervention. In order to achieve this, we conducted a randomized control trial involving 1,840 sixth-grade students at 95 schools in four relatively poor counties and municipalities of Taiwan during the spring semester of 2019. According to the ITT analysis, the O-CAL intervention had no significant ITT impacts on the primary outcome of student math performance as well as on most secondary outcomes of the overall treatment group (who on average used the software for only about one quarter of the protocol’s minimum required time of 30 minutes per week, indicating that compliance was low). However, the LATE analysis revealed significant improvements in the math performance of the 30% most active students in the treatment group (who used the software for about two thirds of the minimum required time). Effect sizes of active users overall (0.16 SD-0.22 SD) increased in accordance with increases in usage and were larger for active Xinzhumin users specifically (0.21 SD-0.35 SD). A wide range of student-level and (in particular) teacher-level characteristics were associated with the low compliance to the intervention, which are findings that may help inform educational policymakers and administrators of the potential challenges of introducing school-based interventions that depend heavily on teacher adoption and integration. CY - Rural Education Action Program (REAP) DA - 2020/08// PY - 2020 M3 - Working Paper PB - Stanford University UR - https://fsi.stanford.edu/publication/impact-computer-assisted-learning-rural-taiwanese-children-evidence-randomized ER - TY - ELEC TI - The ICT Landscape in Northern Kenya: Challenges & Opportunities AU - Mugendi, Jacob AU - Valbuena, Gustavo T2 - Engineering For Change AB - EDITORIAL TEAM: Carolina Rojas, E4C Expert Fellow; Mariela Machado, E4C Program Manager; Grace Burleson, E4C Research Manager DISCLAIMER: Any views and/or opinions expressed in this post by individual authors or contributors are their personal views and/or opinions and do not necessarily reflect the views and/or opinions of Huawei Technologies or iGov Africa. Click here to view the full report. The northern region of Kenya, which is arid and semi-arid in nature, forms... DA - 2020/10/26/ PY - 2020 ST - The ICT Landscape in Northern Kenya UR - https://www.engineeringforchange.org/research/ict-landscape-northern-kenya-challenges-opportunities/ Y2 - 2023/04/04/18:26:00 ER - TY - ELEC TI - The Great Debate: Why Rwanda may be the Best Country to Launch and Scale Your Tech Startup! AU - Antoun, Nadine T2 - Medium DA - 2020/06/21/ PY - 2020 LA - en ST - The Great Debate UR - https://medium.com/the-gps/the-great-debate-why-rwanda-may-be-the-best-country-to-launch-and-scale-your-tech-startup-25439a41a4 Y2 - 2020/08/17/18:07:23 ER - TY - RPRT TI - The Global Girlhood Report 2020: How COVID-19 is putting progress in peril AU - Szabo, Gabrielle AU - Edwards, Jess DA - 2020/// PY - 2020 LA - en PB - Save The Children ST - The Global Girlhood Report 2020 UR - https://resourcecentre.savethechildren.net/node/18201/pdf/global_girlhood_report_2020_africa_version_2.pdf Y2 - 2020/12/02/06:24:25 KW - ___working_potential_duplicate ER - TY - JOUR TI - The Gender Digital Divide Primer AU - USAID DA - 2020/08/01/ PY - 2020 DO - https://www.usaid.gov/sites/default/files/documents/DAI-1089_GDD_Primer-web_rev1_9.6.21.pdf DP - Zotero SP - 12 LA - en UR - https://www.usaid.gov/sites/default/files/documents/DAI-1089_GDD_Primer-web_rev1_9.6.21.pdf ER - TY - RPRT TI - The effect of Covid-19 on education in Africa and its implications for the use of technology AU - eLearning Africa AU - EdTech Hub DA - 2020/// PY - 2020 PB - EdTech Hub UR - https://www.elearning-africa.com/ressources/pdfs/surveys/The_effect_of_Covid-19_on_Education_in_Africa.pdf KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - The Effect of Computer-Assisted Learning on Students’ Long-Term Development AU - Bianchi, Nicola AU - Lu, Yi AU - Song, Hong AB - In this paper, we examine the effect of computer-assisted learning on students’ long-term development. We explore the implementation of the “largest ed-tech intervention in the world to date,” which connected China’s best teachers to more than 100 million rural students through satellite internet. We find evidence that exposure to the program improved students’ academic achievement, labor performance, and computer usage. We observe these effects up to ten years after program implementation. These findings indicate that education technology can have long-lasting positive effects on a variety of outcomes and can be effective in reducing the rural–urban education gap. CY - Rochester, NY DA - 2020/11/30/ PY - 2020 DP - papers.ssrn.com LA - en M3 - SSRN Scholarly Paper PB - Social Science Research Network SN - ID 3309169 UR - https://papers.ssrn.com/abstract=3309169 Y2 - 2021/05/21/14:48:51 KW - China KW - computer-assisted education KW - education policy KW - education quality KW - education technology ER - TY - ELEC TI - The Education System in Jordan AU - Ministry of Education, Jordan DA - 2020/// PY - 2020 UR - http://www.moe.gov.jo/ar/node/15782 Y2 - 2020/06/30/14:15:31 ER - TY - BLOG TI - The EdTech Hub’s Helpdesk and COVID-19: Demand-driven advice T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. With more than 1.5 billion children now affected by school closures, ministries of education and decision-makers around the world are urgently in need of fast, evidence-based, context-specific advice about out-of-school learning. Teachers, caregivers, parents and policymakers are tirelessly working to ensure that learning doesn’t stop. Faced with one of the… DA - 2020/04/09/T14:12:27+00:00 PY - 2020 LA - en-US ST - The EdTech Hub’s Helpdesk and COVID-19 UR - https://edtechhub.org/2020/04/09/the-edtech-hubs-helpdesk-and-covid-19-demand-driven-advice/ Y2 - 2020/11/07/13:02:03 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - The economic impacts of learning losses AU - Hanushek, Eric A AU - Woessmann, Ludger DA - 2020/// PY - 2020 DP - Zotero LA - en PB - OECD UR - https://www.oecd.org/education/The-economic-impacts-of-coronavirus-covid-19-learning-losses.pdf ER - TY - RPRT TI - The economic impacts of learning losses AU - Hanushek, Eric A. AU - Woessmann, Ludger AB - The worldwide school closures in early 2020 led to losses in learning that will not easily be made up for even if schools quickly return to their prior performance levels. These losses will have lasting economic impacts both on the affected students and on each nation unless they are effectively remediated. While the precise learning losses are not yet known, existing research suggests that the students in grades 1-12 affected by the closures might expect some 3 percent lower income over their entire lifetimes. For nations, the lower long-term growth related to such losses might yield an average of 1.5 percent lower annual GDP for the remainder of the century. These economic losses would grow if schools are unable to re-start quickly. The economic losses will be more deeply felt by disadvantaged students. All indications are that students whose families are less able to support out-of-school learning will face larger learning losses than their more advantaged peers, which in turn will translate into deeper losses of lifetime earnings. The present value of the economic losses to nations reach huge proportions. Just returning schools to where they were in 2019 will not avoid such losses. Only making them better can. While a variety of approaches might be attempted, existing research indicates that close attention to the modified re-opening of schools offers strategies that could ameliorate the losses. Specifically, with the expected increase in video-based instruction, matching the skills of the teaching force to the new range of tasks and activities could quickly move schools to heightened performance. Additionally, because the prior disruptions are likely to increase the variations in learning levels within individual classrooms, pivoting to more individualised instruction could leave all students better off as schools resume. As schools move to re-establish their programmes even as the pandemic continues, it is natural to focus considerable attention on the mechanics and logistics of safe re-opening. But the long-term economic impacts also require serious attention, because the losses already suffered demand more than the best of currently considered re-opening approaches. CY - Paris DA - 2020/09/10/ PY - 2020 DP - OECD iLibrary LA - en PB - OECD UR - https://www.oecd-ilibrary.org/education/the-economic-impacts-of-learning-losses_21908d74-en Y2 - 2022/08/25/19:37:48 ER - TY - BOOK TI - The Digital Divide AU - Dijk, Jan van AB - Contrary to optimistic visions of a free internet for all, the problem of the ‘digital divide’ – the disparity between those with access to internet technology and those without – has persisted for close to twenty-five years.In this textbook, Jan van Dijk considers the state of digital inequality and what we can do to tackle it. Through an accessible framework based on empirical research, he explores the motivations and challenges of seeking access and the development of requisite digital skills. He addresses key questions such as: Does digital inequality reduce or reinforce existing, traditional inequalities? Does it create new, previously unknown social inequalities? While digital inequality affects all aspects of society and the problem is here to stay, Van Dijk outlines policies we can put in place to mitigate it.The Digital Divide is required reading for students and scholars of media, communication, sociology, and related disciplines, as well as for policymakers. DA - 2020/01/14/ PY - 2020 DP - Google Books SP - 164 LA - en PB - John Wiley & Sons SN - 978-1-5095-3446-3 KW - Social Science / Popular Culture KW - Social Science / Sociology / General ER - TY - BLOG TI - The difference between emergency remote teaching and online learning AU - Hodges, Charles AU - Moore, Stephanie AU - Lockee, Barbara AU - Trust, Torrey AU - Bond, Mark T2 - EDUCAUSE Review AB - Well-planned online learning experiences are meaningfully different from courses offered online in response to a crisis or disaster. Colleges and universities working to maintain instruction during the COVID-19 pandemic should understand those differences when evaluating this emergency remote teaching. DA - 2020/03/27/ PY - 2020 UR - https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning ER - TY - RPRT TI - The COVID-19 Pandemic: Shocks to Education and Policy Responses AU - Rogers, Halsey AU - Sabarwal, Shwetlena AU - Avitabile, Ciro AU - Lee, Jessica AU - Miyamoto, Koji AU - Nellemann, Soren AU - Venegas Marin, Sergio CY - Washington D.C. DA - 2020/05/07/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - World Bank ST - The COVID-19 Pandemic UR - http://elibrary.worldbank.org/doi/book/10.1596/33696 Y2 - 2020/08/03/18:40:38 ER - TY - BOOK TI - The COVID-19 Pandemic: Shocks to Education and Policy Responses AU - World Bank DA - 2020/05/07/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - World Bank ST - The COVID-19 Pandemic UR - http://elibrary.worldbank.org/doi/book/10.1596/33696 Y2 - 2020/07/31/21:19:26 ER - TY - BLOG TI - The COVID-19 pandemic has changed education forever. This is how AU - Li, Cathy AU - Lalani, Farah T2 - World Economic Forum DA - 2020/// PY - 2020 LA - en UR - https://www.weforum.org/agenda/2020/04/coronavirus-education-global-covid19-online-digital-learning/ ER - TY - JOUR TI - The Covid-19 epidemic: teachers’ responses to school closure in developing countries AU - Khlaif, Zuheir N. AU - Salha, Soheil AU - Affouneh, Saida AU - Rashed, Hadi AU - ElKimishy, Lotfia Ali T2 - Technology, Pedagogy and Education AB - There is little research which explores middle school teachers’ response to school closures in developing countries in times of crisis. This article presents a case study of Afghanistan, Libya and Palestine as developing countries which have suffered from violence for many years prior to the Covid-19 crisis. It focuses on how teachers in middle school responded to school closure to fight the spread of Covid-19. Twenty-two teachers from these countries participated in the study. Semi-structured interviews and three diverse focus group sessions were used to collect data and evidence. The study found that teachers developed their skills to use emerging technologies and design suitable digital content. Moreover, they built strong relationships with the local community to assume their responsibility in emergency remote learning (ERL) by establishing community centres for students from poor families. Assessing and engaging students were crucial issues in ERL which need more research in different contexts. DA - 2020/12/22/ PY - 2020 DO - 10.1080/1475939X.2020.1851752 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 15 SN - 1475-939X ST - The Covid-19 epidemic UR - https://doi.org/10.1080/1475939X.2020.1851752 Y2 - 2021/04/29/11:11:52 KW - Covid-19 KW - Emergency remote learning KW - developing countries KW - online learning KW - school closure ER - TY - BLOG TI - The coronavirus effect on Pakistan’s digital divide AU - Zahra-Malik, Mehreen T2 - BBC Worklife AB - Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education? DA - 2020/07/14/ PY - 2020 LA - en UR - https://www.bbc.com/worklife/article/20200713-the-coronavirus-effect-on-pakistans-digital-divide Y2 - 2020/08/12/09:16:48 KW - ___working_potential_duplicate ER - TY - BLOG TI - The coronavirus effect on Pakistan’s digital divide AU - Zahra-Malik, Mehreen AU - BBC T2 - BBC Worklife AB - Coronavirus has rammed home the extent of Pakistan’s digital divide. Could it lead to a useful debate about the future of technology in education? DA - 2020/// PY - 2020 LA - en UR - https://www.bbc.com/worklife/article/20200713-the-coronavirus-effect-on-pakistans-digital-divide Y2 - 2021/07/22/16:03:07 KW - ___working_potential_duplicate ER - TY - BOOK TI - Texting Parents about Early Child Development: Behavioral Changes and Unintended Social Effects AU - Barrera, Oscar AU - Macours, Karen AU - Premand, Patrick AU - Vakis, Renos T2 - Policy Research Working Papers DA - 2020/12/09/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - The World Bank ST - Texting Parents about Early Child Development UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9492 Y2 - 2021/05/17/15:38:04 ER - TY - ELEC TI - Textbook AU - National Council of Educational Research and Training DA - 2020/// PY - 2020 UR - www.ncert.nic.in/NCERTS/textbook/textbook.htm ER - TY - ELEC TI - TESSA AU - The Open University DA - 2020/// PY - 2020 UR - http://www.open.ac.uk/about/international-development/projects-and-programmes/tessa-teacher-education-sub-saharan-africa Y2 - 2020/06/28/12:41:41 ER - TY - JOUR TI - Tertiary students’ engagement with professional learning networks and emerging technologies in learning: The case of a coastal University in West Africa. AU - Wiafe, Bernard AU - Takramah, Florence AU - Bless, Gloria AU - Akaadom, Bernard T2 - International Multidisciplinary Research Journal AB - The main aim of this study was to investigate students' views on their engagement with professional learning networks and emerging technologies for students' use and how these impact their studies. A sample of 150 students from the University of Cape Coast, Ghana was used for study. Respondents were selected from second year to final year students pursuing undergraduate degree programmes from three different departments of the university. The research instrument used was a carefully constructed questionnaire. Undergraduate students generally exhibited positive attitude towards the use of professional learning networks and emerging technologies across the five attitudinal subscales they were measured on. As a result, from the findings, it is recommended that the use of professional learning networks and emerging technologies should be taken advantage of at all levels in a university curriculum. DA - 2020/10/07/ PY - 2020 DP - ResearchGate VL - 6 SP - 31 EP - 38 J2 - International Multidisciplinary Research Journal ST - Tertiary students’ engagement with professional learning networks and emerging technologies in learning KW - ⛔ No DOI found ER - TY - ELEC TI - Template for costing remote learning encouragement AU - Blagrave, Holly Jean DA - 2020/09// PY - 2020 UR - https://pubdocs.worldbank.org/en/693391601385021751/Template-for-costing-remote-learning-encouragement Y2 - 2021/04/30/18:20:58 ER - TY - ELEC TI - TelOne | Home AU - TelOne DA - 2020/// PY - 2020 UR - https://www.telone.co.zw/News/Details/telone-launches-digital-education-platform- Y2 - 2020/06/27/17:05:31 ER - TY - RPRT TI - Television Education Knowledge Pack : With a Focus on Low-Resource Settings AU - Zacharia, Sharon AU - EdTech Team AB - Television Education Knowledge Pack : With a Focus on Low-Resource Settings (English) CY - Washington, D.C. DA - 2020/// PY - 2020 LA - en PB - World Bank Group ST - Television Education Knowledge Pack UR - https://documents1.worldbank.org/curated/en/099005104142233123/pdf/P17425205bf126006093970142d904b2c93.pdf Y2 - 2023/03/24/15:25:45 ER - TY - ELEC TI - Teleschool Inauguration 13-04-2020.jpg DA - 2020/07/21/11:01:14 PY - 2020 UR - http://mofept.gov.pk/SiteImage/Misc/images/Teleschool%20Inuguration%2013-04-2020.jpg Y2 - 2020/07/21/11:01:14 ER - TY - RPRT TI - Technology-Supported Personalised Learning: A Rapid Evidence Review AU - Major, Louis AU - Francis, Gill A. AB - This publication is one part of a series of rapid evidence reviews that has been produced by the EdTech Hub. The purpose of the rapid evidence reviews is to provide education decision-makers with accessible evidence-based summaries of good practice in specific areas of EdTech. They are focused on topics which are particularly relevant in the context of widespread global challenges to formal schooling as a result of COVID-19. All the rapid evidence reviews are available at edtechhub.org. DA - 2020/07/01/ PY - 2020 DP - Zenodo LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 1 ST - Technology-supported personalised learning UR - https://docs.edtechhub.org/lib/A2II5ZV7 Y2 - 2020/07/25/13:06:03 KW - F: Evidence review KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - JOUR TI - Technology in education in low-income countries: Problem analysis and focus of the Hub's work AU - Hennessy, Sara AU - Jordan, Katy AU - Hassler, Bjoern AU - Hollow, David AU - Brugha, Meghan AU - Jamieson Eberhardt, Molly AU - Sabates, Ricardo AB - An output by the EdTech Hub - #EdTechHub, https://edtechhub.org DA - 2020/01/31/ PY - 2020 DO - 10.5281/zenodo.3352007 DP - Zenodo ST - Technology in education in low-income countries UR - https://zenodo.org/record/3352007#.YGsY_RNKg1g Y2 - 2021/04/05/14:07:27 ER - TY - RPRT TI - Technical Note: Education during the COVID-19 Pandemic. AU - Inter-agency Network for Education in Emergencies (INEE). AB - We are thrilled to share a new INEE Technical Note on Education during the COVID-19 Pandemic. CY - New York, NY DA - 2020/04/27/T02:57:19+02:00 PY - 2020 DP - alliancecpha.org LA - en M3 - Text UR - https://inee.org/system/files/resources/INEE%20Technical%20Note%20on%20COVID-19%20EN%202020-04-23.pdf Y2 - 2020/06/03/18:08:32 ER - TY - RPRT TI - Technical and Vocational Education and Training in Sub-Saharan Africa A Systematic Review of the Research Landscape AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Berufsbildung in SSA CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany Y2 - 2018/12/08/20:00:54 KW - Reviewed KW - _not_EdTechHub KW - _yl:a KW - _zenodoOTHER KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Teaching with Tech: the role of education unions in shaping the future by Education International AU - Colclough, Dr Christina J. AB - Teaching with Tech: the role of education unions in shaping the future Dr Christina J. Colclough September 2020 Report of a survey conducted by EI... DA - 2020/09// PY - 2020 LA - en PB - Education International ST - Teaching with Tech UR - https://issuu.com/educationinternational/docs/2020_ei_research_teachingwithtech_eng Y2 - 2022/06/29/15:12:26 ER - TY - BLOG TI - Teaching literacy to youth in Dadaab AU - Rich, Sam T2 - eLimu AB - According to what statistics you use, Dadaab refugee camp is the fifth or sixth biggest city in Kenya. In the middle of 2017, its population was 250,000 and Norwegian Refugee Council (an international humanitarian organisation that focuses on displaced people) was running… DA - 2020/// PY - 2020 UR - https://e-limu.org/teaching-literacy-youth-dadaab/ ER - TY - RPRT TI - Teaching at the right level: from concern with exclusion to challenges of implementation AU - Global Education Monitoring Report Team AU - Pratham Resource Centre (India) DA - 2020/// PY - 2020 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373668 Y2 - 2022/08/26/14:43:09 ER - TY - ELEC TI - Teaching at the Right Level: Evidence AU - Teaching at the Right Level T2 - Teaching at the Right Level AB - Rigorous evidence shows that, when effectively implemented, TaRL improves learning outcomes. Through a series of randomised evaluations, researchers... DA - 2020/// PY - 2020 LA - en-ZA UR - https://www.teachingattherightlevel.org/evidence/ Y2 - 2020/07/31/21:17:32 ER - TY - ELEC TI - Teaching and Learning Toolkit AU - Education Endowment Foundation AB - An accessible summary of the international evidence on teaching 5-16 year-olds DA - 2020/// PY - 2020 LA - en UR - https://educationendowmentfoundation.org.uk/evidence-summaries/teaching-learning-toolkit Y2 - 2020/08/04/13:13:35 KW - C:England ER - TY - CHAP TI - Teachers’ use of new technologies in Latin America AU - OECD T2 - Making the Most of Technology for Learning and Training in Latin America T3 - OECD Skills Studies DA - 2020/06/30/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - OECD SN - 978-92-64-41414-3 978-92-64-40016-0 978-92-64-66449-4 978-92-64-86472-6 UR - https://www.oecd-ilibrary.org/education/making-the-most-of-technology-for-learning-and-training-in-latin-america_ce2b1a62-en Y2 - 2022/09/01/20:26:37 ER - TY - ELEC TI - Teachers Service Commission DA - 2020/// PY - 2020 UR - https://www.tsc.go.ke/ Y2 - 2020/07/01/10:29:49 ER - TY - JOUR TI - Teachers’ Perceptions of Adopting Information and Communication Technologies in Teaching and Learning at Rural Secondary Schools in Eastern Cape, South Africa AU - Chisango, Grasia AU - Newlin Marongwe AU - Mtsi, Nomxolisi AU - Matyedi, Thembisile E T2 - Africa Education Review AB - There is an increasing global call to adopt information and communication technologies (ICTs) in teaching and learning. ICTs have become so essential that the South African government has introduced the e-education policy. ICTs are powerful enabling tools that play a significant role in the teaching and learning process. This article reports on a study that sought to explore teachers’ perceptions of adopting ICTs in teaching and learning at some secondary schools in Eastern Cape, South Africa. The purposive sampling technique was used to identify three secondary schools and five study participants from each school. Data was collected through face-to-face interviews and focus group discussions. A thematic approach was adopted to analyse and present the collected data. The study found that the teachers had a positive attitude towards the adoption of technologies and were ready to integrate ICTs in teaching and learning but they lacked the requisite ICT skills. The article concludes that ICT is an important vehicle in education, and further recommends the training of both teachers and learners in ICT usage. DA - 2020/04// PY - 2020 DO - 10.1080/18146627.2018.1491317 VL - 17 IS - 2 SP - 1 EP - 19 LA - English SN - 18146627 UR - https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2400040529?accountid=9851 AN - 2400040529 DB - Education Collection KW - Communication technology KW - Communications technology KW - Curriculum development KW - Education policy KW - Education--Higher Education KW - Information technology KW - Learning KW - Pedagogy KW - Perceptions KW - Positive thought KW - Rural communities KW - Secondary schools KW - South Africa KW - Teachers KW - Teaching KW - curriculum interpretation KW - intervention strategies KW - pedagogy KW - professional development KW - support ER - TY - RPRT TI - Teachers Learning Together: Large-scale approaches to teacher communities of practice AU - Rossignoli, Serena AU - Amenya, Donvan AU - Kamana, Dieudonne AU - Tiganescu, Andrea AU - Kudenko, Irina DA - 2020/// PY - 2020 PB - Education Development Trust UR - https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/7c/7c40a2f7-4fa2-41d6-a21e-6f3635b1a72a.pdf Y2 - 2020/05/25/13:06:40 KW - C:Kenya / Rwanda ER - TY - JOUR TI - Teachers’ digital literacy and digital activity as digital divide components among basic schools in Ghana AU - Quaicoe, James Sunney AU - Pata, Kai T2 - Education and Information Technologies AB - This survey-based study explores the nature of Digital Divide among Ghana’s basic (primary and junior high) schools from the perspective of Teachers’ Digital Literacy and their usage of digital technologies in school. The ICT-enhanced Teacher Standards for Africa (ICTeTSA) Framework comprising digital attitude, knowledge, skills and application components was used for measuring the perceived Teacher Digital Literacy, while, the European Union’s rubrics for measuring ICT frequency in schools was adopted for estimating the extent of teachers’ digital technology usage/activities. The study covered six districts in Ghana with 233 teachers (n = 233) sampled from 45 schools. Based perceptions of the Teacher Digital Literacy two significantly different Digital Divide clusters were found among schools that diverged based on the teachers’ digital application component of Teacher Digital Literacy. While, most schools teachers claimed an above average level of Teacher Digital Literacy; however, more than 50% of the schools are digitally proactive. Suggesting that teachers appear not to be actually using ICT tools and digital resources for professional practice. The cluster of schools differentiated by the extent of digital activities (TDA) were performed weekly. The study reveals several critical issues of teachers’ digital empowerment for technology in Ghana’s basic schools, of which school-based management (SBM) governance be adapted to address them. DA - 2020/09/01/ PY - 2020 DO - 10.1007/s10639-020-10158-8 DP - Springer Link VL - 25 IS - 5 SP - 4077 EP - 4095 J2 - Educ Inf Technol LA - en SN - 1573-7608 UR - https://doi.org/10.1007/s10639-020-10158-8 Y2 - 2021/01/22/09:26:14 ER - TY - BLOG TI - Teachers and mothers join forces to keep girls in school in Malawi AU - United Nations Population Fund T2 - Africa Renewal DA - 2020/// PY - 2020 LA - en UR - https://www.un.org/africarenewal/news/teachers-and-mothers-join-forces-keep-girls-school-malawi Y2 - 2023/06/22/09:00:06 ER - TY - BLOG TI - Teacher Training Programs AU - AIMS Rwanda DA - 2020/// PY - 2020 LA - en-US UR - https://aims.ac.rw/public-engagement/teacher-training-program/ Y2 - 2020/08/17/18:06:57 ER - TY - RPRT TI - Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] AU - Haßler, Björn AU - Bennett, Gemma AU - Damani, Kalifa AB - This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education. DA - 2020/// PY - 2020 M3 - Preprint UR - https://docs.opendeved.net/lib/WMYNLNVK KW - C:sub-Saharan Africa KW - _yl:t KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Teacher professional development and curriculum: Enhancing teacher professionalism in Africa by Education International - Issuu AU - Sayed, Yusuf AU - Bulgrin, Eva DA - 2020/// PY - 2020 LA - en PB - Education International Research ST - Teacher professional development and curriculum UR - https://issuu.com/educationinternational/docs/2020_ei-osf_research_enhancingteachingprofessionaf Y2 - 2022/11/01/00:24:53 ER - TY - RPRT TI - Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. AU - Haßler, Björn AB - This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This third paper offers a range of practical considerations. CN - 0013 DA - 2020/01/31/ PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 3 UR - http://docs.edtechhub.org/lib/VM6NXYF3 KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _yl:o KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology AU - Haßler, Björn AB - This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This second paper offers a wider perspective with some overarching considerations. CN - 0012 DA - 2020/01/31/ PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 2 UR - http://docs.edtechhub.org/lib/H9W2X3KM KW - C:Low-income countries KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v1 KW - _yl:n KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Teacher professional development and coaching in low-income countries: An evidence-informed conversation AU - Haßler, Björn AU - Moss, Caitlin AB - This working paper forms part of a set of three working papers that consider teacher professional development and coaching in low-income countries. This first paper offers a broad overview. CN - 0011 DA - 2020/01/31/ PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 1 UR - http://docs.edtechhub.org/lib/SC5NHA65 KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _yl:m KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Teacher Performance-Based Incentives and Learning Inequality AU - Filmer, Deon AU - Habyarimana, James AU - Sabarwal, Shwetlena AB - This study evaluates the impacts of low-cost, performance-based incentives in Tanzanian secondary schools. Results from a two-phase randomized trial show that incentives for teachers led to modest average improvements in student achievement across different subjects. Further, withdrawing incentives did not lead to a “discouragement effect” (once incentives were withdrawn, student performance did not fall below prebaseline levels). Rather, impacts on learning were sustained beyond the intervention period. However, these incentives may have exacerbated learning inequality within and across schools. Increases in learning were concentrated among initially better-performing schools and students. At the same time, learning outcomes may have decreased for schools and students that were lower performing at baseline. Finally, the study finds that incentivizing students without simultaneously incentivizing teachers did not produce observable learning gains. CY - Oxford DA - 2020/09// PY - 2020 LA - English M3 - RISE Working Paper PB - Rise Programme SN - 20/047 UR - https://riseprogramme.org/sites/default/files/2020-09/RISE_WP-047_Filmer_etal.pdf Y2 - 2020/09/15/19:31:12 KW - _B:important KW - _G:important KW - _G:reviewed KW - _Tanzania KW - _final_bib KW - _important ER - TY - RPRT TI - Teacher Management Policy for Sierra Leone AU - Teaching Service Commission DA - 2020/// PY - 2020 UR - https://tsc.gov.sl/policies/ KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Teacher Education Modality Rapid Review, Modes, Affordances and Evidence on Remote and Blended Initial and Continuing Teacher Education AU - Perry, Dr Thomas AU - Findon, Dr Madeleine AU - Braim, Dr Benjamin AU - Davison, Dr Ian AU - Whatmore, Dr Tracy AU - Cottle, Dan AU - Anbreen, Noshaba AU - Cordingley, Philippa AU - Crisp, Bart DA - 2020/// PY - 2020 DP - Zotero LA - en M3 - Rapid Review PB - STEM Learning, University of Birmingham UR - https://www.stem.org.uk/sites/default/files/pages/downloads/Teacher%20Education%20Modality%20Rapid%20Review%20-%20UoB%20CUREE.pdf ER - TY - BLOG TI - Teach by Radio | Ministry of Education (Liberia) AU - Ministry of Education (Liberia) DA - 2020/// PY - 2020 LA - en-US UR - https://moe-liberia.org/teach-by-radio/ Y2 - 2020/06/26/12:55:19 ER - TY - RPRT TI - Tanzania Mainland Poverty Assessment: Executive Summary AU - World Bank DA - 2020/// PY - 2020 UR - https://documents1.worldbank.org/curated/en/431111575939381087/pdf/Executive-Summary.pdf ER - TY - ELEC TI - Tanzania AU - Demographic Dividend DA - 2020/// PY - 2020 UR - https://demographicdividend.org/country_highlights/tanzania ER - TY - RPRT TI - Tangerine for Principals: Pilot Report AU - Leh Wi Lan DA - 2020/11// PY - 2020 ER - TY - ELEC TI - Taleemabad AU - Orenda Project DA - 2020/07/21/10:49:50 PY - 2020 UR - http://www.orendaproject.org/ Y2 - 2020/07/21/10:49:50 ER - TY - ELEC TI - Taleemabad AU - Orenda Project DA - 2020/07/21/10:49:50 PY - 2020 UR - http://www.orendaproject.org/ Y2 - 2020/07/21/10:49:50 ER - TY - BLOG TI - Taleem Ghar: Delivering Education In The Safety Of Homes AU - The Academia AB - Taleem Ghar: Delivering Education In The Safety Of Homes Asad Ullah Khan explain how Punjab government has acted to effects of COVID-19 in education DA - 2020/05/12/T06:43:01+00:00 PY - 2020 LA - en-US ST - Taleem Ghar UR - https://academiamag.com/taleem-ghar-delivering-education-in-the-safety-of-homes/ Y2 - 2020/07/21/11:04:00 KW - auto_merged ER - TY - BLOG TI - Taleem Ghar: Delivering Education In The Safety Of Homes AU - The Academia AB - Taleem Ghar: Delivering Education In The Safety Of Homes Asad Ullah Khan explain how Punjab government has acted to effects of COVID-19 in education DA - 2020/05/12/T06:43:01+00:00 PY - 2020 LA - en-US ST - Taleem Ghar UR - https://academiamag.com/taleem-ghar-delivering-education-in-the-safety-of-homes/ Y2 - 2020/07/21/11:04:00 ER - TY - ELEC TI - Taleem Ghar AU - Government of the Punjab DA - 2020/// PY - 2020 UR - https://taleemghar.punjab.gov.pk/ Y2 - 2020/07/21/11:02:34 KW - auto_merged ER - TY - ELEC TI - Taleem Ghar AU - Government of the Punjab DA - 2020/// PY - 2020 UR - https://taleemghar.punjab.gov.pk/ Y2 - 2020/06/11/13:27:54 ER - TY - BLOG TI - Tackling inequity in education during and after COVID-19 AU - Alasuutari, Hannah T2 - UKFIET DA - 2020/// PY - 2020 LA - en-GB UR - https://www.ukfiet.org/2020/tackling-inequity-in-education-during-and-after-covid-19/ Y2 - 2020/08/06/10:54:04 ER - TY - RPRT TI - Tablet-based Learning for Foundational Literacy and Math: An 8-month RCT in Malawi AU - Levesque, Karen AU - Bardack, Sarah AU - Chigeda, Antonie AB - Our 8-month randomized controlled trial (RCT) in government primary schools in Malawi shows significant positive effects for learners in overall literacy and in key early math skills, with similarly positive results for both girls and boys. DA - 2020/01/31/ PY - 2020 LA - en-US ST - Tablet-based Learning for Foundational Literacy and Math UR - https://www.imagineworldwide.org/resource/tablet-based-learning-for-foundational-literacy-and-math-an-8-month-rct-in-malawi/ Y2 - 2021/06/10/19:14:33 ER - TY - RPRT TI - Systems Implications for Core Instructional Support Lessons from Sobral (Brazil), Puebla (Mexico), and Kenya AU - Crouch, Luis AB - As this note was being written in April and May 2020, the Coronavirus pandemic was sweeping the world. Children were out of school. Researchers around the world are now estimating a severe learning gap due to loss of school attendance. While the first priority is getting children back to school safely, the discussion in this note regarding foundational learning is all the more relevant, as it is this kind of learning that is likely most affected. Key Points The case studies in this document highlight five tips that may be beneficial to other countries or situations: Focus on just a very few achievable indicators, foregrounding foundational learning, for a country emphasising learning. Use data to drive both initial “wake-up” and stock taking but also to support teaching as the process goes along. Emphasis on the teaching by the teachers who are already in place. Provide strong motivation through support that works. Use tight management so there is some degree of centralism and prescriptiveness as to pedagogy and other inputs, but after having iterated and adapted to context. DA - 2020/07/08/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) UR - https://www.riseprogramme.org/publications/systems-implications-core-instructional-support-lessons-sobral-brazil-puebla-mexico Y2 - 2020/08/06/14:02:44 ER - TY - BOOK TI - Systems Concepts in Action AU - Williams, Bob AU - Hummelbrunner, Richard AB - Systems Concepts in Action: A Practitioner's Toolkit offers out a wide range of systems methods to help readers investigate, evaluate and intervene in complex messy situations. DA - 2020/09/07/ PY - 2020 DP - www.degruyter.com LA - en PB - Stanford University Press SN - 978-0-8047-7655-4 UR - https://www.degruyter.com/document/doi/10.1515/9780804776554/html Y2 - 2021/04/29/12:21:30 ER - TY - RPRT TI - System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries AU - Atuhurra, Julius AU - Kaffenburger, Michelle T2 - RISE Programme Working Paper Series DA - 2020/// PY - 2020 LA - en M3 - Working Paper PB - RISE SN - 20/057 ST - System (In)Coherence UR - https://riseprogramme.org/publications/system-incoherence-quantifying-alignment-primary-education-curriculum-standards Y2 - 2022/04/07/19:41:47 ER - TY - JOUR TI - Sustaining literacy from mother tongue instruction in complementary education into official language of instruction in government schools in Ghana AU - Carter, Emma AU - Sabates, Ricardo AU - Rose, Pauline AU - Akyeampong, Kwame T2 - International Journal of Educational Development DA - 2020/07// PY - 2020 DO - 10.1016/j.ijedudev.2020.102195 DP - DOI.org (Crossref) VL - 76 SP - 102 EP - 195 J2 - International Journal of Educational Development LA - en SN - 07380593 UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059319306066 Y2 - 2022/06/10/09:43:30 ER - TY - ELEC TI - Sustainability & Corporate Responsibility Report AU - Ericsson T2 - Ericsson.com AB - Our Sustainability and Corporate Responsibility Report includes all the highlights of our sustainability performance. DA - 2020/03/03/T07:30:00+00:00 PY - 2020 LA - en UR - https://www.ericsson.com/en/about-us/sustainability-and-corporate-responsibility/sustainability-report Y2 - 2020/06/01/17:10:27 ER - TY - ELEC TI - Survey Report on Socio Economic Impact of COVID-19 on Households AU - Kenya National Bureau of Statistics DA - 2020/// PY - 2020 LA - en-US UR - https://www.knbs.or.ke/?wpdmpro=survey-report-on-socio-economic-impact-of-covid-19-on-households Y2 - 2020/07/01/09:31:06 ER - TY - JOUR TI - Supporting the mental health of teachers in COVID-19 through trauma-informed educational practices and adaptive formative assessment tools AU - Roman, Tiffany T2 - Journal of Technology and Teacher Education AB - To address the emotional and mental health needs of teachers during the COVID-19 pandemic, existing instructional technology tools can be rapidly adapted to support trauma- informed educational practices. In this action research and practice brief, the instructional strategies and communication tools used to support the mental health needs of preservice teachers within an instructional technology course are de- tailed. Preliminary outcomes indicate that although preser- vice teachers are effective in using instructional technology tools to articulate the status of their health and well-being, not all preservice teachers chose to engage in course activi- ties, highlighting that the most vulnerable preservice educa- tors need additional support during COVID-19 teaching and learning. Implications for preservice and in-service educa- tion are discussed. Keywords DA - 2020/// PY - 2020 VL - 28 IS - 2 SP - 473 EP - 481 KW - At Risk Students KW - College Faculty KW - Communicable Diseases KW - Coping KW - Disease Control KW - Educational Technology KW - Formative Evaluation KW - Health Needs KW - Mental Health KW - Online Courses KW - Preservice Teachers KW - Stress Variables KW - Teaching Methods KW - Technology Uses in Education KW - Well Being KW - ⛔ No DOI found ER - TY - BLOG TI - Supporting teachers during the COVID-19 (coronavirus) pandemic AU - Beteille, Tara AB - Supporting teachers during the COVID-19 (coronavirus) pandemic DA - 2020/// PY - 2020 LA - en UR - https://blogs.worldbank.org/education/supporting-teachers-during-covid-19-coronavirus-pandemic Y2 - 2020/06/09/13:56:32 ER - TY - JOUR TI - Supporting Refugee Distance Education: A Review of the Literature AU - Taftaf, Randa AU - Williams, Christy T2 - American Journal of Distance Education AB - The sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education. DA - 2020/// PY - 2020 DO - 10.1080/08923647.2020.1691411 DP - Google Scholar VL - 34 IS - 1 SP - 5 EP - 18 ST - Supporting Refugee Distance Education KW - Google Scholar/ "refugee education" ICT KW - RER theme_pedagogies and modalities ER - TY - BLOG TI - Supporting innovation in the time of COVID: What we've done and what we'll do next T2 - EdTech Hub AB - When COVID-19 emerged as a clear and present danger, we in the Hub innovation team were forced to rethink our plans for 2020. We previously told you about our work and how it looks to support and scale innovation with real people in real life. Now we had to reassess what this would look like and how it could be… DA - 2020/06/02/T18:29:42+00:00 PY - 2020 LA - en-US ST - Supporting innovation in the time of COVID UR - https://edtechhub.org/2020/06/02/supporting-innovation-in-the-time-of-covid-what-weve-done-and-what-well-do-next/ Y2 - 2020/11/07/12:54:28 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Summative Evaluation of GPE’s Country-Level Support to Education: Bangladesh AU - GPE DA - 2020/// PY - 2020 DP - Zotero SP - 194 LA - en PB - Global Partnership for Education SN - Batch 5, Country 15 : Bangladesh UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-01-21-GPE-Bangladesh-CLE_0.pdf ER - TY - GEN TI - Summative Evaluation of GPE's Country-level Support to Education. Bangladesh AU - Results for Development DA - 2020/01// PY - 2020 PB - Universalia UR - https://www.globalpartnership.org/content/summative-evaluation-gpes-country-level-support-education-bangladesh ER - TY - RPRT TI - Summative Evaluation of GPE’s Country-Level Support to Education: Bangladesh AU - Universalia DA - 2020/// PY - 2020 DP - Zotero SP - 194 LA - en ER - TY - RPRT TI - Summary of the CCM election manifesto 2020-2025 AU - Chama Cha Mapinduzi DA - 2020/// PY - 2020 DP - Zotero SP - 14 LA - en PB - Chama Cha Mapinduzi ER - TY - ELEC TI - Summary of Adoption of E-Commerce Legislation Worldwide AU - UNCTAD DA - 2020/// PY - 2020 UR - https://unctad.org/en/Pages/DTL/STI_and_ICTs/ICT4D-Legislation/eCom-Global-Legislation.aspx Y2 - 2020/08/06/14:08:05 ER - TY - RPRT TI - SUMMARY Learning through the crisis: Helping decision-makers around the world use digital technology to combat the educational challenges produced by the current COVID-19 pandemic AU - Traxler, John AU - Scott, Howard AU - Smith, Matt AU - Hayes, Sarah DA - 2020/// PY - 2020 LA - en PB - EdTech Hub SN - 1 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Summarised Findings from the EdTech Hub Helpdesk AU - Chuang, Rachel AU - Moss Coflan, Caitlin AB - As of December 2020, EdTech Hub’s Helpdesk has been active for nine months, responding to over 60 requests supporting decision-making on education technology. This document summarises our responses to six commonly asked questions across the topics of reaching marginalised learners, supporting teachers, and using EdTech to mitigate learning loss. DA - 2020/01/12/ PY - 2020 M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/CWRFU9K9 KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:image KW - _r:CopiedFromEvLib KW - _zenodoETH KW - _zenodoETH:submitted ER - TY - ELEC TI - Sudan | Data AU - World Bank T2 - The World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/country/sudan?view=chart Y2 - 2021/12/31/14:04:50 ER - TY - JOUR TI - Success plan for the online learning experience: Student engagement, teacher accessibility, & relationships AU - Combs, Ruchelle T2 - Middle Grades Review AB - Online teaching in the time of COVID-19 is a new and sometimes scary experience for even the most seasoned educator. It is certainly apparent that many students are struggling to make this instantaneous adjustment. Teachers have a duty to mitigate this stress as they continue to provide relevant instruction. Based on my experience, this can be achieved by fostering student engagement, staying highly assessible, and maintaining the relationships that were formed face-to-face in the conventional classroom. DA - 2020/// PY - 2020 VL - 6 IS - 2 SP - 1 EP - 5 KW - ⛔ No DOI found ER - TY - JOUR TI - Students perception of mobile learning during COVID-19 in Bangladesh: university student perspective AU - Biswas, Bikram AU - Roy, Sajib Kumar AU - Roy, Falguni T2 - Aquademia AB - The aim of this study is to measures the student’s perception of using mobile for learning during COVID-19 in Bangladesh especially at the university student’s perspective. During the COVID-19 pandemic period, mobile learning may help the students to fulfill the study gap. Due to COVID-19 pandemic 213 countries, higher education has affected all over the world of June 2020. Although all of the developed countries considered mobile learning as an effective tool for education, it is not used properly in Bangladesh. This survey method conducted on 416 students from different university students in Bangladesh to understand the student’s perception of using mobile phones as a learning system. The findings of this study show that most of the students at the university level have a positive perception of m-learning. This study revealed that m-learning is very helpful to recover the study gap during this COVID-19 pandemic time and the findings of this study will help the education policymaker as well as the educational institutions to incorporate mobile learning technology for the whole system where social media may enhance the process of teaching and learning. DA - 2020/07/31/ PY - 2020 DO - 10.29333/aquademia/8443 DP - www.aquademia-journal.com VL - 4 IS - 2 SP - ep20023 J2 - AQUADEMIA LA - english SN - 2542-4874 ST - Students perception of mobile learning during covid-19 in bangladesh UR - https://www.aquademia-journal.com/article/students-perception-of-mobile-learning-during-covid-19-in-bangladesh-university-student-perspective-8443 Y2 - 2021/10/25/17:18:20 ER - TY - RPRT TI - Structured Pedagogy Literature Review AU - Piper, Ben AU - Dubeck, Margaret M. T2 - Science of Teaching for Foundational Literacy and Numeracy DA - 2020/// PY - 2020 UR - https://scienceofteaching.s3.eu-west-3.amazonaws.com/index.html#/lessons/qRcSj0b2yqminRXJh7cSd_2tkJc-0blC ER - TY - JOUR TI - Strengths-based blended personalized learning: an impact study using virtual comparison group AU - McCarthy, Elizabeth M. AU - Liu, Ying AU - Schauer, Karen L. T2 - Journal of Research on Technology in Education AB - This study describes a strengths-based blended personalized learning model, the implementation of the model over a 4-year period, and the results of an impact study focused on measuring its effectiveness. The model includes many commonly-used features of personalized learning, including (a) competency-based progressions, (b) flexible learning environments, (c) personal learning paths, (d) frequently updated student profiles, and (e) frequent informal and formal measurement. However, it differs from other personalized learning models by including a focus on strengths-based learning. Strengths-based learning identifies and builds upon students’ strengths, supporting their ability to make informed decisions when setting goals and choosing and implementing learning experiences. The longitudinal study took place in a diverse mid-size pre-K to Grade 8 school district in California. The findings suggest that the strengths-based blended personalized learning model is effective in supporting student learning in the academic areas of mathematics, reading, and language usage. Over the 3-year period in which the intervention was gradually implemented, and one year of full implementation, students significantly outpaced their matched student counterparts in all subject areas. The results of the current study further the growing literature in the field of personalized learning by contributing learnings and evidence related to a successful personalized learning model. DA - 2020/07/02/ PY - 2020 DO - 10.1080/15391523.2020.1716202 DP - Taylor and Francis+NEJM VL - 52 IS - 3 SP - 353 EP - 370 SN - 1539-1523 ST - Strengths-based blended personalized learning UR - https://doi.org/10.1080/15391523.2020.1716202 Y2 - 2021/11/09/21:06:42 KW - Personalized learning KW - technology-enabled learning KW - virtual control group ER - TY - RPRT TI - Strengthening online learning when schools are closed: The role of families and teachers in supporting students during the COVID-19 crisis AU - OECD DA - 2020/// PY - 2020 UR - https://read.oecd-ilibrary.org/view/?ref=136_136615-o13x4bkowa&title=Strengthening-online-learning-when-schools-are-closed ER - TY - RPRT TI - Strategies for supporting inclusive innovation: insights from South-East Asia AU - Glennie, Alex AU - Stanley, Isaac AU - Ollard, Juliet AU - Klingler-Vidra, Robyn AB - This report looks at how policymakers can support inclusive forms of innovation, drawing on insights from strategies and practices in South-East Asia. DA - 2020/// PY - 2020 DP - www.nesta.org.uk LA - en ST - Strategies for supporting inclusive innovation UR - https://www.nesta.org.uk/report/supporting-inclusive-innovation-se-asia/ Y2 - 2020/03/30/14:33:39 ER - TY - RPRT TI - Storytelling Planning Template AU - Dixon, Miranda, AU - Patuck, Lil, AB - An output of the EdTech Hub, https://edtechhub.org DA - 2020/06/01/ PY - 2020 LA - en M3 - Internal papers PB - EdTech Hub KW - _r:AddedByZotZen ER - TY - JOUR TI - Stop thinking about tomorrow: Even in the era of COVID-19 History is teaching past and present reflections on teaching History during COVID-19 AU - Nasson, L. T2 - Yesterday and Today DA - 2020/// PY - 2020 DP - Google Scholar IS - 24 SP - 219 EP - 225 ST - Stop thinking about tomorrow KW - ⛔ No DOI found ER - TY - RPRT TI - Stemming learning loss during the pandemic: A rapid randomized trial of a low-tech intervention in Botswana AU - Angrist, Noam AU - Bergman, Peter AU - Brewster, Caton AU - Matsheng, Moitshepi AB - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially longterm consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at fourto six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We show these results broadly hold with a series of robustness tests that account for differential attrition. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. DA - 2020/// PY - 2020 DP - DOI.org (Crossref) LA - en ST - Stemming Learning Loss During the Pandemic UR - https://www.ssrn.com/abstract=3663098 Y2 - 2021/11/18/13:48:55 ER - TY - JOUR TI - Stemming Learning Loss During the Pandemic: A Rapid Randomized Trial of a Low-Tech Intervention in Botswana AU - Angrist, Noam AU - Bergman, Peter AU - Brewster, Caton AU - Matsheng, Moitshepi T2 - SSRN Electronic Journal AB - The COVID-19 pandemic has closed schools for over 1.6 billion children, with potentially long-term consequences. This paper provides some of the first experimental evidence on strategies to minimize the fallout of the pandemic on education outcomes. We evaluate two low-technology interventions to substitute schooling during this period: SMS text messages and direct phone calls. We conduct a rapid trial in Botswana to inform real-time policy responses collecting data at four- to six-week intervals. We present results from the first wave. We find early evidence that both interventions result in cost-effective learning gains of 0.16 to 0.29 standard deviations. This translates to a reduction in innumeracy of up to 52 percent. We find increased parental engagement in their child’s education and more accurate parent perceptions of their child’s learning. In a second wave of the trial, we provide targeted instruction, customizing text messages to the child's learning level using data from the first wave. The low-tech interventions tested have immediate policy relevance and could have long-run implications for the role of technology and parents as substitutes or complements to the traditional education system. DA - 2020/// PY - 2020 DO - 10.2139/ssrn.3663098 DP - DOI.org (Crossref) J2 - SSRN Journal LA - en SN - 1556-5068 ST - Stemming Learning Loss During the Pandemic UR - https://www.ssrn.com/abstract=3663098 Y2 - 2020/08/12/15:36:02 KW - Education KW - Human Capital KW - Technology KW - _COVID_DEAA-List KW - __C:filed:1 KW - ___working_potential_duplicate ER - TY - RPRT TI - Staying Tuned Radio Programming for Sustained Behaviour Change and Accountability in Cox’s Bazar, Bangladesh AU - Ergül, H DA - 2020/// PY - 2020 PB - UNICEF UR - https://www.unicef.org/bangladesh/media/4421/file/Case%20Study%203_CXB%20C4D.pdf.pdf ER - TY - ELEC TI - Statement by Minister of Education, Hon. Agnes Nyalonje, on Re-Opening of Schools, Colleges, Universities and International Schools on 27 August, 2020 in Lilongwe | United Nations in Malawi AU - Malawi Minister of Education AB - I have called for this press briefing to announce to the nation that Schools, Colleges, Universities and International Schools will re-open on 7th Sept 2020 DA - 2020/// PY - 2020 LA - en UR - https://malawi.un.org/en/89077-statement-minister-education-hon-agnes-nyalonje-re-opening-schools-colleges-universities-and, https://malawi.un.org/en/89077-statement-minister-education-hon-agnes-nyalonje-re-opening-schools-colleges-universities-and Y2 - 2022/11/21/04:24:21 ER - TY - RPRT TI - South Sudan COVID 19 Preparedness and Response Plan 2020 AU - South Sudan Education Cluster DA - 2020/// PY - 2020 UR - https://inee.org/system/files/resources/SSEC_COVID%2019%20Prep%20%20Response%20Strategy%20-%20April%202020.pdf Y2 - 2020/06/09/13:45:01 ER - TY - GEN TI - Somalia Interactive Radio Instruction Program AU - Education Development Center (EDC) AB - The Somali Interactive Radio Instruction Program (SIRIP) advances stabilization in Somalia by delivering education in a precarious situation and by giving children the capabilities they will need to actively participate in society. DA - 2020/// PY - 2020 LA - en UR - https://www.edc.org/somalia-interactive-radio-instruction-program Y2 - 2023/06/22/08:08:51 KW - ⛔ No DOI found ER - TY - RPRT TI - Somalia Education Sector COVID-19 Response Plan AU - Government of Somalia DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/somalia-education-sector_covid-19_response-plan_final_2020-04-22.pdf Y2 - 2020/06/09/13:44:17 ER - TY - RPRT TI - Solving the Iceberg Problem: Addressing Learning Loss in Middle School Math through Tailored Acceleration AU - New Classrooms DA - 2020/// PY - 2020 LA - en-US PB - New Classrooms UR - https://newclassrooms.org/solving-the-iceberg-problem Y2 - 2022/08/26/13:49:29 ER - TY - BLOG TI - Solutions EdTech face au COVID-19 dans les pays francophones T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons que nous pouvons tirer de… DA - 2020/04/29/T19:00:24+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/04/29/solutions-edtech-face-au-covid-19-dans-les-pays-francophones/ Y2 - 2020/11/07/12:59:37 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Solutions EdTech face au COVID-19 dans les pays francophones AU - Lwamba, Etienne T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Une chose est sûre avec le coronavirus – il n’a pas de frontière. Depuis son émergence, le coronavirus a causé la fermeture d’écoles dans le monde entier. Ce nouveau blog post s’intéresse aux près de 300 millions de francophones dans le monde et aux leçons […] DA - 2020/04/29/T19:00:24+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/04/29/solutions-edtech-face-au-covid-19-dans-les-pays-francophones/ Y2 - 2020/07/14/17:02:43 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - Software tools to support title and abstract screening for systematic reviews in healthcare: an evaluation AU - Harrison, Hannah AU - Griffin, Simon J. AU - Kuhn, Isla AU - Usher-Smith, Juliet A. T2 - BMC Medical Research Methodology AB - Systematic reviews are vital to the pursuit of evidence-based medicine within healthcare. Screening titles and abstracts (T&Ab) for inclusion in a systematic review is an intensive, and often collaborative, step. The use of appropriate tools is therefore important. In this study, we identified and evaluated the usability of software tools that support T&Ab screening for systematic reviews within healthcare research. DA - 2020/01/13/ PY - 2020 DO - 10.1186/s12874-020-0897-3 DP - Springer Link VL - 20 IS - 1 SP - 7 J2 - BMC Med Res Methodol LA - en SN - 1471-2288 ST - Software tools to support title and abstract screening for systematic reviews in healthcare UR - https://doi.org/10.1186/s12874-020-0897-3 Y2 - 2024/01/18/22:19:36 KW - Feature analysis KW - Screening KW - Software tools KW - Systematic reviews KW - Title and abstract KW - _Added-ailr-2024 ER - TY - JOUR TI - Social inequalities, fundamental inequities, and recurring of the digital divide: Insights from India AU - Tewathia, Nidhi AU - Kamath, Anant AU - Ilavarasan, P. Vigneswara T2 - Technology in Society AB - The paper uses a large scale national quantitate dataset to provide a fresh perspective on linkages between the digital divide and social inequalities in India. Commencing from two classical social theoretical perspectives – the Marxian conflict perspective and the Weberian cultural perspective – as starting points, we employed MANCOVA analysis on data of more than forty thousand households. The Marxian perspective reveals how information and communication technologies (ICT) assets come to be owned, and how they are used with the help of specific digital skills by the working class to influence labour markets and intergenerationally transfer class advantage. The Weberian perspective focuses on how ownership and use of ICT assets define an elite lifestyle which excludes others. The analysis is deepened by employing network effects approach. Results from data analysis indicate that the less educated, lower-income group, and lower caste strata are further marginalised as they neither have ICT assets nor the skills to use them. Households whose primary source of income is organised business own and use their ICT assets more than those that depend on agricultural or non-agricultural wage labour. Also, the highest adult education in a household, caste, and the primary source of income of the household differentiate ICT ownership and use. Overall, ICT ownership and usage are significantly different for different socio-economic groups in India. This linkage demonstrates how inequalities are aggravated in the manner of a Matthew Effect. The paper suggests that ICTs may end up amplifying the social inequalities in India. DA - 2020/05/01/ PY - 2020 DO - 10.1016/j.techsoc.2020.101251 DP - ScienceDirect VL - 61 SP - 101251 J2 - Technology in Society LA - en SN - 0160-791X ST - Social inequalities, fundamental inequities, and recurring of the digital divide UR - https://www.sciencedirect.com/science/article/pii/S0160791X19304567 Y2 - 2021/02/15/15:32:26 KW - Digital divide KW - Households KW - ICT KW - IHDS KW - Inequality ER - TY - JOUR TI - Social distancing meet social media: Digital tools for connecting students, teachers, and citizens in an emergency AU - Greenhow, Christine AU - Chapman, Amy T2 - Information and Learning Science AB - Purpose: In a public health crisis where social distancing, or physical distancing while in public spaces, is the new normal, social media offer respite from being alone. Recent statistics show spikes in social media usage worldwide during the Covid-19 pandemic. More than just easing loneliness, such freely available digital tools offer affordances for education in an emergency. Design/methodology/approach: This paper summarizes insights from literature reviews of over a decade of research and recent case studies on the benefits of teaching with social media in K-12 education. Findings: The authors highlight three affordances of social media for fostering active learning, community building and civic participation and describe how social media can be used in conjunction with conventional learning management systems. Furthermore, the authors argue that the unprecedented health crisis that is faced today requires the participation of responsible citizens of all ages; K-12 public education is on the front lines of preparing informed and active citizens and the integration of social media as part of remote education plans can help. Practical implications: The paper includes instructional guidelines for K-12 teachers and instructional designers in various settings who seek to integrate social media as part of their strategy for teaching students at a distance and facilitating their civic participation. Originality/value: This paper fulfills an identified need for evidence-based and pragmatic approaches to K-12 online teaching and learning using technologies already widely in use (i.e. social media). DA - 2020/// PY - 2020 DO - 10.1108/ILS-04-2020-0134 VL - 121 IS - 5 SP - 341 EP - 352 KW - Active learning KW - COVID-19 pandemic KW - Civic participation KW - Community building KW - Distance education KW - K-12 education KW - Social media ER - TY - BLOG TI - Smart buys: system reform, local-level buy-in and reaching the most marginalised AU - Ndaruhutse, Susy T2 - The Education and Development Forum (UKFIET) AB - This blog was written by Susy Ndaruhutse, Chair of the Board of Trustees, UKFIET. Earlier this month, I listened with interest to representatives of the Global Education Evidence Advisory Panel (GEEAP) presenting a summary of the findings and recommendations from their latest report Cost-Effective Approaches to Improve Global Learning: What does recent evidence tell us […] DA - 2020/// PY - 2020 LA - en-GB ST - Smart buys UR - https://www.ukfiet.org/2020/smart-buys-system-reform-local-level-buy-in-and-reaching-the-most-marginalised/ Y2 - 2020/12/08/14:28:04 ER - TY - BLOG TI - Smart buys, great sales and special offers: cost-effective approaches to improve global learning AU - Lewin, Keith AU - Learning | 0 AU - Learning | 0 T2 - The Education and Development Forum (UKFIET) DA - 2020/11/16/T09:23:12+00:00 PY - 2020 LA - en-GB ST - Smart buys, great sales and special offers UR - https://www.ukfiet.org/2020/smart-buys-great-sales-and-special-offers-cost-effective-approaches-to-improve-global-learning/ Y2 - 2021/05/28/20:40:26 ER - TY - RPRT TI - Siyakha Girls Toolkit and Guide: an economic empowerment resource for adolescent girls and young women AU - World Education, Inc./Bantwana CY - Zimbabwe DA - 2020/// PY - 2020 UR - https://bantwana.org/resource/siyakha-girls-toolkit-and-guide/ Y2 - 2023/06/22/08:54:17 ER - TY - ELEC TI - Situation Syria Regional Refugee Response AU - UNHCR DA - 2020/// PY - 2020 UR - https://data2.unhcr.org/en/situations/syria/location/36 Y2 - 2020/06/30/14:08:01 ER - TY - ELEC TI - Situation of women and children in Nigeria AU - UNICEF AB - Challenges faced by women and children in Nigeria DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/nigeria/situation-women-and-children-nigeria Y2 - 2020/07/07/13:23:25 ER - TY - ELEC TI - Sisimpur | Sesame Workshop AU - Sesame Workshop DA - 2020/// PY - 2020 UR - https://www.sesameworkshop.org/what-we-do/shows/sisimpur Y2 - 2020/06/09/11:35:11 ER - TY - RPRT TI - Simulating the Potential Impacts of the COVID-19 School Closures on Schooling and Learning Outcomes: A set of Global Estimates AU - Azevedo, J.P AU - Hasan, A AU - Goldemberg, D AU - Iqbal, S.A AU - Geven, K AB - Simulating the Potential Impacts of the COVID-19 School Closures and Learning Outcomes: A set of Global Estimates DA - 2020/06/18/ PY - 2020 LA - en PB - World Bank ST - Simulating the Potential Impacts of the COVID-19 School Closures on Schooling and Learning Outcomes UR - https://www.worldbank.org/en/topic/education/publication/simulating-potential-impacts-of-covid-19-school-closures-learning-outcomes-a-set-of-global-estimates Y2 - 2021/05/21/11:56:41 ER - TY - BOOK TI - Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes: A Set of Global Estimates AU - Azevedo, João Pedro AU - Hasan, Amer AU - Goldemberg, Diana AU - Iqbal, Syedah Aroob AU - Geven, Koen T2 - Policy Research Working Papers DA - 2020/06/18/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - The World Bank ST - Simulating the Potential Impacts of COVID-19 School Closures on Schooling and Learning Outcomes UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9284 Y2 - 2020/08/12/15:37:19 ER - TY - JOUR TI - Significance of Radio and Television Learning Programmes on the Academic Achievement of Learners during COVID-19 Lockdown in Maiduguri, Borno State, Nigeria AU - Shettima, Y AU - Makinta, A W AU - Tomsu, S M T2 - International Journal of Innovative Information Systems & Technology Research AB - This study examines the significance of Radio and Television learning programmes on the academic achievement of learners during the COVID-19 lockdown in Maiduguri, Borno State, Nigeria. There are three research questions and one null hypothesis formulated for the study. Using Krejcie and Morgan (1970) statistical table, a population of 217 respondents were drawn from a sample size 500 as the sample for the study. The research questions were answered using percentages and the null hypothesis was tested using Chi-Square (X2) at 5% level of significance. The findings of research questions one show that, Radio and Television Learning programmes have significant impact on the academic achievement of learners (X2=16.43; P>0.05). Similarly, analysis of research question two shows that, learners have interest in listening or viewing on the Radio and Television learning programmes (X2=23.41; P>0.05). Furthermore, findings of research question three indicated that Radio and Television learning programmes were up to educational standard which are easily understood by the learners (X2=38.16; P>0.05). In conclusion, Radio and Television learning programmes have impacted positively on the academic achievement of learners in nursery, primary and secondary schools. These educational learning programmes may help in mitigating idleness and non-study of learners during the COVID-19 lockdown in the country. DA - 2020/// PY - 2020 DP - Zotero VL - 8 IS - 3 SP - 54 EP - 60 LA - en SN - 2467-8562 UR - https://seahipaj.org/journals-ci/sept-2020/IJIISTR/full/IJIISTR-S-6-2020.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Sierra Leone Free Education Project AU - World Bank DA - 2020/06/05/ PY - 2020 M3 - Project Appraisal Document UR - https://documents1.worldbank.org/curated/en/957041593741800590/pdf/Sierra-Leone-Free-Education-Project.pdf Y2 - 2023/11/06/10:33:35 ER - TY - RPRT TI - Sierra Leone Education Attendance Monitoring System (SLEAMS) Pilot Phase: Inception Report AU - Kawa, Muniru AU - Graham, Hannah AU - Lee, Philip AU - Murray, Tobias AU - Malyon, Stephanie DA - 2020/// PY - 2020 PB - Charlie Goldsmiths Associates ER - TY - RPRT TI - Sierra Leone Education Attendance Monitoring System (SLEAMS) Final Technical Report AU - Graham, Hannah AU - Kawa, Muniru AU - Lee, Philip AU - Malyon, Stephanie AU - Hayward, Harry AU - Conteh, Sheriff AU - Chandia, Gloria DA - 2020/// PY - 2020 PB - Charlie Goldsmiths Associates ER - TY - ELEC TI - Sierra Leone Education Attendance Monitoring System AU - Teaching Service Commission DA - 2020/// PY - 2020 UR - https://sleams.org/ Y2 - 2020/12/17/08:59:05 ER - TY - ELEC TI - Sierra Leone | Education and Literacy Statistics AU - UNESCO AB - ... DA - 2020/// PY - 2020 LA - eng UR - http://uis.unesco.org/en/country/sl Y2 - 2020/06/25/17:05:02 ER - TY - RPRT TI - Sierra Leone Demographic and Health Survey 2019 AU - Statistics Sierra Leone AB - ICF CY - Freetown, Sierra Leone and Rockville, Maryland, USA DA - 2020/10// PY - 2020 DP - Zotero SP - 647 LA - en PB - The DHS Program SN - FR365 ER - TY - RPRT TI - Sierra Leone and Liberia: Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando T2 - Education continuity during the Coronavirus crisis DA - 2020/// PY - 2020 PB - World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED UR - https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf Y2 - 2020/06/09/10:27:00 ER - TY - GEN TI - Sierra Leone and Liberia: Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando DA - 2020/// PY - 2020 DP - DOI.org (Crossref) LA - en ER - TY - RPRT TI - SIEF Mega Costing Model for Nudge or Information Interventions Using SMS or Recorded Messages AU - SIEF DA - 2020/// PY - 2020 M3 - Costing Model PB - Strategic Impact Evaluation Fund UR - https://thedocs.worldbank.org/en/doc/391401601333318525-0090022020/render/SIEFMegacostingmodel092520.pdf Y2 - 2022/01/04/00:00:00 ER - TY - ELEC TI - ShuleDirect DA - 2020/// PY - 2020 UR - https://www.shuledirect.co.tz ER - TY - JOUR TI - Should teachers be trained in emergency remote teaching? Lessons learned from the COVID-19 pandemic AU - Trust, Torrey AU - Whalen, Jeromie T2 - Journal of Technology and Teacher Education AB - In the midst of the COVID-19 outbreak, many educators across the country and around the world scrambled to shift their practice from in-person to remote teaching within a mat- ter of days. This global pandemic exposed a significant gap in teacher preparation and training for emergency remote teaching, including teaching with technology to ensure con- tinuity of learning for students at a distance. To learn more about educators’ experiences during this crisis, we designed and distributed an online survey that received 325 responses from K-12 educators between April 4 and May 10, 2020. In this article, we share initial insights from the survey and pro- vide recommendations for how to better prepare and support educators for teaching remotely in times of need. RATIONALE DA - 2020/// PY - 2020 VL - 28 IS - 2 SP - 189 EP - 199 KW - Barriers KW - Communicable Diseases KW - Disease Control KW - Distance Education KW - Educational Technology KW - Elementary School Teachers KW - Faculty Development KW - Online Courses KW - Secondary School Teachers KW - Teacher Attitudes KW - Teacher Competencies KW - Technological Literacy KW - ⛔ No DOI found ER - TY - CONF TI - Semi-supervised learning to perceive children's affective states in a tablet tutor AU - Agarwal, Mansi AU - Mostow, Jack C3 - Proceedings of the AAAI Conference on Artificial Intelligence DA - 2020/// PY - 2020 DO - 10.1609/aaai.v34i09.7057 DP - ojs.aaai.org SP - 13350 EP - 13357 LA - en UR - https://ojs.aaai.org/index.php/AAAI/article/view/7057 Y2 - 2020/11/18/15:13:23 ER - TY - JOUR TI - Self-regulated learning in online learning environments: strategies for remote learning AU - Carter, Jr Richard Allen AU - Rice, Mary AU - Yang, Sohyun AU - Jackson, Haidee A. T2 - Information and Learning Sciences AB - Purpose Many teachers and students in the USA and various parts of the world are migrating some aspects of education online out of necessity. The purpose of this paper is to identify and describe strategies of the self-regulated learning (SRL) framework for K-12 students learning in online environments to support remote learning with online and digital tools during the COVID-19 pandemic.Design/methodology/approach The SRL framework (Zimmerman, 2008) has been used consistently to support students in learning to work independently. This framework highlights three phases: planning, performing and evaluating. Previous research in K-12 online learning has yielded specific strategies that are useful. The paper identified and described the strategies to an audience seeking answers on how to meet the needs of students in online learning environment.Findings The main types of strategies that have emerged from previous studies include asking students to consider how they learn online, providing pacing support, monitoring engagement and supporting families.Originality/value Although the social crisis of COVID-19 is unique, prior research in online learning may be useful for supporting teacher practice and suggesting future research. Developing SRL skills of students will ensure the effectiveness of online learning that the field of education may ultimately focus on in the future. DA - 2020/01/01/ PY - 2020 DO - 10.1108/ils-04-2020-0114 DP - Emerald Insight VL - 121 IS - 5/6 SP - 321 EP - 329 SN - 2398-5348 ST - Self-regulated learning in online learning environments UR - https://doi.org/10.1108/ILS-04-2020-0114 Y2 - 2021/08/05/18:00:04 ER - TY - NEWS TI - See states for Nigeria where schools no go resume on January 18 AU - BBC News Pidgin T2 - BBC News Pidgin AB - Some state governors, lawmakers no buy di idea of school resumption wey Ngeria government bin give go ahead to resume on January 18 DA - 2020/01/18/ PY - 2020 DP - www.bbc.com LA - pcm UR - https://www.bbc.com/pidgin/tori-55701632 Y2 - 2021/03/29/06:18:14 KW - Education KW - Nigeria ER - TY - BLOG TI - Sectors AU - Commonwealth Network T2 - Commonwealth of Nations DA - 2020/// PY - 2020 LA - en-US UR - https://www.commonwealthofnations.org/sectors/ Y2 - 2022/10/20/04:29:11 ER - TY - JOUR TI - Secondary school mathematics teachers' views on e-learning implementation barriers during the COVID-19 pandemic: The case of Indonesia AU - Mailizar AU - Almanthari, Abdulsalam AU - Maulina, Suci AU - Bruce, Sandra T2 - Eurasia Journal of Mathematics, Science and Technology Education AB - School closures in Indonesia during the COVID-19 pandemic have left 45.5 million school students and 3.1 million teachers dependent on online teaching and learning. Online teaching and learning are an unprecedented experience for most teachers and students; consequently, they have a limited experience with it. This paper examines the views of secondary school mathematics teachers on E-learning implementation barriers during the COVID-19 pandemic at four barrier levels, namely teacher, school, curriculum and student. Furthermore, it assesses the relationship between barrier levels with teachers' demographic background. Data was collected through an online questionnaire, involving 159 participants from lower and upper secondary schools in Indonesia. The findings of this study suggest that student level barrier had the highest impact on e-learning use. In addition, the student level barrier showed strong positive correlation with the school level barrier and curriculum level barrier. The study showed that teachers' backgrounds had no impact on the level of barriers. This study stimulates further discussion on the way to overcome e-learning barriers whilst simultaneously maximizing benefits of E-learning during this pandemic and beyond it by highlighting the importance of students' voices. DA - 2020/// PY - 2020 DO - 10.29333/EJMSTE/8240 VL - 16 IS - 7 SP - 1 EP - 9 KW - Barrier to e-Learning KW - E-Learning in mathematics education KW - E-learning during COVID-19 KW - E-learning in Indonesia ER - TY - JOUR TI - Secondary Education During Lockdown Situation Due to Covid-19 Pandemic in Bangladesh: Teachers’ Response on Online Classes AU - Farhana, Z AU - Tanni, S AU - Shabnam, S AU - Chowdhury, S T2 - Journal of Education and Practice AB - Online classes started in many secondary schools one month after the compulsory closure of all education institutions in Bangladesh. This study explores the current scenario as well as challenges of adaptation of online classes in secondary education in terms of teachers’ experience. The study followed sequential exploratory mixed-method approach. Five secondary teachers were interviewed and 54 secondary teachers from 17 districts in Bangladesh were surveyed over telephone, Google forms and by email. The quantitative data was analyzed with Microsoft Excel and the thematic analysis approach had been followed for the qualitative one. The findings revealed that a good number of teachers have started teaching online by using social media platforms despite of not having any training or experience. Very few respondent teachers were found to take online examination; instead they are trying to assess the students from the feedback of given home works and home assignments. Teachers are facing numerous challenges like deficit of digital equipment, lack of expertise, unfamiliarity with the LMS, proficiency in assessment technique etc. The paper concludes with few recommendations such as providing proper devices to the teachers and students to participate in online class; facilitate rigorous training to enhance technology-based skills and capacities of the teachers so as to get the expected outcome. DA - 2020/07// PY - 2020 DO - 10.7176/jep/11-20-11 DP - DOI.org (Crossref) J2 - JEP LA - en ST - Secondary Education During Lockdown Situation Due to Covid-19 Pandemic in Bangladesh UR - https://iiste.org/Journals/index.php/JEP/article/view/53383 Y2 - 2021/05/19/17:09:04 ER - TY - ELEC TI - SDG7: Data and Projections AU - International Energy Agency T2 - IEA DA - 2020/10// PY - 2020 LA - en-GB ST - SDG7 UR - https://www.iea.org/reports/sdg7-data-and-projections Y2 - 2021/05/24/17:18:05 ER - TY - ELEC TI - SDG: 4.1.4 – Completion rate (primary, lower secondary, upper secondary) AU - UIS T2 - Technical Cooperation Group on the Indicators for SDG 4 DA - 2020/// PY - 2020 LA - en-US UR - http://tcg.uis.unesco.org/4-1-4-completion-rate-primary-lower-secondary-upper-secondary/ Y2 - 2020/01/14/10:12:16 ER - TY - BLOG TI - Scientists at DSTI go the extra mile to make it easier for children to get to school AU - Directorate of Science, Technology & Innovation (Sierra Leone) AB - Mike Fabrikant, a software developer from Washington D.C., is embedded within the data science team at the Directorate of Science, Technology, and Innovation (DSTI) to support systems delivery. His workRead More DA - 2020/01/22/T09:38:40+00:00 PY - 2020 LA - en-US UR - https://www.dsti.gov.sl/scientists-at-dsti-go-the-extra-mile-to-make-it-easier-for-children-to-get-to-school/ Y2 - 2020/06/25/17:27:59 ER - TY - JOUR TI - Science Teacher Education in the Time of COVID-19 : A Document Analysis AU - Fackler, Ayca K AU - Sexton, Chelsea M DA - 2020/// PY - 2020 VL - 24 IS - 3 SP - 5 EP - 13 ER - TY - BLOG TI - Schools’ readiness for digital learning in the eyes of principals. An analysis from PISA 2018 and its implications for the COVID19 (Coronavirus) crisis response AU - Moreno, Juan Manuel AU - Gortazar, Lucas T2 - World Bank Blogs - Education for Global Development AB - An analysis from PISA 2018 and its implications for the COVID19 crisis response DA - 2020/04/08/ PY - 2020 LA - en UR - https://blogs.worldbank.org/education/schools-readiness-digital-learning-eyes-principals-analysis-pisa-2018-and-its Y2 - 2020/04/20/16:31:55 ER - TY - BLOG TI - Schools ICT project AU - Universal Access Development Fund (Sierra Leone) DA - 2020/// PY - 2020 LA - en-US UR - https://uadf.gov.sl/schools-ict-project/ Y2 - 2020/06/25/18:17:37 ER - TY - ELEC TI - Schools during the COVID-19 pandemic AU - CDC DA - 2020/// PY - 2020 UR - https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/Schools-Decision-Tree.pdf Y2 - 2020/06/09/13:20:24 ER - TY - BLOG TI - Schools and Covid-19 AU - Privacy International T2 - Privacy International AB - An estimated 90% of the world’s student population are affected by school closures in the Covid-19 pandemic. And, in the absence of physical space, education technology companies are stepping in to fill the gap. DA - 2020/// PY - 2020 LA - en-GB UR - http://privacyinternational.org/news-analysis/3709/schools-and-covid-19 Y2 - 2020/12/10/18:18:24 ER - TY - JOUR TI - Schooling and Covid-19: lessons from recent research on EdTech AU - Fairlie, Robert AU - Loyalka, Prashant T2 - npj Science of Learning DA - 2020/// PY - 2020 DO - 10.1038/s41539-020-00072-6 DP - Google Scholar VL - 5 IS - 1 SP - 1 EP - 2 ST - Schooling and Covid-19 ER - TY - ELEC TI - SchoolGate | Home AU - SchoolGate DA - 2020/// PY - 2020 UR - https://schoolgate.ng/ Y2 - 2020/07/07/16:17:15 ER - TY - BLOG TI - School’s Out: Now What? AU - Carvalho, Shelby AU - Crawfurd, Lee T2 - Center For Global Development AB - Using a newly assembled database, here’s what we found about the scale and timing of school closures, as well as how countries are adjusting to distance learning. DA - 2020/03/25/ PY - 2020 LA - en ST - School’s Out UR - https://www.cgdev.org/blog/schools-out-now-what Y2 - 2022/01/11/19:37:24 KW - ___working_potential_duplicate ER - TY - RPRT TI - School’s Out: Experimental Evidence on Limiting Learning Loss Using “Low-Tech” in a Pandemic AU - Angrist, Noam AU - Bergman, Peter AU - Matsheng, Moitshepi AB - Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted. DA - 2020/12// PY - 2020 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 28205 ST - School’s Out UR - https://www.nber.org/papers/w28205 Y2 - 2022/01/11/19:05:05 KW - ___working_potential_duplicate ER - TY - RPRT TI - School re-openings and policies for resilient education, post covid-19 AU - Global Online Learning Alliance DA - 2020/// PY - 2020 ER - TY - ELEC TI - School Mapping AU - UNICEF AB - To map every school in the world and show their connectivity DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/innovation/school-mapping Y2 - 2020/03/31/09:51:08 ER - TY - BLOG TI - School, interrupted: 4 options for distance education to continue teaching during COVID-19 AU - Burns, Mary T2 - Global Partnership for Education AB - Take a look at the four most common distance technology for contractors, donors and educators who find themselves needing to explore distance-learning options, with a particular focus on sub-Saharan Africa. DA - 2020/// PY - 2020 LA - en ST - School, interrupted UR - https://www.globalpartnership.org/blog/school-interrupted-4-options-distance-education-continue-teaching-during-covid-19 Y2 - 2020/06/02/13:46:08 ER - TY - ELEC TI - School enrollment, primary, female (% gross) - Liberia | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/SE.PRM.ENRR.FE?view=chart&locations=LR Y2 - 2021/09/03/13:43:10 ER - TY - ELEC TI - School Education and Literacy Department AU - Government of Sindh DA - 2020/07/20/16:08:18 PY - 2020 UR - http://www.sindheducation.gov.pk/ Y2 - 2020/07/20/16:08:18 ER - TY - GEN TI - School data Zanzibar, per district and grade (Unpublished) AU - Othman, Othman S. DA - 2020/// PY - 2020 PB - EMIS Department MoEVT Zanzibar ER - TY - RPRT TI - School closures, government responses, and learning inequality around the world during COVID-19 AU - Vegas, Emiliana AB - According to UNESCO, as of April 14, 188 countries around the world have closed schools nationwide, affecting over 1.5 billion learners and representing more than 91 percent of total enrolled learn… DA - 2020/04/14/T19:27:29+00:00 PY - 2020 DP - www.brookings.edu LA - en-US PB - The Brookings Institution UR - https://www.brookings.edu/research/school-closures-government-responses-and-learning-inequality-around-the-world-during-covid-19/ Y2 - 2020/04/20/16:29:14 KW - ___working_potential_duplicate ER - TY - SLIDE TI - Save our future A2 - Haßler, Björn A2 - Sagun, Rose DA - 2020/11// PY - 2020 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodoODE ER - TY - RPRT TI - Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery AU - Wagner, Emma AU - Warren, Hollie DA - 2020/// PY - 2020 PB - Save The Children UR - https://resourcecentre.savethechildren.net/node/17871/pdf/save_our_education_0.pdf KW - ___working_potential_duplicate ER - TY - RPRT TI - Save Our Education: Protect every child’s right to learn in the COVID-19 response and recovery AU - Warren, Hollie AU - Wagner, Emma CY - London, UK DA - 2020/// PY - 2020 SP - 102 LA - en PB - Save the Children ST - Save Our Education UR - https://resourcecentre.savethechildren.net/node/17871/pdf/save-our-education-5th.pdf Y2 - 2021/10/11/14:37:15 KW - ___working_potential_duplicate ER - TY - BLOG TI - Sandboxes: Testing the strategy in Malawi AU - Carter, Alice T2 - EdTech Hub AB - Written by Alice Carter This is the second in this series about our sandboxes. If you haven’t already, read about our approach to experimentation.  