The role of existing evidence in developing teacher recruitment and deployment policies in North-Western Nigeria - Akogun, Oladele B; Adesina, Adedoyin; Iluobi, Ifeatu (EDOREN Project Thematic Research Study. Education Data, Research and Evaluation in Nigeria (EDOREN, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:C8E78LYH 2129771:MDGYHHWU 2486141:AZPUZ3UI

Role of Rapid Diagnostic test (RDT) for malaria in the community management of under-five febrile illnesses in northeastern Nigeria - Akogun, Oladele B; Adesina, Adedoyin (Analysis and presentation of study results, 2010)
Place: Geneva, Switzerland KerkoCite.ItemAlsoKnownAs: 2129771:A73XELMK 2129771:GZXANU22 2486141:R2SUCQ27
Keywords: ⛔ No DOI found

Fulani nomadic communities manage malaria on the move - Akogun, Oladele B; Adesina, A.O.; Njobdi, S.; Ogundahunsi, O. (International, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:2XVV5J9M 2129771:WTUYHXHZ 2486141:RMN6U6KA
Keywords: ⛔ No DOI found

Eye Lesions, blindness and visual impairment in the Taraba River Valley Nigeria and their relation to onchocercal Microfilariae in skin - Akogun, Oladele B (Acta Tropica, 1992)
KerkoCite.ItemAlsoKnownAs: 2129771:F69GXRKJ 2129771:YFWTR35D 2486141:X3KQJUUJ

Robotic Health Assistant (Feverkit) for the Rational Management of fevers among nomads in Nigeria. Nurs Leadersh (Tor Ont - Akogun, Oladele B (May, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:AIJGZDS9 2129771:B3A6FANR 2129771:Z5LS96M3 2486141:7WTFYTXB 2486141:RVV59XS6
Keywords: ⛔ No DOI found

Some Social aspects of helminthiasis in Gumau District of Bauchi state, Nigeria - Akogun, Oladele B (Journal of Tropical Medicine and Hygiene (ENGLAND, 1989)
Keywords: ⛔ No DOI found

Team quality Management for Community interactive research experiences in Northeastern Nigeria - Akogun, Oladele B (The Nigerian Journal of Parasitology, 2001)
KerkoCite.ItemAlsoKnownAs: 2129771:QA4B5BQ2 2129771:SLL32TFC 2486141:GAJBVMUH
Keywords: ⛔ No DOI found

The effect of some selected health education schemes on knowledge and attitude of the Kanuri towards certain parasitic diseases - Akogun, Oladele B (Journal of the Royal Society of Health (England, 1992)
KerkoCite.ItemAlsoKnownAs: 2129771:FXZZMNNL 2129771:N6JF6MAU 2486141:ANH8H7HL

The Researcher’s Manual - Akogun, Oladele B (Paraclete Publishers Nigeria, 1999)
KerkoCite.ItemAlsoKnownAs: 2129771:PDPSRG3J 2129771:WIPQGMZN 2486141:LG9LVJZ2

Water demand and Schistosomiasis among the Gumau people of Bauchi State, Nigeria - Akogun, Oladele B (Transactions of the Royal Society of Tropical Medicine and Hygiene (ENGLAND, 1990)
KerkoCite.ItemAlsoKnownAs: 2129771:2FC7Q5WH 2129771:6FSAT9VQ 2486141:PYN36LIC

Worms in Nigerian Folklore, Parasitology Today (ENGLAND - Akogun, Oladele B (Parasitology Today (ENGLAND, 1991)
KerkoCite.ItemAlsoKnownAs: 2129771:RP3CKMXE 2129771:TNQNCR2P 2486141:LS6ZL3NU
Keywords: ⛔ No DOI found

Malaria Management on the Go among Nigerian Fulani Nomads - Akogun, O.B.; S, Njobdi; Adesina, Adedoyin (Abstract ID: ABSLT-KLBXB-UBSZ4-48WD2 International Conference of Parasitology, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:6SHUZ8XZ 2129771:QAUS5NZ9 2486141:QKF2BT54
Keywords: ⛔ No DOI found

Febrile illness experience among Nigerian nomads - Akogun, O.B; Gundiri, M.A; Badaki, J.A.; Njobdi, S.Y; Adesina, Adedoyin; Ogundahunsi, O.T. (International Journal for Equity in Health, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:EITLG2K3 2129771:XL2QM7RI 2486141:WRZMENW8
Keywords: ⛔ No DOI found

Nomadic Fulani communities manage malaria on the move - Akogun, O.B.; Adesina, Adedoyin; Njobdi, S.; Ogundahunsi, O. (International Health, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:E9ANL77G 2129771:NN3NKS2A 2486141:6B34VZX2

Some Social aspects of helminthiasis in Gumau District of Bauchi state, Nigeria - AKOGUN, O.B. (Journal of Tropical Medicine and Hygiene (ENGLAND, 1989)
Keywords: ⛔ No DOI found

Education research in conflict and protracted crisis – Research Agenda – Report - Akogun, O.; Diazgranados Ferrans, S.; Njobdi, S.; Adesina, Adedoyin (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:AAZ2GTYN 2129771:KKXHMTVX 2486141:PZELCDG7

Education research in conflict and protracted crisis - Akogun, O.; Adesina, Adedoyin; Watts, M. (2022)

ERICC Research Agenda for Nigeria - Akogun, O.; Adesina, Adedoyin; Njobdi, S.; Salmon-Letelier, M.; Diazgranados Ferrans, S. (ERICC Research Agenda for Nigeria)
KerkoCite.ItemAlsoKnownAs: 2129771:IANQ3QLV 2129771:Z95GCYN3 2129771:ZNVZCH75

Education research in conflict and protracted crisis - Akogun, O.; Adesina, A.; Watts, M. (2022)

Our Journey Towards Contextualizing A Relevant Evidence Portal: The Role of Networking and Collaborations on Effective Basic Services - Akofu, Aweh (Effective Basic Services)
...

Educational building retrofit under climate change and urban heat island effect - Akkose, Gizem; Meral Akgul, Cagla; Dino, Ipek Gursel (Journal of Building Engineering, 2021)
Climate change (CC) and urban heat island (UHI) are important environmental forces that have serious consequences for the existing buildings, such as increased resource consumption and environmental footprint, adverse human health effects and reduced occupant comfort. In this context, educational buildings represent a critical category amongst other building typologies, due to their high energy use, high occupant density, atypical daily/annual occupancy patterns, and their occupants’ high vulnerability to heat. Poor indoor conditions can reduce the health and productivity of students and teachers, worsen learning performance and reduce attendance. Retrofitting educational buildings is an effective solution to tackle this challenge. This study investigates the impact of CC&UHI on educational building performance and demonstrates the effectiveness of passive retrofit scenarios targeting CC&UHI mitigation and adaptation. These investigations are based on a systematic approach that consists of (i) the generation and analyses of CC&UHI-modified weather datasets, and (ii) simulation-based comparative analyses of the as-is building and various retrofit scenarios. An existing secondary school building in Ankara, Turkey is selected as a case study for evaluations of the selected performance indicators including energy use, global warming potential (GWP) and thermal comfort. Obtained results indicate that total energy consumption can be reduced up to 50% with retrofit, whereas possible reductions in indoor discomfort are even more pronounced, underlining the significance of selecting the optimal combination of passive measures for maximum impact towards the adaptation of the existing educational buildings to the changes in climatic conditions.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jobe.2021.102294 2129771:Z63QZFRM 2486141:KJ7D7CVS
Keywords: Climate change; Educational building; Energy efficiency; Retrofit; Thermal comfort; Urban heat island

Can Mobile Phones Improve Learning? Evidence from a Field Experiment in Niger. - Aker, Jenny C.; Ksoll, Christopher; Lybbert, Travis J. (American Economic Journal: Applied Economics, 2012)

Call Me Educated: Evidence from a Mobile Monitoring Experiment in Niger - Aker, Jenny C; Ksoll, Christopher (2015)
In rural areas of developing countries, education programs are often implemented through community teachers. While teachers are a crucial part of the education production function, observing their effort remains a challenge for the public sector. This paper tests whether a simple monitoring system, implemented via the mobile phone, can improve student learning as part of an adult education program. Using a randomized control trial in 160 villages in Niger, we randomly assigned villages to a mobile phone monitoring component, whereby teachers, students and the village chief were called on a weekly basis. There was no incentive component to the program. The monitoring intervention dramatically affected student performance: During the first year of the program, reading and math test scores were .15-.30 s.d. higher in monitoring villages than in non-monitoring villages, with relatively stronger effects in the region where monitoring was weakest and for teachers for whom the outside option was lowest. We provide more speculative evidence on the mechanisms behind these effects, namely, teacher and student effort and motivation.
KerkoCite.ItemAlsoKnownAs: 2129771:54U22PIA 2129771:KP5GLJV8 2339240:LJKCLSXB 2405685:BINXNTZ6
Keywords: C:Niger

Accelerated Learning in Classroom and Computer Environments - Akbıyık, Cenk; Şimsek, Nurettin (2009)
Problem Statement: Emotions have effects on learning. Learning becomes more effective in emotionally non-threatening environments. The power of emotions should be taken into account when designing, developing, and implementing learning environments.
KerkoCite.ItemAlsoKnownAs: 2339240:T6JYI3MA 4804264:H3LCY42S
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers - Akayuure, Peter; Apawu, Jones (International Journal of Research in Education and Science, 2015)
The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6%, 58% and 36% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.
Publisher: International Journal of Research in Education and Science, Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1826538267?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.21890/ijres.69649 2405685:V4AZF6WX 2534378:EXMDSLHE 2534378:VPVZ2W39
Keywords: ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; Foreign Countries; Ghana; Higher Education; Instructional Material Evaluation; Learning Modules; Mathematics Activities; Postsecondary Education; Preservice Teachers; Rating Scales; Scoring Rubrics; Statistical Analysis; Student Developed Materials; Usability; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2098955; __finaldtb

EVALUATION OF GROUNDWATER POTENTIAL OF CHANCHAGA AREA, MINNA, NORTH-CENTRAL NIGERIA - Akande, Waheed Gbenga; Abdullahi, Idris-Nda; Amadi, Nwanosike Amadi; Abdulfatai, Ibrahim Asema; Alabi, Adekola Amos; Yahaya, Tauheed (2016)
Inadequate potable water supply remains one of the challenges of residents of Minna Metropolis, Niger State, Nigeria owing to the basement complex terrain underlying the area. The rapid increase in population in the area, which is due to its proximity to the nation’s capital city (Abuja) among others, has led to a corresponding increase in the demand for potable water for domestic, irrigational and industrial uses which public water by government could not meet. Consequently, the inhabitants resort to seeking alternative arrangements for water through hand dug wells and surface water sources which are often of uncertain quality. Objectives: Thus, this study investigates the groundwater potential of Chanchaga area, Minna, North-central Nigeria with a view to delineating the suitable aquifer for groundwater development. Material and Methods: The technique employed for this study was Vertical Electrical Sounding (VES) of the Electrical Resistivity (ER) method. A total number of twenty-three (23) Vertical Electrical Sounding (VES) points were investigated using Schlumberger array configuration and the data obtained were analyzed using partial curve matching and computer iteration techniques. The data were interpreted to reveal various geoeletric layers that characterize the area. Results: The results revealed predominantly H-type curve typical of the basement complex system with three geoelectric layers: the top soil, weathered/fractured basement and fresh basement. The apparent resistivity of the first layer ranged from 25 Ωm – 928 Ωm with a corresponding thickness of 0.5 m – 3.1 m, second layer has apparent resistivity values of 8.3 Ωm – 41.3 Ωm with a corresponding thickness of 2.1 m – 33.0 m and the third geoelectric layer has apparent resistivity values ranging from 74 Ωm – 4173.5 Ωm with an infinite thickness. A careful examination and integration of the isopach map with the isoresistivity maps (at 30 and 40 metres depths) indicated that the central and northern parts of the study area have very low to low apparent resistivity values and shallow overburden which is capable of constituting shallow aquifer units. Conclusions: It is concluded that the central and northern parts of the study area have poor to marginal groundwater potential, and this is supported by the occurrences and concentration of fractures which can constitute weathered/fractured aquifers around these regions. It is recommended that water wells be drilled to an effective depth of 40 to 50 m for optimum groundwater yields, and that pumping test be carried out on the drilled wells in order to further determine the aquifer efficiency and productivity in the area.
Accepted: 2021-07-17T12:56:38Z Publisher: America Journal of Innovative Research and Applied Sciences KerkoCite.ItemAlsoKnownAs: 2129771:2KILYXWM 2486141:GDPV2RNB
Keywords: ⛔ No DOI found

