Your search
Results 763 resources
-
© 2016 The Author(s). Background: Mental health literacy (MHL) is foundational for mental health promotion, prevention, stigma reduction, and care; School supported information pertaining to MHL in sub-Saharan Africa is extremely limited, including in Tanzania. Successful application of a school MHL curriculum resource may be an effective way to increase teacher MHL and therefore help to improve mental health outcomes for students. Methods: Secondary school teachers in Tanzania were trained...
-
Policy by the government of Nepal emphasises the need to develop ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. This article reports a study of primary teachers' experiences of using digital technologies in rural primary schools in Nepal, and investigates their perceptions of how the availability and use of ICT in their schools has transformed traditional teaching models. It further examines the resources they can...
-
Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers...
-
The purpose of this study is to propose implications for improving Cambodia secondary pre-service teacher education in the view of teacher professionalism. To do so, this study attempts to review the current system and implementation of Cambodia secondary pre-service teacher education and reveal perception of current Cambodia teachers. The survey data in this analysis are from the secondary school teachers in Kampong Chhnang province. Survey, conducted in 2020, provides detailed information...
-
As the call for the advancement of TVET deepens, and as skill requirement for vocations transcends traditional job requirements due to technological advancement and innovation. It becomes imperative that workers in the industrial and vocational ambits of nations develop the requisite skills and capacities for work in the 21st century that adheres to sustainable standards and meets market needs also. Thereby, contributing to societal wellbeing and community development. To achieve this goal,...
-
Computer-supported collaborative learning (CSCL) has shown considerable promise, but thus far the literature has tended to focus on individual technological tools, without due regard for how the choice of one such tool over another impacts CSCL, either in outline or in detail. The present study, therefore, directly compared the learning-related uses of an online discussion forum against such use of a mobile instant-messaging app by the same group of 78 upper-division undergraduate...
-
In the bid to improve teaching quality and promote an approach to teacher development that is grounded in the context in which teachers are inserted, Professional Learning Communities (PLCs) have become a popular alternative model of teacher professional development in many countries. PLCs, however, have been more widely studied in high-resource contexts. In a recognition that existing conceptualizations from the Western literature may not reflect how PLCs are functioning in developing...
-
© Springer Fachmedien Wiesbaden 2016. Sarah Lange examines the effectiveness of cascade training, which constitutes a cost-effective training model in teacher training. In development cooperation countries, teaching quality is expected to improve with teacher professional development; for this purpose, she explores the effectiveness of training multipliers in schools in Cameroon. This research question is analysed with a design, which encompasses a questionnaire survey provided to teachers,...
-
The literature on training approaches for both pre-service and in-service teacher training has been dominated since the 1980s by reflective approaches. This has undoubtedly influenced the relatively recent introduction of reflective approaches in developing countries. This article explores efforts, within an action research study of a 3-year (1995–1997) In-service Education and Training (INSET) programme, to implement reflective approaches in the training of unqualified and underqualified primary...
-
This systematic review integrates the existing literature regarding relationships that students with attention-deficit/hyperactivity disorder (ADHD) have with their teachers, in mainstream inclusive primary, secondary and high school settings. Theoretical approaches and methodical choices were considered in understanding the literature and considering possible research areas. The methods used in the reviewed literature show that investigations in this research field have predominantly used...
-
Background: A comprehensive international literature review on alternative assessment in physical education has been provided by López-Pastor et al. ([2013]. “Alternative Assessment in Physical Education: A Review of International Literature.” Sport, Education & Society 18 (1): 57–76). The authors remarked that while more authentic forms of assessment in physical education have been evidenced over the last three decades, the extent to which alternative assessment practices have become common...
-
A World Bank pilot is promoting a mobile social accountability platform « Allô École! » to increase accountability in the primary education sector of the DRC.
-
Doc number: 142 Abstract Background: Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including...
-
Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of...
-
This study examines the practice of adaptation and translation (localisation) of Open Educational Resources (OER). It employs a sociocultural perspective to focus on the experiences of practitioners (localisers) who undertook the localisation of a suite of 125 OER created as part of a teacher professional development programme in India. This localisation process generated eight unique versions of the OER in five languages. Drawing on project reports, practitioner interviews and analysis of...