Across the Hub, we’re proponents of using our tools and approaches on our own thinking. For innovation, that meant testing the assumptions we were making about how and if the sandboxes … DA - 2020/01/31/T14:52:04+00:00 PY - 2020 LA - en-GB ST - Sandboxes UR - https://edtechhub.org/2020/01/31/sandboxes-testing-the-strategy-in-malawi/ Y2 - 2020/02/27/20:35:25 KW - C:Malawi KW - F:Sandbox KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Sandboxes: our approach to systemic experimentation AU - Simpson, Lea T2 - EdTech Hub AB - What’s a sandbox you ask? First in the series, this blog explains what you need to know about the Hub’s approach to experimentation and innovation. DA - 2020/01/28/T11:03:15+00:00 PY - 2020 LA - en-GB ST - Sandboxes UR - https://edtechhub.org/2020/01/28/sandboxes-our-approach-to-systemic-experimentation/ Y2 - 2020/02/27/20:35:16 KW - F:Sandbox KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - ___working_potential_duplicate KW - _zenodoETH ER - TY - BLOG TI - Sandboxes: My experience participating in the sandbox alpha AU - Kumasewera, Pilirani T2 - EdTech Hub AB - This is the third in this series about our sandboxes. If you haven’t already, read about our approach to experimentation and how we tested our sandbox strategy out in Malawi. DA - 2020/01/31/T14:52:28+00:00 PY - 2020 LA - en-GB ST - Sandboxes UR - https://edtechhub.org/2020/01/31/sandboxes-my-experience-participating-in-the-sandbox-alpha/ Y2 - 2020/02/27/20:35:32 KW - F:Sandbox KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Sandbox Sprint Review Template AU - Rahman, Asad, AB - An output of the EdTech Hub, https://edtechhub.org DA - 2020/11/01/ PY - 2020 LA - en M3 - Internal papers PB - EdTech Hub KW - _r:AddedByZotZen ER - TY - RPRT TI - Sandbox Meet-up Planning Template AU - Rahman, Asad, AB - An output of the EdTech Hub, https://edtechhub.org DA - 2020/12/01/ PY - 2020 LA - en M3 - Internal papers PB - EdTech Hub KW - _r:AddedByZotZen ER - TY - RPRT TI - Sandbox Lean Cost Model AU - Rahman, Asad, AB - An output of the EdTech Hub, https://edtechhub.org DA - 2020/11/01/ PY - 2020 LA - en M3 - Internal papers PB - EdTech Hub KW - _r:AddedByZotZen ER - TY - ELEC TI - SALCAB | Home AU - SALCAB DA - 2020/// PY - 2020 UR - https://www.salcab.sl/ Y2 - 2020/06/25/17:40:04 ER - TY - RPRT TI - Safe to Learn during COVID-19: Recommendations to Prevent and Respond to Violence against Children in all Learning Environments AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/documents/safe-learn-during-covid-19-recommendations-prevent-and-respond-violence-against-children ER - TY - ELEC TI - Safe Schools: getting children back into education after disaster strikes AU - Briggs, Billy T2 - Theirworld AB - To mark Theirworld's Safe Schools report, we look at how countries can rebuild their education system after an earthquake, tsunami or other catastrophic event. DA - 2020/08/18/ PY - 2020 LA - en M3 - text/html ST - Safe Schools UR - https://theirworld.org/news/safe-schools-getting-children-back-into-education-after-natural-disaster Y2 - 2020/08/18/00:47:37 ER - TY - RPRT TI - Safe Back to School: A Practitioner’s Guide AU - IASC Global Education Cluster AU - Child Protection Global Protection Cluster DA - 2020/// PY - 2020 PB - INEE UR - https://inee.org/resources/safe-back-school-practitioners-guide Y2 - 2020/08/18/01:23:50 ER - TY - ELEC TI - Rwanda Education Commons (REC) AU - FHI360 AB - The Rwanda Education Commons (REC) is expanding access to quality education by using information and communication technology (ICT) to supplement teaching and learning. By improving collaborative use of these tools among education stakeholders, the REC is building a professional learning community. DA - 2020/// PY - 2020 UR - https://www.fhi360.org/projects/rwanda-education-commons-rec Y2 - 2020/08/17/19:26:07 ER - TY - ELEC TI - Rwanda AU - Demographic Dividend DA - 2020/// PY - 2020 UR - https://demographicdividend.org/country_highlights/rwanda/ Y2 - 2020/08/17/19:24:38 ER - TY - ELEC TI - Ruzivo Digital Learning | Home AU - Ruzivo Digital Learning DA - 2020/// PY - 2020 UR - https://www.ruzivodigitallearning.co.zw/ Y2 - 2020/06/27/16:58:54 ER - TY - JOUR TI - Rural online learning in the context of COVID 19 in South Africa: Evoking an inclusive education approach AU - Dube, Bekithemba T2 - Multidisciplinary Journal of Educational Research DA - 2020/// PY - 2020 DO - 10.17583/remie.2020.5607 DP - Google Scholar VL - 10 IS - 2 SP - 135 EP - 157 ST - Rural online learning in the context of COVID 19 in South Africa ER - TY - ELEC TI - Rural Broadband Access & Connectivity AU - Microsoft T2 - Microsoft CSR AB - See how Microsoft works to make rural broadband access a reality. Learn more about our partners and actions in delivering rural broadband connectivity. DA - 2020/// PY - 2020 LA - en-us UR - https://www.microsoft.com/en-us/corporate-responsibility/airband Y2 - 2020/06/09/09:07:47 ER - TY - ELEC TI - Rumie Initiative T2 - Rumie Initiative AB - Here at Rumie we are doggedly passionate about addressing the UN’s sustainable development goal of Quality Education. We are always excited to work with partners who share our vision of using affordable technology to deliver innovative, digital learning solutions to communities who need it ... DA - 2020/// PY - 2020 LA - en-US UR - https://rumie.org/impact/ Y2 - 2020/06/01/16:50:57 ER - TY - RPRT TI - Rolling Out a National Virtual Learning Environment AU - Adam, Taskeen AU - McBurnie, Chris AU - Haßler, Björn AB - A virtual learning environment (VLE) is a virtual space designed to support teaching and learning and can resemble anything from a curated content repository to a synchronous video-enabled learning space. This technical note aims to inform the design and implementation of a VLE at a national level for basic education. CN - 0010 DA - 2020/07// PY - 2020 LA - en M3 - EdTech Hub Helpdesk Request PB - EdTech Hub SN - 22 UR - https://docs.edtechhub.org/lib/KWJRW62J KW - F: Helpdesk response KW - H:Online learning KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v1 KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - GEN TI - Roles and responsibilities government (Unpublished) AU - Mahzumi, Abdellahi DA - 2020/// PY - 2020 ER - TY - JOUR TI - Role of technology in science classrooms: an exploratory study of Pakistan AU - Iqbal, Zeeshan AU - Sami, Aisha T2 - International Journal of Technology Enhanced Learning AB - Knowledge of science has its own demanding place in the current competitive world. Students have shown lack of interest and sufficient knowledge about the science subjects including Physics, Chemistry, and Biology. Multimedia audio-visual aids play important role in enhancing the classroom learning. Even though, these multimedia audio-visual aids are not being fully utilised in Pakistani education system. This study was conducted to illustrate the importance of using multimedia audio-visual aids in the classrooms especially during teaching physics, chemistry and biology at secondary schools of Pakistan. The researchers employed purposive sampling technique for this study and the sample size was 240 students. Primary data was collected by using observation method and conducting interviews. Collected data were analysed by using both quantitative and qualitative data analyse methods and presented in a descriptive way. Findings revealed that using multimedia audio-visual aids in the classrooms is an effective strategy that makes students active, maintains a high level of interest in the lesson and encourages students to participate in the classrooms and thus leads towards better learning. DA - 2020/// PY - 2020 DO - 10.1504/IJTEL.2020.106281 DP - Web of Science VL - 12 IS - 2 SP - 115 EP - 126 J2 - Int. J. Technol. Enhanc. Learn. LA - English SN - 1753-5255 ST - Role of technology in science classrooms KW - Pakistan KW - audio-visual aids KW - education KW - secondary schools KW - technology ER - TY - JOUR TI - Roadmap for Digital Cooperation AU - United Nations DA - 2020/06// PY - 2020 DP - Zotero SP - 39 LA - en ER - TY - ELEC TI - Rising Academies - Rising On Air AU - Rising Academy Network DA - 2020/// PY - 2020 LA - EN UR - http://www.risingacademies.com/on-air Y2 - 2020/04/08/12:11:03 ER - TY - ELEC TI - Right To Education: Pakistan AB - Right To Education Pakistan (RTE Pakistan) is an organization dedicated to making sure that the state provide free and compulsory education to all children in Pakistan. DA - 2020/07/23/16:45:55 PY - 2020 LA - en-US UR - https://rtepakistan.org/about-rte-pakistan/ Y2 - 2020/07/23/16:45:55 ER - TY - JOUR TI - Revisiting online learner engagement: exploring the role of learner characteristics in an emergency period AU - Kara, Mehmet T2 - Journal of Research on Technology in Education AB - This study aims to investigate the influence of learners’ characteristics on their engagement during online education due to the COVID-19 pandemic. The investigated learner characteristics included digital literacy, self-directed learning, motivation for learning, and perceived stress. The data were collected from the undergraduate learners and the proposed moderated mediation model was tested. The findings showed that all learner characteristics are significant predictors of online learner engagement. Besides, self-directed learning and motivation significantly mediate the relationship between digital literacy and engagement while perceived stress significantly moderates the relationship of digital literacy with self-directed learning, but not with motivation for learning. DA - 2020/// PY - 2020 DO - 10.1080/15391523.2021.1891997 DP - Taylor and Francis+NEJM VL - 54 IS - sup1 SP - S236 EP - S252 SN - 1539-1523 ST - Revisiting online learner engagement UR - https://doi.org/10.1080/15391523.2021.1891997 Y2 - 2022/09/21/08:47:07 KW - COVID-19 KW - Online learning KW - digital literacy KW - engagement KW - motivation KW - self-directed learning KW - stress ER - TY - RPRT TI - Review of Education Management Systems (EMIS) that Track Individual Student Data: Mongolia AU - UNICEF DA - 2020/07// PY - 2020 PB - UNICEF East Asia and the Pacific Regional Office UR - https://www.unicef.org/eap/sites/unicef.org.eap/files/2020-07/Final%20unicef%20EAP%20EMIS%20Reports-Mongolia%20%28004%29%2003.07.20.pdf Y2 - 2020/07/31/21:15:10 ER - TY - RPRT TI - Review of Education Management Information Systems (emis) That Track Individual Student Data Summary Report AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/eap/media/6031/file/EMIS%20summary.pdf ER - TY - GEN TI - Review of Education Management Information Systems (EMIS) that Track Individual Student Data - Malaysia AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/eap/media/6021/file/EMIS%20malaysia.pdf Y2 - 2022/06/14/23:12:14 ER - TY - RPRT TI - Rethinking education in the digital age AU - Braun, Anette AU - März, Anna AU - Mertens, Fabian AU - Nisser, Annerose DA - 2020/01// PY - 2020 LA - en PB - European Parliamentary Research Service UR - https://www.vditz.de/fileadmin/media/publications/pdf/EPRS_STU_2020_641528_EN.pdf Y2 - 2020/06/02/10:44:16 ER - TY - BLOG TI - Results - Ubongo Learning AU - Ubongo AB - Research shows that watching Ubongo's edutainment leads to significantly improved learning outcomes for kids and positive behavioural change for caregivers. We are committed to measuring the impact of our content to ensure we are preparing kids for success in school and life. DA - 2020/// PY - 2020 UR - https://www.ubongo.org/results/ ER - TY - ELEC TI - Results of the Curricular Analysis of the Fourth Regional Comparative and Explanatory Study (ERCE 2019) AU - UNESCO T2 - UNESCO DA - 2020/// PY - 2020 LA - en UR - https://en.unesco.org/news/webinar-analisis-curricular Y2 - 2022/04/19/10:02:11 ER - TY - RPRT TI - Restructuring Paper on a Proposed Project: Restructuring of the Education Quality Reform Project AU - World Bank DA - 2020/// PY - 2020 PB - The World Bank SN - RES33292 UR - http://documents1.worldbank.org/curated/en/714741591562132647/pdf/Disclosable-Restructuring-Paper-Mongolia-Education-Quality-Reform-Project-P148110.pdf Y2 - 2020/07/31/21:22:12 ER - TY - JOUR TI - Responding to the COVID-19 pandemic in Trinidad and Tobago: Challenges and opportunities for teacher education AU - Kalloo, Rowena Constance AU - Mitchell, Beular AU - Kamalodeen, Vimala Judy T2 - Journal of Education for Teaching AB - Trinidad and Tobago responded decisively to the COVID 19 pandemic and was successful in containing community spread of the virus. By mid-march 2020, there was closure of key business and educational institutions. To minimise the loss of learning time, emergency remote learning became the modus-operandi, a response which challenged the most socially vulnerable students. At the University of the West Indies (UWI) the 500 participants enrolled in the Early Childhood, and Primary education programmes, and the in-service post-graduate diploma in Secondary education were struggling to adjust to online teaching, the existential anxiety of coping with a dangerous disease, and programme completion. The UWI instituted a COVID-19 policy that facilitated a structured response to programme completion and assessment across all faculties.The paper analysed the decisions taken by the UWI School of Education that supported its teachers through the practicum and pedagogy courses. Using a qualitative case study methodology, data were collected through observations, documents, and informal discussions with faculty. Thematic analyses allowed the emergence of three key constructs that facilitated effective learning during the crisis period : Community as an empathetic connection to stakeholders, Creativity as the ability for agile and imaginative responses, and Connectivity through technological readiness. DA - 2020/// PY - 2020 DO - 10.1080/02607476.2020.1800407 VL - 00 IS - 00 SP - 1 EP - 11 UR - https://doi.org/10.1080/02607476.2020.1800407 KW - COVID-19 KW - Teacher education KW - inequities KW - online education ER - TY - ELEC TI - Responding to Iraq’s learning crisis AU - Ali, Laila T2 - UNICEF Connect AB - Amidst the devastation in Mosul's Old City, UNICEF supports the rehabilitation of primary education for a safe environment that’s conducive to learning. DA - 2020/02/10/T15:09:33+00:00 PY - 2020 LA - en-US UR - https://blogs.unicef.org/blog/responding-iraq-learning-crisis/ Y2 - 2020/06/01/17:00:40 ER - TY - JOUR TI - Responding to emergencies AU - Children, Save the DA - 2020/// PY - 2020 UR - https://www.mercatus.org/system/files/butcher-virtual-schools-covid-19-mercatus-v1.pdf KW - ⛔ No DOI found ER - TY - ELEC TI - Resources AU - Aahung DA - 2020/07/21/10:38:30 PY - 2020 UR - https://www.aahung.org/resources Y2 - 2020/07/21/10:38:30 ER - TY - SLIDE TI - Research on the response to COVID19 T2 - BE2 A2 - Haßler, Björn A2 - Fitzpatrick, Rachael AB - Presentation given at BE2, 2020-10-06. CY - UNESCO, Paris (virtual meeting) DA - 2020/10/06/ PY - 2020 UR - https://docs.edtechhub.org/lib/5VQMVDB9 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _yl:u KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Repurposing Established Radio and Audio Series to Address the COVID-19 Educational Crises AU - Richmond, Simon DA - 2020/// PY - 2020 SP - 9 LA - EN PB - Education Development Center UR - https://www.edc.org/sites/default/files/Repurposing-Established-Radio-Audio-Series.pdf ER - TY - RPRT TI - Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality AU - UNICEF DA - 2020/// PY - 2020 ER - TY - BLOG TI - Report: The Impact of COVID-19 Across Africa AU - Elliott, Roxana T2 - GeoPoll AB - New report on coronavirus in sub-Saharan Africa including data from Kenya, Ghana, South Africa, Nigeria. COVID-19 and food security, economic impact. DA - 2020/04/15/T20:50:41+00:00 PY - 2020 LA - en-US ST - Report UR - https://www.geopoll.com/blog/report-covid-19-coronavirus-africa/ Y2 - 2020/09/17/18:42:29 ER - TY - RPRT TI - Report on First Biannual Monitoring on the Implementation of National Finance Commission Award AU - Government of Pakistan DA - 2020/// PY - 2020 UR - https://www.finance.gov.pk/7_nfc.html Y2 - 2023/06/13/08:36:29 ER - TY - RPRT TI - Report of the Standing Committee on Finance and Budget on the Third Basis for allocating among the counties the share of national revenue AU - Parliament of Kenya DA - 2020/// PY - 2020 UR - https://s3-eu-west-1.amazonaws.com/s3.sourceafrica.net/documents/120047/Report-of-the-Standing-Committee-Finance-on-the.pdf Y2 - 2022/04/07/15:48:42 ER - TY - BLOG TI - Report launch: Education for the most marginalised post-Covid-19 AU - Unwin, Tim T2 - EdTech Hub AB - With the support of EdTech Hub, members of the UNESCO Chair in ICT4D have worked hard with colleagues across the world over the last six months to craft an innovative and practical report on how governments can learn from their experiences of Covid-19 to create resilient education systems that use digital technologies wisely, effectively and appropriately. We are all very… DA - 2020/11/26/T15:16:53+00:00 PY - 2020 LA - en-US ST - Report launch UR - https://edtechhub.org/2020/11/26/report-launch-education-for-the-most-marginalised-post-covid-19/ Y2 - 2021/04/21/20:29:04 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - Report homepage https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/ AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/// PY - 2020 DP - Zotero SP - 118 LA - en KW - ⛔ No DOI found ER - TY - VIDEO TI - Replay - Salle des Profs - Pr : Astou Mbène – Intégralité AU - Télé Futurs Medias (TFM) DA - 2020/03/17/ PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=kBROufYq6DY&list=PLdGJr0E0g2bPWLRnJ7-NsTfJ3V7Bi4y0a Y2 - 2020/06/22/14:42:24 ER - TY - BLOG TI - Reopening schools: When, where and how? AU - Giannini, Stefania AU - Jenkins, Robert AU - Saavedra, Jaime T2 - World Bank Blogs AB - Reopening schools: When, where and how? DA - 2020/05/18/ PY - 2020 LA - en ST - Reopening schools UR - https://blogs.worldbank.org/education/reopening-schools-when-where-and-how Y2 - 2020/08/18/00:53:30 ER - TY - ELEC TI - Reopening schools: How to get education back on track after COVID-19 AU - IIEP UNESCO AU - Planning, International Institute for Educational T2 - IIEP-UNESCO AB - It is a ‘back to school’ season like no other: countries are beginning to reopen their school gates following weeks of e DA - 2020/05/13/ PY - 2020 LA - en ST - Reopening schools UR - http://www.iiep.unesco.org/en/reopening-schools-how-get-education-back-track-after-covid-19-13424 Y2 - 2020/09/15/12:32:18 ER - TY - ELEC TI - Reopening schools: How to get education back on track after COVID-19 AU - International Institute for Educational Planning T2 - IIEP-UNESCO AB - It is a ‘back to school’ season like no other: countries are beginning to reopen their school gates following weeks of e DA - 2020/05/13/ PY - 2020 LA - en ST - Reopening schools UR - http://www.iiep.unesco.org/en/reopening-schools-how-get-education-back-track-after-covid-19-13424 Y2 - 2020/08/18/01:03:50 ER - TY - RPRT TI - Remote professional development: Rapid Evidence Assessment AU - Education Endowment Foundation CY - London DA - 2020/08// PY - 2020 PB - Education Endowment Foundation UR - https://educationendowmentfoundation.org.uk/public/files/Publications/Remote_PD_Evidence_Assessment.pdf Y2 - 2021/10/11/12:51:15 ER - TY - JOUR TI - Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Studentsduring the COVID-19 Quarantine AU - Asanov, Igor AU - Flores, Francisco AU - McKenzie, David AU - Mensmann, Mona AU - Schulte, Mathis T2 - World Bank Policy Research Working Paper DA - 2020/05/19/ PY - 2020 VL - 9252 UR - https://ssrn.com/abstract=3605886 KW - ⛔ No DOI found ER - TY - RPRT TI - Remote-learning, Time-Use, and Mental Health of Ecuadorian High-School Students during the COVID-19 Quarantine AU - Asanov, Igor AU - Flores, Francisco AU - McKenzie, David AU - Mensmann, Mona AU - Schulte, Mathis DA - 2020/// PY - 2020 DP - Zotero LA - en PB - World Bank UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/328261589899308503/remote-learning-time-use-and-mental-health-of-ecuadorian-high-school-studentsduring-the-covid-19-quarantine ER - TY - RPRT TI - Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) AU - World Bank AB - Remote Learning Response to COVID-19 Knowledge Pack : With a Focus on Least Developed Countries (LDCs) and Fragility, Conflict and Violence (FCV) (English) CY - Washington, D.C. DA - 2020/// PY - 2020 LA - en PB - World Bank Group ST - Remote Learning Response to COVID-19 Knowledge Pack UR - https://documents1.worldbank.org/curated/en/099005004142218338/pdf/P174252089b2af038086840ee1b24d8eea5.pdf Y2 - 2023/03/27/10:27:17 ER - TY - RPRT TI - Remote Learning: Rapid Evidence Assessment AU - Education Endowment Foundation AB - This rapid evidence assessment aimed to investigate methods that schools could use to support remote learning during school closures caused by the 2020 coronavirus pandemic (Covid-19). The review sought to find the best evidence behind the wide array of approaches that schools might choose to use during the crisis. The review systematically searched for/through existing meta-analyses and systematic reviews to find the best evidence for a wide range of approaches. In addition to the direct teaching of pupils online by teachers, the review also found evidence for approaches that pupils can use independently, including with technology that adapts the content of tasks in order to provide additional challenge or support, educational games, and for approaches that support peer interaction. The review also examined blended learning approaches, which combine remote and classroom teaching. While these approaches may not be directly applicable during school closures, they were included in case there were useful lessons to be learned that were relevant to the current context of home learning. This report summarises the findings from 60 systematic reviews and meta-analyses answers under five key topic areas: - General remote teaching and learning - Blended learning - Computer-supported collaborative learning - Computer assisted instruction - Educational games Another crucial aspect of supporting pupil’s learning is parental engagement. Parental engagement approaches are beyond the scope of this review, but an existing EEF guidance report, Working with Parents to Support Children’s Learning (2019), and accompanying evidence review summarise the best available evidence for engaging parents in their children’s education. In each section, we have detailed the included reviews and listed Findings and implications drawn from the evidence. We have also highlighted case studies from projects funded by the Education Endowment Foundation in which similar approaches have been rigorously evaluated in English schools. CY - London, United Kingdom DA - 2020/04// PY - 2020 M3 - Rapid Evidence Review PB - Education Endowment Foundation SN - 9 UR - https://educationendowmentfoundation.org.uk/public/files/Remote_Learning_Rapid_Evidence_Assessment.pdf Y2 - 2020/07/15/12:19:08 KW - Methods KW - _DOILIVE KW - _EdTechHub_Output KW - _L:English UXZJW5DR KW - _MELA_seen KW - _T:E:Primary education QIVZD2B2 KW - _T:E:Secondary education JS5BG2RE KW - _T:F:Online and distance teaching and learning A32ARSFK KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic: A Resource List by the World Bank's Edtech Team AU - World Bank DA - 2020/03/26/ PY - 2020 DP - DOI.org (Crossref) LA - EN PB - World Bank ST - Remote Learning, Distance Education and Online Learning During the COVID19 Pandemic UR - http://elibrary.worldbank.org/doi/book/10.1596/33499 Y2 - 2020/04/26/15:36:06 KW - ___working_potential_duplicate ER - TY - RPRT TI - Remote Learning and COVID-19: The use of educational technologies at scale across an education system as a result of massive school closings in response to the COVID-19 pandemic to enable distance education and online learning AU - World Bank DA - 2020/// PY - 2020 UR - http://documents.worldbank.org/curated/en/266811584657843186/pdf/Rapid-Response-Briefing-Note-Remote-Learning-and-COVID-19-Outbreak.pdf ER - TY - JOUR TI - Remote eye-tracking for cognitive telerehabilitation and interactive school tasks in times of COVID-19 AU - Iannizzotto, Giancarlo AU - Nucita, Andrea AU - Fabio, Rosa Angela AU - Caprì, Tindara AU - Bello, Lucia Lo T2 - Information (Switzerland) AB - In the attempt to mitigate the effects of COVID-19 lockdown, most countries have recently authorized and promoted the adoption of e-learning and remote teaching technologies, often with the support of teleconferencing platforms. Unfortunately, not all students can benefit from the adoption of such a surrogate of their usual school. We were asked to devise a way to allow a community of children affected by the Rett genetic syndrome, and thus unable to communicate verbally, in writing or by gestures, to actively participate in remote rehabilitation and special education sessions by exploiting eye-gaze tracking. As not all subjects can access commercial eye-tracking devices, we investigated new ways to facilitate the access to eye gaze-based interaction for this specific case. The adopted communication platform is a videoconferencing software, so all we had at our disposal was a live video stream of the child. As a solution to the problem, we developed a software (named SWYG) that only runs at the "operator" side of the communication, at the side of the videoconferencing software, and does not require to install other software in the child's computer. The preliminary results obtained are very promising and the software is ready to be deployed on a larger base. While this paper is being written, several children are finally able to communicate with their caregivers from home, without relying on expensive and cumbersome devices. DA - 2020/// PY - 2020 DO - 10.3390/info11060296 VL - 11 IS - 6 SP - 1 EP - 9 KW - COVID-19 KW - Remote interactive education KW - Telerehabilitation KW - Video conferencing KW - Video-based eye-gaze tracking ER - TY - JOUR TI - Relocating Research on Teacher Learning: Toward Pedagogically Productive Talk AU - Lefstein, Adam AU - Vedder-Weiss, Dana AU - Segal, Aliza T2 - Educational Researcher AB - Most research and practice in teacher in-service learning focuses on formal professional development activities. This article calls for paying greater attention to the informal conversations that are embedded in teachers’ day-to-day work and through which they learn from one another what it means to be a teacher and how to perform their duties. The authors build on theory and research in teacher on-the-job discourse and learning in order to (a) argue that, as a field, we need to pay more focused and systematic attention to teacher on-the-job discourse; (b) offer a coherent conceptual framework for “pedagogically productive” teacher talk; and (c) highlight key research directions and challenges in investigating this and related phenomena. DA - 2020/06// PY - 2020 DO - 10.3102/0013189X20922998 DP - DOI.org (Crossref) VL - 49 IS - 5 SP - 360 EP - 368 J2 - Educational Researcher LA - en SN - 0013-189X, 1935-102X ST - Relocating Research on Teacher Learning UR - http://journals.sagepub.com/doi/10.3102/0013189X20922998 Y2 - 2023/05/19/19:16:39 ER - TY - BLOG TI - Releasing the potential of teachers in the COVID response in low-income countries AU - Bullard, Katy AU - Sonnenberg, Krystyna T2 - Global Partnership for Education AB - How can teachers in low income countries be involved to support learning and student well-being during the COVID-19 crisis? Drawing lessons from past disease outbreaks and from current examples of the COVID-19 education response, we look at tools and practices to help teachers continue doing their work during the crisis. DA - 2020/// PY - 2020 LA - en UR - https://www.globalpartnership.org/blog/releasing-potential-teachers-covid-response-low-income-countries Y2 - 2020/06/03/15:00:33 KW - ___working_potential_duplicate ER - TY - RPRT TI - Reimagining Human Connections : Technology and Innovation in Education at the World Bank AU - Hawkins, Robert AU - Trucano, Michael AU - Cobo, Cristóbal AU - Twinomugisha, Alex AU - Ciarrusta, Iñaki Sánchez DA - 2020/// PY - 2020 DP - Zotero LA - en PB - World Bank UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/829491606860379513/reimagining-human-connections-technology-and-innovation-in-education-at-the-world-bank KW - ⛔ No DOI found ER - TY - RPRT TI - Reimagining Human Connections: Technology and Innovation in Education at the World Bank AU - World Bank (forthcoming) CY - Washington D.C. DA - 2020/// PY - 2020 PB - World Bank ER - TY - RPRT TI - Reimagine Education – Summary Case for Investment AU - UNICEF DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/media/87296/file/Reimagine%20Education%20Summary%20Case%20for%20Investment-2020.pdf Y2 - 2021/05/24/17:36:22 ER - TY - RPRT TI - Reimagine Education and Skills Development for Children and Adolescents in Latin America and the Caribbean AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/lac/media/30071/file/Reimagine-Education-in-Latin-America-and-the-Caribbean-Investment-case.pdf ER - TY - RPRT TI - Regional Bureau for West & Central Africa Education Newsletter AU - Lauren UNHCR DA - 2020/// PY - 2020 DP - Zotero SP - 6 LA - en UR - https://data2.unhcr.org/en/documents/download/76898 KW - ⛔ No DOI found ER - TY - RPRT TI - Refugee Education: A Rapid Evidence Review AU - Ashlee, Amy AU - Clericetti, Giulia AU - Mitchell, Joel AB - This Rapid Evidence Review (RER) provides an overview of existing literature on the use of educational technology (EdTech) for education of refugees in low- and middle-income countries (LMICs). The RER has been produced in response to the widespread global shutdown of schools resulting from the outbreak of Covid-19. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations caused by Covid-19. In the current global context, lessons learnt from the use of EdTech in refugee contexts — in which education is often significantly disrupted and education systems and responses are required to rapidly adapt — are salient. DA - 2020/06// PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 3 ST - Rapid Evidence Review UR - https://docs.edtechhub.org/lib/UUNEJ7FS KW - L:Refugees and migrants KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _P:Evidence review VCMFM9ZD KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Reform Policy to Boost Kenya’s Mobile Connectivity Says GSMA AU - GSMA AB - 48 Per Cent of the Population of Kenya Remains Unconnected to Mobile Networks   Nairobi: Kenya is making excellent progress to achieve its target of universal broadband coverage by 2030 and there is an opportunity for the government to accelerate the country’s digital transformation with more supportive policies. This was the key finding of a […] DA - 2020/// PY - 2020 DP - www.gsma.com LA - en-GB UR - https://www.gsma.com/newsroom/press-release/reform-policy-to-boost-kenyas-mobile-connectivity-says-gsma/ Y2 - 2020/07/01/09:18:21 ER - TY - BLOG TI - Reflections on finding French digital education resources AU - Masrour, Vahid T2 - EdTech Hub AB - Photo credit: SIL Cameroon Read in French In October, EdTech Hub and Learning Equality put out a call to find French educational resources with the aim of making these resources more accessible to Francophone learners not connected to the internet. This post by Vahid Masrour, Learning Equality’s Curriculum Operations Specialist, highlights observations and recommendations from this process. He shares further… DA - 2020/11/20/T13:39:40+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/11/20/reflections-on-finding-french-digital-education-resources/ Y2 - 2021/04/21/20:30:37 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - Reducing distance through online international collaboration AU - Schreiber, Brooke R. AU - Jansz, Mihiri T2 - ELT Journal AB - Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations. DA - 2020/01// PY - 2020 DO - 10.1093/elt/ccz045 VL - 74 IS - 1 SP - 63 EP - 72 LA - English SN - 0951-0893, 0951-0893 UR - https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=2236&context=bb_pubs AN - 2396850563; EJ1246618 KW - Asynchronous Communication KW - Computer Mediated Communication KW - DISTANCE education KW - Distance Education KW - ENGLISH as a foreign language KW - ENGLISH language education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Benefits KW - Educational Cooperation KW - English (Second Language) KW - Feedback (Response) KW - Foreign Countries KW - Group Discussion KW - Higher Education KW - IN-service training of teachers KW - Inservice Teacher Education KW - International Cooperation KW - LEARNING KW - Language Variation KW - Masters Programs KW - New York (New York) KW - Online Courses KW - Peer Groups KW - Postsecondary Education KW - Program Descriptions KW - Second Language Instruction KW - Second Language Learning KW - Sri Lanka KW - TEACHER education KW - Teacher Education Programs KW - Teaching Methods KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099817 KW - __finaldtb ER - TY - JOUR TI - Reducing distance through online international collaboration AU - Schreiber, Brooke R. AU - Jansz, Mihiri T2 - ELT Journal AB - Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by 'transactional distance', a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations. DA - 2020/01// PY - 2020 DO - 10.1093/elt/ccz045 VL - 74 IS - 1 SP - 63 EP - 72 LA - English SN - 0951-0893, 0951-0893 UR - https://academicworks.cuny.edu/cgi/viewcontent.cgi?article=2236&context=bb_pubs AN - 2396850563; EJ1246618 KW - Asynchronous Communication KW - Computer Mediated Communication KW - DISTANCE education KW - Distance Education KW - ENGLISH as a foreign language KW - ENGLISH language education KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Benefits KW - Educational Cooperation KW - English (Second Language) KW - Feedback (Response) KW - Foreign Countries KW - Group Discussion KW - Higher Education KW - IN-service training of teachers KW - Inservice Teacher Education KW - International Cooperation KW - LEARNING KW - Language Variation KW - Masters Programs KW - New York (New York) KW - Online Courses KW - Peer Groups KW - Postsecondary Education KW - Program Descriptions KW - Second Language Instruction KW - Second Language Learning KW - Sri Lanka KW - TEACHER education KW - Teacher Education Programs KW - Teaching Methods KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2099817 KW - __finaldtb ER - TY - JOUR TI - Reducing distance through online international collaboration AU - Schreiber, Brooke R AU - Jansz, Mihiri T2 - ELT Journal AB - Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations. DA - 2020/03/05/ PY - 2020 DO - 10.1093/elt/ccz045 DP - Silverchair VL - 74 IS - 1 J2 - ELT Journal SN - 0951-0893 UR - https://doi.org/10.1093/elt/ccz045 Y2 - 2022/08/22/20:29:46 ER - TY - JOUR TI - Reducing distance through online international collaboration AU - Schreiber, Brooke R AU - Jansz, Mihiri T2 - ELT Journal AB - Online and hybrid courses offer many benefits for ESL teacher education, but can be hampered by ‘transactional distance’, a lack of interpersonal closeness which can cause misunderstanding and disengagement. This article describes a pedagogical project in which in-service teachers studying in a distance-learning MA TESL programme in Sri Lanka participated in an asynchronous discussion forum with peers from a university in New York City to discuss varieties of World Englishes. The project increased dialogue between learners, and between learners and the instructor, providing space for informal interactions through text, images, and video, as well as multiple methods for responding to feedback, ultimately reducing transactional distance. This article discusses the benefits of the project as well as the pedagogical and technological challenges, offering suggestions for other MA TESL educators about implementing such collaborations. DA - 2020/03/05/ PY - 2020 DO - 10.1093/elt/ccz045 DP - Silverchair VL - 74 IS - 1 J2 - ELT Journal SN - 0951-0893 UR - https://doi.org/10.1093/elt/ccz045 Y2 - 2022/08/22/20:29:46 ER - TY - RPRT TI - RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic AU - Warren, Shana AU - Parkerson, Doug AU - Collins, Elliott DA - 2020/// PY - 2020 PB - Innovations for Poverty Action UR - https://www.poverty-action.org/recovr-study/recovr-sierra-leone-tracking-effects-covid-19-pandemic Y2 - 2020/12/16/10:25:08 ER - TY - ELEC TI - RECOVR Ghana: Tracking the Effects of the COVID-19 Pandemic. Innovations for Poverty Action. AU - Innovations for Poverty Action T2 - Poverty Action DA - 2020/// PY - 2020 UR - https://www.poverty-action.org/recovr-study/recovr-ghana-tracking-effects-covid-19-pandemic Y2 - 2020/05/12/00:00:00 ER - TY - RPRT TI - Recovery of Learning Loss Created Due to COVID-19 Crisis: Analysis of Bangla Learning Outcomes and Identification of Content AU - NAPE AU - Room to Read DA - 2020/// PY - 2020 UR - http://www.nape.gov.bd/sites/default/files/files/nape.portal.gov.bd/publications/3d2deccf_d55a_433f_beab_ecc9cf55d518/2020-11-02-12-46-c27db007beb2fe9f541d9a4208034d1c.pdf ER - TY - JOUR TI - Recontextualization of learner-centred pedagogy in Rwanda: A comparative analysis of primary and secondary schools. AU - van de Kuilen, Hester AU - Altinyelken, Hulya Kosar AU - Voogt, Joke M. AU - Nzabalirwa, Wenceslas T2 - Compare: A Journal of Comparative and International Education AB - Learner-centred pedagogy (LCP) has become a global pedagogy and has been adopted in sub-Saharan African countries such as Rwanda, despite ample evidence of implementation failure. Most research has examined its implementation at either the primary or the secondary level. However, this qualitative study adopts a comparative approach and seeks to explore how Rwandan primary and secondary school teachers define, perceive and recontextualize LCP. The study is based on interviews and classroom observations of 12 effective primary and 12 effective secondary teachers working in eight well-performing schools; the analysis draws on Schweisfurth’s minimum standards for LCP. This Rwandan case reveals that the majority of primary and secondary teachers stimulated open and respectful classroom interactions. However, recontextualization of constructivism differed substantially between the two groups. Furthermore, the findings highlight the importance of more research into the dynamics between the various standards for LCP, and the interaction of these standards with contextual factors. DA - 2020/12/22/ PY - 2020 DO - 10.1080/03057925.2020.1847044 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 18 SN - 0305-7925 ST - Recontextualization of learner-centred pedagogy in Rwanda UR - https://doi.org/10.1080/03057925.2020.1847044 Y2 - 2022/05/24/16:28:25 KW - Learner-centred pedagogy KW - education reform KW - recontextualization KW - rwanda KW - teachers ER - TY - JOUR TI - Reasons behind dropping out of slum children from non-formal school in Dhaka AU - Smita, Marzia Khatan AU - Rabbi, Md Fajlay AU - Mohammad, Shoeab T2 - Jurnal Iqra' : Kajian Ilmu Pendidikan AB - In South Asia, numerous slum children were deprived of education upon several socio-economic grounds, and many children still dropout of non-formal schools despite receiving free non-formal education. This study aims to explore the reasons for dropping out of non-formal schools and the socio-demographic situation of slum children in Dhaka City. Fifty non-formal dropout slum children were selected conveniently as participants employing a mixed research design. A semi-structured schedule of questionnaire and interview was used as instruments for collecting data. Both qualitative and quantitative data were collected simultaneously to explore the slum children's dropout situation. Twelve reasons of their dropout have been reported. In addition to explaining the reasons for their dropping out, two frameworks were presented in detail. Most slum non-formal students dropped out of their schools for the pulling out factors and reasons related to household. Recommendations for reducing slum children's school dropout and persuasive strategies for future work in this field have been addressed. Keywords: Non-formal School, Dropout, Slum Children, Non-formal Education. DA - 2020/09/01/ PY - 2020 DO - 10.25217/ji.v5i2.953 DP - journal.iaimnumetrolampung.ac.id VL - 5 IS - 2 SP - 14 EP - 29 LA - en-US SN - 2548-7892 UR - https://journal.iaimnumetrolampung.ac.id/index.php/ji/article/view/953 Y2 - 2021/10/25/18:31:36 KW - Dropout KW - Non-formal Education KW - Non-formal School KW - Slum Children ER - TY - BLOG TI - Realizing the promise: How can education technology improve learning for all? T2 - Brookings AB - This research is intended as an evidence-based tool for ministries of education to adopt and more successfully invest in education technology. DA - 2020/09/10/T13:00:00+00:00 PY - 2020 LA - en-US ST - Realizing the promise UR - https://www.brookings.edu/essay/realizing-the-promise-how-can-education-technology-improve-learning-for-all/ Y2 - 2021/03/05/12:31:20 ER - TY - RPRT TI - Realizing the Promise: How can education technology improve learning for all? AU - Ganimian, Alejandro AU - Vegas, Emiliana AU - Hess, Frederick DA - 2020/// PY - 2020 PB - Brookings Institute UR - https://www.brookings.edu/wp-content/uploads/2020/08/edtech_playbook_full_v2.pdf Y2 - 2021/03/05/12:34:31 ER - TY - RPRT TI - Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere AU - World Bank AB - Realizing the Future of Learning : From Learning Poverty to Learning for Everyone, Everywhere (English) DA - 2020/// PY - 2020 LA - en PB - World Bank ST - Realizing the Future of Learning UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/250981606928190510/Realizing-the-Future-of-Learning-From-Learning-Poverty-to-Learning-for-Everyone-Everywhere Y2 - 2021/06/03/14:18:53 ER - TY - ELEC TI - Realization School learning AU - Queen Rania Foundation T2 - Edraak AB - Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF). DA - 2020/// PY - 2020 LA - en UR - https://www.edraak.org/k12/ Y2 - 2020/06/30/15:18:34 ER - TY - ELEC TI - Ready4K AU - ParentPowered DA - 2020/// PY - 2020 UR - https://ready4k.parentpowered.com/ Y2 - 2021/04/06/18:29:12 ER - TY - BOOK TI - Ready to Learn: Before School, in School, and beyond School in South Asia AU - Béteille, Tara AU - Tognatta, Namrata AU - Riboud, Michelle AU - Nomura, Shinsaku AU - Ghorpade, Yashodhan AB - Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6-11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skill-improving opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by non-state actors, private nonprofit and for-profit entities, in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy. DA - 2020/// PY - 2020 DP - ERIC LA - en PB - World Bank Publications SN - 978-1-4648-1327-6 ST - Ready to Learn UR - https://eric.ed.gov/?id=ED604408 Y2 - 2020/12/01/10:39:29 KW - 21st Century Skills KW - Access to Education KW - Administrator Role KW - Barriers KW - Child Development KW - Child Health KW - Early Childhood Education KW - Educational Attainment KW - Educational Equity (Finance) KW - Educational Finance KW - Educational Policy KW - Educational Quality KW - Elementary Secondary Education KW - Equal Education KW - Faculty Development KW - Foreign Countries KW - Gender Bias KW - Global Approach KW - Governance KW - Government Role KW - Higher Education KW - Inservice Teacher Education KW - Job Skills KW - Nutrition KW - Parenting Skills KW - Preschool Education KW - Preservice Teacher Education KW - Principals KW - Private Schools KW - Public Education KW - Public Policy KW - Readiness KW - Skill Development KW - Teacher Competencies KW - Teacher Qualifications KW - Teacher Salaries KW - Technology Integration KW - Technology Uses in Education ER - TY - ELEC TI - Reading Learning Material | USAID-funded Pakistan Reading Project AU - USAID DA - 2020/07/21/10:54:28 PY - 2020 UR - http://www.pakreading.org.pk/resources/publications/reading-learning-material Y2 - 2020/07/21/10:54:28 ER - TY - JOUR TI - Reading and connecting: using social annotation in online classes AU - Zhu, Xinran AU - Chen, Bodong AU - Avadhanam, Rukmini Manasa AU - Shui, Hong AU - Zhang, Raymond Zhuo T2 - Information and Learning Science AB - Purpose: The COVID-19 pandemic has forced many instructors to rapidly shift to online/distance teaching. With a narrow preparation window, many instructors are at a loss of strategies that are both effective in responding to the crisis and compatible with their professional practices. One urgent need in classrooms at all levels is to support social reading of course materials. To fulfill this need, this paper aims to present a systematic literature review on using Web annotation in K-12 and higher education to provide practical and evidence-based recommendations for educators to incorporate social annotation in online teaching. Design/methodology/approach: This paper presents a systematic literature review of the use of Web annotation in formal education. The authors reviewed 39 articles that met the inclusion criteria and extracted the following information from each article: level of education, subject area, learning theory, learning activity design, Web annotation technology, research methods and learning outcomes. Studies were further analyzed and synthesized by the genre of learning activity design. Findings: The authors identified five types of social annotation activity design: processing domain-specific knowledge, supporting argumentation and inquiry, improving literacy skills, supporting instructor and peer assessment and connecting online learning spaces. In addition, the authors developed practical recommendations on setting pedagogical goals, selecting annotation tools, deciding instructor involvement and developing evaluation strategies. Originality/value: This study provides a timely response to online/distance teaching under the COVID-19 pandemic. It is a hope that these identified application areas, in combination with four practical recommendations, would provide pragmatic and evidence-based support for educators to engage learners in reading, learning and connecting. DA - 2020/// PY - 2020 DO - 10.1108/ILS-04-2020-0117 VL - 121 IS - 5 SP - 261 EP - 271 KW - Collaborative learning KW - Collaborative reading KW - Online learning KW - Social annotation KW - Social reading KW - Web annotation ER - TY - ELEC TI - Read Foundation DA - 2020/07/20/16:28:49 PY - 2020 UR - http://www.readfoundation.org/ Y2 - 2020/07/20/16:28:49 ER - TY - ELEC TI - Reaching Children & Students in Remote Locations AU - Aladin, Katija AB - During this educational shift from school to home, how are we addressing the needs of students in remote locations with little to no access to connectivity? From providing educational content through Whatsapp, Facebook messenger to accessing online content offline, these innovative ideas are helping children and families connect with teachers and lessons in other ways than online. DA - 2020/04/02/ PY - 2020 UR - https://hundred.org/en/innovations/reaching-children-students-in-remote-locations Y2 - 2020/06/01/13:26:51 ER - TY - JOUR TI - (Re)considering the Concept of Literature Review Reproducibility AU - Cram, W. Alec AU - Templier, Mathieu AU - Pare, Guy T2 - Journal of the Association for Information Systems DA - 2020/09/11/ PY - 2020 DO - 10.17705/1jais.00630 VL - 21 IS - 5 SP - 1103 EP - 1114 LA - en SN - 1536-9323 UR - https://aisel.aisnet.org/jais/vol21/iss5/10 ER - TY - ELEC TI - Re:Coded T2 - Re:Coded DA - 2020/// PY - 2020 LA - en-US ST - Re UR - https://www.re-coded.com Y2 - 2020/05/29/15:01:59 ER - TY - RPRT TI - Rapid Review of Assistive Technologies for Persons with Disability in India AU - Singh, Suneeta AU - Tomar, Manika AU - Mahendra, Vaishali S AB - The purpose of this study is to support a better understanding of the evidence on assistive technology and support an effective response DA - 2020/// PY - 2020 LA - en PB - Amaltas Consulting Private Ltd UR - https://www.gov.uk/research-for-development-outputs/rapid-review-of-assistive-technologies-for-persons-with-disability-in-india Y2 - 2020/12/10/21:15:32 ER - TY - ELEC TI - Rapid Response Guidance Note: Educational Television & COVID-19 AU - World Bank DA - 2020/// PY - 2020 UR - http://documents1.worldbank.org/curated/en/659411587145759242/pdf/Rapid-Response-Guidance-Note-Educational-Television-COVID-19.pdf Y2 - 2020/09/24/16:05:02 KW - ___working_potential_duplicate ER - TY - RPRT TI - Rapid Response Guidance Note: Educational Television & COVID-19 AU - World Bank DA - 2020/04/17/ PY - 2020 SP - 4 LA - EN UR - http://documents.worldbank.org/curated/en/659411587145759242/pdf/Rapid-Response-Guidance-Note-Educational-Television-COVID-19.pdf Y2 - 2020/04/20/16:29:46 KW - ___working_potential_duplicate ER - TY - RPRT TI - Rapid Response Guidance Note: Educational Television & COVID-19 AU - World Bank AU - Bank, World DA - 2020/04/17/ PY - 2020 SP - 4 LA - EN ST - Rapid Response Guidance Note KW - ___working_potential_duplicate ER - TY - ELEC TI - Rapid Evidence Summary on Mass Communication | AU - Inter-agency Network for Education in Emergencies (INEE). DA - 2020/03/26/ PY - 2020 UR - https://inee.org/resources/rapid-evidence-summary-mass-communication Y2 - 2020/05/29/13:33:34 ER - TY - RPRT TI - Rapid Evidence Summary on Mass Communication AU - International Rescue Committee DA - 2020/03/26/ PY - 2020 SP - 8 LA - EN PB - International Rescue Committee UR - https://inee.org/resources/rapid-evidence-summary-mass-communication ER - TY - BLOG TI - Rapid Evidence Review: Girls' Education and EdTech T2 - EdTech Hub AB - Full PDF Download Key Findings Access to technology has shown to be often disproportionately more empowering for girls relative to boys, with wider benefits which expand beyond formal education. Most studies suggest there is a significant existing gender digital divide: cultural bias and gendered assumptions about girls’ competence and enjoyment of technology, and the benefits […] DA - 2020/// PY - 2020 LA - en-GB ST - Rapid Evidence Review UR - https://edtechhub.org/rapid-evidence-review-girls-education-and-edtech/ Y2 - 2020/07/30/16:46:49 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Rapid‌ ‌Evidence‌ ‌Review:‌ ‌Accelerated‌ ‌Learning‌ ‌and‌ ‌EdTech‌ T2 - EdTech Hub AB - Rapid‌ ‌Evidence‌ ‌Review:‌ ‌Accelerated‌ ‌Learning‌ ‌and‌ ‌EdTech‌ Download report (PDF) Key Findings Accelerated learning programmes focus on speeding up learning. They commonly do so by focusing on cognitive development, social and emotional learning, interactive pedagogy and community support. These programmes further commonly use diagnostic needs assessment and flexible approaches to education, to help children to catch up on missed learning.… DA - 2020/// PY - 2020 LA - en-US ST - Rapid‌ ‌Evidence‌ ‌Review UR - https://edtechhub.org/rapid-evidence-review-accelerated-learning-and-edtech/ Y2 - 2020/11/25/11:23:42 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - Rapid Assessment of Teleschool Initiative AU - Gallup Pakistan DA - 2020/// PY - 2020 UR - https://gallup.com.pk/wp/wp-content/uploads/2020/08/Report-on-Teleschool-Initiative-Gallup-Pakistan.pdf Y2 - 2022/04/25/15:40:09 ER - TY - ELEC TI - Radio Timetable 2020 AU - Kenya Institute of Curriculum Development DA - 2020/// PY - 2020 UR - https://kicd.ac.ke/our-services/educational-media/kicd-radio-timetable-2018/ Y2 - 2020/07/01/09:24:51 ER - TY - ELEC TI - Radio Education: Physical Distance but Social Solidarity | INEE AU - Minetti, Elena DA - 2020/03/23/ PY - 2020 UR - https://inee.org/blog/radio-education-physical-distance-social-solidarity Y2 - 2021/12/31/18:25:25 ER - TY - RPRT TI - Radio: A Rapid Evidence Review AU - Damani, Kalifa AU - Mitchell, Joel AB - This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of radio in education in low- and middle-income countries (LMICs). The present RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread shutdown of schools. It, therefore, highlights transferable insights that may be applicable to educational responses resulting from the limitations caused by COVID-19. Established approaches to delivering distance education have renewed salience during this period because many students cannot access schooling in a school building due to social distancing requirements. As one of the longest-serving and most accessible types of educational technology (EdTech), and one that has had some success in education delivery in an LMIC context that was affected by an epidemic, it is particularly useful to focus on radio (Barnett et al., 2018; Hallgarten, 2020). Notably, the RER aims neither to advocate nor discourage the use of radio in education in response to the COVID-19 pandemic. Instead, it provides an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential of radio in education delivery. DA - 2020/06// PY - 2020 DP - Zotero LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 4 ST - Radio UR - https://docs.edtechhub.org/lib/YMWE6FR6 KW - L:English UXZJW5DR KW - TAG:E:Primary education QIVZD2B2 KW - TAG:E:Secondary education JS5BG2RE KW - TAG:F:Access W8TZWAGE KW - TAG:F:Educational data QWBAFGFR KW - TAG:F:Online and distance teaching and learning A32ARSFK KW - TAG:H:Audio and Radio QIAXGMEU KW - TAG:P:Teachers DAJFZBM8 KW - TAG:W:Low connectivity and/or electricity KET3PKDI KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _L:English UXZJW5DR KW - _MELA_seen KW - _T:E:Primary education QIVZD2B2 KW - _T:E:Secondary education JS5BG2RE KW - _T:F:Access W8TZWAGE KW - _T:F:Educational data QWBAFGFR KW - _T:F:Online and distance teaching and learning A32ARSFK KW - _T:H:Audio and Radio QIAXGMEU KW - _T:P:Teachers DAJFZBM8 KW - _T:W:Low connectivity and/or electricity KET3PKDI KW - ___working_potential_duplicate KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH ER - TY - ELEC TI - Queen Rania Center for Education and Information Technology Center AU - Ministry of Education, Jordan DA - 2020/// PY - 2020 UR - http://www.moe.gov.jo/ar/node/61 Y2 - 2020/06/30/14:56:28 ER - TY - GEN TI - Quarterly Communication Statistics January-March 2020 AU - Tanzania Communications Regulatory Authority DA - 2020/// PY - 2020 UR - https://www.tcra.go.tz/statistic_document/8/march ER - TY - GEN TI - Quality Teaching Framework: A focus on marginalised girls AU - Girls' Education Challenge DA - 2020/// PY - 2020 UR - https://girlseducationchallenge.org/media/01xjmzkd/gec-qtf-december-2020.pdf Y2 - 2022/01/03/12:29:49 ER - TY - RPRT TI - Putting the ‘learning’ back in remote learning AU - Alam, Andaleeb AU - Tiwari, Priyamvada DA - 2020/06// PY - 2020 DP - Zotero SP - 16 LA - en PB - UNICEF UR - https://www.unicef.org/globalinsight/sites/unicef.org.globalinsight/files/2020-06/UNICEF-Global-Insight-remote-learning-issue-brief-2020.pdf ER - TY - ELEC TI - Putting girls’ education first in Kenya | Blog | Global Partnership for Education AU - GPE AB - With support from the Global Partnership for Education, the Government of Kenya is making strides in ensuring that all girls – including those living in the poorest and most remote areas of the country - have access to quality education. DA - 2020/// PY - 2020 LA - en UR - https://www.globalpartnership.org/blog/putting-girls-education-first-kenya Y2 - 2021/09/06/13:16:03 ER - TY - ELEC TI - Punjab Education Support Programme II AU - Foreign, Commonwealth and Development Office DA - 2020/// PY - 2020 UR - https://devtracker.fcdo.gov.uk/projects/GB-1-202697 Y2 - 2021/02/13/15:12:42 KW - ___working_potential_duplicate KW - auto_merged ER - TY - BLOG TI - Publish, learn, improve T2 - EdTech Hub AB - This week we’ve designed and prototyped a tool to make our website more useful during the coronavirus (COVID-19) pandemic. We want to enable decision-makers to make informed choices about if, when and how to use EdTech during this crisis. We’re building something to help you find education responses by governments and EdTech tools that support these responses. Given the urgency… DA - 2020/05/11/T16:11:56+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/05/11/publish-learn-improve/ Y2 - 2020/11/07/13:00:38 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Public-Private Virtual-School Partnerships and Federal Flexibility for Schools during COVID-19 POLICY BRIEF AU - Butcher, Jonathan AB - The coronavirus has altered the daily lives of families around the world. In the United States, one of the most significant changes for millions of families is that most K-12 pupils have become homeschool or virtual-school students for the foreseeable future. As of March 25, state and local officials in every state have closed some or all brick-and-mortar K-12 schools for at least two weeks, affecting approximately 55 million students. 1 More announcements about extended closures may be coming: Kansas Governor Laura Kelly was the first to close schools in the state for the remainder of the school year. 2 Educators in Kansas are turning to online instruction, as are schools around the country, facing the choice of providing virtual courses or forgoing schoolwork entirely, perhaps until the fall. Making effective partnerships with existing online schools and virtual content providers will be critical for students in the coming weeks. Furthermore, policymakers should afford district and charter schools more flexibility with existing resources so that schools can direct taxpayer spending to areas of need. Finally, the US Department of Education has issued guidance that removes regulatory barriers to schools attempting to provide online course material. Schools and districts should not be allowed to cite rules and point to obstacles that prevent any attempts at offering virtual instruction. The pandemic offers an opportunity to see just how quickly, and how extensively , public and private educators can expand virtual instruction-which may change the way society considers all of education in the future. DA - 2020/// PY - 2020 SN - 7039939967 KW - internet KW - online education KW - schools KW - virtual schools ER - TY - RPRT TI - Protect a generation: The impact of Covid19 on children’s lives AU - Save the Children DA - 2020/// PY - 2020 PB - Save the Children UR - https://resourcecentre.savethechildren.net/node/18218/pdf/vr59-01_protect_a_generation_report_en_0.pdf ER - TY - JOUR TI - Prospective teachers' online learning mathematics activities in the age of COVID-19: A cluster analysis approach AU - Mulenga, Eddie M AU - Marbán, José M T2 - Eurasia Journal of Mathematics, Science and Technology Education AB - The learning situation in the Zambian education sector has changed in the age of COVID-19 when the first two cases of COVID-19 infection were detected in the country rising to 45 local and at least 1.8 million infections globally by 13th April, 2020. Zambia became one of the many countries globally that has prematurely closed all schools. This study examines prospective teachers' online learning mathematics activities in the age of COVID-19 pandemic. Cluster analysis results revealed that online learning mathematics activities have significant mean differences in clustering. Cluster 2 recorded the best performance, implying that students in this cluster exhibited excellent online learning skills for mathematics in technology-rich environments in which they will be forced to study and work in the future. The study reviews various available online platforms and indicates the one that will be opened by the government which is the Educational Channel on TV. DA - 2020/// PY - 2020 DO - 10.29333/EJMSTE/8345 VL - 16 IS - 9 SP - 1 EP - 9 KW - COVID-19 KW - Mathematics education KW - Online learning KW - Prospective teachers KW - Virtual teaching KW - Zambia ER - TY - RPRT TI - Prospective evaluation of GPE’s country-level support to education AU - Outhred, Rachel AU - Turner, Fergal DA - 2020/// PY - 2020 DP - Zotero LA - en UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-02-gpe-country-level-prospective-evaluation-Year-2–Nigeria.pdf ER - TY - RPRT TI - Proposal for GPE Accelerated Funding for COVID-19 Response (Malawi) AU - Global Partnership for Education DA - 2020/// PY - 2020 UR - ). Proposal for GPE Accelerated Funding for COVID-19 Response (Malawi). https://www.globalpartnership.org/sites/default/files/document/file/2020-05-CO VID-19%20AFF%20Request%20Malawi_0.pdf ER - TY - RPRT TI - Proposal for GPE Accelerated Funding for COVID-19 Response: Malawi AU - GPE DA - 2020/04/30/ PY - 2020 M3 - Application PB - Global Partnership for Education UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-05-COVID-19%20AFF%20Request%20Malawi_0.pdf Y2 - 2020/08/30/20:05:03 ER - TY - JOUR TI - Promoting physical activity for children with autism spectrum disorders during Coronavirus outbreak: Benefits, strategies, and examples AU - Yarımkaya, Erkan AU - Esentürk, Oğuz Kaan T2 - International Journal of Developmental Disabilities AB - Described as a global outbreak (pandemic) by the World Health Organization, Coronavirus disease (COVID-19) raises great concern with more than 2 million infected patients worldwide. A series of measures are taken by governments worldwide to prevent the spread of the outbreak. As new cases increase, people are asked to stay at home. Active living areas such as sports centers, parks and schools are closed in most countries. In this process, staying at home for a long time makes it difficult for individuals with special needs such as Autism Spectrum Disorders (ASD) to stay physically active as well as typically developing individuals. The education process of children with ASD is disrupted, especially due to closed special education schools and rehabilitation centers. Online learning environments are often not suitable for children with ASD. It is predicted that excessive weight, obesity and sedentary life, which are high in children with ASD, may increase even more due to COVID-19. This article outlines the benefits of physical activity for children with ASD and provides strategies and examples of physical activity for children with ASD during the COVID-19 outbreak. The article is thought to be a guide for encouraging children with ASD in the home environment to physical activity. DA - 2020/// PY - 2020 DO - 10.1080/20473869.2020.1756115 VL - 0 IS - 0 SP - 1 EP - 7 UR - https://doi.org/10.1080/20473869.2020.1756115 KW - COVID-19 KW - children with ASD KW - physical activity KW - stay at home ER - TY - RPRT TI - Promoting Parental Involvement in Schools: Evidence From Two Randomized Experiments AU - Barrera-Osorio, Felipe AU - Gertler, Paul AU - Nakajima, Nozomi AU - Patrinos, Harry AB - Founded in 1920, the NBER is a private, non-profit, non-partisan organization dedicated to conducting economic research and to disseminating research findings among academics, public policy makers, and business professionals. DA - 2020/11/02/ PY - 2020 DP - www.nber.org LA - en PB - National Bureau of Economic Research SN - w28040 ST - Promoting Parental Involvement in Schools UR - https://www.nber.org/papers/w28040 Y2 - 2021/05/28/20:20:27 ER - TY - RPRT TI - Promising practices for equitable remote learning: Emerging lessons from COVID-19 education responses in 127 countries AU - Dreesen, Thomas AU - Akseer, Spogmai AU - Brossard, Matt AU - Dewan, Pragya AU - Giraldo, Juan-Pablo AU - Kamei, Akito AU - Mizunoya, Suguru AU - Ortiz, Javier Santiago DA - 2020/// PY - 2020 DP - Zotero SP - 10 LA - en PB - UNICEF ST - Promising practices for equitable remote learning UR - https://www.unicef-irc.org/publications/pdf/IRB%202020-10.pdf KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - ELEC TI - Promising Practices for Equitable Remote Learning. Emerging lessons from COVID-19 education responses in 127 countries AU - Innocenti, UNICEF Office of Research- T2 - UNICEF-IRC AB - The COVID-19 pandemic has had an unprecedented impact on societies, globally. To help contain the spread of the disease, schools around the world have closed, affecting 1.6 billion learners – approximately 91 per cent of the world’s enrolled stud DA - 2020/// PY - 2020 LA - en UR - https://www.unicef-irc.org/publications/1090-promising-practices-for-equitable-remote-learning-emerging-lessons-from-covid.html Y2 - 2022/06/06/09:29:14 ER - TY - ELEC TI - Programme Monitoring & Implementation Unit AU - PMIU DA - 2020/// PY - 2020 UR - https://open.punjab.gov.pk/schools/ Y2 - 2020/12/21/15:30:47 ER - TY - RPRT TI - Programa de Educação em Emergência 2020-2021 financiado pela Parceria Global da Educação AU - Global Partnership for Education DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-05-18-COVID-19%20AFF%20Request%20Mozambique.pdf ER - TY - ELEC TI - ProFuturo DA - 2020/// PY - 2020 UR - https://profuturo.education/en ER - TY - BLOG TI - Problems and proposals summary: Advice, Money, Results AU - Hedger, Edward AU - Schick, Allen AU - Manning, Nick DA - 2020/// PY - 2020 M3 - NYU UR - https://wagner.nyu.edu/advice-money-results/problems-proposals-summary Y2 - 2022/10/04/07:37:57 ER - TY - RPRT TI - Problem Analysis. A Global Public Good produced by the EdTech Hub (https://EdTechhub.org, #EdTechHub). AU - Hennessy, Sara AU - Jordan, Katy AU - Haßler, Björn AU - Hollow, David AU - Brugha, Meaghan AU - Jamieson Eberhardt, Molly AU - Sabates, Ricardo AB - An output by the EdTech Hub - #EdTechHub, https://edtechhub.org DA - 2020/01/31/ PY - 2020 LA - en M3 - Working Paper PB - EdTech Hub SN - 5 ST - Technology in education in low-income countries UR - https://doi.org/10.5281/zenodo.3352007 KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Private education and compliance with the Abidjan Principles: A study of Malawi, Mozambique, Tanzania and Nigeria AU - Unterhalter, Elaine AU - Robinson, Lynsey AU - Luis, Jose AU - Canelhas, Benito AU - Coysh, Joanne DA - 2020/// PY - 2020 DP - ResearchGate PB - ActionAid UR - https://actionaid.org/sites/default/files/publications/Private%20education%20and%20compliance%20online.pdf ER - TY - RPRT TI - Printed materials - Google Drive AU - UNICEF DA - 2020/// PY - 2020 UR - https://drive.google.com/drive/folders/1K0hNSox-J-9pccPK8JYurvtObx1NVY-S Y2 - 2020/06/08/12:57:23 ER - TY - RPRT TI - Principles for Digital Development in Education - amendments, tenets, questions AU - Haßler, Björn AB - Principles for Digital Development in Education An adaptation of the Principles for Digital Development for use in education Björn Haßler, Open Development & Education, 2019 About this document Recommended acknowledge- ment. Please acknowledge/cite this document as indicated. Haßler, B. ... DA - 2020/// PY - 2020 LA - en UR - https://docs.opendeved.net/lib/PDXPLXA5 Y2 - 2020/12/11/10:05:58 KW - _DOILIVE KW - _zenodoODE KW - dode_eth-src-dode ER - TY - RPRT TI - Primary and Secondary Impacts of the COVID-19 Pandemic on Children and Women in Ghana AU - UNICEF T2 - COVID-19 IMPacts on Children CY - Ghana DA - 2020/// PY - 2020 SP - 1 EP - 8 LA - EN PB - UNICEF SN - 1 UR - https://www.unicef.org/ghana/media/3461/file/Effects%20of%20COVID-19%20on%20Women%20and%20Children%20in%20Ghana.pdf Y2 - 2020/10/12/00:00:00 ER - TY - GEN TI - President's Office - Regional Administration and Local Government Fee Free Basic Education - Capitation Grants Disbursed to Secondary Schools 2019/2020 AU - Government of Tanzania DA - 2020/// PY - 2020 UR - https://www.tamisemi.go.tz/storage/app/media/uploaded-files/secondaryschools-capitation-grants-2019-2020.pdf Y2 - 2022/06/01/06:01:19 ER - TY - VIDEO TI - President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko AU - SN Radio AB - #sierraleone #presidentbio #fatimabio #sierraleoneparliament #sierranetworkproduction #sierranetwork #sierranetworkwanpotshow President Bio Commissions Newly Constructed Dr Kadie Sesay Girls Secondary School In Port Loko. Latest News Website: http://www.blog.snradio.net FaceBook: http://www.facebook.com/SierraNetwork... Youtube: http://www.youtube.com/Salone2Bad Twitter: http://twitter.com/sierra_n_salone Radio: http://SNRadio.net Radio TuneIn App: http://tun.in/sfgyD SoundCould 1: http://www.soundcloud.com/sierra-network SoundCould 2: https://soundcloud.com/sierra-network-sl SoundCould 3: https://soundcloud.com/sierra-network... Contact Us: info@snradio.net Sierra Network For All That Matters Sierra Leone DA - 2020/10/10/ PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=yNtFkTL1jSQ&ab_channel=SNRadio Y2 - 2020/12/15/19:25:02 ER - TY - JOUR TI - Preservice teachers' perceptions about the use of blended learning in a science education methods course AU - Yılmaz, Özkan AU - Malone, Kathy L T2 - Smart Learning Environments AB - The purpose of this quantitative study was to determine the effectiveness of blended learning within the context of a science education methods course for early childhood elementary preservice teachers in Turkey. Elementary teachers historically fear science and avoid using it in their classes. This course was blended to allow the students to experience active science learning during face to face sessions. Student perceptions about their experiences in a blended methods course were collected using a previously validated survey. The data analysis of the post-test only survey research design demonstrated that students’ perceptions were positive towards the use of blended learning within their science education methods course. However, the analysis determined that students felt that certain technical aspects of the blended learning environment hindered their learning. DA - 2020/12// PY - 2020 DO - 10.1186/s40561-020-00126-7 VL - 7 IS - 1 LA - English UR - https://slejournal.springeropen.com/articles/10.1186/s40561-020-00126-7 AN - 2414586316 KW - Blended learning KW - Data analysis KW - Education KW - Education--Teaching Methods And Curriculum KW - Elementary preservice teachers KW - Higher education KW - Learning KW - Learning environment KW - Science education KW - Science instruction KW - Science methods courses KW - Students KW - Teachers KW - Teaching methods KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095728 KW - __finaldtb ER - TY - JOUR TI - Preservice teachers' perceptions about the use of blended learning in a science education methods course AU - Yılmaz, Özkan AU - Malone, Kathy L. T2 - Smart Learning Environments DA - 2020/12// PY - 2020 DO - 10.1186/s40561-020-00126-7 VL - 7 IS - 1 LA - English ER - TY - JOUR TI - Preservice and Inservice Professional Development During the COVID-19 Pandemic AU - Hartshorne, Richard AU - Baumgartner, Emily AU - Kaplan-rakowski, Regina AU - Mouza, Chrystalla AU - Ferdig, Richard T2 - Journal of Technology and Teacher Education AB - The global COVID-19 pandemic has changed our lives in countless ways. This has included the move to emergency remote learning for PreK-12 and post-secondary education around the world. While school districts and post-secondary education institutions originally anticipated relatively brief closures, the impact of COVID-19 resulted in extensive periods of emergency remote teaching and learning. Many K-12 school districts and institutions of higher education had to teach online for almost all of the spring semester (2020); they have also added contingency plans for future remote instruction in the summer and for the 2020-2021 academic year. As we move beyond the survival phase of remote teaching and learning, it is critical now to transition to a thriving phase of remote teaching, learning, and teacher education. DA - 2020/// PY - 2020 VL - 28 IS - 2 SP - 137 EP - 147 KW - ⛔ No DOI found ER - TY - JOUR TI - Preparing K-12 Schools for a Pandemic before It Occurs AU - Christensen, Rhonda AU - Alexander, Curby T2 - Journal of Technology and Teacher Education AB - While almost all K-12 schools closed for the COVID-19 pandemic with little or no preparation, one school began to prepare 12 years ago for a time such as this. In 2006, the school leadership team began to consider what would happen to teaching and learning in the event of a large-scale pandemic causing the buildings to be closed. The school implemented a Distance Learning Day (DLD) in fall 2007 and continued it for one day each of five years. This paper describes the rationale, implementation, and outcomes of the endeavor, as well as its impact on students, teachers and parents. Implications for professional development are also included for those seeking to replicate this approach. DA - 2020/// PY - 2020 DP - ERIC VL - 28 IS - 2 SP - 261 EP - 272 LA - en SN - 1059-7069 UR - https://www.learntechlib.org/primary/p/216257/ Y2 - 2021/06/08/14:55:27 KW - COVID-19 KW - Communicable Diseases KW - Distance Education KW - Educational Benefits KW - Electronic Learning KW - Elementary Secondary Education KW - Emergency Programs KW - Instructional Design KW - Pandemics KW - Parent Attitudes KW - Planning KW - Program Effectiveness KW - Program Implementation KW - School Closing KW - Student Attitudes KW - Teacher Attitudes KW - Teacher Education KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Pre-Primary, Primary, Secondary, Adult and Non-Formal Education Statistics 2020 AU - Government of Tanzania, PO-RALG DA - 2020/// PY - 2020 UR - https://www.tamisemi.go.tz/storage/app/media/uploaded-files/BEST%202020%20Regional%20Data_Final.pdf ER - TY - JOUR TI - Practical Lessons for Phone-Based Assessments of Learning AU - Angrist, Noam AU - Bergman, Peter AU - Evans, David K. AU - Hares, Susannah AU - Jukes, Matthew C. H. AU - Letsomo, Thato T2 - BMJ Global Health AB - School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce education risks as well as new, longer run health risks, via lost education. While some studies measure student involvement in educational activities during the crisis through phone-based surveys, the literature on assessing learning by phone is almost nonexistent, despite the fact that learning loss has major implications for school dropout and rising inequality. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary principles to guide researchers and service providers as they try phone-based learning assessments. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) learn from the speed and confidence of responses, (7) use effective strategies to encourage respondents to pick up the phone, and (8) build rapport with adult caregivers and youth respondents. DA - 2020/07// PY - 2020 DO - 10.1136/bmjgh-2020-003030 DP - Zotero VL - 5 IS - 7 SP - 16 J2 - BMJ Glob Health LA - en SN - 2059-7908 UR - https://www.cgdev.org/sites/default/files/practical-lessons-phone-based-assessments-learning-revised-jul2020.pdf KW - ___working_potential_duplicate KW - health economics KW - health services research KW - public health KW - ⛔ No DOI found ER - TY - RPRT TI - Practical Lessons for Phone-Based Assessments of Learning AU - Angrist, Noam AU - Bergman, Peter AU - Evans, David K. AU - Hares, Susannah AU - Jukes, Matthew C. H. AU - Letsomo, Thato CY - Washington D.C. DA - 2020/07// PY - 2020 SP - 16 LA - en PB - Center for Global Development ER - TY - BOOK TI - Practical guidance note 9: stopping school related gender based violence AU - European Commission AB - This guidance note provides information and programming advice about how to stop school-related, gender-based violence (SRGBV). CN - MN-BB-20-010-EN-N CY - LU DA - 2020/// PY - 2020 DP - Publications Office of the European Union LA - eng PB - Publications Office of the European Union SN - 978-92-76-25178-1 ST - Practical guidance note 9 UR - https://data.europa.eu/doi/10.2841/432102 Y2 - 2022/02/01/13:50:33 ER - TY - RPRT TI - Position paper: Using EdTech to support teacher education and professional development in low- and middle-income countries (internal working paper). AU - Hennessy, Sara AU - Koomar, Saalim AU - Kreimeia, Adam DA - 2020/// PY - 2020 PB - EdTech Hub KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _dont_post_PDF ER - TY - RPRT TI - Position paper: EdTech for learners (internal working paper). AU - Damani, Kalifa AU - Francis, Gill AU - McIntyre, Nora AU - Major, Louis AU - Hollow, David DA - 2020/// PY - 2020 PB - EdTech Hub KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _dont_post_PDF ER - TY - RPRT TI - Policy Brief: The Impact of COVID-19 on children AU - UN AB - Children are not the face of this pandemic. But they risk being among its biggest victims. While they have thankfully been largely spared from the direct health effects of COVID-19 at least to date – the crisis is having a profound effect on their wellbeing. All children, of all ages, and in all countries, are being affected, in particular by the socio-economic impacts and, in some cases, by mitigation measures that may inadvertently do more harm than good. This is a universal crisis and, for some children, the impact will be lifelong. Moreover, the harmful effects of this pandemic will not be distributed equally. They are expected to be most damaging for children in the poorest countries, and in the poorest neighbourhoods, and for those in already disadvantaged or vulnerable situations. This policy brief provides a deeper analysis of these effects. It identifies also a series of immediate and sustained actions for the attention of governments and policymakers. DA - 2020/04/15/ PY - 2020 M3 - Policy Brief PB - UN UR - https://unsdg.un.org/sites/default/files/2020-04/160420_Covid_Children_Policy_Brief.pdf Y2 - 2021/05/24/15:10:58 ER - TY - ELEC TI - Policy Brief: The Impact of COVID-19 on children AU - UNICEF AB - Effects of COVID-19 DA - 2020/// PY - 2020 LA - en ST - Policy Brief UR - https://www.unicef.org/malawi/reports/policy-brief-impact-covid-19-children Y2 - 2022/10/31/16:00:31 ER - TY - JOUR TI - Policy brief: Education during COVID-19 and beyond AU - Nations, United DA - 2020/// PY - 2020 UR - https://www.un.org/development/desa/dspd/wp-content/uploads/sites/22/2020/08/sg_policy_brief_covid-19_and_education_august_2020.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Policy brief: Education during COVID-19 and beyond AU - UN AB - The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l DA - 2020/// PY - 2020 LA - en PB - United Nations ST - UNSDG | Policy Brief UR - https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond Y2 - 2020/12/10/17:35:39 ER - TY - RPRT TI - Policy Brief: Education during COVID-19 and beyond AU - United Nations DA - 2020/// PY - 2020 UR - https://www.un.org/sites/un2.un.org/files/sg_policy_brief_covid-19_and_education_august_2020.pdf ER - TY - RPRT TI - Policy Brief: Education during COVID-19 and beyond AU - UNSDG AB - The COVID-19 pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion l DA - 2020/// PY - 2020 LA - en ST - UNSDG | Policy Brief UR - https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond Y2 - 2021/03/31/13:33:15 ER - TY - ELEC TI - PM E Vidya Program | Online [Digital Learning] for Students | Portal | Courses List, Registration AU - Pradhan Mantri e-Vidya Initiative for Digital Education T2 - Hindi Yojana AB - [New] Complete details of Pradhan Mantri E Vidya Yojana. New Initiative for Digital learning in India. Details of Courses, Registration process. DA - 2020/// PY - 2020 LA - en-US UR - https://www.hindiyojana.in/pm-e-vidya/ Y2 - 2020/09/30/11:39:18 ER - TY - RPRT TI - Planning for School Reopening and Recovery After COVID-19: An Evidence Kit for Policymakers AU - Carvalho, Shelby AU - Rossiter, Jack AU - Angrist, Noam AU - Hares, Susannah AU - Silverman, Rachel DA - 2020/// PY - 2020 PB - Center for Global Development UR - https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf ER - TY - RPRT TI - Planning for School Reopening and Recovery After COVID-19 AU - Carvalho, Shelby AU - Rossiter, Jack AU - Angrist, Noam AU - Hares, Susannah AU - Silverman, Rachel DA - 2020/// PY - 2020 DP - Zotero SP - 26 LA - en PB - Center for Global Development UR - https://www.cgdev.org/sites/default/files/planning-school-reopening-and-recovery-after-covid-19.pdf KW - ⛔ No DOI found ER - TY - CONF TI - PK-12 educators’ requests for teaching during a pandemic AU - Jacques, Lorraine A AU - Shrubb, Richard G AB - In the spring of 2020, districts across America needed to quickly transition to distance learning in response to the COVID-19 pandemic. Many educators turned to social media for help addressing this change. This study examined posts from a public Facebook group whose purpose was to support teachers during this pandemic to learn what help educators were seeking for emergency distance learning. Findings indicated that most sought resources or activities to support student learning, followed by how to conduct distance education, followed by requests for technical support. C3 - EdMedia + Innovate Learning 2020 DA - 2020/// PY - 2020 SP - 56 EP - 60 KW - ⛔ No DOI found ER - TY - RPRT TI - Pivoting to Inclusion: Leveraging Lessons from the COVID-19 Crisis for Learners with Disabilities AU - World Bank DA - 2020/// PY - 2020 UR - https://documents1.worldbank.org/curated/en/777641595915675088/pdf/Pivoting-to-Inclusion-Leveraging-Lessons-from-the-COVID-19-Crisis-for-Learners-with-Disabilities.pdf Y2 - 2022/08/15/04:41:59 ER - TY - ELEC TI - Pivot Stories: BEC Members Continue to Meet New Learner Needs during COVID-19 AU - Basic Education Coalition T2 - Basic Education Coalition AB - The Basic Education Coalition (BEC) developed this document to highlight how international education programs are adapting to meet new learner needs that have emerged due to the COVID-19 crisis. This new, updated version of the document includes even more examples of adaptations from implementers. DA - 2020/// PY - 2020 LA - en-US ST - NEW Pivot Stories Y2 - 2020/06/09/15:47:13 ER - TY - JOUR TI - PISA 2021 ICT Framework AU - OECD DA - 2020/// PY - 2020 UR - https://www.oecd.org/pisa/sitedocument/PISA-2021-ICT-framework.