The level of Internet access and ICT training for health information professionals in sub‐Saharan Africa - Ajuwon, A A; Rhine, L (Health Information & Libraries Journal, 2008)
Background: Information and Communication Technologies (ICTs) are important tools for development. Despite its significant growth on a global scale, Internet access is limited in sub‐Saharan Africa (SSA). Few studies have explored Internet access, use of electronic resources and ICT training among health information professionals in Africa. Objective: The study assessed Internet access, use of electronic resources and ICT training among health information professionals in SSA. Methods: A 26‐item self‐administered questionnaire in English and French was used for data collection. The questionnaire was completed by health information professionals from five Listservs and delegates at the 10th biannual Congress of the Association of Health Information and Libraries in Africa (AHILA). Results: A total of 121 respondents participated in the study and, of those, 68% lived in their countries’ capital. The majority (85.1%) had Internet access at work and 40.8% used cybercafes as alternative access points. Slightly less than two‐thirds (61.2%) first learned to use ICT through self‐teaching, whilst 70.2% had not received any formal training in the previous year. Eighty‐eight per cent of respondents required further ICT training. Conclusions and recommendations: In SSA, freely available digital information resources are underutilized by health information professionals. ICT training is recommended to optimize use of digital resources. To harness these resources, intergovernmental and non‐governmental organizations must play a key role.
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2007.00758.x 10/cqtp85 2129771:WT4HUTHS 2317526:2XSPMRJE
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Central Africa; A:East Africa; A:Sub-Saharan Africa; A:West Africa; C:Kenya; C:South Africa; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; P:electro; P:health; P:service industry; Q:ICT; Q:distance learning; T:Ausbildung; T:Training; __C:filed:1; publicImportV1

Challenges Experienced in Implementing School-based Continuing Professional Teacher Development in Fort Beaufort Education District in South Africa - Ajibade, Benedicta A.; Rembe, Symphorosa (Anthropologist, 2018)
KerkoCite.ItemAlsoKnownAs: 10.31901/24566802.2018/33.1-3.1887 2129771:SNGC8MTK
Keywords: __C:filed:1

Teachers’ Perspectives on Professional Development in South Africa and Nigeria: Towards an Andragogical Approach - Ajani, Oluwatoyin Ayodele (Journal of Educational and Social Research, 2021)
This study explored the perspectives of teachers in both South Africa and Nigeria on professional development using andragogical approach. The quality of teachers translates to the quality of the education system; this is why many African countries have been making a significant impact on the professional development of their teachers. A qualitative method approach was employed to explore the views of South African and Nigerian teachers on the professional development activities available to them. Adult learning theory was used as the theoretical framework to underpin this interpretive study. Data collection was through semi-structured face to face interviews with 6 Heads of Departments and semi-structured focus group interviews with 10 teachers from 16 high schools in both countries. The interviews were audio-recorded with permissions from the participants, further transcribed, coded and analysed through content thematic analysis. Findings from both countries revealed that though there were professional development programmes for teachers. However, they were inadequate and irregular for the teachers every year. The study, therefore, recommends appropriate professional development activities for teachers at least once a term. The study also recommends that these professional development activities should focus on the teachers’ diverse classroom needs.

'No Air: Microenvironment and Vogue as Morticians of Visual Art Education in Nigeria' - Ajadi, S.B.; Nyikgwah, R. (The CAPS Journal of Vocational Studies, 2012)
Keywords: ⛔ No DOI found

Off the coast international poetry journal - Ajadi, S.B.; Boy' (Resolute Bear Press, 2012)

'Macramé Panorama' Sunday Sun (National Daily) November 7 Also in - Ajadi, S.B.; Ajadi, S.B. (2010)

'A ghost soon to die' - Ajadi, S.B. (The punch (Nigerian National Newspaper) February, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:5JCW7EUP 2129771:7ASJQRQP 2129771:937AGKGX 2129771:9YWZYQK3 2129771:BQPNWZAR 2129771:ECVQV6WN 2129771:MY8ZG8NE 2129771:P7GD4FT8 2129771:ZSKBKZEK
Keywords: ⛔ No DOI found

'A Way of Looking (on hearing the death of Osama Bin Laden)' - Ajadi, S.B. (2011)

'Another Way of Looking' (on hearing the Death of Muammar al-Gaddafi - Ajadi, S.B. (2011)

'Apoptosis in City Systems: A Biomimetic Approach to City Regeneration' - Ajadi, S.B. (Journal of Planning and Construction Management, 2014)
Keywords: ⚠️ Invalid DOI

'Arms' length' - Ajadi, S.B. (Literary Juice Magazine, 2012)
Edition: USA. August
Keywords: ⛔ No DOI found

'Aung Sung Tsu Yi on House Arrest' The Boston literary magazine - Ajadi, S.B. (The Boston Press, 2010)
Place: Boston

'Big things at a small stadium' Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2011)

'Boy', The writers' block magazine - Ajadi, S.B. (The Press, 2012)
Edition: p.50 Fall Place: New York

Circularity in the Built Environment; A Criteria Based Template’, (written in 2015, submitted for publication 2021) Master of Design Thesis - Ajadi, S.B. (Department of Design and Innovation for Sustainability, Centre for Creative and Competitive Design, 2015)
Keywords: ⛔ No DOI found

'Death...this isn't funny' - Ajadi, S.B. (Sunday Sun (National, 2012)
Place: Ajadi, S.B
Keywords: ⛔ No DOI found

Durumi Camp: Conflict and the Spatial Praxes of a Furtive-Periphery’ - Ajadi, S.B. (‘Embodying the Periphery’, 2022)

' Ghosts of the Primitives - Ajadi, S.B. (2012)

'Ghosts of the Primitives: The Predicament of X - Ajadi, S.B. (Y, Z in Nigerian Architecture II' Sunday Sun (National) April 8, 2012)

'I think I'll die here' The Oral Tradition Journal of Poetry - Ajadi, S.B. (Spring, 2010)
Place: Canada

'Lady Marina: Proposed Skyscraper in Lagos Nigeria', Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2014)

Land and the “Gradient Forces” of Religion and Urbanism: The Gospel Town - Ajadi, S.B. (IFRA-Nigeria, 2017)

'Landscape Lull' Sunday Sun (National - Ajadi, S.B. (November, 2010)
Place: Ajadi, S.B
Keywords: ⛔ No DOI found

Mapping Magic in Markets of Africa - Ajadi, S.B. (Scroope: Cambridge Journal of Architecture, 2023)
Keywords: ⛔ No DOI found

'Metamorphing Barriers: The bowdlerization of the Nigerian wall.' - Ajadi, S.B. (Procs 5th West Africa Built Environment Research (WABER) 12-14 August 2013. Proceedings, 2013)
Keywords: ⛔ No DOI found

'Mirror Motion', Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2012)
Edition: Fall Pages: 41 Place: Robbinston

'Morphing the Rules: Advanced Applications of Mud in Nigerian Buildings' - Ajadi, S.B. (Procs 4th West Africa Built Environment Research (WABER, 2012)
Keywords: ⛔ No DOI found

'Pin the tail on the donkey' - Ajadi, S.B. (The Minetta Review, 2011)
Place: New York
Keywords: ⛔ No DOI found

'Portrait of Gani Odutokun' - Ajadi, S.B. (2010)

Stemming the Tide: The Furtive conflict-resilience of Tech-Driven Real Estate in Nigeria’ - Ajadi, S.B. (The Cambridge Land Society Magazine, 2021)
Keywords: ⛔ No DOI found

'The Good and the Bad', Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2013)

The Project of the Future African City: Rethinking Urban Real Estate Finance’ - Ajadi, S.B. (The Cambridge Land Society Magazine, 2023)
Keywords: ⛔ No DOI found

'The sun sets in the masked mountains' - Ajadi, S.B. (2012)

'Things Fall Apart', The writers' block magazine - Ajadi, S.B. (The Press, 2011)
Edition: p.49 Fall Place: New York

Violence, Disruption and the Spatial Resilience of Northern Nigerian Markets’ - Ajadi, S.B. (The Cambridge Land Society Magazine, 2022)
Keywords: ⛔ No DOI found

You Are Sick”, “No, We Are Not”: Africa, the Pandemic, and the Convolution of Denial - Ajadi, S.B. (Harvard Urban Review, 2021)
Keywords: ⛔ No DOI found

A educação e aprendizagem de jovens e adultos na África Austral: visão geral de um estudo para cinco nações - Aitchison, John (Open Society Initiative for Southern Africa (OSISA), 2012)
A pesquisa para este relatório foi realizada em 2010 e 2011 em cinco países da África Austral e, em seguida, foi conferido e editado pelo professor John Aitchison, da Universidade de KwaZulu-Natal.
KerkoCite.ItemAlsoKnownAs: 2129771:Q4UV6D63 2317526:DKKQTBZ3
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Angola; C:Lesotho; C:Mozambique; C:Namibia; C:Swaziland; CLL:pt; publicImportV1

The Political Thoughts of Sir Sayyid Ahmed Khan - Aisha Abdu-Ismail; S, Shehu (Islamic Political Thoughts and Institutions, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:U5YLJAN7 2129771:VHLXIL2H 2486141:DWJR8HG3

Corruption and its Threat to the Consolidation of Democracy in Nigeria: The Sharia’ah Perspective - Aisha Abdu-Ismail (Bako,S.(ed), Socio-Economic Reforms and Political Development in Nigeria, Vol.2,Political Science Association, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:7GRQAB8V 2129771:EI9UJK7K 2129771:FMUF7ESX 2129771:V27TSZIX 2129771:ZGN4PQX2 2486141:V4RBTR2M

Democracy and Governance in Nigeria: Challenges and Prospects - Aisha Abdu-Ismail (Bayero University, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:8KDFQ53I 2129771:BQNY767X 2486141:J4DFTQ8R

Gender Inequalities and the Question of Human Rights Among the Hausa/Fulani Muslim Women - Aisha Abdu-Ismail (Bayero Journal of Political Science, Maiden Edition, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:CUGHRGR4 2129771:QFLWJ7CJ 2486141:995GBVH7
Keywords: ⛔ No DOI found

Islam and Gender Relations in Nigeria” in Al-Ijtihad-The Journal of Islamization of Knowledge and Contemporary Issues - Aisha Abdu-Ismail (2010)
Pages: 128–145 KerkoCite.ItemAlsoKnownAs: 2129771:C2KB3LPK 2129771:UEWPWISL 2486141:353YM49D

Islamic Political Thoughts and Institutions,Kano - Aisha Abdu-Ismail (International Institute of Islamic Thought (Nigeria, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:DVIBA97J 2129771:UNG6WEJF 2486141:45C8XNJ4

Muslim Women and The Balancing Act: Planning and Time Management to the Rescue - Aisha Abdu-Ismail (Journal of Policy and Development Studies, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:A87HFDEB 2129771:Z67EKAAX 2486141:F4VHWPUR

Perspectives on Elections and the Challenges for Democracy in Nigeria - Aisha Abdu-Ismail (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:KI2ZVF8T 2129771:TBTHZ9W7 2486141:QJYUGWJG

Re-positioning Agricultural Policies in Nigeria - Aisha Abdu-Ismail (Multidisciplinary Journal of Research & Development, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:6TKD3F6W 2129771:S3Q46FVK 2486141:UF33WEXH
Keywords: ⛔ No DOI found

Religion and Politics: The Debate with Reference to Nigeria - Aisha Abdu-Ismail (International Journal of Islamic Thought, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:ADP6GEG5 2129771:DZZM6QH5 2486141:DGLD4LTS
Keywords: ⛔ No DOI found

