Full Library 3,362 resources
Country-Level Research Review: EdTech in Pakistan [Working Paper]Zubairi, A., Halim, W., Kaye, T., & Wilson, S. - 2021 - EdTech Hub
Educational Technology to Improve Capacity – Integrating Adaptive Education Programmes in Public School in KenyaKaye, T. - 2020 - In M. Ehren & J. Baxter (Eds.), Trust, Accountability and Capacity in Education System Reform (1st ed., pp. 182–200) - Routledge
A typology and framework for professional learning communities (PLCs) in LMICs2020, December 16 - R&E Search for Evidence
Professional learning communities (PLCs) are an alternative approach to teacher professional development, especially in low-and-middle income countries (LMICs). Existing conceptualizations of PLCs in Western literature, however, don’t recognize that PLCs in LMICs may operate differently to reflect local contexts. In fact, much of the literature considers PLCs only school-based, organic initiatives and doesn’t acknowledge that PLCs in LMICs are often purposeful and part of broad educational...
National guidelines for school re-entry in early learning and basic educationMinistry of Education - 2020 - Population Council
Monitoring Distance Education: A Brief to Support Decision-Making in Bangladesh and Other Low- and Lower-Middle Income Countries (EdTech Hub Helpdesk Response No. 30)Kaye, T., Groeneveld, C., & Bashir, A. - 2020
Effectiveness of Multimodal Microlearning for In-service Teacher TrainingAllela, M. A., Ogange, B. O., Junaid, M. I., & Charles, P. B. - 2020 - Journal of Learning for Development, 7(3), 384–398
To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design...
A Meta-Analysis of the Effect of Parental Involvement on Students’ Academic AchievementErdem, C., & Kaya, M. - 2020 - Journal of Learning for Development, 7(3), 367–383
This study aims to examine the effect of parental involvement on students’ academic achievement at pre-school, elementary and secondary levels by using the meta-analysis method with respect to home-based and school-based parental involvement strategies. Data consisted of 55 independent research studies in English published between 2010 and 2019, and accessed through ERIC, Academic Search Complete, Science Direct, Wiley Online Library, and PsycNet databases. Findings revealed that the effect...
Notes from the Field: “Nurses International” Uses OER to Support Nurse EducatorsEwing, H., Chickering, M., Burner, L., … Frank, E. - 2020 - Journal of Learning for Development, 7(3), 459–466
Educating nurses in developing countries is challenging due to limited resources. Nurses International advances nursing education through the use of Open Educational Resources which provides a unique model to teach and mentor nurse educators globally. Using current resources and materials that are free online and teacher-facing, an innovative program has been established that can be employed to scale up education of the healthcare workforce through teaching the teachers and enhancing the education of nurses.
Teaching and Learning Experiences in Medical Education During the COVID-19 Pandemic: The Case of Kilimanjaro Christian Medical University College (KCMUCo), TanzaniaIbrahim, G., Luzinge, H., & Kapanda, G. - 2020 - Journal of Learning for Development, 7(3), 433–446
Objective The purpose of this paper was to share teaching and learning experiences during the COVID-19 pandemic and mandated university closure. Methods A cross-sectional study was conducted among all eligible students and faculty members using voluntary anonymous questionnaires. To capture the attitudes and perceptions of respondents, five-point Likert scale questions were used. Results A total of 865 (58%) students and 57 (51%) faculty members participated in the survey. Uptake of...
Covid-19 School Closures in Low- and Middle-income Countries: Emergent Perspectives on the Role of Educational TechnologyJordan, K. - 2020 - Journal of Learning for Development, 7(3), 399–415
The Covid-19 pandemic ushered in school closures at an unprecedented scale and prompted educational systems to find alternative teaching models at short notice. The role for educational technology in low- and middle-income countries (LMICs) has recently become the focus of much discussion. While prompted by the pandemic, the discussions surface latent issues in educational systems, and the perspectives and ambitions of organisations in relation to educational technology and LMICs. The...
Reports from the Field: Primary School in Brazil Using Finnish Innovation Pedagogy to Create Meaningful Online Education During the COVID-19 PandemicJoshi, M., Scheinin, M., Miranda, L., & Piispa, J. - 2020 - Journal of Learning for Development, 7(3), 473–478
ISO Colegío in Paraiba, Brazil, implemented Finnish innovation pedagogy from Turku University of Applied Sciences (TUAS) as a pedagogical strategy in their new primary school in early 2020. The implementation started in class teaching but due to the pandemic, it was transferred online, still using the new pedagogical approaches. Experiences by teachers and pupils have so far been mostly positive. Management has been satisfied with the overall success and plan to continue with innovation pedagogy as a strategy.
Utilizing Open Education Resources to Enhance Students’ Learning Outcomes during the COVID-19 Schools Lockdown: A Case of Kolibri by Selected Government Schools in UgandaKabugo, D. - 2020 - Journal of Learning for Development, 7(3), 447–458
A preview of the international dashboard of trends in education suggests that Open Education Resources (OERs) have and will continue to impact the provision of education during institutional closure owing to the global Covid-19 pandemic. However, the toughest question that is often presented to OERs promoters regards the efficiency (sustainability) and the pedagogical effectiveness of OERs: If education resource users are not cognizant and do not pay for the production, distribution, and...
The Impact of Covid-19 on International Higher Education: New Models for the New NormalKanwar, A., & Carr, A. - 2020 - Journal of Learning for Development, 7(3), 326–333
COVID-19 has had a major impact on international higher education with border closures, cancelled flights, and a shift to online teaching and learning. As a result, many international students have decided to either abandon or defer their plans to study abroad. If students stay in their home countries, many institutions that rely heavily on foreign students’ fees will suffer, with potential impacts on national economies. Beyond the economic implications, it is also important to consider the...
Improving Education Outcomes in Low- and Middle-Income Countries: Outcomes-Based Contracting and Early Grade LiteracyMawoyo, M., & Vally, Z. - 2020 - Journal of Learning for Development, 7(3), 334–348
Fifty-three percent of Grade 4 learners cannot read for meaning in low- and middle-income countries despite an investment of between 33-49% of education expenditure on primary education. Teaching children to read in the early grades is fundamental to building resilient education systems, as the ability to read early in life is a great predictor for education success, and will minimise learning loss during education emergencies similar to COVID-19 school closures, for children who can read...
Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence.McBurnie, C., Adam, T., & Kaye, T. - 2020 - Journal of Learning for Development, 7(3), 485–493
Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As...
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