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Phone survey on the Covid crisis in Senegal AU - Le Nestour, Alexis AU - Mbaye, Samba AU - Moscoviz, Laura CY - Washington D.C. DA - 2020/// PY - 2020 PB - Centre for Global Development UR - https://dataverse.harvard.edu/file.xhtml?persistentId=doi:10.7910/DVN/9XE95F/95RW9C&version=3.0 KW - ___working_potential_duplicate ER - TY - RPRT TI - Phone survey on the Covid crisis in Senegal AU - Le Nestour, Alexis AU - Moscoviz, Laura AU - Mbaye, Samba DA - 2020/04// PY - 2020 LA - EN PB - Centre for Global Development UR - https://dataverse.harvard.edu/file.xhtml?persistentId=doi:10.7910/DVN/9XE95F/95RW9C&version=3.0 KW - ___working_potential_duplicate ER - TY - ELEC TI - Peru: Aprendo en casa AU - Munoz-Najar, Alberto DA - 2020/// PY - 2020 UR - https://oecdedutoday.com/wp-content/uploads/2020/09/Peru-Aprendo-en-Casa.pdf Y2 - 2021/12/22/03:09:56 ER - TY - JOUR TI - Personalized learning and ESSA: what we know and where we go AU - Zhang, Ling AU - Yang, Sohyun AU - Carter, Jr, Richard T2 - Journal of Research on Technology in Education AB - The passage of the 2015, Every Student Succeeds Act (ESSA), affords states funding for many new options to address the needs of learners. One of the prominent options is personalized learning (PL). This study sought to determine how states positioned PL in their state plans. This study used a qualitative research design to analyze state ESSA plans for presence of and relation to PL. From this analysis, four themes emerged, (a) definitions of PL, (b) goals of PL for students, (c) supports for PL, and (d) partnership for PL. The findings from this study suggested that many states contain aspects of PL in their state plans; however, there is little consensus of how to best implement PL. This article reported on these findings as well as offered guidance to policymakers and state departments of education on how to operationalize and implement PL. DA - 2020/06/22/ PY - 2020 DO - 10.1080/15391523.2020.1728448 DP - ResearchGate VL - 52 IS - 3 SP - 253 EP - 274 J2 - Journal of Research on Technology in Education ST - Personalized learning and ESSA ER - TY - GEN TI - Part 2: Frameworks for Conditional Grants to Provinces: Detailed frameworks on Schedule 4, Part A; Schedule 5, Part A; Schedule 6, Part A; and Schedule 7, Part A grants to provinces AU - Government of the Republic of South Africa DA - 2020/07/03/ PY - 2020 PB - Government of the Republic of South Africa UR - http://www.treasury.gov.za/documents/national%20budget/2020/Part%202%20-%20Provincial%20conditional%20grant%20frameworks.pdf Y2 - 2022/05/31/22:30:15 ER - TY - JOUR TI - Parents’ perceptions of student academic motivation during the covid-19 lockdown: a cross-country comparison AU - Zaccoletti, Sonia AU - Camacho, Ana AU - Correia, Nadine AU - Aguiar, Cecília AU - Mason, Lucia AU - Alves, Rui A. AU - Daniel, João R. T2 - Frontiers in Psychology AB - The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents ( n Italy = 173, n Portugal = 394) reported on their children’s academic motivation and participation in extracurricular activities (grades 1 to 9). We used a multi-group latent change score model to compare Italian and Portuguese students’: (1) pre-COVID mean motivation scores; (2) rate of change in motivation; (3) individual variation in the rate of change in motivation; and (4) dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation (i.e., students with a lower decrease in participation in extracurricular activities had also a lower decrease in motivation). Furthermore, students’ age was significantly associated with changes in motivation (i.e., older students had lower decrease). No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations. DA - 2020/12/18/ PY - 2020 DO - 10.3389/fpsyg.2020.592670 DP - DOI.org (Crossref) VL - 11 SP - 592670 J2 - Front. Psychol. SN - 1664-1078 ST - Parents’ perceptions of student academic motivation during the covid-19 lockdown UR - https://www.frontiersin.org/articles/10.3389/fpsyg.2020.592670/full Y2 - 2023/03/18/12:07:18 ER - TY - JOUR TI - Parenting and child’s (five years to eighteen years) digital game addiction: A qualitative study in North-Western part of Bangladesh AU - Keya, Farah Deba AU - Rahman, Md Mostafizur AU - Nur, M. Tareq AU - Pasa, Md Kamal T2 - Computers in Human Behavior Reports AB - Globally, addiction to digital game among the children and adolescents is a growing concern due to its increasing rate of users and adverse effects on their personal including health and social life. Reviewing the literatures shows a number of factors for child’s digital game addiction. Of the literatures, only a few plausibly shows some form of parenting be a cause for digital game addiction, but under what conditions of parenting influence child to be addicted to digital game is not adequately addressed. Aiming to address the gap, a qualitative study was conducted in North-western Bangladesh using Ethnographic Interview with children and Indepth Interview with parents. The data was analyzed manually following thematic framework. The result of the study shows troubled child-parent relationship and parental attitudes for making their child competitive in education, parental neglect, loneliness and anxiety of the child, and permissive parenting are attributed to digital game addiction. Its social basis is emanated from the family’s asymmetrical role in a market based society. Making a child competitive and capable for future market system is over prioritized, whereas providing emotional security is undermined. It also argued that in a capitalistic society, parents has turned tobe a less authoritative figure to deal children’s issue due to the father’s inability to address economic needs of the family adequately and mothers’ economic dependence to their male counter-part. In such a context, parents are compelled to minimize the gap by offering or allowing child to digital game and so gradually children become addicted to digital game. This argument supported the idea of Frankfurt school on how people attracted and depended on culture industry. DA - 2020/08/01/ PY - 2020 DO - 10.1016/j.chbr.2020.100031 DP - ScienceDirect VL - 2 SP - 100031 J2 - Computers in Human Behavior Reports LA - en SN - 2451-9588 ST - Parenting and child’s (five years to eighteen years) digital game addiction UR - https://www.sciencedirect.com/science/article/pii/S2451958820300312 Y2 - 2022/10/26/10:33:45 KW - Digital game addiction KW - Economic pressure KW - Emotional security KW - Parental neglect KW - Permissive parenting KW - Troubled child-parent relationship ER - TY - RPRT TI - Parental Engagement in Children’s Learning: Insights for remote learning response during COVID-19 AU - Brossard, Mathieu AU - Cardoso, Manuel AU - Kamei, Akito AU - Mishra, Sakshi AU - Mizunoya, Suguru AU - Reuge, Nicolas AB - This research brief is one of a series that explores the impact of COVID-19 on education. It focuses on the potential parental role in learning and its association with foundational reading and numeracy skills. Fifty-three per cent of children in low DA - 2020/09// PY - 2020 LA - en M3 - Innocenti Research Brief ST - Parental Engagement in Children’s Learning UR - https://www.unicef-irc.org/publications/1091-parental-engagement-in-childrens-learning.html Y2 - 2020/11/04/15:17:33 ER - TY - RPRT TI - Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children AU - Baloch, Imdad AU - Kaye, Tom AU - Koomar, Saalim AU - McBurnie, Chris AB - This brief explores the use of EdTech to support distance learning in Pakistan. Specifically, it explores ways to provide distance education to children in remote rural areas and urban slums. CN - 0026 DA - 2020/06/17/ PY - 2020 LA - en M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 17 ST - Pakistan Topic Brief UR - https://docs.edtechhub.org/lib/9TKV7H6E KW - F: Helpdesk response KW - L:Out-of-school populations KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Pakistan Social & Living Standards Measurement Survey (PSLM) 2018-19 National /Provincial (Social Report) AU - Government of Pakistan DA - 2020/// PY - 2020 PB - Government of Pakistan UR - https://www.pbs.gov.pk/sites/default/files//pslm/publications/pslm2018-19/pslm_report_2018-19_national_provincial.pdf ER - TY - RPRT TI - Pakistan Social & Living Standards Measurement Survey (2018-19) AU - Government of Pakistan DA - 2020/// PY - 2020 PB - Pakistan Bureau of Statistics ER - TY - RPRT TI - Pakistan Social & Living Standards Measurement Survey 2018–19 AU - Government of Pakistan. Pakistan Bureau of Statistics, Government of Pakistan AU - Ministry of Planning Development & Special Initiatives CY - Islamabad, Pakistan DA - 2020/// PY - 2020 DP - Zotero SP - 40 LA - en KW - auto_merged ER - TY - ELEC TI - Pakistan’s Award-winning Learning Apps for Kids AU - SABAQ DA - 2020/07/20/16:19:31 PY - 2020 UR - https://sabaq.edu.pk/ Y2 - 2020/07/20/16:19:31 ER - TY - RPRT TI - Pakistan: progressing towards a fully fledged digital economy AU - GSMA DA - 2020/// PY - 2020 UR - https://www.gsma.com/asia-pacific/wp-content/uploads/2020/06/24253-Pakistan-report-updates-LR.pdf ER - TY - RPRT TI - Pakistan National Education Response Resilience Plan (K-12) for Covid-19 AU - Ministry of Federal Education and Professional Training DA - 2020/// PY - 2020 PB - Government of Pakistan UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/pakistan_national_education_response_resilience_plan_covid-19.pdf Y2 - 2020/07/20/14:25:24 KW - ___working_potential_duplicate KW - auto_merged ER - TY - RPRT TI - Pakistan National Education Response and Reslience Plan for COVID-19 AU - Ministry of Federal Education and Professional Training (Pakistan) DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/pakistan_national_education_response_resilience_plan_covid-19.pdf Y2 - 2020/06/09/13:41:37 ER - TY - RPRT TI - Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 AU - Government of Pakistan DA - 2020/// PY - 2020 PB - Government of Pakistan (MoFEPT) UR - http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf ER - TY - RPRT TI - Pakistan National Education Response and Resilience Plan (K-12) for Covid-19 AU - Ministry of Federal Education and Professional Training Government of Pakistan DA - 2020/// PY - 2020 ER - TY - RPRT TI - Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 AU - MoFEPT CY - Islamabad DA - 2020/// PY - 2020 PB - Ministry of Federal Education and Professional Training UR - http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf ER - TY - RPRT TI - Pakistan National Education Response and Resilience Plan (K-12) for COVID-19 AU - MoFEPT CY - Islamabad DA - 2020/// PY - 2020 PB - Ministry of Federal Education and Professional Training UR - http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf ER - TY - ELEC TI - Pakistan Map (Physical) AU - Worldometer AB - Physical Map of Pakistan. Map location, cities, capital, total area, full size map. DA - 2020/// PY - 2020 LA - en UR - https://www.worldometers.info/maps/pakistan-map/ Y2 - 2021/02/08/16:46:48 ER - TY - RPRT TI - Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children AU - Lynch, Paul AU - Kaye, Tom AU - Terlektsi, Emmanouela AB - The Covid-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable during school closures. They are isolated at home and unable to access information as easily as when attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts. CN - 0043 DA - 2020/06/17/ PY - 2020 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 16 ST - Pakistan Distance-Learning Topic Brief UR - https://docs.edtechhub.org/lib/LP4PGMNA KW - C:Pakistan KW - F: Helpdesk response KW - L:Special education needs and disabilities (SEND) KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v1 KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Pakistan | Data AU - World Bank DA - 2020/// PY - 2020 PB - World Bank Group UR - https://data.worldbank.org/country/pakistan Y2 - 2021/02/13/15:02:41 ER - TY - ELEC TI - Pakistan country scan_0614 T2 - Google Docs AB - {"zoteroitem":"2405685:FIQDEKCI","zoterobib":"","zenodo":"10.5281/zenodo.3911655","status":"","series":"","number":""} DA - 2020/07/21/22:48:40 PY - 2020 LA - en-GB UR - https://docs.google.com/document/u/2/d/1bmyusX5nV7svYeqrEUohEiOh6tHlF5cKyyQiyMiTo9c/edit?usp=sharing&pli=1&usp=embed_facebook Y2 - 2020/07/21/22:48:40 ER - TY - ELEC TI - Pakistan AU - Aga Khan Development Network DA - 2020/07/20/16:25:29 PY - 2020 UR - https://www.akdn.org/where-we-work/south-asia/pakistan Y2 - 2020/07/20/16:25:29 ER - TY - RPRT TI - Overview of emerging country-level response to providing educational continuity under COVID-19: What’s working? What isn’t? AU - Joynes, Chris AU - Gibbs, Emma AU - Sims, Kate DA - 2020/04// PY - 2020 DP - Zotero LA - EN UR - https://edtechhub.org/wp-content/uploads/2020/04/summary-emerging-country-level-responses.pdf KW - COV:COVID and reopening of schools KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH KW - ⛔ No DOI found ER - TY - RPRT TI - Overview of emerging country-level response to providing educational continuity under COVID-19: What are the lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in lower- and middle-income countries? AU - Naylor, Ruth AU - Gorgen, Kristine DA - 2020/05// PY - 2020 DP - Zotero SP - 22 LA - en PB - EdTech Hub ST - Overview of emerging country-level response to providing educational continuity under COVID-19 UR - https://docs.edtechhub.org/lib/SLJSKY8J KW - COV:COVID and reopening of schools KW - L:Gender and education KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:other:ok KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - ⛔ No DOI found ER - TY - BLOG TI - Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching AU - Gould, Briony T2 - EdTech Hub AB - Overview of emerging country-level response to providing educational continuity under COVID-19: Best practice in pedagogy for remote teaching Full Report PDF Download Scope of Report This report provides a rapid evidence summary of what is known about best practice in teaching when school students are educated by distance learning. It considers both theoretical concepts and empirical evidence relating to the… DA - 2020/// PY - 2020 LA - en-US ST - Overview of emerging country-level response to providing educational continuity under COVID-19 UR - https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-educational-continuity-under-covid-19-best-practice-in-pedagogy-for-remote-teaching-2/ Y2 - 2020/11/25/11:20:31 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Overview of emerging country-level response to providing educational continuity under COVID-19 AU - Hallgarten, Joe AU - Gorgen, Kristine AU - Sims, Kate DA - 2020/05// PY - 2020 DP - Zotero SP - 29 LA - en PB - Education Development Trust UR - https://docs.edtechhub.org/lib/YD8GYZDT KW - ⛔ No DOI found ER - TY - BLOG TI - Overview of emerging country-level response to providing continuity under COVID-19 What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? AU - McAleavy, Tony AU - Joynes, Chris AU - Gibbs, Emma AU - Sims, Kate T2 - EdTech Hub AB - Summary of report Scope of study This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the needs of disadvantaged students and the role of technology. We consider low-income, middle-income and high-income countries. • We take a broad view of … DA - 2020/// PY - 2020 LA - en-GB UR - https://edtechhub.org/overview-of-emerging-country-level-response-to-providing-continuity-under-covid-19-what-steps-are-being-taken-to-reach-the-most-disadvantaged-students-during-the-period-of-covid-19-school-closure/ Y2 - 2020/06/04/17:57:42 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodo:submitted KW - _zenodoETH ER - TY - ELEC TI - Out of 47.6 million Kenyans, 35.7 million are under the age of 35 AU - Ndungu, Tonny T2 - Citizen Digital AB - Kenya is a country of the youth according to the 2019 Census results which shows that 75% of the  47.6 million population is under the age of 35. DA - 2020/// PY - 2020 LA - en-US UR - https://citizentv.co.ke/news/out-of-47-6-million-kenyans-35-7-million-are-under-the-age-of-35-323822/ Y2 - 2020/07/01/09:35:15 ER - TY - ELEC TI - Our Work AU - Siyavula DA - 2020/// PY - 2020 UR - https://www.siyavulaeducation.com/work-oer.html Y2 - 2020/08/18/01:08:58 ER - TY - BLOG TI - Our new partnerships with eKitabu, Rising Academies, and Learning Equality T2 - EdTech Hub AB - We are thrilled to announce our new partnerships with three amazing organizations – eKitabu, Rising Academies, and Learning Equality. We’ll be working alongside them in the months ahead to advance equitable educational solutions for the most marginalized learners. We’re excited to offer the Hub as a platform for amplifying their work – making new connections and fostering collaboration across thinkers… DA - 2020/09/03/T11:42:17+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/09/03/announcing-our-new-partnerships-with-ekitabu-rising-academies-and-learning-equality/ Y2 - 2020/11/07/12:30:56 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - Our Journey of Remoulding Data Collection - From Paper to KoboToolbox to Avni AU - Kale, Smita AB - Smita Kale, Monitoring and Evaluation Manager at Shelter Associates, shares about their journey of moving from Paper based data collection to digital systems, first using KoboToolbox and then to Avni. DA - 2020/// PY - 2020 LA - en UR - https://avniproject.org/blog/shelter-journey-remoulding-data-collection-paper-kobotoolbox-avni/ Y2 - 2022/07/08/07:19:53 ER - TY - JOUR TI - Orientation and Mobility Practices within the Expanded Core Curriculum with Effective Parental Involvement of Visually Impaired Learners in Pakistan AU - Malik, Shazia AU - Manaf, Umi Kalthom Abdul T2 - Bulletin of Education and Research AB - The aim of this study was to observe Orientation and Mobility (O&M) with effective parental involvement within the Expanded Core Curriculum (ECC) for visually impaired learners (VILs) to make them independent in their environment in Pakistan. O&M practices have become significant as these are essential in independence and one of the main components of the ECC for VILs. This research explores O&M practices within the ECC from the perspectives of the teachers by using a qualitative approach and semi-structured interviews of O&M teachers were conducted from two public secondary level institutes of VILs Lahore, Pakistan. This paper endeavors to answer the question: What are the O&M practices within ECC that needed for VILs to enhance their independence in classroom settings? The findings of the study indicate that VILs need to use the knowledge of O&M practices to get their independence in their environment. Therefore, it is appropriate for O&M teachers to add the skills of mobility techniques under the subsection of O&M practices within the guidelines of ECC. The VILs seemed to benefit from immediate instructions from their O&M teachers. However, the VILs still need more help in O&M practices with effective parental involvement under the guidance of ECC. So, in the context of the study, it is the urgent need of VIL to align their O&M practices with mentioned instructions in ECC. DA - 2020/04// PY - 2020 DP - ERIC VL - 42 IS - 1 SP - 199 EP - 219 LA - en SN - 0555-7747 UR - https://eric.ed.gov/?id=EJ1258053 Y2 - 2020/12/01/10:38:31 KW - Assistive Technology KW - Core Curriculum KW - Foreign Countries KW - Orientation KW - Parent Participation KW - Secondary School Students KW - Skill Development KW - Visual Impairments KW - Visually Impaired Mobility KW - ⛔ No DOI found ER - TY - ELEC TI - Orange Education Portal AU - Orange Sierra Leone DA - 2020/// PY - 2020 LA - en_US UR - /personal/1/101/orange-education-2986.html Y2 - 2020/06/25/18:33:23 ER - TY - ELEC TI - Opportunity Education AU - Opportunity Education Foundation DA - 2020/// PY - 2020 UR - https://www.opportunityeducation.org/tz ER - TY - JOUR TI - Opportunities and challenges in using online learning to maintain continuity of instruction in K-12 schools in emergencies AU - Schwartz, H AU - Ahmed, F AU - Leschitz, J T AU - Uzicain, A AU - Uscher-Pines, L AB - Distance learning provides a way to continue instruction in emergencies and can support social distancing. As we have seen with the COVID-19 pandemic, prolonged school closures can occur with little warning. Lessons learned from prior prolonged school closures can inform much-needed planning for future ones. In the 2017 hurricane season, more than 1,000 schools in the United States experienced closures lasting 10 or more days. Yet, despite the rapid expansion of online instruction, little is known about schools’ use of it in public health and other emergencies. METHODS: In 2017-2018, we conducted 13 focus groups and 11 interviews with school practitioners to identify promising practices, barriers, and facilitators for distance learning in emergencies. RESULTS: We found few examples of use of distance learning during emergency school closures in 2017. While there are significant barriers to offering distance learning in an emergency, schools that already offer online learning prior to an emergency are best equipped to continue instruction during closures for some types of emergencies. CONCLUSIONS: Additional efforts could enhance preparedness for distance learning in K–12 schools in the framework of all-hazards preparedness. DA - 2020/// PY - 2020 IS - April SP - 1 EP - 22 UR - https://www.researchgate.net/publication/340915460 KW - Blended Learning KW - Disasters KW - Distance Learning KW - Hurricanes KW - Influenza ER - TY - ELEC TI - Opening Up Better Schools Toolkit AU - UNICEF T2 - Humanitarian UNICEF AB - The “Risk Assessment Tool for Schools Reopening” and the “Opening Up Better Schools Toolkit” are tools designed to help with the thinking and actions needed to build back better schools. The two tools draw on existing guidance from UNICEF and other UN Agencies, and include a compilation of checklists and technical guides that decision-makers, practitioners and development organizations can use to help assess the readiness for a safe reopening of school and define and/or support a comprehensive approach to school reopening. DA - 2020/// PY - 2020 LA - en UR - https://www.corecommitments.unicef.org/kp/opening-up-better-schools-toolkit_16-september-2020.xlsx Y2 - 2022/01/26/10:58:32 ER - TY - ELEC TI - OpenEMIS AU - OpenEMIS T2 - OpenEMIS DA - 2020/// PY - 2020 ER - TY - ELEC TI - Open School BC Home Page AU - Open School BC DA - 2020/// PY - 2020 UR - https://www.openschool.bc.ca/ Y2 - 2020/04/02/16:10:46 ER - TY - ELEC TI - Open Learning Exchange AU - Open Learning Exchange DA - 2020/// PY - 2020 LA - en-US UR - https://www.ole.org/ Y2 - 2020/06/30/12:25:44 ER - TY - RPRT TI - Open Educational Resources in Africa: A Curated Resource List AU - Koomar, Saalim AU - Jull, Stephen AB - This curated list defines Open Rducational Resources (OER), offers background on open-source licensing, and provides a review of OER that can be used in the sub-Saharan African context. CY - London, UK DA - 2020/// PY - 2020 LA - EN M3 - Helpdesk Response PB - EdTech Hub SN - 20 ST - Open Educational Resources in Africa UR - https://docs.edtechhub.org/lib/10.5281/zenodo.3906041 KW - C: Ghana KW - F: Helpdesk response KW - H: Open resources KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v3 KW - _zenodo:submitted KW - _zenodoETH ER - TY - BLOG TI - Open educational resources AU - EdTech Hub T2 - EdTech Hub AB - As part of our COVID-19 response, the EdTech Hub is collecting and facilitating access to open educational resources (OER). Open educational resources are teaching, learning and research materials that are made freely available for anyone to access and re-use. These documents are currently stored on Google Drive (no sign-in required). We will add additional distribution […] DA - 2020/// PY - 2020 LA - en-GB UR - https://edtechhub.org/coronavirus/oer/ Y2 - 2020/08/19/09:00:14 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - Open educational practices of MOOC designers: embodiment and epistemic location AU - Adam, Taskeen T2 - Distance Education AB - This article reports the lack of epistemic diversity in producers of massive open online courses (MOOCs) through examining whose knowledges and what knowledges are forefronted in MOOCs. Through analysis of 27 semi-structured interviews, the study explored the relationship between South African MOOC designers and their open educational practices (OEP), questioning in what ways MOOC designers enact openness in their design, based on their own reasoning of what openness means. The study illustrates that MOOC designers create MOOCs that strongly link to who they are, what they value, and how they understand the world, highlighting the crucial need to have epistemically diverse MOOC designers from different cultures, value systems, and epistemologies, that critically reflect on their positionalities and subjectivities. From this, the study asserts a new way of looking at OEP where MOOC designers go beyond implementing OEP, to being someone who is open. I termed this the embodiment of openness. DA - 2020/04/02/ PY - 2020 DO - 10.1080/01587919.2020.1757405 DP - Taylor and Francis+NEJM VL - 41 IS - 2 SP - 171 EP - 185 SN - 0158-7919 ST - Open educational practices of MOOC designers UR - https://doi.org/10.1080/01587919.2020.1757405 Y2 - 2020/06/14/11:56:40 KW - MOOC designer KW - OEP KW - critical consciousness KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - embodiment KW - epistemic location KW - positionality ER - TY - RPRT TI - Open Education Resources in Africa: A Curated Resource List AU - Koomar, Saalim AU - Jull, Stephen AB - This curated list defines open educational resources, offers background on open source licensing, and provides a review of OER relevant to the context of Ghana in response to an EdTech Hub helpdesk request. This document does not intend to set out a comprehensive list of OER used by teachers, students, parents or other stakeholders; rather, this document will identify exemplars of OER provided they are relevant to the Ghanaian context and focus on: reaching marginalised learners through offline or online content; reaching marginalised learners through mass media; using OER for teacher education; further useful resources and methods of implementing OER. DA - 2020/06/03/ PY - 2020 DP - DOI.org (Datacite) PB - Zenodo ST - Open Education Resources in Africa UR - https://docs.edtechhub.org/lib/10.5281/zenodo.3906041 Y2 - 2021/01/28/17:10:07 ER - TY - JOUR TI - Online university teaching during and after the Covid-19 Crisis: Refocusing teacher presence and learning activity AU - Rapanta, Chrysi AU - Botturi, Luca AU - Goodyear, Peter AU - Guàrdia, Lourdes AU - Koole, Marguerite T2 - Postdigital Science and Education AB - The Covid-19 pandemic has raised significant challenges for the higher education community worldwide. A particular challenge has been the urgent and unexpected request for previously face-to-face university courses to be taught online. Online teaching and learning imply a certain pedagogical content knowledge (PCK), mainly related to designing and organising for better learning experiences and creating distinctive learning environments, with the help of digital technologies. With this article, we provide some expert insights into this online-learning-related PCK, with the goal of helping non-expert university teachers (i.e. those who have little experience with online learning) to navigate in these challenging times. Our findings point at the design of learning activities with certain characteristics, the combination of three types of presence (social, cognitive and facilitatory) and the need for adapting assessment to the new learning requirements. We end with a reflection on how responding to a crisis (as best we can) may precipitate enhanced teaching and learning practices in the postdigital era. DA - 2020/// PY - 2020 DO - 10.1007/s42438-020-00155-y SP - 1 EP - 23 UR - https://doi.org/10.1007/s42438-020-00155-y KW - Covid-19 KW - Emergency situation KW - Higher education KW - Instructional design KW - Online teaching KW - Pedagogical content knowledge ER - TY - JOUR TI - Online Teaching of Rural Multi-Grade Classes in the Context of COVID-19: Proposing a Holistic Approach AU - Feizi, Farokh AU - Bakhtiarvand, Morteza T2 - Randwick International of Education and Linguistics Science Journal DA - 2020/// PY - 2020 DO - 10.47175/rielsj.v1i3.134 DP - Google Scholar VL - 1 IS - 3 SP - 246 EP - 252 ST - Online Teaching of Rural Multi-Grade Classes in the Context of COVID-19 ER - TY - JOUR TI - Online teaching-learning in higher education during lockdown period of COVID-19 pandemic AU - Mishra, Lokanath AU - Gupta, Tushar AU - Shree, Abha T2 - International Journal of Educational Research Open AB - The whole educational system from elementary to tertiary level has been collapsed during the lockdown period of the novel coronavirus disease 2019 (COVID-19) not only in India but across the globe. This study is a portrayal of online teaching-learning modes adopted by the Mizoram University for the teaching-learning process and subsequent semester examinations. It looks forward to an intellectually enriched opportunity for further future academic decision-making during any adversity. The intended purpose of this paper seeks to address the required essentialities of online teaching-learning in education amid the COVID-19 pandemic and how can existing resources of educational institutions effectively transform formal education into online education with the help of virtual classes and other pivotal online tools in this continually shifting educational landscape. The paper employs both quantitative and qualitative approach to study the perceptions of teachers and students on online teaching-learning modes and also highlighted the implementation process of online teaching-learning modes. The value of this paper is to draw a holistic picture of ongoing online teaching-learning activities during the lockdown period including establishing the linkage between change management process and online teaching-learning process in education system amid the COVID-19 outbreak so as to overcome the persisting academic disturbance and consequently ensure the resumption of educational activities and discourses as a normal course of procedure in the education system. DA - 2020/01/01/ PY - 2020 DO - 10.1016/j.ijedro.2020.100012 DP - ScienceDirect VL - 1 SP - 100012 J2 - International Journal of Educational Research Open LA - en SN - 2666-3740 UR - https://www.sciencedirect.com/science/article/pii/S2666374020300121 Y2 - 2021/11/09/21:09:09 KW - COVID-19 KW - Lockdown period KW - Online education KW - Online teaching-learning modes KW - Outbreak KW - Pandemic KW - Perception ER - TY - JOUR TI - Online teaching and learning in higher education during the coronavirus pandemic: students’ perspective AU - Coman, Claudiu AU - Țîru, Laurențiu Gabriel AU - Meseșan-Schmitz, Luiza AU - Stanciu, Carmen AU - Bularca, Maria Cristina T2 - Sustainability AB - The research focuses on identifying the way in which Romanian universities managed to provide knowledge during the Coronavirus pandemic, when, in a very short time, universities had to adapt the educational process for exclusively online teaching and learning. In this regard, we analyzed students’ perception regarding online learning, their capacity to assimilate information, and the use of E-learning platforms. An online survey based on a semi-structured questionnaire was conducted. Data was collected from 762 students from two of the largest Romanian universities. The results of the research revealed that higher education institutions in Romania were not prepared for exclusively online learning. Thus, the advantages of online learning identified in other studies seem to diminish in value, while disadvantages become more prominent. The hierarchy of problems that arise in online learning changes in the context of the crisis caused by the pandemic. Technical issues are the most important, followed by teachers’ lack of technical skills and their teaching style improperly adapted to the online environment. However, the last place was assigned by students to the lack of interaction with teachers or poor communication with them. Based on these findings, research implications for universities and researchers are discussed. DA - 2020/12/11/ PY - 2020 DO - 10.3390/su122410367 DP - DOI.org (Crossref) VL - 12 IS - 24 SP - 10367 J2 - Sustainability LA - en SN - 2071-1050 ST - Online teaching and learning in higher education during the coronavirus pandemic UR - https://www.mdpi.com/2071-1050/12/24/10367 Y2 - 2021/08/05/18:06:24 ER - TY - JOUR TI - Online learning in higher education during COVID-19 pandemic: A case of ghana AU - AGORMEDAH, Edmond Kwesi AU - HENAKU, Eugene ADU AU - AYİTE, Desire Mawuko Komla AU - ANSAH, Enoch APORİ T2 - Journal of Educational Technology and Online Learning DA - 2020/// PY - 2020 DP - Google Scholar VL - 3 IS - 3 SP - 183 EP - 210 ST - Online learning in higher education during COVID-19 pandemic KW - ⛔ No DOI found ER - TY - JOUR TI - Online learning and emergency remote teaching: opportunities and challenges in emergency situations AU - Ferri, Fernando AU - Grifoni, Patrizia AU - Guzzo, Tiziana T2 - Societies DA - 2020/// PY - 2020 DO - 10.3390/soc10040086 VL - 10 IS - 4 SP - 86 UR - https://www.mdpi.com/2075-4698/10/4/86 Y2 - 2021/10/25/17:40:29 ER - TY - JOUR TI - Online initial teacher education: a systematic review of the literature AU - Dyment, Janet E AU - Downing, Jillian Jane T2 - Asia-Pacific Journal of Teacher Education AB - This paper presents a systematic review of the literature on online initial teacher education. This review is timely given the growing numbers of online students studying teacher education in Australia and beyond. The paper begins with a presentation of the search protocol including search terms, databases, and inclusion/exclusion criteria that resulted in 492 refereed articles being included in the review. Analysis of title and abstract of these articles allowed insight into a variety of factors and trends, including journal of publication, year of publication, research approach, and key focal areas. Two well-established research focal areas emerged: technological pedagogical innovations and student experiences of studying teacher education online. Two emerging research focal areas were teacher educator experiences of teaching online and online teacher education in traditionally experiential specialisations, such as drama and outdoor education. When all the articles are considered holistically, a fragmented and siloed research approach is revealed, evidenced by a large number of journals publishing articles on multiple focal areas, leading to considerable repetition among the evidences presented across the articles. As such, this paper highlights the need for a more coherent and organised approach to research in online teacher education and its dissemination to all stakeholders. DA - 2020/// PY - 2020 DO - 10.1080/1359866X.2019.1631254 VL - 48 IS - 3 SP - 316 EP - 333 UR - https://doi.org/10.1080/1359866X.2019.1631254 KW - Online KW - blended KW - initial teacher education KW - pre-service KW - systematic review KW - teacher education ER - TY - RPRT TI - Online and ICT Facilitated Violence Against Women and Girls during COVID-19 AU - UN Women DA - 2020/06/20/ PY - 2020 DP - DOI.org (Crossref) LA - en M3 - UN Women Ending Violence Against Women (EVAW) COVID-19 Briefs SN - 4 UR - https://www.un-ilibrary.org/content/papers/27084191/4 Y2 - 2021/08/26/12:23:47 ER - TY - ELEC TI - onetab AU - onebillion DA - 2020/// PY - 2020 UR - https://onebillion.org/onetab/ Y2 - 2021/07/23/19:57:42 ER - TY - ELEC TI - Onecourse – one app for reading and numeracy AU - Onebillion DA - 2020/// PY - 2020 UR - https://onebillion.org/onecourse/app/ Y2 - 2020/03/30/15:39:38 ER - TY - ELEC TI - onebillion: COVID-19 UPDATE: How we can keep children learning AU - onebillion DA - 2020/// PY - 2020 UR - https://onebillion.org/news/2020/03/30/covid-19-update-how-we-can-keep-children-learning/ Y2 - 2023/06/22/05:57:42 ER - TY - ELEC TI - One Billion DA - 2020/// PY - 2020 UR - https://onebillion.org ER - TY - ELEC TI - OECS to implement school connectivity initiative towards digital education vision AU - UNICEF AB - Organisation of Eastern Caribbean states to partner with UNICEF-ITU global initiative Giga to enhance connectivity of schools and develop digital public goods DA - 2020/08// PY - 2020 LA - en UR - https://www.unicef.org/easterncaribbean/press-releases/oecs-implement-school-connectivity-initiative-towards-digital-education-vision Y2 - 2020/09/08/15:50:48 ER - TY - ELEC TI - OECD Digital Economy Outlook 2020 AU - OECD DA - 2020/// PY - 2020 UR - https://www.oecd-ilibrary.org/sites/3b6a594d-en/index.html?itemId=/content/component/3b6a594d-en Y2 - 2022/06/15/06:57:46 ER - TY - ELEC TI - O'Genius Priority Ltd T2 - O'Genius Priority DA - 2020/// PY - 2020 UR - https://www.ogeniuspriority.com/ Y2 - 2020/08/17/19:37:58 ER - TY - RPRT TI - O Efeito da COVID-19 na Educação em África e Suas Implicações para a Utilização da Tecnologia Um Inquérito sobre a Experiência e as Opiniões de Educadores e Especialistas em Tecnologia AU - eLearning Africa AU - EdTech Hub DA - 2020/09// PY - 2020 LA - Portuguese KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH KW - ⚠️ Invalid DOI ER - TY - GEN TI - Number of Computers by District 2018 (Unpublished) AU - Othman, Othman S. DA - 2020/// PY - 2020 PB - EMIS Department MoEVT Zanzibar ER - TY - ELEC TI - “Nudge Unit” AU - Institute for Government T2 - Institute for Government AB - The Behavioural Insights team, popularly known as the ‘Nudge Unit’, is playing a big role in helping the government formulate its response to coronavi DA - 2020/03/11/ PY - 2020 LA - en UR - https://www.instituteforgovernment.org.uk/article/explainer/nudge-unit Y2 - 2024/02/06/16:38:15 ER - TY - RPRT TI - No time to lose: An urgent call for access to quality education for Rohingya Children in Cox's Bazar AU - Katende, Stephen AU - Gerhardt, Laurence AU - Skinner, Marcus CY - London DA - 2020/// PY - 2020 PB - International Rescue Committee UR - https://www.rescue.org/sites/default/files/document/5151/ircaccesstoeducationrohingyav4.pdf ER - TY - ELEC TI - NITDA | e-Learning Facilities AU - NITDA DA - 2020/// PY - 2020 UR - https://nitda.gov.ng/e-learning-facilities/ Y2 - 2020/07/07/15:50:22 ER - TY - BLOG TI - Nine takeaways from our reviews of COVID-19 education responses AU - Chuang, Rachel AU - Kaye, Tom AU - Koomar, Saalim AU - McBurnie, Chris AU - Moss Coflan, Caitlin T2 - EdTech Hub AB - Regular readers will know about our Helpdesk, the on-demand support service we provide for FCDO advisers and World Bank staff to help them make evidence-informed decisions. Since the onset of coronavirus, the Helpdesk team has responded to requests from 15 countries across Africa, Asia, and the Middle… DA - 2020/08/31/T13:24:30+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/08/31/nine-takeaways-from-helpdesk-reviews-of-covid-19-education-responses/ Y2 - 2020/11/07/12:32:19 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - Nigerian Communications Commission | Home AU - NCC DA - 2020/// PY - 2020 UR - https://www.ncc.gov.ng/ Y2 - 2020/07/07/15:55:13 ER - TY - ELEC TI - Nigeria | World Poverty Map AU - World Data Lab AB - Explore poverty data by age, gender, and region for every country in the world until 2030 DA - 2020/// PY - 2020 LA - en UR - https://worldpoverty.io Y2 - 2020/07/07/13:27:20 ER - TY - ELEC TI - Nigeria | The World Factbook AU - Central Intelligence Agency DA - 2020/// PY - 2020 UR - https://www.cia.gov/library/publications/the-world-factbook/geos/ni.html Y2 - 2020/07/07/15:39:28 ER - TY - ELEC TI - Nigeria Government Calls for Reopening of Schools After 6-month COVID Lockdown | Voice of America - English AU - Ettang, Ifiok T2 - Voice of America AB - Nigeria reopened schools Oct. 12, six months after they were closed to curtail the spread of the coronavirus. However, not all parents believe students should be returning to the classroom. Gloria Kwashi runs the Zambiri Outreach and Childcare Center in Jos, a school that provides free education and food for more than 400 children, including orphans and victims of insurgent violence. She says the pandemic brought her students' learning to a complete halt. "All the months that we left, nobody came to school and nobody learned anything, so it was already that bad," she said. DA - 2020/10/15/ PY - 2020 LA - en UR - https://www.voanews.com/africa/nigeria-government-calls-reopening-schools-after-6-month-covid-lockdown Y2 - 2021/02/08/04:58:58 ER - TY - ELEC TI - Nigeria | Education AU - UNICEF Nigeria AB - See how UNICEF in Nigeria supports children so they can attend school and learn. DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/nigeria/education Y2 - 2020/07/07/13:52:02 ER - TY - ELEC TI - Nigeria | Country Profile AU - World Bank AB - The World Bank is helping to fight poverty and improve living standards for the people of Nigeria with more than 130 IBRD loans and IDA credits since 1958. DA - 2020/// PY - 2020 LA - en UR - https://www.worldbank.org/en/country/nigeria/overview Y2 - 2020/07/07/13:28:19 ER - TY - ELEC TI - New Guidelines for the INGOs to work with NDMA / PDMAs in COVID 19 Crises AU - Government of Pakistan. Ministry of Interior and Narcotics Control DA - 2020/07/20/16:21:20 PY - 2020 UR - https://ingo.interior.gov.pk/ Y2 - 2020/07/20/16:21:20 ER - TY - BLOG TI - New Brief: Monitoring Distance Learning During the Covid-19 Pandemic AU - Bashir, Amreen AU - Groeneveld, Caspar AU - Kaye, Tom T2 - EdTech Hub AB - In the initial rush to respond to school closures, countries focused on rolling out distance education. Policy-makers now realise that effective distance education requires robust data generated via high-quality monitoring. This blog highlights the findings of a brief synthesising effective practices in monitoring distance education.  Since March 2020, the Covid-19 pandemic has impacted 36 million learners in Bangladesh. Schools closed… DA - 2020/11/30/T20:22:51+00:00 PY - 2020 LA - en-US ST - New Brief UR - https://edtechhub.org/2020/11/30/report-monitoring-distance-learning-during-the-covid-19-pandemic/ Y2 - 2021/04/21/20:27:36 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Nepal “Ask me anything” Session: Responses to audience questions AU - Kaye, Tom AU - Groeneveld, Caspar AU - Moss, Caitlin AU - Haßler, Björn AB - On Thursday, 30 April 2020, EdTech Hub participated in an 'Ask me anything' session for policymakers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the Covid-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office, and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal). The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the Covid-19 pandemic, presented by the World Bank EduTech team and EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal. This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions. CN - 0014 DA - 2020/05/04/ PY - 2020 LA - en M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 13 ST - Nepal "Ask me anything" Session UR - https://docs.edtechhub.org/lib/UXQG7GRG KW - C:Nepal KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - ELEC TI - National Universities Commission | Open Distance & e-Learning AU - National Universities Commision DA - 2020/// PY - 2020 UR - https://www.nuc.edu.ng/project/open-and-distance-education/ Y2 - 2020/07/07/15:58:39 ER - TY - GEN TI - National Policy on Teacher Management AU - Teaching Service Commission DA - 2020/// PY - 2020 DP - Zotero LA - en UR - https://tsc.gov.sl/wp-content/uploads/2020/10/Teacher-Management-Policy-for-Sierra-Leone.pdf ER - TY - ELEC TI - National learning platforms and tools AU - UNESCO T2 - UNESCO DA - 2020/// PY - 2020 LA - en UR - https://en.unesco.org/covid19/educationresponse/nationalresponses Y2 - 2022/08/08/15:56:39 ER - TY - ELEC TI - National Incubation Center AB - The National Incubation Center is Pakistan’s largest technology incubation center; the first purpose built creative space in Pakistan buzzing with innovators, mentors, change-makers and passionate leaders. It’s a living example of a successful public-private partnership between the Ministry of IT & Telecom, Ignite – National Technology Fund, Jazz and Teamup. The National Incubation Center in Islamabad is led by two unicorn founders with around decades of combined experience in setting up organizations from scratch and bringing digital revolution in Pakistan. DA - 2020/07/21/10:27:28 PY - 2020 LA - en-US UR - http://nicpakistan.pk/ Y2 - 2020/07/21/10:27:28 ER - TY - RPRT TI - National Framework for Teachers Continuous Professional Development AU - Ministry of Education, Science and Technology DA - 2020/// PY - 2020 PB - United Republic of Tanzania UR - https://www.tie.go.tz/uploads/documents/sw/1670495875-National%20Framework%20for%20Teachers%20Professional%20Development%202020.pdf ER - TY - RPRT TI - National education sector investment plan 2020-2030 AU - Malawi Ministry of Education DA - 2020/// PY - 2020 UR - https://www.unicef.org/malawi/media/4561/file/National%20education%20sector%20investment%20plan%20.pdf Y2 - 2022/10/30/19:01:33 ER - TY - ELEC TI - National education sector investment plan AU - UNICEF AB - Ministry of Education DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/malawi/reports/national-education-sector-investment-plan Y2 - 2022/10/31/00:16:28 ER - TY - RPRT TI - National Education Response and Resilience Plan for COVID-19 AU - Ministry of Education and Federal Training (Pakistan) DA - 2020/// PY - 2020 UR - http://mofept.gov.pk/SiteImage/Misc/files/0_%20NERRP%20COVID-19%20MoFEPT%204%20May%202020%20Ver%2001.pdf Y2 - 2020/06/11/12:27:02 ER - TY - RPRT TI - National COVID-19 Preparedness and Response Plan AU - Republic of Malawi DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/national-covid-19-preparedness-and-response-plan_08-04-2020_final-version.pdf Y2 - 2020/06/09/13:32:07 ER - TY - ELEC TI - Multi-Sectoral Rapid Needs Assessment: COVID19 - Jordan AU - UNHCR AU - UNICEF AU - WFP DA - 2020/05// PY - 2020 UR - https://www.unicef.org/jordan/media/2441/file/RAN.pdf Y2 - 2021/06/24/14:36:50 ER - TY - RPRT TI - MozPulse wave 1 Results Report AU - World Bank DA - 2020/05/27/ PY - 2020 SP - 13 LA - EN PB - World Bank Y2 - 2020/07/08/00:00:00 ER - TY - CONF TI - Moving online : Creating effective tasks for analysis of teaching evidence AU - Schwartz, Jonathan AU - Mahiko, Joy AB - The use of examples of teaching videos becomes more prevalent in teacher education. Despite good teaching examples, a video cannot truly replace the real-life classroom experience. This paper presents the findings of a qualitative case study conducted in two teacher education courses during Spring 2020 semester. Due to the COVID-19 pandemic, field experiences were replaced by assignments administered online where teacher candidates watched and analyzed videos of expert teachers, and also analyzed their own videotaped teaching lessons. Results showed that teacher candidates became better at analyzing the teaching videos and appreciated the diversity of teaching examples. However, they also reported that they did not enjoy substituting real life experiences with online teaching videos. C3 - EdMedia + Innovate Learning 2020 Online DA - 2020/// PY - 2020 SP - 92 EP - 97 KW - ⛔ No DOI found ER - TY - BLOG TI - Moving high-stakes exams online: Five points to consider AU - Luna-Bazaldua, Diego AU - LIBERMAN, JULIA AU - LEVIN, VICTORIA T2 - World Bank Blogs DA - 2020/// PY - 2020 UR - https://blogs.worldbank.org/education/moving-high-stakes-exams-online-five-points-consider ER - TY - JOUR TI - Moving beyond the predictable failure of Ed-Tech initiatives AU - Sancho-Gil, Juana M. AU - Rivera-Vargas, Pablo AU - Miño-Puigcercós, Raquel T2 - Learning, Media and Technology AB - The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives. DA - 2020/01/02/ PY - 2020 DO - 10.1080/17439884.2019.1666873 DP - Taylor and Francis+NEJM VL - 45 IS - 1 SP - 61 EP - 75 SN - 1743-9884 UR - https://doi.org/10.1080/17439884.2019.1666873 Y2 - 2022/12/21/14:20:37 KW - Educational change KW - digital technology corporations KW - educational challenges KW - educational policies KW - school improvement ER - TY - JOUR TI - Motivation and social cognitive theory AU - Schunk, Dale H. AU - DiBenedetto, Maria K. T2 - Contemporary Educational Psychology AB - This article discusses motivation from the perspective of Bandura’s social cognitive theory. Motivation refers to processes that instigate and sustain goal-directed activities. Motivational processes are personal/internal influences that lead to outcomes such as choice, effort, persistence, achievement, and environmental regulation. Motivation has been a prominent feature of social cognitive theory from the early modeling research to the current conception involving agency. The conceptual framework of reciprocal interactions is discussed, after which research is summarized on behavioral, environmental, and personal influences on motivation. Key internal motivational processes are goals and self-evaluations of progress, self-efficacy, social comparisons, values, outcome expectations, attributions, and self-regulation. Critical issues confronting the theory include diversity and culture, methodology, and long-term effects of interventions. The article concludes with additional recommendations for future research on contexts, conceptual clarity, and technology. DA - 2020/01// PY - 2020 DO - 10.1016/j.cedpsych.2019.101832 VL - 60 SP - 101832 LA - en SN - 0361-476X UR - https://www.sciencedirect.com/science/article/pii/S0361476X19304370 Y2 - 2022/05/18/00:00:00 KW - Motivation KW - Self-efficacy in education KW - Social cognitive theory ER - TY - JOUR TI - Mother tongue and literature teaching in smart cities: How technology is reshaping the frontiers of education AU - Cardoso, Luis T2 - European Journal of Literature, Language and Linguistics Studies DA - 2020/// PY - 2020 DP - Google Scholar VL - 3 IS - 1 ST - Mother tongue and literature teaching in smart cities KW - ⛔ No DOI found ER - TY - BLOG TI - Moroccan Students Can Freely Access TelmidTICE Remote Learning Platform AU - Hatim, Yahia T2 - Morocco World News AB - Moroccan students can access the TelmidTICE remote learning platform without necessarily having an internet subscription. DA - 2020/06/01/T10:43:54+00:00 PY - 2020 LA - en-US UR - https://www.moroccoworldnews.com/2020/06/304457/moroccan-students-can-freely-access-telmidtice-remote-learning-platform/ Y2 - 2020/09/23/21:09:24 ER - TY - SLIDE TI - Monitoring Radio Programming in times of COVID-19: Preliminary findings from parent interviews and discussions A2 - Thomas, Harris A2 - Lebah, Bingo DA - 2020/07/27/ PY - 2020 UR - https://drive.google.com/file/d/1x_iae9FFO5FLWvW1yoyylCUwzEwXG4-F/view ER - TY - RPRT TI - Monitoring Learning Continuity During School Closures AU - UNICEF CY - Kathmandu, Nepal DA - 2020/08// PY - 2020 PB - UNICEF Regional Office for South Asia (ROSA) UR - https://www.unicef.org/rosa/documents/monitoring-distance-learning-during-school-closures ER - TY - RPRT TI - Monitoring Distance Learning During School Closures AU - UNICEF ROSA CY - Kathmandu, Nepal DA - 2020/// PY - 2020 UR - https://www.unicef.org/rosa/media/13661/file/Monitoring%20Distance%20Learning%20During%20School%20Closures.pdf Y2 - 2021/10/01/17:35:39 ER - TY - RPRT TI - Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle-Income Countries AU - Kaye, Tom AU - Groeneveld, Caspar AU - Bashir, Amreen AB - This brief outlines a model for monitoring and evaluating distance learning based on a desktop review of interventions during the Covid-19 school closures and other previous school shutdowns. It then examines how this might be applied in the Bangladeshi context. DA - 2020/11/23/ PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 30 ST - Monitoring Distance Education UR - https://docs.edtechhub.org/lib/XUVA9827 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - BLOG TI - Monitoring and evaluating radio in education AU - McBurnie, Chris T2 - EdTech Hub DA - 2020/11/21/ PY - 2020 UR - https://docs.edtechhub.org/lib/PLW5MPU5 KW - _EdTechHub_Output KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Mongolia Poverty Update 2018 AU - World Bank T2 - Main Report of "Household Socio-Economic Survey 2018" CY - Ulaanbaatar DA - 2020/// PY - 2020 M3 - Survey PB - National Statistics Office of Mongolia UR - http://1212.mn/BookLibraryDownload.ashx?url=Poverty_report_2018_ENG.pdf&ln=En Y2 - 2020/08/31/00:44:25 ER - TY - NEWS TI - Mongolia leads in organizing TV classes for children AU - Munkhzul, A T2 - Montsame (Mongolia) DA - 2020/03/12/ PY - 2020 UR - https://montsame.mn/en/read/218635 Y2 - 2020/06/09/15:53:24 ER - TY - ELEC TI - Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English) AU - World Bank T2 - World Bank AB - Mongolia - Improving Primary Education Outcomes for the Most Vulnerable Children in Rural Mongolia (English) DA - 2020/// PY - 2020 LA - en M3 - Text/HTML UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail Y2 - 2020/08/31/12:57:36 ER - TY - BLOG TI - Modelling the learning process #1: What is a pedagogical production function—and how does it help us understand student learning? AU - Belafi, Carmen T2 - RISE Programme DA - 2020/// PY - 2020 LA - en ST - Modelling the learning process #1 UR - https://riseprogramme.org/blog/modelling-the-learning-process-1 Y2 - 2022/08/25/21:46:14 ER - TY - ELEC TI - Mobile School Report Card T2 - mSRC DA - 2020/// PY - 2020 UR - https://www.msrcghana.org/ Y2 - 2020/06/29/13:27:53 ER - TY - JOUR TI - Mobile phone technologies in coping with the challenges and opportunities of CPEC by the youth of rural mountainous areas of Gilgit-Baltistan, Pakistan AU - Rahim, Sabit AU - Qutoshi, Sadruddin Bahadur AU - Sahar, Gul AU - Jabeen, Gul AU - Ali, Imran T2 - Mobile Information Systems AB - The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6% response rate. The results show that 97% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey. DA - 2020/// PY - 2020 DO - 10.1155/2020/5816803 SP - 1 EP - 9 KW - ___working_potential_duplicate ER - TY - JOUR TI - Mobile Phone Technologies in Coping with the Challenges and Opportunities of CPEC by the Youth of Rural Mountainous Areas of Gilgit-Baltistan, Pakistan AU - Rahim, Sabit AU - Qutoshi, Sadruddin Bahadur AU - Sahar, Gul AU - Jabeen, Gul AU - Ali, Imran T2 - Mobile Information Systems AB - The study aims to explore the access of mobile phone, emerging technologies, and use of the mobile phone by the youth of Gilgit-Baltistan (GB), Pakistan, for learning and safety and security purposes. Structured questionnaires were used to collect the data. The descriptive statistics was employed to test the research model. Among the 300 distributed sample size, 272 participants responded back including 133 male and 139 female students of Karakoram International University (KIU) from eight districts of GB as research participants for data collection. Only 1 male and 6 females responded that they do not have their own mobile phone, comprising of 90.6% response rate. The results show that 97% of students of rural mountainous areas own a mobile phone. The study contributes valuable findings about the access and positive use of mobile phones for learning and safety and security purposes. The result also shows that the youth of GB have enough skills of mobile phone technologies to cope with the future challenges of China Pakistan Economic Corridor (CPEC) by taking advantages of China Pakistan Information Corridor (CPIC is a fiber optics cable laid down from the China border to Islamabad Pakistan for the purpose of providing the fast internet facility including 5G). This is the baseline survey and future study will be based on this survey. DA - 2020/02/28/ PY - 2020 DO - 10.1155/2020/5816803 DP - www.hindawi.com VL - 2020 SP - e5816803 LA - en SN - 1574-017X UR - https://www.hindawi.com/journals/misy/2020/5816803/ Y2 - 2021/06/08/14:59:24 KW - ___working_potential_duplicate ER - TY - BLOG TI - Mobile Minute: Global Classrooms Rely on Education Apps As Remote Learning Accelerates AU - Sydow, Lexi T2 - App Annie DA - 2020/// PY - 2020 LA - en ST - Mobile Minute UR - https://www.appannie.com/en/insights/mobile-minute/education-apps-grow-remote-learning-coronavirus/ ER - TY - JOUR TI - Mobile learning and pedagogical opportunities: A configurative systematic review of PreK-12 research using the SAMR framework AU - Crompton, Helen AU - Burke, Diane T2 - Computers and Education AB - Scholars postulate that mobile devices can be used to transform learning. However, there is a paucity of evidence to determine if mobile learning is redefining learning or if these devices are being used to replicate past teaching practices. To fill this gap in scholarly understanding, this systematic review was conducted to examine studies from 2014 to 2019 involving mobile devices in PK-12 (2–18 years) learning. Technology use was coded using the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. This framework was empirically extended and presented in this study. The data revealed unique findings, including the concerning discovery that while mobile technologies can and were used to transform learning in 54% of the studies, 46% of the time devices were used to replicate activities that can be conducted without technology. This has larger implications on school integration of mobile devices and whether these devices are being used to redefine learning to provide the most benefit to PK-12 students. DA - 2020/// PY - 2020 DO - 10.1016/j.compedu.2020.103945 VL - 156 IS - June SP - 103945 EP - 103945 UR - https://doi.org/10.1016/j.compedu.2020.103945 KW - Mlearning KW - Mobile learning KW - SAMR KW - Systematic review KW - Technology integration ER - TY - GEN TI - Mobile internet connectivity 2020: sub-Saharan Africa factsheet AU - GSMA DA - 2020/09// PY - 2020 UR - https://www.gsma.com/r/wp-content/uploads/2020/09/Mobile-Internet-Connectivity-SSA-Fact-Sheet.pdf Y2 - 2021/10/03/12:56:43 ER - TY - RPRT TI - Mobile Distance & Hybrid Education Solutions AU - Steinmetz, Marisa Giulia Kyra Solveigh Carolin CY - Washington, D.C. DA - 2020/// PY - 2020 PB - World Bank Group UR - https://documents1.worldbank.org/curated/en/099005004142234286/pdf/P1742520b4f05a02609fe50bf0f92f57053.pdf Y2 - 2022/06/25/23:13:13 ER - TY - ELEC TI - Mobile Classroom | Home AU - Mobile Classroom AB - Mobile classroom application is bridging the gap between students and learning by giving them the opportunity to take classes online from anywhere in Nigeria... DA - 2020/// PY - 2020 LA - en UR - https://www.mobileclassroom.com.ng/ Y2 - 2020/07/07/16:18:20 ER - TY - ELEC TI - Mobile cellular subscriptions (per 100 people) - Tanzania | Data AU - World Bank Development Indicators T2 - World Bank Development Indicators website DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=TZ Y2 - 2020/11/17/11:06:31 ER - TY - ELEC TI - Mobile cellular subscriptions (per 100 people) - Sub-Saharan Africa | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=ZG Y2 - 2022/06/03/06:37:56 ER - TY - ELEC TI - Mobile cellular subscriptions (per 100 people) - South Asia | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.CEL.SETS.P2?locations=8S&most_recent_value_desc=false Y2 - 2022/06/02/12:17:40 ER - TY - RPRT TI - Mitigating the effects of the COVID-19 pandemic on food and nutrition of schoolchildren AU - WFP AU - FAO AU - UNICEF DA - 2020/// PY - 2020 UR - https://docs.wfp.org/api/documents/WFP-0000114175/download/?_ga=2.124268175.448268632.1588682993-1835378179.1587115625 ER - TY - BLOG TI - Mitigating COVID-19 impacts and getting education systems up and running again: Lessons from Sierra Leone AU - Davis, Edward AU - Berry, Chris T2 - Global Partnership for Education AB - Reflexions on some of the lessons from the Sierra Leone Ebola education response that could be relevant for countries facing shutdowns of their education systems due to the COVID-19 pandemic. DA - 2020/// PY - 2020 LA - en ST - Mitigating COVID-19 impacts and getting education systems up and running again UR - https://www.globalpartnership.org/blog/mitigating-covid-19-impacts-and-getting-education-systems-and-running-again-lessons-sierra Y2 - 2020/08/18/00:49:44 ER - TY - ELEC TI - MIT Solve DA - 2020/// PY - 2020 LA - en UR - https://solve.mit.edu/challenges/teachers-and-educators/solutions/3178 Y2 - 2020/06/29/12:53:06 ER - TY - RPRT TI - Misallocation in the Public Sector? Cross-Country Evidence from Two Million Primary Schools, AU - Walter, Torsten Figueiredo T2 - STICERD - Economic Organisation and Public Policy Discussion Papers Series DA - 2020/// PY - 2020 PB - Suntory and Toyota International Centres for Economics and Related Disciplines, LSE SN - 70 UR - https://ideas.repec.org/p/cep/stieop/70.html ER - TY - ELEC TI - Ministry of Information, Publicity and Broadcasting Services | Home AU - Ministry of Information, Publicity and Broadcasting Services (Zimbabwe) DA - 2020/// PY - 2020 UR - http://www.zim.gov.zw/index.php/en/my-government/government-ministries/information,-publicity-and-broadcasting-services Y2 - 2020/06/27/16:51:23 ER - TY - ELEC TI - Ministry of Information and Communications | Home AU - Ministry of Information and Communications (Sierra Leone) DA - 2020/// PY - 2020 UR - https://mic.gov.sl/ Y2 - 2020/06/25/17:37:40 ER - TY - ELEC TI - Ministry of ICT Postal & Courier Services | Home AU - Ministry of ICT, Postal and Courier Services (Zimbabwe) DA - 2020/// PY - 2020 UR - http://www.ictministry.gov.zw/ Y2 - 2020/06/27/16:49:30 ER - TY - ELEC TI - Ministry of Communications and Digital Economy | Home AU - Ministry of Communications and Digital Economy (Nigeria) AB - Ministry of Communications and Digital Economy, MCT, MOC, FMOC, FMCDE, FMOCDE, MCDE, MOCDE, Federal Ministry of Communications and Digital Economy DA - 2020/// PY - 2020 LA - en-gb UR - https://www.commtech.gov.ng/ Y2 - 2020/07/07/15:52:28 ER - TY - BLOG TI - Ministry Initiates Supplementary Radio Programmes AU - Ministry of Education, Heritage & Arts DA - 2020/// PY - 2020 LA - en-AU UR - http://www.education.gov.fj/2020/04/06/ministry-initiates-supplementary-radio-programmes/ Y2 - 2022/06/25/19:38:38 ER - TY - ELEC TI - Ministers to promote zero-rated access to online content AU - Mashininga, Kudzai T2 - University World News AB - African information and communications technology ministers have agreed to promote the zero rating of access to educational content to support univers... DA - 2020/// PY - 2020 UR - https://www.universityworldnews.com/post.php?story=20200512085259585 Y2 - 2020/12/08/14:02:54 ER - TY - BLOG TI - Minister for Education, US Ambassador launch Ghana Learning Radio Reading Program AU - Ghana Ministry of Education T2 - Ghana Ministry of Education AB - The Minister for Education, Dr. Matthew Opoku Prempeh, together with the   U.S. Ambassador to Ghana Stephanie S. Sullivan has launched the Ghana Learning Radio reading program. The radio program, which was developed in response to the closure of basic schools across the country due to the COVID-19 global pandemic, aims to engage parents, guardians/ caregivers, […] DA - 2020/// PY - 2020 LA - en-US UR - https://moe.gov.gh/minister-for-education-us-ambassador-launch-ghana-learning-radio-reading-program/ Y2 - 2021/10/11/13:03:57 ER - TY - ELEC TI - Mindspark website AU - Mindspark DA - 2020/// PY - 2020 UR - https://www.mindspark.in/Mindspark/Login/en?mindspark%2Flogin%2Fen= Y2 - 2020/03/31/09:51:49 ER - TY - PCOMM TI - Microsoft Airband AU - Carroon, Lydia DA - 2020/09// PY - 2020 ER - TY - ELEC TI - Microsoft AB - Microsoft, en tant qu’acteur de la transformation numérique en France, aide les individus et les entreprises du monde entier à exploiter pleinement leur potentiel. DA - 2020/// PY - 2020 LA - fr-fr UR - https://www.microsoft.com/ Y2 - 2020/07/01/10:56:03 ER - TY - ELEC TI - Mezzanine T2 - Vodacom Ghana DA - 2020/// PY - 2020 LA - en-US UR - https://www.vodacom.com.gh/solutions/iot/mezzanine/ Y2 - 2020/06/29/13:08:52 ER - TY - JOUR TI - Methodological Guidance Paper: The Art and Science of Quality Systematic Reviews AU - Alexander, Patricia A. T2 - Review of Educational Research AB - The purpose of this article is to overview various challenges that prospective authors of quality systematic reviews should be prepared to address. These challenges pertain to all phases of the review process: from posing a critical question worthy of pursuit and executing a search procedure that is appropriately framed and transparently recorded, to discerning patterns and trends within the resulting data that speak directly to the critical question framing the review. For each of these challenges, suggestions are offered as to how authors might respond so as to enhance the quality of the review process and increase the value of findings for educational research, practice, and policymaking. DA - 2020/// PY - 2020 DO - 10.3102/0034654319854352 DP - SAGE Journals VL - 90 IS - 1 SP - 6 EP - 23 SN - 0034-6543 ST - Methodological guidance paper UR - https://doi.org/10.3102/0034654319854352 KW - ___working_potential_duplicate KW - critical questions KW - literature search KW - systematic review ER - TY - RPRT TI - Messaging Apps, SMS, and Social Media: A Rapid Evidence Review AU - Jordan, Katy AU - Mitchell, Joel AB - This Rapid Evidence Review (RER) provides an overview of existing research on the use of mobile phone-based messaging (including SMS, and messaging through apps such as WhatsApp) to support education in low- and middle-income countries (LMICs). This topic was chosen as the focus for a RER in response to the Covid-19 pandemic and school closures, as this form of technology has been adopted as part of some countries’ methods of providing continuing education during closures and disruption. As such, the overall purpose of this document is to summarise the existing research literature around messaging, so that the existing evidence can be used to inform ongoing responses to the pandemic. The findings are intended to be of use to educational decision makers, including donors and those in government and NGOs, to inform responses to the current pandemic. DA - 2020/09/29/ PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 8 UR - https://docs.edtechhub.org/lib/XHBPFYVC Y2 - 2020/12/02/06:25:57 KW - Covid-19 KW - LMICs KW - SMS KW - Social media KW - TPD KW - WhatsApp KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - educational technology KW - mobile learning KW - refugee education KW - teacher professional development KW - text message KW - ⛔ No DOI found ER - TY - ELEC TI - Mentorship Community of Practice AU - FHI360 AB - The Rwanda Mentorship Community of Practice (MCOP) initiative, funded by the U.S. Agency for International Development, aims to strengthen the quality of basic education and to support teacher professional development across Rwanda. The overall objective of MCOP is to improve pedagogical and subject knowledge, particularly for early-grade reading, through the effective use of technologies in in-service professional development. DA - 2020/// PY - 2020 UR - https://www.fhi360.org/projects/mentorship-community-practice Y2 - 2020/08/17/19:26:11 ER - TY - ELEC TI - Mental health and learning: BRAC’s response in Bangladesh during Covid-19 AU - Ahmad, J AU - Mariam, E AU - Sadaf, B AU - Sarwar, S AU - Siddique, S AU - Zaman, S DA - 2020/// PY - 2020 UR - https://earlychildhoodmatters.online/2020/mental-health-and-learning-bracs-response-in-bangladesh-during-covid-19/#heading_1 ER - TY - JOUR TI - Meeting the challenges posed by per diem in development projects in southern countries: a scoping review AU - Samb, Oumar Mallé AU - Essombe, Christiane AU - Ridde, Valery T2 - Globalization and Health AB - This study presents the results of a review whose goal is to generate knowledge on the possible levers of action concerning per diem practices in southern countries in order to propose reforms to the existing schemes. DA - 2020/05/28/ PY - 2020 DO - 10.1186/s12992-020-00571-6 DP - BioMed Central VL - 16 IS - 1 SP - 48 J2 - Globalization and Health SN - 1744-8603 ST - Meeting the challenges posed by per diem in development projects in southern countries UR - https://doi.org/10.1186/s12992-020-00571-6 Y2 - 2022/11/18/15:05:59 KW - Per diem KW - Policy dialogue KW - Reform KW - West Africa ER - TY - ELEC TI - mCourser AB - Try our Learning Management System for free. mCourser supports online schools, free courses, real-time evaluation, private classes and more... DA - 2020/// PY - 2020 LA - en UR - https://www.mcourserlb.com Y2 - 2020/09/30/18:41:53 ER - TY - ELEC TI - Mavis Education | Home AU - Mavis Education T2 - Mavis Education AB - Mavis Talking Books™ & Mavis Education Model™ Provide quality basic education to millions of children and adult learners in Africa Everyone Learning. Everywhere a Classroom™ Mavis Talking Books™The simplest, most exciting, engaging and interactive educational technology for improving performance in:Basic Education (formal and informal)Language learning (domestic and foreign)The Mavis Talking Book™ has two components which […] DA - 2020/// PY - 2020 LA - en-US UR - http://maviseducation.com/ Y2 - 2020/07/07/16:21:52 ER - TY - RPRT TI - Mauritania Fact Sheet AU - UNHCR DA - 2020/06// PY - 2020 PB - UNHCR UR - https://data2.unhcr.org/en/documents/download/77352 ER - TY - ELEC TI - Maslow's Hierarchy of Needs Explained AU - Hopper, Elizabeth T2 - ThoughtCo AB - Maslow's hierarchy of needs theory puts forward that people are motivated by five basic categories of needs. DA - 2020/// PY - 2020 LA - en UR - https://www.thoughtco.com/maslows-hierarchy-of-needs-4582571 Y2 - 2022/11/17/13:31:31 ER - TY - ELEC TI - Mapping gender equality in STEM from school to work | UNICEF Office of Global Insight & Policy AU - UNICEF DA - 2020/// PY - 2020 UR - https://www.unicef.org/globalinsight/stories/mapping-gender-equality-stem-school-work Y2 - 2021/12/13/16:55:59 ER - TY - BLOG TI - Managing Education Systems During COVID-19: An Open Letter to A Minister of Education AU - Mundy, Karen AU - Hares, Susannah T2 - Center For Global Development AB - The job of an education minister is now to “make sense of the mess”—to turn a series of interrelated challenges into a series of organized and prioritized problems and then into a strategy for action. DA - 2020/// PY - 2020 LA - en ST - Managing Education Systems During COVID-19 UR - https://www.cgdev.org/blog/managing-education-systems-during-covid-19-open-letter-minister-education Y2 - 2020/03/30/15:21:29 ER - TY - RPRT TI - Malaysia – Empowering teachers to deliver blended learning after school reopening AU - UNICEF DA - 2020/// PY - 2020 M3 - Education COVID-19 Case Study UR - https://aa9276f9-f487-45a2-a3e7-8f4a61a0745d.usrfiles.com/ugd/aa9276_c1732d02c74a48348ae7df75262f4aad.pdf Y2 - 2020/07/20/17:27:50 ER - TY - ELEC TI - Malawi Vision 2063 Document AU - National Planning Commission DA - 2020/// PY - 2020 UR - https://malawi.un.org/sites/default/files/2021-01/MW2063-%20Malawi%20Vision%202063%20Document.pdf Y2 - 2022/12/09/22:14:52 ER - TY - ELEC TI - Malawi ICT and Digitalization Policy Roadmap 2022-2026 (Draft) AU - The Presidential Delivery Unit DA - 2020/// PY - 2020 UR - https://www.intgovforum.org/en/filedepot_download/258/21450 Y2 - 2022/12/10/21:20:40 ER - TY - ELEC TI - Malawi - Fifth Integrated Household Survey 2019-2020 AU - National Statistical Office DA - 2020/// PY - 2020 UR - https://microdata.worldbank.org/index.php/catalog/3818/related-materials Y2 - 2022/10/31/16:34:39 ER - TY - RPRT TI - Making Vision 2041 a Reality: Perspective Plan of Bangladesh 2021-2041 AU - General Economics Division, Bangladesh Planning Commission, Ministry of Planning, Government of the People’s Republic of Bangladesh DA - 2020/03// PY - 2020 UR - http://oldweb.lged.gov.bd/UploadedDocument/UnitPublication/1/1049/vision%202021-2041.pdf Y2 - 2021/06/07/15:47:29 ER - TY - RPRT TI - Making Vision 2041 a Reality: Perspective plan of Bangladesh 2021-2041 AU - Ministry of Planning DA - 2020/03// PY - 2020 PB - Ministry of Planning,Government of the People’s Republic of Bangladesh UR - http://oldweb.lged.gov.bd/UploadedDocument/UnitPublication/1/1049/vision%202021-2041.pdf Y2 - 2021/04/23/09:30:42 ER - TY - JOUR TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures AU - Kerwin, Jason T. AU - Thornton, Rebecca L. T2 - The Review of Economics and Statistics AB - This paper demonstrates the acute sensitivity of education program effectiveness to the choices of inputs and outcome measures, using a randomized evaluation of a mother-tongue literacy program. The program raises reading scores by 0.64SDs and writing scores by 0.45SDs. A reduced-cost version instead yields statistically-insignificant reading gains and some large negative effects (-0.33SDs) on advanced writing. We combine a conceptual model of education production with detailed classroom observations to examine the mechanisms driving the results; we show they could be driven by the program initially lowering productivity before raising it, and potentially by missing complementary inputs in the reduced-cost version. DA - 2020/03/06/ PY - 2020 DO - 10.1162/rest_a_00911 DP - MIT Press Journals SP - 1 EP - 45 SN - 0034-6535 ST - Making the Grade UR - https://doi.org/10.1162/rest_a_00911 Y2 - 2020/07/21/20:12:59 KW - NULP KW - ___working_potential_duplicate ER - TY - BLOG TI - Making the Grade: The Sensitivity of Education Program Effectiveness to Input Choices and Outcome Measures AU - Kerwin, Jason AU - Thornton, Rebecca T2 - Jason Kerwin DA - 2020/03/31/T21:11:39+00:00 PY - 2020 LA - en-US ST - Making the Grade UR - https://jasonkerwin.com/nonparibus/2020/03/31/making-grade-sensitivity-education-program-effectiveness-input-choices-outcome-measures/ Y2 - 2020/07/21/20:21:21 KW - C:Uganda KW - NULP KW - ___working_potential_duplicate ER - TY - RPRT TI - Maintaining learning continuity during school closure: Community Health Volunteer support for marginalised girls in Kenya AU - Amenya, Donvan AU - Fitzpatrick, Rachael AU - Page, Ella AU - Naylor, Ruth AU - Jones, Charlotte AU - McAleavy, Tony DA - 2020/// PY - 2020 PB - Education Development Trust UR - https://www.educationdevelopmenttrust.com/our-research-and-insights/research/maintaining-learning-continuity-during-school-clos Y2 - 2021/05/21/11:43:57 ER - TY - ELEC TI - Magoha Releases Final School Calendar AU - Otieno, Imran T2 - Kenyans.co.ke AB - Education CS Professor George Magoha announced the school calendar with all students expected to resume learning on January 4, 2021. DA - 2020/11/16/ PY - 2020 LA - EN UR - https://www.kenyans.co.ke/news/59183-magoha-releases-final-2021-school-calendar Y2 - 2021/03/29/06:13:23 ER - TY - CHAP TI - M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora: pp67-71 AU - Rodríguez, Roberto Avello AU - Antón, Tamara Fernández AB - M-learning como herramienta para el aprendizaje de una lengua minoritaria: resultados preliminares de una experiencia innovadora DA - 2020/11/26/ PY - 2020 DP - ResearchGate SN - 978-84-13-19276-5 ER - TY - JOUR TI - Loss of brick-and-mortar schooling: How elementary educators respond AU - Anderson, Emma AU - Hira, Avneet T2 - Information and Learning Science AB - Purpose: This paper aims to understand how elementary school educators who teach subjects that traditionally require hands-on work in schools are rising to the challenge of losing brick-and-mortar facilities in the wake of the Coronavirus disease 2019 (COVID-19) crisis. Design/methodology/approach: The authors interviewed six elementary school educators and developed iterative grounded codes from the interviews to understand how the teachers are rising to the challenge of teaching online, what supports they need, and how they are viewing their roles and student learning in the present landscape. Findings: In response to losing brick-and-mortar schools, teachers are rising to the challenge by creating creative assignments and communicating with students and parents via multiple platforms. They are learning to use technology to create meaningful, socially distant learning experiences and, in the process, blurring their own boundaries between work and life. They exercise compassion for their students while providing the best education they can in these circumstances. Practical implications: This work provides administrators, educators, policymakers and technology developers insight into the challenges teachers are facing. Originality/value: In addition to the timeliness of this study in light of the COVID 19 crisis, the focus on elementary school students, who often need support from parents or guardians to use Web technologies, and subjects traditionally requiring face-to-face interactions and hands-on work contribute to the originality of the study. DA - 2020/// PY - 2020 DO - 10.1108/ILS-04-2020-0085 VL - 121 IS - 5 SP - 411 EP - 418 KW - COVID-19 KW - Compassionate teachers KW - Educational technology KW - Elementary school KW - Hands-on learning KW - Pandemic KW - Social distance learning ER - TY - ELEC TI - Loon T2 - Loon AB - Loon is a network of stratospheric balloons designed to bring Internet connectivity to rural and remote communities worldwide. DA - 2020/// PY - 2020 LA - en_US UR - https://loon.com/ Y2 - 2020/07/01/10:55:29 ER - TY - BLOG TI - Local Content for African Libraries T2 - Worldreader AB - The LOCAL project aims to bring local books to libraries and ensure that children can learn in their mother-tongue language. DA - 2020/// PY - 2020 LA - en-US UR - https://www.worldreader.org/our-solution/programs/library-reading/local/ Y2 - 2020/06/29/13:16:01 ER - TY - JOUR TI - Live virtual sessions with toddlers and preschoolers amid COVID-19: Implications for early childhood teacher education AU - Szente, Judit T2 - Journal of Technology and Teacher Education AB - This paper shares reflections on over 50 live Zoom instructional lessons with toddlers and preschoolers amid the first three weeks of school closures due to COVID-19 in the State of Florida. Reflections resulted in three themes such as 1) Implementing digital sessions with young children; 2) Establishing and maintaining home-based child engagement through technology; and 3) Ensuring family involvement/engagement through technology. Implications and recommendations are provided for early childhood teacher education programs and in-service professional development opportunities to ensure that teachers are better prepared for teaching and learning in an online environment. DA - 2020/// PY - 2020 VL - 28 IS - 2 SP - 373 EP - 380 KW - Access to Computers KW - Communicable Diseases KW - Disease Control KW - Distance Education KW - Early Childhood Teachers KW - Educational Technology KW - Faculty Development KW - Family Involvement KW - Online Courses KW - Preschool Children KW - Preservice Teacher Education KW - Technological Literacy KW - Toddlers KW - ⛔ No DOI found ER - TY - ELEC TI - Literacy rate, adult total (% of people ages 15 and above) AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/SE.ADT.LITR.ZS Y2 - 2020/07/01/09:37:54 ER - TY - ELEC TI - Liquid Telecom Kenya T2 - Liquid telecom AB - Liquid Telecom in Kenya is a full-service data communications carrier offering a host of services including IP, broadband transport, infrastructure services and co-location services. DA - 2020/// PY - 2020 LA - en UR - https://www.liquidtelecom.com/local-offices/country/kenya Y2 - 2020/07/01/10:45:26 ER - TY - GEN TI - Link it, open it, use it: changing how education data are used to generate ideas AU - Rossiter, Jack DA - 2020/// PY - 2020 DP - Zotero LA - en PB - Center for Global Development UR - https://www.cgdev.org/publication/link-it-open-it-use-it-changing-how-education-data-are-used-generate-ideas ER - TY - RPRT TI - Link It, Open It, Use It: Changing How Education Data Are Used to Generate Ideas AU - Rossiter, Jack T2 - Note DA - 2020/// PY - 2020 DP - Zotero SP - 17 LA - en M3 - Note PB - Center for Global Development ER - TY - RPRT TI - Link It, Open It, Use It: Changing How Education Data Are Used to Generate Ideas AU - Rossiter, Jack T2 - Note DA - 2020/// PY - 2020 DP - Zotero SP - 17 LA - en M3 - Note PB - Center for Global Development ER - TY - ELEC TI - Limiting Learning Loss using Phone-based Programming during Covid-19 in Botswana AU - Angrist, Noam AU - Bergman, Peter AU - Brewstar, Caton AU - Matsheng, Moitshepi T2 - The Abdul Latif Jameel Poverty Action Lab (J-PAL) AB - Working in Botswana, researchers rapidly evaluated a phone-based remote learning program aimed at keeping children engaged with math during the Covid-19 pandemic. Students who received weekly SMS messages and phone calls to review math exercises increased their math skills after twelve weeks, while students who received only SMS messages did not. DA - 2020/// PY - 2020 LA - en UR - https://www.povertyactionlab.org/evaluation/limiting-learning-loss-using-phone-based-programming-during-covid-19-botswana Y2 - 2022/06/25/21:49:32 ER - TY - ELEC TI - LibGuides: Accessibility Toolkit for Open Educational Resources (OER): OER Commons-ISKME AU - Wolfe, Amy AB - Accessibility guide for creating OER DA - 2020/08/24/ PY - 2020 LA - en ST - LibGuides UR - https://guides.cuny.edu/accessibility/OER_Commons_ISKME Y2 - 2020/09/01/13:20:20 ER - TY - RPRT TI - Leveraging Education Technology to Reach Disadvantaged Children and Youth AU - UNICEF (ROSA) DA - 2020/// PY - 2020 M3 - Internal publication ER - TY - JOUR TI - Leveraging community partnerships to engage digitally foreign learners in response to COVID-19 AU - Burgess, W Keith AU - Anderson, Jimmeka L T2 - Middle Grades Review AB - This practitioner perspective discusses how creating and leveraging community partnerships in response to COVID-19 enhanced remote learning with science curriculum in an urban middle school with digitally foreign learners. The term digitally foreign learners was coined by the authors to contextualize the experiences of students with limited digital learning both at home and in school as a result of the digital divide. By developing a partnership with the nonprofit organization, I AM not the MEdia, Inc., along with parents and an external educator, the authors describe how a classroom blog site was created that enhanced remote learning engagement with students and families in a high poverty community. Strategies for addressing technology inequities and engaging digitally foreign learners through digital curriculum is provided. DA - 2020/// PY - 2020 VL - 6 IS - 2 SP - 1 EP - 9 SN - 2379-4690 UR - https://scholarworks.uvm.edu/mgreview/vol6/iss2/10 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Lessons learned from the outcomes and delivery of girls’ clubs in educational programmes AU - Page, Ella T2 - K4D Helpdesk Report AB - This helpdesk provides a rapid review of the evidence on the outcomes and delivery of girls’ clubs in educational programmes. The review found some evidence of girls’ clubs specific programmes in school settings having positive impacts on educational and life skills outcomes. Girls clubs delivered as part of education programmes can have positive impacts on literacy, numeracy, enrolment and attendance. Although the evidence is limited.Clubs delivered in schools which combine the delivery of life skills training with sports also show promising impact on education. Evaluation of one of such programmes showed that participation had increased their determination to complete their education and girls were more able to express ambition. However, not all the evaluations of girls’ club found for this review showed positive outcomes – for example one evaluation found no impact on school enrolment or other empowerment outcomes. CY - Brighton, UK DA - 2020/08/07/ PY - 2020 DP - Zotero SP - 14 LA - en PB - Institute of Development Studies UR - https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/15580/860_Lessons_learned_from_the_outcomes_and_delivery_of_girls_%20clubs_in_educational_programmes.pdf?sequence=1&isAllowed=y KW - ⛔ No DOI found ER - TY - BLOG TI - Lessons Learned about Remote Learning from Liberia’s Ebola Crisis AU - Hartenberger-Toby, Lisa DA - 2020/// PY - 2020 UR - https://www.edc.org/blog/lessons-learned-about-remote-learning-liberias-ebola-crisis Y2 - 2020/05/08/15:00:37 ER - TY - ELEC TI - Lessons from Girls’ Education South Sudan (GESS) AU - GESS DA - 2020/// PY - 2020 UR - https://girlseducationsouthsudan.org/wp-content/uploads/2020/05/How-To-CM-FINAL-1.pdf Y2 - 2022/02/02/11:25:23 ER - TY - RPRT TI - Lessons for effective CPD - Synthesis of a Sandbox Learning Session AU - Plaut, Daniel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2020/11/01/ PY - 2020 LA - en M3 - Internal papers PB - EdTech Hub KW - _EdTechHub_Output KW - _r:AddedByZotZen ER - TY - BOOK TI - Lessons for Education from COVID-19 A Policy Maker’s Handbook for More Resilient Systems AU - OECD AB - The COVID-19 pandemic has shaken long-accepted beliefs about education, showing that learning can occur anywhere, at any time, and that education systems are not too heavy to move. When surveyed in May 2020, only around one-fifth of OECD education systems aimed to reinstate the status quo. Policy makers must therefore maintain the momentum of collective emergency action to drive education into a new and better normal. This Handbook provides practical guidance to support them to do just that. It presents the current state-of-play in over 40 education systems, and efforts to improve pedagogical practices in the midst of the pandemic. It proposes three key lessons and related policy pointers for the current academic term and beyond. Drawing on concrete examples of COVID-19 policy responses from primary to tertiary, as well as impactful pre-crisis policies, it addresses the policy areas of flexible learning, educator skills, and student equity. The Handbook has been prepared with evidence from the Education Policy Outlook series – the OECD’s analytical observatory of education policy. As such, it benefits from a decade of policy analysis, outcomes from the Education Policy Reform Dialogues 2020, and the development of an actionable Framework for Responsiveness and Resilience in education. DA - 2020/12/15/ PY - 2020 DP - Google Books SP - 108 LA - en PB - OECD Publishing SN - 978-92-64-78203-7 ST - Lessons for Education from COVID-19 A Policy Maker’s Handbook for More Resilient Systems ER - TY - ELEC TI - Leh Wi Lan: Improving The Quality Of Secondary Education In Sierra Leone AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 UR - http://www.education.gov.sl/LeWeLearn_Page/LeWeLearn_index.aspx Y2 - 2020/06/25/18:25:21 ER - TY - RPRT TI - Leh Wi Lan: 12th Quarterly Report AU - Leh Wi Lan DA - 2020/// PY - 2020 UR - https://webcache.googleusercontent.com/search?q=cache:pvl0sZQvvpAJ:https://mbsse.gov.sl/wp-content/uploads/2020/07/Quarterly-Report-12-April-2020.pdf+&cd=1&hl=en&ct=clnk&gl=uk Y2 - 2020/12/16/16:48:55 ER - TY - BOOK TI - Legislating gender and sexuality in Africa: Human rights, society, and the state AU - Boyd, Lydia AU - Burrill, Emily AB - In recent decades, a more formalized and forceful shift has emerged in the legislative realm when it comes to gender and sexual justice in Africa. This rigorous, timely volume brings together leading and rising scholars across disciplines to evaluate these ideological struggles and reconsider the modern history of human rights on the continent. Broad in geographic coverage and topical in scope, chapters investigate such subjects as marriage legislation in Mali, family violence experienced by West African refugees, sex education in Uganda, and statutes criminalizing homosexuality in Senegal. These case studies highlight the nuances and contradictions in the varied ways key actors make arguments for or against rights. They also explore how individual countries draft and implement laws that attempt to address the underlying problems. Legislating Gender and Sexuality in Africa details how legal efforts in the continent can often be moralizing enterprises, illuminating how these processes are closely tied to notions of ethics, personhood, and citizenship. The contributors provide new appraisals of recent events, with fresh arguments about the relationships between local and global fights for rights. This interdisciplinary approach will appeal to scholars in African studies, anthropology, history, and gender studies. DA - 2020/// PY - 2020 DP - Google Books SP - 231 LA - en PB - University of Wisconsin Pres SN - 978-0-299-32740-8 ST - Legislating Gender and Sexuality in Africa KW - History / Africa / General KW - Political Science / Human Rights KW - Social Science / Gender Studies ER - TY - NEWS TI - Lebanon: Why the country is in crisis T2 - BBC News AB - What has caused such anger across Lebanon - and why it is not going away. DA - 2020/08/05/ PY - 2020 DP - www.bbc.com LA - en-GB SE - Middle East ST - Lebanon UR - https://www.bbc.com/news/world-middle-east-53390108 Y2 - 2020/10/01/18:09:40 ER - TY - ELEC TI - Lebanon Telecoms, Mobile and Broadband Markets 2020 - Pricing of Telecom Services Has Been Raised as an Issue in Recent Years T2 - Business Wire AB - The DA - 2020/05/08/ PY - 2020 LA - en UR - https://www.businesswire.com/news/home/20200508005337/en/Lebanon-Telecoms-Mobile-and-Broadband-Markets-2020---Pricing-of-Telecom-Services-Has-Been-Raised-as-an-Issue-in-Recent-Years-Now-Exasperated-by-the-COVID-19-Outbreak---ResearchAndMarkets.com Y2 - 2020/09/30/19:51:57 ER - TY - BLOG TI - Leaving no one behind: technology and the education sector response to COVID-19 in Rwanda T2 - EdTech Hub AB - By Ernest Ngabonzima, Roberte Isimbi, Marie Merci Mwali, Arnaldo Pellini  A swift policy response When COVID-19 reached Rwanda, the Ministry of Education (MINEDUC) was quick to shut schools and make use of technology to support and enable distance learning. This includes e-learning platforms and the use of private and public media channels. The first teaching radio programmes were introduced just… DA - 2020/07/10/T11:59:42+00:00 PY - 2020 LA - en-US ST - Leaving no one behind UR - https://edtechhub.org/2020/07/10/leaving-no-one-behind-technology-and-the-education-sector-response-to-covid-19-in-rwanda/ Y2 - 2020/11/07/12:52:26 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - #LearningNeverStops(?): A teacher and refugee student’s reflections on Covid-19 school closures in Lebanon | INEE AU - Chopra, Vidur AU - Talhouk, Joumana T2 - Inter-agency Network for Educatio in Emergencies DA - 2020/// PY - 2020 UR - https://inee.org/blog/learningneverstops-teacher-and-refugee-students-reflections-covid-19-school-closures-lebanon Y2 - 2020/09/16/15:50:39 ER - TY - VIDEO TI - Learning without Schools? Education, Relief, and Government Partnerships during COVID-19 AU - Skoll Foundation AB - Join to hear about how two large school systems, in Pakistan and West Africa, are partnering with governments and NGOs to educate children at home without internet access. This is a case study on how local leaders, including a Skoll Awardee, see the challenge of education, relief, and partnerships during COVID-19. Panel: - Susannah Hares, Center for Global Development - Mushtaq Chhapra, TCF Co-Founder - Riaz Kamlani, TCF EVP - Paul Skidmore, Rising Academy Network Moderator: Shashi Buluswar, UC Berkeley, Institute for Transformative Technologies DA - 2020/// PY - 2020 DP - YouTube LA - EN ST - Webinar UR - https://www.youtube.com/watch?v=skZuZ8sSLjI Y2 - 2020/04/06/13:25:49 ER - TY - RPRT TI - Learning through the crisis: Helping decision-makers around the world use digital technology to combat the educational challenges produced by the current COVID-19 pandemic AU - Traxler, John AU - Scott, Howard AU - Smith, Matt AU - Hayes, Sarah DA - 2020/// PY - 2020 LA - en PB - EdTech Hub SN - 1 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - BLOG TI - Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) AU - Watson, Joe T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where… DA - 2020/03/31/T14:42:15+00:00 PY - 2020 LA - en-GB ST - Learning through television in low-income contexts UR - https://edtechhub.org/2020/03/31/learning-through-television-in-low-income-contexts-mitigating-the-impact-of-covid-19/ Y2 - 2020/07/29/17:56:31 KW - _DOILIVE KW - _EdTechHub_Output KW - ___working_potential_duplicate KW - _zenodoETH ER - TY - BLOG TI - Learning through radio and television in times of COVID-19 AU - UNESCO AB - With an estimated 91.3 percent or 1.57 billion students out of school worldwide, ministers of education are executing their plans for school during disruptions related to COVID-19. Under the banner of learning continuity, many countries have slowly begun to use existing platforms, tools, and technologies for some form of interim learning by distance. DA - 2020/06/02/ PY - 2020 LA - en UR - https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19 Y2 - 2021/11/02/01:55:23 ER - TY - ELEC TI - Learning through radio and television in the time of COVID-19 AU - UNESCO T2 - UNESCO DA - 2020/06/02/T12:49:38+00:00 PY - 2020 LA - en UR - https://en.unesco.org/news/learning-through-radio-and-television-time-covid-19 Y2 - 2021/10/25/18:36:49 ER - TY - RPRT TI - Learning Poverty: Measures and Simulations AU - Azevedo, João Pedro CY - Washington D.C. DA - 2020/// PY - 2020 PB - World Bank Group SN - Policy Research Working Paper 9446 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/34654/Learning-Poverty-Measures-and-Simulations.pdf?sequence=1&isAllowed=y ER - TY - RPRT TI - Learning poverty in the time of COVID-19: a crisis within a crisis AU - Azevedo, Joao Pedro CY - Washington DC DA - 2020/// PY - 2020 PB - World Bank UR - https://openknowledge.worldbank.org/handle/10986/34850 ER - TY - BOOK TI - Learning Losses in Pakistan Due to COVID-19 School Closures AU - Geven, Koen AU - Hasan, Amer DA - 2020/10// PY - 2020 DP - DOI.org (Crossref) LA - en PB - World Bank, Washington, DC UR - http://hdl.handle.net/10986/34659 Y2 - 2021/02/08/17:12:05 ER - TY - RPRT TI - Learning Inequality During the Covid-19 Pandemic AU - Engzell, Per AU - Frey, Arun AU - Verhagen, Mark D. AB - Suspension of face-to-face instruction in schools during the COVID-19 pandemic has led to concerns about consequences for student learning. So far, data to study this question have been limited. Here we evaluate the effect of school closures on primary school performance using exceptionally rich data from the Netherlands (n≈350,000). The Netherlands represents a best-case scenario with a relatively short lockdown (8 weeks) and a high degree of technological preparedness. We use the fact that national exams took place before and after lockdown, and compare progress during this period to the same period in the three previous years using a difference-in-differences design. Our results reveal a learning loss of about 3 percentile points or 0.08 standard deviations. These results remain robust when balancing on the estimated propensity of treatment and using maximum entropy weights, or with fixed-effects specifications that compare students within the same school and family. Losses are up to 55% larger among students from less-educated homes. Investigating mechanisms, we find that most of the effect reflects the cumulative impact of knowledge learned rather than transitory influences on the day of testing. The average learning loss is equivalent to a fifth of a school year, nearly exactly the same period that schools remained closed. These results imply that students made little or no progress whilst learning from home, and suggest much larger losses in countries less prepared for remote learning. DA - 2020/10/28/T11:51:28.325Z PY - 2020 DP - OSF Preprints PB - SocArXiv UR - https://osf.io/preprints/socarxiv/ve4z7/ Y2 - 2020/12/08/14:46:09 KW - Economics KW - Education KW - Educational Assessment KW - Evaluation KW - Public Affairs KW - Public Policy and Public Administration KW - Social Statistics KW - Social and Behavioral Sciences KW - Sociology KW - and Research ER - TY - JOUR TI - Learning in times of lockdown: how Covid-19 is affecting education and food security in India AU - Alvi, Muzna AU - Gupta, Manavi T2 - Food Security AB - A vast majority of the relief and rehabilitation packages announced in the months following the nationwide lockdown in India have focused on economic rehabilitation. However, the education sector has remained absent from this effort, including in India’s central government’s 250 billion dollar stimulus package. In this paper, we discuss the implications of lockdown-induced school and rural child-care center closures on education and health outcomes for the urban and rural poor. We especially focus on food and nutritional security of children who depend on school feeding and supplementary nutrition programs. We argue that the impacts are likely to be much more severe for girls as well as for children from already disadvantaged ethnic and caste groups. We also discuss ways in which existing social security programs can be leveraged and strengthened to ameliorate these impacts. DA - 2020/08// PY - 2020 DO - 10.1007/s12571-020-01065-4 VL - 12 IS - 4 SP - 793 EP - 796 LA - en SN - 1876-4525 ST - Learning in times of lockdown UR - https://doi.org/10.1007/s12571-020-01065-4 Y2 - 2022/04/12/00:00:00 ER - TY - BLOG TI - Learning in the COVID-19 era AU - UNESCO T2 - UNESCO DA - 2020/06/11/ PY - 2020 LA - en UR - https://en.unesco.org/news/learning-covid-19-era Y2 - 2020/07/31/21:18:06 ER - TY - RPRT TI - Learning at Home in Times of Crisis Using Radio AU - Education Development Center DA - 2020/// PY - 2020 LA - EN UR - https://www.edc.org/sites/default/files/WB-IAI.pdf ER - TY - JOUR TI - Learning-adjusted years of schooling (LAYS): Defining a new macro measure of education AU - Filmer, Deon AU - Rogers, Halsey AU - Angrist, Noam AU - Sabarwal, Shwetlena T2 - Economics of Education Review AB - 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. DA - 2020/02/19/ PY - 2020 DO - 10.1016/j.econedurev.2020.101971 DP - ScienceDirect SP - 101971 J2 - Economics of Education Review LA - en SN - 0272-7757 ST - Learning-adjusted years of schooling (LAYS) UR - http://www.sciencedirect.com/science/article/pii/S0272775719300263 Y2 - 2020/03/31/09:31:27 KW - Education KW - Human capital KW - Learning KW - Returns to education KW - Schooling KW - Test Scores KW - ___working_potential_duplicate ER - TY - JOUR TI - Leadership Roles in Managing Education in Crises: The Case of Kenya During Covid-19 Pandemic AU - Mbogo, Rosemary Wahu AB - 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 DA - 2020/// PY - 2020 DO - 10.46827/ejes.v7i9.3250 DP - core.ac.uk ST - LEADERSHIP ROLES IN MANAGING EDUCATION IN CRISES UR - https://core.ac.uk/reader/328006450 Y2 - 2021/05/22/15:19:55 ER - TY - BLOG TI - Launching sign languages on the Global Digital Library – Global Digital Library AU - Global Digital Library DA - 2020/04/09/ PY - 2020 LA - en-US UR - https://blog.digitallibrary.io/2020/04/09/launching-sign-languages-on-the-global-digital-library/ Y2 - 2020/11/09/19:25:45 ER - TY - BLOG TI - Launching sign languages on the Global Digital Library AU - Global Digital Library T2 - Global Digital Library DA - 2020/04/09/ PY - 2020 LA - en-US UR - https://blog.digitallibrary.io/ Y2 - 2020/07/27/17:56:39 ER - TY - GEN TI - LATIN AMERICA AND THE CARIBBEAN Inclusion and education: ALL MEANS ALL AU - World Bank DA - 2020/// PY - 2020 UR - https://reliefweb.int/sites/reliefweb.int/files/resources/Global%20Education%20Monitoring%20Report%202020%20-%20Latin%20America%20and%20the%20Caribbean%20-%20Inclusion%20and%20education%20-%20All%20means%20all.pdf ER - TY - ELEC TI - Late resumption of schools in Senegal amid COVID safety concerns AU - AfricaNews T2 - Africanews AB - In the Senegalese capital of Dakar, pupils, parents and teachers return to the Lycée Ousmane Sembène for the start of a new school year DA - 2020/11/12/CET16:32:45+01:00 PY - 2020 LA - en UR - https://www.africanews.com/2020/11/12/late-resumption-of-schools-in-senegal-amid-covid-safety-concerns/ Y2 - 2021/03/29/06:27:22 ER - TY - NEWS TI - Laptops offered for online school lessons at home AU - Coughlan, Sean T2 - BBC News AB - Pupils studying at home will have online lessons and disadvantaged teenagers can borrow computers. DA - 2020/04/19/ PY - 2020 DP - www.bbc.co.uk LA - en-GB SE - Family & Education UR - https://www.bbc.com/news/education-52341596 Y2 - 2020/04/19/10:47:18 ER - TY - JOUR TI - Language teachers’ coping strategies during the Covid-19 conversion to online teaching: Correlations with stress, wellbeing and negative emotions AU - MacIntyre, Peter D. AU - Gregersen, Tammy AU - Mercer, Sarah T2 - System AB - 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. DA - 2020/11// PY - 2020 DO - 10.1016/j.system.2020.102352 DP - DOI.org (Crossref) VL - 94 SP - 102352 J2 - System LA - en SN - 0346251X ST - Language teachers’ coping strategies during the Covid-19 conversion to online teaching UR - https://linkinghub.elsevier.com/retrieve/pii/S0346251X20307120 Y2 - 2021/08/05/18:43:17 ER - TY - JOUR TI - Language of Instruction Country Profile: South Africa AU - USAID DA - 2020/06// PY - 2020 UR - https://pdf.usaid.gov/pdf_docs/PA00X9JQ.