Secularism and The Secular State - Aisha Abdu-Ismail (International Journal of Islamic Thought, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:RCM6KXPF 2129771:YNHMEGA2 2486141:PM7HJVPF
Keywords: ⛔ No DOI found

Shariah Implementation and Democracy in Nigeria: Expected Problems and Prospects” in Al-Ijtihad - Aisha Abdu-Ismail (The Journal of Islamization of Knowledge and Contemporary Issues, 2005)
KerkoCite.ItemAlsoKnownAs: 2129771:73PPC3VE 2129771:TX583LQK 2486141:CN9HUMGC
Keywords: ⛔ No DOI found

The Role of Parent-Teachers Association in the Sustainable Development of Education in Kano State - Aisha Abdu-Ismail (Lappai International Journal of Politics, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:AIV4VNB2 2129771:VEBDH4AF 2486141:EI4ZDDP4

The Youth, Gender and Sustainable Development: An Assessment of Girl-Child Education in Kano State - Aisha Abdu-Ismail (The Nigerian Youth: PoliticalParticipation and National Development, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:7ACUKDNM 2129771:RW3GYR4U 2486141:4ASQKG3F

Women, Gender and Society - Aisha Abdu-Ismail (Nigerian Army Resource Centre (NARC), Forthcoming)
KerkoCite.ItemAlsoKnownAs: 2129771:4336MJ8U 2129771:RD7WKKRE 2486141:N943YZX2

Women Rights and the Shari’ah” in Al-Ijtihad – The Journal of the Islamization of Knowledge and Contemporary Issues - Aisha Abdu-Ismail (2006)
Pages: 109–123 Issue: 1 & 2 Volume: 6 KerkoCite.ItemAlsoKnownAs: 2129771:PPBAT78U 2129771:U7H87WNM 2486141:EVAJQ9LS

Women Voter Behaviour in the Rural Areas: A Case Study of Dawakin-Tofa Local Government Area in Kano State - Aisha Abdu-Ismail (with Hafsat Y. Yakasai, in Perspectives on Elections and the Challenges for Democracy in Nigeria)
KerkoCite.ItemAlsoKnownAs: 2129771:2HLBT4CE 2129771:BLPUKHPQ 2486141:RAG2MCPK

The Zambia eSchool 360 Evaluation Project - AIR (American Institutes for Research)
Impact Network’s eSchool 360 program is a multifaceted program comprising an e-learning technology component, ongoing teacher training and professional development, and community ownership among students in community schools in rural Zambia. AIR will design and implement a two-stage mixed-methods evaluation to measure the effect of Impact Network’s eSchool 360 program on learning outcomes among students in community schools in rural Zambia as well as the cost-effectiveness of any measured impacts.
KerkoCite.ItemAlsoKnownAs: 2129771:P2DMFFND

PubGraph: A Large-Scale Scientific Knowledge Graph - Ahrabian, Kian; Du, Xinwei; Myloth, Richard Delwin; Ananthan, Arun Baalaaji Sankar; Pujara, J. (2023)
Research publications are the primary vehicle for sharing scientific progress in the form of new discoveries, methods, techniques, and insights. Unfortunately, the lack of a large-scale, comprehensive, and easy-to-use resource capturing the myriad relationships between publications, their authors, and venues presents a barrier to applications for gaining a deeper understanding of science. In this paper, we present PubGraph, a new resource for studying scientific progress that takes the form of a large-scale knowledge graph (KG) with more than 385M entities, 13B main edges, and 1.5B qualifier edges. PubGraph is comprehensive and unifies data from various sources, including Wikidata, OpenAlex, and Semantic Scholar, using the Wikidata ontology. Beyond the metadata available from these sources, PubGraph includes outputs from auxiliary community detection algorithms and large language models. To further support studies on reasoning over scientific networks, we create several large-scale benchmarks extracted from PubGraph for the core task of knowledge graph completion (KGC). These benchmarks present many challenges for knowledge graph embedding models, including an adversarial community-based KGC evaluation setting, zero-shot inductive learning, and large-scale learning. All of the aforementioned resources are accessible at https://pubgraph.isi.edu/ and released under the CC-BY-SA license. We plan to update PubGraph quarterly to accommodate the release of new publications.

PubGraph: A Large Scale Scientific Temporal Knowledge Graph - Ahrabian, Kian; Du, Xinwei; Myloth, Richard Delwin; Ananthan, Arun Baalaaji Sankar; Pujara, J. (ArXiv, 2023)
Research publications are the primary vehicle for sharing sci-entiﬁc progress in the form of new discoveries, methods, techniques, and insights. Publications have been studied from the perspectives of both content analysis and bibliometric structure, but a barrier to more comprehensive studies of scien-tiﬁc research is a lack of publicly accessible large-scale data and resources. In this paper, we present PubGraph , a new resource for studying scientiﬁc progress that takes the form of a large-scale temporal knowledge graph (KG). It contains more than 432M nodes and 15.49B edges mapped to the popular Wikidata ontology. We extract three KGs with varying sizes from PubGraph to allow experimentation at different scales. Using these KGs, we introduce a new link prediction benchmark for transductive and inductive settings with temporally-aligned training, validation, and testing partitions. Moreover, we develop two new inductive learning methods better suited to PubGraph, operating on unseen nodes without explicit features, scaling to large KGs, and outperforming existing models. Our results demonstrate that structural features of past citations are sufﬁcient to produce high-quality predictions about new publications. We also identify new challenges for KG models, including an adversarial community-based link prediction setting, zero-shot inductive learning, and large-scale learning.
Keywords: ⛔ No DOI found

A Review of Meta-Analyses in Education: Methodological Strengths and Weaknesses - Ahn, Soyeon; Ames, Allison J.; Myers, Nicholas D. (Review of Educational Research, 2012)
The current review addresses the validity of published meta-analyses in education that determines the credibility and generalizability of study findings using a total of 56 meta-analyses published in education in the 2000s. Our objectives were to evaluate the current meta-analytic practices in education, identify methodological strengths and weaknesses, and provide recommendations for improvements in order to generate a more valid and credible knowledge base of what works in practice. It was found that 56 meta-analyses followed general recommendations fairly well in problem formulation and data collection, but much improvement is needed in data evaluation and analysis. Particularly, lack of information reported as well as little transparency in the use of statistical methods are concerns for generating credible and generalizable meta-analytic findings that can be transformed to educational practices. Recommendations for yielding more reliable and valid inferences from meta-analyses are provided.

Effects of thermal sensation and acclimatization on cognitive performance of adult female students in Saudi Arabia using multivariable-multilevel statistical modeling - Ahmed, Riham; Ucci, Marcella; Mumovic, Dejan; Bagkeris, Emmanouil (Indoor air, 2022)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/ina.13005 2129771:UE8PMH8F 4682641:XU7Y5YK5
Keywords: BE:RELEVANT

Combined effects of ventilation rates and indoor temperatures on cognitive performance of female higher education students in a hot climate - Ahmed, Riham; Mumovic, Dejan; Bagkeris, Emmanouil; Ucci, Marcella (Indoor air, 2022)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/ina.13004 2129771:7WXPHPA2 4682641:MM48GLCP
Keywords: BE:RELEVANT

Approaches to providing psycho-social support for teachers and other school staff in protracted conflict situations - Ahmed, Hassan (2017)
This report summarises available literature and evidence relating to the above two specific questions. The geographical focus of this research is Syria and neighbouring countries. However, examples of evidence from different contexts are also drawn to inform this review. Education and psychosocial support are purported to have a dynamic and mutually reinforcing relationship. The Education For All (EFA) Global Monitoring Report for 2011 (UNESCO 2011) focused on education in conflict settings and recognised the importance of psychosocial interventions in addressing the negative effects of conflict, including depression, trauma, shame and withdrawal, which can have significant consequences for individual learning. According to UNICEF (2009) effective child-centred learning is important in promoting the psychosocial well-being of both learners and teachers. Evidence shows that students’ relationships with teachers are important predictors for academic performance and positive health and social behaviours. Several meta-studies identified perceptions of teacher fairness and teacher respect for students as important contributors to resilience and psychosocial wellbeing.
Accepted: 2017-07-14T14:57:40Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:CVPZ4YAT 4869029:QZBGXPAU
Keywords: ⛔ No DOI found

Effectiveness of Minimum Quality Standards for Primary Education in Low and Lower Middle-Income Countries - Ahmed, Hassan (2019)
Minimum quality standards for education are common in low and lower middle-income countries. However, the scope and use of these standards are determined by the country’s level of development. Therefore, some countries have advanced standards, whilst others have simple tools and frameworks to guide the quality of their basic education. Minimum standards are used to monitor, evaluate and inspect the quality of education provision. As such they can also improve accountability in education. However, the availability of minimum quality education frameworks and tools in a country does not always mean they are effective as the availability of both technical and financial resources affects implementation. Overall, minimum standards of basic education contribute to different aspects of quality education. For example, compliance to school infrastructure and environment might promote the safety, health and general well-being of the learners but if the standards of the teacher quality and teaching learning resources are not met then good students’ learning outcomes may not be achieved. Generally, there is an agreement and assumption that the use of minimum standards supports the harmonisation of education provisions and can contribute to quality education.
Accepted: 2019-03-18T10:30:15Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:CECENAFE 4869029:C8276ZSS
Keywords: ⛔ No DOI found

Building capacity of teachers and trainers in technical and vocational education and training (TVET) in Sudan (Case of Khartoum State University). - Ahmed, Hashim (Technische Universität Dresden, 2011)
The purpose of this research was to do applied study to investigate TVET teacher education in Sudan in a bid to rebuild and raise the capacity of the teachers and trainers who are working in the technical schools and vocational training centers in Khartoum state, and to generalize the overall results throughout the Sudan. Specifically, many research questions were addressed to target the main purpose of the study: To what extent the practical components of curriculum are applied in and outside TVET institutions? To what extent the in-service training’s programs meet the professional development of teachers and trainers? Is the private sector contributes to the training programs? Which approaches could be implemented to improve the teacher training? To what extent the integration of ICTs in learning and teaching process improves competence of TVET teachers? Is there re-training program for old teachers? Is there need to train teacher in private sector workshop? Moreover: the following concepts are relevant to raising the capacity building of teachers are studied: teacher professional development, capacity building, integration of suitable level of information and communication technology (ICT) to teacher education and the connectivity of training process to world of work. In order to collect convenient information, the study used the questionnaire and interview as instruments to achieve the objectives of the research. The main population of the study is teachers, trainers, administrators and employers. With respect to data analysis, the study used the SPSS program and the Chi-square to test some hypotheses. The results of the study showed that essential innovations and reforms on the initial and in service training programs should be done especially, respect to practical components of the initial and in-service training to reach the professional development for teachers. Since most of interviewees confirmed old curricula of the initial education of teacher and there was no retraining program for the teacher on the job: the linkage of the training to world of work is needed to keep the teacher up-to date. Integration of ICT into learning/teaching process is very important factor because it’s one of the modernization requirements; hence if we do not do this now it should be urgent necessity at the near future. Major result of the study the proposed training approach for TVET teachers in Sudan, whereas implementation of this approach depends on three levels: macro- level the political commitment by undertaking ii clear national policy and conceptual framework for technical and vocational education and improving the image of teachers, their work conditions and media involvement. Meso level:(public and private sector): since a moral contribution towards training of TVET teachers should be realized, by providing real opportunity to make a success to this new training approach by means of offering technical support, technical consultation, advanced knowledge, specialized seminars and contributing of all training policies especially the financial cost. Micro-level (TVET institutions): there is vital role of administrators to play to attract best candidates not only students of low grades to TVET domain. For example, integrate simple level technology into curricula. Improve initial and in-service training programs based on training needs assessment. Create good internship, and improving the work environment and incentives for teachers
KerkoCite.ItemAlsoKnownAs: 2129771:6N36KIAQ 2317526:6UYEDH2C 2317526:JCRCRCL6 UTI-242D92CD-6820-377B-90B3-574781F893D6
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Sudan; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:social; P:teachers; Q:educational technology; T:TVET; T:trainee; publicImportV1