Explore
Our programmes
- 21st century learning in Zambia (1)
- Academic Recovery Programme (OECS) (4)
- Activating EdTech (Jordan) (4)
- EdTech Hub (19)
-
OER4Schools
(12)
- Publications (7)
- Resources (5)
- Perspectives on Technology, Resources and Learning (1)
- Rapid Teacher Training Evaluation (1)
-
SSEIP (Sierra Leone)
(22)
- 3 SHS English (11)
- 3 SHS Maths (11)
- T-TEL (Ghana) (8)
- Tich Me Ar Tich Dem (2)
-
TVET in sub-Saharan Africa (GOVET-BIBB-BMBF)
(52)
-
Citations
(52)
- Chapter 01. Introduction (3)
- Chapter 03. Overview (7)
- Chapter 04. Conception (5)
- Chapter 05. TVET Actors (15)
- Chapter 06. Themes (22)
- Chapter 07. Systematic Review (14)
- Chapter 08. Models (22)
- Chapter 09. Inclusion (6)
- Chapter 12. Standards (2)
- Chapter 13. Policy Implementation (4)
- Chapter 14. Institutional Frameworks (1)
- Chapter 15. Research Networks (1)
- Appendix 1. Annotated Bibliography (11)
- Appendix 3. SCR (2)
-
Citations
(52)
Organisations, collaborators and clients
Publication type
- Blogposts (1)
-
Resources for educators
(22)
-
SSEIP - Leh We Learn (Sierra Leone)
(22)
-
SSEIP 340 SSS - Teachers Guide
(22)
- English (11)
- Mathematics (11)
-
SSEIP 340 SSS - Teachers Guide
(22)
-
SSEIP - Leh We Learn (Sierra Leone)
(22)
Theme
- Teacher Education
- Artificial Intelligence (2)
- Chatbots in education (2)
- Climate-resilience, classrooms, physical environment (3)
-
COVID-19
(6)
- Education (3)
- Education Workforce (42)
- Geodata in Education (9)
-
Implementation science
(5)
- Education (3)
- General (1)
- Improvement science (1)
- Inclusion and Disability (1)
- Open and Social Justice (1)
Location
-
Africa
(207)
-
Eastern Africa
(119)
- Burundi (9)
- Comoros (2)
- Djibouti (4)
- Eritrea (6)
- Ethiopia (29)
- Kenya (51)
- Madagascar (5)
- Mauritius (8)
- Rwanda (29)
- Seychelles (4)
- Somalia (11)
- Somaliland (5)
- South Sudan (9)
- Tanzania (47)
- Uganda (41)
- Zambia (70)
- Zimbabwe (22)
-
Middle Africa
(33)
- Angola (5)
- Cameroon (13)
- Central African Republic (5)
- Chad (9)
- Congo, Democratic Republic (9)
- Congo, Republic (3)
- Equatorial Guinea (1)
- Gabon (3)
- Niger (10)
- São Tomé and Príncipe (1)
- Northern Africa (25)
-
Southern Africa
(79)
- Botswana (22)
- eSwatini (8)
- Lesotho (14)
- Malawi (36)
- Mozambique (21)
- Namibia (22)
- South Africa (58)
-
Western Africa
(114)
- Benin (8)
- Burkina Faso (6)
- Cape Verde (4)
- Gambia (15)
- Ghana (40)
- Guinea (10)
- Guinea-Bissau (4)
- Ivory Coast (4)
- Liberia (14)
- Mali (10)
- Mauritania (3)
- Nigeria (35)
- Senegal (16)
- Sierra Leone (66)
- Togo (4)
-
Eastern Africa
(119)
-
Americas
(107)
-
Caribbean
(30)
- Antigua and Barbuda (3)
- Barbados (1)
- Cuba (13)
- Dominica (5)
- Dominican Republic (6)
- Grenada (5)
- Haiti (3)
- Jamaica (6)
- Saint Kitts and Nevis (1)
- Saint Lucia (4)
- Saint Vincent and the Grenadines (4)
- Trinidad and Tobago (5)
-
Central America
(20)
- Belize (3)
- Costa Rica (2)
- El Salvador (2)
- Guatemala (3)
- Honduras (4)
- Mexico (15)
- Nicaragua (3)
- Panama (2)
-
Northern America
(96)
- Canada (48)
- United States (85)
- South America (29)
-
Caribbean
(30)
-
Asia
(105)
-
Central Asia
(2)
- Kazakhstan (2)
- Kyrgyzstan (1)
- Tajikistan (1)
- Turkmenistan (2)
- Uzbekistan (1)
-
Eastern Asia
(49)
- China (37)
- Japan (23)
- Korea, Republic (11)
- Mongolia (1)
-
South-eastern Asia
(64)
- Brunei Darussalam (2)
- Cambodia (12)
- Indonesia (21)
- Laos (4)
- Malaysia (24)
- Myanmar (10)
- Philippines (11)
- Singapore (27)
- Thailand (22)
- Timor-L'este (1)
- Viet Nam (11)
-
Southern Asia
(69)
- Afghanistan (15)
- Bangladesh (23)
- Bhutan (5)
- India (51)
- Iran (14)
- Maldives (4)
- Nepal (16)
- Pakistan (35)
- Sri Lanka (15)
-
Western Asia
(62)
- Armenia (1)
- Azerbaijan (2)
- Bahrain (2)
- Cyprus (2)
- Georgia (7)
- Iraq (4)
- Israel (12)
- Jordan (18)
- Kuwait (2)
- Lebanon (13)
- North Cyprus (2)
- Oman (5)
- Qatar (1)
- Saudi Arabia (4)
- State of Palestine (8)
- Syrian Arab Republic (5)
- Turkey (33)
- United Arab Emirates (5)
- Yemen (5)
-
Central Asia
(2)
-
Europe
(110)
-
Eastern Europe
(13)
- Czech Republic (4)
- Hungary (4)
- Poland (4)
- Republic of Moldova (2)
- Romania (2)
- Russian Federation (5)
- Slovakia (1)
- Ukraine (2)
- Northern Europe (86)
-
Southern Europe
(47)
- Bosnia and Herzegovina (1)
- Croatia (1)
- Greece (15)
- Italy (16)
- Kosovo (1)
- Malta (3)
- Montenegro (1)
- North Macedonia (1)
- Portugal (15)
- Serbia (2)
- Slovenia (2)
- Spain (24)
-
Western Europe
(58)
- Austria (2)
- Belgium (15)
- France (33)
- Germany (20)
- Luxembourg (3)
- Netherlands (30)
- Switzerland (12)
-
Eastern Europe
(13)
-
Oceania
(50)
-
Australia and New Zealand
(47)
- Australia (45)
- New Zealand (19)
-
Melanesia
(9)
- Fiji (2)
- Papua New Guinea (8)
- Solomon Islands (1)
- Vanuatu (2)
-
Micronesia
(2)
- Federated States of Micronesia (1)
- Kiribati (1)
- Marshall Islands (1)
- Nauru (1)
- Palau (1)
- Polynesia (4)
-
Australia and New Zealand
(47)