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Language counts when learning mathematics with interactive apps AU - Outhwaite, Laura A. AU - Gulliford, Anthea AU - Pitchford, Nicola J. T2 - British Journal of Educational Technology AB - 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 ... DA - 2020/02/11/ PY - 2020 DO - 10.1111/bjet.12912 DP - bera-journals.onlinelibrary.wiley.com VL - 51 IS - 6 SP - 2326 EP - 2339 LA - en SN - 1467-8535 UR - https://bera-journals.onlinelibrary.wiley.com/doi/10.1111/bjet.12912 Y2 - 2020/07/21/15:39:29 ER - TY - ELEC TI - Lahore University of Management Sciences, Pakistan AU - Tufts University T2 - The Talloires Network AB - 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 DA - 2020/07/21/10:32:09 PY - 2020 LA - en UR - https://talloiresnetwork.tufts.edu/lahore-university-of-management-sciences-pakistan-2/ Y2 - 2020/07/21/10:32:09 ER - TY - MGZN TI - Lack of internet access in Southeast Asia poses challenges for students to study online amid COVID-19 pandemic AU - Jalli, Nuurrianti T2 - The Conversation AB - 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. DA - 2020/// PY - 2020 DP - theconversation.com LA - en UR - http://theconversation.com/lack-of-internet-access-in-southeast-asia-poses-challenges-for-students-to-study-online-amid-covid-19-pandemic-133787 Y2 - 2020/03/30/14:37:35 ER - TY - RPRT TI - Laboratoria: Reporte de Impacto 2020.pdf AU - Laboratoria DA - 2020/// PY - 2020 UR - https://f.hubspotusercontent20.net/hubfs/2994420/Laboratoria_Reporte%20de%20Impacto_2020.pdf?hsCtaTracking=c8ac5b5d-c512-4d2d-b2ed-9584e8eb40e9%7Ccc881523-57ea-49a2-ad62-f014a5dc22a5 Y2 - 2022/01/19/23:16:43 ER - TY - ELEC TI - Labor force participation rate, female (% of female population ages 15+) AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/SL.TLF.CACT.FE.ZS?locations=JO Y2 - 2020/06/30/14:09:57 ER - TY - ELEC TI - Kytabu – African Schools Online AU - Kytabu Company Ltd DA - 2020/// PY - 2020 UR - https://kytabu.africa/ Y2 - 2020/07/01/11:11:23 ER - TY - ELEC TI - Kolibri Content Library Catalog AU - Learning equality DA - 2020/// PY - 2020 UR - https://catalog.learningequality.org/#/public?keywords=teacher&page=1&query_id=7auctc Y2 - 2020/07/02/11:58:17 ER - TY - ELEC TI - Kolibri : A Free, Open Source Education for All | Learning Equality AU - Kolibri DA - 2020/// PY - 2020 UR - https://learningequality.org/kolibri/ Y2 - 2020/06/02/18:04:42 ER - TY - ELEC TI - Kolibri : A Free, Open Source Education for All AU - Learning equality T2 - Learning equality DA - 2020/// PY - 2020 LA - en ST - Kolibri UR - https://learningequality.org/kolibri/ Y2 - 2020/06/01/15:59:16 ER - TY - ELEC TI - Kolibri AU - Learning equality DA - 2020/// PY - 2020 LA - en UR - https://learningequality.org/kolibri/ Y2 - 2020/07/02/11:36:29 ER - TY - ELEC TI - Knowledge Platform DA - 2020/07/21/10:43:44 PY - 2020 UR - https://www.knowledgeplatform.com/ Y2 - 2020/07/21/10:43:44 ER - TY - ELEC TI - Know Zone AU - Centre for Education Innovations DA - 2020/// PY - 2020 UR - https://educationinnovations.org/program/know-zone Y2 - 2020/03/30/15:59:21 ER - TY - ELEC TI - Kiwix AU - HundrED AB - 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. DA - 2020/// PY - 2020 UR - https://hundred.org/en/innovations/kiwix#2579f4d9 Y2 - 2022/06/25/21:53:14 ER - TY - ICOMM TI - KICD on Twitter: "Let's engage. For rich discussions on education matters. https://t.co/qb1ooAc7ZF" / Twitter AU - KICD DA - 2020/// PY - 2020 LA - en-GB ST - KICD on Twitter UR - https://twitter.com/kicdkenya/status/1239908378001969153 Y2 - 2020/03/30/15:21:42 ER - TY - ELEC TI - Khan Academy: Free Online Courses, Lessons & Practice AU - Khan Academy T2 - Khan Academy AB - You can learn anything. Expert-created content and resources for every course and level. Always free. DA - 2020/// PY - 2020 LA - en UR - https://www.khanacademy.org/ Y2 - 2020/03/30/15:34:10 ER - TY - RPRT TI - Keyword inventory with country statistics AU - Haßler, Björn AU - Adam, Taskeen AU - Allier-Gagneur, Zoe AU - Khalayley, Abdullah AU - McBurnie, Chris AU - McIntyre, Nora AB - Keyword inventory with country statistics (Updated July 2020) DA - 2020/07/01/ PY - 2020 LA - en M3 - Working Paper - Research Instrument PB - EdTech Hub SN - 08-3 UR - https://docs.edtechhub.org/lib/LSEETV6K/download/H7AMK69A/Bj%C3%B6rn%20Ha%C3%9Fler%20et%20al_2019_Keyword%20inventory.pdf KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _yl:s KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - SLIDE TI - Key Insights from Behavioral Journey Mapping of Caregivers A2 - Busara DA - 2020/12/18/ PY - 2020 LA - en UR - https://docs.google.com/presentation/d/1l6-co7N-eWifjKXmkhEmcpze7TdpCfLr7QSQ4w4D8vo/edit?usp=embed_facebook Y2 - 2021/05/28/20:14:19 ER - TY - RPRT TI - Kenya Public Expenditure Review 2020: Options for Fiscal Consolidation after the COVID-19 Crisis AU - World Bank AB - 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. CY - Washington, DC DA - 2020/06// PY - 2020 DP - openknowledge.worldbank.org LA - English PB - World Bank ST - Kenya Public Expenditure Review 2020 UR - https://openknowledge.worldbank.org/handle/10986/34052 Y2 - 2022/06/09/12:32:38 KW - Debt Sustainability KW - Expenditure Control System KW - Fiscal Sustainability KW - Fiscal Trends KW - Public Debt KW - Public Expenditure KW - Public Investment Management KW - Public Procurement KW - Public Wage Bill KW - Revenue ER - TY - ELEC TI - Kenya: Off-grid Solar Access Project for Underserved Counties AU - World Bank AB - Kenya: Off-grid Solar Access Project for Underserved Counties DA - 2020/// PY - 2020 LA - en ST - Kenya UR - https://projects.worldbank.org/en/projects-operations/project-detail/P160009 Y2 - 2020/07/01/10:58:35 ER - TY - ELEC TI - Kenya Institute of Special Education DA - 2020/// PY - 2020 UR - https://www.kise.ac.ke/ Y2 - 2020/07/01/10:39:44 ER - TY - ELEC TI - Kenya Institute of Curriculum Development DA - 2020/// PY - 2020 UR - https://kicd.ac.ke/ Y2 - 2020/07/01/10:28:42 ER - TY - RPRT TI - Kenya GPE COVID-19 Learning Continuity in Basic Education: Stakeholder Engagement Plan AU - Ministry of Education, Kenya DA - 2020/// PY - 2020 UR - https://www.education.go.ke/images/GPE_PRIEDE/Stakeholder_Engagement_Plan_SEP_KENYA_GPE_COVID_19_LEARNING_CONTINUITY_IN_BASIC_EDUCATION_PROJECT_P174059_Disclose.pdf Y2 - 2020/07/01/10:05:30 ER - TY - GEN TI - KENYA GPE COVID 19 Learning Continuity in Basic Education Project AU - Global Partnership for Education DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/sites/default/files/document/file/COVID-19%20AFF%20Request%20Kenya%20updated.pdf ER - TY - ELEC TI - Kenya: extreme inequality in numbers AU - Oxfam T2 - Oxfam International DA - 2020/// PY - 2020 LA - en ST - Kenya UR - https://www.oxfam.org/en/kenya-extreme-inequality-numbers Y2 - 2020/07/01/09:42:00 ER - TY - GEN TI - Kenya Basic Education COVID-19 Emergency Response Plan AU - Ministry of Education, Republic of Kenya DA - 2020/// PY - 2020 UR - https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf Y2 - 2021/04/14/11:10:31 ER - TY - GEN TI - Kenya Basic Education COVID-19 Emergency Response Plan AU - Ministry of Education, Republic of Kenya DA - 2020/// PY - 2020 UR - https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf Y2 - 2021/04/14/11:10:31 ER - TY - GEN TI - Kenya basic education COVID-19 emergency response plan AU - State Department of Early Learning and Basic Education DA - 2020/05// PY - 2020 PB - Republic of Kenya Ministry of Education UR - https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf Y2 - 2021/10/07/11:20:29 ER - TY - RPRT TI - Kenya Basic Education COVID-19 Emergency Response Plan AU - State Department of Early Learning and Basic Education, Kenya DA - 2020/// PY - 2020 UR - https://www.education.go.ke/images/Kenya_basic_Education_COVID-19_Emergency_Response_Plan-compressed.pdf Y2 - 2020/07/01/09:28:17 ER - TY - ELEC TI - Kemendikbud Terbitkan Pedoman Penyelenggaraan Belajar dari Rumah AU - Belajar dari Rumah T2 - Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi AB - 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). DA - 2020/05/29/ PY - 2020 LA - en UR - https://www.kemdikbud.go.id/main/blog/2020/05/kemendikbud-terbitkan-pedoman-penyelenggaraan-belajar-dari-rumah Y2 - 2022/06/25/19:14:33 ER - TY - BLOG TI - Keeping the world's children learning through COVID-19 AU - Miks, Jason AU - McIlwaine, John T2 - Keeping the world's children learning through COVID-19 DA - 2020/// PY - 2020 UR - https://www.unicef.org/coronavirus/keeping-worlds-children-learning-through-covid-19 ER - TY - RPRT TI - Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak AU - Ministry of Education (Rwanda) DA - 2020/// PY - 2020 UR - https://mineduc.gov.rw/fileadmin/Documents/Report/Education_Sector_COVID_Plan_Rwanda.pdf Y2 - 2020/06/09/13:43:39 ER - TY - RPRT TI - Keeping the Doors Open for Learning: Response Plan of Ministry of Education to the COVID-19 Outbreak AU - Rwanda Ministry of Education DA - 2020/// PY - 2020 UR - https://mineduc.gov.rw/fileadmin/Documents/Report/Education_Sector_COVID_Plan _Rwanda.pdf ER - TY - ELEC TI - Karim and Jana AU - Queen Rania Foundation DA - 2020/// PY - 2020 UR - https://karimandjana.com/site/ Y2 - 2020/06/30/15:04:02 ER - TY - RPRT TI - K-12 Egyptian Knowledge Bank Study Portal and New Form of Assessment AU - El Zayat, Nelly T2 - Education Continuity Stories CY - Washington, D.C. DA - 2020/// PY - 2020 PB - World Bank Group UR - http://documents.worldbank.org/curated/en/191341599145436193/Egypt-K-12-Egyptian-Knowledge-Bank-Study-Portal-and-New-Form-of-Assessment ER - TY - RPRT TI - Jusoor’s WhatsApp-Assisted Learning Programme: Sprint Review 1. AU - Tutunji, Suha AU - Boujikian, Michèle AU - Carter, Alice AU - Atkinson, Grace T2 - EdTech Hub Sprint Review DA - 2020/// PY - 2020 UR - https://docs.edtechhub.org/lib/NBWSSFLK KW - ___working_potential_duplicate ER - TY - ELEC TI - Jot-A-Dot Pocket Brailler AU - Harpo T2 - HARPO AB - 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 DA - 2020/// PY - 2020 LA - en UR - https://int.harpo.com.pl/jot-a-dot/ Y2 - 2022/06/26/01:14:51 ER - TY - RPRT TI - Jordan’s EdTech response to COVID-19 AU - Al-Hindawi, Hind AU - Hashem, Lina DA - 2020/11// PY - 2020 M3 - Case Study PB - EdTech Hub KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Jordan Response Plan for the Syria Crisis 2020-2022 AU - Hamarneh, Maisa DA - 2020/// PY - 2020 DP - Zotero LA - en PB - UNHCR KW - ⛔ No DOI found ER - TY - NEWS TI - Ivory Coast children head back to school after virus shutdown AU - Reuters Staff T2 - Reuters AB - 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. DA - 2020/05/26/ PY - 2020 DP - www.reuters.com LA - en UR - https://www.reuters.com/article/us-health-coronavirus-ivorycoast-educati-idUSKBN2311FC Y2 - 2021/03/29/06:08:31 KW - Africa KW - Aid Relief / Humanitarian Agencies KW - CORONAVIRUS KW - Children / Youth Issues KW - Coronavirus KW - EDUCATION KW - Education KW - Epidemics KW - HEALTH KW - Health / Medicine KW - Human Rights / Civil Rights KW - IVORYCOAST KW - Ivory Coast KW - Overseas Development Aid KW - Pictures KW - US KW - Video Available KW - West Africa KW - Western Europe ER - TY - RPRT TI - Isolating the “Tech” from EdTech: Experimental Evidence on Computer Assisted Learning in China AU - Ma, Yue AU - Fairlie, Robert AU - Loyalka, Prashant AU - Rozelle, Scott AB - 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. CY - Cambridge, MA DA - 2020/04// PY - 2020 DP - DOI.org (Crossref) SP - w26953 LA - en PB - National Bureau of Economic Research SN - w26953 ST - Isolating the “Tech” from EdTech UR - http://www.nber.org/papers/w26953.pdf Y2 - 2021/04/06/19:54:30 ER - TY - BLOG TI - Is there learning continuity during the COVID-19 pandemic? Six Lessons AU - McBurnie, Chris AU - Haßler, Björn DA - 2020/07/12/ PY - 2020 UR - https://opendeved.net/2020/07/12/is-there-learning-continuity/ KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - JOUR TI - Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence AU - McBurnie, Chris AU - Adam, Taskeen AU - Kaye, Tom T2 - Journal of Learning for Development AB - 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. DA - 2020/// PY - 2020 VL - 7 IS - 3 SP - 485 EP - 493 UR - https://jl4d.org/index.php/ejl4d/article/view/461 KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - ⛔ No DOI found ER - TY - BLOG TI - Is the COVID-19 slide in education real? AU - Donnelly, Robin AU - Patrinos, Harry A. T2 - World Bank Blogs AB - 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. DA - 2020/// PY - 2020 LA - en UR - https://blogs.worldbank.org/education/covid-19-slide-education-real Y2 - 2022/08/25/19:52:43 ER - TY - JOUR TI - Is School Funding Unequal in Latin America?: A Cross-country Analysis AU - Bertoni, Eleonora AU - Elacqua, Gregory AU - Marotta, Luana AU - Martínez, Matias AU - Santos, Humberto AU - Soares, Sammara AB - 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. DA - 2020/11/16/ PY - 2020 DO - 10.18235/0002854 DP - publications.iadb.org LA - English ST - Is School Funding Unequal in Latin America? UR - https://publications.iadb.org/en/school-funding-unequal-latin-america-cross-country-analysis Y2 - 2023/06/12/20:11:05 ER - TY - ELEC TI - Is 2020 a lost academic year? The impact of COVID-19 on education in eastern Africa: a case study of Kenya AU - Cordeiro, Vanessa Cezarita T2 - Humanium AB - 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. DA - 2020/12/15/T14:38:15+00:00 PY - 2020 LA - en-GB ST - Is 2020 a lost academic year? UR - https://www.humanium.org/en/is-2020-a-lost-academic-year-the-impact-of-covid-19-on-education-in-eastern-africa-a-case-study-of-kenya/ Y2 - 2021/10/03/12:47:36 ER - TY - GEN TI - Investing in the Early Years During COVID-19 AU - World Bank DA - 2020/04// PY - 2020 DP - DOI.org (Crossref) LA - en PB - World Bank UR - http://elibrary.worldbank.org/doi/book/10.1596/33647 Y2 - 2020/06/02/14:34:31 ER - TY - ELEC TI - invest2innovate DA - 2020/07/21/10:30:27 PY - 2020 LA - en-US UR - https://invest2innovate.com/incubate/ Y2 - 2020/07/21/10:30:27 ER - TY - BLOG TI - Introducing the EdTech Hub Specialist Network AU - Dzinotyiweyi, Monica AU - Mullan, Joel T2 - EdTech Hub AB - 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… DA - 2020/11/26/T14:33:45+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/11/26/introducing-the-edtech-hub-specialist-network/ Y2 - 2021/04/21/20:29:33 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Introducing Smart Teaching and Learning (INSTAL) AU - Sindh Education Foundation, Government of Sindh AB - 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. DA - 2020/07/20/16:11:13 PY - 2020 LA - en-US UR - https://www.sef.org.pk/introducing-smart-teaching-and-learninginstal/ Y2 - 2020/07/20/16:11:13 ER - TY - JOUR TI - Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions AU - Ryan, Richard M. AU - Deci, Edward L. T2 - Contemporary Educational Psychology DA - 2020/// PY - 2020 DO - 10.1016/j.cedpsych.2020.101860 VL - 61 SP - 101860 ER - TY - JOUR TI - Intersectionality as a lens to the COVID-19 pandemic: implications for sexual and reproductive health in development and humanitarian contexts AU - Lokot, Michelle AU - Avakyan, Yeva T2 - Sexual and Reproductive Health Matters DA - 2020/05/05/ PY - 2020 DO - 10.1080/26410397.2020.1764748 DP - DOI.org (Crossref) SP - 1 EP - 5 J2 - Sexual and Reproductive Health Matters LA - en SN - 2641-0397 ST - Intersectionality as a lens to the COVID-19 pandemic UR - https://www.tandfonline.com/doi/full/10.1080/26410397.2020.1764748 Y2 - 2020/06/03/13:10:30 ER - TY - ELEC TI - Internet World Stats - Usage and Population Statistics AU - Internet World Stats DA - 2020/// PY - 2020 UR - https://www.internetworldstats.com/ Y2 - 2020/09/14/13:17:59 ER - TY - BLOG TI - Internet connectivity in Lebanon impacted following blast T2 - NetBlocks AB - 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 ... DA - 2020/08/04/T16:11:25+00:00 PY - 2020 LA - en-US UR - https://netblocks.org/reports/internet-connectivity-in-lebanon-impacted-following-blast-YAE2RvB3 Y2 - 2021/03/03/18:11:05 ER - TY - ELEC TI - International Standard Classification of Education (ISCED) AU - UNESCO Institute for Statistics AB - 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. ... DA - 2020/// PY - 2020 LA - eng UR - http://uis.unesco.org/en/topic/international-standard-classification-education-isced Y2 - 2020/06/25/22:29:29 ER - TY - RPRT TI - Interim Report: Towards a Shared Vision of Ethical AI in Education AU - Institute of Ethical AI in Education DA - 2020/// PY - 2020 PB - University of Buckingham UR - https://www.buckingham.ac.uk/wp-content/uploads/2020/02/The-Institute-for-Ethical-AI-in-Educations-Interim-Report-Towards-a-Shared-Vision-of-Ethical-AI-in-Education.pdf ER - TY - JOUR TI - Integrating ICT in English Language Teaching in Bangladesh: Teachers’ Perceptions and Challenges AU - Khan, Nafis Mahmud AU - Kuddus, Khushboo AU - Kuddus, Khushboo AU - School of Humanities (English), KIIT Deemed to be University, Bhubaneswar, Odisha, India. T2 - Rupkatha Journal on Interdisciplinary Studies in Humanities AB - 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. DA - 2020/10/17/ PY - 2020 DO - 10.21659/rupkatha.v12n5.rioc1s23n1 DP - DOI.org (Crossref) VL - 12 IS - 5 J2 - rupkatha LA - en SN - 09752935 ST - Integrating ICT in English Language Teaching in Bangladesh UR - http://rupkatha.com/rioc1s23n1/ Y2 - 2021/05/07/12:02:21 ER - TY - JOUR TI - Instructional design of scaffolded online learning modules for self-directed and inquiry-based learning environments AU - Mamun, Md Abdullah A I AU - Lawrie, Gwendolyn AU - Wright, Tony T2 - Computers & Education DA - 2020/// PY - 2020 DO - 10.1016/j.compedu.2019.103695 VL - 144 ER - TY - JOUR TI - Institutions, implementation, and program effectiveness: evidence from a randomized evaluation of computer-assisted learning in rural China AU - Mo, Di AU - Bai, Yu AU - Shi, Yaojiang AU - Abbey, Cody AU - Zhang, Linxiu AU - Rozelle, Scott AU - Loyalka, Prashant T2 - Journal of Development Economics AB - 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. DA - 2020/// PY - 2020 DO - 10.1016/j.jdeveco.2020.102487 DP - DOI.org (Crossref) VL - 146 IS - 102487 LA - en ST - Institutions, implementation, and program effectiveness UR - https://linkinghub.elsevier.com/retrieve/pii/S0304387820300626 Y2 - 2020/08/20/15:40:48 ER - TY - ELEC TI - Instant Network Schools T2 - Vodafone DA - 2020/// PY - 2020 LA - en-GB UR - https://www.vodafone.com/about/vodafone-foundation/focus-areas/instant-network-schools Y2 - 2020/06/29/13:11:31 ER - TY - RPRT TI - Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone AU - Education Workforce Initiative DA - 2020/// PY - 2020 PB - Education Commission UR - https://educationcommission.org/wp-content/uploads/2020/10/2020-EC-Country-Report-Sierra-Leone.pdf Y2 - 2020/12/16/13:15:53 ER - TY - JOUR TI - Innovations for Poverty Action AU - IPA DA - 2020/// PY - 2020 DP - Zotero SP - 32 LA - en UR - https://www.poverty-action.org/sites/default/files/presentation/IPA-Ghana-RECOVR-Survey-Webinar-July-2-2020-Presentation.pdf ER - TY - BLOG TI - Innovation Fund Graduate: OS City AU - Cepeda, Jesús DA - 2020/// PY - 2020 UR - https://www.unicef.org/innovation/fundgraduate/OSCity ER - TY - ELEC TI - Innovation for Education, the Mentoring Community of Practice (MCOP) AU - FHI360 AB - 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. DA - 2020/// PY - 2020 UR - https://www.fhi360.org/projects/innovation-education-mentoring-community-practice-mcop Y2 - 2020/08/17/19:25:07 ER - TY - GEN TI - Innovation Ecosystem Knowledge Pack AU - EdTech Core Team AU - Applebaum, Hallie Rocklin DA - 2020/// PY - 2020 PB - World Bank UR - https://pubdocs.worldbank.org/en/466031598013786493/World-Bank-EdTech-Innovation-Ecosystems-Knowledge-Pack-July17.pdf Y2 - 2022/12/29/19:28:21 ER - TY - GEN TI - Informality, Consumption Taxes and Redistribution AU - Bachas, Pierre AU - Gadenne, Lucie AU - Jensen, Anders AB - 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. CY - Rochester, NY DA - 2020/06/01/ PY - 2020 DO - 10.2139/ssrn.3637730 DP - Social Science Research Network LA - en UR - https://papers.ssrn.com/abstract=3637730 Y2 - 2022/10/13/09:28:24 KW - Anders Jensen KW - Consumption Taxes and Redistribution KW - Informality KW - Lucie Gadenne KW - Pierre Bachas KW - SSRN ER - TY - ELEC TI - Individuals using the Internet (% of population) - Sub-Saharan Africa | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=ZG Y2 - 2022/06/03/06:38:16 ER - TY - ELEC TI - Individuals using the Internet (% of population) - South Asia | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=8S Y2 - 2022/06/03/06:38:30 ER - TY - ELEC TI - Individuals using the Internet (% of population) | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.NET.USER.ZS Y2 - 2022/06/06/09:22:10 ER - TY - ELEC TI - Individuals using the Internet (% of population) AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/IT.NET.USER.ZS?locations=UY Y2 - 2022/08/09/16:35:57 ER - TY - JOUR TI - Indian educators' awareness and attitude towards assistive technology AU - Kundu AU - Bej, Tripti T2 - Journal of Enabling Technologies AB - 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. DA - 2020/08/03/ PY - 2020 DO - 10.1108/JET-04-2020-0015 DP - ResearchGate VL - 14 J2 - Journal of Enabling Technologies ER - TY - RPRT TI - India’s distance learning response to the COVID-19 crisis AU - Doraiswamy, Harish AU - Gupta, Gouri AU - Kamath, Dhruv AU - Sharma, Sudhanshu CY - Dehli, London DA - 2020/09// PY - 2020 PB - Central Square Foundation, EdTech Hub KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Independent Reporting Mechanism (IRM): Sierra Leone Design Report 2019–2021 AU - Field, Tracey-Lynn DA - 2020/// PY - 2020 PB - Open Government Partnership UR - https://www.opengovpartnership.org/documents/sierra-leone-design-report-2019-2021/ ER - TY - RPRT TI - Increasing Parent Engagement in Children's Literacy: A Needs Assessment to Inform the Design of Parent Engagement Efforts AU - Project Literacy AU - Results for Development AU - Center for Education Innovations DA - 2020/11// PY - 2020 UR - https://www.educationinnovations.org/post/a-new-guide-for-increasing ER - TY - CONF TI - Increasing children's knowledge of pattern detection and skip counting using a tablet-based math activity AU - Ha, Cheyeon AU - Hou, Xinying AU - Nguyen, Anh Huy AU - Uchidiuno, Judith Odili C3 - ICLS 2020 Proceedings DA - 2020/// PY - 2020 KW - ⛔ No DOI found ER - TY - ELEC TI - Inclusive Education Initiative: Transforming Education for Children with Disabilities AU - World Bank T2 - Google Docs DA - 2020/// PY - 2020 LA - en-GB UR - https://www.worldbank.org/en/topic/socialsustainability/brief/inclusive-education-initiative-transforming-education-for-children-with-disabilities Y2 - 2020/12/12/00:00:00 ER - TY - JOUR TI - Inclusive considerations for optimal online learning in times of disasters and crises AU - Thompson, Kim M AU - Copeland, Clayton T2 - Information and Learning Science AB - 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. DA - 2020/// PY - 2020 DO - 10.1108/ILS-04-2020-0083 VL - 121 IS - 7 SP - 481 EP - 486 KW - Course design KW - Diversity KW - Equity KW - Evidence-based practice KW - Inclusion KW - Inclusive pedagogy KW - Learning environment KW - Universal design for learning KW - pedagogy ER - TY - RPRT TI - Inclusion and education: all means all AU - UNESCO CY - Paris, France DA - 2020/// PY - 2020 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2020/09/01/14:56:54 ER - TY - ELEC TI - Incidence of HIV, all (per 1,000 uninfected population) - Sierra Leone | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/SH.HIV.INCD.TL.P3?end=2020&locations=SL&start=1990 Y2 - 2022/01/10/19:28:35 ER - TY - ELEC TI - In moments of crisis, Broadband Commissioners come together to offer immediate support to communities worldwide AU - Broadband Commission DA - 2020/// PY - 2020 UR - http://bbnewsletter.itu.int/covid19/ Y2 - 2020/06/04/13:26:25 ER - TY - JOUR TI - Improving the Mouse Skills of Basic School Learners Using the Optical Mouse and Self Instructional Software. A Case of a Ghanaian Basic School AU - Asare, Samuel AU - Leticia, Agyemang T2 - Innovation The European Journal of Social Science Research AB - 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. DA - 2020/// PY - 2020 DP - ResearchGate VL - 4 IS - 5 SP - 2454 EP - 6186 J2 - IJRISS UR - https://www.researchgate.net/profile/Samuel-Asare-12/publication/341877832_Improving_the_Mouse_Skills_of_Basic_School_Learners_Using_the_Optical_Mouse_and_Self_Instructional_Software_A_Case_of_a_Ghanaian_Basic_School/links/5ed7984f45851529452a7c6e/Improving-the-Mouse-Skills-of-Basic-School-Learners-Using-the-Optical-Mouse-and-Self-Instructional-Software-A-Case-of-a-Ghanaian-Basic-School.pdf KW - ⛔ No DOI found ER - TY - BLOG TI - Improving teacher accountability in Pakistan’s rural schools AU - Asad, Saher AU - Habib, Masooma AU - Karachiwalla, Naureen AU - Kosec, Katrina AU - Leaver, Claire AU - Ur Rehman, Attique T2 - International Growth Centre AB - 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 … DA - 2020/02/10/ PY - 2020 LA - en-GB UR - https://www.theigc.org/blog/improving-teacher-accountability-in-pakistans-rural-schools/ Y2 - 2020/08/13/13:43:19 ER - TY - RPRT TI - Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India AU - Muralidharan, Karthik AU - Singh, Abhijeet AB - 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. DA - 2020/11/24/ PY - 2020 DP - DOI.org (Crossref) LA - en M3 - RISE Working Paper Series. PB - Research on Improving Systems of Education (RISE) SN - 20/056. ST - Improving Public Sector Management at Scale? UR - https://riseprogramme.org/publications/improving-public-sector-management-scale-experimental-evidence-school-governance-india Y2 - 2021/05/05/13:16:52 ER - TY - BLOG TI - Implementing a virtual learning environment in a resource-constrained setting: five key reflections AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom T2 - EdTech Hub AB - 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… DA - 2020/12/15/T19:32:55+00:00 PY - 2020 LA - en-US ST - Implementing a virtual learning environment in a resource-constrained setting UR - https://edtechhub.org/2020/12/15/implementing-a-virtual-learning-environment-in-a-resource-constrained-setting-five-key-reflections/ Y2 - 2021/04/21/17:19:49 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil AU - World Bank AB - Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes : An Implementation Guide Inspired by the Case of Ceara, Brazil (English) DA - 2020/// PY - 2020 LA - en M3 - Text/HTML ST - Implementing a Results-Based Financing Mechanism for Subnational Governments to Improve Education Outcomes UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/561471606111232725/Implementing-a-Results-Based-Financing-Mechanism-for-Subnational-Governments-to-Improve-Education-Outcomes-An-Implementation-Guide-Inspired-by-the-Case-of-Ceara-Brazil Y2 - 2022/05/31/19:40:27 ER - TY - JOUR TI - Impact of use of technology on student learning outcomes: Evidence from a large-scale experiment in India AU - Naik, Gopal AU - Chitre, Chetan AU - Bhalla, Manaswini AU - Rajan, Jothsna T2 - World Development AB - 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. DA - 2020/03/01/ PY - 2020 DO - 10.1016/j.worlddev.2019.104736 DP - ScienceDirect VL - 127 J2 - World Development LA - en SN - 0305-750X ST - Impact of use of technology on student learning outcomes UR - http://www.sciencedirect.com/science/article/pii/S0305750X19303857 Y2 - 2020/01/29/10:12:27 KW - Field experiment KW - India KW - Quality of learning KW - SDG-4 KW - School education KW - Technology-aided-teaching ER - TY - JOUR TI - Impact of Podcasting on Pronunciation Skills of Pre-Service EFL Teachers AU - Kafes, Huseyin AU - Caner, Mustafa T2 - Turkish Online Journal of Distance Education AB - 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. DA - 2020/07// PY - 2020 DP - ERIC VL - 21 IS - 3 LA - en SN - 1302-6488 UR - https://eric.ed.gov/?id=EJ1261341 Y2 - 2022/09/23/10:57:48 KW - Audio Equipment KW - College Freshmen KW - Content Analysis KW - English (Second Language) KW - Feedback (Response) KW - Foreign Countries KW - Generalization KW - Independent Study KW - Language Teachers KW - Management Systems KW - Positive Attitudes KW - Preservice Teachers KW - Pronunciation KW - Pronunciation Instruction KW - Second Language Instruction KW - Second Language Learning KW - Student Attitudes KW - Teacher Education Programs KW - Teaching Methods KW - ⛔ No DOI found ER - TY - JOUR TI - Impact of pandemic COVID-19 on education in India AU - Jena, Pravat Kumar T2 - International Journal of Current Research (IJCR) AB - 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. DA - 2020/07// PY - 2020 DO - https://doi.org/10.24941/ijcr.39209.07.2020 VL - 12 IS - 7 SP - 2582 EP - 12586 LA - en Y2 - 2022/06/08/00:00:00 KW - COVID-19 KW - Education KW - Govt. of India KW - impact KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Impact of lockdown on learning status of undergraduate and postgraduate students during COVID-19 pandemic in West Bengal, India AU - Kapasia, Nanigopal AU - Paul, Pintu AU - Roy, Avijit AU - Saha, Jay AU - Zaveri, Ankita AU - Mallick, Rahul AU - Barman, Bikash AU - Das, Prabir AU - Chouhan, Pradip T2 - Children and Youth Services Review AB - 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. DA - 2020/09/01/ PY - 2020 DO - 10.1016/j.childyouth.2020.105194 DP - ScienceDirect VL - 116 SP - 105194 J2 - Children and Youth Services Review LA - en SN - 0190-7409 UR - http://www.sciencedirect.com/science/article/pii/S0190740920310604 Y2 - 2020/08/12/15:39:08 KW - COVID-19 KW - E-learning KW - Lockdown KW - Undergraduate and postgraduate learners KW - West Bengal ER - TY - ELEC TI - Impact of Covid-19 on the right to education In Kenya AU - Jelimo, Catherine T2 - Right to Education Initiative AB - 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. DA - 2020/// PY - 2020 LA - en UR - https://www.right-to-education.org/blog/impact-covid-19-right-education-kenya Y2 - 2021/07/08/08:23:35 ER - TY - JOUR TI - Impact of COVID-19 on the institutional education system and its associated students in Bangladesh AU - Emon, Efta Khairul Haque AU - Alif, Ashrafur Rahman AU - Islam, M. Shahanul T2 - Asian Journal of Education and Social Studies DA - 2020/10/02/ PY - 2020 DO - 10.9734/ajess/2020/v11i230288 DP - www.journalajess.com VL - 11 IS - 2 SP - 34 EP - 46 LA - en-US SN - 2581-6268 UR - https://www.journalajess.com/index.php/AJESS/article/view/30288 Y2 - 2021/10/25/17:38:49 KW - Bangladesh KW - COVID-19 KW - Coronavirus KW - education KW - impact KW - poverty. ER - TY - JOUR TI - Impact of COVID-19 on Education in Sub-Saharan Africa AU - Aborode, A AU - Anifowoshe, O AU - Ifeoluwapo T, Ayodele AU - Rebecca A, Iretiayo AU - Oluwafemi O., David T2 - Preprints AB - 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 DA - 2020/// PY - 2020 DO - 10.20944/preprints202007.0027.v1 VL - 2890 IS - October SP - 1 EP - 29 UR - https://www.preprints.org/manuscript/202007.0027/v1 KW - Africa KW - COVID-19 KW - Deadly disease KW - Education KW - Governments KW - Resolution KW - Sub- Sahara ER - TY - RPRT TI - Impact of COVID-19 on child labour in South Asia AU - Idris, Iffat CY - Birmingham DA - 2020/// PY - 2020 PB - University of Birmingham UR - https://opendocs.ids.ac.uk/opendocs/bitstream/handle/20.500.12413/15448/819_Impact_of_COVID-19_on_Child_Labour_in_South%20Asia.pdf?sequence=1&isAllowed=y ER - TY - RPRT TI - Impact Evaluation of Funda Wande Coaching Intervention Midline Findings: Midline I AU - Ardington, Cally AU - Meiring, Tiaan DA - 2020/// PY - 2020 PB - SALDRU UR - https://fundawande.org/img/cms/news/Impact%20Evaluation%20of%20Funda%20Wande%20Coaching%20Intervention%20Midline%20Findings.pdf Y2 - 2022/08/23/06:15:48 ER - TY - RPRT TI - Impact du COVID-19: Sur les conditions de vie des ménages enquête à haute fréquence par téléphone auprès des ménages (EHTM) AU - instat: Madagascar DA - 2020///Juin PY - 2020 SP - 38 LA - EN M3 - Principaux résultats de l'enquête réalisée auprès des ménages PB - Ministère de l'Économie et des Finances SN - Vague 01 UR - https://www.instat.mg/wp-content/uploads/INSTAT_COVID_13-07-2020.pdf Y2 - 2020/09/11/11:33:16 ER - TY - RPRT TI - Impact de la pandémie de COVID-19 sur l’éducation en Afrique et incidence sur le recours aux technologies: Sondage sur l’expérience et les opinions des éducateurs et spécialistes de technologies AU - eLearning Africa AU - EdTech Hub DA - 2020/09// PY - 2020 LA - French KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH KW - ⚠️ Invalid DOI ER - TY - ELEC TI - ILMA AB - Innovate.Collaborate.Educate. DA - 2020/07/21/10:34:01 PY - 2020 UR - http://ilma.sabaq.edu.pk/ Y2 - 2020/07/21/10:34:01 ER - TY - JOUR TI - Identifying the characteristics of effective teacher professional development: a critical review AU - Sims, Sam AU - Fletcher-Wood, Harry T2 - School Effectiveness and School Improvement DA - 2020/// PY - 2020 DO - 10.1080/09243453.2020.1772841 DP - Zotero VL - 32 IS - 2 SP - 22 LA - en KW - De-prioritise KW - ___working_potential_duplicate KW - ⚠️ Invalid DOI ER - TY - RPRT TI - Identifying Effective Teachers: Lessons from Four Classroom Observation Tools AU - Filmer, Deon AU - Molina, Ezequiel AU - Wane, Waly AB - Four different classroom observation instruments—from the Service Delivery Indicators, the Stallings Observation System, the Classroom Assessment Scoring System, and the Teach classroom observation instrument—were implemented in about 100 schools across four regions of Tanzania. The research design is such that various combinations of tools were administered to various combinations of teachers, so these data can be used to explore the commonalities and differences in the behaviors and practices captured by each tool, the internal properties of the tools (for example, how stable they are across enumerators, or how various indicators relate to one another), and how variables collected by the various tools compare to each other. Analysis shows that inter-rater reliability can be low, especially for some of the subjective ratings; principal components analysis suggests that lower-level constructs do not map neatly to predetermined higher-level ones and suggest that the data have only a few dimensions. Measures collected during teacher observations are associated with student test scores, but patterns differ for teachers with lower versus higher subject content knowledge. DA - 2020/08/27/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - Research on Improving Systems of Education (RISE) ST - Identifying Effective Teachers UR - https://riseprogramme.org/publications/identifying-effective-teachers-lessons-four-classroom-observation-tools Y2 - 2020/09/15/19:31:18 KW - _B:important KW - _G:important KW - _G:reviewed KW - _Tanzania KW - _final_bib KW - _important ER - TY - ELEC TI - Idara-e-Taleem-o-Aagahi DA - 2020/07/20/16:29:54 PY - 2020 UR - http://itacec.org/ Y2 - 2020/07/20/16:29:54 ER - TY - RPRT TI - ICT4E How-To Note Final_Feb20.pdf AU - USAID DA - 2020/// PY - 2020 UR - https://www.edu-links.org/sites/default/files/media/file/USAID%20ICT4E%20How-To%20Note%20Final_Feb20.pdf Y2 - 2020/12/10/21:33:02 ER - TY - JOUR TI - ICT integration in teaching and learning activities in higher education: a case study of Nepal's teacher education AU - Rana, Kesh AU - Rana, Karna T2 - Malaysian Online Journal of Educational Technology AB - This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities. DA - 2020/// PY - 2020 DO - 10.17220/mojet.2020.01.003 VL - 8 IS - 1 SP - 36 EP - 47 LA - English UR - https://files.eric.ed.gov/fulltext/EJ1239982.pdf AN - 2396845922; EJ1239982 KW - ERIC, Current Index to Journals in Education (CIJE) KW - Educational Policy KW - Foreign Countries KW - Higher Education KW - Information Technology KW - Nepal KW - Postsecondary Education KW - Preservice Teacher Education KW - Program Implementation KW - Sustainability KW - Technology Integration KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2095751 KW - __finaldtb ER - TY - RPRT TI - ICT for Learning Process and Tools – Volume II | UNICEF Eastern and Southern Africa AU - UNICEF AU - Aga Khan Foundation and Innovation Unit DA - 2020/// PY - 2020 UR - https://www.unicef.org/esa/reports/ict-learning-process-and-tools-volume-ii Y2 - 2022/12/29/17:33:37 ER - TY - ELEC TI - ICT for All: Digital Inclusion Portal development AU - G3ict T2 - Buys ICT 4 All DA - 2020/// PY - 2020 UR - https://buyict4all.org/ Y2 - 2020/06/08/12:47:42 ER - TY - JOUR TI - “I’m not against online teaching, but what about us?”: ICT in Ghana post Covid-19 AU - Adarkwah, Michael Agyemang T2 - Education and Information Technologies AB - Globally, Information and Communication Technology (ICT) is regarded as a dependable vehicle for facilitating educational reform and development, a platform for communication, and as a means to achieve the Sustainable Development Goal Four (SDG 4). Since the enactment of the No Child Left Behind Act (NCLB) and declaration of the SDG 4, many countries have opted to embrace the lifelong education for all by integrating ICT in teaching and learning at all school levels. The Ghanaian Government’s initiative to ensure “education anytime anywhere for everyone” by revolutionizing teaching and learning through ICT has faced a lot of challenges and criticisms. The main mission of the Ghana ICT for Accelerated Development (ICT4AD) in 2003 was to transform Ghana into an information and technology-driven high-income economy through education, but this goal is yet to be realized. In the wake of the COVID-19 which has forced many countries and educational sectors to adopt online learning, there is a need to discuss the effectiveness of online learning and barriers to online learning in the developing contexts, and how to successfully integrate ICT in schools for online learning, especially rural schools where students’ educational careers are in jeopardy because they benefit less from online learning. The paper identifies critical factors that affect online learning, recommends post COVID-19 strategies to promote e-learning for policymakers in education and the government, and concludes with a conceptual model for emergency transition to e-learning. DA - 2020/09/16/ PY - 2020 DO - 10.1007/s10639-020-10331-z DP - Springer Link VL - 26 SP - 1665 EP - 1685 J2 - Educ Inf Technol LA - en SN - 1573-7608 ST - “I’m not against online teaching, but what about us? UR - https://doi.org/10.1007/s10639-020-10331-z Y2 - 2021/01/14/10:44:25 ER - TY - ELEC TI - Human Development Reports AU - UNDP DA - 2020/// PY - 2020 UR - http://hdr.undp.org/en/countries/profiles/KEN Y2 - 2020/07/01/10:00:11 ER - TY - ELEC TI - Human Development Reports AU - United Nations Development Programme DA - 2020/// PY - 2020 UR - http://hdr.undp.org/en/indicators/137506 Y2 - 2021/05/07/06:51:49 ER - TY - BOOK TI - Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene. Bangladesh. AU - United Nations Development Programme T2 - Human Development Report DA - 2020/12/15/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - United Nations SN - 978-92-1-005516-1 ST - Human Development Report 2020 UR - https://www.un-ilibrary.org/content/books/9789210055161 Y2 - 2021/04/23/07:59:03 KW - ___working_potential_duplicate ER - TY - BOOK TI - Human Development Report 2020: The Next Frontier - Human Development and the Anthropocene AU - United Nations Development Programme T2 - Human Development Report DA - 2020/12/15/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - United Nations SN - 978-92-1-005516-1 ST - Human Development Report 2020 UR - https://www.un-ilibrary.org/content/books/9789210055161 Y2 - 2021/07/08/08:20:11 KW - ___working_potential_duplicate ER - TY - ELEC TI - Human Capital Index AU - World Bank DA - 2020/// PY - 2020 UR - https://datacatalog.worldbank.org/dataset/human-capital-index ER - TY - RPRT TI - Human Capital Accumulation and Disasters: Evidence from the Pakistan Earthquake of 2005 AU - Andrabi, Tahir AU - Daniels, Benjamin AU - Das, Jishnu AB - We trace the effects of a devastating earthquake that occurred in Northern Pakistan in 2005. Using a new dataset from a survey conducted four years after the earthquake, we first show that the distance of the household from the fault line was not correlated with pre-existing household characteristics, while it was strongly predictive of earthquake-related damage and mortality. Through emergency relief aid, households living close to the fault line reported receiving substantial cash compensation that amounted to as much as 150 percent of their annual household consumption expenditure. Four years after the earthquake, there were no differences in public infrastructure, household or adult outcomes between areas close to and far from the fault line. However, children in their critical first thousand days at the time of the earthquake accumulated large height deficits, with the youngest the most affected. Children aged 3 through 15 at the time of the earthquake did not suffer growth shortfalls, but scored significantly worse on academic tests if they lived close to the fault line. Finally, children whose mothers completed primary education were fully protected against the emergence of a test score gap. We estimate that if these deficits continue to adult life, the affected children could stand to lose 15 percent of their lifetime earnings. Even when disasters are heavily compensated, human capital accumulation can be critically interrupted, with greater losses for already disadvantaged populations DA - 2020/// PY - 2020 LA - en PB - UKAID, Australian Aid, Gates Foundation, and Oxford Policy Management ST - Human Capital Accumulation and Disasters UR - https://riseprogramme.org/publications/human-capital-accumulation-and-disasters-evidence-pakistan-earthquake-2005 ER - TY - ELEC TI - Hub Heroes, our newest project. AU - Hello World T2 - Hello World AB - Hello World has a new programme, Hub Heroes. This programme will exponentially increase literacy and numeracy for children at our hubs AND empower mothers in our Hub communities to take advantage of the technology and connectivity at the Hello Hub. DA - 2020/01/24/T16:45:36+00:00 PY - 2020 LA - en UR - https://www.projecthelloworld.org/hub-heroes-our-newest-project/ Y2 - 2022/06/26/00:03:55 ER - TY - BLOG TI - How to re-imagine learning in the wake of Covid-19 T2 - EdTech Hub AB - Last week the EdTech Hub, #NextGenEdu, and Education Development Trust convened experts, policymakers, and implementers to discuss their visions for a reimagined approach to learning in the wake of coronavirus.  The invited speakers were: Mohibul Hasan Chowdhury, Deputy Minister of Education, Bangladesh Ministry of Education Jim Ackers, Regional Education Advisor, UNICEF South Asia Regional Office Sonam Wangchuk, Founder, Students’ Educational… DA - 2020/09/01/T15:50:51+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/09/01/how-to-re-imagine-learning-in-the-wake-of-covid-19/ Y2 - 2020/11/07/12:31:53 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric AU - Angrist, Noam AU - Evans, David K. AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F. Halsey AU - Sabarwal, Shwetlena T2 - Policy Research Working Papers AB - Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just $100 per child—compared with zero years for other classes of interventions. CY - Washington, DC DA - 2020/// PY - 2020 DP - Zotero SP - 48 LA - en M3 - Working Paper PB - The World Bank SN - 9450 ST - How to Improve Education Outcomes Most Efficiently? UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450 KW - Cost-Benefit Analysis KW - Education Outcomes KW - Government Policy KW - Impact Evaluation KW - Learning Loss KW - Learning-Adjusted Years of Schooling KW - Public Expenditure KW - Years of Schooling KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric AU - Angrist, Noam AU - Evans, David K. AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F. Halsey AU - Sabarwal, Shwetlena T2 - World Bank T3 - Policy Research Working Papers DA - 2020/10/21/ PY - 2020 DO - 10.1596/1813-9450-9450 DP - DOI.org (Crossref) LA - en ST - How to Improve Education Outcomes Most Efficiently? UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450 Y2 - 2022/04/07/17:33:22 ER - TY - BOOK TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric AU - Angrist, Noam AU - Evans, David K. AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F. Halsey AU - Sabarwal, Shwetlena T2 - Policy Research Working Papers DA - 2020/10/21/ PY - 2020 DP - elibrary.worldbank.org (Atypon) SP - 48 PB - The World Bank ST - How to Improve Education Outcomes Most Efficiently? UR - https://elibrary.worldbank.org/doi/abs/10.1596/1813-9450-9450 Y2 - 2023/09/21/17:23:22 KW - COST-BENEFIT ANALYSIS KW - EDUCATION OUTCOMES KW - GOVERNMENT POLICY KW - IMPACT EVALUATION KW - LEARNING LOSS KW - PUBLIC EXPENDITURE KW - SCHOOLING KW - YEARS OF SCHOOLING ER - TY - JOUR TI - How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions using the New Learning-Adjusted Years of Schooling Metric AU - Angrist, Noam AU - Evans, David K. AU - Filmer, Deon AU - Glennerster, Rachel AU - Rogers, F. Halsey AU - Sabarwal, Shwetlena T2 - World Bank T3 - Policy Research Working Papers DA - 2020/10/21/ PY - 2020 DO - 10.1596/1813-9450-9450 DP - DOI.org (Crossref) LA - en ST - How to Improve Education Outcomes Most Efficiently? UR - http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450 Y2 - 2022/04/07/17:33:22 ER - TY - ELEC TI - How to Ensure Compliance With Policies and Procedures AU - Strickland, Dale T2 - CurrentWare AB - Once your AUP is written, you need to enforce it. Follow these tips to maximize the enforcement of your acceptable use policy. DA - 2020/04/06/T13:30:00+00:00 PY - 2020 LA - en-US UR - https://www.currentware.com/blog/5-ways-to-enforce-your-acceptable-use-policy/ Y2 - 2023/04/03/17:55:07 ER - TY - BLOG TI - How the Government of Sierra Leone is improving its Education Data Hub T2 - EdTech Hub AB - Sierra Leone’s Education Data Hub is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and students could access and use… DA - 2020/09/08/T16:35:56+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/09/08/how-the-government-of-sierra-leone-is-improving-its-education-data-hub/ Y2 - 2020/11/07/12:30:35 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - How the Government of Sierra Leone is improving its Education Data Hub AU - EdTech Hub T2 - EdTech Hub AB - Sierra Leone’s Education Data Hub, is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and […] DA - 2020/09/08/T16:35:56+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/09/08/how-the-government-of-sierra-leone-is-improving-its-education-data-hub/ Y2 - 2020/09/17/11:14:14 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - MANSCPT TI - How should we help the Covid19 cohorts make up the learning loss from lockdown? AU - Burgess, Simon DA - 2020/06//4th PY - 2020 DP - Zotero LA - en UR - https://www.dropbox.com/s/myqi9oao7v33gkp/how%20to%20catchup%2020200607%20FULL.pdf?dl=0 ER - TY - BLOG TI - How school closures during COVID-19 further marginalize vulnerable children in Kenya AU - Jepkemei, Damaris Seleina Parsitau and Evelyn T2 - Brookings AB - School closures in Kenya have devastating consequences for marginalized learners. DA - 2020/05/06/T15:39:07+00:00 PY - 2020 LA - en-US UR - https://www.brookings.edu/blog/education-plus-development/2020/05/06/how-school-closures-during-covid-19-further-marginalize-vulnerable-children-in-kenya/ Y2 - 2021/03/29/06:11:18 ER - TY - BLOG TI - How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help? AU - Kaffenberger, Michelle T2 - Brookings AB - How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help? DA - 2020/06/15/T15:29:44+00:00 PY - 2020 LA - en-US UR - https://www.brookings.edu/blog/education-plus-development/2020/06/15/how-much-learning-may-be-lost-in-the-long-run-from-covid-19-and-how-can-mitigation-strategies-help/ Y2 - 2020/07/31/21:19:15 ER - TY - ELEC TI - How much does your remote learning intervention cost? AU - Holla, Alaka AU - Pan, Yilin AB - This posts discusses a tool for measuring the costs of remote learning interventions. DA - 2020/10/05/ PY - 2020 LA - en UR - https://blogs.worldbank.org/impactevaluations/how-much-does-your-remote-learning-intervention-cost Y2 - 2022/04/01/10:04:54 ER - TY - JOUR TI - How much can we generalize from impact evaluations? AU - Vivalt, Eva T2 - Journal of the European Economic Association AB - Impact evaluations can help to inform policy decisions, but they are rooted in particular contexts and to what extent they generalize is an open question. I exploit a new data set of impact evaluation results and find a large amount of effect heterogeneity. Effect sizes vary systematically with study characteristics, with government-implemented programs having smaller effect sizes than academic or non-governmental organization-implemented programs, even controlling for sample size. I show that treatment effect heterogeneity can be appreciably reduced by taking study characteristics into account. DA - 2020/12/16/ PY - 2020 DO - 10.1093/jeea/jvaa019 DP - Silverchair VL - 18 IS - 6 SP - 3045 EP - 3089 J2 - Journal of the European Economic Association SN - 1542-4766 UR - https://doi.org/10.1093/jeea/jvaa019 Y2 - 2022/06/06/23:19:18 ER - TY - BLOG TI - How ministries of education work with mobile operators, telecom providers, ISPs and others to increase access to digital resources during COVID19-driven school closures (Coronavirus) AU - Trucano, Michael T2 - World Bank Blogs - Education for Global Development AB - How can we – quickly – help students (and teachers) get online, and stay online? DA - 2020/04/02/ PY - 2020 LA - en UR - https://blogs.worldbank.org/education/how-ministries-education-work-mobile-operators-telecom-providers-isps-and-others-increase Y2 - 2020/04/20/16:33:44 ER - TY - ELEC TI - How many women work in STEM? AU - Wood, Johnny T2 - World Economic Forum AB - Women in STEM are underrepresented, paid less than men, have fewer publishing opportunities and progress less in their careers. DA - 2020/// PY - 2020 LA - en UR - https://www.weforum.org/agenda/2020/02/stem-gender-inequality-researchers-bias/ Y2 - 2021/12/13/10:27:02 ER - TY - RPRT TI - How many children and young people have internet access at home? Estimating digital connectivity during the COVID-19 pandemic AU - UNICEF CY - New York, NY DA - 2020/// PY - 2020 PB - United Nations Children's Fund UR - https://www.unicef.org/media/88381/file/How-many-children-and-young-people-have-internet-access-at-home-2020.pdf ER - TY - ELEC TI - How many children and young people have internet access at home AU - UNICEF AU - ITU DA - 2020/// PY - 2020 UR - https://www.unicef.org/media/88381/file/How-many-children-and-young-people-have-internet-access-at-home-2020.pdf Y2 - 2021/06/07/16:02:57 ER - TY - BLOG TI - How involved are parents in their children’s learning? MICS6 data reveal critical insights AU - Mishra, Sakshi AU - Brossard, Matt AU - Reuge, Nicolas AU - Mizunoya, Suguru T2 - Evidence for Action AB - It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new… DA - 2020/04/20/T13:55:34+00:00 PY - 2020 LA - en-US ST - How involved are parents in their children’s learning? UR - https://blogs.unicef.org/evidence-for-action/parental-involvement-childrens-learning/ Y2 - 2020/07/31/21:18:30 ER - TY - BLOG TI - How involved are parents in their children’s learning? MICS6 data reveal critical insights AU - Mishra, Sakshi AU - Brossard, Matt AU - Reuge, Nicolas AU - Mizunoya, Suguru T2 - Evidence for Action AB - It is widely understood that parents play a pivotal role in a child’s education – research suggests that parental involvement in a child’s education boosts well-being and confidence and is important for academic progression. With school closures due to the global COVID-19 pandemic affecting an estimated 1.58 billion children in more than 180 countries, the importance of parental involvement in education has suddenly and dramatically increased. Internationally comparable data on parental involvement and its impact on children’s education is extremely limited. To address this critical gap, round 6 of the UNICEF supported Multiple Indicator Cluster Surveys (MICS6) includes a new… DA - 2020/04/20/ PY - 2020 LA - en-US ST - How involved are parents in their children’s learning? UR - https://blogs.unicef.org/evidence-for-action/parental-involvement-childrens-learning/ Y2 - 2022/08/26/15:39:21 ER - TY - BLOG TI - How India responded: distance learning in the time of COVID-19 T2 - EdTech Hub AB - As schools began to close earlier in the year, at the EdTech Hub we started to look at how governments pivoted to distance learning, with a number of country case studies exploring this shift. While the full case studies will be released soon, this blog gives an overview of the first of these into India’s response. The onset of COVID-19… DA - 2020/06/25/T07:21:18+00:00 PY - 2020 LA - en-US ST - How India responded UR - https://edtechhub.org/2020/06/25/how-india-responded-distance-learning-in-the-time-of-covid-19/ Y2 - 2020/11/07/12:53:01 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa AU - Asare, Samuel AU - Mitchell, Rafael AU - Rose, Pauline T2 - Compare: A Journal of Comparative and International Education AB - This article explores equity with respect to South-North partnerships in the context of education research involving scholars based in sub-Saharan Africa. Drawing on large-scale bibliometric analysis of over 1,000 publications published in English between 2010 and 2018, it finds that participation in such partnerships favours a relatively small number of countries in sub-Saharan Africa. These collaborations appear to be reproducing gender imbalances in authorship. Complemented by interviews with 31 researchers based in the region, it further identifies examples of asymmetrical relationships alongside more positive partnerships and practices. Scholars based in sub-Saharan Africa were more likely to view partnerships initiated by researchers based in the region as equitable. DA - 2020/// PY - 2020 DO - 10.1080/03057925.2020.1811638 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 20 SN - 0305-7925 ST - How equitable are South-North partnerships in education research? UR - https://doi.org/10.1080/03057925.2020.1811638 Y2 - 2020/11/27/14:21:30 KW - Education KW - South-North research partnerships KW - sub-Saharan Africa KW - sustainable development goals ER - TY - MGZN TI - How covid-19 is interrupting children’s education AU - The Economist T2 - The Economist AB - Almost a billion children have seen their schools close DA - 2020/// PY - 2020 DP - The Economist SN - 0013-0613 UR - https://www.economist.com/international/2020/03/19/how-covid-19-is-interrupting-childrens-education Y2 - 2020/03/30/14:17:49 ER - TY - BLOG TI - How countries are using edtech (including online learning, radio, television, texting) to support access to remote learning during the COVID-19 pandemic AU - World Bank T2 - World Bank AB - Examples of how countries are using edtech to support remote learning under COVID-19 DA - 2020/// PY - 2020 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/topic/edutech/brief/how-countries-are-using-edtech-to-support-remote-learning-during-the-covid-19-pandemic Y2 - 2020/09/23/13:00:10 KW - ___working_potential_duplicate ER - TY - BLOG TI - How could COVID-19 hinder progress with Learning Poverty? Some initial simulations AU - Azevedo, João Pedro DA - 2020/// PY - 2020 UR - https://blogs.worldbank.org/education/how-could-covid-19-hinder-progress-learning-poverty-some-initial-simulations ER - TY - BLOG TI - How can Sierra Leone’s education response after Ebola help with the COVID-19 response? AU - Bangay, Colin T2 - The Education and Development Forum (UKFIET) AB - This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […] DA - 2020/04/30/T08:37:22+00:00 PY - 2020 LA - en-GB UR - https://www.ukfiet.org/2020/how-can-sierra-leones-education-response-after-ebola-help-with-the-covid-19-response/ Y2 - 2020/12/04/12:15:26 ER - TY - BLOG TI - How can governments, schools and teachers support education continuity and good pedagogy under coronavirus (Covid-19)? T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Written by Anna Riggall (Head of Research) and Tony McAleavy (Research Director), Education Development Trust As the horror of Covid-19 became apparent, governments around the world closed schools in their attempts to control the spread of the virus. According to UNESCO, schools are closed in 191 countries, impacting 90% of the world’s… DA - 2020/05/07/T08:09:52+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/05/07/how-can-governments-schools-and-teachers-support-education-continuity-and-good-pedagogy-under-covid-19/ Y2 - 2020/11/07/12:59:12 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - How can digital formative assessment help monitor student learning during and after the COVID-19 era? AU - Huong, Le Thu AU - Au, Yee Ki T2 - UNESCO IIEP Learning Portal DA - 2020/09// PY - 2020 LA - en ST - How can digital formative assessment help monitor student learning during and after the COVID-19 era? UR - http://learningportal.iiep.unesco.org/en/blog/how-can-digital-formative-assessment-help-monitor-student-learning-during-and-after-the-covid Y2 - 2021/10/08/14:10:43 ER - TY - JOUR TI - How broadband, digitization and ICT regulation impact the global economy Global econometric modelling AU - ITU DA - 2020/// PY - 2020 DP - Zotero SP - 60 LA - en KW - ⛔ No DOI found ER - TY - BLOG TI - How BRAC is supporting Bangladesh to continue education in a pandemic AU - Chowdhury, Zaian AU - Islam, Rubab AU - Saltmarsh, Sarah-Jane DA - 2020/// PY - 2020 UR - http://blog.brac.net/how-bangladesh-is-continuing-education-in-a-pandemic/ KW - ___working_potential_duplicate ER - TY - RPRT TI - How big are effect sizes in international education studies? AU - Evans, David AU - Yuan, Fei AB - In recent years, a growing literature has measured the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But interpretation of those effect sizes as large or small tends to rely on benchmarks developed by a psychologist in the United States in the 1960s. In this paper, we demonstrate the distribution of standardized effect sizes on learning and access from hundreds of studies from low- and middle-income countries. DA - 2020/// PY - 2020 LA - en PB - Center for Global Development UR - https://www.cgdev.org/publication/how-big-are-effect-sizes-international-education-studies Y2 - 2021/02/18/10:46:49 ER - TY - ELEC TI - HolonIQ LATAM EdTech 100 AU - HolonIQ T2 - HolonIQ DA - 2020/06/08/T19:55:14+10:00 PY - 2020 LA - en-US UR - https://www.holoniq.com/notes/latam-edtech-100/ Y2 - 2022/06/06/09:28:13 ER - TY - JOUR TI - Higher education and programme delivery in the context of COVID-19 and institutional closures: student responses to the adoption of e-Learning at a public university in Zambia AU - Mwale, Nelly AU - Chita, Joseph T2 - Ndimande-HlongwaN. RamrathanL. MkhizeN. SmitJ. A.(Eds.), Technology-based Teaching and Learning in Higher Education during the Time of COVID-19 DA - 2020/// PY - 2020 DP - Google Scholar SP - 9 EP - 33 ST - Higher education and programme delivery in the context of COVID-19 and institutional closures KW - ⛔ No DOI found ER - TY - NEWS TI - High Court stops Malawi's 21-day coronavirus lockdown AU - Montsho, Molaole AB - The Lilongwe High Court in Malawi has granted Human Rights Defenders Coalition (HDRC) an order blocking the government from effecting a 21-day lockdown meant to curb the spread of Covid-19. DA - 2020/04/17/ PY - 2020 DP - www.iol.co.za LA - en UR - https://www.iol.co.za/news/africa/high-court-stops-malawis-21-day-coronavirus-lockdown-46851304 Y2 - 2020/04/19/10:50:16 ER - TY - GEN TI - #HerEducationOurFuture: keeping girls in the picture during and after the COVID-19 crisis;the latest facts on gender equality in education AU - Global Education Monitoring Report DA - 2020/// PY - 2020 UR - https://unesdoc.unesco.org/ark:/48223/pf0000372963 ER - TY - BLOG TI - Helping you find and compare EdTech tools T2 - EdTech Hub AB - We’re excited to publish the first version of a tool to help you find and compare EdTech tools.  The EdTech Hub’s mission is to increase the use of evidence to inform decision-making about education technology. Right now, our focus is on helping you think about whether and how EdTech can help you respond to the challenges of the school closures… DA - 2020/06/09/T12:03:43+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/06/09/helping-you-find-and-compare-edtech-tools/ Y2 - 2020/11/07/12:53:12 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Help us improve education through technology: Sign up for user research T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. This week we kicked off our project to make our website more useful during the coronavirus (COVID-19) pandemic. This is part of the EdTech Hub’s strategy to respond to the pandemic, by providing rapid, actionable information and advice to government decision-makers. We want to help decision-makers navigate the opportunities and challenges of… DA - 2020/05/01/T13:06:13+00:00 PY - 2020 LA - en-US ST - Help us improve education through technology UR - https://edtechhub.org/2020/05/01/sign-up-for-user-research/ Y2 - 2020/11/07/12:59:21 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - HEC Recognised National Research Journals of Social Sciences AU - Higher Education Council DA - 2020/// PY - 2020 PB - Higher Education Council UR - https://www.hec.gov.pk/english/services/faculty/journals/Documents/Social%20Sciences/Most%20Updated_List%20of%20Social%20Sciences%20Journals%20updated%20%20July%2007,%202020.pdf ER - TY - ELEC TI - Hear her voice: COVID-19 stories: Girls' lives under lockdown AU - Hear Her Voice DA - 2020/// PY - 2020 UR - https://voices.girleffect.org/ ER - TY - RPRT TI - Handbook on Facilitating Flexible Learning During Educational Disruption AU - Huang, Ronghuai AU - Tlili, Ahmed AU - Yang, Junfeng AU - Wang, Huanhuan AU - Zhang, Mahua AU - Gao, Bojun AU - Lu, Hang AU - Chang, Ting-Wen AU - Cheng, Qian AU - Yin, Xiayu AU - Cheng, Wei DA - 2020/03/15/ PY - 2020 LA - EN UR - https://iite.unesco.org/wp-content/uploads/2020/03/Handbook-on-Facilitating-Flexible-Learning-in-COVID-19-Outbreak-SLIBNU_V2.0_20200324.pdf Y2 - 2020/04/26/15:09:56 ER - TY - ELEC TI - Handbook on Facilitating Flexible Learning During Educational Disruption AU - UNESCO IITE T2 - UNESCO IITE AB - As COVID-19 continues spreading in many countries of the world, how to keep learning in disruption has become a major challenge to the global education community. As stated by UNESCO... Read more Handbook on Facilitating Flexible Learning During Educational Disruption DA - 2020/03// PY - 2020 LA - en-GB UR - https://iite.unesco.org/news/handbook-on-facilitating-flexible-learning-during-educational-disruption/ Y2 - 2021/08/13/21:05:07 ER - TY - ELEC TI - Hacking Tangerine for Covid-19: more than just data collection AU - Slade, Timothy DA - 2020/// PY - 2020 UR - https://shared.rti.org/content/hacking-tangerine-covid-19-more-just-data-collection Y2 - 2022/07/01/12:19:35 ER - TY - RPRT TI - Guidelines for parents and educators on Child Online Protection AU - ITU DA - 2020/// PY - 2020 UR - https://www.itu-cop-guidelines.com/parentsandeducators ER - TY - RPRT TI - Guidelines for industry on Child Online Protection AU - ITU DA - 2020/// PY - 2020 UR - https://www.itu-cop-guidelines.com/industry ER - TY - RPRT TI - Guide to Policy Development AU - Ministry of Basic and Senior Secondary Education’s Emergency Education AU - Education Partnership Group DA - 2020/08// PY - 2020 UR - https://mbsse.gov.sl/wp-content/uploads/2020/08/MBSSE-Guide-to-Policy-Development.pdf Y2 - 2020/09/21/12:51:05 ER - TY - RPRT TI - Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures AU - UNICEF DA - 2020/// PY - 2020 PB - UNICEF Regional Office for South Asia UR - https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures ER - TY - GEN TI - Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures AU - UNICEF Regional Office for South Asia DA - 2020/05// PY - 2020 UR - https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures ER - TY - GEN TI - Guidance on Distance Learning Modalities to Reach All Children and Youth During School Closures AU - UNICEF Regional Office for South Asia DA - 2020/05// PY - 2020 UR - https://www.unicef.org/rosa/reports/guidance-distance-learning-modalities-reach-all-children-and-youth-during-school-closures ER - TY - GEN TI - Guidance Note: Remote Learning and CVID-19 AU - World Bank DA - 2020/// PY - 2020 UR - http://documents.worldbank.org/curated/en/531681585957264427/pdf/Guidance-Note-on-Remote-Learning-and-COVID-19.pdf Y2 - 2020/06/01/15:14:00 ER - TY - RPRT TI - Guidance note on using learning assessment in the process of school reopening AU - Bazaldua, Diego Luna AU - Levin, Victoria AU - Liberman, Julia DA - 2020/11// PY - 2020 PB - World Bank UR - https://documents1.worldbank.org/curated/en/856951606239586214/pdf/Guidance-Note-on-Using-Learning-Assessment-in-the-Process-of-School-Reopening.pdf Y2 - 2021/10/08/14:13:42 ER - TY - RPRT TI - Guidance Note Introduction From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/HB9A9YJE KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note Annex 4 From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/39NC6LPG KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 9 Involving marginalised young people in the design of their own education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/NN3UCNCQ KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 8 Resilient and sustainable energy solutions From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/57FXZ5EA KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 7 Ensuring resilient connectivity From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/3KMQRBG7 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 6 Digital technologies and education in Small Island Developing States (SIDS) From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/MGNGURSV KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 5 Supporting the effective use of digital technologies for learning by refugees and displaced persons From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/XUE9KMII KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 4 Inclusion and accessible learning for people with disabilities From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/56QA2K9Y KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 3 Digital technologies and girls’ education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/QSPCTJDI KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 2: Teacher Resources AU - McGeown, Julia AU - Boisseau, Sandra AU - Bohan-Jacquot, Sandrine DA - 2020/// PY - 2020 PB - Humanity and Inclusion UR - https://inee.org/system/files/resources/IE%20Series%20of%20BRIEFS%20to%20support%20COVID%2019%20%20%23%202%20Teachers%20External%20ENGLISH.pdf Y2 - 2020/06/01/11:47:18 ER - TY - RPRT TI - Guidance Note 2 Sharing Open Educational Resources (OER) with Creative Commons (CC) open licenses From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/AFN6CFAX KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 14 Partnerships with the private sector and civil society From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/UW2H22R7 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 13 Ensuring that children are safe when using digital technologies for learning From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/JI5QK62G KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 12 Ensuring rigorous monitoring and evaluation of initiatives using digital technologies in education for the most marginalised From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/DXSF5ZX6 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 11 Using digital technologies effectively in support of learning and training for employment From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/G8GC8P3G KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Guidance Note 10 Prioritising effective and appropriate teacher training From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 DP - Zotero SP - 8 LA - en PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/7E62A3FM KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:other:ok KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH ER - TY - ELEC TI - Guidance Note 1: Inclusive Digital Learning AU - Humanity and Inclusion T2 - INEE DA - 2020/// PY - 2020 UR - https://inee.org/resources/guidance-note-1-inclusive-digital-learning Y2 - 2020/06/08/12:49:37 KW - ___working_potential_duplicate ER - TY - RPRT TI - Guidance note 1, inclusive digital learning AU - Humanity and Inclusion DA - 2020/// PY - 2020 UR - https://inee.org/system/files/resources/IE%20Series%20of%20BRIEFS%20to%20support%20COVID%2019%20%20%23%201%20Inclusive%20Digital%20Learning%20ENGLISH.pdf Y2 - 2020/08/06/09:46:45 KW - ___working_potential_duplicate ER - TY - RPRT TI - Guidance note 1: Inclusive Digital Learning DA - 2020/04// PY - 2020 PB - Humanity and Inclusion UR - https://inee.org/system/files/resources/IE%20Series%20of%20BRIEFS%20to%20support%20COVID%2019%20%20%23%201%20Inclusive%20Digital%20Learning%20ENGLISH.pdf Y2 - 2020/06/01/11:44:33 ER - TY - RPRT TI - Guidance Note 1 In the local context — using digital technologies to develop local content From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT THREE (OF THREE): GUIDANCE NOTES UR - https://docs.edtechhub.org/lib/WWC3MTHS KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - CONF TI - Guessing or solving? Exploring the use of motion features from educational game logs AU - Shin, Hyunjin AU - Kim, Bugeun AU - Gweon, Gahgene T3 - CHI EA '20 AB - A learner's guessing behavior while playing educational games can be a key indicator of her disengagement that impacts learning negatively. To distinguish a learner's guessing behavior from solution behavior, we present an explorative study of using motion features, which represent a learner's finger movements on a tablet screen. Our data was collected from the Missing Number game of KitKit School, a tablet-based math game designed for children from pre-K to grade 2 in elementary school. A total of 5,040 problem solving logs, which were collected from 168 students, were analyzed. A two-sample t-test showed a significant difference between guessing and solution behavior for four groups of motion features that indicate distance, curvedness, complexity, and pause (p<0.001). Additionally, our empirical results showed the possibility of using motion features in automatic detection of guessing behavior. Our best model yielded an accuracy of 0.778 and AUC value of 0.851 by using the random forest classifier. C1 - New York, NY, USA C3 - Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems DA - 2020/// PY - 2020 DO - 10.1145/3334480.3383005 DP - ACM Digital Library SP - 1 EP - 8 PB - Association for Computing Machinery SN - 978-1-4503-6819-3 ST - Guessing or Solving? UR - https://doi.org/10.1145/3334480.3383005 Y2 - 2021/01/05/00:00:00 KW - educational game KW - guessing behavior KW - learning analytics KW - motion features KW - touch log ER - TY - ELEC TI - GSMA Mobile Connectivity Index AU - GSMA T2 - GSMA Mobile Connectivity Index AB - The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions DA - 2020/// PY - 2020 UR - https://www.mobileconnectivityindex.com/ Y2 - 2020/07/31/20:59:25 ER - TY - RPRT TI - GSMA Connected Women: the mobile gender gap report 2020 AU - GSMA DA - 2020/03// PY - 2020 UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/05/GSMA-The-Mobile-Gender-Gap-Report-2020.pdf Y2 - 2021/10/03/12:55:55 ER - TY - RPRT TI - Grant request to finance Rwanda COVID-19 education response from COVID-19 accelerated funding window under the GPE fund AU - Global Partnership for Education DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-05-11- Rwanda-COVID-19-Application_0.pdf ER - TY - RPRT TI - GPE Covid-19 Education Response Support Programme (CESP) AU - Ministry of Education, Science and Technology DA - 2020/// PY - 2020 LA - EN M3 - Accelerated Grant Application PB - The United Republic of Tanzania UR - https://www.globalpartnership.org/sites/default/files/document/file/2020%2009%20COVID-19%20AFF%20Request%20Tanazania%20Mainland%20-%20Verified.pdf Y2 - 2020/11/23/12:12:39 ER - TY - ELEC TI - Government of the Punjab. School Education Department DA - 2020/07/20/16:05:45 PY - 2020 UR - https://schools.punjab.gov.pk/ Y2 - 2020/07/20/16:05:45 ER - TY - ELEC TI - Government of the Punjab. Punjab Information Technology Board DA - 2020/07/20/14:21:25 PY - 2020 UR - https://www.pitb.gov.pk/ Y2 - 2020/07/20/14:21:25 ER - TY - ELEC TI - Government of Sindh. Information Technology Department Government of Sindh DA - 2020/07/20/14:23:40 PY - 2020 UR - https://istd.sindh.gov.pk/about Y2 - 2020/07/20/14:23:40 ER - TY - RPRT TI - Government of Sierra Leone Education Data Hub: A User Research Report AU - Freiermuth, Sophie AU - Bedoui, Claire AU - Middleton, Emily AU - Taddese, Abeba AB - Report on the Government of Sierra Leone Education Data Hub CN - 0027 CY - Cambridge, UK; Washington D.C. DA - 2020/07/30/ PY - 2020 PB - EdTech Hub ST - Government of Sierra Leone Education Data Hub UR - https://docs.edtechhub.org/lib/8CB5PTUQ KW - C:Sierra Leone KW - ES:Educational data KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH ER - TY - ELEC TI - Government of Pakistan. Ministry of Information Technology & Telecommunication, Government of Pakistan DA - 2020/07/20/14:18:46 PY - 2020 UR - https://moitt.gov.pk/ Y2 - 2020/07/20/14:18:46 ER - TY - ELEC TI - Government of Pakistan. Ministry of Federal Education and Professional Training DA - 2020/07/20/16:01:39 PY - 2020 UR - http://mofept.gov.pk/ProjectDetail/MzkyNDc2MjMtY2VjYy00ZDA4LTk5OTUtNzUyNDI3ZWMzN2Rm Y2 - 2020/07/20/16:01:39 ER - TY - NEWS TI - Government