Conducive Attributes of Physical Learning Environment at Preschool Level for Slow Learners - Ahmad, Sabarinah Sh; Shaari, Mariam Felani; Hashim, Rugayah; Kariminia, Shahab (Procedia - Social and Behavioral Sciences, 2015)
Conducive attributes of physical learning environment of schools play a dominant role in the successful delivery of lessons for slow learners. This study aims to propose a framework towards achieving conducive attributes of preschool learning environment suitable for slow learners through literature review. In summary, the physical conditions including human comfort (visual, thermal, acoustic), spatial planning, quality of furnishing and finishing and safety features are important attributes to consider for conducive learning environment. Findings are useful for designers, service providers and policy makers of special needs preschools when making decisions to provide conducive facilities for the slow learners.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2015.08.138 2129771:RC4398GT 4682641:JETLQND4 4682641:WRW464BS
Keywords: BE:RELEVANT; Slow learners; conducive attributes; physical learning environment; preschool

Understanding the Effect of Covid-19 on the Education System and the Students in India - Ahlawat, Bhavna (International Journal of Engineering Applied Sciences and Technology, 2020 Vol. 5, Issue 5, ISSN No. 2455-2143, Pages 146-151, 2020)
Keywords: ⛔ No DOI found

The Traditional Informal Apprenticeship System of West Africa as Preparation for Work - Ahadzie, William (International Handbook of Education for the Changing World of Work, 2009)
The traditional apprenticeship system in West Africa is gradually beginning to attract increasing interest not only for academic research and in professional disciplines but also as an active policy issue. This is not surprising given that this system has proved to be an enduring and an effective source of skills for much of West Africa. But its resilience is also attributable to its positive association with the equally pervasive informal sector of West African economies. Perhaps a more engaging argument for the resurgence of interest in traditional apprenticeship is the inability of formal systems to deliver the types of skills that are required to ensure employability of the ever-increasing new labour market entrants and to contribute to overall poverty reduction (Fluitman 2005).
KerkoCite.ItemAlsoKnownAs: 2129771:HW8FMXWG 2317526:QZSNPL97
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; HDR25; Informal; West Africa; publicImportV1

Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice - Agyei, Douglas D.; Voogt, Joke (Australasian Journal of Educational Technology, 2014)
This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program. Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.14742/ajet.499 2405685:EBNRF3XR 2534378:L2FKFKGZ 2534378:SI3VKRQI
Keywords: __:import:02; __:match:final; __:matched; __:study_id:2425905; __finaldtb

ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana - Agyei, Douglas D.; Voogt, Joke (Education and Information Technologies, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-010-9141-9 2129771:EHN5LYKU

Dinus Intelligent Assistance (DINA) Chatbot for University Admission Services - Agus Santoso, Heru; Anisa Sri Winarsih, Nurul; Mulyanto, Edy; Wilujeng saraswati, Galuh; Enggar Sukmana, Septian; Rustad, Supriadi; Syaifur Rohman, Muhammad; Nugraha, Adhitya; Firdausillah, Fahri (2018 International Seminar on Application for Technology of Information and Communication, 2018)
Nowadays, universities offer most of their services using corporate website. In higher education services including admission services, a university needs to always provide excellent service to ensure student candidate satisfaction. To obtain student candidate satisfaction apart from the quality of education must also be accompanied by providing consultation services and information to them. This paper proposes the development of Chatbot which acts as a conversation agent that can play a role of as student candidate service. This Chatbot is called Dinus Intelligent Assistance (DINA). DINA uses knowledge based as a center for machine learning approach. The pattern extracted from the knowledge based can be used to provide responses to the user. The source of knowledge based is taken from Universitas Dian Nuswantoro (UDINUS) guest book. It contains of questions and answers about UDINUS admission services. Testing of this system is done by entering questions. From 166 intents, the author tested it using ten random sample questions. Among them, it got eight tested questions answered correctly. Therefore, by using this study we can develop further intelligent Chatbots to help student candidates find the information they need without waiting for the admission staffs's answer.
Keywords: Chatbot; Knowledge based systems; NLP; Neural network; Ontologies; Robots; Seminars; Task analysis; ontology

Scopus AI Beta: functional analysis and cases - Aguilera Cora, Elisenda; Lopezosa, Carlos; Codina, Lluís (2024)
Academic databases are a fundamental source for identifying relevant literature in a field of study. Scopus contains more than 90 million records and indexes around 12,000 documents per day. However, this context and the cumulative nature of science itself make it difficult to selectively identify information. In addition, academic database search tools are not very intuitive, and require an iterative and relatively slow process of searching and evaluation. In response to these challenges, Elsevier has launched Scopus AI, currently in its Beta version. As the product is still under development, the current user experience is not representative of the final product. Scopus AI is an artificial intelligence that generates short synthesis of the documents indexed in the database, based on instructions or prompts. This study examines the interface and the main functions of this tool and explores it on the basis of three case studies. The functional analysis shows that the Scopus AI Beta interface is intuitive and easy to use. Elsevier's AI tool allows the researcher to obtain an overview of a problem, as well as to identify authors and approaches, in a more agile search session than conventional search. Scopus AI Beta is not a substitute for conventional search in all cases, but it is an accelerator of academic processes. It is a valuable tool for literature reviews, construction of theoretical frameworks and verification of relationships between variables, among other applications that are actually impossible to delimit.
Accepted: 2024-01-09T15:30:03Z KerkoCite.ItemAlsoKnownAs: 2129771:6UEDVQGB 2405685:ELXBVWUQ 2486141:2DKDU6LF
Keywords: ⛔ No DOI found

Monitoring and Assessment of Indoor Environmental Conditions after the Implementation of COVID-19-Based Ventilation Strategies in an Educational Building in Southern Spain - Aguilar, Antonio J.; de la Hoz-Torres, María L.; Martínez-Aires, Mª; Ruiz, Diego P. (Sensors, 2021)
Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/s21217223 2129771:XZFHV8UQ 4682641:DWETE6D8 4682641:SP2AIEN2
Keywords: BE:RELEVANT

Assessment of Perceived Ease of Use and Instructional Use of ICT by Lecturers in Technical Training Institutions in Kenya - Agufana, PB; Too, JK; Mukwa, CW (African Journal of Education, Science and Technology, 2018)
In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational Institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Ease of Use and instructional use of ICT by Lecturers in Technical Training Institutions in Kenya. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training Institutions in Kenya. Data were collected using questionnaires. The quantitative data obtained from the administrated questionnaires were analyzed using descriptive statistics. The findings indicated that use of ICT by lecturers’ is perceived to greatly improve instruction. The study recommends that lecturers be encouraged to use ICT for instructional purposes because it greatly improves the passage of instruction.
KerkoCite.ItemAlsoKnownAs: 2129771:89J6L33G 2317526:ZRG8DS9N
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Kenya; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:assessment; F:attitude; P:culture; P:school teacher; Q:ICT; Q:lifelong learning; Q:open learning; T:TVET; __C:filed:1; publicImportV1; ⛔ No DOI found

Assessment of perceived attributes and instructional use of information communication technology by lecturers in technical training institutions in Kenya - Agufana, PB (Moi University, 2015)
In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. Today it is no longer an option to learn the basic skills of ICT but rather a prerequisite for academic qualifications. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Attributes and instructional use of ICT by Lecturers in Technical Training institutions in Kenya. The specific objectives of this study were, to establish the relationship between Perceived Attributes (ease of use, usefulness, cultural relevance, and government policy) and instructional use of ICT. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training institutions in Kenya. The sampling frame was obtained from a list provided by the Ministry of Education Science and Technology 2013. Data was collected using questionnaires. Piloting of the research tools was conducted and the sample obtained was subjected to the Cronbach‟s alpha. The quantitative data obtained from the administrated questionnaires was analyzed using descriptive statistics and inferential statistics. The study determined that ICT use has created a new platform for instruction. The findings also indicated that use of ICT by lecturers‟ greatly improved instruction. The study found out that; use of ICT improved ones relationship with others, and was fashionable. The study further found out that ICT policies enhanced use of ICT. The study concludes that perceived attributes are critical in instructional use of ICT. The study recommends that higher education qualifications are to be preferred for lecturers as it enables skilled use of available ICT technology. The study recommends the provision of Cisco Networking Academy Programme to provide more ICT exposure to students and staff. The study recommends that lecturers be encouraged to use ICT to access current and upto date information resources. The study recommends that the government should operationalize, the ICT lecturers competencies framework to enable lecturers have policy direction when planning for competence training. Lecturers are encouraged to use ICT for instructional purposes because it is the trend in modern communication, and has globalized the world. Lastly, the study recommends use of ICT for instruction as it greatly improves the instruction.
KerkoCite.ItemAlsoKnownAs: 2129771:XJCD389Q 2317526:SSQE8UDY
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:assessment; P:media; P:school teacher; P:technology; Q:ICT; R:survey; T:TVET; publicImportV1

Lessons learnt from informal apprenticeship initiatives in Southern and Eastern Africa - Aggarwal, A (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:2NAGN4HC 2317526:AEINLRYL
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:eastern Africa; C:Malawi; C:Tanzania; C:Zambia; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; HDR25; T:Lehrlingsausbildung; publicImportV1; ⛔ No DOI found

Serious Concerns About Racial Disparity Among Girls ‘Kicked Out’ of School - Agenda Alliance (Agenda Alliance, 2022)

Modeling the impact of indoor relative humidity on the airborne transmission of several respiratory viruses risk using a modified Wells-Riley model - Aganovic, Amar; Bi, Yang; Bi, Yang; Cao, Guangyu; Kurnitski, Jarek; Wargocki, Pawel (CLIMA 2022 conference, 2022)
There is good evidence supporting the airborne transmission of many respiratory viruses (measles, influenza A, human rhinovirus and the novel SARS-CoV-2). Relative humidity (RH) is an important factor in understanding airborne transmission as it may impact both airborne survival, inactivation by biological decay, and the gravitational settling of the virusladen droplets. This study aimed to estimate and compare the impact of indoor relative humidity on the airborne infection risk caused by these viruses using a novel modified version of the Wells-Riley model. To gain insights into the mechanisms by which relative humidity might impact airborne transmission infection risk, we modeled the size distribution and dynamics of airborne viruses emitted from a speaking person in a typical residential setting over a relative humidity (RH) range of 20–80% at a temperature of 20-21 °C. Besides the size transformation of virus-containing droplets due to evaporation and then removal by gravitational settling, the modified model also considers the removal mechanism by ventilation. The direction and magnitude of RH impact depended on the respiratory virus. Measles showed a highly significant RH impact that was as strong as the ventilation impact, as the infection risk was roughly the same at RH of 13.5 % and 6 ACH compared to a higher RH of 70 % and 0.5 ACH. For other viruses, ventilation dominated over RH. In the case of SARS-CoV-2, a very high RH of 83.5% was needed to reduce the infection risk. For rhinovirus, however, the high RH of 80% increased the infection risk. Within the acceptable range of RH of 20-50% indoors, our modeling showed that RH had practically no impact for SARS-CoV-2 and rhinovirus, while the upper RH significantly reduced the infection risk of influenza A at the lowest ventilation rate of 0.5 ACH. This relative impact of RH on infection risk became very weak at higher ventilation rates of 2-6 ACH independently of the virus types (except measles). In conclusion, we showed that in wellventilated rooms, RH range of 20-50% did not affect the airborne risk of influenza A, SARSCoV-2, and rhinovirus.
Publisher: CLIMA 2022 conference KerkoCite.ItemAlsoKnownAs: 10.34641/CLIMA.2022.363 2129771:9DKJ5XA4 4682641:RY22WFV5 4682641:ZXCG74X9
Keywords: BE:RELEVANT

NEPAD - African Union Development Agency
KerkoCite.ItemAlsoKnownAs: 2129771:BT7FT9XI

Continental Education Strategy for Africa 2016-2025 - African Union (2015)
First and foremost, CESA 16-25 is a continental strategy that matches the 2016-2025 framework of the African Union 2063 Agenda, meets the Common African Position (CAP) on the Post-2015 Development Agenda and draws lessons from previous continental plans and strategies with regard to the role and place of the AUC (AU) which, unlike member states, has no territory for the implementation of strategies in the field. Furthermore, it capitalizes on numerous and active players ready to mobilize financial, human and technical resources within national, regional and continental coalitions for education, science and technology. Thus, CESA 16-25 seeks to provide each education stakeholder the opportunity to make his or her best contribution to education and training in Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:HQVS5CSJ 2317526:SFTBKG3A
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Strategy to revitalize technical and vocational education and training (TVET) in Africa - African Union (2007)
KerkoCite.ItemAlsoKnownAs: 2129771:FE4FQGSH 2317526:RMKS3KEU
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Benin; C:Burkina Faso; C:Congo; Democratic Republic COD; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:curriculum; F:leadership; F:learning; F:ministry; F:policy; F:teaching; P:agricultural; P:artist; P:construction; P:crafts; P:economy; P:environment; P:health; P:technology; Q:ICT; Q:masters; R:survey; T:Ausbildung; T:Educação profissionalizante; T:Lehrlingsausbildung; T:TVET; T:apprentice; T:apprenticeship training; T:informal training; T:vocational school; _C:Ghana GHA; publicImportV1

The Digital Transformation Strategy - African Union (African Union, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:TCMVK34G 5242966:TMU9PFZC

Mapping education data in sub-Saharan Africa - Africa, Education Sub Saharan
Keywords: ⛔ No DOI found

Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana - Afoakwah, Edmund; Carballo, Francisco; Caro, Alex; D’Cunha, Samantha; Dobrowolski, Stephanie; Fallon, Alexandra (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HWNJC3V3 4804264:USBA82KN
Keywords: Final_citation; cited; existing

How does school travel time impact children’s learning outcomes in a developing country? - Afoakwah, Clifford; Koomson, Isaac (Review of Economics of the Household, 2021)
Nearly 88% of children in sub-Saharan Africa will not be able to read by the time they complete primary school. We explore this phenomenon by using household data from the Ghana Living Standards Survey to examine the link between school travel time and children’s learning outcomes. Using district variations in school density to resolve endogeneity associated with children’s travel time to school and their learning outcomes, we find that more than 90% of children travel on foot to school and this negatively affects their ability to read and write in English or French as well as their ability to read and write in their native languages. We further show that boys, children in rural areas and those who travel more than the 75th percentile travel time (30 minutes) have poorer learning outcomes. Our findings highlight number of class hours missed and poor health as the main channels through which school travel time affects learning outcomes. Policy initiatives to improve children’s learning should consider reducing the costs associated with their school travel time. Considering that governments have limited resources with competing needs, policies aimed at reducing travel time should generally target children who commute more than 30 minutes to school and those in rural locations.

Connecting the Dots: Digitizing Teaching and Learning in Rural Schools in Uganda - Aduno, Freda (2019)
Publisher: Commonwealth of Learning (COL) KerkoCite.ItemAlsoKnownAs: 2129771:9WRJZIP6
Keywords: _C:Malaysia MYS; _C:Uganda UGA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Technical-Vocational Education and Language Policy in Ghana - Adogpa, James Nsoh (International Journal of Educational Administration and Policy Studies, 2015)
Technical and vocational graduates in Ghana are often ill-equipped to become self-reliant or well-fitted into the demands of the job market. This pattern can be examined in terms of the educational language policy implementation that disregards regional linguistic needs. This seems to arise as a result of the medium of instruction that is implemented in wholesale. This paper illustrates the need for the adoption of predominant regional Ghanaian languages to be used as medium of instruction in our various technical and vocational institutions in Ghana to enable learners grasp the desired skills and concepts that are relevant to preparing graduates of technical and vocational institutions for the job market. Such changes would better facilitate the technological and national advancement that we need.
KerkoCite.ItemAlsoKnownAs: 2129771:ECSAWI9J 2317526:3WGC7F2Y
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:policy; P:measurement; P:media; P:technology; Policy analysis; T:TVET; Z:African Languages; Z:Change Strategies; Z:Educational Change; Z:Educational Needs; Z:Educational Policy; Z:Foreign Countries; Z:Job Skills; Z:Language of Instruction; Z:Vocational Education; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

Open Development & Education Statement on Black Lives Matter - administrator (Open Development & Education, 2020)
Ending racism is a fundamental part of human rights, we unequivocally assert that Black Lives Matter. We at Open Development & Education Reject the discriminatory practices against Black people in the United States of America. We stand in solidarity with those calling for an end to all forms of racial discrimination around the world. Through […]
Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:7YU7H3E5

The 2019 Global Learning Technology Investment Patterns: Another Record Shattering Year - Adkins, Sam S. (2020)
KerkoCite.ItemAlsoKnownAs: 4804264:VS8K3KLP
Keywords: Final_citation; anystyle; existing

Investigating the Impact on Learning Outcomes Through the Use of EdTech During Covid-19: Evidence from an RCT in the Punjab province of Pakistan - Adil, Fareeha; Nazir, Rabia; Akhtar, Misbah (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:XLRUP87A 4804264:IKBB6JLC
Keywords: Final_citation; cited; existing

Education research designed for uptake: Co-constructing an actionable research agenda for Education Research in Conflict and Protracted-Crisis (ERICC - Adesina, Adedoyin; Akogun, Oladele B (Paper Presentation. 67th Annual Meeting of the Comparative and International Education Society (CIES, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:AL5CGB5F 2129771:ATE7ACAD 2129771:PT58Q3KX 2129771:ZESC7H7L 2486141:3BA3KCLA 2486141:74C5F4V2
Keywords: ⛔ No DOI found

Egg Raft Density and Feeding Preference of Culex species in Northeastern Nigeria - Adesina, Adedoyin; Akogun, O. (Nigeria Journal of Parasitology, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:AYS4DQBR 2129771:CJ8BBRPS 2486141:8DBGHYUN
Keywords: ⛔ No DOI found

Akogun, O.2023 Co-Construction of a Coherent and Rigorous Body of Research Evidence for Education in Conflict and Crises Settings - Adesina, Adedoyin (Paper presentation. UKFIET Conference, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:73X7A48X 2129771:LPLKMUZW 2486141:54AMJIAQ

Pattern of accessibility and use of Nigeria-education.org as an online education resource - Adesina, Adedoyin (Paper presentation. 2nd International Conference on Education Research for Development in Africa)
KerkoCite.ItemAlsoKnownAs: 2129771:AP5VMIXP 2129771:ZIQS9438 2486141:2WRQ5BSR
Keywords: ⛔ No DOI found

Accounting for time use in classrooms: alternative methodologies for measuring the use and cost-effectiveness of time - Adelman, E. (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:9LXEUU2G 2486141:AB4H3728
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed; ⛔ No DOI found

Geographical determinants and hotspots of out-of-school children in Nigeria - Adeleke, Richard; Alabede, Opeyemi (Open Education Studies, 2022)
In Nigeria, children lack access to primary school education, and this hinders their social, cognitive, emotional, and physical skills’ development. With one in every five of the world’s out-of-school children in Nigeria, achieving universal primary education by 2030 remains a challenge. Several studies have investigated the factors that have led to an increase in out-of-school children (OOSC); however, these studies are based on individual level and household predictors with little evidence on the geographical determinants. Hence, this study examines the relationship between OOSC and the socio-economic attributes of the geographical location where they reside. Findings of the spatial analysis show that Sokoto, Zamfara, Yobe, Taraba, and Plateau are the hotspots of out-of-school children. The result further reveals that there is spatial variation in the predictors of out-of-school children in the country. Poverty and internally generated revenue (IGR) predict more cases of school non-attendance in northern Nigeria while foreign direct investment determines the number of children that are out-of-school in the southern region. The study recommends spatially explicit policies to reduce the number of OOSC in Nigeria.
Publisher: De Gruyter Open Access
Keywords: Nigeria; Spatial analysis; foreign direct investment; out-of-school children; poverty

Estimation of Thermal Comfort Parameters of Building Occupants Based on Comfort Index, Predicted Mean Vote and Predicted Percent of Dissatisfied People in the North- West Zone of Nigeria - Adekunle, Adebayo; Arowolo T.A; Adeyemi O.A; Kolawole O.A (2020)
Thermal comfort varies significantly between individuals and regions depending on factors such as activity level, clothing, space temperature and relative humidity. This study considers the estimation of thermal comfort parameters such as air temperature, mean radiant temperature, air velocity, emissivity of space, metabolic rates, and heat transfer coefficients to determine comfort index, predicted mean vote, and predicted percent of dissatisfied people. Several equipment were employed to measure thermal comfort parameters indoor of the buildings considered. Results show that Katsina state recorded the least overall comfort index when compared to the remaining states which was attributed to reduced air temperature and relative humidity recorded. Majority of the buildings considered have high mean radiant temperatures and high space diameters which suggests that occupants in this environment are most likely to experience some sort of discomfort especially during summer. Comparing all the thermal comfort of occupants based on Fanger theory, 33.3% felt hot, 26.7% felt warm, 20% felt slightly warm, 13.33% felt slightly cool, 6.7% felt cool, and 0% felt cold which indicates that occupants in this region and Geopolitical zone contend with more of heat than coldness.
KerkoCite.ItemAlsoKnownAs: 10.35629/5252-0205809826 2129771:N6CMPR75 4682641:3YVZT7MI 4682641:7BM443SB
Keywords: BE:LMIC; BE:RELEVANT; ⚠️ Invalid DOI; ⛔ No DOI found

Language, literacy, and learning in primary schools: Implications for teacher development programs in Nigeria - Adekola, O. A. (The World Bank, 2007)
96 KerkoCite.ItemAlsoKnownAs: 2129771:J2AU79PJ 261495:HTIT4MCB

Influence of Mobile Learning Training on Pre-Service Social Studies Teachers' Technology and Mobile Phone Self-Efficacies - Adedoja, Gloria; Oluwadara, Abimbade (Journal of Education and Practice, 2016)
Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training.
KerkoCite.ItemAlsoKnownAs: 2129771:6PDEGCPL 2317526:QMB7LST9 2405685:2B3XKEGJ 2534378:GD8S4UHN 2534378:KAL73UF6 2534378:SDN92DUR
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; Age Differences; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; ERIC; Current Index to Journals in Education (CIJE); Electronic Learning; F:attitude; F:learning; F:pedagogy; Foreign Countries; Higher Education; Instructional Effectiveness; Likert Scales; Nigeria; P:electro; P:services; P:social; P:teachers; P:technology; Postsecondary Education; Predictor Variables; Preservice Teachers; Pretests Posttests; Q:mobile learning; Questionnaires; R:questionnaire; Self Efficacy; Social Studies; Student Teacher Attitudes; T:Training; Technological Literacy; Technology Education; Z:Age Differences; Z:Electronic Learning; Z:Foreign Countries; Z:Instructional Effectiveness; Z:Likert Scales; Z:Predictor Variables; Z:Preservice Teachers; Z:Pretests Posttests; Z:Questionnaires; Z:Self Efficacy; Z:Social Studies; Z:Student Teacher Attitudes; Z:Technological Literacy; Z:Technology Education; __:import:01; __:match:final; __:matched; __:study_id:2096188; __C:filed:1; ___working_potential_duplicate; __finaldtb; publicImportV1; ⛔ No DOI found

COVID‐19 pandemic and adolescent health and well‐being in sub‐Saharan Africa: Who cares? - Addae, Evelyn Aboagye (The International Journal of Health Planning and Management, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1002/hpm.3059 2129771:XS6DIH8J

Shades of Grey: Guidelines for Working with the Grey Literature in Systematic Reviews for Management and Organizational Studies - Adams, Richard J.; Smart, Palie; Huff, Anne Sigismund (International Journal of Management Reviews, 2017)
This paper suggests how the ‘grey literature’, the diverse and heterogeneous body of material that is made public outside, and not subject to, traditional academic peer-review processes, can be used to increase the relevance and impact of management and organization studies (MOS). The authors clarify the possibilities by reviewing 140 systematic reviews published in academic and practitioner outlets to answer the following three questions: (i) Why is grey literature excluded from/included in systematic reviews in MOS? (ii) What types of grey material have been included in systematic reviews since guidelines for practice were first established in this discipline? (iii) How is the grey literature treated currently to advance management and organization scholarship and knowledge? This investigation updates previous guidelines for more inclusive systematic reviews that respond to criticisms of current review practices and the needs of evidence-based management.
KerkoCite.ItemAlsoKnownAs: 10.1111/ijmr.12102 10/gdg6vq 2129771:LZL88W5I 2317526:EE2A296A UA-98bfbd4a-6e50-4502-8310-d5fef7363a11
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; DL4D cited; __C:filed:1; publicImportV1