launches school radio lessons programme AU - ZBC News DA - 2020/// PY - 2020 DP - www.zbcnews.co.zw LA - en-GB UR - https://www.zbcnews.co.zw/min-primary-secondary-education-launches-school-radio-programme/ Y2 - 2020/06/27/17:02:00 ER - TY - RPRT TI - Governance of student data AU - Barrett, Lindsey DA - 2020/// PY - 2020 DP - Zotero SP - 11 LA - en PB - UNICEF UR - https://www.unicef.org/globalinsight/reports/governance-student-data KW - ___working_potential_duplicate ER - TY - BLOG TI - Good teaching is inclusive for all, so why focus on marginalised adolescent girls? AU - Reilly, Anita T2 - The Education and Development Forum (UKFIET) AB - This blog was written by Anita Reilly, Girls’ Education Challenge. It was published on the Girls’ Education Challenge website on 15 December 2020. The Foreign, Commonwealth and Development Office’s Education Policy makes good teaching a top priority, recognising that teaching quality is the most important factor affecting learning in school. It is difficult to quantify […] DA - 2020/12/21/T10:35:54+00:00 PY - 2020 LA - en-GB UR - https://www.ukfiet.org/2020/good-teaching-is-inclusive-for-all-so-why-focus-on-marginalised-adolescent-girls/ Y2 - 2021/06/11/13:12:36 ER - TY - ELEC TI - Good governance of children’s data AU - UNICEF AB - Developing a manifesto to protect children’s data security and privacy DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/globalinsight/good-governance-childrens-data Y2 - 2021/02/01/11:40:34 ER - TY - RPRT TI - Going Online for Sexual and Reproductive Health AU - Women Deliver AU - Girl Effect DA - 2020/// PY - 2020 UR - https://womendeliver.org/wp-content/uploads/2020/08/Going-Online-for-Sexual-and-Reproductive-Health.pdf Y2 - 2020/09/23/08:43:43 ER - TY - BLOG TI - Gobierno habilita herramienta “Inteligencia Quisqueya” para estudiantes que se preparan para pruebas nacionales AU - CDN, Redacción T2 - CDN - El Canal de Noticias de los Dominicanos AB - Estableció también que los jóvenes y adultos que lo deseen, podrán cursar a través de la Escuela Radiofónica Santa María estudios básicos y medios. DA - 2020/04/16/T19:49:08+00:00 PY - 2020 LA - es UR - https://cdn.com.do/destacados/gobierno-habilita-herramienta-inteligencia-quisqueya-para-estudiantes-que-se-preparan-para-pruebas-nacionales/ Y2 - 2022/06/07/07:40:35 ER - TY - BLOG TI - Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all AU - United Nations Statistics Division DA - 2020/// PY - 2020 UR - https://unstats.un.org/sdgs/report/2017/goal-04/ ER - TY - GEN TI - Global Proficiency Framework for Reading: Grades 1 to 9 AU - UNESCO Institute for Statistics DA - 2020/12// PY - 2020 UR - https://gaml.uis.unesco.org/wp-content/uploads/sites/2/2021/03/Global-Proficiency-Framework-Reading.pdf ER - TY - ELEC TI - Global Partnership for Education provides $68 million in grants for education response to COVID-19 (coronavirus) AU - Global Partnership for Education DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/news/global-partnership-education-provides68-million-grants-education-response-covid-19 ER - TY - ELEC TI - Global Humanitarian Overview 2020 AU - Humanitarian InSight DA - 2020/// PY - 2020 UR - https://hum-insight.info/ Y2 - 2020/05/29/13:43:55 ER - TY - RPRT TI - Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO Digital Library AU - Global Education Monitoring Report DA - 2020/// PY - 2020 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2020/08/06/08:22:12 ER - TY - RPRT TI - Global education monitoring report, 2020: Inclusion and education: all means all AU - UNESCO CY - Paris DA - 2020/// PY - 2020 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2020/09/01/14:56:54 ER - TY - RPRT TI - Global education monitoring report, 2020: Inclusion and education: all means all AU - UNESCO CY - Paris DA - 2020/// PY - 2020 PB - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 Y2 - 2020/09/01/14:56:54 ER - TY - RPRT TI - Global Education Monitoring Report 2020: Inclusion and Education - All Means All AU - UNESCO CY - Paris DA - 2020/// PY - 2020 PB - United Nations Educational, Scientific and Cultural Organisation UR - https://unesdoc.unesco.org/ark:/48223/pf0000373718 ER - TY - RPRT TI - Global education monitoring report 2020: gender report, A new generation: 25 years of efforts for gender equality in education AU - GEM DA - 2020/// PY - 2020 PB - UNESCO Digital Library UR - https://unesdoc.unesco.org/ark:/48223/pf0000374514 Y2 - 2021/01/28/17:00:30 ER - TY - ELEC TI - Global Education Coalition members pledge to support emergency response in Beirut AU - UNESCO DA - 2020/09/07/T11:15:38+02:00 PY - 2020 LA - en UR - https://en.unesco.org/news/global-education-coalition-members-pledge-support-emergency-response-beirut Y2 - 2020/09/24/13:13:14 ER - TY - ELEC TI - Global Education Coalition facilitates free internet access for distance education in several countries AU - UNESCO DA - 2020/05/27/T15:22:36+00:00 PY - 2020 LA - en UR - https://en.unesco.org/news/global-education-coalition-facilitates-free-internet-access-distance-education-several Y2 - 2020/06/08/13:13:36 KW - ___working_potential_duplicate ER - TY - ELEC TI - Global EdTech market to reach $404B by 2025 - 16.3% CAGR. AU - HolonIQ T2 - HolonIQ DA - 2020/08/06/T19:19:56+10:00 PY - 2020 LA - en-US UR - https://www.holoniq.com/notes/global-education-technology-market-to-reach-404b-by-2025/ Y2 - 2021/05/04/16:10:32 ER - TY - ELEC TI - Global e-Schools and Communities Initiative (GESCI) / African Digital Schools Initiative (ADSI) DA - 2020/// PY - 2020 UR - https://gesci.org ER - TY - GEN TI - GIS data of schools in Zanzibar (Unpublished) AU - Othman, Othman S. DA - 2020/// PY - 2020 PB - EMIS Department MoEVT Zanzibar ER - TY - RPRT TI - Girls’ Education and EdTech: A Rapid Evidence Review AU - Webb, Daniel AU - Barringer, Katie AU - Torrance, Rebecca AU - Mitchell, Joel AB - This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls. DA - 2020/// PY - 2020 DP - Zotero LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 2 ST - Girls' Education UR - https://docs.edtechhub.org/lib/CZBRW85R KW - L:English UXZJW5DR KW - L:Gender and education KW - LP: English KW - P:Evidence review VCMFM9ZD KW - TAG:E:Primary education QIVZD2B2 KW - TAG:E:Secondary education JS5BG2RE KW - TAG:F:Access W8TZWAGE KW - TAG:P:Girls ED5GMBNU KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _L:English UXZJW5DR KW - _MELA_seen KW - _P:Evidence review VCMFM9ZD KW - _T:E:Primary education QIVZD2B2 KW - _T:E:Secondary education JS5BG2RE KW - _T:F:Access W8TZWAGE KW - _T:P:Girls ED5GMBNU KW - ___working_potential_duplicate KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoETH:submitted KW - ⛔ No DOI found ER - TY - RPRT TI - Girls' education and Covid-19: What past shocks can teach us about mitigating the impact of pandemics AU - Malala Fund DA - 2020/// PY - 2020 PB - Malala Fund UR - https://downloads.ctfassets.net/0oan5gk9rgbh/6TMYLYAcUpjhQpXLDgmdIa/3e1c12d8d827985ef2b4e815a3a6da1f/COVID19_GirlsEducation_corrected_071420.pdf Y2 - 2021/04/29/10:10:06 ER - TY - RPRT TI - Girls' education and COVID-19 in Pakistan AU - Malala Fund AB - In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences. DA - 2020/// PY - 2020 PB - Malala Fund UR - https://malala.org/newsroom/archive/girls-education-and-covid-19-in-pakistan Y2 - 2020/12/08/10:26:40 ER - TY - RPRT TI - Girls education and Covid-19 in Nigeria AU - Malala Fund DA - 2020/// PY - 2020 PB - Malala Fund UR - https://assets.ctfassets.net/0oan5gk9rgbh/4SoYwXYgLMiIWPqvdikb0W/4d2ebc3b8289b2beaae33867d79af698/Nigeria_Report_22.pdf Y2 - 2021/04/29/09:19:29 ER - TY - RPRT TI - Girl-focused life skills interventions at a distance AU - Rafaeli, Tal CY - Brighton, UK DA - 2020/// PY - 2020 DP - Zotero LA - en M3 - K4D Helpdesk Report PB - Institute of Development Studies SN - 806 ER - TY - ELEC TI - Giga Initiative Aims to Connect the World's Schools to the Internet AU - Ferguson, Sarah T2 - UNICEF USA AB - As COVID-19 deepens the digital divide, it's time to ensure that every student has access to information, opportunity & choice. DA - 2020/08// PY - 2020 LA - en UR - https://www.unicefusa.org/stories/giga-initiative-aims-connect-worlds-schools-internet/37582 Y2 - 2020/09/08/15:52:55 ER - TY - ELEC TI - GIGA AU - UNICEF AB - Connecting Every School to the Internet DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/innovation/giga Y2 - 2020/09/23/19:38:18 ER - TY - BLOG TI - Ghost schools can be traced through RTMS in Balochistan AU - Quetta Voice T2 - Quetta Voice Breaking News, English News, Technology, Health AB - The real time monitoring system (RTMS) proved to be an effective system in tracing of closed/ghost schools across Balochistan. The system was established DA - 2020/02/08/T08:14:49+05:00 PY - 2020 UR - https://www.quettavoice.com/2020/02/08/ghost-schools-can-be-traced-through-rtms-in-balochistan/ Y2 - 2022/09/29/11:27:04 ER - TY - RPRT TI - Ghana’s education response during the COVID-19 crisis: EdTech to the rescue? AU - Agbe, Edem AU - Sefa-Nyarko, Clement DA - 2020/11// PY - 2020 SP - 17 LA - en M3 - Case Study PB - EdTech Hub ST - Ghana’s education response during the COVID-19 crisis UR - https://docs.edtechhub.org/lib/QJ783WH5/download/UGCYK4G5/Agbe_Sefa-Nyarko_2020_Ghana_s%20education%20response%20during%20the%20COVID-19%20crisis.pdf KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _zenodo:submitted KW - _zenodoETH ER - TY - ELEC TI - Ghana: Mobile Phone and Digital Devices in the Classroom - Learning Tool or Distraction AU - Darkwa, O.K. AB - Globally, mobile technology use has increased over the years and the use of it has become an integral part in the average persons' communicative lifestyle. According to Parsons, mobile subscriptions exceed 6 billion subscriptions globally. Similarly, Ipsos and Verizon found out that adopting mobile phones with smart technologies has increased fast which also coincided with a more utilization of their Internet capabilities. People today are more connected than ever. DA - 2020/// PY - 2020 LA - en ST - Ghana UR - https://allafrica.com/stories/202003030201.html Y2 - 2020/06/23/09:06:00 ER - TY - BLOG TI - Ghana Learning TV May Timetable from KG to SHS AU - Ghana Education Service DA - 2020/05/05/ PY - 2020 LA - en-US UR - https://ges.gov.gh/2020/05/05/ghana-learning-tv-may-timetable-from-kg-to-shs/ Y2 - 2020/09/15/18:42:26 ER - TY - RPRT TI - Ghana COVID-19 Accelerated Funding Application Form AU - Global Partnership for Education DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-04-COVID-accelerated-funding-Ghana%20Updated%20Proposal%20May%205%202020%20final.pdf ER - TY - RPRT TI - Ghana Accountability for Learning Outcomes Project AU - World Bank DA - 2020/07// PY - 2020 LA - English UR - https://documents1.worldbank.org/curated/en/415871570586470453/pdf/Ghana-Ghana-Accountability-for-Learning-Outcomes-Project.pdf ER - TY - ELEC TI - Ghana AU - Demographic Dividend DA - 2020/// PY - 2020 UR - https://demographicdividend.org/country_highlights/ghana/ Y2 - 2020/06/23/09:07:04 ER - TY - RPRT TI - Getting Education Right : State and Municipal Success in Reform for Universal Literacy in Brazil AU - Evans, David K. AU - Loureiro, Andre AB - Getting Education Right : State and Municipal Success in Reform for Universal Literacy in Brazil (English) DA - 2020/// PY - 2020 LA - en M3 - Text/HTML ST - Getting Education Right UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/444581593599662264/Getting-Education-Right-State-and-Municipal-Success-in-Reform-for-Universal-Literacy-in-Brazil Y2 - 2022/05/31/22:25:52 ER - TY - JOUR TI - Gendered Impacts of COVID-19 School Closures: Insights from Frontline Organizations AU - Akmal, Maryam AB - COVID-19 school closures pose significant operational and financial risks to frontline organizations delivering vital education services, including non-governmental organizations, school operators, and other service providers. In this survey, we ask these organizations about the challenges they are facing in light of COVID-19 closures, particularly for girls. The responses shed light on how COVID-19 is affecting education service operations—and what providers are doing in response. We uncover three major findings. First, 69 percent of the respondents believe that girls are at a greater risk than boys from COVID-19 school closures, with more than half of those respondents citing girls’ exposure to gender-based violence as a major concern. Second, close to half (42 percent) of the respondents report that their organization is experiencing budget cuts, with 73 percent of those respondents citing a drop in funding from private and philanthropic donors. Third, despite the financial and operational disruptions due to school closures and lockdowns, 89 percent of the respondents report planning and delivering additional vital interventions during the pandemic. It is crucial, now more than ever, that donors and policymakers support and engage with frontline organizations delivering vital services for girls and their communities. DA - 2020/// PY - 2020 DP - Zotero SP - 23 LA - en UR - https://reliefweb.int/sites/reliefweb.int/files/resources/gendered-impacts-covid-19-school-closures-insights-frontline-organizations.pdf KW - ⛔ No DOI found ER - TY - ELEC TI - Gender, power and progress: How norms change AU - ALiGN T2 - Align Platform AB - This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights. DA - 2020/12/09/T12:11:48+0000 PY - 2020 LA - en ST - Gender, power and progress UR - https://www.alignplatform.org/gender-power-progress Y2 - 2022/04/20/15:33:05 ER - TY - ELEC TI - Gender, power and progress: How norms change AU - Harper, Caroline AU - Marcus, Rachel AU - George, Rachel AU - D'Angelo, Sophia AU - Samman, Emma T2 - Align Platform AB - This report is about gender norms – the implicit informal rules about appropriate behaviour for people of different genders – that most people accept and follow. It is about the ways in which gender equality, women’s and girls’ rights and the norms that shape the ability to claim those rights, have progressed over time. It examines how gender norms have changed in the 25 years since the UN’s Beijing Platform for Action on women’s rights was set out in 1995, and their role in progress and setbacks to achieving these rights. DA - 2020/12/09/T12:11:48+0000 PY - 2020 LA - en ST - Gender, power and progress UR - https://www.alignplatform.org/gender-power-progress Y2 - 2022/03/29/09:46:50 ER - TY - JOUR TI - Gender-inclusive HCI research and design: A conceptual review AU - Stumpf, Simone AU - Peters, Anicia AU - Bardzell, Shaowen AU - Burnett, Margaret AU - Busse, Daniela AU - Cauchard, Jessica AU - Churchill, Elizabeth T2 - Foundations and Trends® in Human–Computer Interaction AB - Gender-Inclusive HCI Research and Design: A Conceptual Review DA - 2020/// PY - 2020 DO - 10.1561/1100000056 DP - www.nowpublishers.com VL - 13 IS - 1 SP - 1 EP - 69 J2 - HCI LA - English SN - 1551-3955, 1551-3963 ST - Gender-Inclusive HCI Research and Design UR - https://www.nowpublishers.com/article/Details/HCI-056 Y2 - 2021/04/29/12:44:58 ER - TY - RPRT TI - Gender gaps in education: The long view AU - Evans, David AU - Akmal, Maryam AU - Jakiela, Pamela AB - Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 and 2010, we document four facts. First, women are more educated today than fifty years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys are attaining high levels of education. Most countries with large, current gender gaps have low levels of male educational attainment. Many also perform poorly on other measures of development such as life expectancy and GDP per capita. Improving girls’ education is an important goal in its own right, but closing gender gaps in education will not be sufficient to close critical gaps in adult life outcomes. CY - Washington D.C. DA - 2020/// PY - 2020 DP - Zotero SP - 56 LA - en PB - Centre for Global Development UR - https://www.cgdev.org/sites/default/files/gender-gaps-education-long-view-revised-march-2020.pdf ER - TY - JOUR TI - Gender and the digital divide across urban slums of New Delhi, India: cross-sectional study AU - Joshi, Ashish AU - Malhotra, Bhavya AU - Amadi, Chioma AU - Loomba, Menka AU - Misra, Archa AU - Sharma, Shruti AU - Arora, Arushi AU - Amatya, Jaya T2 - Journal of Medical Internet Research DA - 2020/06// PY - 2020 DO - 10.2196/14714 VL - 22 IS - 6 SP - e14714 UR - https://www.jmir.org/2020/6/e14714 Y2 - 2021/10/25/17:46:01 ER - TY - ELEC TI - Future Press Release AU - Google T2 - Design Sprints with Google DA - 2020/// PY - 2020 UR - https://designsprintkit.withgoogle.com/methodology/phase2-define/future-press-release Y2 - 2021/07/22/21:19:29 ER - TY - ELEC TI - FTTx Deployment AU - OGERO DA - 2020/// PY - 2020 UR - https://www.ogero.gov.lb/dep.php?id=4 Y2 - 2020/09/30/18:20:43 ER - TY - BLOG TI - From the Helpdesk: Observations and guidance on educational response planning during the COVID-19 crisis T2 - EdTech Hub AB - Written by Rachel Chuang, Tom Kaye, Caitlin Moss Coflan & Arjun Upadhyay (EdTech Hub Helpdesk Management Team) Amid one of the biggest global disruptions to schooling in living memory, countries are quickly developing distance education responses for students. The EdTech Hub’s Helpdesk is providing evidence-informed responses to requests for support from governments and their partners as they face this challenge. … DA - 2020/05/20/T13:24:17+00:00 PY - 2020 LA - en-US ST - From the Helpdesk UR - https://edtechhub.org/2020/05/20/from-the-helpdesk-observations-and-guidance-on-educational-response-planning-during-the-covid-19-crisis/ Y2 - 2020/11/07/12:57:57 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - From luxury to lifeline: Reducing the cost of mobile devices to reach universal internet access. AU - Alliance for Affordable Internet DA - 2020/// PY - 2020 PB - Web Foundation UR - https://a4ai.org/wp-content/uploads/2020/08/Alliance-for-Affordable-Internet_Device-Pricing_PUBLIC.pdf Y2 - 2020/09/23/08:39:25 KW - ___working_potential_duplicate ER - TY - ELEC TI - From Ebola to coronavirus: education must not be forgotten in a health crisis AU - Watt, Ewan T2 - Theirworld AB - The challenge faced during the 2014 epidemic in West Africa of ensuring that children don’t fall between the cracks now confronts the whole world. DA - 2020/04/02/ PY - 2020 LA - en M3 - text/html ST - From Ebola to coronavirus UR - https://theirworld.org/news/ebola-to-coronavirus-education-vital-in-health-crisis Y2 - 2020/08/18/01:13:15 ER - TY - BLOG TI - From coping to improving and accelerating: Supporting teachers in the pandemic and beyond AU - Wilichowski, Tracy AU - Cobo, Cristobal AB - Countries now have an opportunity to build back better and must consider how best to help teachers not only cope through the crisis, but also become better equipped with the skills to succeed in the wake of it. DA - 2020/// PY - 2020 LA - en ST - From coping to improving and accelerating UR - https://blogs.worldbank.org/education/coping-improving-and-accelerating-supporting-teachers-pandemic-and-beyond Y2 - 2020/06/09/13:54:16 ER - TY - JOUR TI - From Assessment to Action: Lessons from the Development of Theories of Change with the People's Action for Learning Network AU - Alcott, Benjamin AU - Rose, Pauline AU - Sabates, Ricardo AU - Ellison, Christine T2 - Global Education Review AB - In recent years, much attention has been given to extremely poor levels of learning outcomes in low-and lower-middle income countries. Citizen-led assessments have played a vital role in highlighting this "learning crisis." Having developed these citizen-led assessments, members of the People's Action for Learning (PAL) Network are now increasingly devising and implementing actions aimed at tackling the learning crisis in different country contexts. This article documents the process we undertook of developing theories of change with PAL Network members across 10 countries to inform their shift from assessment of children's learning to action aimed at raising learning outcomes. The article highlights, in particular, the importance for theories of change to take account of context in identifying appropriate actions. Based on their country circumstances, the actions identified by PAL Network members vary, for example, from using assessment data to influence national government reform, to more localized activities associated with "teaching at the right level." For appropriate actions to tackle the learning crisis to be identified and successfully implemented, an important lesson from the PAL Network experience is the need to enable South-to-South learning and adaptation. As such, the article highlights a pressing need for flexible and iterative theories of change that reflect contextual realities. DA - 2020/// PY - 2020 DP - ERIC VL - 7 IS - 1 SP - 6 EP - 19 LA - en SN - 2325-663X ST - From Assessment to Action UR - https://eric.ed.gov/?id=EJ1249199 Y2 - 2020/12/01/10:42:37 KW - Agency Cooperation KW - Change Strategies KW - Citizen Participation KW - Cultural Differences KW - Educational Assessment KW - Educational Change KW - Foreign Countries KW - Government Role KW - Low Income Groups KW - Middle Class KW - Networks KW - Parent Role KW - School Role KW - Socioeconomic Influences KW - Theories KW - ⛔ No DOI found ER - TY - ELEC TI - Freedom on the net, 2020: Pakistan AU - Freedom House DA - 2020/// PY - 2020 UR - https://freedomhouse.org/country/pakistan/freedom-net/2020 ER - TY - ELEC TI - Free Videos & Tests, Grades K-12, Pakistan AU - Sabaq Foundation AB - Sabaq Foundation provides more than 14000 FREE video lectures and tests for grades K-12 Pakistani students. It was founded in 2012 as a non-profit Trust. DA - 2020/07/20/16:31:27 PY - 2020 LA - EN UR - https://sabaq.pk Y2 - 2020/07/20/16:31:27 ER - TY - BLOG TI - Francophone countries and COVID-19 EdTech response T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. One thing about coronavirus is clear — it does not respect borders. The COVID-19 pandemic has resulted in school closures across the world. With about 300 million French speakers worldwide, here we consider some initial lessons from francophone education systems, their EdTech response, and the importance of cooperation of countries… DA - 2020/04/29/T09:42:24+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/04/29/francophone-countries-and-covid-19-edtech-response/ Y2 - 2020/11/07/12:59:53 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Framework for reopening schools AU - UNESCO AU - UNICEF AU - World Bank AU - World Food Programme DA - 2020/04// PY - 2020 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373348/PDF/373348eng.pdf.multi Y2 - 2020/06/10/10:21:51 ER - TY - RPRT TI - Framework for Provision of Continued Learning During the COVID-19 Lockdown in Uganda AU - Ministry of Education and Sports (Uganda) DA - 2020/// PY - 2020 UR - http://www.education.go.ug/wp-content/uploads/2020/04/Final-version-of-the-framework-17.4.20.pdf Y2 - 2020/06/09/13:46:43 ER - TY - GEN TI - Forum Guide to Data Governance AU - National Forum on Education Statistics AB - The Forum Guide to Data Governance highlights the multiple ways that data governance programs can benefit education agencies. It addresses the management, collection, use, and communication of education data; the development of effective and clearly defined data systems and policies to handle the complexity and necessary protection of data; and the continuous monitoring and decisionmaking needed in a regularly shifting data landscape. The Guide also features 12 case studies from state and local education agencies that have implemented effective data governance programs. DA - 2020/07// PY - 2020 LA - English PB - National Center for Education Statistics UR - https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=NFES2020083 ER - TY - JOUR TI - Flipped Classroom in Teacher Education: A Scoping Review AU - Han, Han AU - Røkenes, Fredrik Mørk T2 - Frontiers in Education AB - Although flipped classroom (FC) has been popular in education since the 2000s, there is a lack of reviews on how the teaching approach has been applied and what has been gained in the field of teacher education. Most reviews focus either on implementation and learning outcomes with students in higher education and disciplines other than education or on the latter approaches with primary and secondary school pupils. This article presents a scoping literature review of 33 studies published between 2014 until 2019 on flipped classroom (FC) in teacher education. Our analysis points out that studies were mainly conducted in the United States, with an increased implementation in European and Asian countries, and with adoption primarily in the disciplines pedagogy, science, and language arts. Moreover, a majority of studies employed mixed methods with surveys being the most commonly used instrument to collect data. Two main foci were identified across the reviewed studies: student perceptions and academic performance. The analysis of the former revealed six outcomes (1. Attitude, motivation, and emotion; 2. Content delivery; 3. Learning environment; 4. Learning experience; 5. Instructor and student presence; 6. Engagement). Based on our synthesis, we discuss current trends and future development in the research field, FC's pedagogical value added in teacher education, and potential knowledge gaps in the research literature. DA - 2020/// PY - 2020 DO - 10.3389/feduc.2020.601593 DP - Frontiers VL - 5 SN - 2504-284X ST - Flipped Classroom in Teacher Education UR - https://www.frontiersin.org/articles/10.3389/feduc.2020.601593 Y2 - 2022/10/10/14:29:06 ER - TY - ELEC TI - FlexiSAF | Home AU - FlexiSAF DA - 2020/// PY - 2020 LA - en-US UR - https://flexisaf.com/ Y2 - 2020/07/07/16:23:04 ER - TY - BLOG TI - Five things to think about for out-of-school learning during the coronavirus (COVID-19) outbreak T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. Today, over a billion learners are affected by closures due to coronavirus (COVID-19). In these unprecedented times we’re committed to playing our role in supporting countries to provide continued education for all learners.  Over the coming weeks and months, we’ll be sharing insights and resources about how educational technology (EdTech)… DA - 2020/03/24/T13:29:02+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/03/24/five-things-out-of-school-learning-during-the-coronavirus-outbreak/ Y2 - 2020/11/07/13:02:30 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Five lessons learnt from Bangladesh's experience responding to COVID-19 AU - Sarwar, , Mohammad Afzal Hossain AU - Hossain, Iqbal AU - Kaye, Tom T2 - EdTech Hub AB - by Md. Afzal Hossain Sarwar (a2i), Iqbal Hossain (UNICEF Bangladesh) and Tom Kaye (EdTech Hub) In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a guide to a five-part response… DA - 2020/07/15/T10:29:00+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/07/15/five-lessons-learnt-from-bangladeshs-experience-responding-to-covid-19s/ Y2 - 2020/11/07/12:52:08 KW - _DOILIVE KW - _EdTechHub_Output KW - ___working_potential_duplicate KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - BLOG TI - #FindFrench: a collaborative search for educational resources in French T2 - EdTech Hub AB - And we need your help! Learning Equality’s Curriculum Operations Specialist, Vahid Masrour, shares more. If you’re teaching or learning during Covid-19 school closures, you’ve probably encountered many solutions proposed for virtual learning environments relying on digital resources. All over the world, people are turning to digital resources — textbooks, lesson plans, videos, tutorials, learning applications, and libraries — to keep… DA - 2020/10/06/T07:51:31+00:00 PY - 2020 LA - en-US ST - #FindFrench UR - https://edtechhub.org/2020/10/06/findfrench-a-collaborative-search-for-educational-resources-in-french/ Y2 - 2020/11/07/12:29:48 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Final Report on: Assessment of Distance Learning Initiative of the Government of Bangladesh during COVID-19 Pandemic AU - a2i DA - 2020/// PY - 2020 ER - TY - JOUR TI - Fee-free basic education policy implementation in Tanzania: A ‘phenomenon’ worth rethinking AU - Shukia, Richard T2 - Huria: Journal of the Open University of Tanzania AB - This paper is based on a study that employed qualitative research methods to examine the implementation of the fee-free basic education policy in Tanzania. The study reveals that, the policy is misapprehended, and causing confusion and dissonance among key implementers including heads of schools and parents, and it is threatening the quality delivery of education. However, there is no doubt that the implementation of the fee-free education policy has significantly promoted access to basic education for children from various socio-economic backgrounds. Thus, this paper argues that the implementation of the fee-free basic education policy, albeit commendable, it is not a panacea to achieving equitable access and quality education delivery for all. Hence, the policy and its implementation is a ‘phenomenon’ worth rethinking for Tanzania to realise equitable and quality universal basic education. DA - 2020/// PY - 2020 DP - www.ajol.info VL - 27 IS - 1 LA - en SN - 0856-6739 ST - Fee-free Basic Education Policy Implementation in Tanzania UR - https://www.ajol.info/index.php/huria/article/view/204346 Y2 - 2022/11/13/09:37:14 KW - Fee-free education policy KW - basic education KW - policy implementation and Tanzania KW - ⛔ No DOI found ER - TY - GEN TI - Factors That Affect Grade Nine Students in Rawalpindi, Pakistan AU - Terry, Marion AU - Malik, Amjad AU - Chohan, Bushra AB - In an attempt to investigate concerns expressed by high school counselors, the researchers developed a quantitative Likert-scale questionnaire to assess the relationships among school experiences and video gaming and texting. Questions about video gaming and texting appeared with other questions about social relations, extra-curricular activities, and leisure-time activities. Two schools in Rawalpindi, Pakistan, were the focus for data collection and analysis. Complete data sets were obtained for 205 grade 9 students (95 males and 110 females), based on anonymized school records and questionnaire responses. The researchers determined Spearman rho correlations with calculations of two-tailed probability of error. Non-educational video gaming correlated with school experiences and relationships with parents and peers. Recreational texting also correlated with school experiences and relationships with parents and peers. Other interesting correlations involved other non-academic activities, peer relationships, school experiences, and self-concept. This report includes the 35 correlations assessed as moderate, fair, or good in strength, separated by gender and collated into 11 tables. The researchers recommend that school professionals advise parents and students of the potentially harmful effects of excessively playing video games and texting. DA - 2020/// PY - 2020 DP - ERIC LA - en UR - https://eric.ed.gov/?id=ED603620 Y2 - 2020/12/01/10:38:15 KW - Academic Achievement KW - Adolescents KW - Correlation KW - Extracurricular Activities KW - Foreign Countries KW - Gender Differences KW - Grade 9 KW - Handheld Devices KW - High School Students KW - Leisure Time KW - Parent Child Relationship KW - Peer Relationship KW - Self Concept KW - Student Behavior KW - Telecommunications KW - Video Games ER - TY - GEN TI - Fact Sheet: UN Joint Programme on Girls Education (JPGE) AU - UN Joint Programme on Girls Education (JPGE) DA - 2020/// PY - 2020 PB - UNDP, UNFPA, and UNICEF UR - https://malawi.un.org/sites/default/files/2020-05/Fact%20Sheet%20-%20JPGE%20updated%2030%20December%202019.pdf Y2 - 2022/01/03/11:39:25 ER - TY - ELEC TI - Face the facts: Internet Watch Foundation Annual Report 2020 AU - IWF AB - The latest data and statistics on what the Internet Watch Foundation (IWF) are doing globally to tackle child sexual abuse images and videos online. DA - 2020/// PY - 2020 LA - en-gb UR - https://www.iwf.org.uk/about-us/who-we-are/annual-report-2020/ Y2 - 2022/04/25/18:03:09 ER - TY - RPRT TI - External Validity: Four Models of Improving Student Achievement AU - Duflo, Annie AU - Kiessel, Jessica AU - Lucas, Adrienne AB - Randomized controlled trials in lower-income countries have demonstrated ways to increase learning, in specific settings. This study uses a large-scale, nationwide RCT in Ghana to show the external validity of four school-based interventions inspired by other RCTs. Even though the government implemented the programs within existing systems, student learning increased across all four models, more so for female than male students, and many gains persisted one year after the program ended. Three of the four interventions had a similar cost effectiveness. The intervention that directly targeted classroom teachers increased the likelihood that teachers were engaged with students. CY - Cambridge, MA DA - 2020/06// PY - 2020 DP - DOI.org (Crossref) SP - w27298 LA - en PB - National Bureau of Economic Research SN - w27298 ST - External Validity UR - http://www.nber.org/papers/w27298.pdf Y2 - 2020/08/28/11:48:38 KW - C:Ghana ER - TY - JOUR TI - Exploring the critical challenges and factors influencing the e-learning system usage during COVID-19 pandemic AU - Almaiah, Mohammed Amin AU - Al-Khasawneh, Ahmad AU - Althunibat, Ahmad T2 - Education and Information Technologies AB - The provision and usage of online and e-learning system is becoming the main challenge for many universities during COVID-19 pandemic. E-learning system such as Blackboard has several fantastic features that would be valuable for use during this COVID-19 pandemic. However, the successful usage of e-learning system relies on understanding the adoption factors as well as the main challenges that face the current e-learning systems. There is lack of agreement about the critical challenges and factors that shape the successful usage of e-learning system during COVID-19 pandemic; hence, a clear gap has been identified in the knowledge on the critical challenges and factors of e-learning usage during this pandemic. Therefore, this study aims to explore the critical challenges that face the current e-learning systems and investigate the main factors that support the usage of e-learning system during COVID-19 pandemic. This study employed the interview method using thematic analysis through NVivo software. The interview was conducted with 30 students and 31 experts in e-learning systems at six universities from Jordan and Saudi Arabia. The findings of this study offer useful suggestions for policy-makers, designers, developers and researchers, which will enable them to get better acquainted with the key aspects of the e-learning system usage successfully during COVID-19 pandemic. DA - 2020/11// PY - 2020 DO - 10.1007/s10639-020-10219-y DP - DOI.org (Crossref) VL - 25 IS - 6 SP - 5261 EP - 5280 J2 - Educ Inf Technol LA - en SN - 1360-2357, 1573-7608 UR - https://link.springer.com/10.1007/s10639-020-10219-y Y2 - 2021/08/05/17:06:36 ER - TY - JOUR TI - Exploring Teachers’ Retention and Attrition in Middle and Secondary Schools in Eritrea: Perspectives of Currently Serving Teachers. AU - Fessehatsion, Petros Woldu AU - Peng, Pai T2 - International Journal of Research in Education and Science DA - 2020/// PY - 2020 DO - 10.46328/ijres.1532 VL - 7 IS - 1 SP - 227 ER - TY - RPRT TI - Expert Consultation: Radio-Based Education in the Philippines AU - McBurnie, Chris AB - These slides present an overview of educational radio programming with a particular focus on quality assurance and content design. DA - 2020/07// PY - 2020 M3 - Helpdesk Response PB - EdTech Hub SN - 26 UR - https://docs.edtechhub.org/lib/YRC7UKWE KW - C:Philippines KW - F: Helpdesk response KW - H:Radio KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:v2 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Experimental Evidence on Alternative Policies to Increase Learning at Scale AU - Duflo, Annie AU - Kiessel, Jessica AU - Lucas, Adrienne CY - Cambridge, MA DA - 2020/06// PY - 2020 DP - DOI.org (Crossref) SP - w27298 LA - en PB - National Bureau of Economic Research SN - w27298 UR - http://www.nber.org/papers/w27298.pdf Y2 - 2023/10/09/11:21:49 ER - TY - JOUR TI - Evolution in the Digital Age : Implementation of 5E and NGSS in the Virtual Biology Classroom AU - Maulucci, Marcy E AU - Guffey, Sarah K DA - 2020/// PY - 2020 VL - 24 IS - 3 SP - 45 EP - 52 ER - TY - RPRT TI - Evidence on efforts to mitigate the negative educational impact of past disease outbreaks AU - Hallgarten, Joe T2 - K4D Helpdesk Report AB - This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations. DA - 2020/03/31/ PY - 2020 DP - opendocs.ids.ac.uk SP - 19 LA - en UR - https://opendocs.ids.ac.uk/opendocs/handle/20.500.12413/15202 Y2 - 2020/04/01/21:09:35 KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Every girl goes to school, stays safe, and learns: Five years of global action AU - FCDO DA - 2020/// PY - 2020 DP - Zotero SP - 24 LA - en UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/986027/FCDO-Girls-Education-Action-Plan.pdf ER - TY - RPRT TI - Evaluation of the Sida-supported Education Program for Results (EPforR) 2014–2021, Tanzania AU - Moran, Greg AU - Connal, Criana AU - Kirama, Stephen AU - Leung, Yvonne DA - 2020/// PY - 2020 PB - Sida UR - https://cdn.sida.se/publications/files/sida62337en-evaluation-of-the-sida-supported-education-program-for-results-epforr-20142021-tanzania.pdf ER - TY - RPRT TI - Evaluating the Use of Radios to Promote Learning in Liberia During COVID-19 AU - Bulat, Dr. Jennae CY - ShareEd DA - 2020/03/09/ PY - 2020 PB - RTI International UR - https://shared.rti.org/content/evaluating-use-radios-promote-learning-liberia-during-covid-19#_ftn1 Y2 - 2021/10/11/12:44:28 ER - TY - JOUR TI - Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan: Evaluation of Teaching Practice AU - Ahmed Abdullah, Nauman AU - Sultana Mirza, Munawar T2 - International review of research in open and distance learning AB - In addition to conventional modes, teacher education programs in Pakistan are also offered through online and distance education. Teaching practice is a significant component of pre-service teacher education programs. Assessing the quality of teaching practice for pre-service student teachers is important, as these modules train the prospective teachers for their professional teaching careers. Virtual University of Pakistan (VU), an online university, offers pre-service teacher education programs. This research is an investigation into the learning opportunities and practices of VU student teachers in their teaching practice modules. Students enrolled in different teacher education programs served as the population of this study. Those in the fall 2018 semester who were enrolled in teaching practice modules were selected as a sample. Data sources included lesson plans prepared, lessons delivered, administrative and co-curricular duties performed by the students, as well as evaluation reports by supervisors, cooperating teachers, and school principals. There were improvements in the student teachers’ lesson plan formation and their overall learning. Data obtained through personal visits by VU faculty was used to verify and assess actual classroom teaching. Lack of regular attendance and punctuality by student teachers was observed as a result. Internal review of the VU system as it relates to the teaching practice modules was conducted to address any shortcomings in the course(s), its procedures, and its controls. Recommendations for improving the system, such as grading the modules, peer-assessment, and orientation workshops for student teachers are provided, as well as suggestions for developments in the teaching practice modules themselves. DA - 2020/// PY - 2020 DO - 10.19173/irrodl.v21i2.4606 DP - leeds.primo.exlibrisgroup.com VL - 21 IS - 2 SP - 81 EP - 97 LA - eng SN - 1492-3831 ST - Evaluating Pre-Service Teaching Practice for Online and Distance Education Students in Pakistan ER - TY - ELEC TI - Ethiopia Begins Reopening Schools to Fight Rising Rates of Child Marriage and Labor AU - Wuilbercq, Emeline T2 - Global Citizen AB - Ethiopia is working to identify children who have been forced into early marriage or child labor during the pandemic. DA - 2020/10/19/ PY - 2020 LA - en UR - https://www.globalcitizen.org/en/content/ethiopia-schools-covid-19-child-marriage-labor/ Y2 - 2021/03/29/06:01:27 ER - TY - ELEC TI - Ethics Kit | Methods & tools for ethics in the design process AU - Common Good AU - Co-Op Digital AU - Hyper Island AU - Open Data Institute AU - PLOT DA - 2020/// PY - 2020 UR - https://ethicskit.org/index.html Y2 - 2021/07/22/21:43:41 ER - TY - CHAP TI - Ethical Considerations of Conducting Systematic Reviews in Educational Research AU - Suri, Harsh T2 - Systematic Reviews in Educational Research: Methodology, Perspectives and Application A2 - Zawacki-Richter, Olaf A2 - Kerres, Michael A2 - Bedenlier, Svenja A2 - Bond, Melissa A2 - Buntins, Katja AB - Ethical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making. CY - Wiesbaden DA - 2020/// PY - 2020 DP - Springer Link SP - 41 EP - 54 LA - en PB - Springer Fachmedien SN - 978-3-658-27602-7 UR - https://doi.org/10.1007/978-3-658-27602-7_3 Y2 - 2021/06/08/15:00:12 ER - TY - RPRT TI - Escasez de docentes en Latinoamérica: ¿Cómo se puede medir y que políticas están implementando los países para resolverlo? AU - Bertoni, Eleonora AU - Elacqua, Gregory AU - Marotta, Luana AU - Martínez, Matias AU - Méndez, Carolina AU - Montalva, Veronica AU - Olsen, Anne Sofie AU - Santos, Humberto AU - Soares, Sammara DA - 2020/03// PY - 2020 DP - DOI.org (Crossref) PB - Inter-American Development Bank ST - Escasez de docentes en Latinoamérica UR - https://publications.iadb.org/es/escasez-de-docentes-en-latinoamerica-como-se-puede-medir-y-que-politicas-estan-implementando-los Y2 - 2021/03/16/16:10:00 ER - TY - JOUR TI - Error rates of human reviewers during abstract screening in systematic reviews AU - Wang, Zhen AU - Nayfeh, Tarek AU - Tetzlaff, Jennifer AU - O’Blenis, Peter AU - Murad, Mohammad Hassan T2 - PLOS ONE AB - Background Automated approaches to improve the efficiency of systematic reviews are greatly needed. When testing any of these approaches, the criterion standard of comparison (gold standard) is usually human reviewers. Yet, human reviewers make errors in inclusion and exclusion of references. Objectives To determine citation false inclusion and false exclusion rates during abstract screening by pairs of independent reviewers. These rates can help in designing, testing and implementing automated approaches. Methods We identified all systematic reviews conducted between 2010 and 2017 by an evidence-based practice center in the United States. Eligible reviews had to follow standard systematic review procedures with dual independent screening of abstracts and full texts, in which citation inclusion by one reviewer prompted automatic inclusion through the next level of screening. Disagreements between reviewers during full text screening were reconciled via consensus or arbitration by a third reviewer. A false inclusion or exclusion was defined as a decision made by a single reviewer that was inconsistent with the final included list of studies. Results We analyzed a total of 139,467 citations that underwent 329,332 inclusion and exclusion decisions from 86 unique reviewers. The final systematic reviews included 5.48% of the potential references identified through bibliographic database search (95% confidence interval (CI): 2.38% to 8.58%). After abstract screening, the total error rate (false inclusion and false exclusion) was 10.76% (95% CI: 7.43% to 14.09%). Conclusions This study suggests important false inclusion and exclusion rates by human reviewers. When deciding the validity of a future automated study selection algorithm, it is important to keep in mind that the gold standard is not perfect and that achieving error rates similar to humans may be adequate and can save resources and time. DA - 2020/01/14/ PY - 2020 DO - 10.1371/journal.pone.0227742 DP - PLoS Journals VL - 15 IS - 1 SP - e0227742 J2 - PLOS ONE LA - en SN - 1932-6203 UR - https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0227742 Y2 - 2024/01/18/22:41:15 KW - Automation KW - Cardiovascular medicine KW - Citation analysis KW - Database searching KW - Health screening KW - Mental health and psychiatry KW - Primary care KW - Systematic reviews ER - TY - BLOG TI - Equity-Focused Approaches to Learning Loss during COVID-19 AU - Mundy, Karen AU - Hares, Susannah AB - Even in the best-resourced and highest-performing education systems, most COVID responses in education will end up by privileging better-off children. In developing countries, where far fewer children have access to secondary education, and where learning opportunities are heavily defined by quality education in the early years, COVID presents an especially stark equity challenge. DA - 2020/// PY - 2020 LA - EN UR - https://www.cgdev.org/blog/equity-focused-approaches-learning-loss-during-covid-19 KW - ___working_potential_duplicate ER - TY - RPRT TI - EQUIP-Tanzania Impact Evaluation: Endline qualitative evaluation report AU - Ruddle, Nicola AU - Jagmag, Mehjabeen AU - Casey, Kelly AU - Medardi, Deogardius AU - Sutoris, Peter DA - 2020/// PY - 2020 DP - Zotero SP - 140 LA - en PB - Oxford Policy Management ER - TY - RPRT TI - EQUIP-Tanzania impact evaluation AU - Ruddle, Nicola AU - Rawle, Georgina DA - 2020/// PY - 2020 DP - Zotero LA - en PB - Oxford Policy Management KW - ⛔ No DOI found ER - TY - ELEC TI - equip Tanzania DA - 2020/// PY - 2020 UR - https://www.equip-t.org ER - TY - ELEC TI - ePathshala | Learning On The Go AU - ePathshala DA - 2020/// PY - 2020 UR - https://epathshala.nic.in/index.php?ln=en Y2 - 2020/09/29/16:47:31 ER - TY - JOUR TI - Enriching performance of mathematics in secondary schools using mobile learning AU - Ndume, Vitalis A AU - Songoro, Marietha AU - Kisanga, Dalton H T2 - International Journal of Education and Development using Information and Communication Technology (IJEDICT) AB - To date, there has been limited understanding of how mobile learning could positively motivate teaching and learning in secondary education in Tanzania. More precisely, such an understanding could contribute significantly towards rescuing the poor performance in Mathematics that has been a typical feature characterizing the subject in Tanzania over the years. This paper reports on a study that aimed at exploring the methodology that could be adopted in Mobile Learning in order to improve performance in Mathematics in secondary schools in Tanzania. A cohort research design which involved students and teachers sampled from 10 private and public secondary schools in Ilala Municipality in Dar es Salaam region, was conducted over a period of four months. Questionnaires and documentary review were used as the instruments of data collection. Data were analyzed using the Statistical Package for Social Sciences (SPSS) software. Results showed that the majority of participants accept the concept of using Mobile learning in education. The results also indicate that the use of technology had no adverse impact on the culture. Moreover, preliminary results on the mobile learning model showed that students’ understanding of Mathematics considerably improved. DA - 2020/// PY - 2020 DP - Zotero VL - 16 IS - 2 SP - 223 EP - 241 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - Enlaces con la educación AU - MINEDUCYT DA - 2020/// PY - 2020 UR - https://enlaces.mined.gob.sv/index.php Y2 - 2021/12/20/22:30:44 ER - TY - JOUR TI - Enhancing early numeracy skills with a tablet-based math game intervention: a study in Tanzania AU - Lee, Hye Kyung AU - Choi, Ahram T2 - Educational Technology Research and Development AB - The study presents results of a tablet-based math game intervention to enhance early numeracy skills of children in Tanzania. Standard level 1 children (n = 122), attending a rural primary school, were randomly allocated to either intervention or control group. The intervention group participated in a daily intervention session for 46 days. Children’s performances in number identification, quantity discrimination, addition, subtraction, and missing number tasks were measured before and after the intervention with randomly selected children from both groups (treatment = 30, control = 31). Score gains in the intervention group were substantially greater than those in the control group. In particular, statistically significant effects of the intervention were identified in quantity discrimination, addition, and subtraction tasks. Item-level analyses using Item Response Theory showed that addition and subtraction items involving regrouping and most missing number items were too difficult even after the intervention. The study also identified which games were played the most or least during the sessions from play-log data and analyzed associations between children’s test performances and gameplays. DA - 2020/// PY - 2020 DO - 10.1007/s11423-020-09808-y DP - Springer Link VL - 68 SP - 3567 EP - 3585 J2 - Education Tech Research Dev LA - en SN - 1556-6501 ST - Enhancing early numeracy skills with a tablet-based math game intervention UR - https://doi.org/10.1007/s11423-020-09808-y Y2 - 2020/11/18/14:15:38 ER - TY - BLOG TI - Engaging with equity: insights from our first sandbox meetup AU - Rahman, Asad T2 - EdTech Hub AB - Talented, committed innovators are working with EdTech all over the world to make sure children continue learning amidst the school closures caused by Covid-19.  At the EdTech Hub, we are lucky to work with six such initiatives in Sandboxes. From experimenting with telephone helplines in Afghanistan to testing Whatsapp in refugee camps in Lebanon, to working with an advocacy campaign… DA - 2020/11/23/T11:14:30+00:00 PY - 2020 LA - en-US ST - Engaging with equity UR - https://edtechhub.org/2020/11/23/engaging-with-equity-insights-from-our-first-sandbox-meetup/ Y2 - 2021/02/10/12:02:18 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - ELEC TI - Eneza Education website AU - Eneza Education T2 - Eneza Education AB - Eneza Education is an ed-tech company that provides curriculum aligned revision material in all subjects for primary and secondary learners on any device. Our virtual tutor provides access to curriculum-aligned ... Read More DA - 2020/// PY - 2020 LA - en-GB UR - https://enezaeducation.com/ Y2 - 2020/03/31/09:43:08 ER - TY - GEN TI - Encryption, Privacy and Children’s Right to Protection from Harm AU - Kardefelt-Winther, Daniel AU - Day, Emma AU - Berman AU - Witting, Sabine K. AU - Bose, Anjan DA - 2020/// PY - 2020 PB - UNICEF Office of Research - Innocenti UR - https://www.unicef-irc.org/publications/pdf/Encryption_privacy_and_children%E2%80%99s_right_to_protection_from_harm.pdf Y2 - 2022/06/15/19:00:42 ER - TY - ELEC TI - EMIS | Education Management Information System AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 LA - en-US UR - https://mbsse.gov.sl/emis/ ER - TY - JOUR TI - Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic AU - Bozkurt, A AU - Sharma, R C T2 - Asian Journal of Distance Education AB - At the end of the day, the lesson learnt was so simple... With online and offline connections, the world is a global village (McLuhan, 1962) and a butterfly flapping its wings in Asia can cause a hurricane all around the world (Lorenz, 1972). Currently, it seems that the global education system is in the middle of this hurricane. These times, where we are all witnessing developments warily, are certainly interesting and strange, but the hope is that lessons will have been learned once things hopefully return to normal. Though there were early warnings to be prepared (White, Ramirez, Smith, & Plonowski, 2010) and already ongoing interruptions to education (Briggs, 2018; GCPEA, 2018), this is the first crisis to occur on the global scale in the digital knowledge age, and there will be socio-cultural, economic, and political consequences in the wake of this crisis. In other words, the educational landscape will feel the rush of air from the butterfly’s flapping wings to the full extent. DA - 2020/// PY - 2020 DO - 10.5281/zenodo.3778083 VL - 15 IS - 1 SP - 2020 EP - 2020 UR - http://www.asianjde.org KW - & Sharma KW - 15(1) KW - A. KW - Bozkurt KW - R. C. (2020). Emergency remote teaching in a time KW - i-vi. https://doi.org/10.5281/zenodo.3778083 ER - TY - MANSCPT TI - Emergency remote-oriented learning and assessment in teacher education (EROLA) AU - Anamuah-Mensah, Jophus AU - Ananga, Eric AU - Noble-Rogers, Bea AU - Awuku, Samuel AU - Fletcher, Jonathan DA - 2020/// PY - 2020 ER - TY - ELEC TI - Elearning- Rwanda Polytechnic AU - Rwanda Polytechnic DA - 2020/// PY - 2020 UR - https://elearning.rp.ac.rw/ Y2 - 2020/09/30/11:54:04 ER - TY - RPRT TI - Efficiency and effectiveness in choosing and using an EMIS AU - van Wyk, Chris AU - Crouch, Luis CY - Paris DA - 2020/// PY - 2020 DP - Zotero LA - en PB - UNESCO UR - http://tcg.uis.unesco.org/wp-content/uploads/sites/5/2020/09/EMIS-Buyers-Guide-EN-fin-WEB.pdf ER - TY - RPRT TI - Efficiency and effectiveness in choosing and using an EMIS AU - van Wyk, Chris AU - Crouch, Luis CY - Paris DA - 2020/// PY - 2020 DP - Zotero LA - en PB - UNESCO UR - http://tcg.uis.unesco.org/wp-content/uploads/sites/5/2020/09/EMIS-Buyers-Guide-EN-fin-WEB.pdf ER - TY - JOUR TI - Effectiveness of Multimodal Microlearning for In-Service Teacher Training AU - Allela, Melisa Achoko AU - Ogange, Betty Obura AU - Junaid, Muhammad Ibn AU - Charles, Prince Brainard T2 - Journal of Learning for Development AB - To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project. DA - 2020/// PY - 2020 DO - 10.56059/jl4d.v7i3.387 DP - ERIC VL - 7 IS - 3 LA - en SN - 2311-1550 UR - https://eric.ed.gov/?id=EJ1280612 Y2 - 2022/08/22/20:53:59 KW - Barriers KW - Communities of Practice KW - Electronic Learning KW - Foreign Countries KW - Inservice Teacher Education KW - Integrated Learning Systems KW - Internet KW - Multimedia Materials KW - Portfolios (Background Materials) KW - Professional Continuing Education KW - Professional Development KW - Program Effectiveness KW - Secondary School Teachers KW - Social Media KW - Synchronous Communication KW - Teacher Collaboration KW - Teacher Competencies KW - Workshops ER - TY - RPRT TI - Effective Use of EdTech for Remedial Learning Programmes: Considerations for Mongolia AU - Upadhyay, Arjun AU - Shoobridge, James AU - Moss Coflan, Caitlin AB - This document was produced in response to a request from the World Bank Mongolia team to: 1. Outline the evidence of effective practices on remedial education generally. 2. Explore appropriate uses of EdTech to support remedial education. 3. Summarise the implications of these findings for Mongolia. CY - Cambridge, UK DA - 2020/07/22/ PY - 2020 LA - English M3 - Helpdesk Response PB - EdTech Hub SN - 27 UR - https://docs.edtechhub.org/lib/IJGQTHH9 KW - F: Helpdesk response KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _zenodo:submitted ER - TY - RPRT TI - Effective Teacher Education in Low-Connectivity Settings: A Curated Resource List AU - Koomar, Saalim AU - Allier-Gagneur, Zoé AU - McBurnie, Chris AB - This list curates resources — both tools and initiatives — that can be adapted to support teacher education in low-connectivity settings, a prevailing challenge in Madagascar. Each example identifies the challenges; necessary prerequisites; pros and cons and; costs and impact assessment data where possible. DA - 2020/06/30/ PY - 2020 LA - EN M3 - Helpdesk Response PB - EdTech Hub SN - 21 UR - https://docs.edtechhub.org/lib/UQSMRFBF KW - C:Madagascar KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - W:Low connectivity and/or electricity KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoETH:submitted KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - JOUR TI - Effect of Covid-19 Pandemic on the Education System in Kenya AU - Kathula, Domeniter Naomi T2 - Journal of Education AB - Education is an integral part of human society, its importance in life cannot be ignored as lack of education gives birth to numerous social problems like poor health, internal conflict, poor living standards and many more, education helps people to find a better solution to their problems. Education lets people realize the true value of contribution and help become the backbone of the society. Innovation and creativity can only occur when people are skilled enough to know how to operate with different technologies. Since the first case of the novel coronavirus (COVID-19) was announced in Kenya, many aspects of society and the education sector have been dramatically affected. On March 15th 2020, the Kenyan government closed all learning institutions countrywide to contain the spread of the virus. As the numbers of those infected by coronavirus rose to over 8,000, the ministry of education announced on July 7th that, the 2020 school calendar year will be considered lost due to COVID-19 restrictions. The purpose of this study was therefore to determine the effect of Covid-19 pandemic on the education systems in Kenya. The study was anchored on Classical Liberal Theory of Equal Opportunities. Mixed method design which involved a combination of both quantitative and qualitative approaches was adopted. In?quantitative the study used a survey research design, specifically the study adopted a cross-sectional survey research design. Cross-sectional survey design involves collecting data from a large group of people of different stages of growth at one point in time. The target population for this study included teachers, students and parents. The sample size for the study comprised of 100 teachers, 25 parents and 100 students who were purposively selected across the country. This study used both questionnaire and interview guide to collect primary data. The questionnaires were served to teachers and students online using Google forms while interview guide was administered to the parents using online Google forms as well. The quantitative data collected was analyzed using SPSS. Quantitative analysis involved the use of descriptive analysis, while qualitative data was analyzed using content analysis. The results were presented on tables. The findings revealed that Covid-19 had seriously affected learning among students in Kenya. The study found that the effects of Covid-19 were so severe that some teachers and parents lost their jobs or source of livelihoods. Most of the students were not able to access online learning due to lack of electricity, lack of learning materials and some were forced to relocate to the country side. The study hence concluded that as a result of the challenges presented by the coronavirus and the likely impact of future pandemics the government’s ability to ensure continuation of learning will depend on the ability to swiftly harness available technology, provide adequate infrastructure and mobilize stakeholders to prepare alternative learning programmes. The study concludes that as a result of the emergence of Covid-19 pandemic, teaching and learning activities in all learning institutions in Kenya just like other parts of the world have severely been disrupted. The worst hit learners are the primary and secondary school candidates who should sit for their national examinations at the end of 2020. Based on the conclusion the study recommended that there is need for the government through the ministry of education together with all the stakeholders in education sector in Kenya to navigate through challenges presented by Covid-19 to ensure continued access to provision of quality, equitable and inclusive education during and after the pandemic. Effective implementation of the proposed interventions by education managers and stakeholders will ensure uninterrupted learning in educational institutions in future. This study in addition recommends that it is important to ensure that the Ministry of Education, parents and teachers support vulnerable students to ensure they are not exploited and that no learning loss occurs even as schools delay re-full opening until January 2021 despite grades 4, class 8 and form 4s being back in schools already. Keywords: Covid-19, Pandemic, Education system, Students, teachers, Parents, Kenya. DA - 2020/11/30/ PY - 2020 DP - stratfordjournals.org VL - 3 IS - 6 SP - 31 EP - 52 LA - en UR - https://stratfordjournals.org/journals/index.php/journal-of-education/article/view/640 Y2 - 2021/05/24/14:30:59 KW - Covid-19 KW - Education system KW - Kenya KW - Pandemic KW - Parents KW - Students KW - teachers KW - ⛔ No DOI found ER - TY - JOUR TI - Effect of COVID-19 on the performance of grade 12 students: Implications for STEM education AU - Sintema, Edgar John T2 - Eurasia Journal of Mathematics, Science and Technology Education AB - With all learning institutions pre-maturely closed on 20 March 2020 and all citizens advised to self-isolate in a bid to control the spread of COVID-19, it was hypothesized that COVID-19 would negatively impact on the performance of students in the 2020 Grade 12 national examinations vis-a-vis mathematics, science and design and technology subjects. An observed steady increase in the number of COVID-19 confirmed cases and the low levels of technology use in secondary schools in Zambia due to limited technology resources signifies a very difficult period in a young country which has just rolled out a nation-wide implementation of STEM education, This study collected data from three teachers at a public secondary school in Chipata District of Eastern Province in the Republic of Zambia. The Head of Department for Mathematics, the Head of Natural Sciences Department and one science teacher were interviewed. Semi-structured interviews via mobile phone were used to collect views of what these specialists thought would be the COVID-19 effects on the general performance of students in their subject areas. Results of this study revealed that there is likely to be a drop in the pass percentage of secondary school students in this year's national examinations if the COVID-19 epidemic is not contained in the shortest possible time considering that the school academic calendar was abruptly disturbed by the early untimely closure of all schools in the country. DA - 2020/// PY - 2020 DO - 10.29333/EJMSTE/7893 VL - 16 IS - 7 SP - 1 EP - 6 KW - COVID-19 KW - Mathematics education KW - STEM subjects KW - Zambia ER - TY - ELEC TI - Educational television during COVID-19: How to start and what to consider AU - World Bank AB - Five key insights on starting, using and sustaining education television for remote learning, corroborated by more than 40 current examples from countries. DA - 2020/// PY - 2020 LA - en ST - Educational television during COVID-19 UR - https://blogs.worldbank.org/education/educational-television-during-covid-19-how-start-and-what-consider Y2 - 2020/06/02/15:19:09 ER - TY - RPRT TI - Educational Television: A Rapid Evidence Review AU - Watson, Joe AU - McIntyre, Nora AB - This Rapid Evidence Review (RER) gives an overview of the recent literature concerning how the use of educational television might support children’s learning in low- and middle-income countries (LMICs). In this review, educational television is defined as television designed with research-based knowledge of how children use and understand television that systematically incorporates academic or social curricula into its content. In low-income contexts, educational television material could be delivered through videos played in schools that are supported by corresponding teacher guidance (e.g. the Mexican school-based T elesecundaria programme), or broadcast on public channels (e.g. the Tanzanian animation, Ubongo Kids). As such, certain educational television projects are capable of functioning even in circumstances where access to formal schooling facilities is restricted. This review therefore provides information that is particularly valuable in the context of the COVID-19 pandemic. DA - 2020/06// PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 5 ST - Educational Television UR - https://docs.edtechhub.org/lib/BVXSZ7G4 KW - L:English UXZJW5DR KW - P:Evidence review VCMFM9ZD KW - TAG:E:Primary education QIVZD2B2 KW - TAG:E:Secondary education JS5BG2RE KW - TAG:F:Access W8TZWAGE KW - TAG:P:Girls ED5GMBNU KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _L:English UXZJW5DR KW - _MELA_seen KW - _P:Evidence review VCMFM9ZD KW - _T:E:Primary education QIVZD2B2 KW - _T:E:Secondary education JS5BG2RE KW - _T:F:Access W8TZWAGE KW - _T:P:Girls ED5GMBNU KW - ___working_potential_duplicate KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH ER - TY - CHAP TI - Educational Technology to Improve Capacity – Integrating Adaptive Education Programmes in Public School in Kenya AU - Kaye, Tom T2 - Trust, Accountability and Capacity in Education System Reform A2 - Ehren, Melanie A2 - Baxter, Jacqueline C2 - Ehren, Melanie C2 - Baxter, Jacqueline DA - 2020/// PY - 2020 DP - DOI.org (Crossref) ET - 1 SP - 182 EP - 200 LA - en PB - Routledge SN - 978-0-429-34485-5 UR - https://www.taylorfrancis.com/books/9781000330823/chapters/10.4324/9780429344855-9 Y2 - 2021/04/08/20:31:00 KW - ___working_potential_duplicate ER - TY - GEN TI - Educational Technology Plan 2020-2030 AU - Ministry of Education Singapore AB - Gain insights on the strategic focus of our Educational Technology (EdTech) Plan. DA - 2020/// PY - 2020 LA - en UR - http://www.moe.gov.sg/education-in-sg/educational-technology-journey/edtech-plan Y2 - 2022/12/09/17:33:25 ER - TY - RPRT TI - Educational Technology in Developing Countries: A Systematic Review AU - Rodriguez-Segura, Daniel T2 - EdPolicyWorks Working Paper DA - 2020/// PY - 2020 SP - 1 EP - 75 M3 - Working Paper PB - University of Virginia SN - 72 UR - https://curry.virginia.edu/sites/default/files/uploads/epw/72_Edtech_in_Developing_Countries.pdf Y2 - 2020/08/10/16:37:57 KW - ___working_potential_duplicate ER - TY - MANSCPT TI - Educational Technology in Developing Countries: A Systematic Review AU - Rodriguez-Segura, Daniel DA - 2020/// PY - 2020 M3 - EdPolicyWorks working paper ST - Educational technology in developing countries KW - C:Low- and middle-income countries KW - ___working_potential_duplicate ER - TY - RPRT TI - Educational inequalities in Europe and physical school closures during Covid-19 AU - Blaskó, Zsuzsa AU - Schnepf, Sylke V DA - 2020/// PY - 2020 SP - 1 EP - 5 UR - https://ec.europa.eu/jrc/en/research/crosscutting-activities/fairness. ER - TY - RPRT TI - Education Workforce Supply and Needs in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/08// PY - 2020 DP - Zotero SP - 41 LA - en M3 - Research and Policy Paper PB - the Education Commission; Fab Inc. UR - https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Spatial Analysis in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius CY - New York, NY DA - 2020/// PY - 2020 DP - Zotero SP - 31 LA - en M3 - Research and Policy Paper PB - Education Commission UR - https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf KW - _yl:a KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Recruitment and Matching in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero PB - Education Workforce Initiative UR - https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf KW - _yl:b KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Management in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 32 LA - en M3 - Research and Policy Paper PB - Education Commission ER - TY - RPRT TI - Education Workforce Costed Options Paper AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero PB - Education Workforce Initiative UR - https://educationcommission.org/wp-content/uploads/2020/12/5-EW-Costed-Options-Paper.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - Education under Covid-19 lockdown: Reflections from teachers, students & parents AU - Moghli, Mai Abu AU - Shuayb, Maha CY - Beirut DA - 2020/// PY - 2020 DP - Zotero SP - 1 EP - 29 LA - en UR - https://lebanesestudies.com/education-under-covid-19-lockdown-reflections-from-teachers-students-parents/ ER - TY - RPRT TI - Education Under Attack 2020 AU - Global Coalition to Prevent Education from Attack DA - 2020/// PY - 2020 PB - GCPEA UR - https://protectingeducation.org/publication/education-under-attack-2020/ ER - TY - RPRT TI - Education technology in the COVID-19 response in Pakistan AU - Tabassum, Rabia AU - Hadi, Murium AU - Qaisrani, Ayesha AU - Shah, Qasim DA - 2020/11// PY - 2020 LA - en M3 - Case Study PB - EdTech Hub UR - https://www.researchgate.net/publication/348002515_Education_technology_in_the_COVID-19_response_in_Pakistan KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH KW - ⛔ No DOI found ER - TY - RPRT TI - Education technology in the COVID-19 response in Nigeria AU - Isisi, Akogun AU - Olojede, Omolola AU - Adedoyin, Adesina AU - Akogun, Oladele DA - 2020/11// PY - 2020 LA - en M3 - Case Study PB - EdTech Hub KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Education Systems’ Response to COVID19 AU - World Bank DA - 2020/04/10/ PY - 2020 M3 - Brief PB - The World Bank UR - http://pubdocs.worldbank.org/en/270911586813434245/COVID19-Education-Sector-Brief-April-10-FINAL.pdf Y2 - 2020/07/31/21:17:16 ER - TY - JOUR TI - Education Systems and Technology in 1990, 2020, and Beyond AU - Frick, Theodore W. T2 - TechTrends: Linking Research and Practice to Improve Learning AB - In "Restructuring Education Through Technology," I incorporated systems thinking to identify seven types of relationships in educational systems: teacher-student, student-content, student-context, teacher-content, teacher-context, content-context, and education system-environment relationships (Frick 1991). I now revisit these education system relations and discuss potential futures of education. The World Wide Web did not exist when I wrote the original treatise, nor did wireless smartphones and tablets, Google's search engine, YouTube, Facebook, or Wikipedia. However, one important education system relationship should not change: the affective bonding between teachers and their students. [For "Restructuring Education through Technology. Fastback 326," see ED350995.] DA - 2020/09// PY - 2020 DO - 10.1007/s11528-020-00527-y DP - ERIC VL - 64 IS - 5 SP - 693 EP - 703 J2 - TechTrends LA - en SN - 8756-3894 UR - https://doi.org/10.1007/s11528-020-00527-y Y2 - 2020/12/22/12:17:24 KW - Educational Practices KW - Educational Technology KW - Educational Trends KW - Futures (of Society) KW - Systems Approach KW - Teacher Student Relationship ER - TY - ELEC TI - Education Statistics | Education Expenditures AU - World Bank DA - 2020/// PY - 2020 UR - https://datatopics.worldbank.org/education/wDashboard/dqexpenditures Y2 - 2020/12/21/14:57:33 ER - TY - BLOG TI - Education service transformation in Sierra Leone: Where policy meets the people | Blog | Global Partnership for Education AU - Sengeh, David Moinina AB - As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone. DA - 2020/11// PY - 2020 LA - en ST - Education service transformation in Sierra Leone UR - https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people Y2 - 2020/12/16/15:57:20 ER - TY - ELEC TI - Education service transformation in Sierra Leone: Where policy meets the people AU - Sengeh, David DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people ER - TY - RPRT TI - Education sector plan (ESP) for Bangladesh Fiscal years 2020/21-2024/25 AU - Ministry of Education CY - Dhaka DA - 2020/// PY - 2020 PB - Ministry of Education UR - https://planipolis.iiep.unesco.org/en/2020/education-sector-plan-esp-bangladesh-fiscal-years-202021-202425-7052 ER - TY - RPRT TI - Education sector plan (ESP) for Bangladesh: Fiscal years 2020/21-2024/25 AU - MoE DA - 2020/12/10/ PY - 2020 PB - Ministry of Education UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-12-Bangladesh-ESP.pdf Y2 - 2021/05/04/11:52:40 ER - TY - RPRT TI - Education Sector Plan (ESP) for Bangladesh Fiscal Years 2020/21-2024/25 AU - MoE DA - 2020/12/10/ PY - 2020 UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-12-Bangladesh-ESP.pdf Y2 - 2022/01/16/18:16:21 ER - TY - RPRT TI - Education Sector COVID-19 Contingency Plan AU - Government of Nigeria DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/nigeria-education-sector-covid-19-contingency-plan.pdf Y2 - 2020/06/09/13:33:24 ER - TY - RPRT TI - Education Sector Coronavirus (COVID-19) Response Plan AU - Ministry of Basic and Secondary Education (The Gambia) DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/gambia_education_sector_covid-19_strategy.pdf Y2 - 2020/06/09/13:46:06 ER - TY - RPRT TI - Education Sector Analysis. Assessing the enabling environment for gender equality AU - Republic of Sierra Leone DA - 2020/// PY - 2020 PB - UNICEF, IIEP - UNESCO ER - TY - JOUR TI - Education Reform through a Systems Approach for Sustainable Development AU - Borsari, Bruno AU - Mora, Cristhian T2 - Quality Education AB - Change/s in education; Study program; Systemic approach Educational reform The process of changing public education in order to empower all learners, and to adapt it to the changes occurring in... DA - 2020/// PY - 2020 DO - 10.1007/978-3-319-69902-8_4-1 DP - link-springer-com-443.webvpn.fjmu.edu.cn SP - 1 EP - 10 LA - en UR - http://link-springer-com-443.webvpn.fjmu.edu.cn/referenceworkentry/10.1007/978-3-319-69902-8_4-1 Y2 - 2021/01/06/12:31:22 ER - TY - ELEC TI - EDUCATION REFORM - Ministry of Education Ghana AU - Ministry of Education Ghana AB - The Ghana Education Reform Agenda The Government of Ghana initiated some key education reforms to transform teaching and learning and improve educational outcomes under the Education Strategic Plan (ESP 2018-2030) which was approved by cabinet in November 2018. These reforms are expected to contribute to the goals of the ESP and the Sustainable Development Goals DA - 2020/11/02/T07:46:20+00:00 PY - 2020 LA - en-US UR - https://moe.gov.gh/index.php/education-reform/ Y2 - 2024/03/27/10:57:19 ER - TY - RPRT TI - Education Radio Knowledge Pack : With a Focus on Low-Resource Settings AU - Zacharia, Sharon CY - Washington, D.C. DA - 2020/// PY - 2020 LA - en PB - World Bank Group UR - https://documents1.worldbank.org/curated/en/099005204142223657/pdf/P17425206e03360ab0a4a108c17b2cf29a0.pdf Y2 - 2023/03/24/15:19:24 ER - TY - RPRT TI - Education Radio Knowledge Pack : With a Focus on Low-Resource Settings AU - Zacharia, Sharon CY - Washington, D.C. DA - 2020/// PY - 2020 LA - en PB - World Bank Group UR - https://documents1.worldbank.org/curated/en/099005204142223657/pdf/P17425206e03360ab0a4a108c17b2cf29a0.pdf Y2 - 2023/03/24/15:19:24 ER - TY - RPRT TI - Education Radio Knowledge Pack : With a Focus on Low-Resource Settings AU - Zacharia, Sharon CY - Washington, D.C. DA - 2020/// PY - 2020 LA - en PB - World Bank Group UR - https://documents1.worldbank.org/curated/en/099005204142223657/pdf/P17425206e03360ab0a4a108c17b2cf29a0.pdf Y2 - 2023/03/24/15:19:24 ER - TY - RPRT TI - Education Radio Knowledge Pack : With a Focus on Low-Resource Settings AU - Zacharia, Sharon AB - Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English) DA - 2020/// PY - 2020 LA - en M3 - Text/HTML ST - Education Radio Knowledge Pack UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099005204142223657/P17425206e03360ab0a4a108c17b2cf29a0 Y2 - 2023/05/29/11:38:46 ER - TY - RPRT TI - Education Radio Knowledge Pack: With a Focus on Low-Resource Settings AU - Zacharia, Sharon AB - Education Radio Knowledge Pack : With a Focus on Low-Resource Settings (English) DA - 2020/// PY - 2020 LA - en M3 - Text/HTML ST - Education Radio Knowledge Pack UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/099005204142223657/P17425206e03360ab0a4a108c17b2cf29a0 Y2 - 2023/05/29/11:38:46 ER - TY - NEWS TI - Education PS dismissal draws mixed reactions AU - The Citizen T2 - The Citizen AB - Education stakeholders were yesterday shocked over the drastic steps taken against former deputy permanent secretary (PS) in the ministry of Education, Dr Ave Maria Semakafu, after announcing... DA - 2020/// PY - 2020 LA - en UR - https://www.thecitizen.co.tz/tanzania/news/-education-ps-dismissal-draws-mixed-reactions-2717554 Y2 - 2021/01/20/09:20:57 ER - TY - RPRT TI - Education Programme For Results (EP4R) Annual Review 2020 AU - DFID DA - 2020/// PY - 2020 PB - Department for International Development (DFID) Y2 - 2020/01/30/00:00:00 ER - TY - ELEC TI - Education Policy Brief Latin America and the Caribbean #2: Four Key Elements to Make Hybrid Education a Reality | Publications AU - IADB DA - 2020/// PY - 2020 UR - https://publications.iadb.org/publications/english/document/Education-Policy-Brief-Latin-America-and-the-Caribbean-2-Four-Key-Elements-to-Make-Hybrid-Education-a-Reality.pdf Y2 - 2021/12/21/17:29:33 ER - TY - NEWS TI - EDUCATION-PAKISTAN: ALIF Spells Open Sesame For Pre-schoolers | Inter Press Service AU - Iqbal, Nadeem T2 - Inter Press Service News Agency DA - 2020/08/11/Tuesday PY - 2020 LA - EN UR - http://www.ipsnews.net/2000/04/education-pakistan-alif-spells-open-sesame-for-pre-schoolers/ Y2 - 2020/08/11/10:16:02 ER - TY - ELEC TI - Education Ministry creates special online study platform for SHS students AB - The Ministry for Education has launched a special online study platform for Senior High School students. Ever since Covid-19 halted school activities the Education Ministry together with the Ghana Education Service has stepped up efforts to help... DA - 2020/03/30/T17:58:56+00:00 PY - 2020 LA - en UR - https://www.ghanaweb.com/GhanaHomePage/NewsArchive/Education-Ministry-creates-special-online-study-platform-for-SHS-students-908740 Y2 - 2020/08/03/20:25:56 ER - TY - RPRT TI - Education Management Information Systems (EMIS) that Track Individual Student Data in Mongolia AU - UNICEF AB - Key recommendations provided in this report are to inform the further development of EMIS strategy and policy in Mongolia DA - 2020/07// PY - 2020 LA - en PB - UNICEF East Asia and the Pacific Regional Office UR - https://www.unicef.org/eap/reports/education-management-information-systems-emis-track-individual-student-data-mongolia Y2 - 2020/08/31/00:42:38 ER - TY - ELEC TI - Education | Liberia AU - UNESCO Institute for Statistics DA - 2020/// PY - 2020 UR - http://data.uis.unesco.org/Index.aspx?queryid=156 Y2 - 2020/06/26/11:44:07 ER - TY - RPRT TI - Education Innovation Challenge - Reflection & Learning Summit Report AU - DSTI DA - 2020/// PY - 2020 UR - https://www.dsti.gov.sl/wp-content/uploads/2020/12/THE-HUMAN-CAPITAL-DEVELOPMENT-INDEX-EDUCATION-INNOVATION-CHALLENGE-REFLECTION-AND-LEARNING-SUMMIT-final1.pdf ER - TY - ELEC TI - Education Innovation Challenge Data Dashboard AU - Directorate of Science, Technology and Innovation DA - 2020/// PY - 2020 UR - https://www.eic.hcdincubator.dsti.gov.sl/ Y2 - 2020/12/17/08:59:34 ER - TY - ELEC TI - Education in Yemen AU - Global Partnership for Education AB - See education data for Yemen and learn about GPE programs, grants, results and progress. DA - 2020/// PY - 2020 LA - en UR - https://www.globalpartnership.org/where-we-work/yemen Y2 - 2020/06/01/17:56:32 ER - TY - ELEC TI - Education in Tanzania AU - Global Partnership for Education DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/where-we-work/tanzania ER - TY - JOUR TI - Education in precarious times: A comparative study across six countries to identify design priorities for mobile learning in a pandemic AU - Hall, Tony AU - Connolly, Cornelia AU - Ó Grádaigh, Seán AU - Burden, Kevin AU - Kearney, Matthew AU - Schuck, Sandy AU - Bottema, Jeroen AU - Cazemier, Gerton AU - Hustinx, Wouter AU - Evens, Marie AU - Koenraad, Ton AU - Makridou, Eria AU - Kosmas, Panagiotis T2 - Information and Learning Science AB - Purpose: This paper is based on the emergency changes we have had to make in the European DEIMP Project (2017-2020), “Designing and Evaluating Innovative Mobile Pedagogies” (DEIMP). DEIMP is undertaken by a transnational consortium comprising partner institutions and schools from the UK (coordinating), Australia, Belgium, Cyprus, Ireland and The Netherlands. As well as the enforced changes to the project, there have been major adjustments in how education is being provided in each of our countries, across all sectors: primary, secondary and tertiary. The purpose of this paper is to provide pragmatic guidelines that will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. Design/methodology/approach: The authors outline 21 design principles underpinning innovative mobile learning, which will be of pragmatic use to all using mobile learning in the COVID-19 pandemic. These principles have emerged in the context of the three-year European DEIMP Project (2017-2020). The authors also examine major educational changes that have recently been imposed upon teachers and educational researchers, and key aspects of the current emergency response in education internationally, and resultant implications for educational technology and mobile learning. Findings: A living record highlighting what is currently happening in the educational systems of the DEIMP project’s respective partner countries. The paper outlines design concerns and issues, which will need to be addressed as the authors endeavour to bridge both the digital divide and digital use divide in remote education. Furthermore, the paper illustrates 21 pragmatic design principles underpinning innovative mobile pedagogies. Originality/value: A comparative study of the effects of the pandemic across six countries, including The UK, Australia, Belgium, Cyprus, Ireland and The Netherlands. The authors outline 21 design principles for mobile learning, which is hoped will help us respond effectively in the uncertain present, and plan systematically for an unpredictable, post-pandemic future. DA - 2020/// PY - 2020 DO - 10.1108/ILS-04-2020-0089 SP - 1 EP - 10 UR - https://www.emerald.com/insight/2398-5348.htm%0A KW - COVID-19 KW - Comparative KW - Education KW - Learning KW - Mobile KW - Remote KW - Study ER - TY - ELEC TI - Education in Madagascar AU - Global Partnership for Education AB - See education data for Madagascar and learn about GPE programs, grants, results and progress. DA - 2020/// PY - 2020 LA - en UR - https://www.globalpartnership.org/where-we-work/madagascar Y2 - 2020/06/30/11:18:00 ER - TY - JOUR TI - Education in Africa: What Are We Learning? AU - Evans, David AU - Acosta, Amina Mendez AB - Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64 percent of the studies evaluate government implemented programs, 36 percent include detailed cost analysis, and 35 percent evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks). DA - 2020/// PY - 2020 DP - Zotero SP - 101 LA - en UR - https://www.cgdev.org/sites/default/files/education-africa-what-are-we-learning.pdf KW - ⛔ No DOI found ER - TY - ELEC TI - Education: Giving Every Child the Right to Education AU - UNICEF AB - Providing quality education to all DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/pakistan/education Y2 - 2020/06/10/10:16:44 ER - TY - ELEC TI - Education: From disruption to recovery AU - UNESCO T2 - UNESCO AB - A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19. DA - 2020/03// PY - 2020 LA - en ST - Education UR - https://en.unesco.org/covid19/educationresponse Y2 - 2020/08/03/17:21:56 KW - ___working_potential_duplicate ER - TY - RPRT TI - Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education — home page AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher T2 - Education for the most marginalised DA - 2020/11// PY - 2020 DP - Zotero LA - en PB - EdTech Hub SN - 2 UR - https://docs.edtechhub.org/lib/AX8D5YK2 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/// PY - 2020 PB - EdTech Hub, UNESCO, UniTwin UR - https://edtechhub.org/wp-content/uploads/2020/09/Education-for-the-most-marginalised-Report-Act-2-v8.pdf ER - TY - RPRT TI - Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 DP - Zotero SP - 118 LA - en PB - EdTech Hub, UNESCO, UniTwin UR - https://docs.edtechhub.org/lib/UF3XJXGS KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education – Act one AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/11// PY - 2020 PB - UNESCO, UniTwin, EdTech Hub SN - ACT ONE (OF THREE): EXECUTIVE SUMMARY UR - https://docs.edtechhub.org/lib/VFERK5JK KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher DA - 2020/// PY - 2020 DP - Zotero LA - en PB - United Nations Educational, Scientific and Cultural Organisation UR - https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/ KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - RPRT TI - Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education AU - Unwin, Tim AU - Naseem, Azra AU - Pawluczuk, Alicja AU - Shareef, Mohamed AU - Spiesberger, Paul AU - West, Paul AU - Yoo, Christopher AB - Education for the most marginalised post‑COVID-19 Guidance for governments on the use of digital technologies in education Join us December 18 for the report launch! Click here to register. The UNESCO Chair in ICT for Development, with support from the EdTech Hub, developed this report and associated Guidance Notes in 2020 building on a series of regional and sectoral consultations… DA - 2020/11// PY - 2020 DP - Zotero SP - 118 LA - en-US PB - EdTech Hub ST - Education for the most marginalised post‑COVID-19 UR - https://edtechhub.org/education-for-the-most-marginalised-post-covid-19/ Y2 - 2021/02/03/13:19:12 KW - ___working_potential_duplicate ER - TY - RPRT TI - Education for all in the time of COVID-19: how education can be part of the solution AU - GSMA DA - 2020/09/29/ PY - 2020 UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/09/EdTech-Final-WEB.pdf Y2 - 2021/10/03/12:46:42 ER - TY - RPRT TI - Education for all in the time of COVID-19: how EdTech can be part of the solution AU - Chebib, Kinda CY - London DA - 2020/// PY - 2020 PB - GSMA UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/09/EdTech-Final-WEB.pdf Y2 - 2021/05/10/10:38:42 ER - TY - BLOG TI - Education during the pandemic: VVOB continues capacity development of education partners from a safe distance AU - Vandenbosch, Tom AU - Katelin, Raw T2 - Teaching at the Right Level AB - VVOB Zambia team member Richard Bwale continues to work from home. Photo: VVOB This blogpost is part of a series – over the next few months, the TaRL blog hopes to showcase what various organisations are doing to continue to support education systems and ensure that learning continues while schools across the world are closed […] DA - 2020/04/16/T08:49:16+00:00 PY - 2020 LA - en-ZA ST - Education during the pandemic UR - https://www.teachingattherightlevel.org/education-pandemic-vvob/ Y2 - 2020/05/20/14:51:18 ER - TY - BLOG TI - Education during the COVID-19 crisis: Opportunities and constraints of using EdTech in low-income countries T2 - EdTech Hub AB - During this time of crisis, education will not be business-as-usual, and EdTech alone cannot close the learning gap. It will be dedicated teachers and resilient educators who will ensure learning doesn’t stop — but they could be helped by the right EdTech tools. DA - 2020/// PY - 2020 LA - en-US ST - Education during the COVID-19 crisis UR - https://edtechhub.org/coronavirus/edtech-low-income-countries/ Y2 - 2020/11/25/11:21:54 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Education during the COVID-19 crisis: opportunities and constraints of using EdTech in low-income countries AU - David, Raluca AU - Pellini, Arnaldo AU - Jordan, Katy AU - Philips, Toby AB - Key points: Technology can help mitigate the effects of the educational crisis and closures of schools, but ed-tech is not a silver bullet and governments need to have realistic expectations about what it can achieve The digital divide means that internet and mobile network access varies greatly in middle- and low-income countries Governments can provide immediate support by informing teachers about simple grassroots platforms where they can share their own ed-tech solutions Educational TV and radio broadcasts in combination with SMS are effective communication channels between educators and students when the internet connectivity is poor or not available It will be important for education authorities to begin planning how in 12-months’ time they will diagnose and treat the learning gaps that have emerged during the crisis. DA - 2020/04/15/ PY - 2020 DP - Zenodo LA - eng PB - Zenodo ST - Education during the COVID-19 crisis UR - https://www.bsg.ox.ac.uk/sites/default/files/2020-04/Education-during-covid-19-crisis.pdf Y2 - 2020/04/17/19:49:08 KW - COV:COVID and reopening of schools KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:other:ok KW - _zenodoETH KW - covid-19 KW - crisis education KW - distance education KW - education KW - education policy KW - educational technology KW - emergency education KW - pandemic education KW - school closures KW - schools ER - TY - BLOG TI - Education during the COVID-19 crisis: Opportunities and constraints of using EdTech in low-income countries AU - Pellini, Arnaldo AU - David, Raluca AU - Katy, Jordan AU - Phillips, Toby DA - 2020/// PY - 2020 LA - en-GB M3 - UKFIET: The education and development forum ST - Education during the COVID-19 crisis UR - https://www.ukfiet.org/2020/education-during-the-covid-19-crisis-opportunities-and-constraints-of-using-edtech-in-low-income-countries/ Y2 - 2020/06/03/15:15:24 KW - ___working_potential_duplicate ER - TY - ELEC TI - Education Coordinated COVID-19 Response Strategy AU - Federal Ministry of Education (Nigeria) DA - 2020/// PY - 2020 LA - en-US UR - https://education.gov.ng/education-coordinated-covid-19-response-strategy/ Y2 - 2020/07/07/16:24:50 ER - TY - RPRT TI - Education continuity during the Coronavirus crisis: Sierra Leone and Liberia Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando DA - 2020/// PY - 2020 PB - Rising Academy Network UR - https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf Y2 - 2021/10/11/13:14:41 ER - TY - RPRT TI - Education continuity during the Coronavirus crisis: Pakistan - TeleSchool and Taleem Ghar (Educational TV at Home) AU - Zacharia, Sharon CY - Washington D.C. DA - 2020/// PY - 2020 PB - World Bank UR - https://documents1.worldbank.org/curated/en/421821600058352361/pdf/Pakistan-TeleSchool-and-Taleem-Ghar-Educational-TV-at-Home.pdf ER - TY - RPRT TI - Education Contingency Plan for Novel Coronavirus (COVID-19) AU - Ministry of General Education (Zambia) DA - 2020/// PY - 2020 UR - https://www.moge.gov.zm/download/development_plans/MoGE-Novel-Coronavirus-COVID-19-response-and-recovery-plan-2020-Final.pdf Y2 - 2020/06/09/13:57:12 ER - TY - ELEC TI - Education cannot wait AU - UNICEF AB - Learning continues for students in KP despite the pandemic DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/pakistan/stories/education-cannot-wait Y2 - 2022/04/29/08:53:35 ER - TY - BLOG TI - Education budget of Pakistan AU - Pakistan Alliance for Girls Education AB - Budget provide an apprehension into the Government’s policy priorities. Education receives a remarkable fragment of Federal and Provincial budgets every year. DA - 2020/06/18/T17:10:10+00:00 PY - 2020 LA - en-US UR - https://page.org.pk/education-budget-of-pakistan/ Y2 - 2021/11/09/21:16:39 ER - TY - JOUR TI - Education and the COVID-19 pandemic AU - Daniel, Sir John T2 - PROSPECTS AB - The COVID-19 pandemic is a huge challenge to education systems. This Viewpoint offers guidance to teachers, institutional heads, and officials on addressing the crisis. What preparations should institutions make in the short time available and how do they address students’ needs by level and field of study? Reassuring students and parents is a vital element of institutional response. In ramping up capacity to teach remotely, schools and colleges should take advantage of asynchronous learning, which works best in digital formats. As well as the normal classroom subjects, teaching should include varied assignments and work that puts COVID-19 in a global and historical context. When constructing curricula, designing student assessment first helps teachers to focus. Finally, this Viewpoint suggests flexible ways to repair the damage to students’ learning trajectories once the pandemic is over and gives a list of resources. DA - 2020/10// PY - 2020 DO - 10.1007/s11125-020-09464-3 DP - DOI.org (Crossref) VL - 49 IS - 1-2 SP - 91 EP - 96 J2 - Prospects LA - en SN - 0033-1538, 1573-9090 UR - https://link.springer.com/10.1007/s11125-020-09464-3 Y2 - 2021/08/05/18:09:03 ER - TY - ELEC TI - Education and distance learning gaming platform AU - KarMuqabla AB - Helping student education by letting them test themselves against hundreds of thousands of their peers through our innovative syllabus-based gaming software DA - 2020/07/21/10:42:38 PY - 2020 LA - en-US ST - KarMuqabla UR - https://www.karmuqabla.com/ Y2 - 2020/07/21/10:42:38 ER - TY - ELEC TI - Education and distance learning gaming platform AU - KarMuqabla AB - Helping student education by letting them test themselves against hundreds of thousands of their peers through our innovative syllabus-based gaming software DA - 2020/07/21/10:42:38 PY - 2020 LA - en-US ST - KarMuqabla UR - https://www.karmuqabla.com/ Y2 - 2020/07/21/10:42:38 ER - TY - JOUR TI - Education and Disability in the Global South: New Perspectives from Africa and Asia AU - Fennell, Shailaja T2 - Journal of Human Development and Capabilities DA - 2020/// PY - 2020 DO - 10.1080/19452829.2020.1827518 DP - Taylor and Francis+NEJM VL - 21 IS - 4 SP - 399 EP - 401 SN - 1945-2829 ST - Education and Disability in the Global South UR - https://doi.org/10.1080/19452829.2020.1827518 Y2 - 2020/12/10/00:00:00 ER - TY - RPRT TI - Education and Covid-19 response: bringing schools and learning back on track AU - Ahmed, Manzoor AU - Rahaman, Mostafizur AU - Hossain, Syed Shahadat AU - Ahmed, Ghiasuddin CY - Dhaka, Bangladesh DA - 2020/// PY - 2020 PB - Education Watch/Campaign for Popular Education (CAMPE) UR - https://www.campebd.org/page/Generic/0/6/18 ER - TY - ELEC TI - Education and COVID-19 AU - UNICEF Data AB - More than 1 billion children are at risk of falling behind due to school closures aimed at containing the spread of COVID-19. To keep the world’s children learning, countries have been implementing remote education programmes. Yet many of the world’s children – particularly those in poorer households – do not have internet access, personal computers, TVs or even radio at home, amplifying the effects of existing learning inequalities. Students lacking access to the technologies needed for home-based learning have limited means to continue their education. As a result, many face the risk of never returning to school, undoing years of progress made in education around the world. With school closures across 188 countries (as of April 2020), many of them are exploring alternative ways to provide continuous education using technologies such as Internet, TV, and radio. However, access to these technologies is limited in many low- and middle-income countries, especially among poor households. While more than 90 per cent of the countries adopted digital and/or broadcast remote learning policies, only 60 per cent did so for pre-primary education. [†] Policy measures taken by the governments to ensure learning continuity through broadcast or digital media allowed for potentially reaching 69 per cent of schoolchildren (at maximum) in pre-primary to secondary education globally.