Systematic reviews: Work that needs to be done and not to be done - Adams, Clive E; Polzmacher, Stefanie; Wolff, Annabelle (Journal of Evidence-Based Medicine, 2013)
Systematic reviews are researches requiring great attention to detail. They may well necessitate considerable investment of effort to ensure relevant data are identified, extracted, synthesized, written up and disseminated. These tasks have already been greatly refined and, in some cases, simplified, by machines. The last two decades have seen remarkable progress in machine-assisted production of reviews – the next two should see much more.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jebm.12072 KerkoCite.ItemAlsoKnownAs: 10.1111/jebm.12072 2129771:JY9LXI66 2129771:S846ZSML 2405685:ETRT67XD 2486141:SZTGK4PY 2486141:VWALAJR7
Keywords: _Added-ailr-2024; medical Informatics; systematic reviews; unified medical language system

An Overview of Chatbot Technology - Adamopoulou, Eleni; Moussiades, Lefteris (Artificial Intelligence Applications and Innovations, 2020)
The use of chatbots evolved rapidly in numerous fields in recent years, including Marketing, Supporting Systems, Education, Health Care, Cultural Heritage, and Entertainment. In this paper, we first present a historical overview of the evolution of the international community’s interest in chatbots. Next, we discuss the motivations that drive the use of chatbots, and we clarify chatbots’ usefulness in a variety of areas. Moreover, we highlight the impact of social stereotypes on chatbots design. After clarifying necessary technological concepts, we move on to a chatbot classification based on various criteria, such as the area of knowledge they refer to, the need they serve and others. Furthermore, we present the general architecture of modern chatbots while also mentioning the main platforms for their creation. Our engagement with the subject so far, reassures us of the prospects of chatbots and encourages us to study them in greater extent and depth.
Keywords: Artificial Intelligence; Chatbot; Chatbot architecture; Machine learning; NLU

Rolling Out a National Virtual Learning Environment - Adam, Taskeen; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:X3R6F4VQ
Keywords: Final_citation; existing

Rolling out a national virtual learning environment - Adam, Taskeen; McBurnie, Chris; Haßler, Björn (2020)
EdTechHub.Source: 2405685:KWJRW62J KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3406132 10.5281/zenodo.3406132EdTechHub.ItemAlsoKnownAs: 2129771:3H8JIJ9T 2129771:MG4TM5B3 2339240:EG4V9NYX 2339240:T37Q6QE6 2405685:KWJRW62J 2405685:QFMSIUXQ 2486141:TAPS8LVP
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; F: Helpdesk response; H:Online learning; LP: English; _EdTechHub_Output; __C:filed:1; __C:scheme:1; ___duplicate_item; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Consolidated Feedback on Tanzania Higher Education University Strategic Investment Plans - Adam, Taskeen; Koomar, Saalim; Haßler, Björn (EdTech Hub, 2020)
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 US$300 million is allocated and spent most effectively.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3986727 2129771:B5Z854HJ 2339240:IEATEWRY 2405685:7AFXFRPC
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

The Maldives and Sri Lanka: Question & Answer Session - Adam, Taskeen; Kaye, Tom; Haßler, Björn (2020)
EdTechHub.Source: 2405685:HE2Q6Z8Y KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3885817 2129771:YC82FCEP 2339240:TND87RAP 2405685:HE2Q6Z8Y
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; F: Helpdesk response; LP: English; _C:Austria AUT; _C:India IND; _C:Maldives MDV; _C:Nepal NPL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Uganda UGA; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

One Laptop per Child Rwanda: Enabling Factors and Barriers - Adam, Taskeen; Haßler, Björn; Cruickshank, Heather (Empowering the 21st Century Learner, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:PZE5L9QW 2129771:WDGI2A2F 2486141:PZQAFS2P
Keywords: Author:Haßler; Author:OpenDevEd; _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Belgium BEL; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Canada CAN; _C:China CHN; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Denmark DNK; _C:Egypt EGY; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Serbia SRB; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn; Open Development & Education (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0049 2129771:6CYM9BIT
Keywords: Author:OpenDevEd

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0049 2129771:FVW4YFH5 2129771:ZY8P63WB
Keywords: Author:OpenDevEd; _EdTechHub_Output

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:WDFTNQ9R
Keywords: Final_citation; cited; existing

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4665846 2129771:8HDZ4MI5 2129771:BGD7S97S 2405685:N5HMII3R
Keywords: Author:OpenDevEd; _EdTechHub_Output; _MELA_seen; ___duplicate_item; _bjoern_cv; _cover:analysis:nopdf; _r:AddedByZotZen

Structured Pedagogy and EdTech - Adam, Taskeen; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:8ZE967GQ
Keywords: Final_citation; cited; existing

Structured Pedagogy and EdTech - Adam, Taskeen; Chuang, Rachel; Haßler, Björn (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4460344 2129771:8XFH4Q9X 2129771:DDU3QPXM 2339240:XXL72KUQ 2405685:2QM825CH
Keywords: Author:Haßler; Author:OpenDevEd; _EdTechHub_Output; _MELA_seen; ___duplicate_item; _bjoern_cv; _cover:analysis:nopdf; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Open at the Margins - Adam, Taskeen; Allen, Nicole; Amiel, Tel; Asino, Tutaleni; Atenas, Javiera; Bali, Maha; Barnes, Naomi; Bourg, Chris; Bouterse, Siko; Caines, Autumm; Campbell, Lorna M.; Cangialosi, Karen; et al. (Rebus Community, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:8Q7MBRTS
Keywords: Author:OpenDevEd; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Cuba CUB; _C:Egypt EGY; _C:Finland FIN; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Greece GRC; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Jordan JOR; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:Nigeria NGA; _C:Portugal PRT; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Somalia SOM; _C:South Africa ZAF; _C:Spain ESP; _C:State of Palestine PSE; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Venezuela VEN; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence

Unlocking Data to Tell the Story of Education in Africa: Webinar Summary & Synthesis - Adam, Taskeen; Agyapong, Samuel; Asare, Samuel; Heady, Lucy; Wacharia, Wairimu; Mjomba, Renaldah; Mugo, John; Mukiria, Faith; Munday, Gemma (ESSA, Zizi Afrique, EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4279156 2129771:XYEJSVYW 2405685:S9MFQ8KB 2339240:HZTGKNN9
Keywords: Author:OpenDevEd; _EdTechHub_Output; _GS:not_indexed; _r:CopiedFromEvLib; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Addressing Injustices through MOOCs: A study among peri-urban, marginalised, South African youth - Adam, Taskeen (University of Cambridge, 2020)
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.
Accepted: 2020-08-24T08:23:28Z KerkoCite.ItemAlsoKnownAs: 10.17863/CAM.56608 4804264:QFDN3ZI5
Keywords: Final_citation; cited; existing

Addressing Injustices through MOOCs: A study among peri-urban marginalised South African youth (Unpublished doctoral thesis) - Adam, Taskeen (University of Cambridge, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2DSBNUPY
Keywords: Author:OpenDevEd

Approaches to Designing Justice-oriented MOOCs. Presentation to Centre for Innovation in Learning and Teaching (CILT), University of Cape Town - Adam, Taskeen (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392550 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1017 ZenodoArchiveConcept: 8392549
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

BBC World Service - People Fixing the World, How to put the internet in a box (BBC)
Inside the “sneakernet” - the people carrying websites to places that are off the grid
Keywords: Author:OpenDevEd

Between Social Justice and Decolonisation: Exploring South African MOOC Designers’ Conceptualisations and Approaches to Addressing Injustices [journal article] - Adam, Taskeen (Journal of Interactive Media in Education, 2020)
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.
Number: 1 Publisher: Ubiquity Press EdTechHub.Source: <this> EdTechHub.Source: 2129771:TMULW29L KerkoCite.ItemAlsoKnownAs: 10.5334/jime.557 2129771:AYIPTCYC 2129771:TMULW29L 2405685:UBRAD3MS 2447227:5ZYAXQAX
Keywords: Author:OpenDevEd; MOOC designers; _C:Albania ALB; _C:South Africa ZAF; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; cultural-epistemic injustice; decolonisation; docs.opendeved.net; geopolitical injustice; material injustice; social justice

Between Social Justice and Decolonisation: Exploring South African MOOC designers’ conceptualisations and approaches to addressing injustices [presentation, O-143] - Adam, Taskeen (OER20, 2020)
As social justice and decolonisation discussions fill the physical and virtual corridors of university spaces 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 justices, and how they attempt to address these injustices in and through their MOOCs. As terminology from these discourses at times misconstrued MOOC designers’ opinions, an analytical framework was created to shift focus to addressing injustices, namely: material injustices, cultural-epistemic injustices, and political/geopolitical injustices. These Dimensions of Human Injustice were used to analyse semi-structured interviews with 27 MOOC South African designers. It was found that they formed opinions based on the aforementioned discourses, which impacted their engagement with injustice in their designs. Those 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 highlighting MOOC designers’ attempts at addressing injustices, it is envisioned this will lead to more multi-dimensional, justice-oriented approaches to MOOC design that better enable learners. Additionally, 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.
KerkoCite.ItemAlsoKnownAs: 2129771:NW9VFE68
Keywords: Author:OpenDevEd

Digital Literacy Needs for Online Learning Among Peri-Urban, Marginalised Youth in South Africa - Adam, Taskeen (International Journal of Mobile and Blended Learning (IJMBL), 2022)
As online learning modes become more common, this can exacerbate educational inequalities for learners who do not have the ability to utilise these modes effectively. This has been seen in the COVID-19 crisis where there has been a shift to remote and distance learning modalities despite the limited...
KerkoCite.ItemAlsoKnownAs: 10.4018/IJMBL.310940 2129771:5KY339P2 2129771:KIULXTH7 2486141:VQDPU9L2 4804264:6G69PX6V
Keywords: Author:OpenDevEd; Final_citation; cited; existing

Digital neocolonialism and massive open online courses (MOOCs): colonial pasts and neoliberal futures - Adam, Taskeen (Learning, Media and Technology, 2019)
Through evaluating dominant MOOC platforms created by Western universities, I argue that MOOCs on such platforms tend to embed Western-centric epistemologies and propagate this without questioning their global relevance. Consequently, such MOOCs can be detrimental when educating diverse and complex participants as they erode local and indigenous knowledge systems. Arguing that the digital divide is an exacerbation of historical inequalities, I draw parallels between colonial education, specifically across Sub-Saharan Africa, and ‘digital neocolonialism’ through Western MOOC platforms. I analyse similarities in ideology, assumptions, and methods of control. Highlighting evolving forms of coloniality, I include contemporary problems created by neoliberal techno-capitalist agendas, such as the commodification of education. Balance is needed between the opportunities offered through MOOCs and the harms they cause through overshadowing marginalised knowledges and framing disruptive technologies as the saviour. While recommending solutions for inclusion of marginalised voices, further problems such as adverse incorporation are raised.
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1640740 2129771:GICLIPT3 4804264:5D2NHMP4
Keywords: Author:OpenDevEd; Decolonising education; _C:Canada CAN; _C:China CHN; _C:Cuba CUB; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Italy ITA; _C:Jordan JOR; _C:Korea; Democratic People's Republic PRK; _C:Mexico MEX; _C:Nigeria NGA; _C:Somalia SOM; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Tonga TON; _C:Turkey TUR; __C:filed:1; __C:scheme:1; decolonising technology; digital neocolonialism; epistemic injustice; neoliberal education

Open educational practices of MOOC designers: embodiment and epistemic location - Adam, Taskeen (Distance Education, 2020)
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.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757405 KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2020.1757405 4804264:93QCDBDG
Keywords: Final_citation; MOOC designer; OEP; cited; critical consciousness; embodiment; epistemic location; existing; positionality

Open educational practices of MOOC designers: embodiment and epistemic location - Adam, Taskeen (Distance Education, 2020)
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.
Publisher: Routledge _eprint: https://doi.org/10.1080/01587919.2020.1757405 KerkoCite.ItemAlsoKnownAs: 10.1080/01587919.2020.1757405 2129771:32FCTZAV 2129771:XAGDW5SL
Keywords: Author:OpenDevEd; MOOC designer; OEP; __C:filed:1; critical consciousness; embodiment; epistemic location; positionality

Reflecting on epistemic injustices in open and online education - Adam, Taskeen (Open Development & Education, 2020)
In memory of Hector Pieterson and the hundreds of student protesters that were brutally murdered by police on the 16 June 1976 in the Soweto Uprising in South Africa. The Soweto Uprising refers to the protests by black South African high school students during apartheid against the use of Afrikaans as a medium of instruction. […]
Library Catalog: opendeved.net KerkoCite.ItemAlsoKnownAs: 2129771:E4ZPDX8Z
Keywords: Author:OpenDevEd

The privilege of #pivotonline: A South African perspective - Adam, Taskeen (Open Development & Education, 2020)
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 …
EdTechHub.Source: <this> EdTechHub.Source: 2129771:YIULJYN8 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3760383 2129771:XBIPY9PU 2129771:YIULJYN8 2405685:BE8K7HXB
Keywords: Author:OpenDevEd; __C:filed:1; _r:ImportedToMyEducationEvidence; docs.opendeved.net

Visions for the Sustainable Implementation of the One Laptop per Child Project - Adam, Taskeen (University of Cambridge, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:537K58Y3 261495:VETHWPGD
Keywords: Author:OpenDevEd

Recalibrating Stance of Survival for Philippine Schools Overseas (PSOs) Amidst Covid-19 Pandemic and Beyond - Acosta, Imee C.; Acosta, Alexander S.
KerkoCite.ItemAlsoKnownAs: 2129771:NJ85ZRUL
Keywords: ⛔ No DOI found

Classroom interaction in Kenyan primary schools. Compare: A - Ackers, J.; Hardman, F. (Journal of Comparative and International Education, 2001)

Youth unemployment in resource-rich Sub-Saharan Africa: A critical review - Ackah-Baidoo, Patricia (The Extractive Industries and Society, 2016)
This paper critically reviews the youth unemployment crisis in resource-rich Sub-Saharan Africa. Although the region has experienced continuous and a seemingly limitless ﬂow of investment in all types of extractive industries in recent decades, this growth has not directly translated into signiﬁcant poverty reduction. Its overdependence on natural resources economically seems to have had a negative impact on socioeconomic development overall, generating very few jobs for youth and exacerbating existing unemployment crises. The paper uses Ghana, one the region’s top mineral-rich countries, as a case study to explore these issues further.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.exis.2015.11.010 10/gf62j7 2129771:5IQB689N 2317526:V2TDX9MD
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; _C:Ghana GHA; __C:filed:1; publicImportV1

Teacher Retention: A Review of Policies for Motivating Rural Basic School Teachers in Ghana - Acheampong, Phinihas; Gyasi, Juliana Fosua (Asian Journal of Education and Training, 2019)
The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate installation of lighting facility, potable drinking water, and transport facilities such as a vehicle, motorbike and bicycle to ease the living constraints of teachers who serve in underprivileged learning communities. Again, professional development programs were found relevant to encourage and promote teachers working in remote areas. Results of the study shown that rural basic school teachers do not see why they should receive equivalent conditions of service as their peers who teach in urban schools. It is therefore recommended that, about one-third of teachers? salary should be apportioned as additional incentive to motivate teachers who serve in rural basic schools. Again, special student-trainees recruitment strategies should be adopted to recruit potential teachers from underprivileged communities to receive training and serve their people. This can effectively be implemented when the District Sponsorship Scheme Project is restored to enhance better deployment of teachers in underserved schools.
Publisher: Asian Online Journal Publishing Group
Keywords: Administrator Attitudes; Disadvantaged; Educational Facilities; Faculty Development; Faculty Mobility; Foreign Countries; Housing; Incentives; Rural Schools; School Districts; Student Recruitment; Teacher Education; Teacher Motivation; Teacher Persistence; Teacher Salaries; Transportation; Water Quality; _C:Botswana BWA; _C:Canada CAN; _C:China CHN; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Ghana GHA; _C:Lesotho LSO; _C:Malawi MWI; _C:Mozambique MOZ; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Interaction with Children with Visual Impairments in the Classroom for All - Acheampong, Daniel Yaw (2018)

Women's access to agricultural technologies in rice production and processing hubs: A comparative analysis of Ethiopia, Madagascar and Tanzania - Achandi, Esther L.; Mujawamariya, Gaudiose; Agboh-Noameshie, Afiavi R.; Gebremariam, Shewaye; Rahalivavololona, Njaka; Rodenburg, Jonne; Rahalivavololona, Njaka; Rodenburg, Jonne; Rodenburg, Jonne (Journal of Rural Studies, 2018)
© 2018 Elsevier Ltd This study presents results from a farmer survey conducted with 560 rice farmers from 27 villages spread over five hubs (concentration areas of rice production and processing) in three different countries in Eastern Africa (Ethiopia, Tanzania and Madagascar). The main research objective was to assess women's access to rice technologies and constraints to adoption of technologies. Constraints were analyzed over five different categories: (1) institutional (2) access to agricultural inputs, (3) technology-contextual, (4) household and socio-cultural and (5) extension. Key providers of extension were public (government), Non-Governmental Organizations (NGOs) and international organizations. Our study identifies that the overarching constraints to technology adoption are institutional and cultural impediments and related to the mode of delivery of extension services. Furthermore, the Focus Group Discussions (FGD) with the women, revealed that empowerment of women in decision making at the household level can enhance women's access and engagement in better farming practices suggested under extension advisory services. This is specifically true where women are able to overcome the hurdles of acquisition of extension training and access to the improved technologies.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jrurstud.2018.03.011 10/gf62jz 2129771:7UPXJXRQ 2317526:HEL4WL56
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:eastern Africa; C:Ethiopia; C:Madagascar; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; F:women; P:agricultural; P:culture; P:production; P:services; P:technology; R:focus groups; R:survey; T:Training; __C:filed:1; publicImportV1

Vicarious Resilience: An Exploration of Teachers and Children’s Resilience in Highly Challenging Social Contexts - Acevedo, Victoria Eugenia; Hernandez-Wolfe, Pilar (Journal of Aggression, Maltreatment & Trauma, 2014)
This study explores the formulation of vicarious resilience as a useful concept in the middle school age school educational arena. It addresses the question of how teachers who work with learners who experienced dislocation and adversity are affected by the children’s stories of resilience. It focuses on the teachers’ interpretations of their learners’ stories, and how they make sense of the impact these stories have had on their lives. Twenty-one teachers who work in accelerated learning programs in Cali, Colombia, were interviewed about their perceptions of their learners’ overcoming of adversity. Data were analyzed through the Consensual Qualitative Research (CQR) methodology to describe the themes that speak about the effects of witnessing how learners coped constructively with adversity. These themes are discussed to advance the concept of vicarious resilience and how it can contribute to sustaining and empowering teachers dealing with challenging children and trauma.
KerkoCite.ItemAlsoKnownAs: 10.1080/10926771.2014.904468 2129771:CF3574C6 2129771:GYDURFRG 2339240:CIB444IM 2486141:845MMD2G 2486141:J569R6HS
Keywords: HQ; LMIC; Latin America; Qual; Support; _AcademicRecoveryOECS; __C:filed:1; adult; article; children; consciousness; coping behavior; data analysis; education; equity and access; female; gender identity; human; human experiment; human relation; injury; interview; lowest income group; male; middle school; personal experience; primary school; recognition; resilience; small sample=21; social environment; teacher; trauma; vicarious resilience

SFL praxis in U.S. teacher education: a critical literature review - Accurso, Kathryn; Gebhard, Meg (Language and Education, 2021)
This literature review analyzes the influences of systemic functional linguistics (SFL) in U.S. teacher education from 2000 to 2019. First, we describe how SFL has been contextualized in United States in response to changing demographics, new technologies, policies, and the impacts of globalization. Second, we outline our methodology, which yielded 136 publications from the fields of literacy research, teacher education, and applied linguistics. Third, we present four findings: (1) the main vehicles for introducing U.S. teachers to SFL theory and practice are grant-funded university-school partnerships, courses in colleges of education, and self-contained professional development workshops; (2) most interventions focused on introducing teachers to functional metalanguage and text analysis, with fewer focusing on multimodality; (3) SFL interventions positively influenced teachers’ level of semiotic awareness and ability to design focused disciplinary literacy instruction. Teachers’ critical awareness and confidence for literacy instruction were influenced to a lesser extent; and (4) more sustained investments in teacher professional development led to greater gains in teacher learning as well as a critical awareness of the relationship between disciplinary literacy practices and ideologies at work in K-12 schools. Based on these findings, we conclude with three recommendations for the future of critical SFL praxis in teacher education.
Publisher: Routledge _eprint: https://doi.org/10.1080/09500782.2020.1781880
Keywords: Systemic functional linguistics; critical language awareness; disciplinary literacies; pedagogical knowledge; teacher professional development

AEWG Accelerated Education 10 principles for effective practice - Accelerated Education Working Group (2017)

An examination of training and development of middle level managers in emerging economies: Evidence from financial institutions in Ghana - Abugre, James B.; Adebola, Kester (International Journal of Organizational Analysis, 2015)
© 2015, Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine whether the training and development (T&D) of middle-level managers in the financial institutions of a sub-Saharan African country make any difference in the performances of the managers and the institutions in general. Design/methodology/approach – An empirical analysis of managers’ opinions based on a quantitative survey of 140 middle-level managers from four banking institutions in Ghana is conducted. Findings – Findings showed that there is a significant relationship between T&D of middle-level managers and their performance and, consequently, performance of the banks. The findings also showed that managers become savvier in personal initiatives and responsive to customer care leading to enhanced service delivery. The paper proposes that T&D should focus on the significant relationship between the outcomes and programme objectives of organisations in emerging economies if these organisations want to be counted in this competitive global world. Practical implications – The paper provides valuable information on the important role of middle-level managers as custodians of “tacit knowledge” that can turn around organisations, particularly in developing economies, if the needed T&D are given to them. Originality/value – Empirical literature on T&D and on middle-level managers’ development in developing countries is limited. The contribution of this paper identifies the roles that middle management can play in the performances of organisations and especially in emerging economies.
KerkoCite.ItemAlsoKnownAs: 10.1108/ijoa-10-2011-0521 10/gf62pz 2129771:LL6D3NE8 2317526:EEZJGX8G
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing country; D:emerging economies; F:outcomes; P:economy; P:measurement; P:services; R:quantitative; R:survey; T:Training; Z:Banks; Z:Mid-level managers; Z:Performance; Z:Training and development; _C:Australia AUS; _C:China CHN; _C:Ghana GHA; _C:Greece GRC; _C:Japan JPN; _C:Kuwait KWT; _C:Nigeria NGA; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

Do Muslim Women Really Need Saving? Anthropological Reflections on Cultural Relativism and Its Others - Abu-Lughod, Lila (American Anthropologist, 2002)
This article explores the ethics of the current 'War on Terrorism, asking whether anthropology, the discipline devoted to understanding and dealing with cultural difference, can provide us with critical purchase on the justifications made for American intervention in Afghanistan in terms of liberating, or saving, Afghan women. I look first at the dangers of reifying culture, apparent in the tendencies to plaster neat cultural icons like the Muslim woman over messy historical and political dynamics. Then, calling attention to the resonances of contemporary discourses on equality, freedom, and rights with earlier colonial and missionary rhetoric on Muslim women, I argue that we need to develop, instead, a serious appreciation of differences among women in the world—as products of different histories, expressions of different circumstances, and manifestations of differently structured desires. Further, I argue that rather than seeking to 'save' others (with the superiority it implies and the violences it would entail) we might better think in terms of (1) working with them in situations that we recognize as always subject to historical transformation and (2) considering our own larger responsibilities to address the forms of global injustice that are powerful shapers of the worlds in which they find themselves. I develop many of these arguments about the limits of 'cultural relativism' through a consideration of the burqa and the many meanings of veiling in the Muslim world. [Keywords: cultural relativism, Muslim women, Afghanistan war, freedom, global injustice, colonialism]
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1525/aa.2002.104.3.783 KerkoCite.ItemAlsoKnownAs: 2129771:6KDC7RY3 2129771:TZQH672B