[†] 31 per cent of schoolchildren worldwide (463 million) cannot be reached by the broadcast- and Internet-based remote learning policies either due to the lack of necessary technological assets at home, or because they were not targeted by the adopted policies. [†] Online platforms were the most used means by the governments to deliver education while schools remain closed, with 83 per cent of countries using this method. However, this allowed for potentially reaching only about a quarter of schoolchildren worldwide. [†] Television had the potential to reach the most… DA - 2020/09// PY - 2020 LA - en-US UR - https://data.unicef.org/topic/education/covid-19/ Y2 - 2022/05/04/12:24:59 ER - TY - BLOG TI - Education AU - Jazz Foundation AB - Committed towards a more educated nation DA - 2020/07/21/10:29:19 PY - 2020 UR - http://www.jazzfoundation.com.pk/our-program/education/ Y2 - 2020/07/21/10:29:19 ER - TY - ELEC TI - Education AU - UNICEF AB - Providing quality education to all DA - 2020/// PY - 2020 LA - en UR - https://www.unicef.org/pakistan/education Y2 - 2021/02/09/15:50:24 ER - TY - BOOK TI - Educating Students to Improve the World AU - Reimers, Fernando M. T2 - SpringerBriefs in Education CY - Singapore DA - 2020/// PY - 2020 DP - DOI.org (Crossref) LA - en PB - Springer Singapore SN - 9789811538865 9789811538872 UR - http://link.springer.com/10.1007/978-981-15-3887-2 Y2 - 2020/08/28/12:15:23 ER - TY - ELEC TI - Edu TV Channel 2020 AU - Kenya Institute of Curriculum Development DA - 2020/// PY - 2020 UR - https://kicd.ac.ke/our-services/educational-media/kicd-edu-channel-line-up/ Y2 - 2020/07/01/09:25:52 ER - TY - ELEC TI - EdTech Tulna Standards AU - EdTech Tulna AB - The EdTech Tulna standards define a set of expectations for the design of EdTech products DA - 2020/// PY - 2020 LA - en-US UR - https://edtechtulna.org/standards/ Y2 - 2021/07/22/20:42:29 ER - TY - BLOG TI - EdTech’s three promising approaches to #SaveOurFuture AU - Nicolai, Susan AU - Haßler, Björn T2 - EdTech Hub AB - By Susan Nicolai and Björn Haßler Covid-19 has led to the biggest upheaval to daily life that many of us have ever seen, including for education. Even before schools shut in early March, there was a recognised global learning crisis and some 260 million not in school. The pandemic has further interrupted education for 90% of children around the world,… DA - 2020/10/29/T05:00:02+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/10/29/edtech-three-promising-approaches-to-saveourfuture/ Y2 - 2020/11/07/12:28:32 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - BLOG TI - EdTech’s three promising approaches to #SaveOurFuture AU - Nicolai, Susan AU - Hassler, Bjorn DA - 2020/10// PY - 2020 UR - https://edtechhub.org/2020/10/29/edtech-three-promising-approaches-to-saveourfuture/ Y2 - 2022/09/29/11:39:38 ER - TY - RPRT TI - EdTech Interventions for Deaf Learners in Pakistan: Sprint 1 Review AU - Rahman, Asad AU - Siddiqui, Maira AU - Shaikh, Sarah AU - Geary, Richard AU - Awasen, Aaron AU - Plaut, Daniel CN - 0130 DA - 2020/// PY - 2020 M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/CYESNSWU KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf ER - TY - ELEC TI - EdTech Interventions Database AU - EdTech Hub DA - 2020/// PY - 2020 UR - https://edtechhub.org/database ER - TY - RPRT TI - EdTech Innovation for COVID-19: Insights from our global call for ideas AU - Plaut, Daniel AU - Carter, Alice AU - Dixon, Miranda AU - Salami, Taiye DA - 2020/// PY - 2020 M3 - Insight Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/S7JARBXV KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - EdTech Initiatives Focused on Classrooms and Teachers: A Curated List for Rwanda AU - Chuang, Rachel AU - Koomar, Saalim AB - This document was produced in response to a request from the FCDO Rwanda team for a curated list of EdTech initiatives related to the following focus areas: 1. Classroom software 2. Teacher education 3. School administration. DA - 2020/// PY - 2020 M3 - Helpdesk Response PB - EdTech Hub SN - 28 UR - https://docs.edtechhub.org/lib/WGYWI78R KW - F: Helpdesk response KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoETH:submitted ER - TY - RPRT TI - EdTech in Zimbabwe: A Rapid Scan AU - Dzinotyiweyi, Monica AU - Taddese, Abeba CN - 0040 DA - 2020/06/30/ PY - 2020 M3 - Country Scan PB - EdTech Hub SN - 4 UR - https://docs.edtechhub.org/lib/G4UUX5P3 KW - C:Zimbabwe KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH ER - TY - BLOG TI - EdTech in the time of COVID-19: We need more than evidence to harness the potential of EdTech to deliver on its promise | The Education and Development Forum AU - Outhred, Rachel AU - Lipcan, Alina T2 - UKFIET DA - 2020/04/27/ PY - 2020 LA - en-GB ST - EdTech in the time of COVID-19 UR - https://www.ukfiet.org/2020/edtech-in-the-time-of-covid-19-we-need-more-than-evidence-to-harness-the-potential-of-edtech-to-deliver-on-its-promise/ Y2 - 2020/08/03/14:36:24 ER - TY - RPRT TI - EdTech in Tanzania: A Rapid Scan AU - Groeneveld, Caspar AU - Taddese, Abeba AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, Tanzania. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert. CN - 0039 DA - 2020/06/30/ PY - 2020 LA - en M3 - Country Scan PB - EdTech Hub SN - 5 ST - EdTech in Tanzania UR - https://docs.edtechhub.org/lib/FCPCJFJ4 KW - C:Tanzania KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - EdTech in Sierra Leone: A Rapid Scan AU - Mullan, Joel AU - Taddese, Abeba AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert. CN - 0038 DA - 2020/06/30/ PY - 2020 LA - en M3 - Country Scan PB - EdTech Hub SN - 3 ST - EdTech in Sierra Leone UR - https://docs.edtechhub.org/lib/C5MWWQI2 KW - C:Sierra Leone KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH ER - TY - RPRT TI - EdTech in Senegal: A Rapid Scan AU - Upadhyay, Arjun AU - Taddese, Abeba AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert. CN - 0037 DA - 2020/// PY - 2020 LA - English M3 - Country Scan PB - EdTech Hub SN - 9 UR - https://docs.edtechhub.org/lib/5P5HVP47 KW - C:Senegal KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - pu ER - TY - RPRT TI - EdTech in Rwanda: A Rapid Scan AU - Kimenyi, Eric AU - Chuang, Rachel AU - Taddese, Abeba AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Rwanda. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert CN - 0036 DA - 2020/06/30/ PY - 2020 LA - en M3 - Country Scan PB - EdTech Hub SN - 11 ST - EdTech in Rwanda UR - https://docs.edtechhub.org/lib/TYBTWI8K KW - C:Rwanda KW - F: Country scan KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - EdTech in Pakistan: A Rapid Scan AU - Baloch, Imdad AU - Taddese, Abeba AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, Pakistan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert. CN - 0035 DA - 2020/06/30/ PY - 2020 LA - en M3 - Country Scan PB - EdTech Hub SN - 10 ST - EdTech in Pakistan UR - https://docs.edtechhub.org/lib/FIQDEKCI KW - C:Pakistan KW - F: Country scan KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - EdTech in Nigeria: A Rapid Scan AU - Dele-Ajayi, Opeyemi AU - Taddese, Abeba CN - 0034 DA - 2020/06/30/ PY - 2020 M3 - Country Scan PB - EdTech Hub SN - 8 UR - https://docs.edtechhub.org/lib/ED7RBJHG KW - C:Nigeria KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH ER - TY - RPRT TI - EdTech in Liberia: A Rapid Scan AU - Upadhyay, Arjun AU - Taddese, Abeba AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive. The aim is to provide a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Liberia. This report is based primarily on desk research, with quality assurance provided by a country expert. CN - 0033 DA - 2020/// PY - 2020 LA - English M3 - Country Scan PB - EdTech Hub SN - 1 UR - https://docs.edtechhub.org/lib/2HM2SBVM KW - C:Liberia KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - EdTech in Kenya: A Rapid Scan AU - Otieno, J. AU - Taddese, A. AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private-sector partnerships, and the digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Kenya. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert. CN - 0032 DA - 2020/06/30/ PY - 2020 LA - en M3 - Country Scan PB - EdTech Hub SN - 7 UR - https://docs.edtechhub.org/lib/CQ5E3ESF KW - C:Kenya KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH ER - TY - RPRT TI - EdTech in Jordan: A Rapid Scan AU - Khalayleh, A. AU - Taddese, A. AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert. CN - 0031 DA - 2020/06/30/ PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Country Scan PB - EdTech Hub SN - 6 ST - EdTech in Jordan UR - https://docs.edtechhub.org/lib/XCMYPX8N KW - C:Jordan KW - F: Country scan KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-dode KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - EdTech in Indonesia: Ready for Take-off? AU - Bhardwaj, Riaz AU - Yarrow, Noah AU - Calì, Massimiliano CY - Jakarta DA - 2020/// PY - 2020 PB - World Bank Group UR - https://documents1.worldbank.org/curated/en/535881589465343528/pdf/EdTech-in-Indonesia-Ready-for-Take-off.pdf Y2 - 2021/05/24/17:53:59 ER - TY - RPRT TI - EdTech in Ghana: A Rapid Scan AU - Taddese, A. AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. These factors include the policy or vision for EdTech, institutional capacity, private sector partnerships, and digital infrastructure. The scans are intended to be comprehensive but are by no means exhaustive; however, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and, in this case, Ghana. This report is based primarily on desk research, with quality assurance provided by a country expert. CN - 0030 DA - 2020/06/30/ PY - 2020 DP - DOI.org (Datacite) LA - en M3 - Country Scan PB - EdTech Hub SN - 2 ST - EdTech in Ghana UR - https://docs.edtechhub.org/lib/4TKSDH2I KW - Access KW - C:Ghana KW - Distance learning KW - EdTech KW - LP: English KW - Online learning KW - Remote learning KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v1 KW - _zenodoETH ER - TY - ELEC TI - EdTech Hub Strategy: Mitigating the impact of COVID-19 on equitable education access and learning AU - The EdTech Hub DA - 2020/// PY - 2020 UR - https://docs.google.com/document/d/1g1-8MqV9KBjd0W5mPtorHH0M3uuuiV-SZBe_pH6b81Y/edit ER - TY - BLOG TI - EdTech Hub: Resources from other organisations AU - EdTech Hub T2 - EdTech Hub AB - Response efforts and collated resources Global Partnership for Education (GPE)’s response and resources INEE (Inter-Agency Network for Education in Emergencies) collated resources organised by theme COVID-19 ICT4E resources from mEducation Alliance members UNESCO’s response to COVID-19 including information about distance learning tools and national platforms UNHCR’s guidance on distance learning World Bank resources to help […] DA - 2020/// PY - 2020 LA - en-GB UR - https://edtechhub.org/coronavirus/resources-from-other-organisations/ Y2 - 2020/09/29/10:52:08 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - EdTech Hub Quarterly Report October to December 2020 AU - EdTech Hub Team DA - 2020/12/18/ PY - 2020 M3 - Quarterly Report ER - TY - ELEC TI - EdTech companies in Sub-Saharan Africa AU - EdTech Hub T2 - Airtable AB - Explore the "EdTech companies in Sub-Saharan Africa (see https://tabsoft.co/338AGht for visuals)" view on Airtable. DA - 2020/// PY - 2020 ST - EdTech companies in Sub-Saharan Africa (see https UR - https://airtable.com Y2 - 2020/08/28/15:41:34 ER - TY - BLOG TI - EdTech call for ideas: What have we learned from the applications? T2 - EdTech Hub AB - This is part of our coronavirus (COVID-19) and EdTech series. On 21st April, we launched a call for ideas for EdTech in responses to coronavirus and the lockdown of schools around the world.  Three weeks later, we’ve taken a slice of the first 100 responses and analysed the data. Combining this with conversations our team is having every day with technologists and… DA - 2020/05/11/T16:38:09+00:00 PY - 2020 LA - en-US ST - EdTech call for ideas UR - https://edtechhub.org/2020/05/11/edtech-call-for-ideas-what-have-we-learned-from-the-applications/ Y2 - 2020/11/07/12:58:51 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - EdTech and the COVID-19 response: A case study of Kenya AU - Ngware, Moses AU - Ochieng, Vollan DA - 2020/11// PY - 2020 M3 - Case Study PB - EdTech Hub KW - Kenya KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - EdTech and COVID-19 response [Save Our Future] AU - Haßler, Björn AU - Nicolai, Susan AU - McBurnie, Chris AU - Jordan, Katy AU - Wilson, Sam AU - Kreimeia, Adam T2 - #SaveOurFuture AB - This document is background paper 3 for the #SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D DA - 2020/10/22/ PY - 2020 M3 - Background paper PB - Education Commission SN - 3 UR - https://saveourfuture.world/wp-content/uploads/2020/10/EdTech-and-COVID-19-Response_SOF_BP3-1.pdf KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - _cover:other:ok KW - _cover:v2 KW - _r:CopiedFromEvLib KW - _yl:j KW - _yl:k KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - EdTech and COVID-19 response [EdTech Hub Report] AU - Haßler, Björn AU - Nicolai AU - McBurnie, Chris AU - Jordan, Katy AU - Wilson, Sam AU - Kreimeia, Adam AB - This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6. DA - 2020/10/23/ PY - 2020 DP - DOI.org (Datacite) M3 - Working Paper PB - EdTech Hub SN - 11 UR - https://docs.edtechhub.org/lib/IA9PL99D Y2 - 2021/05/12/08:53:44 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _cover:v2 KW - _yl:j KW - _yl:k KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - EdTech and COVID-19 response AU - Haßler, Björn AU - Nicolai, Susan AU - McBurnie, Chris AU - Jordan, Katy AU - Wilson, Sam AU - Kreimeia, Adam AB - This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6. DA - 2020/// PY - 2020 DP - DOI.org (Datacite) LA - en PB - The EdTech Hub UR - https://docs.edtechhub.org/lib/IA9PL99D Y2 - 2020/12/02/06:33:57 KW - _DOILIVE KW - _EdTechHub_Output KW - _cover:other:ok KW - _cover:v2 KW - _yl:j KW - _yl:k KW - _zenodo:submitted KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode KW - ⛔ No DOI found ER - TY - ELEC TI - EdTech and Covid-19: 10 things to know AU - Nicolai, Susan AU - Wilson, Samuel AU - Jefferies, Kate T2 - EdTech Hub DA - 2020/12// PY - 2020 LA - en-US ST - EdTech and Covid-19 UR - https://edtechhub.org/edtech-and-covid-19-10-things-to-know/ Y2 - 2021/03/09/10:59:52 KW - _EdTechHub_Output KW - _GS:not_indexed KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodoETH ER - TY - ELEC TI - EdTech and Covid-19: 10 things to know AU - Nicolai, Susan AU - Wilson, Samuel AU - Jefferies, Kate T2 - EdTech Hub DA - 2020/12// PY - 2020 LA - en-US ST - EdTech and Covid-19 UR - https://edtechhub.org/edtech-and-covid-19-10-things-to-know/ Y2 - 2021/03/09/10:59:52 KW - _EdTechHub_Output KW - _GS:not_indexed KW - _cover:v3 KW - _r:CopiedFromEvLib KW - _zenodoETH ER - TY - ELEC TI - Edraak AU - Queen Rania Foundation T2 - Edraak AB - Edraak, is a massive open online course (MOOC) platform, that is an initiative of the Queen Rania Foundation (QRF). DA - 2020/// PY - 2020 LA - en UR - https://www.edraak.org/en/ Y2 - 2020/06/30/15:06:53 ER - TY - ELEC TI - Edo State Universal Basic Education Board – Education for all! AU - EdoBEST DA - 2020/// PY - 2020 LA - en-US UR - http://subeb.edostate.gov.ng/ Y2 - 2020/07/07/16:14:02 ER - TY - ELEC TI - Edify | Liberia AU - Edify T2 - Edify AB - Edify began operations in 2013. We have impacted 74,248 students with a Christ-centered education. DA - 2020/// PY - 2020 LA - en-US UR - https://www.edify.org/liberia/ Y2 - 2020/05/08/15:01:27 ER - TY - JOUR TI - Economic role of education in agriculture: evidence from rural Vietnam AU - Ninh, Le Khuong T2 - Journal of Economics and Development AB - Purpose This paper investigates the impact of education on output of rice farming households in Vietnam. Design/methodology/approach Given the literature review, this paper specifies three empirical models (i.e. linear constant coefficient model, partially nonlinear model and linear varied coefficient model) with variables that well describe the mechanism through which education affects output. The data were collected from 901 rice farming households randomly selected out of ten provinces and city in the Mekong River Delta (MRD) of Vietnam. The models are estimated using ordinary least squares (OLS) and Robinson's (1988) double residual estimators. Findings Estimates of the empirical models show that seed, fertilizer, labor and farm size have significant impacts on output of rice farming households while pesticide and herbicide do not. Education is also found to have a positive effect on output of rice farming households because it helps them better manage farms of larger size via combining various inputs in a more desirable way. Originality/value This paper confirms the positive impact of education on agricultural output, which implies that policies aiming to provide better education to rural people will greatly enhance their income as well as trigger long-term economic and agricultural growth. DA - 2020/01/01/ PY - 2020 DO - 10.1108/JED-05-2020-0052 DP - Emerald Insight VL - 23 IS - 1 SP - 47 EP - 58 SN - 2632-5330 ST - Economic role of education in agriculture UR - https://doi.org/10.1108/JED-05-2020-0052 Y2 - 2022/10/27/11:05:26 KW - Agriculture KW - Education KW - Household KW - Input KW - Output KW - Rice KW - Rural KW - Schooling KW - Vietnam ER - TY - RPRT TI - Eastern and Southern Africa Region Working Paper – Structured Pedagogy: For Real-Time Equitable Improvements in Learning Outcomes AU - Chakera, Shiraz AU - Haffner, Deborah AU - Harrop, Elizabeth CY - Nairobi DA - 2020/// PY - 2020 PB - UNICEF UR - https://www.unicef.org/esa/media/7511/file/ESA-Structured-Pedagogy-2020.pdf Y2 - 2022/08/26/15:05:33 ER - TY - ELEC TI - East Asia/Southeast Asia: Mongolia AU - CIA Factsheet DA - 2020/// PY - 2020 UR - https://www.cia.gov/library/publications/the-world-factbook/geos/mg.html Y2 - 2020/08/31/00:40:52 ER - TY - RPRT TI - Early Grade Reading Evaluation in Ghana: Unprecedented Results and Policy Impacts AU - Social Impact DA - 2020/// PY - 2020 UR - https://2ed20v44ucst1ujckp24w1ks-wpengine.netdna-ssl.com/wp-content/uploads/2020/03/Ghana-EGRA-1-Pager-V2.pdf Y2 - 2020/06/29/14:08:18 ER - TY - JOUR TI - E-readiness of senior secondary school learners to online learning transition amid COVID-19 lockdown AU - Bhaumik, Rikisha AU - Priyadarshini, Anita T2 - Asian Journal of Distance Education AB - In the backdrop of recent COVID-19 lockdown, the school learners across the country have had the opportunity to experience online mode of learning. This study attempts to find out e-readiness of senior secondary school learners for transition to online learning along with their views on this mode of learning transaction. Quantitative descriptive survey method was used for the purpose of this study. A questionnaire comprising 20 Likert-type items covering four dimensions, viz. access, digital literacy and e-readiness, delivery of online learning, and online load, was administered on a 100-student sample from different schools of Delhi using non-probability sampling. Access to online learning and online load on learners were found to be high. The study also revealed that only 35.2% learners found online classes as effective as face-to-face classes. The delivery of online learning by teachers and digital skills of learners were found lacking. The geographical scope of the study is limited to National Capital Region of Delhi which has better smartphone penetration and internet access as compared to other states in India. The study concludes that online pedagogy and digital skills of teachers and learners need to be strengthened for a possible roadmap ahead. The study may provide useful insights into the challenges of online learning and areas for further improvement. Keywords: DA - 2020/// PY - 2020 DO - 10.5281/zenodo.3891822 VL - 15 IS - 1 SP - 244 EP - 256 KW - covid-19 KW - digital access KW - e-readiness KW - online delivery KW - online learning ER - TY - ELEC TI - E-Pustakalaya | Home AU - OLE Nepal DA - 2020/// PY - 2020 UR - https://www.pustakalaya.org/en/?lang=en Y2 - 2020/06/11/12:31:24 ER - TY - JOUR TI - E-Learning in Bangladesh: A Study of Teachers’ Behavioral Orientation and Affective Alignment in the Post-New Normal AU - Shamim Miah, A.S.M AU - Rasel Kabir, Md AU - Sultana, Sarmin T2 - Contemporary Research in Education and English Language Teaching AB - This study explores the teachers’ behavioral and affective orientation to e-learning that is in practice at all the levels of education in Bangladesh i.e. primary school, secondary school, higher secondary school, college, and university. By investigating the reasons for such disarray, it proposes solutions to overcome them. It acquired its data through online surveys followed by quantitative analysis through descriptive inferential analogies of the logarithmically represented findings. The result of the study documents that teachers’ preparation, technological know-how and adaptation to the e-learning platforms, their methods of teaching, measurement of outcomes, and mapping of curricula suggest that e-learning in Bangladesh is vitiated due to the diffusion in the teaching staff demographics and diluted apprehension of the e-learning. The paper’s primary findings show that Bangladesh’s progress from Education 1.0 to Education 3.0 is more affective and behavioral than cognitive in the implementation; wherein, the very concept of e-learning is diluted or spun around the idea of education via some usage of technology only, more specifically web conference applications which is indicative of Education 2.0 practices. There is no distinction made that separates online learning from e-learning, e-learning from distance and distance from blended learning, etc. in the current environment. DA - 2020/// PY - 2020 DO - 10.33094/26410230.2020.21.16.35 DP - DOI.org (Crossref) VL - 2 IS - 1 SP - 16 EP - 35 J2 - Contemporary Research in Education and English Language Teaching LA - en SN - 26410230 ST - E-Learning in Bangladesh UR - http://learning-gate.com/index.php/2641-0230/article/view/79 Y2 - 2021/05/19/17:53:51 ER - TY - ELEC TI - DSTI | Home AU - Directorate of Science, Technology & Innovation (Sierra Leone) DA - 2020/// PY - 2020 UR - https://www.dsti.gov.sl/ Y2 - 2020/06/25/17:36:19 ER - TY - ELEC TI - DSTI Education Data Hub AU - DSTI DA - 2020/// PY - 2020 UR - https://educationdatahub.dsti.gov.sl/education Y2 - 2020/12/04/00:00:00 ER - TY - ELEC TI - Draft Value Added Tax (Digital Marketplace Supply) Regulations, 2020 AU - Kenya Revenue Authority DA - 2020/// PY - 2020 UR - https://www.kra.go.ke/en/media-center/public-notices/842-draft-value-added-tax-digital-marketplace-supply-regulations,-2020 Y2 - 2020/07/01/10:17:03 ER - TY - ELEC TI - Dot Mini - Access anything. Anywhere. AU - HundrED AB - Dot Mini is the first smart media device for the visually impaired. It combines innovative technology, software and design, for experiencing content like never before. Access books, magazines, audio, and even movies. Dot Incorporation strives to be a pioneer in accessible and affordable innovations for the vision impaired and the deafblind to lead independent, fulfilling lives. DA - 2020/// PY - 2020 UR - https://hundred.org/en/innovations/dot-mini-access-anything-anywhere#2579f4d9 Y2 - 2022/06/26/01:18:47 ER - TY - RPRT TI - Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function AU - Bettinger, Eric AU - Fairlie, Robert AU - Kapuza, Anastasia AU - Kardanova, Elena AU - Loyalka, Prashant AU - Zakharov, Andrey AB - Experimental studies rarely consider the shape and nature of the education production function, which is useful for deriving optimal levels of input substitution in increasingly resource constrained environments. Because of the rapid expansion of EdTech as a substitute for traditional learning around the world and against the backdrop of full-scale temporary substitution due to the coronavirus pandemic, we explore the educational production function by using a large randomized controlled trial that varies dosage of computer-assisted learning (CAL) as a substitute for traditional learning. Results show production is concave in CAL. Moving from zero to a low level of CAL, the marginal rate of technical substitution (MRTS) of CAL for traditional learning is greater than one. Moving from a lower to a higher level of CAL, production remains on the same or a lower isoquant and the MRTS is equal to or less than one. The estimates are consistent with the general form of a Cobb-Douglas production function and imply that a blended approach of CAL and traditional learning is optimal. The findings have direct implications for the rapidly expanding use of educational technology worldwide and its continued substitution for traditional learning. CY - Cambridge, MA DA - 2020/04// PY - 2020 DP - DOI.org (Crossref) SP - w26967 LA - en M3 - Working Paper PB - National Bureau of Economic Research SN - w26967 ST - Does EdTech Substitute for Traditional Learning? UR - http://www.nber.org/papers/w26967.pdf Y2 - 2020/06/22/09:49:41 ER - TY - BLOG TI - Do civil service performance incentives work: Evidence from Ghana and Zambia AU - Williams, Martin T2 - International Growth Centre DA - 2020/02/25/ PY - 2020 LA - en ST - Do civil service performance incentives work UR - https://www.theigc.org/blogs/do-civil-service-performance-incentives-work-evidence-ghana-and-zambia Y2 - 2023/03/16/08:28:29 ER - TY - BLOG TI - Distanced and Disadvantaged: A Study on the Effects of COVID-19 on Education for Learners with Disabilities in Kenya, October 2020 AU - Angoye, James AU - Mbari-Kirika, Irene AU - Walker, Bruce AU - Kavua, Martin T2 - inABLE.org DA - 2020/10/01/ PY - 2020 LA - en-US UR - https://inable.org/index.php/resources/case-study/ Y2 - 2021/04/14/11:07:31 ER - TY - ELEC TI - Distance learning solutions AU - UNESCO DA - 2020/// PY - 2020 UR - https://en.unesco.org/covid19/educationresponse/solutions Y2 - 2020/06/11/12:34:12 ER - TY - RPRT TI - Distance Learning Initiative Interim findings: May 15, 2020 AU - Ministry of Education and Higher Education (Lebanon) DA - 2020/05// PY - 2020 ER - TY - RPRT TI - Distance learning in the context of COVID-19: the case of Rwanda AU - Ngabonzima, Ernest AU - Isimbi, Roberte AU - Mwali, Marie Merci AU - Pellini, Arnaldo CY - Kigali, London DA - 2020/11// PY - 2020 M3 - Case Study PB - EdTech Hub KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - VIDEO TI - Distance Learning during COVID-19 AU - Inter-Agency Network for Education in Emergencies AB - The third webinar of the INEE COVID-19 webinar series focused on providing distance learning in low-resource and low tech environments. The webinar highlighted the challenges currently facing EiE practitioners in the face of the school closures and restricted movement associated with COVID-19. EiE actors shared guidance and recommendations for continuing learning along with practical examples. More information about this webinar and INEE's COVID-19 response can be found on the INEE website: https://inee.org/collections/coronavi... DA - 2020/// PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=MAkh-haxiYk&feature=youtu.be Y2 - 2020/04/11/10:51:24 ER - TY - BLOG TI - Distance Learning Denied AU - Giannini, Stefania T2 - World Education Blog AB - Over 500 million of the world’s children and youth not accessing distance learning alternatives By Stefania Giannini, UNESCO Assistant Director-General for Education Most countries around the world… DA - 2020/05/15/T12:48:35+00:00 PY - 2020 LA - en-US UR - https://gemreportunesco.wpcomstaging.com/2020/05/15/distance-learning-denied/ Y2 - 2021/10/11/13:05:40 ER - TY - VIDEO TI - Distance Learning as a Tool for System Resilience AU - EducationLinks AB - Find related information on EducationLinks at https://www.edu-links.org/events/dist.... COVD19 has had an unprecedented impact on educational systems across the world and required school systems to pivot to remote learning in mass. This panel discussion webinar explored the lessons learned, opportunities and challenges presented by this shift, and identified ways that distance learning modalities can continue to contribute to making educational systems more flexible, adaptable and inclusive of students who may be poorly served by traditional models. Experts from EDC, EdTech Hub, WorldReader and USAID/Egypt shared their insights on how distance learning can strengthen educational outcomes for students across the sector. This event was part of the Global Education Learning Series, learn more about the series at https://www.edu-links.org/LearningSeries C1 - Haßler, Björn DA - 2020/07/07/ PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=grPszDR1oY0 Y2 - 2020/12/04/22:12:35 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _zenodoETH ER - TY - RPRT TI - Distance Learning A guide to playful distance learning – online and offline AU - Lego Foundation DA - 2020/// PY - 2020 LA - EN UR - https://teachertaskforce.org/sites/default/files/2020-10/distance_learning_guide.pdf Y2 - 2020/11/04/14:50:54 ER - TY - JOUR TI - Disruptive Classroom Technologies AU - Magana, Sonny DA - 2020/// PY - 2020 DO - 10.1093/acrefore/9780190264093.013.423 UR - https://doi.org/10.1093/acrefore/9780190264093.013.423 ER - TY - JOUR TI - Disrupted classes, undisrupted learning during COVID-19 outbreak in China: Application of open educational practices and resources AU - Huang, Ronghuai AU - Tlili, Ahmed AU - Chang, Ting Wen AU - Zhang, Xiangling AU - Nascimbeni, Fabio AU - Burgos, Daniel T2 - Smart Learning Environments AB - With the coronavirus (COVID-19) outbreak in China, the Chinese government decided to ban any type of face-to-face teaching, disrupting classes and resulting in over 270 million students being unable to return to their universities/schools. Therefore, the Ministry of Education (MoE) launched an initiative titled ‘Ensuring learning undisrupted when classes are disrupted’ by reforming the entire educational system and including an online education component. However, this quick reform in this unexpected critical situation of widespread COVID-19 cases harbours several challenges, such as the lack of time and teacher/student isolation. This paper discusses the possibility of using open educational resources (OER) and open educational practices (OEP) as an effective educational solution to overcome these challenges. Particularly, this study presents a generic OEP framework built on existing open-practice definitions. It then presents, based on this framework and based on the challenges reported by several Chinese education specialists during two national online seminars, a set of guidelines for the effective use of OER and OEP for both teaching and learning. Finally, this study presents some recommendations for the better adoption of OER and OEP in the future. The findings of this study can help researchers and educators apply OER and OEP for better learning experiences and outcomes during the COVID-19 outbreak. DA - 2020/// PY - 2020 DO - 10.1186/s40561-020-00125-8 VL - 7 IS - 19 SP - 1 EP - 15 UR - https://doi.org/10.1186/s40561-020-00125-8%0A(2020) KW - Coronavirus (COVID-19) KW - Distance education KW - Online education KW - Open education KW - Open educational practices (OEP) KW - Open educational resources (OER) ER - TY - JOUR TI - Displaced and dismayed: how ICTs are helping refugees and migrants, and how we can do better AU - Bock, Joseph G. AU - Haque, Ziaul AU - McMahon, Kevin A. T2 - Information Technology for Development DA - 2020/// PY - 2020 DO - 10.1080/02681102.2020.1727827 DP - Google Scholar SP - 1 EP - 22 ST - Displaced and dismayed KW - Google Scholar/ "education technology" refugees KW - RER theme_pedagogies and modalities ER - TY - JOUR TI - Disaster Management Preparedness in the Education Sector in Kenya – A Case of the COVID-19 Pandemic. AU - Ngari, Prof Fr Stephen Mbugua AU - Ndung’u, Stephen W. T2 - Editon Consortium Journal of Educational Management and Leadership AB - This study examined the disaster management preparedness in the education sector in Kenya, with a focus on the COVID-19 pandemic period. The study adopted destktop literature review for data collection. The collected data pertains e-learning in Kenya and in other countries during the time of  the novel coronavirus pandemic. Notably, the education sector, like in many other countries, seeks to actualise the Millennium Development Goals (MDGs) in line with the United Nations and the Education for All (EFA) movement lead by UNESCO (MacEwen, et al., 2011). Examples of these events are; accidents such as the one evident in Kakamega Primary School where the school closed for about two weeks (Daily Nation, 2020), attack by militia groups as was the case of Garissa University in 2015, intercommunity wars that lead to displacements, famine, and fires. These disasters and events, whenever they strike, have led to the closure of affected institutions of learning to pave the way for interventions. Garissa University is a leading example since it had to close for about nine months in 2015-2016 (BBC, 2016). In Kenya, disasters and other events disrupt the progress towards achieving MDGs and EFA time to time, and that was the inspiration for this study. The study concludes that disasters like nature patterns, militia groups, electricity faults, and those instigated by learners can derail learning in education and cause loss of lives. As such, online learning comes in handy to lessen such disasters. The possibility of such learning model has been tested and proved during COVID-19 pandemic and it has been successful in many institutions of higher learning and middle level colleges. DA - 2020/12/30/ PY - 2020 DO - 10.51317/ecjeml.v1i1.192 DP - editoncpublishing.org VL - 1 IS - 1 SP - 86 EP - 96 LA - en SN - 2709-1414 UR - https://editoncpublishing.org/ecpj/index.php/ecjeml/article/view/192 Y2 - 2021/05/22/14:43:51 KW - COVID-19 Pandemic KW - Disaster Management KW - Education Sector KW - Preparedness ER - TY - GEN TI - Disability, computer and school data in Zanzibar (Unpublished) AU - Othman, Othman S. DA - 2020/// PY - 2020 PB - EMIS Department MoEVT Zanzibar ER - TY - ELEC TI - DIKSHA - Platform for School Education – Apps on Google Play AU - DIKSHA AB - The DIKSHA platform offers teachers, students and parents engaging learning material relevant to the prescribed school curriculum. Teachers have access to aids like lesson plans, worksheets and activities, to create enjoyable classroom experiences. Students understand concepts, revise lessons and do practice exercises. Parents can follow classroom activities and clear doubts outside school hours. App highlights • Explore interactive material created by teachers and the best Indian content creators for teachers and students in India. By India, for India! • Scan QR codes from textbooks and find additional learning material associated with the topic • Store and share content offline, even without Internet connectivity • Find lessons and worksheets relevant to what is taught in the school classroom • Experience the app in English, Hindi, Tamil, Telugu, Marathi, Kannada, Assamese, Bengali, Gujarati, Urdu with additional Indian languages coming soon! • Supports multiple content formats like Video, PDF, HTML, ePub, H5P, Quizzes - and more formats coming soon! Advantages for teachers • Find interactive and engaging teaching material to make your class interesting • See and share best practices with other teachers to explain difficult concepts to students • Join courses to further your professional development and earn badges and certificates on completion • View your teaching history across your career as a school teacher • Receive official announcements from the state department • Conduct digital assessments to check your students’ understanding of a topic that you have taught Advantages for students and parents • Scan QR codes in your textbook for easy access to the associated lessons on the platform • Revise lessons that you learnt in class • Find additional material around topics that are difficult to understand • Practice solving problems and get immediate feedback on whether the answer is correct or not. Want to create content for DIKSHA? • Help teachers deliver concepts in an easy and engaging manner • Help students learn better in and outside class. • Get involved in providing students with high quality learning material, irrespective of where they study • If you wish to be a part of this movement, visit the VidyaDaan portal using vdn.diksha.gov.in This initiative is supported by the Ministry of Human Resources Development (MHRD) and led by the National Council Of Educational Research And Training (NCERT) in India. DA - 2020/// PY - 2020 LA - en UR - https://play.google.com/store/apps/details?id=in.gov.diksha.app&hl=en_GB Y2 - 2020/09/29/16:49:23 ER - TY - ELEC TI - DIKSHA AU - National Portal of India DA - 2020/// PY - 2020 UR - www.india.gov.in/spotlight/diksha-national-digital-infrastructure-teachers Y2 - 2020/03/30/14:58:16 ER - TY - RPRT TI - Digitalization, education and skills development in the global South: An assessment of the debate with a focus on Sub-Saharan Africa AU - Langthaler, Margarita AU - Bazafkan, Homa AB - The COVID-19 pandemic has intensified discussions about the digital revolution. Digitalization of ever-more sectors of society appears to be the only possible answer to the requirements of physical distancing. The education sector stands out as one example. Yet, the pandemic has also brought to light the pitfalls of accelerated digitalization in terms of rising inequality and exclusion. In development policy, digitalization has been commonly referred to as a major opportunity for economic development. Much lower used to be the attention paid to risks such as the digital divide. Human capabilities rank as one of the key preconditions to reap the benefits of digitalization. Digitalization of education and training systems appears to be the order of the day. Yet, there is lack of consistent strategies to do so without deepening existing patterns of inequality and exclusion, in particular in the Global South. This Briefing Paper will initially analyse the lessons of experience from the COVID-19 pandemic and its impact on the education and TVET (Technical and vocational education and training) sector. It will then reflect on the framing of the debates on digitalization in education. The academic discussion will be summarised from two perspectives, first with regard to the skills required for a digitalized economy and second analysing the impact of digitalization on education systems, mainly in Sub-Saharan Africa. The Paper will subsequently comment on current trends in digitalization policies for the education sector as well as in development cooperation. Conclusions will outline a few recommendations at the policy level. DA - 2020/// PY - 2020 DP - www.econstor.eu LA - eng M3 - Research Report PB - ÖFSE Briefing Paper SN - 28 ST - Digitalization, education and skills development in the global South UR - https://www.econstor.eu/handle/10419/228970 Y2 - 2021/05/22/15:17:39 ER - TY - JOUR TI - Digital transformation of everyday life – how COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? AU - Iivari, Netta AU - Sharma, Sumita AU - Ventä-Olkkonen, Leena T2 - International Journal of Information Management DA - 2020/// PY - 2020 DO - 10.1016/j.ijinfomgt.2020.102183 VL - 55 SP - 102183 LA - en ST - Digital transformation of everyday life – How COVID-19 pandemic transformed the basic education of the young generation and why information management research should care? UR - https://reader.elsevier.com/reader/sd/pii/S0268401220310264?token=3D6F4793B60EF8BBAC8A344ACB15897D9CDB050925DF70505A9D1CF291D866757F330FEA71740278C0F72CCF1228207A&originRegion=eu-west-1&originCreation=20210805183717 Y2 - 2021/08/05/18:37:36 ER - TY - ELEC TI - Digital transformation in the time of COVID-19: The case of MENA AU - Guermazi, Boutheina AB - In the MENA region, the demand for broadband services and data has increased significantly during the pandemic. DA - 2020/07// PY - 2020 LA - en ST - Digital transformation in the time of COVID-19 UR - https://blogs.worldbank.org/arabvoices/digital-transformation-time-covid-19-case-mena Y2 - 2020/09/08/15:11:47 ER - TY - RPRT TI - Digital technology governance: developing countries’ priorities and concerns AU - Phillips, Toby AU - Kira, Beatriz AU - Tartakowsky, Andrea AU - Dolan, Jonathan AU - Natih, Putu DA - 2020/// PY - 2020 DP - Zotero SP - 41 LA - en UR - https://www.bsg.ox.ac.uk/sites/default/files/2020-06/final_digital-tech-gov-21may20_0.pdf ER - TY - JOUR TI - Digital technologies in the COVID-19 responses in sub-Saharan Africa: policies, problems and promises AU - Bakibinga-Gaswaga, Elizabeth AU - Bakibinga, Stella AU - Bakibinga, David Baxter Mutekanga AU - Bakibinga, Pauline T2 - The Pan African Medical Journal AB - The gains made five years after the adoption of the 2030 Agenda for Sustainable Development will be lost if the threats presented by the COVID-19 pandemic are not countered in a timely manner. The threat is worse in sub Saharan Africa where poverty and poor health and limited access to services present challenges to even the most robust of health systems on the continent. In light of the requisite public-private collaboration and multi-sectoral approach, digital technologies offer opportunities to support the COVID-19 responses. This commentary reviews the policy environment and the challenges presented by digital illiteracy, poor infrastructure, the high cost of installing ICT infrastructure, the volatile political environment and limited electricity supply as well as the opportunities that digital technologies provide to ensure that people and communities are still able to access goods and services. It highlights how digital technologies are being used by the governments, parliaments, judiciaries, schools, health service providers, transport authorities and marketers to reach their targeted audiences. The commentary concludes with recommendations on possible interventions that emphasize the need to address infrastructural limitations, promote public private partnerships and tackle the digital divide in all its dimensions, including from a gender and rural/urban perspective. DA - 2020/05/18/ PY - 2020 DO - 10.11604/pamj.supp.2020.35.2.23456 DP - PubMed Central VL - 35 IS - Suppl 2 J2 - Pan Afr Med J SN - 1937-8688 ST - Digital technologies in the COVID-19 responses in sub-Saharan Africa UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7875745/ Y2 - 2021/03/29/05:29:27 ER - TY - RPRT TI - Digital Skills in Latin American Teachers AU - Estrada, Ricardo AB - We are a development bank with 20 shareholder countries - in Latin America, the Caribbean, Spain and Portugal- as well as 13 private banks DA - 2020/// PY - 2020 LA - en PB - Development Bank of Latin America UR - https://www.caf.com/en/knowledge/views/2020/09/digital-skills-in-latin-american-teachers/ Y2 - 2022/09/01/20:29:56 ER - TY - ELEC TI - Digital Learning Initiative AU - Ministry of Education and Higher Education (Lebanon) AU - Center for Educational Research and Development DA - 2020/// PY - 2020 UR - https://dl.crdp.org/?fbclid=IwAR1pC1BY2YrWrp2pFUM9e2OAqL7l12QThpW1A601O8aQkmG8saDwx156wwY Y2 - 2020/09/30/18:41:55 ER - TY - RPRT TI - Digital & Innovative Learning in Pakistan: The domestic K12 products and services industry overview and enterprise directory AU - Qazilbash, Zulfiqar AU - Javeed, Khadija DA - 2020/// PY - 2020 ER - TY - JOUR TI - Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators’ leadership experience, students’ collaboration skills, and sustainability AU - Blau, I. AU - Shamir-Inbal, T. AU - Hadad, S. T2 - Journal of Computer Assisted Learning DA - 2020/// PY - 2020 DO - 10.1111/jcal.12436 VL - 36 IS - 5 SP - 672 EP - 687 ER - TY - ELEC TI - Digital 2020: Kenya – DataReportal – Global Digital Insights AU - DataReportal DA - 2020/// PY - 2020 UR - https://datareportal.com/reports/digital-2020-kenya Y2 - 2021/09/03/10:23:17 ER - TY - RPRT TI - Digital 2020: Kenya AU - DataReportal AB - All the data, statistics, and trends you need to understand digital use in Kenya in 2020, including the latest reported figures for the number of internet users, social media users, and mobile connections, and key indicators for ecommerce use. DA - 2020/// PY - 2020 DP - datareportal.com LA - en-GB UR - https://datareportal.com/reports/digital-2020-kenya Y2 - 2020/07/01/09:17:06 KW - ___working_potential_duplicate ER - TY - RPRT TI - Digital 2020: Global Digital Overview AU - Kemp, Simon DA - 2020/// PY - 2020 PB - Datareportal UR - https://datareportal.com/reports/digital-2020-kenya ER - TY - ELEC TI - Digistem | Home AU - Digistem DA - 2020/// PY - 2020 LA - en-US UR - https://digistem.co/ Y2 - 2020/07/07/16:19:09 ER - TY - NEWS TI - Dhaka slums: where Covid is curiously quiet AU - Mollah, Shaheen AU - Islam, Zyma T2 - The Daily Star DA - 2020/07/26/Sun PY - 2020 UR - https://www.thedailystar.net/frontpage/news/dhaka-slums-where-covid-curiously-quiet-1936293 Y2 - 2021/10/25/17:52:48 ER - TY - ELEC TI - Developments in Literacy DA - 2020/07/20/16:32:46 PY - 2020 LA - en-US UR - https://www.dil.org Y2 - 2020/07/20/16:32:46 ER - TY - JOUR TI - Developing Theory Through Integrating Human and Machine Pattern Recognition AU - Lindberg, Aron T2 - Journal of the Association for Information Systems DA - 2020/02/11/ PY - 2020 DO - 10.17705/1jais.00593 VL - 21 IS - 1 SN - 1536-9323 UR - https://aisel.aisnet.org/jais/vol21/iss1/7 KW - _Added-ailr-2024 ER - TY - RPRT TI - Developing a Shared Vision of Ethical AI in Education: An invitation to participate AU - Institute of Ethical AI in Education DA - 2020/// PY - 2020 PB - The University of Buckingham UR - https://www.buckingham.ac.uk/wp-content/uploads/2020/09/Developing-a-Shared-Vision-of-Ethical-AI-in-Education-An-Invitation-to-Participate.pdf ER - TY - RPRT TI - Developing a Shared Vision of Ethical AI in Education: An invitation to participate AU - The Institute of Ethical AI in Education DA - 2020/// PY - 2020 PB - University of Buckingham ER - TY - RPRT TI - Designing the Education Workforce AU - Lee, Ju-Ho AU - Steer, Liesbet AU - Jimenez, Emmanuel AU - King, Elizabeth M. AU - Erikson, Eliza AB - There is rising evidence that traditional ways of teaching are failing to provide adequate learning opportunities and breadth of skills for the 21st century, likely to leave millions of children and young adults behind. The challenge of meeting the demands of each student with vastly different backgrounds and abilities within today’s models of education has limited the capacity of teachers and education systems to provide the personalized learning that students need. A new approach is required. The Education Commission is partnering with select countries, higher education institutions, schools and tech thought leaders to test the applicability and adaptability of “High-Touch High-Tech (HTHT)” learning in diverse contexts. The first pilot - currently in Vietnam - will incrementally expand to other select countries in Asia, Latin America, and Africa. HTHT learning is an opportunity for new collaborators to become part of a transformative effort to personalize learning for enhanced learner success through the application of Artificial Intelligence. Based on the report, “Transforming the Education Workforce: Learning Teams for a Learning Generation” that the Education Workforce Initiative (EWI) released during 2019 UN General Assembly, we propose new approaches for harnessing the potential of teachers and the broader education workforce to ensure HTHT learning and, more broadly, quality education for all students. CY - Rochester, NY DA - 2020/04/05/ PY - 2020 DP - papers.ssrn.com LA - en M3 - SSRN Scholarly Paper PB - Social Science Research Network SN - ID 3588221 UR - https://papers.ssrn.com/abstract=3588221 Y2 - 2021/03/23/11:17:57 KW - Designing the Education Workforce KW - Eliza Erikson KW - Elizabeth M. King KW - Emmanuel Jimenez KW - Ju-Ho Lee KW - Liesbet Steer KW - SSRN ER - TY - RPRT TI - Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom AB - The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied.  An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE.  A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem.  A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required. CN - 0028 DA - 2020/07/30/ PY - 2020 M3 - Technical Guidance PB - EdTech Hub UR - https://docs.edtechhub.org/lib/K7JDL4IL KW - C:Tanzania KW - H:Online learning KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Deploying an e-learning Environment in Zanzibar: Digital Content Curation AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom AB - In April 2020, the Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank approached EdTech Hub (the Hub) to explore the feasibility of implementing a Virtual Learning Environment (VLE). The MoEVT, the World Bank and the Hub agreed that the Hub would work with the MoEVT to develop the following 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of the e-learning system. This document addresses the second part of the request and is an elaboration of the digital content selection, curation, and adaptation process suggested in the first report. However, this document is a stand-alone piece that does not require familiarity with any of the other deliverables. DA - 2020/// PY - 2020 PB - EdTech Hub UR - https://docs.edtechhub.org/lib/T2W7MU3K KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:not_indexed KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:v2 KW - _r:CopiedFromEvLib KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Deploying an e-Learning Environment in Zanzibar: A Short Guide AU - Groeneveld, Caspar AU - Kibga, Elia AU - Kaye, Tom AB - In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable. CN - 0029 DA - 2020/08// PY - 2020 PB - EdTech Hub UR - https://docs.edtechub.org/lib/85C5HVC7 KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - ELEC TI - Demographic Dividend Country Highlights - Ghana AU - Demographic Dividend T2 - Demographic Dividend DA - 2020/// PY - 2020 UR - https://demographicdividend.org/country_highlights/ghana/ Y2 - 2020/12/12/00:00:00 ER - TY - ELEC TI - Delivering Distance Learning in Emergencies | Education Links AU - USAID AB - The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies. DA - 2020/04/24/ PY - 2020 LA - en UR - https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf Y2 - 2020/05/29/13:22:27 ER - TY - RPRT TI - Delivering distance learning in emergencies: A review of evidence and best practice AU - Morris, Emily AU - Farrell, Anna AU - EnCompass LLC AU - MSI DA - 2020/04/24/ PY - 2020 PB - USAID UR - https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf Y2 - 2020/06/03/08:46:53 ER - TY - RPRT TI - Delivering Distance Learning in Emergencies: a review of evidence and best practice AU - USAID DA - 2020/// PY - 2020 PB - USAID UR - https://www.edu-links.org/sites/default/files/media/file/DELIVERING%20DISTANCE%20LEARNING%20IN%20EMERGENCIES.pdf Y2 - 2020/06/01/18:53:54 ER - TY - RPRT TI - Delivering Distance Education in Emergencies: A Review of Evidence and Best Practice AU - USAID AB - The purpose of this review, produced by USAID's Data and Evidence in Education Programs (DEEP) activity, is to provide evidence on four effective distance learning modalities that can be implemented in USAID-recipient countries during and beyond emergencies. DA - 2020/04/24/ PY - 2020 ER - TY - JOUR TI - Deconstructing EdTech frameworks based on their creators, features, and usefulness AU - Cherner, Todd AU - Mitchell, Chyrstine T2 - Learning, Media and Technology AB - Several theoretical frameworks have been released in recent years to inform how educational technology (edtech) can be used in the classroom. These frameworks range from providing a holistic view of the role edtech plays in education at a macrolevel to analyzing how edtech is used by students and teachers. With a growing number of them now available, researchers have yet to systemically collect and analyze a set of these frameworks, which can result in edtech not being used effectively by practitioners and researchers alike. In response, this study employed a content analysis methodology to analyze nine frameworks designed for using edtech. This study will report its findings regarding the creators of these frameworks, features used to draw attention to the frameworks, and which frameworks key stakeholders may find most useful. To conclude, implications for contextualizing these frameworks within the EdTech Ecosystem will be offered along with critical considerations for practitioners and researchers to use when selecting edtech frameworks for their work. DA - 2020/// PY - 2020 DO - 10.1080/17439884.2020.1773852 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 26 SN - 1743-9884 UR - https://doi.org/10.1080/17439884.2020.1773852 Y2 - 2020/12/07/11:51:47 KW - Critical Media Literacy KW - EdTech KW - Frameworks ER - TY - ELEC TI - Dearth of research in Bangladeshi universities AU - Momin, S DA - 2020/// PY - 2020 UR - https://www.theindependentbd.com/post/235357 ER - TY - JOUR TI - Data or bread? A policy analysis of student experiences of learning under lockdown AU - Jansen, J. T2 - Southern African Review of Education DA - 2020/// PY - 2020 VL - 26 IS - 1 SP - 167 EP - 181 KW - ⛔ No DOI found ER - TY - BILL TI - Data Availability and Transparency Bill 2020 [and] Data Availability and Transparency (Consequential Amendments) Bill 2020 A2 - Markham, David DA - 2020/// PY - 2020 SP - 35 LA - en ER - TY - ELEC TI - Darakht-e Danesh Online Library AU - Darakht-e Danesh AB - The Darakht-e Danesh Online Library for Educators is a repository of open educational resources for teachers, teacher trainers, school administrators, literacy workers and others involved in furthering education in Afghanistan. DA - 2020/// PY - 2020 LA - en UR - https://www.darakhtdanesh.org/en Y2 - 2020/06/03/16:34:39 ER - TY - GEN TI - Cyber Actors Target K-12 Distance Learning Education to Cause Disruptions and Steal Data AB - This Joint Cybersecurity Advisory was coauthored by the Federal Bureau of Investigation (FBI), the Cybersecurity and Infrastructure Security Agency (CISA), and the Multi-State Information Sharing and Analysis Center (MS-ISAC). DA - 2020/// PY - 2020 DP - Zotero LA - en ER - TY - RPRT TI - Curriculum Reform & Building Back Better. AU - Chuang, Rachel AU - Mullan, Joel AB - This EdTech Hub Helpdesk Response presents an overview of curriculum reform implementation within the context of Covid-19 and strengthening education systems for when children return to school ('building back better'). The document emphasises interventions and evidence relevant to African countries. DA - 2020/09// PY - 2020 SN - 24 UR - https://docs.edtechhub.org/lib/TEL4GR8G KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - JOUR TI - Curriculum flexibility in a blended curriculum AU - Jonker, Herma AU - März, Virginie AU - Voogt, Joke T2 - Australasian Journal of Educational Technology AB - This study offers insights into the processes that play a role in realising curriculum flexibility. Curriculum flexibility is conceptualised in terms of adaptability and accessibility of the curriculum to students’ needs and capabilities. To realise curriculum flexibility, the teacher education institution in this study designed a blended curriculum with face-to-face and online components. This flexible curriculum aimed at increasing student enrolment and allowing for variety in students’ graduation portfolios. Through semi-structured interviews with 10 teacher educators, conditions that could foster or hinder the realisation of flexibility were investigated. Results indicate that different contextual, teacher-, and student-related conditions were perceived to affect (further) curriculum flexibility. Furthermore, teacher educators identified several challenges related to these influential conditions, which were recognised as tensions. Based on a discussion of these findings, recommendations for research and practice are given. DA - 2020/01/02/ PY - 2020 DO - 10.14742/ajet.4926 DP - ajet.org.au VL - 36 IS - 1 SP - 68 EP - 84 LA - en SN - 1449-5554 UR - https://ajet.org.au/index.php/AJET/article/view/4926 Y2 - 2022/10/10/09:56:38 KW - blended curriculum KW - case study research KW - collaborative design KW - curriculum flexibility KW - curriculum implementation KW - perceived curriculum KW - qualitative research ER - TY - ELEC TI - Curriculum Development and Technical Services Department AU - Ministry of Primary and Secondary Education (Zimbabwe) DA - 2020/// PY - 2020 UR - http://mopse.co.zw/department/curriculum-development-and-technical-services-department Y2 - 2020/06/27/16:43:49 ER - TY - RPRT TI - Creditor Reporting System (CRS) AU - OECD DA - 2020/// PY - 2020 PB - Organisation for Economic Cooperation and Development (OECD) UR - https://stats.oecd.org/Index.aspx?DataSetCode=crs1 Y2 - 2021/03/10/14:47:55 KW - ___working_potential_duplicate ER - TY - JOUR TI - Creating asynchronous virtual field experiences with 360 video AU - Zolfaghari, Maryam AU - Austin, Christine K AU - Kosko, Karl W AU - Ferdig, Richard E T2 - Journal of Technology and Teacher Education AB - The global COVID-19 pandemic has disrupted normal face- to-face classes across institutions. This has significantly im- pacted methods courses where preservice teachers (PSTs) practice pedagogy in the field (e.g., in the PreK-12 class- room). In this paper, we describe efforts to adapt an assign- ment originally situated in a face-to-face school placement into a virtual version. By utilizing multi-perspective 360 vid- eo, preliminary results suggest virtual field experiences can provide PSTs with similar experiences for observation-based assignments. Acknowledging that immersive virtual experi- ences are not a complete replacement for face-to-face field- based experiences, we suggest virtual field assignments can be a useful supplement or a viable alternative during a time of the pandemic. Keywords: DA - 2020/// PY - 2020 VL - 28 IS - 2 SP - 315 EP - 320 KW - 360 video KW - ex- KW - teacher education KW - virtual-based assignments KW - ⛔ No DOI found ER - TY - RPRT TI - COVID Response Report AU - Family Educational Services Foundation DA - 2020/// PY - 2020 PB - FESF UR - https://www.fesf.org.pk/wp-content/uploads/2020/09/Covid-Response-Report.pdf ER - TY - JOUR TI - COVID-19: the gendered impacts of the outbreak AU - Wenham, Clare AU - Smith, Julia AU - Morgan, Rosemary T2 - The Lancet DA - 2020/03// PY - 2020 DO - 10.1016/S0140-6736(20)30526-2 DP - DOI.org (Crossref) VL - 395 IS - 10227 SP - 846 EP - 848 J2 - The Lancet LA - en SN - 01406736 ST - COVID-19 UR - https://linkinghub.elsevier.com/retrieve/pii/S0140673620305262 Y2 - 2020/05/29/10:04:54 KW - ___working_potential_duplicate ER - TY - ELEC TI - COVID 19: Senegal intends to ensure #LearningNeverStops AU - UNESCO DA - 2020/// PY - 2020 LA - en ST - COVID 19 UR - https://en.unesco.org/news/covid-19-senegal-intends-ensure-learningneverstops Y2 - 2020/06/22/14:35:46 ER - TY - RPRT TI - COVID-19, schooling and learning AU - Asadullah, Niaz DA - 2020/// PY - 2020 DP - Zotero LA - en PB - BRAC UR - https://bigd.bracu.ac.bd/wp-content/uploads/2020/06/COVID-19-Schooling-and-Learning_June-25-2020.pdf KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - JOUR TI - Covid-19 school closures in low- and middle-income countries: Emergent perspectives on the role of educational technology AU - Jordan, Katy T2 - Journal of Learning for Development DA - 2020/// PY - 2020 VL - 7 IS - 3 SP - 399 EP - 415 UR - https://jl4d.org/index.php/ejl4d/article/view/433 KW - COVID-19 KW - ___working_potential_duplicate KW - digital divide KW - education in emergencies. education systems KW - educational technology KW - ⛔ No DOI found ER - TY - ELEC TI - Covid-19 school closures around the world will hit girls hardest AU - Giannini, Stefania AU - Albrectsen, Anne-Birgitte T2 - UNESCO AB - As COVID-19 forces school closures in 185 countries, Plan International and UNESCO warn of the potential for increased drop-out rates which will disproportionately affect adolescent girls, further entrench gender gaps in education and lead to increased risk of sexual exploitation, early pregnancy and early and forced marriage. DA - 2020/03/31/T15:00:09+00:00 PY - 2020 LA - en UR - https://en.unesco.org/news/covid-19-school-closures-around-world-will-hit-girls-hardest Y2 - 2020/04/05/19:46:37 ER - TY - RPRT TI - COVID-19 Response Plan AU - Royal Government of Bhutan DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/bhutan_covid-19_response_plan_guidelines-for-curriculum-implementation.pdf Y2 - 2020/06/09/13:27:00 ER - TY - JOUR TI - Covid-19 Response: Diagnostic Assessment AU - Munyan-Penney, Nicholas AU - Barone, Charles DA - 2020/// PY - 2020 DP - Zotero SP - 6 LA - en UR - http://edreformnow.org/wp-content/uploads/2020/05/COVID-19-Response-Diagnostic-Assessment.pdf KW - ⛔ No DOI found ER - TY - RPRT TI - COVID-19 response and recovery plan: education sector AU - Ministry of Primary and Mass Education DA - 2020/05// PY - 2020 PB - Ministry of Education, Government of the People’s Republic of Bangladesh UR - https://planipolis.iiep.unesco.org/sites/default/files/ressources/bangladesh_moe_covid_19_response_and_recovery_plan.pdf Y2 - 2021/10/25/17:51:47 ER - TY - RPRT TI - COVID-19 Response and Recovery Plan AU - Government of Bangladesh DA - 2020/// PY - 2020 DP - mopme.gov.bd LA - en UR - https://mopme.gov.bd/sites/default/files/files/mopme.portal.gov.bd/notices/c56bd6a7_75e3_4435_bad9_efff2f714192/COVID%2019%20Response%20and%20Recovery%20Plan_Govt.pdf Y2 - 2020/06/10/07:33:53 ER - TY - RPRT TI - COVID-19 Response and Recovery Plan AU - Ministry of Primary and Mass Education CY - Dhaka DA - 2020/// PY - 2020 PB - Government of People's Republic of Bangladesh UR - https://mopme.gov.bd/site/notices/9fca7342-6a60-49a5-9eb8-500d15c51904/CO VID-19-Response-and-Recovery-Plan-of-Ministry-of-Primary-and-Mass-Ed ER - TY - ELEC TI - COVID-19 reinforces the need for connectivity AU - Diop, Makhtar AB - Now is the time to work together to achieve the promise of new technologies for all and keep the world connected. DA - 2020/04// PY - 2020 LA - en UR - https://blogs.worldbank.org/voices/covid-19-reinforces-need-connectivity Y2 - 2020/09/08/15:56:50 ER - TY - JOUR TI - Covid-19 pandemic and online learning: the challenges and opportunities AU - Adedoyin, Olasile Babatunde AU - Soykan, Emrah T2 - Interactive Learning Environments AB - The World Health Organization has declared Covid-19 as a pandemic that has posed a contemporary threat to humanity. This pandemic has successfully forced global shutdown of several activities, including educational activities, and this has resulted in tremendous crisisresponse migration of universities with online learning serving as the educational platform. The crisis-response migration methods of universities, faculty and students, challenges and opportunities were discussed and it is evident that online learning is different from emergency remote teaching, online learning will be more sustainable while instructional activities will become more hybrid provided the challenges experienced during this pandemic are well explored and transformed to opportunities. DA - 2020/09/02/ PY - 2020 DO - 10.1080/10494820.2020.1813180 DP - DOI.org (Crossref) J2 - Interactive Learning Environments LA - en SN - 1049-4820, 1744-5191 ST - Covid-19 pandemic and online learning UR - https://www.tandfonline.com/doi/full/10.1080/10494820.2020.1813180 Y2 - 2021/08/05/16:43:07 ER - TY - NEWS TI - Covid-19: over 45% secondary school students may drop out AU - Mamun, Shohel T2 - Dhaka Tribune DA - 2020/08//7th PY - 2020 UR - https://www.dhakatribune.com/bangladesh/2020/08/07/covid-19-over-45-secondary-school-students-may-drop-out Y2 - 2021/10/25/17:49:30 ER - TY - BLOG TI - COVID-19: Most marginalised children will bear the brunt of unprecedented school closures around the world AU - Save the Children T2 - Save the Children International AB - Governments and communities must act now to ensure that millions of vulnerable children do not lose out on their education as schools close their gates to try and contain the Coronavirus outbreak, warns Save the Children.   More than 120 countries have already introduced nation-wide school and... DA - 2020/03/24/T07:37:54+00:00 PY - 2020 LA - en ST - COVID-19 UR - https://www.savethechildren.net/news/covid-19-most-marginalised-children-will-bear-brunt-unprecedented-school-closures-around-world Y2 - 2020/09/29/15:02:00 ER - TY - JOUR TI - COVID-19, middle level teacher candidates, and colloquialisms: Navigating emergency remote field experiences AU - Eisenbach, Brooke AU - Greathouse, Paula AU - Acquaviva, Caroline T2 - Middle Grades Review AB - COVID-19 challenged teacher educators and teacher candidates in ways we could have never imagined. Colloquialisms regarding the move from educator preparation to practice shifted from common truths to dynamic considerations in light of the pandemic and transition to emergency remote teaching and learning. In this essay, we share our experiences working with middle level teacher candidates during the COVID-19 pandemic. We identify the ways in which our teacher candidates rose to the challenge and demonstrated critical thinking, creativity and compassion beyond our prior expectations of rising middle level educators amidst a time of unprecedented change and uncertainty. DA - 2020/// PY - 2020 VL - 6 IS - 2 SP - 1 EP - 6 UR - https://scholarworks.uvm.edu/mgreview/vol6/iss2/2 KW - Altruism KW - Communicable Diseases KW - Computer Mediated Communication KW - Cooperation KW - Creativity KW - Critical Thinking KW - Disease Control KW - Educational Technology KW - Interpersonal Relationship KW - Middle School Teachers KW - Preservice Teacher Education KW - Preservice Teachers KW - Seminars KW - Teacher Educators KW - Technology Uses in Education KW - ⛔ No DOI found ER - TY - ELEC TI - COVID-19: Más del 95 por ciento de niños y niñas está fuera de las escuelas de América Latina y el Caribe AU - UNICEF DA - 2020/// PY - 2020 LA - en ST - COVID-19 UR - https://www.unicef.org/mexico/comunicados-prensa/covid-19-m%C3%A1s-del-95-por-ciento-de-ni%C3%B1os-y-ni%C3%B1as-est%C3%A1-fuera-de-las-escuelas-de Y2 - 2022/08/25/17:35:03 ER - TY - MGZN TI - Covid-19 Is History’s Biggest Translation Challenge AU - McCulloch, Gretchen T2 - Wired AB - Services like Google Translate support only 100 languages, give or take. What about the thousands of other languages—spoken by people just as vulnerable to this crisis? DA - 2020/05/31/ PY - 2020 DP - www.wired.com LA - en SN - 1059-1028 UR - https://www.wired.com/story/covid-language-translation-problem/ Y2 - 2020/06/04/10:36:51 KW - coronavirus KW - covid-19 KW - language KW - translation KW - web ER - TY - RPRT TI - COVID-19 is a serious threat to aid to education recovery | Global Education Monitoring Report AU - UNESCO T2 - Global Education Monitoring Report CY - Paris DA - 2020/// PY - 2020 PB - UNESCO SN - Policy Paper 41 UR - https://en.unesco.org/gem-report/node/3141 Y2 - 2021/07/14/17:09:50 ER - TY - GEN TI - COVID-19 in Pakistan: A Phone Survey to Assess Education, Economic, and Health-Related Outcomes AU - Akmal, Maryam AU - Crawfurd, Lee AU - Hares, Susannah AU - Minardi, Ana Luiza AB - Using a sample of 1,211 households in Pakistan, we examine the effects of COVID-19 on three key domains: education, economic, and health-related. F... DA - 2020/10/15/ PY - 2020 DO - https://dataverse.harvard.edu/citation?persistentid=doi:10.7910/dvn/egq4xo DP - dataverse.harvard.edu LA - en ST - COVID-19 in Pakistan UR - https://dataverse.harvard.edu/dataset.xhtml?persistentId=doi:10.7910/DVN/EGQ4XO Y2 - 2021/03/31/13:24:19 KW - ___working_potential_duplicate ER - TY - JOUR TI - COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica AU - Salas, Gonzalo AU - Santander, Priscilla AU - Precht Gandarillas, Andrea AU - Scholten, Hernán AU - Moretti, Renato AU - López-López, Wilson T2 - Avances en Psicología Latinoamericana, 38(2), 1-17 AB - La pandemia de Coronavirus-19 (COVID-19) ha superado los cinco millones de casos en todo el mundo y sus consecuencias han sido devastadoras para la salud y la sociedad en general. Como parte de los protocolos sanitarios que buscan mitigar los efectos de la pandemia, se implementó el cierre de escuelas en la mayoría de los países; Chile no fue la excepción. En el marco de este artículo, se busca dar cuenta del impacto psicosocial de esta medida en las escuelas chilenas y ampliar la reflexión a Latinoamérica. En este sentido, se analizan fundamentalmente las decisiones gubernamentales a partir de la creación del programa Aprendo en Línea y se propone una contextualización y un contraste con las iniciativas adoptadas en otros países, para luego explorar las condiciones del ejercicio de la actividad docente y sus consecuencias en el contexto familiar, para terminar con el impacto en la relación entre las familias y las escuelas. Esto permite visualizar, una vez más, no solo la desigualdad estructural del sistema educativo chileno, sino también su mantenimiento y eventual profundización. Las discusiones y medidas por implementar a partir de la coyuntura actual plantean retos que, más allá del contexto particular de Chile, pueden hacerse extensivos a otros países de Latinoamérica. DA - 2020/// PY - 2020 DP - repositorio.ucm.cl J2 - COVID-19: psychosocial impact on school in Chile. Inequalities and challenges for Latin America LA - es ST - COVID-19 UR - http://repositorio.ucm.cl/handle/ucm/repositorio.ucm.cl/handle/ucm/3186 Y2 - 2022/06/06/17:20:10 KW - ⛔ No DOI found ER - TY - JOUR TI - COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica AU - Salas, Gonzalo AU - Santander, Priscilla AU - Precht Gandarillas, Andrea AU - Scholten, Hernán AU - Moretti, Renato AU - López-López, Wilson T2 - Avances en Psicología Latinoamericana, 38(2), 1-17 AB - La pandemia de Coronavirus-19 (COVID-19) ha superado los cinco millones de casos en todo el mundo y sus consecuencias han sido devastadoras para la salud y la sociedad en general. Como parte de los protocolos sanitarios que buscan mitigar los efectos de la pandemia, se implementó el cierre de escuelas en la mayoría de los países; Chile no fue la excepción. En el marco de este artículo, se busca dar cuenta del impacto psicosocial de esta medida en las escuelas chilenas y ampliar la reflexión a Latinoamérica. En este sentido, se analizan fundamentalmente las decisiones gubernamentales a partir de la creación del programa Aprendo en Línea y se propone una contextualización y un contraste con las iniciativas adoptadas en otros países, para luego explorar las condiciones del ejercicio de la actividad docente y sus consecuencias en el contexto familiar, para terminar con el impacto en la relación entre las familias y las escuelas. Esto permite visualizar, una vez más, no solo la desigualdad estructural del sistema educativo chileno, sino también su mantenimiento y eventual profundización. Las discusiones y medidas por implementar a partir de la coyuntura actual plantean retos que, más allá del contexto particular de Chile, pueden hacerse extensivos a otros países de Latinoamérica. DA - 2020/// PY - 2020 DP - repositorio.ucm.cl J2 - COVID-19: psychosocial impact on school in Chile. Inequalities and challenges for Latin America LA - es ST - COVID-19 UR - http://repositorio.ucm.cl/handle/ucm/repositorio.ucm.cl/handle/ucm/3186 Y2 - 2022/06/06/17:20:10 KW - ⛔ No DOI found ER - TY - JOUR TI - COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica AU - Salas, Gonzalo AU - Santander, Priscilla AU - Precht, Andrea AU - Scholten, Hernán AU - Moretti, Renato AU - López-López, Wilson T2 - Avances en Psicología Latinoamericana AB - The Coronavirus-19 (covid-19) pandemic has exceeded five million cases worldwide, and its consequences have been devastating for health and society in general. As part of the health protocols that seek to mitigate the pandemic’s effects, school closures were implemented in most countries, where Chile was no exception. In the framework of this article, we seek to give an account of the psychosocial impact of this initiative on Chilean schools and to broaden the reflection to the rest of Latin America. In this sense, we analyze government decisions since the creation of the Aprendo en Línea [I Learn Online] program and propose a contextualization and a contrast with the measures adopted in other countries. We then explore the conditions of the exercise of the teaching activity, its consequences in the family context, and the impact on the relationship between families and schools. This allows us to visualize, once again, not only the structural inequality of the Chilean education system but also its maintenance and eventual deepening. The discussions and measures to be implemented in the current situation pose challenges that, beyond the context of Chile, can be extended to other Latin American countries. DA - 2020/// PY - 2020 DP - Zotero VL - 38 SP - 17 LA - es KW - ⛔ No DOI found ER - TY - JOUR TI - COVID-19: impacto psicosocial en la escuela en Chile. Desigualdades y desafíos para Latinoamérica AU - Salas, Gonzalo AU - Santander, Priscilla AU - Precht, Andrea AU - Scholten, Hernán AU - Moretti, Renato AU - López-López, Wilson T2 - Avances en Psicología Latinoamericana AB - The Coronavirus-19 (covid-19) pandemic has exceeded five million cases worldwide, and its consequences have been devastating for health and society in general. As part of the health protocols that seek to mitigate the pandemic’s effects, school closures were implemented in most countries, where Chile was no exception. In the framework of this article, we seek to give an account of the psychosocial impact of this initiative on Chilean schools and to broaden the reflection to the rest of Latin America. In this sense, we analyze government decisions since the creation of the Aprendo en Línea [I Learn Online] program and propose a contextualization and a contrast with the measures adopted in other countries. We then explore the conditions of the exercise of the teaching activity, its consequences in the family context, and the impact on the relationship between families and schools. This allows us to visualize, once again, not only the structural inequality of the Chilean education system but also its maintenance and eventual deepening. The discussions and measures to be implemented in the current situation pose challenges that, beyond the context of Chile, can be extended to other Latin American countries. DA - 2020/// PY - 2020 DP - Zotero VL - 38 SP - 17 LA - es KW - ⛔ No DOI found ER - TY - ELEC TI - COVID-19 Impact on Education AU - UNESCO T2 - UNESCO DA - 2020/// PY - 2020 LA - en ST - Education UR - https://en.unesco.org/covid19/educationresponse Y2 - 2020/06/09/13:52:48 KW - ___working_potential_duplicate ER - TY - BLOG TI - COVID 19: how Senegal intends to ensure #LearningNeverStops AU - Diawara, Rokhaya Fall AU - Sall, Tidiane T2 - World Education Blog AB - English / Français By Rokhaya Fall Diawara and Tidiane Sall, UNESCO The spread of COVID-19 is a growing worry for Africa. Among the 47 African countries that have closed their schools and universit… DA - 2020/// PY - 2020 LA - en ST - COVID 19 UR - https://gemreportunesco.wordpress.com/2020/04/03/covid-19-how-senegal-intends-to-ensure-learningneverstops/ Y2 - 2020/06/22/14:38:40 ER - TY - RPRT TI - COVID-19 Global Humanitarian Response Plan (Humanitarian response plan) | Financial Tracking Service AU - United Nations AB - United Nations Coordinated Appeal DA - 2020/05// PY - 2020 UR - https://www.humanitarianresponse.info/sites/www.humanitarianresponse.info/files/documents/files/ghrp-covid19_may_update.pdf Y2 - 2020/06/03/18:04:52 KW - ___working_potential_duplicate ER - TY - RPRT TI - COVID-19: Effects of School Closures on Foundational Skills and Promising Practices for Monitoring and Mitigating Learning Loss AU - Alban Conto, Carolina AU - Akseer, Spogmai AU - Dreesen, Thomas AU - Kamei, Akito AU - Mizunoya, Suguru AU - Rigole, Annika T2 - Innocenti Working Paper CY - Florence DA - 2020/10// PY - 2020 DP - Zotero SP - 30 LA - en PB - UNICEF Office of Research - Innocenti SN - 13 UR - https://www.unicef-irc.org/publications/1144-covid19-effects-of-school-closures-on-foundational-skills-and-promising-practices.html KW - ___working_potential_duplicate KW - ⛔ No DOI found ER - TY - ELEC TI - COVID-19 Educational Disruption and Response AU - UNESCO T2 - UNESCO AB - A record number of children and youth are not attending school because of closures mandated by governments in an attempt to slow the spread of COVID-19. DA - 2020/03/04/T15:52:28+00:00 PY - 2020 LA - en UR - https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures Y2 - 2020/03/30/14:23:33 ER - TY - RPRT TI - COVID-19 education response: Preparing the reopening of schools: resource paper AU - UNESCO DA - 2020/// PY - 2020 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373401 Y2 - 2020/06/09/13:47:25 ER - TY - RPRT TI - COVID-19 Education Response Education Sector Issue Notes: Conflict-affected, displaced and vulnerable populations AU - UNESCO DA - 2020/// PY - 2020 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373330 ER - TY - ELEC TI - COVID-19 education equity guide: Digital access AU - Education Trust DA - 2020/// PY - 2020 UR - https://edtrust.org/resource/covid-19-education-equity-guide-digital-access/ ER - TY - RPRT TI - COVID-19 Education Emergency Response Plan AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra-leone-covid19-education-response-plan-pdf.pdf Y2 - 2020/06/25/18:31:37 ER - TY - RPRT TI - Covid-19, EdTech, and Survey Alignment in Education AU - Fitzpatrick, Rachael AU - McIntyre, Nora AU - Wilson, Samuel AU - Rose, Pauline DA - 2020/11/12/ PY - 2020 M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/84NR98PF KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoETH:submitted ER - TY - ELEC TI - Covid-19 disrupts education in rural Bangladesh AU - Uttom, Stephan AU - Rozario, Rock T2 - UCA News AB - Pupils and teachers lament lack of access to online classes due to poverty DA - 2020/// PY - 2020 LA - en UR - https://www.ucanews.com/news/covid-19-disrupts-education-in-rural-bangladesh/87976 Y2 - 2020/08/18/01:13:47 ER - TY - ELEC TI - Covid-19 Crisis: UNESCO Call to Support Learning and Knowledge Sharing through Open Educational Resources AU - UNESCO T2 - UNESCO AB - In response to the massive disruption of education due to the Covid-19 pandemic affecting 1.57 billion learners in 191 countries, UNESCO has issued a Call to support learning and knowledge sharing through Open Educational Resources (OER) worldwide. OER are learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright released under an open license[1], permitting no-cost access, re-use, re-purpose, adaptation and redistribution by others. DA - 2020/04/28/ PY - 2020 LA - en ST - Covid-19 Crisis UR - https://en.unesco.org/news/covid-19-crisis-unesco-call-support-learning-and-knowledge-sharing-through-open-educational Y2 - 2020/07/16/15:08:27 ER - TY - JOUR TI - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses| Part II: Developing Countries with Focus on Sub-Saharan Africa AU - Wodon, Quentin T2 - Journal of Catholic Education DA - 2020/// PY - 2020 DP - Google Scholar VL - 23 IS - 1 SP - 51 EP - 86 ST - COVID-19 Crisis, Impacts on Catholic Schools, and Potential Responses| Part II KW - ⛔ No DOI found ER - TY - BLOG TI - COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings AU - World Bank T2 - World Bank AB - COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings DA - 2020/06/18/ PY - 2020 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/news/press-release/2020/06/18/covid-19-could-lead-to-permanent-loss-in-learning-and-trillions-of-dollars-in-lost-earnings Y2 - 2020/07/14/15:01:20 ER - TY - RPRT TI - COVID-19 Coordinated Education Response Plan for Ghana AU - Ghana Education Services DA - 2020/// PY - 2020 DP - Zotero LA - en ER - TY - RPRT TI - COVID-19 Coordinated Education Response Plan for Ghana AU - Ministry of Education, Ghana DA - 2020/// PY - 2020 DP - Zotero SP - 11 LA - en UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/education-response-plan-to-covid-19-in-ghana-april-2020-1.pdf ER - TY - BLOG TI - COVID-19 boosts digitization of higher education in Bangladesh AU - Rahman, M AU - ul-Aziz, M AU - Ahmed, S DA - 2020/// PY - 2020 UR - https://blogs.worldbank.org/endpovertyinsouthasia/covid-19-boosts-digitization-higher-education-bangladesh ER - TY - RPRT TI - COVID-19 - Are children able to continue learning during school closures? A global analysis of the potential reach of remote learning policies using data from 100 countries AU - UNICEF CY - New York, NY DA - 2020/// PY - 2020 PB - United Nations Children's Fund UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ ER - TY - GEN TI - COVID-19: Are children able to continue learning during school closures? AU - UNICEF DA - 2020/08// PY - 2020 UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ ER - TY - RPRT TI - COVID-19: Are children able to continue learning during school closures? AU - UNICEF AB - In response to the unprecedented educational challenges created by school closures due to the COVID-19 pandemic, more than 90 per cent of countries have implemented some form of remote learning policy. This factsheet estimates the potential reach of digital and broadcast remote learning responses, finding that at least 463 million students around the globe remain cut off from education, mainly due to a lack of remote learning policies or lack of equipment needed for learning at home. This data primarily stems from the UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures (June-July 2020), as well as household microdata from sources like Multiple Indicator Cluster Surveys (MICS), Demographic and Health Surveys (DHS). The actual number of students who cannot be reached is likely significantly higher than estimated in this factsheet, which reflects best-case scenarios based on policies that were implemented and the technologies available in households. In many situations, despite remote learning policies and the presence of the necessary technology at home, children may be unable to learn due to skills gaps among their teachers or a lack of parental support. It is important to understand the characteristics and number of children who were not able to benefit from these remote learning policies so that the policies can be improved. By providing insights on which school children did not have access to digital or broadcast remote learning opportunities during school closures, this factsheet seeks to help policymakers make choices that will ensure more children can acquire an education during the COVID-19 pandemic and beyond. DA - 2020/08/26/ PY - 2020 LA - en-US PB - UNICEF ST - COVID-19 UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2020/09/08/14:46:51 KW - ___working_potential_duplicate ER - TY - ELEC TI - COVID-19: Are children able to continue learning during school closures? AU - UNICEF T2 - UNICEF DATA DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US ST - COVID-19 UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2020/09/30/12:23:59 KW - ___working_potential_duplicate ER - TY - ELEC TI - COVID-19: Are children able to continue learning during school closures? AU - UNICEF T2 - UNICEF DATA DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US ST - COVID-19 UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2020/09/30/12:23:59 KW - ___working_potential_duplicate ER - TY - RPRT TI - COVID-19 and the education response in Indonesia: exploring the learning crisis AU - Suriastini, Wayan AU - Setyo, Pujiastuti AU - Herawati, Fita AU - Naryanta AU - Moddilani, Ganiko AU - Pellini, Arnaldo DA - 2020/11// PY - 2020 M3 - Case Study PB - EdTech Hub KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - RPRT TI - COVID-19 and Social Mobility Impact Brief #1: School Shutdown AU - Cullinane, Carl AU - Montacute, Rebecca DA - 2020/// PY - 2020 DP - Zotero SP - 11 LA - en PB - The Sutton Trust UR - https://www.suttontrust.com/wp-content/uploads/2020/04/COVID-19-Impact-Brief-School-Shutdown.pdf ER - TY - BLOG TI - COVID-19 and school closures: What can countries learn from past emergencies? AU - Winthrop, Rebecca T2 - Brookings AB - The education in emergencies community can offer good practices for countries battling COVID-19 where education has been disrupted for a protracted period. DA - 2020/03/31/T15:59:56+00:00 PY - 2020 LA - en-US ST - COVID-19 and school closures UR - https://www.brookings.edu/research/covid-19-and-school-closures-what-can-countries-learn-from-past-emergencies/ Y2 - 2021/08/06/19:05:47 ER - TY - ELEC TI - COVID-19 and School Closures: Are children able to continue learning during school closures? A global analysis of the potential reach of remote learning policies AU - UNICEF T2 - UNICEF DATA DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US ST - COVID-19 and School Closures UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2021/10/11/14:34:24 ER - TY - RPRT TI - COVID-19 and School Closures: Are children able to continue learning during school closures? AU - UNICEF AB - In response to the unprecedented educational challenges created by school closures due to the COVID-19 pandemic, more than 90 per cent of countries have implemented some form of remote learning policy. This factsheet estimates the potential reach of digital and broadcast remote learning responses, finding that at least 463 million students around the globe remain cut off from education, mainly due to a lack of remote learning policies or lack of equipment needed for learning at home. This data primarily stems from the UNESCO-UNICEF-World Bank Survey on National Education Responses to COVID-19 School Closures (June-July 2020), as well as household microdata from sources like Multiple Indicator Cluster Surveys (MICS), Demographic and Health Surveys (DHS). The actual number of students who cannot be reached is likely significantly higher than estimated in this factsheet, which reflects best-case scenarios based on policies that were implemented and the technologies available in households. In many situations, despite remote learning policies and the presence of the necessary technology at home, children may be unable to learn due to skills gaps among their teachers or a lack of parental support. It is important to understand the characteristics and number of children who were not able to benefit from these remote learning policies so that the policies can be improved. By providing insights on which school children did not have access to digital or broadcast remote learning opportunities during school closures, this factsheet seeks to help policymakers make choices that will ensure more children can acquire an education during the COVID-19 pandemic and beyond. DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US PB - UNICEF DATA ST - COVID-19 and School Closures UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2021/05/24/15:34:00 ER - TY - RPRT TI - COVID-19 and School Closures: Are children able to continue learning AU - UNICEF DA - 2020/// PY - 2020 LA - en-US ST - COVID-19 and School Closures UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2020/12/02/05:42:08 KW - ___working_potential_duplicate ER - TY - ELEC TI - COVID-19 and School Closures: Are children able to continue learning AU - UNICEF T2 - UNICEF DATA DA - 2020/08/26/T23:01:40+00:00 PY - 2020 LA - en-US ST - COVID-19 and School Closures UR - https://data.unicef.org/resources/remote-learning-reachability-factsheet/ Y2 - 2021/03/31/13:32:57 KW - ___working_potential_duplicate ER - TY - JOUR TI - COVID-19 and remote learning : Experiences of parents with children during the pandemic AU - Garbe, Amber AU - Ogurlu, Uzeyir AU - Logan, Nikki AU - Cook, Perry T2 - American Journal of Qualitative Research AB - In the spring of 2020, schools across the globe closed their doors to decrease the spread of the viral outbreak during the COVID -19 pandemic. This physical closure led to a rapid shift to remote learning which placed more responsibility for learning on parents and guardians. As one of the major stakeholders in the education process, experiences of parents with their children during remote learning are worth examining to inform future policy decision making. This study aimed to investigate parents’ experiences and struggles during school closure using an online survey. Thematic coding was conducted to analyze parental responses regarding their greatest educational struggle experienced during the COVID school closure. The results indicate parents agreed with the school closure policy and were generally satisfied with the level of support provided by school districts whilst describing some areas of struggle. Parents described having difficulties with balancing responsibilities, learner motivation, accessibility, and learning outcomes. The results of the study suggest some important implications and recommendations for educators and policymakers. DA - 2020/// PY - 2020 VL - 4 IS - 3 SP - 45 EP - 65 KW - covid-19 KW - pandemic KW - parents KW - remote learning KW - ⛔ No DOI found ER - TY - RPRT TI - COVID-19 and Options for Financing Education AU - Read, Lindsay DA - 2020/// PY - 2020 M3 - Background paper prepared for the Save Our Future white paper Averting an Education Catastrophe for the World's Children. PB - Save Our Future UR - https://saveourfuture.world/wp-content/uploads/2020/12/COVID-19-and-Options-for-Financing-Education_SOF_BP7.pdf ER - TY - RPRT TI - COVID-19 and options for financing education AU - Read, Lindsay T2 - Background paper prepared for the Save Our Future white paper Averting an Education Catastrophe for the World’s Children DA - 2020/// PY - 2020 PB - Save Our Future UR - https://saveourfuture.world/white-paper/ Y2 - 2021/05/05/17:42:34 ER - TY - RPRT TI - COVID-19 and Its Implications for Protecting Children Online AU - UNICEF AU - UNESCO AU - WHO AU - UNODC AU - ITU AU - End Violence Against Children AU - We Protect Global Alliance DA - 2020/04// PY - 2020 LA - EN UR - https://inee.org/system/files/resources/COVID-19%20and%20Its%20Implications%20for%20Protecting%20Children%20Online.pdf ER - TY - RPRT TI - COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery AU - United Nations Development Programme DA - 2020/06/29/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - UN ST - COVID-19 and Human Development UR - https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en Y2 - 2020/08/06/14:34:34 KW - ___working_potential_duplicate ER - TY - RPRT TI - COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery AU - United Nations Development Programme DA - 2020/06/29/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - UN ST - COVID-19 and Human Development UR - https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en Y2 - 2020/08/06/14:34:34 KW - ___working_potential_duplicate ER - TY - RPRT TI - COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery AU - United Nations Development Programme DA - 2020/06/29/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - UNDP ST - COVID-19 and Human Development UR - https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en Y2 - 2020/12/02/05:39:05 KW - ___working_potential_duplicate ER - TY - RPRT TI - COVID-19 and Human Development: Assessing the Crisis, Envisioning the Recovery AU - United Nations Development Programme DA - 2020/06/29/ PY - 2020 DP - DOI.org (Crossref) LA - en PB - UNDP ST - COVID-19 and Human Development UR - https://www.un-ilibrary.org/public-health/covid-19-and-human-development_161b9678-en Y2 - 2020/12/02/05:39:05 KW - ___working_potential_duplicate ER - TY - BLOG TI - COVID-19 and girls' education: What we know so far and what we expect AU - Mendez Acosta, Amina AU - Evans, David T2 - Center For Global Development AB - The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues. DA - 2020/// PY - 2020 LA - en ST - COVID-19 and Girls' Education UR - https://www.cgdev.org/blog/covid-19-and-girls-education-what-we-know-so-far-and-what-we-expect-happen Y2 - 2021/04/29/09:25:27 KW - ___working_potential_duplicate ER - TY - ELEC TI - COVID-19 and Girls' Education: What We Know So Far and What We Expect AU - Mendez Acosta, Amina AU - Evans, David T2 - Center for Global Development | Ideas to Action AB - The potential impacts of the COVID-19 pandemic on girls’ education are numerous and diverse. It’s too early for us to predict with confidence the impact of the pandemic on dropouts and longer-term outcomes. But research from previous pandemics and initial findings in this one can give us clues. DA - 2020/// PY - 2020 LA - en ST - COVID-19 and Girls' Education UR - https://www.cgdev.org/blog/covid-19-and-girls-education-what-we-know-so-far-and-what-we-expect-happen Y2 - 2022/08/12/15:55:53 ER - TY - BLOG TI - COVID-19 and education: The digital gender divide among adolescents in sub Saharan Africa AU - Amaro, D. AU - Pandolfelli, L. AU - Sanchez-Tapia, I. AU - Brossard, M. T2 - UNICEF DA - 2020/// PY - 2020 UR - https://blogs.unicef.org/evidence-for-action/covid-19-and-education-the-digital-gender-divide-among-adolescents-in-sub-saharan-africa/ KW - ___working_potential_duplicate ER - TY - JOUR TI - COVID-19 and e-learning: the challenges of students in tertiary institutions in Ghana AU - Aboagye, Emmanuel AU - Yawson, Joseph Anthony AU - Appiah, Kofi Nyantakyi T2 - Social Education Research AB - Problems associated with the transition from conventional learning (face to face) to online learning (e-learning) in the educational system are well documented. The present study explores the challenges students in tertiary institutions have reported facing in online learning in the era of coronavirus pandemic. Using a sample (n = 141), an initial principal component factor analysis was conducted to group the constructs. Eight groups that emerged were social issues, lecturer issues, accessibility issues, learner motivation, academic issues, generic issues, learner intentions, and demographics. Cronbach’s alpha was used to determine the reliability of the scales resulting in the deletion of learner motivation. Comparing the means of the factors revealed that the most important challenge for students to study online was accessibility issues. This was followed by social issues, lecturer issues, academic issues, and generic issues. The mean for the individual items in learners’ intention to study online showed that students were not ready to study online. A Multiple Regression Analysis was further conducted to determine which factors pose the most important challenges to the student’s decision to study online. Social issues and lecturer issues were significant. In the final model, only lecturer issues were significant. A blended approach-where conventional teaching is combined with online teaching should have ushered the learners to complete online learning. DA - 2020/06/30/ PY - 2020 DO - 10.37256/ser.122020422 DP - ResearchGate VL - 1 IS - 1 SP - 109 EP - 115 J2 - Social Education Research UR - https://www.researchgate.net/publication/342591007_COVID-19_and_E-learning_the_challenges_of_Students_in_tertiary_institutions_in_Ghana ER - TY - JOUR TI - COVID-19 and Bangladesh: challenges and how to address them AU - Anwar, Saeed AU - Nasrullah, Mohammad AU - Hosen, Mohammad Jakir T2 - Frontiers in Public Health AB - As the coronavirus outbreak quickly surges worldwide, many countries are adopting non-therapeutic preventive measures, which include travel bans, remote office activities, country lockdown, and most importantly, social distancing. However, these measures face challenges in Bangladesh, a lower-middle-income economy with one of the world's densest populations. Social distancing is difficult in many areas of the country, and with the minimal resources the country has, it would be extremely challenging to implement the mitigation measures. Mobile sanitization facilities and temporary quarantine sites and healthcare facilities could help mitigate the impact of the pandemic at a local level. A prompt, supportive, and empathic collaboration between the Government, citizens, and health experts, along with international assistance, can enable the country to minimize the impact of the pandemic. DA - 2020/04/30/ PY - 2020 DO - 10.3389/fpubh.2020.00154 DP - PubMed Central VL - 8 IS - 154 J2 - Front Public Health SN - 2296-2565 ST - Covid-19 and bangladesh UR - https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7203732/ Y2 - 2021/10/25/17:09:52 ER - TY - RPRT TI - COVID-19: A spotlight on child data governance gaps AU - Raftree, Linda AU - Byrne, Jasmina DA - 2020/// PY - 2020 DP - Zotero SP - 8 LA - en PB - UNICEF UR - https://www.unicef.org/globalinsight/reports/covid-19-spotlight-child-data-governance-gaps KW - ___working_potential_duplicate ER - TY - GEN TI - COVID-19: A spotlight on child data governance gaps AU - Raftree, Linda AU - Day, Emma DA - 2020/// PY - 2020 DP - Google Scholar ST - COVID-19 KW - ___working_potential_duplicate ER - TY - GEN TI - Cover Note for COVID-19 Accelerated Funding Request AU - Global Partnership for Education DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/content/cover-note-covid-19-coronavirus-accelerated-funding-request ER - TY - RPRT TI - Cover note for COVID-19 accelerated funding request AU - Global Partnership for Education DA - 2020/// PY - 2020 PB - Global Partnership for Education UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-05-COVID-19-AFF-Request-Tanzania-Mainland.pdf Y2 - 2021/02/10/19:21:14 ER - TY - RPRT TI - Country-level research review: Sierra Leone AU - Kallon Kelly, Christiana AU - Koomar, Saalim AU - Kreimeia, Adam AU - McBurnie, Chris AU - Mitchell, Joel AU - Myers, Christina DA - 2020///unpublished PY - 2020 KW - dode_eth-src-eth ER - TY - NEWS TI - Could coronavirus lockdowns help close Latin America's digital divide? AU - Moloney, Anastasia T2 - Reuters AB - As Colombia enters its eighth week of coronavirus lockdown, street vendor Luis Duarte worries that his teenage daughter might not finish her school year now that her classes have moved online. DA - 2020/05/12/T11:12:14Z PY - 2020 DP - www.reuters.com LA - en SE - Coronavirus: Full Coverage UR - https://www.reuters.com/article/us-health-coronavirus-latam-tech-trfn-idUSKBN22O1L5 Y2 - 2022/06/06/09:21:19 KW - Americas KW - CORONAVIRUS KW - Central America KW - Children KW - Civil Liberties KW - Civil Rights KW - Coronavirus KW - Education KW - Enterprise Reporting KW - Features KW - Fundamental Rights KW - General News KW - Government KW - HEALTH KW - Health KW - Human Rights KW - Internet KW - LATAM KW - Medicine KW - Peru KW - Politics KW - Social Issues KW - Society KW - South America KW - TECH KW - TRFN KW - Technology (TRBC level 1) KW - US KW - United Nations KW - World Wide Web KW - Youth Issues ER - TY - RPRT TI - Cost Measurement Guidance Note for Donor-Funded Education Programming AU - Walls, Elena AU - Tulloch, Caitlin AU - Holla, Alaka CY - Washington, DC DA - 2020/// PY - 2020 PB - United States Agency for International Development, prepared for Building Evidence in Education (BE2) UR - https://www.edu-links.org/sites/default/files/media/file/BE2%20cost%20measurement%20guidance%20note%20final.pdf Y2 - 2021/04/20/15:35:39 ER - TY - RPRT TI - Cost Effective Approaches to Improve Global Learning: What Does Recent Evidence Tell Us Are Smart Buys for Improving Learning in Low-and-Middle Income Countries AU - Global Education Evidence Advisory Panel DA - 2020/10// PY - 2020 PB - World Bank; FCDO; Building Evidence in Education UR - https://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf Y2 - 2024/02/06/16:40:33 ER - TY - RPRT TI - Cost Effective Approaches to Improve Global Learning What Does Recent Evidence Tell Us Are Smart Buys for Improving Learning in Low-and-Middle-Income Countries AU - Global Education Evidence Advisory Panel DA - 2020/10// PY - 2020 PB - World Bank; FCDO; Building Evidence in Education UR - http://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf Y2 - 2020/12/15/16:59:36 ER - TY - RPRT TI - Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? AU - World Bank AB - Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English) CY - Washington DC, USA DA - 2020/// PY - 2020 LA - en ST - Cost-Effective Approaches to Improve Global Learning UR - https://documents1.worldbank.org/curated/en/719211603835247448/pdf/Cost-Effective-Approaches-to-Improve-Global-Learning-What-Does-Recent-Evidence-Tell-Us-Are-Smart-Buys-for-Improving-Learning-in-Low-and-Middle-Income-Countries.pdf Y2 - 2020/12/08/14:06:56 ER - TY - RPRT TI - Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? AU - World Bank AU - Foreign, Commonwealth & Development Office AU - BE2 AB - Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English) CY - Washington DC, USA DA - 2020/// PY - 2020 LA - en M3 - Text/HTML ST - Cost-Effective Approaches to Improve Global Learning UR - https://www.worldbank.org/en/topic/teachingandlearning/publication/cost-effective-approaches-to-improve-global-learning Y2 - 2020/12/08/14:06:56 ER - TY - RPRT TI - Cost Analysis Guidance for USAID-Funded Education Activities AU - Walls, Elena AU - Tulloch, Caitlin AU - Harris-Van Keuren, Christine CY - Washington D.C. DA - 2020/// PY - 2020 DP - Zotero SP - 63 LA - en PB - United States Agency for International Development UR - https://www.edu-links.org/resources/usaid-cost-measurement ER - TY - ELEC TI - Coronavirus Outbreak, Schooling and Learning: Study on Secondary School Students in Bangladesh AU - Asadullah, N AU - Bhattacharjee, A AU - Tasnim, M AU - Mumtahena, F DA - 2020/// PY - 2020 UR - https://bigd.bracu.ac.bd/study/coronavirus-outbreak-schooling-and-learning-study-on-secondary-school-students-in-bangladesh/ ER - TY - NEWS TI - Coronavirus: John Magufuli declares Tanzania free of Covid-19 AU - BBC T2 - BBC News AB - President John Magufuli says prayers have helped eliminate the deadly virus from the country. DA - 2020/// PY - 2020 DP - www.bbc.co.uk LA - en-GB SE - Africa ST - Coronavirus UR - https://www.bbc.com/news/world-africa-52966016 Y2 - 2021/01/22/12:34:50 ER - TY - RPRT TI - Coronavirus has highlighted the UK's digital divide AU - Holmes, H. AU - Burgess, G. DA - 2020/// PY - 2020 PB - Cambridge Centre for Housing & Planning Research UR - https://www.cchpr.landecon.cam.ac.uk/Research/Start-Year/2017/building_better_opportunities_new_horizons/digital_divide/presentation_slides/at_download/file ER - TY - BLOG TI - Coronavirus: Edtech unicorn BYJU’S free offer sees 150% jump in new students AU - Sangwan, Sujata AB - The initiative to support students to learn from home during coronavirus outbreak receives overwhelming response from metros and non-metros, BYJU'S said. DA - 2020/// PY - 2020 LA - en ST - Coronavirus UR - https://yourstory.com/2020/04/edtech-unicorn-byjus-students-free-access-coronavirus Y2 - 2020/06/10/07:33:54 ER - TY - ELEC TI - Coronavirus (COVID-19) Resources | INEE AU - Inter-agency Network for Education in Emergencies (INEE). DA - 2020/// PY - 2020 UR - https://inee.org/covid-19/resources Y2 - 2020/05/29/15:01:03 ER - TY - BLOG TI - Continue or reboot? Overarching options for education responses to COVID-19 in low- and middle-income countries AU - Haßler, Björn AB - Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513 DA - 2020/04/16/ PY - 2020 ST - Continue or reboot? UR - https://opendeved.net/2020/04/15/continue-or-reboot/ Y2 - 2020/04/18/10:09:31 KW - COV:COVID and reopening of schools KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _yl:p KW - _zenodoETH KW - _zenodoODE KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Contexts of School and Pastoralist Family Communication in Rural Mongolia: An Ecological Model AU - Sukhbaatar, Batdulam CY - Hungary DA - 2020/// PY - 2020 DP - Zotero SP - 170 LA - en PB - University of Szeged SN - PhD Dissertation ER - TY - RPRT TI - Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans AU - Adam, Taskeen AU - Koomar, Saalim AU - Haßler, Björn AB - This EdTech Hub Helpdesk Response provides feedback on 15 Tanzania University Strategic Implementation Plans (USIPs) submitted to the Word Bank’s Higher Education for Economic Transformation Project (HEET). The feedback is intended to enhance and strengthen the plans provided by universities such that the USD 300 million is allocated and spent most effectively. DA - 2020/08/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 09 UR - https://docs.edtechhub.org/lib/7AFXFRPC KW - Helpdesk Response KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _dont_post_PDF KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Considerations for school-related public health measures in the context of COVID-19 AU - WHO DA - 2020/// PY - 2020 UR - https://www.who.int/publications/i/item/considerations-for-school-related-public-health-measures-in-the-context-of-covid-19 ER - TY - RPRT TI - Conseils pour l’introduction de la technologie en classe Liste de sources annotée AU - Allier-Gagneur, Zoé AU - Lwamba, Etienne AB - Cette liste de sources annotée a pour but d’informer la prise de décisions des acteurs du domaine de l’éducation concernant l’introduction de technologies en classe dans les pays à revenu faible et intermédiaire. Cette liste est une introduction qui expose de façon informelle certains des conseils généraux que prodiguent souvent les experts de l’EdTech Hub. CN - 0024 DA - 2020/// PY - 2020 LA - fr PB - EdTech Hub UR - https://docs.edtechhub.org/lib/PA2H8NGA KW - F: Helpdesk response KW - LP: French KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH ER - TY - ELEC TI - Connecting Classrooms through Global Learning AU - British Council DA - 2020/// PY - 2020 UR - https://connecting-classrooms.britishcouncil.org/ ER - TY - RPRT TI - Connected Women: The Mobile Gender Gap Report AU - GSMA DA - 2020/// PY - 2020 UR - https://www.gsma.com/mobilefordevelopment/wp-content/uploads/2020/05/GSMA-The-Mobile-Gender-Gap-Report-2020.pdf Y2 - 2020/07/07/13:16:43 ER - TY - RPRT TI - Conducting value for money analysis in digitising education systems in Tanzania (inception report) AU - Mtebe, Joel DA - 2020/// PY - 2020 PB - PO-RALG ER - TY - JOUR TI - Computational Grounded Theory: A Methodological Framework AU - Nelson, Laura K. T2 - Sociological Methods & Research AB - This article proposes a three-step methodological framework called computational grounded theory, which combines expert human knowledge and hermeneutic skills with the processing power and pattern recognition of computers, producing a more methodologically rigorous but interpretive approach to content analysis. The first, pattern detection step, involves inductive computational exploration of text, using techniques such as unsupervised machine learning and word scores to help researchers to see novel patterns in their data. The second, pattern refinement step, returns to an interpretive engagement with the data through qualitative deep reading or further exploration of the data. The third, pattern confirmation step, assesses the inductively identified patterns using further computational and natural language processing techniques. The result is an efficient, rigorous, and fully reproducible computational grounded theory. This framework can be applied to any qualitative text as data, including transcribed speeches, interviews, open-ended survey data, or ethnographic field notes, and can address many potential research questions. DA - 2020/02/01/ PY - 2020 DO - 10.1177/0049124117729703 DP - SAGE Journals VL - 49 IS - 1 SP - 3 EP - 42 LA - en SN - 0049-1241 ST - Computational Grounded Theory UR - https://doi.org/10.1177/0049124117729703 Y2 - 2024/01/18/22:32:02 KW - _Added-ailr-2024 ER - TY - RPRT TI - Compendium of Social Protection Research in Bangladesh AU - Government of Bangladesh DA - 2020/01// PY - 2020 PB - The General Economics Division (GED), Bangladesh Planning Commission UR - http://socialprotection.gov.bd/wp-content/uploads/2020/03/Compendium-of-Social-Protection-Research-in-Bangladesh.pdf Y2 - 2020/06/09/00:00:00 ER - TY - JOUR TI - Comparing Computer-Assisted and Teacher-Implemented Visual Matching Instruction for Children with ASD and/or Other DD AU - Hu, Xiaoyi AU - Lee, Gabrielle T. AU - Tsai, Yu-Ting AU - Yang, Yang AU - Cai, Su T2 - Journal of Autism and Developmental Disorders AB - This paper compared the effectiveness and efficiency of using computer-assisted instruction (CAI) and teacher-implemented instruction (TII) to teach visual matching skills to students with autism spectrum disorder and/or other developmental disabilities. Four school-aged students participated in this study with an alternating treatment design. The CAI incorporated discrete trial instruction with the gesture-tracking application, while the TII involved traditional one-to-one instruction using flashcards. The results indicated that all students acquired the target matching skills with generalization to similar untaught skills and maintained acquired skills at a high level for up to 5 weeks under both CAI and TII. Both CAI and TII were effective. However, CAI was more efficient than TII in regards to the prompts provided and the duration of instructional sessions. CAI also resulted in more student engagement in independent learning. DA - 2020/// PY - 2020 DO - 10.1007/s10803-019-03978-2 DP - Springer Link VL - 50 IS - 7 SP - 2540 EP - 2555 J2 - J Autism Dev Disord LA - en SN - 1573-3432 UR - https://doi.org/10.1007/s10803-019-03978-2 Y2 - 2021/03/04/11:59:46 ER - TY - BLOG TI - Comparative Analysis of Personal Data Protection Bill 2020 with Laws and Bills in the EU, UK, India, and Malaysia AU - Shahani, Shumaila Hussain AB - Overview of the Comparative Analysis  By Shumaila Hussain Shahani The draft Personal Data Protection Bill, 2020 was made available by the Ministry of Information Technology and Telecommunication (MoITT) on its website on April 9, 2020. This analysis compares the draft Personal Data Protection Bill 2020 to the General Data Protection Regulation (GDPR) (from which the … DA - 2020/05/28/T10:38:32+00:00 PY - 2020 LA - en-US UR - https://bolobhi.org/comparative-analysis-of-personal-data-protection-bill-2020-with-laws-and-bills-in-the-eu-uk-india-malaysia/ Y2 - 2022/06/14/20:57:26 ER - TY - ENCYC TI - Community of practice T2 - Wikipedia AB - A community of practice (CoP) is a group of people who share a craft or a profession. The concept was first proposed by cognitive anthropologist Jean Lave and educational theorist Etienne Wenger in their 1991 book Situated Learning (Lave & Wenger 1991). Wenger then significantly expanded on the concept in his 1998 book Communities of Practice (Wenger 1998). A CoP can evolve naturally because of the members' common interest in a particular domain or area, or it can be created deliberately with the goal of gaining knowledge related to a specific field. It is through the process of sharing information and experiences with the group that members learn from each other, and have an opportunity to develop personally and professionally (Lave & Wenger 1991). CoPs can exist in physical settings, for example, a lunch room at work, a field setting, a factory floor, or elsewhere in the environment, but members of CoPs do not have to be co-located. They form a "virtual community of practice" (VCoP) (Dubé, Bourhis & Jacob 2005) when they collaborate online, such as within discussion boards and newsgroups, or a "mobile community of practice" (MCoP) (Kietzmann et al. 2013) when members communicate with one another via mobile phones and participate in community work on the go. Communities of practice are not new phenomena: this type of learning has existed for as long as people have been learning and sharing their experiences through storytelling. The idea is rooted in American pragmatism, especially C. S. Peirce's concept of the "community of inquiry" (Shields 2003), but also John Dewey's principle of learning through occupation (Wallace 2007). DA - 2020/01/03/T17:17:52Z PY - 2020 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=Community_of_practice&oldid=933903934 Y2 - 2020/01/18/12:49:17 ER - TY - ELEC TI - Commission Chair Gordon Brown’s keynote at the Education Disrupted, Education Reimagined WISE Summit AU - Education Commission T2 - Education Commission AB - It’s a real pleasure to speak to the WISE conference – to thank the Salzburg Global Seminar and WISE, particularly Sheikha Moza for organizing this, and to say that I thought that the initial remarks that we had from Asmaa and from Stavros were inspirational... DA - 2020/06/29/T06:28:50+00:00 PY - 2020 LA - en-US UR - https://educationcommission.org/updates/commission-chair-gordon-browns-keynote-address-at-the-education-disrupted-education-reimagined-wise-summit-june-23-2020/ Y2 - 2020/09/22/09:58:14 ER - TY - RPRT TI - COL in the Commonwealth: Sierra Leone AU - Commonwealth of Learning DA - 2020/// PY - 2020 UR - http://oasis.col.org/bitstream/handle/11599/3546/2018-2020_Africa_Sierra_Leone_Country_Highlights.pdf?sequence=1&isAllowed=y Y2 - 2020/06/25/18:21:50 ER - TY - ELEC TI - Cochrane Handbook for Systematic Reviews of Interventions AU - Higgins, JPT AU - Thomas, J AU - Chandler, J AU - Cumpston, M AU - Li, T AU - Paige, M. J AU - Welch, V. A T2 - Cochrane DA - 2020/// PY - 2020 LA - en M3 - Available from www.training.cochrane.org/handbook. UR - /handbook/current Y2 - 2020/12/10/16:48:38 ER - TY - JOUR TI - Close to Home: Evidence on the Impact of Community-Based Girl Groups AU - Temin, Miriam AU - Heck, Craig J. T2 - Global Health: Science and Practice AB - Purpose:Community-based programming to promote gender equity, often delivered through community-based girl groups (CBGGs, sometimes called “safe spaces”), is increasing. However, evidence is weak on how CBGGs are implemented and their effect on adolescent girls’ health and well-being. We conducted a comprehensive literature review to identify relevant CBGG programs. Methods:The review included programs with impact evaluations that used experimental or quasi-experimental design, data from 2 time points, control/comparison groups, and quantitative program effects and P values. Results:We analyzed evaluations of 30 programs (14 randomized controlled trials, 16 quasi-experimental). Although program designs varied, most programs targeted unmarried girls aged 13 to 18 years who were both in school and not in school, and who met weekly in groups of 15 to 25 girls. Nearly all programs used multisectoral approaches focusing on life skills and often economic and financial content, such as financial literacy and microsavings. Complementary activities with community members, boys, and health services were common. Across programs, evaluations reported statistically significant effects (P<.05) the majority (>50%) of times they measured outcomes related to gender and health attitudes and knowledge, education, psychosocial well-being, and economic and financial outcomes. Measures of outcomes related to girls’ health behaviors and health status had majority null findings. Conclusions:CBGG program evaluations found positive effects on girl-level outcomes that are independent of external factors, like gender norm attitudes, and suboptimal performance on health behavior and health status, which rely on other people and systems. This delivery model has promise for building girls’ assets. Complementary actions to engage girls’ social environments and structures are needed to change behaviors and health status. DA - 2020/06/30/ PY - 2020 DO - 10.9745/GHSP-D-20-00015 DP - www.ghspjournal.org VL - 8 IS - 2 SP - 300 EP - 324 LA - en SN - 2169-575X ST - Close to Home UR - https://www.ghspjournal.org/content/8/2/300 Y2 - 2021/05/24/15:05:11 ER - TY - ELEC TI - Classification of Fragile and Conflict-Affected Situations AU - World Bank DA - 2020/02/27/ PY - 2020 UR - http://pubdocs.worldbank.org/en/179011582771134576/FCS-FY20.pdf Y2 - 2020/06/02/17:35:29 ER - TY - VIDEO TI - Chinese education authorities to broadcast lessons on television AU - CGTN DA - 2020/02/12/ PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=5E2RQIZCLjs Y2 - 2020/06/09/15:50:57 ER - TY - RPRT TI - China: testing a decade of online education preparation AU - Liangdi, Xu AU - Groenewegen-Lau, Jeroen DA - 2020/11// PY - 2020 M3 - Case Study PB - EdTech Hub KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH ER - TY - ELEC TI - Children out of school, primary - Latin America & Caribbean | Data AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/SE.PRM.UNER?locations=ZJ&most_recent_year_desc=false Y2 - 2022/04/19/09:58:38 ER - TY - RPRT TI - Child-directed Tablet-based Learning: Toolkits for project design, preparation, and implementation AU - Imagine Worldwide DA - 2020/// PY - 2020 ER - TY - RPRT TI - Child-directed Tablet-based Learning: Project Preparation Toolkit AU - Imagine Worldwide DA - 2020/// PY - 2020 ER - TY - RPRT TI - Child-directed Tablet-based Learning: Project Launch, Monitoring, and Improvement Toolkit AU - Imagine Worldwide DA - 2020/// PY - 2020 ER - TY - ELEC TI - Check GES Ghana Learning TV (GLTV) Timetable For JHS, Primary, KG: How To Scan For GLTV AU - Avenuegh Online Portal AB - The Ghana Education Service (GES) has officially released the Ghana Learning TV (GLTV) timetable for DA - 2020/// PY - 2020 LA - en-US ST - Check GES Ghana Learning TV (GLTV) Timetable For JHS, Primary, KG UR - https://avenuegh.com/check-ges-ghana-learning-tv-gltv-timetable-for-jhs-primary-kg-how-to-scan-for-gltv/ Y2 - 2020/06/29/14:12:27 ER - TY - RPRT TI - Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? AU - Allier-Gagneur, Zoe AU - McBurnie, Chris AU - Chuang, Rachel AU - Haßler, Björn AB - This paper analyses a range of literature reviews to identify characteristics of effective teacher education, including focusing on practical subject pedagogy; incorporating peer support and; creating a coherent policy environment. CN - 0007 DA - 2020/05// PY - 2020 LA - EN M3 - Helpdesk Response PB - EdTech Hub SN - 10B ST - Characteristics of effective teacher education in low- and middle-income countries UR - https://docs.edtechhub.org/lib/R9VVKUH5 KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _forthcoming KW - _zenodoETH:submitted KW - _zenodoODE KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Characteristics of effective teacher education in low- and middle-income countries: an overview (HDR10A) AU - Haßler, Björn AU - McBurnie, Chris AU - Allier-Gagneur, Zoe AU - Damani, Kalifa CN - 0006 DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 10A UR - https://docs.edtechhub.org/lib/HFKVA2IQ KW - C:Bangladesh KW - COV:COVID and reopening of schools KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _yl:g KW - _zenodoETH KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C) AU - McBurnie, Chris AU - Allier-Gagneur, Zoe AU - Haßler, Björn CN - 0008 DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 10C UR - https://docs.edtechhub.org/lib/KXY7Q6VT KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - CHAP TI - Chapter 02. Research Design AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/RJW8K8UD KW - Author:Haßler KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _yl:a2 ER - TY - JOUR TI - Changes to aspects of ongoing randomised controlled trials with fixed designs AU - Coskinas, Xanthi AU - Simes, John AU - Schou, Manjula AU - Martin, Andrew James T2 - Trials AB - Despite careful planning, changes to some aspects of an ongoing randomised clinical trial (RCT), with a fixed design, may be warranted. We sought to elucidate the distinction between legitimate versus illegitimate changes to serve as a guide for less experienced clinical trialists and other stakeholders. DA - 2020/06/03/ PY - 2020 DO - 10.1186/s13063-020-04374-3 DP - BioMed Central VL - 21 IS - 1 SP - 1 EP - 8 J2 - Trials SN - 1745-6215 UR - https://doi.org/10.1186/s13063-020-04374-3 Y2 - 2023/09/21/10:07:51 KW - Bias KW - Design changes KW - Randomised control trials KW - Type 1 error ER - TY - JOUR TI - Challenging taken-for-granted ideas in early childhood education: A critique of Bronfenbrenner’s Ecological Systems Theory in the age of post-humanism AU - Elliott, Sue AU - Davis, Julie M. T2 - Research handbook on childhoodnature: Assemblages of childhood and nature research DA - 2020/// PY - 2020 DO - 10.1007/978-3-319-67286-1_60 DP - Google Scholar SP - 1119 EP - 1154 ST - Challenging taken-for-granted ideas in early childhood education ER - TY - JOUR TI - Challenges in the online component of blended learning: A systematic review AU - Rasheed, Abubakar Rasheed AU - Kamsin, Amirrudin AU - Abdullah, Nor Aniza T2 - Computers & Education AB - Blended learning is widely regarded as an approach that combines the benefits afforded by face-to-face and online learning components. However, this approach of combining online with face-to-face instructional components have raised concerns over the years. Several studies have highlighted the overall challenges of blended learning mode of instruction as a whole, but there has been no clear understanding of the challenges that exist in the online component of blended learning. Thus, a systematic review of literature was conducted with the aim of identifying the challenges in the online component of blended learning from students, teachers and educational institutions perspectives. Self-regulation challenges and challenges in using learning technology are the key challenges that students face. Teachers challenges are mainly on the use of technology for teaching. Challenges in the provision of suitable instructional technology; and effective training support to teachers are the main challenges faced by educational institutions. This review highlights the need for further investigations to address students, teachers and educational institutions challenges in blended learning. In addition, we proposed some recommendations for future research. DA - 2020/01/01/ PY - 2020 DO - 10.1016/j.compedu.2019.103701 DP - ScienceDirect VL - 144 SP - 103701 J2 - Computers & Education LA - en SN - 0360-1315 ST - Challenges in the online component of blended learning UR - http://www.sciencedirect.com/science/article/pii/S0360131519302544 Y2 - 2020/07/18/12:40:08 KW - Adult learning KW - Improving classroom teaching KW - Pedagogical issues KW - Teaching/Learning strategies ER - TY - BLOG TI - Challenges and opportunities for Pakistan education systems in the COVID-19 response AU - Malik, Rabea DA - 2020/// PY - 2020 UR - https://www.cambridge.org/partnership/research/challenges-and-opportunities-pakistan-education-systems-covid-19-response ER - TY - CHAP TI - Challenges and Developments in the Higher Education System of Bangladesh: Keys to Way Forward AU - Chowdhury, Mahfuzul Hoque AU - Absar, Mir Mohammed Nurul AU - Quader, Syed Manzur T2 - Handbook of Education Systems in South Asia A2 - Sarangapani, Padma M. A2 - Pappu, Rekha CY - Singapore DA - 2020/// PY - 2020 DP - DOI.org (Crossref) SP - 1 EP - 32 LA - en PB - Springer Singapore SN - 9789811333095 ST - Challenges and Developments in the Higher Education System of Bangladesh UR - http://link.springer.com/10.1007/978-981-13-3309-5_57-1 Y2 - 2021/06/09/19:51:12 ER - TY - ELEC TI - CGD - COVID education policy tracking AU - Hares, Susannah AU - Crawfurd, Lee T2 - Google Docs AB - School closure tracker- Global Country,Code,Region,Income Group,School Closures,As of,Date,Number of confirmed cases at time of closure,Planned Reopening,Planned Length of Closure (Weeks),Closure extended?,Planned re-opening 2,Details of closure,Reopening process started (Y/N/School year ended)... DA - 2020/// PY - 2020 LA - en-GB UR - https://docs.google.com/spreadsheets/d/1ndHgP53atJ5J-EtxgWcpSfYG8LdzHpUsnb6mWybErYg/edit?usp=embed_facebook Y2 - 2020/08/03/18:24:51 ER - TY - JOUR TI - CEPAL - SECRETARIA TECNICA DEL ELAC (*) AU - Núñez, Georgina AU - Jordán, Valeria AU - Rojas, Fernando DA - 2020/// PY - 2020 DP - Zotero SP - 36 LA - es KW - ⛔ No DOI found ER - TY - ELEC TI - Centre of Education, Research, Innovation and Development AU - Ministry of Primary and Secondary Education (Zimbabwe) DA - 2020/// PY - 2020 UR - http://mopse.co.zw/department/centre-education-research-innovation-and-development Y2 - 2020/06/27/16:45:03 ER - TY - ELEC TI - Centre for Mathematics, Science and Technology Education in Africa DA - 2020/// PY - 2020 UR - https://www.cemastea.ac.ke/index.php Y2 - 2020/07/01/10:40:40 ER - TY - ELEC TI - Central Square Foundation website AU - Central Square Foundation DA - 2020/// PY - 2020 LA - en-US UR - http://www.centralsquarefoundation.org/ Y2 - 2020/03/30/15:40:21 ER - TY - BLOG TI - CC search, initial accessibility improvements AU - Choudhary, Ayan T2 - CC Open Source Blog AB - These are the seventh and eighth weeks of my internship with CC. I am working on improving the accessibility of cc-search and internationalizing it as well. This post contains details of my work done to make initial accessibility improvements to homepage and the other static pages. DA - 2020/07/25/ PY - 2020 M3 - CC Open Source UR - /blog/entries/cc-search-accessibility-week7-8/ Y2 - 2020/09/01/13:26:43 ER - TY - BLOG TI - Caring in the time of COVID-19: Gender, unpaid care work and social protection AU - Nesbitt-Ahmed, Zahrah AU - Subrahmanian, Ramya T2 - UNICEF Evidence for Action AB - The impact of COVID-19 on care workers and the role of social protection in ensuring they thrive while performing critical services in homes and communities DA - 2020/04/23/T14:41:31+00:00 PY - 2020 LA - en-US ST - Caring in the time of COVID-19 UR - https://blogs.unicef.org/evidence-for-action/caring-in-the-time-of-covid-19-gender-unpaid-care-work-and-social-protection/ Y2 - 2022/03/04/15:00:08 ER - TY - MANSCPT TI - Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa AU - Cilliers, J AU - Fleischz, B AU - Kotzex, J AU - Mohohlwanex, N AU - Taylor, S AU - Thulare, T AB - We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proficiency (0.12 SD), had no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude effectiveness, but rather that in-person contact enabled more accountability and support. DA - 2020/// PY - 2020 LA - en UR - https://riseprogramme.org/sites/default/files/inline-files/Virtual%20vs%20InPerson%20Coaching%20Working%20Paper.pdf KW - Important KW - Read KW - ⛔ No DOI found ER - TY - JOUR TI - Can Text Message Nudges Improve Academic Outcomes in College? Evidence from a West Virginia Initiative AU - Castleman, Benjamin AU - Meyer, Katharine T2 - The Review of Higher Education AB - Although socioeconomic disparities in college enrollment have declined, gaps in college completion persist by income and geography. We investigate a text messaging campaign in West Virginia, which addressed informational barriers and behavioral obstacles to college persistence by providing college students with simplified information, encouragement, and access to individualized advising. Using descriptive and matching methods, we find participating students were more likely to remain enrolled throughout their first year of college, and completed more course credits with suggestive evidence of improved academic performance. This evidence suggests colleges play an important role communicating information about academic expectations, support resources, and norms. DA - 2020/// PY - 2020 DO - 10.1353/rhe.2020.0015 VL - 43 IS - 4 SP - 1125 EP - 1165 SN - 0162-5748 ER - TY - ELEC TI - Can't Wait To Learn AU - War Child Holland T2 - Warchild English AB - War Child empowers children and young people in conflict areas by providing psychosocial support, stimulating education and protecting children from the effects of war. DA - 2020/// PY - 2020 LA - en UR - https://www.warchildholland.org/projects/cwtl/ Y2 - 2020/05/29/14:51:56 ER - TY - JOUR TI - Can Facebook groups enhance continuing professional development of teachers? Lessons from Kenya AU - Bett, Harry AU - Makewa, Lazarus T2 - Asia-Pacific Journal of Teacher Education AB - Continuing Professional Development (CPD) for teachers in Kenya suffers from challenges such as inadequate resources, poor planning, competing interests, among others. Besides being traditional in approach, most CPD sessions are far between to be meaningfully helpful. With increasing uptake of technology and number of social media users in Kenya, Facebook can be a potential platform to enhance teachers’ professional development. This exploratory cross-sectional survey focussed on discussions teachers had in the month of February 2015 on one Facebook Group named ‘Teachers of English’. A directed content analysis of the 647 posts following Shulman’s category of teacher knowledge base revealed that interactions on the group centred on the teaching of English and Literature, as well as on other education-related matters. This study concludes that that Facebook Groups can be fertile avenues for teachers’ ongoing professional development, especially in developing countries where such opportunities are scarce. DA - 2020/03/14/ PY - 2020 DO - 10.1080/1359866x.2018.1542662 DP - Taylor and Francis+NEJM VL - 48 IS - 2 SP - 132 EP - 146 LA - English SN - 1359-866X ST - Can Facebook groups enhance continuing professional development of teachers? UR - https://doi.org/10.1080/1359866X.2018.1542662 AN - 2382044577 Y2 - 2021/04/01/09:42:33 KW - Content analysis KW - Education--Teaching Methods And Curriculum KW - English teachers KW - Facebook Groups KW - Kenya KW - Professional development KW - Social networks KW - Teacher education KW - Teachers KW - __:import:02 KW - __:match:final KW - __:matched KW - __:study_id:2425933 KW - __finaldtb KW - professional development ER - TY - ELEC TI - Cameroon Reopens Schools After 7-month COVID Closure | Voice of America - English AU - Kindzeka, Moki Edwin T2 - Voice of America AB - More than seven million Cameroon children and their teachers have returned to schools for the first time since their institutions were closed to stop the spread of COVID-19, seven months ago. The government of the central African state says it has been able to considerably reduce the spread of the disease that has been officially confirmed in more than 20,000 people with 420 deaths. Respect of COVID-19 barrier measures is imperative in all schools. The oldest student reads rules and regulations to be respected at Government Bilingual High School Essos in Cameroon’s capital Yaoundé. DA - 2020/10/05/ PY - 2020 LA - en UR - https://www.voanews.com/africa/cameroon-reopens-schools-after-7-month-covid-closure Y2 - 2021/01/11/02:16:05 ER - TY - JOUR TI - Cambridge University Press & Cambridge Assessment. (2020). The Learning Passport Research and Recommendations Report: Summary of Findings. Cambridge, UK: Cambridge University Press & Cambridge Assessment. AU - Abdul, Zahara DA - 2020/// PY - 2020 DP - Zotero SP - 64 LA - en KW - ⛔ No DOI found ER - TY - BLOG TI - Call for Research Proposals: EdTech responses to Covid-19 T2 - EdTech Hub AB - EdTech Hub is excited to launch a call for proposals to fund a series of small research projects (3-6 months) related to Covid-19 response and recovery using educational technology (EdTech). The selected research projects will investigate the practical application of EdTech, generate primary research, and develop recommendations which aim to be useful during Covid-19 response, recovery, and beyond. We see… DA - 2020/10/30/T14:06:38+00:00 PY - 2020 LA - en-US ST - Call for Research Proposals UR - https://edtechhub.org/2020/10/30/call-for-research-proposals-edtech-responses-to-covid-19/ Y2 - 2020/11/07/12:28:04 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Call for ideas for EdTech responses to coronavirus (COVID-19) AU - EdTech Hub T2 - EdTech Hub AB - UPDATE: The call is now closed  We’ve opened a sub-window in partnership with UNHCR for refugee related ideas that respond to COVID-19 school closures. Find full details here. Our call for ideas to respond to the learning emergency caused by COVID-19 school closures is now closed.  We have been delighted and overwhelmed by the huge number […] DA - 2020/// PY - 2020 LA - en-GB UR - https://edtechhub.org/coronavirus/call-for-ideas/ Y2 - 2020/08/25/08:36:51 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - Calculating the Educational Impact of COVID-19 (Part II): Using Data from Successive Grades to Estimate Learning Loss | SharEd AU - Cummiskey, Chris DA - 2020/05/13/ PY - 2020 UR - https://shared.rti.org/content/calculating-educational-impact-covid-19-part-ii-using-data-successive-grades-estimate Y2 - 2020/08/12/15:37:57 KW - _COVID_DEAA-List ER - TY - BLOG TI - Calculating the Educational Impact of COVID-19 (Part II): Using Data from Successive Grades to Estimate Learning Loss AU - Cummiskey, Chris AU - Stern, Jonathan AU - DeStefano, Joe AU - Piper, Ben T2 - The Education and Development Forum (UKFIET) AB - This article was co-authored by Christopher Cummiskey and Jonathan Stern. It benefitted from input from Joe DeStefano, Tim Slade, and Ben Piper. The article was originally published on the RTI SharEd website on 13 May 2020. Part I can be read here. A couple of weeks ago, we set the stage for developing evidence-based, data-driven […] DA - 2020/05/27/T11:00:04+00:00 PY - 2020 LA - en-GB ST - Calculating the Educational Impact of COVID-19 (Part II) UR - https://www.ukfiet.org/2020/calculating-the-educational-impact-of-covid-19-part-ii-using-data-from-successive-grades-to-estimate-learning-loss/ Y2 - 2022/08/25/21:41:50 ER - TY - BOOK TI - Bunga Rampai Pendidikan Anak Usia Dini AU - Hasbi, Muhammad AU - Merysa AU - Abidin, Zaenal AU - Oktavianingsih, Eka AU - Zatalini, Rinia AU - Mabrur, Hidayatul AU - Sobiatin, Eka AU - Rahayu, Dita AU - Adhitya, Yusuf AU - Somantri, Cecep AU - Nurhasanah, Nia AB - Publikasi ini merupakan bentuk kerja sama antara Direktorat Pendidikan Anak Usia Dini (PAUD),Direktorat Jenderal Pendidikan Anak Usia Dini, Pendidikan Dasar dan Pendidikan Menengah, Kementerian Pendidikan dan Kebudayaan (Kemendikbud) dan para alumni penerima beasiswa Lembaga Pengelola Dana Pendidikan (LPDP), baik dari dalam maupun luar negeri. Para kontributor yang terpilih dalam buku ini telah menyelesaikan studi di bidang pendidikan dengan fokus disiplin yang beragam (interdisipliner), dan lulus dengan predikat cumlaude atau distinction pada bidang masing-masing, baik pada jenjang sarjana maupun magister. DA - 2020/12/30/ PY - 2020 DP - ResearchGate SN - 9786236806029 ER - TY - ELEC TI - Building the pipeline for entrepreneurs who are 'wired to progress' AU - Ilm Ideas 2, Cambridge Education DA - 2020/07/20/16:16:11 PY - 2020 UR - https://www.camb-ed.com/article/241/ilm-ideas-2 Y2 - 2020/07/20/16:16:11 ER - TY - RPRT TI - Building effective COVID-19 Education Response Plans: Insights from Africa and Asia AU - Kimenyi, Eric AU - Otieno, Jennifer AU - Kaye, Tom CN - 0041 DA - 2020/06// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 15 UR - https://docs.edtechhub.org/lib/6W2UWE89 KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - BLOG TI - Building effective COVID-19 education response plans: Insights from Africa and Asia AU - Otieno, Jenn Cotter AU - Kimenyi, Eric AU - Kaye, Tom T2 - EdTech Hub AB - by Jenn Cotter Otieno, Eric Kimenyi and Tom Kaye As countries around the world rapidly respond to the educational challenges posed by the COVID-19 pandemic many countries have begun to leverage technology to provide educational continuity. We at the EdTech Hub are working with many countries to help them design interventions to support learning during this crisis. The first question… DA - 2020/06/25/T12:04:00+00:00 PY - 2020 LA - en-US ST - Building effective COVID-19 education response plans UR - https://edtechhub.org/2020/06/25/building-effective-covid-19-education-response-plans-insights-from-africa-and-asia/ Y2 - 2020/11/07/12:52:40 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Building back better: Education systems for resilience, equity and quality in the age of Covid-19 AU - Vu, B.T. AU - Savonitto, I.S. DA - 2020/// PY - 2020 PB - World Bank UR - http://documents1.worldbank.org/curated/en/497341595425543327/Building-Back-Better-Education-Systems-for-Resilience-Equity-and-Quality-in-the-Age-of-COVID-19.pdf Y2 - 2020/12/08/15:07:27 ER - TY - ELEC TI - Build back better: Education must change after COVID-19 to meet the climate crisis AU - Giannini, Stefania T2 - UNESCO DA - 2020/06/18/T09:10:43+02:00 PY - 2020 LA - en ST - Build back better UR - https://en.unesco.org/news/build-back-better-education-must-change-after-covid-19-meet-climate-crisis Y2 - 2020/12/08/15:06:25 ER - TY - JOUR TI - Bridging the Gap Between Research and Practice: Predicting What Will Work Locally AU - Joyce, Kathryn E. AU - Cartwright, Nancy T2 - American Educational Research Journal AB - This article addresses the gap between what works in research and what works in practice. Currently, research in evidence-based education policy and practice focuses on randomized controlled trials. These can support causal ascriptions (?It worked?) but provide little basis for local effectiveness predictions (?It will work here?), which are what matter for practice. We argue that moving from ascription to prediction by way of causal generalization (?It works?) is unrealistic and urge focusing research efforts directly on how to build local effectiveness predictions. We outline various kinds of information that can improve predictions and encourage using methods better equipped for acquiring that information. We compare our proposal with others advocating a better mix of methods, like implementation science, improvement science, and practice-based evidence. DA - 2020/06// PY - 2020 DO - 10.3102/0002831219866687 DP - SAGE Journals VL - 57 IS - 3 SP - 1045 EP - 1082 J2 - American Educational Research Journal LA - en SN - 0002-8312, 1935-1011 ST - Bridging the Gap Between Research and Practice UR - https://doi.org/10.3102/0002831219866687 Y2 - 2020/01/07/15:35:08 ER - TY - ELEC TI - Bridge International | Liberian Education Advancement Program (LEAP) AU - Bridge International T2 - Bridge International Academies AB - Delivering transformation at scale is more effective if achieved through the local Ministry of Education. The Liberian Education Advancement Programme … DA - 2020/// PY - 2020 LA - en-GB UR - https://www.bridgeinternationalacademies.com/teaching/government-teachers/liberian-education-advancement-program-leap/ Y2 - 2020/06/26/12:57:40 ER - TY - ELEC TI - Bridge International Academies- Home Learning AU - Bridge International Academies T2 - Bridge International Academies AB - If your child is at one of our schools, then their lessons will have been interrupted because schools are temporarily closed. Please access the weekly class specific lesson plan for your child so they can continue learning at home. DA - 2020/// PY - 2020 LA - en-GB UR - https://www.bridgeinternationalacademies.com/home-learning/ ER - TY - ELEC TI - BRCK | KioKit AU - BRCK DA - 2020/// PY - 2020 LA - en-US UR - https://www.brck.com/education/ Y2 - 2020/06/11/13:55:36 ER - TY - RPRT TI - Brazil: Secretaria Estadual de Educação de São Paulo (São Paulo State Department of Education) AU - Dellagnelo, Lucia AU - Reimers, Fernando DA - 2020/05/15/ PY - 2020 UR - https://oecdedutoday.com/wp-content/uploads/2020/05/Brazil-S%C3%A3o-Paulo-State-Department-of-Education.pdf ER - TY - MGZN TI - Brazil faces hard spending choices in 2021 AU - Economist T2 - The Economist AB - The poor received huge welfare payments during the pandemic. These may soon dry up DA - 2020/12/19/T00:00:00Z PY - 2020 DP - The Economist SN - 0013-0613 UR - https://www.economist.com/the-americas/2020/12/19/brazil-faces-hard-spending-choices-in-2021 Y2 - 2022/04/07/17:26:10 ER - TY - JOUR TI - Boosting preservice teachers’ competence and online teaching readiness through e-practicum during the COVID-19 outbreak AU - Ersin, Pinar AU - Atay, Derin AU - Mede, Enisa T2 - International Journal of TESOL Studies AB - The Coronavirus (COVID-19) outbreak has caused disruptions in education in Turkey, as it has in many parts of the world. Faculties of Education that require practice teaching (practicum) are affected as well; due to the shutdown, pre-service English language teachers (PTs) are deprived of the field experience and actual classroom teaching practices in authentic school settings. Practicum constitutes an important part of teacher education and during practicum, “cooperating” teachers (i.e. teachers at practicum schools) and university instructors as teaching practice supervisors play crucial roles in equipping PTs with necessary theoretical and practical skills. The present study took place in the English Language Education program of a competitive state university in Turkey. At the university, all theory-oriented courses moved to synchronous platforms without much difficulty with almost full attendance of the students. As for the practicum, Turkish Higher Education Council let the universities decide for themselves. As researchers working at two different universities, Bahçeşehir University and Marmara University, Istanbul, Turkey, we designed an alternative practice to meet the needs of PTs and maintain the quality of the practicum: “e-practicum” under the supervision of the university supervisor who acted as the “e-mentor”. The aim was to increase PTs’ teaching competence and prepare them for online teaching. A virtual classroom consisting of twenty-five PTs was formed and six PTs performed microteaching to their peers who acted as students by using Zoom. After the e-practicum sessions, peers gave detailed feedback to the teacher PTs. The university supervisor provided e-mentoring right after each session. Then, each teacher PT reflected on e-practicum experience and e-mentoring. The findings revealed that PTs found the e-practicum useful because it helped them overcome online teaching fears. DA - 2020/// PY - 2020 DO - 10.46451/ijts.2020.09.09 VL - 2 IS - 2 SP - 112 EP - 124 KW - address KW - atatürk eğitim fakültesi ek KW - bina KW - corresponding author KW - d blok KW - e-mentoring KW - e-practicum KW - english language teacher education KW - göztepe kampüsü KW - marmara ünivesitesi KW - ofis KW - pre-service teachers ER - TY - BLOG TI - Bolo Bhi’s Analysis of the Personal Data Protection Bill 2020 AU - Bhi, Bolo T2 - Bolo Bhi AB - On April 10, 2020, the Ministry of Information and Technology and Telecommunications (MOITT) invited input from stakeholders on a draft Personal Data Protection Bill 2020 via email by May 15, 2020. Putting up a draft seeking stakeholder input is certainly a good step towards transparency and a collaborative, consultative process, unlike the approach adopted with … DA - 2020/// PY - 2020 LA - en-US UR - https://bolobhi.org/bolo-bhis-analysis-of-the-personal-data-protection-bill-2020-3/ Y2 - 2022/06/14/20:59:18 ER - TY - THES TI - Blended learning and Syrian refugees' empowerment through a capability approach lens AU - Abdelfattah Ahmed Younes, Mona AB - This study analyses the learning experiences of three Syrian refugee youth who enrolled in and completed blended learning (BL) programmes in Jordan, in order to explicate how BL has/or has not empowered those refugees. To achieve this objective, the following research questions framed this study: Does blended learning empower Syrian refugee youth living in Jordan? 1. Is blended learning, in the case of Syrian refugee youth, an empowering capability? 2. Does blended learning help Syrian refugee youth to overcome their restrictive ‘rules of the game’? 3. Does blended learning improve Syrian refugee youth’s resource portfolio? This study followed a case study approach. Three Syrian youth, each of whom attended a different BL programme, were interviewed between December 2018 and March 2019. While all three cases expressed aspirations that are education-bound, this study shows some difference in the aspirations of males and females and of urban refugees versus those residing in the camps. BL has been for all three cases a feasible learning opportunity. Programme providers designed the courses in a manner that accommodated to refugees’ locations, time, and economic status. Social media disseminated information about educational opportunities and possessing smartphones made following up with lectures and assignments possible and easy. The investigated BL programmes proved also to be enjoyable due to their constructive, learner-centred and collaborative approach, and competent facilitators. However, this finding does not indicate that those programmes were “empowering”. Restrictive legislations that constrain refugees’ work, movement, and lives, as well as patriarchal traditions that hampered females’ choices of education, were “rules of the game” that hindered students’ ability to fully benefit from the provided programmes. Despite the development of oral and public speaking, employability, and English language skills and despite the enhancement of self-esteem, confidence, and respect towards others, those programmes did not lead to refugees’ full empowerment. DA - 2020/02/17/ PY - 2020 DP - eprints.lancs.ac.uk SP - 222 LA - en M3 - phd PB - Lancaster University UR - https://doi.org/10.17635/lancaster/thesis/887 Y2 - 2020/04/29/09:55:06 KW - Google Scholar/ "mobile learning" "refugee education" KW - RER theme_pedagogies and modalities ER - TY - RPRT TI - Beyond sex and gender analysis: an intersectional view of the COVID-19 pandemic outbreak and response AU - Hankivsky, Olena AU - Kapilashrami, Anuj DA - 2020/// PY - 2020 M3 - Policy Brief UR - https://www.qmul.ac.uk/media/global-policy-institute/Policy-brief-COVID-19-and-intersectionality.pdf Y2 - 2021/02/27/21:49:07 ER - TY - BLOG TI - Beyond Doctrine: Refocusing PFM for Vital Public Objectives AU - Hedger, Edward AU - Manning, Nick AU - Schick, Allen T2 - PFM DA - 2020/// PY - 2020 LA - ENG ST - Beyond Doctrine UR - https://blog-pfm.imf.org/en/pfmblog/2020/07/beyond-doctrine-refocusing-pfm-for-vital-public-objectives Y2 - 2022/10/04/07:36:55 ER - TY - CONF TI - Between Social Justice and Decolonisation: Exploring South African MOOC designers’ conceptualisations and approaches to addressing injustices [O-143] AU - Adam, Taskeen T2 - The Care in Openness AB - Visit the post for more. C3 - OER20 DA - 2020/// PY - 2020 DP - oer20.oerconf.org LA - en-US ST - Between Social Justice and Decolonisation UR - https://oer20.oerconf.org/sessions/o-143/ Y2 - 2020/04/20/21:15:07 KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - ⛔ No DOI found ER - TY - JOUR TI - Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices AU - Adam, Taskeen T2 - Journal of Interactive Media in Education AB - As social justice and decolonisation discussions fill the physical and virtual corridors of universities in South Africa, educators, and in this case, MOOC designers, are inevitably influenced by them. They are prompted to reflect on such topics, whether in agreement or with scepticism. Provoked by one interviewee’s comment that ‘you could decolonise and still have an enormous amount of injustice’, this paper investigates how South African MOOC designers conceptualise (in)justice, and how they attempt to address these injustices in and through their MOOCs. As notions such as ‘social justice’ and ‘decolonisation’ have multiple meanings and connotations, a framework was created to unpack the ‘Dimensions of Human Injustice’ namely, material, cultural-epistemic, and political/geopolitical injustices. These dimensions of injustice were used to analyse semi-structured interviews with 27 South African MOOC designers. MOOC designers who stressed cultural-epistemic injustices, focused on relevance, inclusive processes and the geopolitics of knowledge production. Those who stressed material injustices, focused on socio-economic disparities, infrastructural inequalities and the need to tackle these systemic problems at a societal level. Through illustrating that MOOC designers attempt to address injustices based on their different conceptualisations of (in)justice, this study argues that a multi-pronged approach to tackling the various dimensions of injustice perpetuated in and through MOOCs can lead to more holistic justice-oriented MOOCs that better enable learners. Additionally, justice-oriented efforts by South African MOOC designers, highlighted in this paper, can be seen as a guide for the MOOC space in general to take greater strides in creating MOOCs in more justice-oriented ways. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.557 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 7 LA - en SN - 1365-893X ST - Between Social Justice and Decolonisation UR - http://jime.open.ac.uk/articles/10.5334/jime.557/ Y2 - 2020/05/31/15:42:38 KW - MOOC designers KW - cultural-epistemic injustice KW - decolonisation KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - geopolitical injustice KW - material injustice KW - social justice ER - TY - RPRT TI - Best practice in pedagogy for remote teaching AU - McAleavy, Tony AU - Gorgen, Kristine DA - 2020/04// PY - 2020 DP - Zotero SP - 10 LA - en PB - EdTech Hub UR - https://edtechhub.org/wp-content/uploads/2020/04/summary-research-best-practice-pedagogy-remote-teaching.pdf KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:other:ok KW - _zenodo:submitted KW - _zenodoETH KW - ⛔ No DOI found ER - TY - JOUR TI - “Being on the wrong side of the digital divide”: seeking technological interventions for education in Northeast Nigeria AU - Martens, Marianne AU - Hajibayova, Lala AU - Campana, Kathleen AU - Rinnert, Gretchen Caldwell AU - Caniglia, Joanne AU - Bakori, Isa Garba AU - Kamiyama, Tsukuru AU - Mohammed, Liman Audu AU - Mupinga, Davison M. AU - Oh, Olivia Jeonghwa T2 - Aslib Journal of Information Management AB - Purpose This paper aims to report the initial findings of a project aiming to re-establish basic education in conflict-ravaged states in Northeastern Nigeria and to improve education providers' ability to plan and deliver basic educational services. The authors present a preliminary analysis of Nigerian teachers' access to information communication technology (ICT), their technology skills, as well associated national ICT policies. Design/methodology/approach This case study uses results from two co-designed tools, administered using KoboToolbox to Education Managers in the first instance, and teachers in the second. The data from the tools form the basis for analysis. Findings In the first instance, educational managers reported a lack of access to technology, the internet and to training and professional development. In the second instance, teachers reported issues present in the classroom environment, including poor infrastructure, a lack of resources and over-crowded classrooms. Very few teachers had access to computers or to the internet. Research limitations/implications The 33 educational managers represent a small sample size and may not be fully representative of the region covered. The ICT Capacity Audit tool listed Excel in two different areas – basic Excel skills and using Excel for data analysis – which could have caused confusion for participants. The data collection should be repeated, expanded and compared for consistency. For the team, changes to the proposed (SENSE) box content meant that we were not able to deliver low-tech tools, such as Boogie Boards, or high-tech tools, such as tablets, to schools. Originality/value Despite seemingly insurmountable challenges, the research team identified low-tech tools as a feasible resource in the classroom. Existing tools, such as teachers' smartphones and use of the WhatsApp application, can be used for sharing educational resources and providing teacher training. This paper argues that Nigeria needs up-to-date national ICT policies to guide in-country efforts to develop implementation of information technology initiatives for education. DA - 2020/01/01/ PY - 2020 DO - 10.1108/AJIM-05-2020-0172 VL - 72 IS - 6 SP - 963 EP - 978 SN - 2050-3806 UR - https://doi.org/10.1108/AJIM-05-2020-0172 Y2 - 2022/06/20/00:00:00 ER - TY - ELEC TI - Basic Education Infrastructure AU - Kenya Vision 2030 DA - 2020/// PY - 2020 UR - http://vision2030.go.ke/project/develop-and-rehabilitate-school-infrastructure/ Y2 - 2020/07/01/10:03:13 ER - TY - JOUR TI - Baseline Situational Analysis on Open Distance Learning (ODL) in Southern African Development Community (SADC) Member States AU - Isaacs, Shafika AU - Mohee, Romeela DA - 2020/// PY - 2020 DP - Zotero SP - 102 LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - Baseline Secondary Writing: have Year 7 pupils gone backwards? AU - Christodoulou, Daisy T2 - Medium AB - We’ve just completed our Year 7 Baseline Secondary Writing assessment, and we can now use these results to see the size of the learning… DA - 2020/10/30/T11:08:30.590Z PY - 2020 LA - en ST - Baseline Secondary Writing UR - https://blog.nomoremarking.com/baseline-secondary-writing-have-year-7-pupils-gone-backwards-5497ac10b894 Y2 - 2022/08/25/19:49:23 ER - TY - RPRT TI - Baseline Evaluation Report AU - IMC Worldwide AU - International Rescue Committee (IRC) T2 - Every Adolescent Girl Empowered and Resilient (EAGER) project within the Girls’ Education Challenge (GEC) - Leave No Girl Behind project (LNGB) DA - 2020/// PY - 2020 LA - en-US UR - https://rescue.app.box.com/s/bb6unkcf2avfup16mtzu0b3a0ovt2tsl Y2 - 2023/06/22/09:21:43 ER - TY - JOUR TI - Barriers to online learning in the time of COVID-19: A national survey of medical students in the Philippines AU - Baticulon, Ronnie E. AU - Alberto, Nicole Rose I. AU - Baron, Maria Beatriz C. AU - Mabulay, Robert Earl C. AU - Rizada, Lloyd Gabriel T. AU - Sy, Jinno Jenkin AU - Tiu, Christl Jan S. AU - Clarion, Charlie A. AU - Reyes, John Carlo B. T2 - medRxiv AB -

Transgenic mice expressing genetically encoded activity indicators are an attractive means of mapping mesoscopic regional functional cortical connectivity given widespread stable and cell-specific expression compatible with chronic recordings. Cortical functional connectivity was evaluated using wide-field imaging in lightly anesthetized Emx1-creXRosa26-GCaMP3 mice expressing calcium sensor in cortical neurons. Challenges exist because green fluorescence signals overlap with endogenous activity-dependent autofluorescence and are affected by changes in blood volume and oxygenation. Under the conditions used for imaging and analysis (0.1–1 Hz frequency band), autofluorescence and hemodynamic effects contributed 3% and 8% of the SD of spontaneous activity-dependent GCaMP3 fluorescence when signals were recorded through intact bone. To evaluate the accuracy and sensitivity of this approach, the topology of functional connections between somatomotor cortex (primary S1 and secondary S2 somatosensory, and primary motor cortex M1) was estimated. During sequences of spontaneous activity, calcium signals recorded at each location of area S1 were correlated with activity in contralateral area S1, ipsilateral area S2, and bilateral areas M1. Reciprocal results were observed when “seed pixels” were placed in S2 and M1. Coactivation of areas implies functional connections but could also be attributed to both regions receiving common upstream drive. These apparent connections revealed during spontaneous activity coactivation by GCaMP3 were confirmed by intracortical microstimulation but were more difficult to detect using intrinsic signals from reflected red light. We anticipate GCAMP wide-field imaging will enable longitudinal studies during plasticity paradigms or after models of CNS disease, such as stroke, where the weighting within these connectivity maps may be altered.