The effects of ABRACADABRA on reading outcomes: An updated meta-analysis and landscape review of applied field research - Abrami, Philip C.; Lysenko, Larysa; Borokhovski, Eugene (Journal of Computer Assisted Learning, 2020)
ABRACADABRA (ABRA) is an evidence-based suite of interactive multimedia that engages learners in the development of core reading skills. This meta-analysis presents an update of the research evidence about the effectiveness of ABRA for elementary students. It reports 91 effect sizes in six reading-related outcomes for a sample of 7,388 students. Regardless of context and measurement type, the studies yielded positive effects of ABRA, ranging in magnitude from g+ = 0.080 for Vocabulary Knowledge to g+ = 0.378 for Phonemic Awareness and reaching statistical significance in four outcome categories. This meta-analysis adds to our understanding of the effectiveness of ABRA-based reading instruction by exploring factors of research design, ABRA design and implementation contexts, and various student characteristics and offers implications for instructional practice.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12417 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12417 2129771:RCUA82IE 2486141:Q45PML4B
Keywords: early reading instruction; elementary education; interactive software for learning; meta-analysis; reading outcomes

Collaborative space in South African schools: A comparative perspective - Abrahams, Mark A. (Journal of Negro Education, 1997)
ISBN: 0022-2984 Publisher: JSTOR

Global Health and Development in Early Childhood. - Aboud, Frances E.; Yousafzai, Aisha K. (Annual Review of Psychology, 2015)

PER1. Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) [English, Arabic] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Parallel text: English, Arabic This document is based on: Haßler, B. (2019). Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Cambridge: Open Development and Education Ltd. DOI: 10.5281/zenodo.2626545. Licence: Creative Commons Attribution 4.0 International. The Toolkit itself is an extract from: Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt. It is also available as a Google Document.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3374429 2129771:QKTH39RC 2292090:J4YXVZND
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

PER6. The SABER-ICT policy framework in brief [Arabic] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4495759 2129771:4EF7UEUF
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; language:Arabic

PER6. The SABER-ICT policy framework in brief [Arabic/English] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4495755 2129771:5H9PZXCG
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence; language:Arabic; language:English

PER6. The SABER-ICT policy framework in brief [English] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4494983 2129771:LYABC83R
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; language:English

Sprint 1 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638923 2129771:XMMX697Y 2292090:LFWH5AJH
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 1 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4530611 2129771:ZFCTG4BC 2292090:LFWH5AJH
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 2 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638925 2129771:SSSTPNQB 2292090:I4GLEVI7
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 2 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4530615 2129771:567W6XJA 2292090:I4GLEVI7
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 3 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:9YUDUEBF 2292090:CB82XBRW
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 3 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533047 2129771:VU7J6QGN 2292090:CB82XBRW
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 4 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638931 2129771:3MTHJ4KA 2292090:YDA8FTLV
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 4 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533049 2129771:3M6MAFSD 2292090:YDA8FTLV
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 5 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638935 2129771:FFMTM7VZ 2292090:ILAXGZE3
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 5 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533051 2129771:D2T6EID6 2292090:ILAXGZE3
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 6 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3638937 2129771:AVQ3ZMRZ
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 6 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533053 2129771:J8VJDW9U
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 7 report - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4529684 2129771:ZIFHA2QK
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 7 report - Arabic - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533057 2129771:FFQHNWD4
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

Squad reports and presentations - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:JMF94FNS 2292090:JMNEEZJP
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 8 report - Abed, Reema; Alawamleh, Nour; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4529686 2129771:JK945FM7
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 8 report - Arabic - Abed, Reema; Alawamleh, Nour; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533059 2129771:87TGCPJX
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

Sprint 9 report - Abed, Reema; Alawamleh, Nour; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4529688 2129771:4Y59Y5AC
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Sprint 9 report - Arabic - Abed, Reema; Alawamleh, Nour; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4533061 2129771:PGGEA5FQ
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

ChatGPT: Fundamentals, applications and social impacts - Abdullah, Malak; Madain, Alia; Jararweh, Yaser (2022 Ninth International Conference on Social Networks Analysis, Management and Security (SNAMS), 2022)
KerkoCite.ItemAlsoKnownAs: 10.1109/SNAMS58071.2022.10062688 4804264:QU9KCAEF
Keywords: Final_citation

Leadership, Task Load And Job Satisfaction: A Review Of Special Education Teachers Perspective - Abdullah, Ahmad Shakani bin; Rahim, Iklima Husna Binti Abdul; Jeinie, Mohammad Halim bin; Zulkafli, Muhammad Shakir Bin; Nordin, Mohd Norazmi bin (Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2021)
There are studies that prove that, leadership affects every thing in an organization. There are even opinions stating that leadership is a mirror to the organization it leads. In determining the success or failure of an organization, leadership is also one of the key factors. So it is undeniable that, leadership is also what determines the workload and also the job satisfaction of a staff in the organization. Discussions on leadership do not stop in a large organization, but are also widely discussed within the scope of a school. Previous studies have shown that the influence of leadership is very large in determining the climate of a school. There are also studies that lead to a more focused part of the school that is special education. This survey was conducted to examine the influence between the leadership of head teachers, workload and job satisfaction of special education teachers. The findings of this study are expected to provide a more focused picture of special education.
Number: 11
Keywords: C:Malaysia; _C:Malaysia MYS; _genre:LR-literature_review; ⛔ No DOI found

Lessons Learned from World Bank Education Management Information System Operations - Abdul-Hamid, Husein; Saraogi, Namrata; Mintz, Sarah (2017)
ISBN (paper): 978-1-4648-1056-5 ISBN (electronic): 978-1-4648-1057-2
Keywords: ⛔ No DOI found

What matters most for education management information systems: A framework paper - Abdul-Hamid, Husein (2014)
Publisher: World Bank Group, Washington, DC KerkoCite.ItemAlsoKnownAs: 2129771:C4JC4EQI
Keywords: _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Djibouti DJI; _C:Dominica DMA; _C:Ethiopia ETH; _C:Ghana GHA; _C:Grenada GRD; _C:Guinea GIN; _C:India IND; _C:Indonesia IDN; _C:Japan JPN; _C:Jordan JOR; _C:Liberia LBR; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mozambique MOZ; _C:Nicaragua NIC; _C:Nigeria NGA; _C:Pakistan PAK; _C:Philippines PHL; _C:Saint Kitts and Nevis KNA; _C:Saint Vincent and the Grenadines VCT; _C:Senegal SEN; _C:State of Palestine PSE; _C:Sudan SDN; _C:Thailand THA; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

TVET in Sudan: government negligence, employers' response and challenges of reform under cluttered socio-economic conditions - Abdelkarim, Abbas (INTERNATIONAL JOURNAL OF TRAINING RESEARCH, 2019)
While TVET literature focuses on the potential role of the sector in socio-economic development, seldom is attention given to how socio-economic conditions and policies affect the development of the sector. This paper endeavours to contribute to filling this gap. It argues that examining the factors that influence access, equity and outcomes of TVET and education may not be possible without being embedded in their socio-economic context. A main finding of the paper is that cluttered socio-economic conditions and the public governance system in Sudan have resulted in a weak TVET system - severely deficient finance, contraction, inadequacy and irrelevance of provision, and uncoordinated institutional governance. Industrial employers' response is to rely largely on informal apprenticeship, which, while helping the poor and creating employment, may not be a replacement for formal TVET provision. A further finding is that the sector is neglecting rural and conflict-ridden regions and girls.\n
KerkoCite.ItemAlsoKnownAs: 10.1080/14480220.2019.1690737 2129771:6F5SYGYU

The Discourse of Whole Class Teaching: A Comparative Study of Kenyan and Nigerian Primary English Lessons - Abd-Kadir, Jan; Hardman, Frank (Language and Education, 2007)
This paper explores the discourse of whole class teaching in Kenyan and Nigerian primary school English lessons. Twenty lessons were analysed using a system of discourse analysis focusing on the teacher-led three-part exchange sequence of Initiation – Response – Feedback (IRF). The focus of the analysis was on the first and third part of the IRF sequence as it is here that research suggests teachers can enhance pupil learning through questions and follow-up which asks pupils to expand on their thinking, justify or clarify their opinions, or make connections to their own experiences. The findings suggest that teacher questions were mainly closed requiring recall of information and teacher follow-up, where it occurred, often consisting of a low level evaluation of a pupil response, thereby severely constraining opportunities for pupil participation in the classroom discourse and higher order thinking. The implications of the findings are considered in the light of their impact on classroom pedagogy and the professional development of Kenyan and Nigerian primary teachers.
KerkoCite.ItemAlsoKnownAs: 10.2167/le684.0 10/fj4ndk 2129771:S2L8BL4U 261495:4TNZ3UXU

Integrating GIS Accessibility and Location-Allocation Models with Multicriteria Decision Analysis for Evaluating Quality of Life in Buraidah City, KSA - Abd El Karim, Ashraf; Awawdeh, Mohsen M. (Sustainability, 2020)
The present study was aimed at evaluating the quality of life in the districts of Buraidah city in the Kingdom of Saudi Arabia as part of the Kingdom’s Vision 2030, based on provided services in terms of distance and time parameters. This was achieved by integrating Geographic Information System (GIS)-based network analysis and multicriteria decision analysis (MCDA) techniques. The service area analysis technique of the GIS Network Analysis tools was applied to the available services in the districts of Buraidah city. Twelve services were investigated with regard to their coverage within 5, 10, and 15 minutes of travel time: universities, high schools, middle schools, elementary schools, hospitals, health centers, ambulance facilities, government services, religious services, security services, sports services, and recreational services. GIS-based multicriteria decision analysis (GIS-MCDA) was implemented in the study to obtain a spatial suitability map of the standard of living quality in the various districts in Buraidah city. The analytic hierarchy process (AHP) technique was used to determine the criteria weights. The location-allocation model was used in the study as well for suggestions of new service locations to improve the spatial distribution of services and enhance the quality of life in the districts. The results of the final suitability map to determine districts with the best standard of living according to the provided services show that the living standards in the city are very good, with very high and high levels in around 51 districts, representing 72.9% (449,235 people), and about 19 districts with moderate, low, and very low levels, representing 27.1% (56,765 people). Narrowing the quality of life gap and improving spatial planning requires correcting the current deficiency in services, which is estimated in this study to be 16 services: one high school, one elementary school, one middle school, two universities, one sports service, two security services, two courts, two hospitals, one health center, one park, and two ambulance facilities.
Number: 4 Publisher: Multidisciplinary Digital Publishing Institute
Keywords: AHP; KSA vision 2030; MCDA; network analysis; quality of life; service accessibility; spatial suitability

The application of machine learning for evaluating anthropogenic versus natural climate change - Abbot, John; Marohasy, Jennifer (GeoResJ, 2017)
Publisher: Elsevier

Validation of Designbuilder Simulation Accuracy Using Field Measured Data of Indoor Air Temperature in a Classroom Building - Abba, Habu Yusuf; Majid, Roshida Abdul; Ahmed, Muhammad Hamdan; Gbenga, Olutobi (Management, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:4UHQEB9X 4682641:55AFYSVG
Keywords: BE:RELEVANT; ⛔ No DOI found

Influence of Different Roof Design Parameters on Classrooms’ Thermal Performance in Tropical Savannah Climate of Nigeria - Abba, Habu Yusuf; Bint Abdul-Majid, Roshida; Ahmed, Muhammad Hamdan; Said, El-Nafaty Abbas (Journal of Xi'an University of Architecture & Technology, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:C26A8GBA 4682641:29MGH7TW
Keywords: BE:LMIC; BE:RELEVANT; ⛔ No DOI found