DA - 2020/07/18/ PY - 2020 DO - 10.1101/2020.07.16.20155747 DP - www.medrxiv.org SP - 2020.07.16.20155747 LA - en ST - Barriers to online learning in the time of COVID-19 UR - https://www.medrxiv.org/content/10.1101/2020.07.16.20155747v2 Y2 - 2020/08/12/15:37:26 ER - TY - RPRT TI - Barriers to Investing in Last-Mile Connectivity AU - USAID DA - 2020/05// PY - 2020 UR - https://www.usaid.gov/sites/default/files/documents/15396/Barriers_to_Investing_in_Last-Mile_Connectivity.pdf Y2 - 2020/09/17/16:08:34 ER - TY - NEWS TI - Bangladeshi children share experiences of remote learning and the challenges they face AU - Chowdhury, Iftikhar Ahmed T2 - UNICEF AB - Students call for safe reopening of schools to prevent further disruption to their education DA - 2020/12/08/ PY - 2020 LA - en UR - https://www.unicef.org/bangladesh/en/stories/bangladeshi-children-share-experiences-remote-learning-and-challenges-they-face Y2 - 2021/10/25/17:36:05 ER - TY - ELEC TI - Bangladesh Education Sector Analysis AU - GPE DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/sites/default/files/document/file/2020-10-Bangladesh-ESA.pdf Y2 - 2021/04/26/13:42:42 ER - TY - RPRT TI - Bangladesh - COVID 19 School Sector Response Project (English) AU - World Bank DA - 2020/// PY - 2020 UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail/719751617293970721/bangladesh-covid-19-school-sector-response-project ER - TY - RPRT TI - Bangladesh Back-to-School Campaign AU - Kaye, Tom AU - Chuang, Rachel AU - Moss Coflan, Caitlin AU - Haßler, Björn AB - The EdTech Hub received a request from the FCDO Bangladesh team to provide a topic brief identifying best practices from previous back-to-school campaigns following disruptions. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television). CN - 0020 DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 12B UR - https://docs.edtechhub.org/lib/3HP24UTI KW - C:Bangladesh KW - COV:COVID and reopening of schools KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _GS:indexed KW - _MELA_seen KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _yl:g KW - _zenodo:submitted KW - _zenodoETH KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Balochistan Education Sector Plan: 2020-2025 AU - Government of Balochistan DA - 2020/// PY - 2020 ER - TY - BLOG TI - Balloons to Deliver Emergency Internet Across Kenya AU - Alison, Buckholtz AB - Telkom Kenya-Loon partnership will result in country-wide 4G connectivity during pandemic, boosting government services. DA - 2020/// PY - 2020 LA - en UR - https://www.ifc.org/wps/wcm/connect/NEWS_EXT_CONTENT/IFC_External_Corporate_Site/News+and+Events/News/Insights/Telkom-Kenya Y2 - 2020/07/01/11:37:42 ER - TY - RPRT TI - Background paper for the Inclusion and Education: Role of non-government organisations as providers of and advocates for inclusive education AU - Singal, N T2 - Global Education Monitoring Report DA - 2020/// PY - 2020 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373684 Y2 - 2021/03/16/12:56:10 ER - TY - JOUR TI - Back to school with telepresence robot technology: A qualitative pilot study about how telepresence robots help school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during treatment AU - Weibel, Mette AU - Nielsen, Martin Kaj Fridh AU - Topperzer, Martha Krogh AU - Hammer, Nanna Maria AU - Møller, Sarah Wagn AU - Schmiegelow, Kjeld AU - Bækgaard Larsen, Hanne T2 - Nursing Open AB - Aim: To explore how an AV1 telepresence robot helps school-aged children and adolescents with cancer to remain socially and academically connected with their school classes during cancer treatment. Design: Qualitative pilot study. Methods: Data were collected through semi-structured interviews with school-aged children and adolescents (N = 3, 12–14 years) diagnosed with cancer, their parents (N = 3), teachers (N = 2), classmates (12–14 years, N = 15, focus group interviews) and healthcare professionals (N = 4). Participant observation was performed in the child or adolescents' homes and in the classrooms during education participation via an AV1 telepresence robot. Results: Five themes emerged: expectations, sociality, learning, spatiality and technology. Participants experienced the robots as facilitating social interaction processes with classmates and inclusion in learning activities, reducing their sense of loneliness and lacking behind educationally. Nevertheless, multiple factors determine whether the robot is perceived as exclusive, including the technical functionality of the robot, spatiality in the classroom and mutual expectations of the parties involved. DA - 2020/// PY - 2020 DO - 10.1002/nop2.471 VL - 7 IS - 4 SP - 988 EP - 997 KW - cancer KW - childhood illness KW - education KW - school nursing KW - technology ER - TY - ELEC TI - Back to school: Preparing and managing the reopening of schools AU - UNESCO DA - 2020/04/27/T08:51:25+00:00 PY - 2020 LA - en ST - Back to school UR - https://en.unesco.org/news/back-school-preparing-and-managing-reopening-schools Y2 - 2020/07/31/21:18:17 ER - TY - NEWS TI - Back to school in Democratic Republic of Congo after COVID-19 state of emergency ends AU - Ging, John Paul T2 - Africanews DA - 2020/08/10/ PY - 2020 UR - https://www.africanews.com/2020/08/10/back-to-school-in-democratic-republic-of-congo-after-covid-19-state-of-emergency-ends// ER - TY - RPRT TI - Back-to-School Campaigns Following Disruptions to Education AU - Chuang, Rachel AU - Kaye, Tom AU - Moss Coflan, Caitlin AU - Haßler, Björn AB - This EdTech Hub Helpdesk response focuses on back-to-school campaigns following disruptions to education, ensuring that children rapidly return to school as soon as it is safe and practical. Key themes of effective school re-openings are examined in the context of modalities used to deliver distance learning (e.g., radio, television). CN - 0019 DA - 2020/06// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 12A UR - https://docs.edtechhub.org/lib/DS66UGW4 KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodo:submitted KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - ELEC TI - Back to school - but classes are empty because of Ebola fears in DRC AU - Tounsi, Samir T2 - Theirworld AB - In villages near the centre of an outbreak, families are keeping their children at home - even though teachers know how to protect them. DA - 2020/08/18/ PY - 2020 LA - en M3 - text/html UR - https://theirworld.org/news/ebola-fears-keep-children-off-school-in-drc Y2 - 2020/08/18/01:10:07 ER - TY - ELEC TI - Back to school 2020-2021 AU - UNICEF T2 - UNICEF AB - UNICEF supports children's return to school in a safe and protective environment DA - 2020/10/12/ PY - 2020 LA - en UR - https://www.unicef.org/drcongo/en/press-releases/back-school-2020-2021 Y2 - 2021/03/29/05:58:05 ER - TY - RPRT TI - Averting an Education Catastrophe for the World’s Children AU - Save Our Future AB - Education faces a triple threat: 90% of children in the world have had their education interrupted due to COVID-19. This... DA - 2020/// PY - 2020 LA - en-GB PB - Save Our Future UR - https://saveourfuture.world/white-paper/ Y2 - 2020/12/02/06:13:38 ER - TY - ELEC TI - Audio Now!: Responding to COVID-19 AU - Education Development Center DA - 2020/// PY - 2020 LA - EN UR - https://www.edc.org/audio-now Y2 - 2020/04/12/12:52:08 ER - TY - ELEC TI - Audio Lessons Through Radio for Primary Education Set for Launch -With Support from UNESCO CapED Programme for COVID-19 Educational Response for Bangladesh AU - UNESCO T2 - UNESCO DA - 2020/08/25/T03:47:04+00:00 PY - 2020 LA - en UR - https://en.unesco.org/news/audio-lessons-through-radio-primary-education-set-launch-support-unesco-caped-programme-covid Y2 - 2021/06/07/15:55:47 ER - TY - ELEC TI - Atlassian Team Playbook - Build strong teams with Plays AU - Atlassian T2 - Atlassian AB - Plays are free workshop resources for addressing common team challenges and starting important conversations. DA - 2020/// PY - 2020 LA - en UR - https://www.atlassian.com/team-playbook Y2 - 2021/07/23/03:19:06 ER - TY - ELEC TI - At least 77 million rural inhabitants in Latin America and the Caribbean have no access to high-quality internet services AU - IICA T2 - IICA.INT AB - IICA-BID-MICROSOFT DOCUMENT “RURAL CONNECTIVITY IN LATIN AMERICA AND THE CARIBBEAN – A BRIDGE TOWARDS SUSTAINABLE DEVELOPMENT IN TIMES OF THE PANDEMIC” The study focused on 24 countries throughout all of Latin America and the Caribbean. Average rural connectivity is approximately half of connectivity levels in urban areas. Limitations in available information about the status of rural connectivity and obsolete regulatory frameworks have hindered the implementation of policies to accelerate rural digital inclusion. DA - 2020/// PY - 2020 LA - en UR - https://iica.int/en/press/news/least-77-million-rural-inhabitants-latin-america-and-caribbean-have-no-access-high Y2 - 2022/06/06/09:31:04 ER - TY - JOUR TI - Assistive technology for students with visual disability in schools for the blind in Delhi AU - Senjam, Suraj Singh AU - Foster, Allen AU - Bascaran, Covadonga AU - Vashist, Praveen AU - Gupta, Vivek T2 - Disability and Rehabilitation: Assistive Technology AB - Background: To understand the awareness and utilization of assistive technology in students at schools for the blind in Delhi.Methods: A cross sectional study was conducted among 250 students selected randomly from 10 blind schools in Delhi. Binocular distance presenting and pinhole vision acuity were assessed using Snellen “E” chart and a multiple pinhole occluder. Students were also interviewed using a questionnaire about 42 assistive devices to understand their awareness and use.Results: Male participants were 72.8%. Of the total, 27.6% students had best corrected visual acuity <6/18 to 1/60, and the rest had <1/60 vision. The awareness about tactile and sound-based technology was good among students: Braille books (98%), Braille slate and stylus (99.2%), handheld audio recorders (77.6%) and screen readers (77.2%). Good awareness was reported for abacus (88.8%), walking long canes (94.4%) and smart cane (89.6%), audible balls (96%), Braille chess (82.8%) and talking watch (98%). Among the students with <6/18 to 1/60 vision, the awareness of visual based technology ranged from 0.8% (typoscope) to 43.6% (video magnifiers). Braille technology was used for reading by 96.4% (books) and for writing by 96.8% (Braille slate and stylus) irrespective of visual status. Other devices were poorly used ranging from nil (typoscope) to 55% (screen readers). The use of math and science learning devices was poor (<20%). Walking canes were used by 59% of students whereas 87.2% students used audible ball for games.Conclusion: The results showed that majority of students used tactile based technology irrespective of visual status.Implications for rehabilitationStudents with visual disability need assistive technology for a wide range of activities including academic learning.Students in schools for the blind who have binocular best corrected vision acuity of 1/60 or better should be encouraged to use visual based assistive technology instead of tactile based.Students with binocular best corrected vision acuity less than1/60 should be encouraged to use other available tactile and sound-based assistive technologies as well as Braille books and Braille slate and stylus for their academic activities including maths and sciences.Teachers should be trained in the use of various assistive technologies for reading, writing, maths, sciences, sports, mobility and activities of daily living. DA - 2020/// PY - 2020 DO - 10.1080/17483107.2019.1604829 DP - Taylor and Francis+NEJM VL - 15 IS - 6 SP - 663 EP - 669 SN - 1748-3107 UR - https://doi.org/10.1080/17483107.2019.1604829 Y2 - 2021/03/04/13:48:47 KW - Assistive technology KW - awareness KW - blind schools KW - utilization KW - visual disability ER - TY - RPRT TI - Assessment of Distance Learning Initiative of the Government of Bangladesh during COVID-19 Pandemic AU - Das, H DA - 2020/// PY - 2020 PB - a2i ER - TY - JOUR TI - Assessing the real-life socio-economic scenario of established slums in Dhaka: the cases of Korail and Sattola AU - Bashar, Raisa AU - Tonmoy, Sirajus AU - Ria, Alvira AU - Khan, Nazmul T2 - European Online Journal of Natural and Social Sciences AB - The research aims to assess the current situation of three primary socioeconomic indicators, namely education, health and water availability at the two most established slums of Bangladesh's capital Dhaka-Korail and Sattola. Surveys, using cluster and then random sampling to target households, and analysis, found that both slums' children's education level was moderate with 52%-68% and 20%-28% availing primary and secondary education, respectively; several NGOs had helped to establish brick-and-mortar latrines and disseminate necessary and effective awareness about sanitation; and surveyed slum dwellers were economically strong, with 68%-70% of the interviewed households' income levels being 10,000-15,000 BDT (USD 118-178) per month. A comparative analysis with national level statistics also yielded that the conditions in these slums are truly better than previously thought. Primary recommendation includes in-depth monitoring to understand why such large numbers live in slums, even though they can afford better. DA - 2020/05/10/ PY - 2020 DO - https://www.researchgate.net/publication/342562015_Assessing_the_Real-Life_Socio-Economic_Scenario_of_Established_Slums_in_Dhaka_The_Cases_of_Korail_and_Sattola DP - ResearchGate VL - 20 IS - 2 SP - 455 EP - 466 ST - Assessing the real-life socio-economic scenario of established slums in dhaka KW - ⚠️ Invalid DOI ER - TY - JOUR TI - Assessing cost-effectiveness with equity of a programme targeting marginalised girls in secondary schools in Tanzania AU - Sabates, Ricardo AU - Rose, Pauline AU - Alcott, Benjamin AU - Delprato, Marcos T2 - Journal of Development Effectiveness DA - 2020/// PY - 2020 DO - 10.1080/19439342.2020.1844782 VL - 13 IS - 1 SP - 28 EP - 46 UR - https://www.tandfonline.com/doi/abs/10.1080/19439342.2020.1844782 ER - TY - ELEC TI - Así consumíamos medios en El Salvador antes de la COVID-19 AU - Carballo, Willian AU - Marroquín, Amparo DA - 2020/// PY - 2020 UR - https://uca.edu.sv/wp-content/uploads/2020/12/investigacion-uca-asi-consumiamos-medios-en-el-salvador-antes-de-la-covid-19.pdf Y2 - 2021/12/20/22:37:23 ER - TY - ELEC TI - As Schools Close Over Coronavirus, Protect Kids’ Privacy in Online Learning T2 - Human Rights Watch AB - The educational disruption caused by the coronavirus pandemic is unprecedented in speed and scale. As of today, over 160 countries have closed schools. Education authorities are scrambling to provide remote learning for more than 87% of the world’s student population now missing class. DA - 2020/03/27/T10:35:05-0400 PY - 2020 LA - en UR - https://www.hrw.org/news/2020/03/27/schools-close-over-coronavirus-protect-kids-privacy-online-learning Y2 - 2021/02/09/05:33:43 ER - TY - ELEC TI - Artificial Intelligence in Education: Challenges and Opportunities for Sustainable Development AU - UNESCO T2 - Roscongress Building Trust DA - 2020/// PY - 2020 LA - en ST - Artificial Intelligence in Education UR - https://roscongress.org/en/materials/iskusstvennyy-intellekt-v-obrazovanii-problemy-i-vozmozhnosti-dlya-ustoychivogo-razvitiya/ Y2 - 2022/06/07/07:39:14 ER - TY - BLOG TI - Are students still learning during COVID-19? Formative assessment can provide the answer AU - Liberman, Julia AU - Levin, Victoria AU - Luna-Bazaldua, Diego T2 - World Bank Blogs AB - As schools around the world have closed due to coronavirus (COVID-19) pandemic (and many have extended closures for the remainder of the school year), students, teachers, and parents are settling into the "new reality" for the foreseeable future. DA - 2020/// PY - 2020 LA - en ST - Are students still learning during COVID-19? UR - https://blogs.worldbank.org/education/are-students-still-learning-during-covid-19-formative-assessment-can-provide-answer ER - TY - RPRT TI - Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis AU - Usawa Agenda CY - Nairobi, Kenya DA - 2020/// PY - 2020 PB - Usawa Agenda ST - Are Our Children Learning? UR - https://palnetwork.org/wp-content/uploads/2020/05/Usawa-Agenda-2020-Report.pdf ER - TY - RPRT TI - Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis. AU - Uwezo CY - Nairobi, Kenya DA - 2020/// PY - 2020 PB - Uwezo ST - Are Our Children Learning? UR - https://palnetwork.org/wp-content/uploads/2020/05/Usawa-Agenda-2020-Report.pdf Y2 - 2020/06/30/12:19:07 ER - TY - JOUR TI - Are children with disabilities in school and learning? Evidence from a household survey in rural Punjab, Pakistan AU - Malik, Rabea AU - Raza, Fizza AU - Rose, Pauline AU - Singal, Nidhi T2 - Compare: A Journal of Comparative and International Education AB - Invisibility of children with disabilities in data on educational access and learning is a key policy challenge for tracking progress towards the Sustainable Development Goals. In this article, we report findings from a household survey undertaken in rural Punjab, Pakistan. These data enable us to identify the extent to which children with disabilities are in school and learning the basics in literacy and numeracy. We find that, perhaps contrary to expectations, many of these children in this context are in mainstream (government and private) schools, although their chances of being in school are lower than their peers. We further find that overall levels of literacy and numeracy are low, even more so for children with disabilities. Our findings corroborate recent research from other countries. The paper highlights important lessons for the policy which are of relevance to other low-income contexts. DA - 2020/05/05/ PY - 2020 DO - 10.1080/03057925.2020.1749993 DP - Taylor and Francis+NEJM VL - 52 IS - 2 SP - 211 EP - 231 SN - 0305-7925 ST - Are children with disabilities in school and learning? UR - https://doi.org/10.1080/03057925.2020.1749993 Y2 - 2021/02/16/19:06:28 KW - Learning outcomes KW - Pakistan KW - Washington Group KW - disability KW - household survey KW - primary education ER - TY - BLOG TI - Arabic version of Design Thinking for Educators – Open Development & Education AU - Khalayleh, Abdullah DA - 2020/04/03/ PY - 2020 LA - en-GB UR - https://opendeved.net/2020/04/03/arabic-version-of-design-thinking-for-educators/ Y2 - 2020/04/03/20:53:58 KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - JOUR TI - Appraising research on personalized learning: definitions, theoretical alignment, advancements, and future directions AU - Walkington, Candace AU - Bernacki, Matthew L. T2 - Journal of Research on Technology in Education AB - This article introduces a special issue comprising research on efforts to personalize learning in different academic subjects. We first consider the emergence of personalized learning (PL) and the myriad of definitions that describe its essential features. Thereafter, we introduce the articles in the special issue by examining their alignment to extant theories of learning, the instructional design features that personalize the learning experience based on a learner characteristic, and the relationships between PL design and outcomes achieved in an educational context. Based on observations of contemporary PL research, we identify key issues to be addressed by the field and recommendations for future researchers to undertake to advance a PL theory. Chief among issues with PL are the role of technology, the agency of the learner, and the absence of a consistent theoretical grounding to motivate PL design choices. Future directions that would advance PL include the adoption of a theory of change in PL design, a design-based research approach to refine PL initiatives, more intensive and iterative research in authentic classroom contexts, and a greater focus on student input into and ownership of the PL experience. DA - 2020/07/02/ PY - 2020 DO - 10.1080/15391523.2020.1747757 DP - DOI.org (Crossref) VL - 52 IS - 3 SP - 235 EP - 252 J2 - Journal of Research on Technology in Education LA - en SN - 1539-1523, 1945-0818 ST - Appraising research on personalized learning UR - https://www.tandfonline.com/doi/full/10.1080/15391523.2020.1747757 Y2 - 2021/11/10/17:39:04 ER - TY - JOUR TI - Application of EdTech in Tanzania: Effectiveness of radio and television in teaching and learning amid COVID-19 pandemic AU - Feruzi, Sadiki M. AU - Li, Yang T2 - International Journal of Advanced Engineering Research and Science AB - On March 2020 school and university going students experienced termination of classes. The statement declared by the Tanzania prime minister honourable Kassim Majaliwa required all primary and secondary schools to postpone learning for a month and one day later universities were also asked to suspend studies and other activities. It was necessary to do so because of the novel coronavirus disease 2019 named by World Health Organisation as COVID-19 a pandemic that had spread and hit more than 150 countries. This paper intended to attain two major objectives, one was to explore the effectiveness of radio and television in handling teaching and learning process as an alternative adopted to ensure that students continue to be engaged in learning. Second, to examine the capabilities of the country through the Ministry of Education, Science and Technology to continue teaching and learning during the time of classroom disruption. The authors made a case study where radio and television platforms were adopted for teaching and learning. The results show that the transition from classroom teaching and learning to teaching and learning through radio and television stations platform was not effective. Similarly, the study shows that the government has demonstrated incompetence in running and monitoring the programme mostly in terms of programme preparation and implementation. However, this experience has built a solid foundation for the future cases, when the country, facilitators, students and parents will be more arranged than now. DA - 2020/// PY - 2020 DO - 10.22161/ijaers.78.35 DP - ijaers.com VL - 7 IS - 8 SP - 314 EP - 323 LA - en ST - Application of EdTech in Tanzania UR - https://ijaers.com/detail/application-of-edtech-in-tanzania-effectiveness-of-radio-and-television-in-teaching-and-learning-amid-covid-19-pandemic/ Y2 - 2020/11/18/15:04:53 ER - TY - GEN TI - Application and program document for COVID-19 accelerated funding for Kenya AU - Global Partnership for Education DA - 2020/08/03/ PY - 2020 UR - https://www.globalpartnership.org/sites/default/files/document/file/2020%2008%20COVID-19%20AFF%20Request%20Kenya%20-%20Verified.pdf Y2 - 2021/10/07/11:57:26 ER - TY - CHAP TI - Appendix 2. Methodology for the Interviews and Structured Community Review AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter/appendix forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/75QW3PXV KW - Author:Haßler KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _yl:aa2 ER - TY - RPRT TI - Annual Status of Education Report (Rural) 2020. Wave 1 AU - ASER DA - 2020/10// PY - 2020 PB - ASER Centre UR - http://img.asercentre.org/docs/ASER%202020/ASER%202020%20REPORT/aser2020fullreport.pdf ER - TY - RPRT TI - Annual Status of Education Report ASER-PAKISTAN 2019 Urban AU - ASER DA - 2020/// PY - 2020 ER - TY - RPRT TI - Annual Status of Education Report: ASER-Pakistan 2019 (National) AU - ASER DA - 2020/// PY - 2020 UR - http://www.aserpakistan.org/document/2019/reports/national/ASER_National_Urban_2019.pdf ER - TY - ELEC TI - Annual Status of Education Report 2019 AU - ASER Pakistan DA - 2020/// PY - 2020 UR - http://www.aserpakistan.org/document/2019/reports/national/ASER_National_Urban_2019.pdf Y2 - 2022/04/07/16:28:17 ER - TY - RPRT TI - Annual Primary School Census 2019 (Draft) AU - MoPME AU - Directorate of Primary Education DA - 2020/// PY - 2020 DP - Zotero SP - 222 LA - en UR - https://mopme.portal.gov.bd/sites/default/files/files/mopme.portal.gov.bd/publications/4a81eee1_4fff_4c20_ab68_282c1db70caa/2.10.1%20APSC%20(2).pdf Y2 - 2021/04/04/00:00:00 ER - TY - JOUR TI - Analyzing the Impact of COVID-19 on Education Professionals. Toward a Paradigm Shift: ICT and Neuroeducation as a Binomial of Action AU - Espino-Díaz, Luis AU - Fernandez-Caminero, Gemma AU - Hernandez-Lloret, Carmen-Maria AU - Gonzalez-Gonzalez, Hugo AU - Alvarez-Castillo, Jose-Luis T2 - Sustainability AB - This study analyzed the current situation of education in the context of the pandemic caused by COVID-19. The worldwide health emergency situation has caused the confinement of people and with it, the closure of centers and the transfer of face-to-face education to online education. Faced with these facts, teachers have had to adapt at a dizzying pace not only to new methodological approaches, but also to their own confinement, presenting high levels of stress. The purpose of this study is to offer a proposal that optimizes the work of education professionals in the current context of a pandemic through the use of Information and Communication Technologies (ICT) under the novel approach of the contributions of neuroeducation in the field of managing emotions and motivational processes, contributing to meaningful learning in students. The symbiosis of ICT and neuroeducation can make a great contribution to the paradigm shift that is taking place today. DA - 2020/// PY - 2020 DO - 10.3390/su12145646 VL - 12 IS - 14 SP - 5646 EP - 5646 KW - covid-19 KW - ict KW - neuroeducation KW - stress KW - teachers ER - TY - ELEC TI - Análisis comparativo de las prácticas educativas implementadas en Chile y México durante la pandemia de COVID-19 | Guayana Moderna AU - Arizmendi Loredo, Karla Fabiola AU - Fernández Hidalgo, Mariana AU - Núñez Rivadeneira, Scott DA - 2020/// PY - 2020 UR - https://revistasenlinea.saber.ucab.edu.ve/index.php/guayanamoderna/article/view/5423 Y2 - 2022/09/06/09:51:24 ER - TY - JOUR TI - Análisis comparativo de las prácticas educativas implementadas en Chile y México durante la pandemia de COVID-19 AU - Loredo, Karla Fabiola Arizmendi AU - Hidalgo, Mariana Fernández AU - Rivadeneira, Scott Núñez T2 - Guayana Moderna AB - Resumen El actual contexto de pandemia ha llevado a que los Sistemas Educativos implementen diversas herramientas para garantizar el derecho constitucional a la educación. A través de un estudio comparativo, realizado en colaboración por estudiantes de Chile y México se buscó establecer las diferencias y similitudes existentes entre ambos sistemas, incluyendo en éstas las medidas tomadas por los gobiernos de ambos países para abordar la nueva realidad de la educación a distancia, así como la situación actual en la cual se encuentran los maestros de educación básica de diversos establecimientos. Esta investigación se realizó a través de encuestas dirigidas a los docentes, y por medio del análisis de documentos e información relacionada a la organización de los sistemas educativos de Chile y México; por último, se compararon las propuestas y medidas decretadas por los mismos para su implementación en el desarrollo e impartición de las clases. Los principales resultados obtenidos en la investigación dan muestra de que las medidas implementadas por ambos países no logran resguardar el aseguramiento de la calidad, y que así mismo faltan herramientas para un correcto desarrollo de las clases virtuales. De igual forma, se presentan y analizan los resultados de las encuestas realizadas, en donde los maestros expresan su sentir acerca de los desafíos y la exigencia de la situación actual.Palabras Clave: Sistema Educativo, Educación Básica, México, Chile, Pandemia, Maestros DA - 2020/// PY - 2020 DP - revistasenlinea.saber.ucab.edu.ve VL - 9 IS - 9 SP - 39 EP - 59 LA - es UR - https://revistasenlinea.saber.ucab.edu.ve/index.php/guayanamoderna/article/view/5423 Y2 - 2022/06/07/07:41:14 KW - ⛔ No DOI found ER - TY - RPRT TI - An international review of plans for school reopening AU - Gorgen, Kristine AU - McAleavy, Tony DA - 2020/// PY - 2020 PB - Education Development Trust UR - https://docs.edtechhub.org/lib/MWNVG7LR KW - auto_merged ER - TY - RPRT TI - An international review of plans for school reopening AU - Gorgen, Kristine AU - McAleavy, Tony DA - 2020/// PY - 2020 PB - Education Development Trust UR - https://docs.edtechhub.org/lib/MWNVG7LR ER - TY - RPRT TI - An international review of plans for school reopening AU - Gorgen, Kristine AU - McAleavy, Tony DA - 2020/// PY - 2020 PB - Education Development Trust UR - https://docs.edtechhub.org/lib/MWNVG7LR ER - TY - JOUR TI - An interactive math braille learning application to assist blind students in Bangladesh AU - Nahar, L AU - Sulaiman, R AU - Jafaar, A T2 - Assistive Technology AB - Due to the lack of affordable assistive tools for learning mathematics, blind students in Bangladesh still use outdated learning tools like Tailor Frame. Therefore, demand for a low-cost technological tool is there that will help the blind students to learn math braille and calculate numbers more easily. To provide an effective and affordable assistive tool, this study begins with a needs assessment study to identify the basic needs of blind students in learning math braille and solving mathematical calculations. Afterward, a mobile phone based interactive assistive application is proposed to improve the learning facilities of math braille using Nemeth code for blind students in Bangladesh. Interfaces of the application are designed based on their needs. Besides, interaction methods (such as, hearing & touching) of blind students with the physical world were another criterion in designing very interactive interfaces that provide self-learning facilities. The interfaces are evaluated by the teachers, experts, and end users in order to identify the usability. The evaluation shows a promising result toward the acceptability of the designed application. Therefore, this application can be helpful for the blind students to learn math braille using Nemeth Code. DA - 2020/// PY - 2020 DO - 10.1080/10400435.2020.1734112 UR - https://www.tandfonline.com/doi/abs/10.1080/10400435.2020.1734112?needAccess=true&journalCode=uaty20 ER - TY - BLOG TI - An inclusive response to COVID-19: Education for children with disabilities AU - McClain-Nhlapo, Charlotte T2 - An inclusive response to COVID-19: Education for children with disabilities AB - This blog was written by Charlotte McClain-Nhlapo, Global Disability Advisor, World Bank and originally published on the Global Partnership for Education website on 11 May 2020. What if the ongoing COVID-19 pandemic served as an opportunity to re-think how emergency education planning can be inclusive of children with disabilities? Isn’t this global crisis presenting a […] DA - 2020/// PY - 2020 LA - en-GB M3 - UKFIET: The education and development forum ST - An inclusive response to COVID-19 UR - https://www.ukfiet.org/2020/an-inclusive-response-to-covid-19-education-for-children-with-disabilities/ Y2 - 2021/03/16/12:09:54 ER - TY - BLOG TI - An inclusive approach to searching for evidence on EdTech in low- and middle- income countries AU - Brugha, Meaghan T2 - EdTech Hub AB - A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as … DA - 2020/02/18/T14:28:44+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/02/18/an-inclusive-approach-to-searching-for-evidence-on-edtech-in-low-and-middle-income-countries/ Y2 - 2020/02/27/20:35:55 KW - F:Blog post KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoODE ER - TY - JOUR TI - An Improved Model for the Implementation of Web-Based Learning in Adult Secondary School Education in Kenya AU - Ng’ang’a, Ms Martha Muthoni AU - Kimani, Prof Stephen AU - Kimwele, Dr Michael W. T2 - International Journal of Computer (IJC) AB - The development of technology, which evolves continuously, has led to the transformation of traditional courses into web-based courses. However, as these e-learning systems grow more complex, involving numerous users with different levels of need, there is a need to have web-based learning models that adequately address such users’ needs, taking into consideration their levels of expertise, access and ability to interact with such systems. Most of the existing models present the adult learners with difficulties, as most of them have to concentrate mostly on learning the technology rather than learning the desired content. Most of the difficulties arise from the web-based learning model configurations in use in the country. The majority lack features and capabilities of highly interactive, fast-paced multimedia-supported learning currently demanded by most learners and tutors. Therefore, the main aim of this research was to devise an improved model for implementing a web-based learning programme in adult secondary school education. After analysing the existing models and establishing their operational challenges, an improved model was proposed. The proposed model was statistically tested using sample data. The results showed that recognizing both technological and user attributes along the recognized theoretical frameworks was important in increasing the users’ behavioural inclination to use the improved model. Therefore, it is recommended that more sensitization to web-based learning should be implemented by the adult education department in the Ministry of Education among adult learners in the country. It is also recommended that system developers should find ways of incorporating additional features into the model without affecting its architecture and function. Finally, there is need for future studies on the causal antecedents of the constructs presented in this research model to provide more precise practical implications. DA - 2020/05/09/ PY - 2020 DP - ijcjournal.org VL - 38 IS - 1 SP - 22 EP - 36 LA - en SN - 2307-4523 UR - https://ijcjournal.org/index.php/InternationalJournalOfComputer/article/view/1571 Y2 - 2021/05/22/14:43:03 KW - Adult Learners KW - Model KW - Web Based Learning KW - ⛔ No DOI found ER - TY - JOUR TI - An exploration of the potential role of digital technologies for promoting learning in foreign language classrooms: Lessons for a pandemic AU - Masterson, Mary T2 - International Journal of Emerging Technologies in Learning (iJET) AB - This research study focuses on long-term digital technologies assisted cross-cultural communication as an instructional model. Secondary school foreign language learners of German and English collaborated online with the same age-cohort peers to acquire new cultural knowledge, as well as develop digi-tal technologies skills. Findings revealed that digital technologies facilitated personalised student-led learning through an inquiry-based approach. Results further indicated that the learners had rich opportunities to share their stories and to think critically about themselves and others. Indeed, pupils enriched their understanding of their partner’s culture as well as developing an en-hanced understanding of the influence of culture on behaviour and thinking. The students learned to use digital technologies by creating digital profiles, posting their comments, asking questions, exchanging cultural information, and gaining linguistic and cultural experience of a native speaker in a virtual space. This paper shows that with the purposeful integration of digital tech-nologies in foreign language classrooms opportunities for richer student learning experiences can be promoted. DA - 2020/// PY - 2020 DO - 10.3991/ijet.v15i14.13297 VL - 15 IS - 14 SP - 83 EP - 96 KW - c ulture KW - digital technologies KW - online collaborative learning ER - TY - BLOG TI - An EdTech reading list from the Helpdesk team: Autumn 2020 T2 - EdTech Hub AB - In this blog post, we summarise six new publications from the Helpdesk and what we have learned about monitoring and evaluation, curriculum reform, blended learning, and teacher education. As Covid-19 continues to affect learning around the world, our Helpdesk is seeing a shift in the requests we receive. Earlier, the bulk of requests were linked to short-term Covid responses. Now,… DA - 2020/11/03/T15:11:19+00:00 PY - 2020 LA - en-US ST - An EdTech reading list from the Helpdesk team UR - https://edtechhub.org/2020/11/03/an-edtech-reading-list-from-the-helpdesk-team-autumn-2020/ Y2 - 2020/11/06/22:08:02 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - An appeal for practical social justice in the COVID-19 global response in low-income and middle-income countries AU - Kelley, Maureen AU - Ferrand, Rashida A AU - Muraya, Kui AU - Chigudu, Simukai AU - Molyneux, Sassy AU - Pai, Madhukar AU - Barasa, Edwine T2 - The Lancet Global Health DA - 2020/// PY - 2020 DO - 10.1016/S2214-109X(20)30249-7 VL - 8 IS - 7 SP - 888 EP - 889 UR - http://dx.doi.org/10.1016/S2214-109X(20)30249-7 ER - TY - RPRT TI - Altruism or Money?: Reducing Teacher Sorting Using BehavioUral Strategies in Peru AU - Ajzenman, Nicolás AU - Bertoni, Eleonora AU - Elacqua, Gregory AU - Marotta, Luana AU - Méndez, Carolina DA - 2020/08// PY - 2020 PB - Inter-American Development Bank UR - https://publications.iadb.org/publications/english/document/Altruism-or-Money-Reducing-Teacher-Sorting-Using-Behavioral-Strategies-in-Peru.pdf Y2 - 2022/08/03/09:50:54 ER - TY - RPRT TI - Alternative forms of early grade instructional coaching: Emerging evidence from field experiments in South Africa AU - Cilliers, Jacobus AU - Fleisch, Brahm AU - Kotze, Janeli AU - Mohohlwane, Nompumelelo AU - Taylor, Stephen AU - Thulare, Tshegofatso DA - 2020/07/17/ PY - 2020 LA - en UR - https://www.dropbox.com/s/n0hza4nyrvz4mpt/Can%20Virtual%20Replace%20InPerson%20Coaching%20Working%20Paper.pdf?dl=0 Y2 - 2020/07/22/21:32:02 ER - TY - RPRT TI - Alternate Education Service Delivery COVID-19 Emergency Response Plan AU - Ministry of Education (Afghanistan) DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/afghanistan_moe_covid-19_alternative_learning_plan_-_eng.pdf Y2 - 2020/06/09/13:12:49 ER - TY - ELEC TI - Allama Iqbal Open University AU - Allama Iqbal Open University DA - 2020/07/21/10:37:11 PY - 2020 UR - https://www.aiou.edu.pk/ Y2 - 2020/07/21/10:37:11 ER - TY - ELEC TI - All Tanzania schools reopen amid strict virus protocols AU - AfricaNews T2 - Africanews AB - The government on the other hand has issued stringent measures to be followed even as schools are reopening to prevent the spread of the novel coronavirus among students. DA - 2020/07/01/CEST12:35:00+02:00 PY - 2020 LA - en UR - https://www.africanews.com/2020/07/01/all-tanzania-schools-reopen-amid-strict-virus-protocols/ Y2 - 2021/03/29/06:38:39 ER - TY - RPRT TI - Akili Impact Report 2016-2020 DRAFT AU - Ubongo DA - 2020/// PY - 2020 ER - TY - ELEC TI - Akello Digital Classroom | Home AU - Akello Digital Classroom DA - 2020/// PY - 2020 UR - https://www.akellobooks.com/live-class.html Y2 - 2020/06/27/17:02:41 ER - TY - RPRT TI - AJ&K Education Policy (2021-2030) AU - Department of Elementary and Secondary Education, Government of Azad government of the state of Jammu and Kashmir DA - 2020/// PY - 2020 ER - TY - SLIDE TI - Airband Initiative: Connecting the unconnected A2 - Connelly, K. DA - 2020/09// PY - 2020 ER - TY - RPRT TI - Age appropriate design: a code of practice for online services AU - Information Commissioner's Office DA - 2020/07/20/Monday PY - 2020 DP - ico.org.uk LA - en PB - ICO ST - Age appropriate design UR - https://ico.org.uk/for-organisations/guide-to-data-protection/key-data-protection-themes/age-appropriate-design-a-code-of-practice-for-online-services/ Y2 - 2020/08/06/16:31:18 ER - TY - RPRT TI - After School Tutoring: Evidence from a Randomized Control Trial AU - Islam, Asad AU - Ruthbah, Ummul DA - 2020/// PY - 2020 PB - Monash Business School UR - https://issuu.com/monashbusinessschool/docs/ummul_ruthbah_-_after_school_tutoring__bangladesh_ ER - TY - ELEC TI - Africa: Tanzania — The World Factbook - Central Intelligence Agency AU - Central Intelligence Agency T2 - Central Intelligence Agency World Factbook website DA - 2020/// PY - 2020 UR - https://www.cia.gov/library/publications/the-world-factbook/geos/tz.html Y2 - 2020/11/17/11:15:30 ER - TY - BLOG TI - Africa’s Covid-19 opportunity T2 - EdTech Hub AB - Educators in Africa are optimistic about the opportunities that Covid-19 brings for reform and innovation in education.  That’s the headline from a survey eLearning Africa recently conducted, in which 1,600 education and technology professionals from 52 countries in Africa were asked for their thoughts on the longer-term effects of the pandemic. Despite what it’s doing to societies and economies around… DA - 2020/09/17/T07:11:41+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/09/17/africas-covid-19-opportunity/ Y2 - 2020/11/07/12:30:19 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Advice, Money, Results AU - Hedger, Edward AU - Manning, Nick AU - Schick, Allen DA - 2020/// PY - 2020 PB - NYU Wagner UR - https://wagner.nyu.edu/advice-money-results/about Y2 - 2022/11/12/10:21:30 ER - TY - ELEC TI - Adverse consequences of school closures AU - UNESCO T2 - UNESCO AB - School closures - even when temporary - carry high social and economic costs. The disruptions they cause touch people across communities, but their impact is particularly severe for disadvantaged boys and girls and their families. Some of the reasons why school closures are so harmful are listed below. While the list is far from comprehensive, it helps clarify why school closures should matter to all of us. Interrupted learning: Schooling provides essential learning and when schools close, children and youth are deprived opportunities for growth and development. DA - 2020/03/10/T08:50:35+00:00 PY - 2020 LA - en UR - https://en.unesco.org/themes/education-emergencies/coronavirus-school-closures/consequences Y2 - 2020/03/30/14:26:18 ER - TY - BLOG TI - Advancing education and speech recognition in Nigeria with AI and machine learning AU - Agajo, J AU - Shuaibu, A AU - Guda, B DA - 2020/// PY - 2020 UR - https://www.itu.int/en/myitu/News/2020/12/16/08/40/Research-projects-Nigeria-advancing-education-speech-recognition-AI-machine-learning ER - TY - GEN TI - Adolescents (age 10 - 19) presenting with pregnancy at health facilities AU - Kenya Health Information System (KHIS) AB - Rates of adolescent pregnancy are once again on the rise in Kenya.  The sudden surge threatens to cut short the pursuit for education and opportunities for especially vulnerable girls in the country. DA - 2020/06/26/ PY - 2020 LA - en PB - African Institute for Development Policy UR - https://www.afidep.org/publication/adolescents-age-10-19-presenting-with-pregnancy-at-health-facilities/ Y2 - 2021/10/03/12:58:52 ER - TY - JOUR TI - Adolescent problematic internet use and parental mediation: A Bangladeshi structured interview study AU - Chandrima, Rubaiya Matin AU - Kircaburun, Kagan AU - Kabir, Humyon AU - Riaz, Baizid Khoorshid AU - Kuss, Daria J. AU - Griffiths, Mark D. AU - Mamun, Mohammed A. T2 - Addictive Behaviors Reports AB - Internet-related problems such as excessive internet use, problematic internet use (PIU), and internet addiction, are becoming increasingly studied among Bangladeshi adult students, but there has been little research among adolescents. In Bangladesh, there has been no research examining the role of parental mediation in their children's internet use. Therefore, the present structured interview study investigated Bangladeshi adolescent PIU and its associated socio-demographics, internet use behaviors, and the parental mediation role among 350 high school students residing in Dhaka. The results showed that 84 of adolescents (24.0%) were classified as having PIU (cut-off score of ≥ 50 on the Internet Addiction Test) and nine adolescents (2.6%) were classified as having a severe dependency on the internet (cut-off score of >80 on the Internet Addiction Test). According to hierarchical regression analysis, significant PIU correlates included lower academic results, both parents' lower education, mother working outside the home, more than four days' weekly internet use, more than two hours daily internet use, and active mediation. Additionally, internet use behaviors (i.e., internet use locations, devices, purposes, and applications) and parental internet mediation dimensions other than active mediation (i.e., restrictive mediation, active mediation internet safety, monitoring, and technical mediation) were significantly related to PIU in t-tests and correlation analysis respectively. However, they were non-significant in the hierarchical regression analysis when included into equation altogether. The present study's findings will be helpful in developing country-level policymaking decisions and facilitating future research in the country. DA - 2020/12// PY - 2020 DO - 10.1016/j.abrep.2020.100288 DP - PubMed VL - 12 SP - 100288 J2 - Addict Behav Rep LA - eng SN - 2352-8532 ST - Adolescent problematic internet use and parental mediation KW - Bangladeshi adolescence KW - Internet addiction KW - Internet use behaviors KW - Parental mediation KW - Problematic internet use ER - TY - RPRT TI - Adolescence in the Time of Covid-19: Evidence from Bangladesh AU - Baird, Sarah AU - Seager, Jennifer AU - Sabarwal, Shwetlena AU - Guglielmi, Silvia AU - Sultan, Maheen AB - This note examines the effects of COVID-19 and subsequent economic and educational disruptions on adolescent well-being in Bangladesh. The analysis is based on data from 2,095 in-school adolescents aged 10–18 collected preCOVID-19 (February–March 2020) through a field survey for an ongoing impact evaluation, and a follow-up virtual survey undertaken early in the pandemic (May–June 2020). Findings show large household-level economic impacts associated with increased food insecurity, anxiety, and mental health issues among adolescents. In addition, school closures have decreased adolescents’ access to learning, increased time spent on household chores, and affected future job aspirations. The impacts are particularly large for girls and for adolescents from more vulnerable households. Policy makers need to consider policies that facilitate school return, targeting girls and the most vulnerable. They also need creative school-based programming to address the likely long-run physical and mental health effects of COVID-19 on young people. DA - 2020/// PY - 2020 DP - Zotero SP - 10 LA - en UR - https://openknowledge.worldbank.org/bitstream/handle/10986/34801/Adolescence-in-the-Time-of-COVID-19-Evidence-from-Bangladesh.pdf?sequence=1&isAllowed=y ER - TY - RPRT TI - Addressing the gender dimensions of school closures - UNESCO Digital Library AU - UNESCO T2 - Education Sector Issue Note DA - 2020/// PY - 2020 SN - 31 UR - https://unesdoc.unesco.org/ark:/48223/pf0000373379 Y2 - 2020/08/05/15:22:05 ER - TY - THES TI - Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth AU - Adam, Taskeen AB - The legacies of colonial rule continue to impact everyday life, particularly in education. These structural inequalities are often reinforced and amplified in online ‘global’ education through a form of digital neocolonialism, which is where hegemonic powers indirectly control or influence marginalised groups through the internet or information technology. In striving for justice-oriented online education models, this study analyses to what extent Massive Open Online Courses (MOOCs), produced both internationally and locally, support (or could support) the needs, preferences, and aspirations of marginalised South African youth and address the material, cultural-epistemic, political, and geopolitical injustices they face. To evaluate what South African peri-urban youth desire in their education and futures, as well as the challenges they experience, a seven-part survey was conducted with 250 youth from five townships in South Africa. Responses showed that whilst participants strongly value and aspire to further their education, financial difficulties, infrastructural barriers, family problems, and lack of emotional support and life mentorship limit them from achieving this. Participants reflected on how colonial and apartheid legacies have affected their educational experiences and identities through inferior quality of education, forced languages, forgotten histories and incongruent values, cultural norms and practices. In parallel, semi-structured interviews were conducted with 35 MOOC designers, from South Africa and the USA, to investigate the ways in which efforts, if any, were being made to reach students most in need of quality education. Interviews covered themes of openness, accessibility, and justice. It was found that, depending on the MOOC designer’s understanding of social justice and decolonial thought, they placed varying emphasis on addressing different forms of injustice. Some focused on resource, access and infrastructural barriers, while others focused on issues of content relevance and knowledge production. Furthermore, MOOC designers’ attempts to address injustices strongly related to their own identities and lived experiences, highlighting the importance of plurality of thought and epistemic diversity in the producers of MOOCs. Drawing on the historical injustices and lived experiences of the youth, and the attempts to address injustices by the MOOC designers, it was ascertained that there is no one size-fits-all formula to creating equitable MOOCs. Rather, depending on the purpose and target audience of the MOOC, nuanced approaches to addressing injustices are suggested. These approaches are shaped by various leverage points that influence the types of, and the extent to which, participatory methods, accessibility measures, knowledge sources, assessment and critical pedagogy are implemented. Additionally, the importance of these leverage points varies over the MOOC’s lifecycle, from inception and design, to implementation and assessment. Bearing in mind the broad-ranging injustices that youth participants raised, these approaches are presented with great caution that educational technologies and open education are not panaceas but if designed and used appropriately and justly, can be tools for liberation. DA - 2020/08/24/T08:23:28Z PY - 2020 DP - www.repository.cam.ac.uk LA - en M3 - Thesis PB - University of Cambridge ST - Addressing Injustices through MOOCs UR - https://www.repository.cam.ac.uk/handle/1810/309515 Y2 - 2020/08/25/19:15:22 KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - BLOG TI - Additional Funding Available: Call for Research Proposals - EdTech responses to Covid-19 AU - Kreimeia, Adam T2 - EdTech Hub AB - We are excited to announce that there is now increased funding available for projects through our Call for Research Proposals: EdTech responses to Covid-19, which closes on Friday 27th November 2020.  As part of this window, additional funding, up to a total value of £50k, may be available to a small number of applications, particularly where they allow for comparison… DA - 2020/11/13/T14:38:36+00:00 PY - 2020 LA - en-US ST - Additional Funding Available UR - https://edtechhub.org/2020/11/13/additional-funding-available-call-for-research-proposals-edtech-responses-to-covid-19/ Y2 - 2021/04/21/20:31:21 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic AU - Moorhouse, Benjamin Luke T2 - Journal of Education for Teaching AB - This report describes the adaptations made to one initial teacher education course at a Hong Kong university designed for face-to-face instruction that was required to be delivered exclusively online due to the suspension of face-to-face classes caused by the COVID-19 pandemic. It describes the adaptations the tutor made, and the challenges faced adapting to the new mode of delivery. It is hoped that others can learn from the author’s experience and be prepared for the suspension of face-to-face classes caused by the COVID-19 pandemic or other health emergencies. DA - 2020/// PY - 2020 DO - 10.1080/02607476.2020.1755205 VL - 00 IS - 00 SP - 1 EP - 3 UR - https://doi.org/10.1080/02607476.2020.1755205 KW - COVID-19 pandemic KW - Initial teacher education KW - adapting to online teaching KW - synchronous online teaching ER - TY - BLOG TI - Activating local study-groups for children’s learning—an equitable EdTech response? AU - Power, Tom T2 - EdTech Hub DA - 2020/// PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/05/29/activating-local-study-groups-for-childrens-learning-an-equitable-edtech-response/ Y2 - 2020/06/03/07:49:34 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - Act now: reduce the impact of COVID-19 on the cost of achieving SDG 4 - UNESCO Digital Library AU - Global Education Monitoring Report Team DA - 2020/// PY - 2020 DP - UNESCO Digital Library UR - https://unesdoc.unesco.org/ark:/48223/pf0000374163 Y2 - 2022/09/10/20:30:51 ER - TY - RPRT TI - Achieving World-Class Education in Adverse Socioeconomic Conditions: The Case of Sobral in Brazil AU - Loureiro, Andre AU - Cruz, Louisee AB - This report presents the case of the municipality of Sobral in the state of Ceara, Brazil. This municipality overcame adverse socioeconomic conditions and now has the best primary andlower secondary education system in Brazil. Sobral is home to 200,000 inhabitants and in 2005 was ranked 1,366 in the national index that measures quality of education in Brazil. Twelve years later, it was ranked first among the 5,570 municipalities in both primary and lower secondary education rankings. Public education in Sobral has one goal: every student must complete lower secondary education at the right age and with appropriate learning. The municipality placed education at the top of the political agenda and kept it out of politics. Its prioritized learning by establishing a clear intermediate target, ensuring all students are literate by the end of the second grade. It organized the education policy under four pillars: effective use of student assessment; focused curriculum with a clear learning sequence and prioritization of foundational skills; prepared and motivated teachers; and autonomous and accountable school management with school principals appointed through a meritocratic and technical selection process. The main aspects of the reforms are presented and discussed in this report. CY - Washington, DC DA - 2020/06// PY - 2020 DP - openknowledge.worldbank.org LA - English PB - World Bank ST - Achieving World-Class Education in Adverse Socioeconomic Conditions UR - https://openknowledge.worldbank.org/handle/10986/34150 Y2 - 2022/05/31/20:17:35 KW - Early Childhood Education KW - Education KW - Education Quality KW - Education Reform KW - Education for All KW - Literacy KW - Primary Education KW - Secondary Education KW - Student Performance ER - TY - ELEC TI - Acelera Brasil AU - Instituto Ayrton Senna T2 - Instituto Ayrton Senna AB - Solução educacional desenvolvida para garantir que alunos com atraso escolar tenham a chance de recuperar o aprendizado e desenvolver suas competências. DA - 2020/// PY - 2020 LA - pt-BR UR - https://www.institutoayrtonsenna.org.br/pt-br/como-atuamos/acelera.html Y2 - 2020/08/30/20:12:29 ER - TY - JOUR TI - Accessibility within open educational resources and practices for disabled learners: a systematic literature review AU - Zhang, Xiangling AU - Tlili, Ahmed AU - Nascimbeni, Fabio AU - Burgos, Daniel AU - Huang, Ronghuai AU - Chang, Ting-Wen AU - Jemni, Mohamed AU - Khribi, Mohamed Koutheair T2 - Smart Learning Environments AB - The number of disabled students is rapidly increasing worldwide, but many schools and universities have failed to keep up with their learning needs. Consequently, large numbers of disabled students are dropping out of school or university. Open Educational Resources (OER) and Open Educational Practices (OEP) contain several relevant features, including the possibility of reusing and remixing, which have led researchers to consider using OER and OEP to facilitate meeting the needs of disabled and functional-diverse students in order to increase their accessibility and e-inclusion capabilities in educational settings. The very limited research to date, however, has provided a limited holistic understanding of accessibility within OER and OEP in order to aid researchers in pursuing future directions in this field. Therefore, this paper systematically reviewed 31 papers to provide insights about functional diversity within OER and OEP. The results obtained highlighted that accessibility is still in its infancy within OER and that researchers should focus more on considering the four accessibility principles — perceivable, operable, understandable and robust — when providing OER. Additionally, while several researchers have focused on several issues related to accessibility within OER, limited focus has been given to assistive technologies using OER. Finally, this paper provides several recommendations to increase accessibility within OER and help design more accessible OER for students with functional diversity. DA - 2020/12// PY - 2020 DO - 10.1186/s40561-019-0113-2 DP - DOI.org (Crossref) VL - 7 IS - 1 SP - 1 J2 - Smart Learn. Environ. LA - en SN - 2196-7091 ST - Accessibility within open educational resources and practices for disabled learners UR - https://slejournal.springeropen.com/articles/10.1186/s40561-019-0113-2 Y2 - 2021/08/20/17:34:58 ER - TY - ENCYC TI - Accessibility AU - Wikipedia T2 - Wikipedia AB - Accessibility in the sense considered here refers to the design of products, devices, services, or environments so as to be usable by people with disabilities. The concept of accessible design and practice of accessible development ensures both "direct access" (i.e. unassisted) and "indirect access" meaning compatibility with a person's assistive technology (for example, computer screen readers). Accessibility can be viewed as the "ability to access" and benefit from some system or entity. The concept focuses on enabling access for people with disabilities, or special needs, or enabling access through the use of assistive technology; however, research and development in accessibility brings benefits to everyone.Accessibility is not to be confused with usability, which is the extent to which a product (such as a device, service, or environment) can be used by specified users to achieve specified goals with effectiveness, efficiency, convenience satisfaction in a specified context of use.Accessibility is strongly related to universal design which is the process of creating products that are usable by people with the widest possible range of abilities, operating within the widest possible range of situations. This is about making things accessible to all people (whether they have a disability or not). DA - 2020/10/22/T19:04:11Z PY - 2020 DP - Wikipedia LA - en UR - https://en.wikipedia.org/w/index.php?title=Accessibility&oldid=984895511 Y2 - 2020/11/09/19:22:13 ER - TY - ELEC TI - Access to electricity (% of population) - Kenya AU - World Bank DA - 2020/// PY - 2020 UR - https://data.worldbank.org/indicator/EG.ELC.ACCS.ZS?locations=KE Y2 - 2020/07/01/09:40:30 ER - TY - BLOG TI - Access to digital learning during COVID-19 closures: compounding educational inequality? AU - Moore, Rhiannon AU - Marshall, Lydia AB - This blog was origially published as a guest blog on the UKFIET forum The COVID-19 global pandemic has led to children across the world seeing their schools closed down – the latest UNESCO estimates suggest that over 87% of the world’s student population is currently unable to attend school or university. This is certainly true for children and young people in countries covered by the Young Lives study, with all schools in India, Ethiopia and Peru and schools in some parts of Vietnam, currently closed. DA - 2020/// PY - 2020 LA - en ST - Access to digital learning during COVID-19 closures UR - https://www.younglives.org.uk/content/access-digital-learning-during-covid-19-closures-compounding-educational-inequality Y2 - 2020/08/05/14:25:59 ER - TY - RPRT TI - Accelerated recovery: Improving outcomes with blended learning AU - Global Online Learning Alliance DA - 2020/// PY - 2020 UR - https://brains.global/download-the-gola-report/ Y2 - 2020/07/21/17:10:12 ER - TY - RPRT TI - Accelerated Learning and EdTech: A Rapid Evidence Review AU - Damani, Kalifa AB - This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of accelerated learning in low- and middle-income countries (LMICs), with a focus on how EdTech might best be utilised for accelerated learning. It begins with a broad discussion of the components of accelerated learning, followed by a more focused discussion on how accelerated learning has been used to enhance learning outcomes for marginalised groups in LMICs. An exploration of how EdTech can be utilised for accelerated learning is then presented. DA - 2020/// PY - 2020 LA - en M3 - Rapid Evidence Review PB - EdTech Hub SN - 6 UR - https://docs.edtechhub.org/lib/I4UFGAQA KW - L:Gender and education KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _P:Evidence review VCMFM9ZD KW - _cover:v2 KW - _zenodo:submitted KW - _zenodoETH KW - ⛔ No DOI found ER - TY - RPRT TI - Abracadabra (ABRA) - re-grant AU - Coventry University AB - Project: Abracadabra (ABRA), An online reading programme to improve early literacy DA - 2020/07/22/ PY - 2020 LA - EN PB - Education Endowment Foundation UR - https://www.oerknowledgecloud.org/archive/TESS-India%20Academic%20Review%20Final%20130617_0.pdf ER - TY - ELEC TI - About us AU - TESSA DA - 2020/// PY - 2020 UR - http://www.tessafrica.net/about-us Y2 - 2020/06/26/12:46:35 ER - TY - JOUR TI - A systematic review of research on online teaching and learning from 2009 to 2018 AU - Martin, Florence AU - Sun, Ting AU - Westine, Carl D T2 - Computers and Education AB - Systematic reviews were conducted in the nineties and early 2000's on online learning research. However, there is no review examining the broader aspect of research themes in online learning in the last decade. This systematic review addresses this gap by examining 619 research articles on online learning published in twelve journals in the last decade. These studies were examined for publication trends and patterns, research themes, research methods, and research settings and compared with the research themes from the previous decades. While there has been a slight decrease in the number of studies on online learning in 2015 and 2016, it has then continued to increase in 2017 and 2018. The majority of the studies were quantitative in nature and were examined in higher education. Online learning research was categorized into twelve themes and a framework across learner, course and instructor, and organizational levels was developed. Online learner characteristics and online engagement were examined in a high number of studies and were consistent with three of the prior systematic reviews. However, there is still a need for more research on organization level topics such as leadership, policy, and management and access, culture, equity, inclusion, and ethics and also on online instructor characteristics. DA - 2020/// PY - 2020 DO - 10.1016/j.compedu.2020.104009 VL - 159 IS - April SP - 104009 EP - 104009 UR - https://doi.org/10.1016/j.compedu.2020.104009 KW - Distance education KW - Online Learning Research KW - Research Themes KW - Systematic Review KW - online teaching and learning ER - TY - MGZN TI - A Slum2School charity's first Virtual Learning Studio AU - Campos, Guy T2 - AV Magazine DA - 2020/07/22/ PY - 2020 UR - https://www.avinteractive.com/markets/education/slum-2-school-charity-sets-virtual-learning-classroom-22-07-2020/ Y2 - 2021/10/25/17:29:52 ER - TY - RPRT TI - A scoping review of technology in education in LMICs - descriptive statistics and sample search results [internal document] AU - Haßler, Björn AU - McIntyre, Nora AU - Mitchell, Joel AU - Martin, Kevin AU - Nourie, Kristi AU - Damani, Kalifa AU - Kristi Nourie AU - Kalifa Damani DA - 2020/// PY - 2020 LA - en M3 - Working Paper PB - EdTech Hub SN - 6 UR - https://docs.edtechhub.org/lib/CMRISZHV KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _yl:v KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - A revised PIRLS 2011 to 2016 trend for South Africa and the importance of analysing the underlying microdata AU - Gustafsson, Martin T2 - Working Papers AB - Given South Africa’s weak performance in international testing programmes, there is a strong interest in gauging improvements within these programmes. The finding that South Africa saw no progress between 2011 and 2016 in the Progress in International Reading Literacy Study (PIRLS) programme, which tests Grade 4 reading competencies, was inconsistent with considerable progress seen in a couple of other testing programmes. Moreover, an earlier PIRLS average score for Grade 4 from 2006 suggested that the 2011 mean score used to determine the flat 2011 to 2016 flat trend was problematic. The current paper uses the underlying microdata for PIRLS 2011 and 2016, which are publicly available, to examine the trend. It is clear that the 2011 mean score used by the international PIRLS analysts to arrive at the flat trend cannot be correct. It should be considerably lower. It should be noted that the 2011 mean for South Africa involved an unusual process. South Africa was the only country for which an original mean on an easier scale, prePIRLS, had to be recalibrated to the main PIRLS scale. This was because South Africa was the only country participating in the easier prePIRLS in 2011 and in some form of PIRLS in 2016. There was clearly something wrong with the 2011 recalibration. In correspondence, the International Association for the Evaluation of Educational Achievement (IEA), the body that conducts PIRLS globally, acknowledged, in part on the basis of a preliminary version of the current paper, that the originally published 2011 to 2016 South Africa trend should now not be considered reliable. They also confirmed that the classical score gains for South Africa reflected in the paper are correct. The method used in the paper is essentially to examine classical score gains between 2011 and 2016 with respect to common items, and then to recalibrate that to the main PIRLS scale. As an additional verification, the paper checks that gains remain after one controls for socio-economic status. The paper concludes that South Africa in fact saw a large gain between 2011 and 2016, equal to around 0.05 standard deviations a year. This is a fast rate of improvement by international standards. Of the 43 countries with 2011 to 2016 trends in PIRLS, South Africa displayed the third-steepest improvement, after Morocco and Oman. DA - 2020/// PY - 2020 DP - ideas.repec.org LA - en PB - Stellenbosch University, Department of Economics SN - 02/2020 UR - https://ideas.repec.org/p/sza/wpaper/wpapers337.html Y2 - 2022/05/31/22:42:21 KW - PIRLS KW - South Africa KW - international testing systems KW - reading ER - TY - RPRT TI - A review of Empirical Research on School Leadership in the Global South AU - Global School Leaders DA - 2020/// PY - 2020 UR - https://static1.squarespace.com/static/58af429103596eb1eb5acace/t/5f20710484df25368418907b/1595961610688/GSL+Evidence+Review+Report.pdf Y2 - 2020/08/11/10:34:22 KW - C:Low- and middle-income countries ER - TY - BLOG TI - A rapid scan of the EdTech landscape in 11 countries AU - Taddese, Abeba T2 - EdTech Hub AB - By Abeba Taddese We have just produced rapid scans of the EdTech landscape in 11 countries: Ghana, Jordan, Kenya, Liberia, Nigeria, Pakistan, Rwanda, Senegal, Sierra Leone, Tanzania, and Zimbabwe. The scans are based primarily on desk research and offer a glimpse into the countries’ EdTech ecosystems. They examine enabling factors for EdTech from a holistic systems perspective but are by… DA - 2020/08/11/T14:53:49+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/08/11/a-rapid-scan-of-the-edtech-landscape-in-11-countries/ Y2 - 2020/11/07/12:43:06 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - RPRT TI - A Rapid Evidence Assessment of the effectiveness of educational interventions to support children and young people with vision impairment AU - Spence, A DA - 2020/// PY - 2020 M3 - Rapid Evidence Review SN - 134 UR - https://assets.publishing.service.gov.uk/media/5ed6321bd3bf7f4606f1e15b/DFID-AT_Report.pdf ER - TY - RPRT TI - A rapid assessment: Impact of COVID-19 on Education in Bangladesh AU - Advocacy for Social Change, BRAC AU - BRAC Education Programme DA - 2020/05// PY - 2020 UR - http://www.brac.net/program/wp-content/uploads/2020/07/Rapid-assessment-impact-of-COVID-19-education-in-Bangladesh.pdf Y2 - 2021/06/07/15:53:18 ER - TY - RPRT TI - A Rapid Assessment: Impact of COVID-19 on Education in Bangladesh AU - BRAC DA - 2020/05// PY - 2020 PB - Advocacy for Social Change (ASC), BRAC UR - http://www.brac.net/program/wp-content/uploads/2020/07/Rapid-assessment-impact-of-COVID-19-education-in-Bangladesh.pdf ER - TY - JOUR TI - A qualitative inquiry of K-12 teachers experience with open educational practices AU - Tang, Hengtao T2 - International Review of Research in Open and Distributed Learning DA - 2020/// PY - 2020 DO - 10.19173/irrodl.v21i3.4750 VL - 21 IS - 3 SP - 211 EP - 229 ER - TY - BLOG TI - A proposal for open educational resource adoption through a curriculum alignment hub AU - Chandra, Shivi T2 - EdTech Hub AB - In 2020, EdTech Hub began a collaboration with Learning Equality, a nonprofit organisation supporting the creation, adaptation, and distribution of Open Educational Resources (OER) in disconnected environments. The following post by Learning Equality’s Global Curriculum Specialist, Shivi Chandra, explores how individual efforts to address some of the challenges in adopting OER could become more powerful, receive recognition, and build upon… DA - 2020/12/17/T18:30:00+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/12/17/a-proposal-for-open-educational-resource-adoption-through-a-curriculum-alignment-hub/ Y2 - 2021/04/21/16:49:04 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - À propos de notre recherche de ressources pédagogiques numériques en français AU - Masrour, Vahid T2 - EdTech Hub AB - Photo credit: SIL Cameroon Lire en anglais Durant le mois d’octobre, EdTech Hub et Learning Equality ont lancé un appel afin de trouver des ressources pédagogiques en français, dans le but de les rendre plus accessibles aux apprenants francophones qui ne disposent pas de connexion à internet. Ce post, préparé par Vahid Masrour, Curriculum Operations Specialist pour Learning Equality, présente… DA - 2020/11/20/T11:22:48+00:00 PY - 2020 LA - en-US UR - https://edtechhub.org/2020/11/20/a-propos-de-notre-recherche-de-ressources-pedagogiques-numeriques-en-francais/ Y2 - 2021/04/21/20:31:01 KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - JOUR TI - A model of distance special education support services amidst COVID-19 AU - Frederick, Janice AU - Raabe, Ginger AU - Rogers, Valerie AU - Pizzica, Jessica T2 - Behavioural Analysis in Practice AB - The COVID-19 pandemic has significantly impacted the everyday life of many individuals across the globe. The school closures across the majority of the United States have presented administrators, educators, and behavior analysts with the unprecedented task of deciding how best to teach and support our students, especially those accessing special education services. The current paper describes the steps our program took, in light of school closures, to advocate for and ultimately create and implement a model that allows special education students to access the behavior analytic educational supports they had received on campus (e.g., BCBA and paraprofessional support) in a novel and remote manner. We share details regarding the advocacy and collaboration process as well as the distance special education support model itself in hopes that similar processes and models can be implemented across geographical locations to assist special education students in accessing their educational and behavioral supports in a meaningful way throughout current and future school closures. DA - 2020/// PY - 2020 DO - 10.31234/osf.io/q362v SP - 1 EP - 9 UR - https://doi.org/10.1007/s40617-020-00476-1%0A KW - Applied behavior analysis KW - California Department of KW - applied behavior analysis KW - california department of education KW - covid-19 KW - nonpublic agency KW - special education ER - TY - VIDEO TI - A look at ThinkZone's Home Based Learning Program AU - ThinkZone AB - As COVID-19 hit India, anganwadis and government schools went into lockdown. ThinkZone has been implementing its home-based model of learning so that no kid’s education is left out during this crisis. The initiative is targeted at families in under-resourced communities who have limited access to smartphones and the internet. DA - 2020/07/26/ PY - 2020 DP - YouTube UR - https://www.youtube.com/watch?v=QZyRWrUgpSU Y2 - 2022/06/25/23:32:19 ER - TY - JOUR TI - A Knowledge Development Perspective on Literature Reviews: Validation of a New Typology in the IS Field AU - Schryen, Guido AU - Wagner, Gerit AU - Benlian, Alexander AU - Paré, Guy T2 - Communications of the AIS AB - Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory. DA - 2020/// PY - 2020 DP - ris.uni-paderborn.de VL - 46 SP - 134 EP - 168 LA - eng SN - 1529-3181 ST - A Knowledge Development Perspective on Literature Reviews UR - https://ris.uni-paderborn.de/record/11946 Y2 - 2024/01/18/22:35:36 KW - ⛔ No DOI found ER - TY - JOUR TI - A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis AU - Bozkurt, Aras AU - Jung, Insung AU - Xiao, Junhong AU - Vladimirschi, Viviane AU - Schuwer, Robert AU - Egorov, Gennady AU - Lambert, Sarah AU - Al-Freih, Maha AU - Pete, Judith AU - Don Olcott, Jr AU - Rodes, Virginia AU - Aranciaga, Ignacio AU - Bali, Maha AU - Alvarez, Abel Jr AU - Roberts, Jennifer AU - Pazurek, Angelica AU - Raffaghelli, Juliana Elisa AU - Panagiotou, Nikos AU - Coëtlogon, Perrine de AU - Shahadu, Sadik AU - Brown, Mark AU - Asino, Tutaleni I. AU - Tumwesige, Josephine AU - Reyes, Tzinti Ramírez AU - Ipenza, Emma Barrios AU - Ossiannilsson, Ebba AU - Bond, Melissa AU - Belhamel, Kamel AU - Irvine, Valerie AU - Sharma, Ramesh C. AU - Adam, Taskeen AU - Janssen, Ben AU - Sklyarova, Tatiana AU - Olcott, Nicoleta AU - Ambrosino, Alejandra AU - Lazou, Chrysoula AU - Mocquet, Bertrand AU - Mano, Mattias AU - Paskevicius, Michael T2 - Asian Journal of Distance Education AB - Uncertain times require prompt reflexes to survive and this study is a collaborative reflex to better understand uncertainty and navigate through it. The Coronavirus (Covid-19) pandemic hit hard and interrupted many dimensions of our lives, particularly education. As a response to interruption of education due to the Covid-19 pandemic, this study is a collaborative reaction that narrates the overall view, reflections from the K12 and higher educational landscape, lessons learned and suggestions from a total of 31 countries across the world with a representation of 62.7% of the whole world population. In addition to the value of each case by country, the synthesis of this research suggests that the current practices can be defined as emergency remote education and this practice is different from planned practices such as distance education, online learning or other derivations. Above all, this study points out how social injustice, inequity and the digital divide have been exacerbated during the pandemic and need unique and targeted measures if they are to be addressed. While there are support communities and mechanisms, parents are overburdened between regular daily/professional duties and emerging educational roles, and all parties are experiencing trauma, psychological pressure and anxiety to various degrees, which necessitates a pedagogy of care, affection and empathy. In terms of educational processes, the interruption of education signifies the importance of openness in education and highlights issues that should be taken into consideration such as using alternative assessment and evaluation methods as well as concerns about surveillance, ethics, and data privacy resulting from nearly exclusive dependency on online solutions. DA - 2020/06/06/ PY - 2020 DP - www.asianjde.org VL - 15 IS - 1 SP - 1 EP - 126 LA - en SN - 1347-9008 ST - A global outlook to the interruption of education due to COVID-19 pandemic UR - http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462 Y2 - 2020/06/07/07:41:26 KW - COVID-19 KW - Coronavirus Pandemic KW - Covid-19. KW - Emergency remote education KW - distance education KW - dode_eth-src-dode KW - dode_eth-trf2-dode KW - emergency remote education KW - online learning KW - ⛔ No DOI found ER - TY - RPRT TI - A framework to guide an education response to the COVID-19 pandemic of 2020 AU - Reimers, Fernando M. AU - Schleicher, Andreas DA - 2020/// PY - 2020 PB - OECD UR - https://teachertaskforce.org/sites/default/files/2020-04/A%20framework%20to%20guide%20an%20education%20response%20to%20the%20COVID-19%20Pandemic%20of%202020.pdf ER - TY - RPRT TI - A five-part education response to the COVID-19 pandemic AU - Haßler, Björn AU - Khalayleh, Abdullah AU - McBurnie, Chris AB - In March 2020, many countries began to close schools to slow the spread of coronavirus. Education leaders have subsequently launched rapid response programmes, implemented measures to support system recovery and explored long-term reforms. This paper proposes a five-part approach to guide education leaders through this process. CN - 0005 DA - 2020/05/26/ PY - 2020 DP - Zotero SP - 32 LA - en M3 - Helpdesk Response PB - EdTech Hub SN - 5 UR - https://docs.edtechhub.org/lib/JLEWADHF KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _yl:i KW - _zenodo:submitted KW - _zenodoODE KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - A district level study on the deployment, allocation and utilisation of teachers between and within Malawi's primary schools: an accountability and political settlements approach AU - Zubairi, Asma CY - Cambridge DA - 2020/// PY - 2020 PB - REAL Centre, Faculty of Education, University of Cambridge UR - https://www.repository.cam.ac.uk/bitstream/handle/1810/316497/Asma%20Zubairi_Thesis_January%202021_Confidential_Size.pdf?sequence=5&isAllowed=y ER - TY - JOUR TI - A COVID-19 panacea in digital technologies? Challenges for democracy and higher education: AU - Burns, Ryan T2 - Dialogues in Human Geography AB - Universities have transitioned to online education in order to slow the spread of COVID-19. This transition mobilizes the technological utopian imaginary that d... DA - 2020/06/02/ PY - 2020 DO - 10.1177/2043820620930832 DP - journals.sagepub.com LA - en ST - A COVID-19 panacea in digital technologies? UR - https://journals.sagepub.com/doi/10.1177/2043820620930832 AN - Sage UK: London, England Y2 - 2020/09/14/12:16:28 ER - TY - JOUR TI - A COVID-19 intervention: Using digital escape rooms to provide professional development to alternative certification educators AU - Gómez, Miguel T2 - Journal of Technology and Teacher Education AB - Teachers, support staff, schools, and school districts have faced a multitude of challenges in adapting their known and familiar practices to the new realities and restrictions that have been put in place due to the outbreak of COVID-19. These challenges are daunting and difficult for many in our education system. Fortunately, a numerous amount of our educators are resilient, creative, and determined to overcome these new challenges. Using their prior experiences and wis- dom, these educators can adapt and change to our new edu- cational environment. However, one group of educators have faced these challenges without the benefit of educational ex- periences. Alternative certification teachers, in just their first year of teaching, with no prior educational experience, have been thrust into this new post COVID-19 landscape. Using a digital escape room as a model, the author provided these inexperienced educators with professional development in problem-based learning designed to help these teachers navi- gate this new educational landscape. DA - 2020/// PY - 2020 VL - 28 IS - 2 SP - 425 EP - 432 KW - Alternative Teacher Certification KW - Beginning Teachers KW - Communicable Diseases KW - Disease Control KW - Educational Technology KW - Elementary Secondary Education KW - Faculty Development KW - Problem Based Learning KW - Problem Solving KW - Puzzles KW - Technology Uses in Education KW - ⛔ No DOI found ER - TY - JOUR TI - A case study of students’ and teachers’ perceptions in a Finnish high school during the COVID pandemic AU - Niemi, Hannele Marjatta AU - Kousa, Päivi T2 - International Journal of Technology in Education and Science AB - This study describes one local upper secondary school in Finland during the COVID-19 pandemic. All teaching was changed to distant for around two months. The study describes students’ and teachers’ perceptions during that time. Participants responded to the survey four times and freely described their experiences five times. The number of participants varied from 56 to 72 students and 9 to 15 teachers at different times. The data were analyzed by descriptive statistics, cluster analysis, and qualitative content analysis. The main findings indicate that distance teaching was implemented very successfully. However, open comments and cluster analysis revealed many challenges. Students complained of heavy workloads and fatigue. Some students lost motivation. These difficulties did not disappear over time. The main challenges for teachers included non-authentic interaction and a lack of the spontaneity that in-person teaching provides. Teachers quickly learned to use technological platforms, but interaction through it was not of as high quality. Teachers were also worried about students’ progress. Teachers did not recognize students’ heavy workload and motivation problems in the way that students described them. The study provides several recommendations for future remote teaching. DA - 2020/09/02/ PY - 2020 DO - 10.46328/ijtes.v4i4.167 DP - DOI.org (Crossref) VL - 4 IS - 4 SP - 352 EP - 369 J2 - IJTES SN - 2651-5369 UR - https://ijtes.net/index.php/ijtes/article/view/167 Y2 - 2023/03/18/12:02:17 ER - TY - JOUR TI - A case study of innovations that address constraints on the effectiveness of early-grade reading achievement AU - Comings, John P. T2 - PROSPECTS AB - The United States Agency for International Development, World Vision, and the Australian government established All Children Reading: A Grand Challenge for Development (ACR GCD) to address problems that prevent children from gaining foundational reading skills. ACR GCD mobilizes the private sector, academia, and nongovernmental organizations in problem-solving dialogues that support the development, testing, and promotion of new solutions to these problems. It also advances EdTech innovation and research to improve reading outcomes for marginalized children in low-resource contexts to effectively build bridges over system constraints in ways that lower the risk of pilot-testing and eventual large-scale replication. This case study describes some of ACR GCD’s funded innovations and its nontraditional approach to employing grant competitions (in which innovators propose solutions to broadly described problems) and prizes (in which innovators develop solutions to specifically identified problems). For innovations that have been evaluated, this article summarizes the findings on their impact on learning. DA - 2020/04/29/ PY - 2020 DO - 10.1007/s11125-020-09462-5 DP - Springer Link J2 - Prospects LA - en SN - 1573-9090 UR - https://doi.org/10.1007/s11125-020-09462-5 Y2 - 2020/08/06/11:01:32 ER - TY - JOUR TI - A Beginner's Guide to Applied Educational Research using Thematic Analysis AU - Peel, Karen L. T2 - Practical Assessment, Research & Evaluation DA - 2020/// PY - 2020 DO - 10.7275/ryr5-k983 DP - DOI.org (Datacite) VL - 25 LA - en UR - https://scholarworks.umass.edu/pare/vol25/iss1/2/ Y2 - 2021/03/12/14:06:15 ER - TY - ELEC TI - 5 things MENA countries can do to design better digital skills development programs AU - Blom, Andreas AU - Nusrat, Mariam AU - Goldin, Nicole AB - The COVID-19 pandemic has fueled the need for digital skills, therefore education and training need to become more affordable, relevant, context-vigilant and inclusive. There are five elements to consider when designing digital learning interventions. DA - 2020/08// PY - 2020 LA - en UR - https://blogs.worldbank.org/arabvoices/5-things-MENA-countries-can-do-to-design-better-digital-skills-development-programs Y2 - 2020/09/08/15:11:07 ER - TY - BLOG TI - 5 actions to help bring the most marginalized girls back to school after COVID-19 AU - Jenkins, Robert AU - Winthrop, Rebecca T2 - The Brookings Institution DA - 2020/05/15/T13:40:54+00:00 PY - 2020 UR - https://www.brookings.edu/blog/education-plus-development/2020/05/15/5-actions-to-help-bring-the-most-marginalized-girls-back-to-school-after-covid-19/ Y2 - 2020/06/01/14:45:06 ER - TY - RPRT TI - 2020 GEM Report – Inclusion and education – All means all AU - UNESCO GEM DA - 2020/// PY - 2020 UR - https://gem-report-2020.unesco.org/ Y2 - 2021/03/04/11:10:52 ER - TY - RPRT TI - 2020 Formula for sharing the DACF. 2020 AU - Parliament of Ghana DA - 2020/// PY - 2020 PB - Government of the Republic of Ghana UR - http://ir.parliament.gh/bitstream/handle/123456789/1642/2020_03_18_09_41_18.pdf?sequence=1&isAllowed=y Y2 - 2022/06/06/23:38:47 ER - TY - RPRT TI - 2020 EdTech Ecosystem: Ghana and Cote D'ivoire AU - Jacobs Foundation DA - 2020/// PY - 2020 SP - 118 LA - English PB - Jacobs Foundation and Chrysalis ST - 2020 EdTech Ecosystem UR - https://jacobsfoundation.org/app/uploads/2021/04/EdTech-Ecosystem-2020-Ghana-and-Cote-dIvoire.pdf ER - TY - RPRT TI - 2019 Civil Society Organization Sustainability Index - for Asia 6th Edition – December 2020 AU - USAID DA - 2020/// PY - 2020 DP - Zotero SP - 118 LA - en PB - United States Agency for International Development Bureau for Democracy, Conflict and Humanitarian Assistance Center of Excellence on Democracy, Human Rights and Governance ER - TY - BLOG TI - 18 large-scale EdTech initiatives on our radar in 2020 AU - Moss, Caitlin T2 - EdTech Hub AB - During the EdTech Hub’s inception phase so far, one question we hear a lot is: “What interesting or notable EdTech initiatives are you seeing?” Another question usually follows: “Which ones are reaching scale?” This week we have joined the global education community in London for the Education World Forum and BETT meetings. This is a […] DA - 2020/01/22/T12:03:51+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/01/22/18-large-scale-edtech-initiatives-on-our-radar-in-2020/ Y2 - 2020/02/27/20:36:04 KW - F:Blog post KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - GEN TI - 15 Ways to Support Young Children and their Families in the COVD-19 Response AU - World Bank DA - 2020/// PY - 2020 UR - http://documents.worldbank.org/curated/en/963051586986115651/pdf/15-Ways-to-Support-Young-Children-and-their-Families-in-the-COVD-19-Response.pdf Y2 - 2020/06/02/14:22:31 ER - TY - BLOG TI - 15 EdTech research papers that we share all the time AU - Moss, Caitlin T2 - EdTech Hub AB - We hope you saw our recent blog post responding to questions we often get about interesting large-scale EdTech initiatives. Another question we are often asked is: “What EdTech research should I know about?”  As Sara’s blog post explains, one of the Hub’s core spheres of work is research, so we ourselves are very interested in […] DA - 2020/01/24/T13:53:24+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/01/24/15-edtech-research-papers-that-we-share-all-the-time/ Y2 - 2020/02/27/20:34:53 KW - F:Blog post KW - LP: English KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BLOG TI - 10 challenges of e-learning during COVID-19 & ways to solve them AU - Plitnichenko, Lisa T2 - Jellyfish.tech DA - 2020/04/14/T08:54:47.219Z PY - 2020 LA - en UR - https://medium.com/jellyfish-techco/10-challenges-of-e-learning-during-covid-19-5f5060981e24 Y2 - 2021/08/05/18:54:46 ER - TY - ELEC TI - 1.3 billion learners are still affected by school or university closures, as educational institutions start reopening around the world, says UNESCO AU - UNESCO DA - 2020/04/29/T18:57:06+00:00 PY - 2020 LA - en UR - https://en.unesco.org/news/13-billion-learners-are-still-affected-school-university-closures-educational-institutions Y2 - 2021/10/03/13:03:30 ER - TY - BLOG TI - 1 Billion More Phones Than People In The World! AU - Turner, Ash DA - 2020/// PY - 2020 LA - en-US UR - https://www.bankmycell.com/blog/how-many-phones-are-in-the-world Y2 - 2020/06/11/13:45:49 ER - TY - ICOMM TI - The Difference Between Emergency Remote Teaching and Online Learning | EDUCAUSE AU - Hodges, Charles AU - Moore, Stephanie AU - Lockee, Barb AU - Trust, Torrey AU - Bond, Aaron DA - 2020/// PY - 2020 UR - https://er.educause.edu/articles/2020/3/the-difference-between-emergency-remote-teaching-and-online-learning KW - ___working_potential_duplicate ER - TY - ICOMM TI - COVID-19 a global crisis for teaching and learning | Teachers Task Force for Education 2030 AU - ITTE DA - 2020/// PY - 2020 UR - https://teachertaskforce.org/knowledge-hub/covid-19-global-crisis-teaching-and-learning ER - TY - STAT TI - The ICT Rights of Persons with Disability Act 2020 AU - National Assembly of Pakistan DA - 2020/// PY - 2020 UR - http://www.na.gov.pk/uploads/documents/1578658292_632.pdf ER - TY - ICOMM TI - School closures caused by Coronavirus (Covid-19) AU - UNESCO DA - 2020/// PY - 2020 UR - https://en.unesco.org/covid19/educationresponse KW - ___working_potential_duplicate KW - auto_merged ER -