Your search
Results 350 resources
-
The survey of ICT capacity at 40 colleges of education (CoEs) reflects a considerable amount of work, by many people. The National Council for Tertiary Education (NCTE) acknowledges with thanks, Consumer Insights Consult (CiC) research team, Cyprian Ekor, Elvis Akpabli, Emmanuel Mireku, George Asare, Kennedy Amedume, Daniel Amewuda, Philemon Opoku. NCTE staff, Jacob T. Akunor, Anthony Dzidzornu, Emmanuel Attey Yebuah, Ebenezer Osei Adu, Nicholas Ameyaw and Kwaku Gyampoh. Transforming...
-
This rapid review provides an overview of the UK development education landscape with a focus on what else apart from the British Council’s Connecting Classrooms Programme is going on to build partnerships between schools in the UK and schools overseas? How many children/schools are part of something like this? These questions are related to a second query covered in a separate helpdesk report that examines childhood development stages; specifically, when is the best time to influence...
-
This helpdesk report provides a summary of available literature and evidence relating to childhood development stages; specifically, when is the best time to influence children’s thinking on global issues. This question is related to a second query covered in a separate helpdesk report that examines the development education landscape in the UK: specifically, what else apart from British Council’s Connecting Classrooms Programme is going on to build partnerships between schools in the UK and...
-
Adoption And Impact Of Oer In The Global SouthHodgkinson-Williams, C., & Arinto, P. - 2017 - Zenodo
Education in the Global South faces several key interrelated challenges, for which Open Educational Resources (OER) are seen to be part of the solution. These challenges include: unequal access to education; variable quality of educational resources, teaching, and student performance; and increasing cost and concern about the sustainability of education. The Research on Open Educational Resources for Development (ROER4D) project seeks to build on and contribute to the body of research on how...
-
Models for theories of change vary widely as do how they are used. What constitutes a good or robust theory of change has not been discussed much. This article sets out and discusses criteria for robust theories of change. As well, it discusses how these criteria can be used to undertake a vigorous assessment of a theory of change. A solid analysis of a theory of change can be extremely useful, both for designing or assessing the designs of an intervention as well as for the design of...
-
Few books in the history of development studies have had an impact like The Development Dictionary – A Guide to Knowledge as Power, which was edited by Wolfgang Sachs and published by Zed Books in 1992, and which was crucial in establishing what has become known as the Post-Development (PD) school. This special issue is devoted to the legacy of this book and thus to discussing PD.
-
Computer-based scaffolding provides temporary support that enables students to participate in and become more proficient at complex skills like problem solving, argumentation, and evaluation. While meta-analyses have addressed between-subject differences on cognitive outcomes resulting from scaffolding, none has addressed within-subject gains. This leaves much quantitative scaffolding literature not covered by existing meta-analyses. To address this gap, this study used Bayesian network...
-
Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which...
-
Education for All has been a concept at the heart of international development since 1990 and has found its latest instantiation within the Sustainable Development Goals (SDGs) as SDG 4, ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’. Open education, in the form of resources and practices are both seen as contributors to SDG4 as evidenced by the recent 2nd World Open Educational Resources Congress. The ambition for open education to...
-
India's landmark Right of Children to Free and Compulsory Education Act (2009) guarantees education to all children aged 6-14 years. The Act mandates specific student-teacher ratios and emphasizes teacher quality. Writing this into legislation took seven years, but the seven years since has proven that ensuring effective teachers are recruited and placed in all schools in a time-bound manner is considerably more challenging. This report takes a detailed look at the complexity of the teacher...
Explore
Our programmes
- Academic Recovery Programme (OECS) (2)
-
Activating EdTech (Jordan)
(1)
- Resources (1)
- Higher Education in Zambia (1)
-
OER4Schools
(1)
- Publications (1)
-
T-TEL (Ghana)
(1)
- Reports (1)
- Tablet use in schools (1)
-
TVET in sub-Saharan Africa (GOVET-BIBB-BMBF)
(38)
-
Citations
(38)
- Chapter 01. Introduction (3)
- Chapter 02. Research Design (2)
- Chapter 03. Overview (10)
- Chapter 04. Conception (2)
- Chapter 05. TVET Actors (7)
- Chapter 06. Themes (7)
- Chapter 07. Systematic Review (6)
- Chapter 08. Models (4)
- Chapter 09. Inclusion (1)
- Chapter 10. State Authorities (1)
- Chapter 11. Non-state Providers (3)
- Chapter 12. Standards (3)
- Chapter 14. Institutional Frameworks (1)
- Chapter 15. Research Networks (1)
- Chapter 16. Future Research (1)
- Appendix 1. Annotated Bibliography (1)
-
Citations
(38)
Organisations, collaborators and clients
- ARM (1)
- Open Development & Education (8)
- University of Cambridge (1)
- ZESSTA (1)
Theme
- Artificial Intelligence (8)
- Black Lives Matter (1)
- Chatbots in education (1)
-
Climate-resilience, classrooms, physical environment
(4)
- Regulations (1)
- Reports and papers (3)
- Curriculum (1)
- Education Workforce (8)
- Geodata in Education (3)
- Implementation science (3)
- Learning crisis (1)
- Literature Reviews, meta-analysis, evidence synthesis (7)
Location
-
Africa
(58)
- Eastern Africa (29)
-
Middle Africa
(4)
- Angola (1)
- Cameroon (1)
- Central African Republic (1)
- Niger (3)
- Northern Africa (8)
-
Southern Africa
(23)
- Botswana (6)
- eSwatini (1)
- Lesotho (1)
- Malawi (7)
- Mozambique (5)
- Namibia (7)
- South Africa (17)
-
Western Africa
(29)
- Benin (1)
- Burkina Faso (2)
- Cape Verde (1)
- Gambia (3)
- Ghana (10)
- Guinea (2)
- Liberia (2)
- Mali (2)
- Nigeria (9)
- Senegal (4)
- Sierra Leone (14)
- Togo (1)
-
Americas
(31)
-
Caribbean
(10)
- Cuba (7)
- Dominican Republic (3)
- Jamaica (1)
- Trinidad and Tobago (1)
-
Central America
(5)
- Costa Rica (2)
- El Salvador (2)
- Guatemala (1)
- Honduras (2)
- Mexico (4)
- Panama (1)
-
Northern America
(26)
- Canada (17)
- United States (23)
- South America (12)
-
Caribbean
(10)
-
Asia
(26)
-
Central Asia
(1)
- Kyrgyzstan (1)
-
Eastern Asia
(14)
- China (9)
- Japan (10)
- Korea, Republic (5)
- Mongolia (1)
-
South-eastern Asia
(14)
- Brunei Darussalam (1)
- Cambodia (2)
- Indonesia (6)
- Laos (2)
- Malaysia (7)
- Myanmar (1)
- Philippines (5)
- Singapore (6)
- Thailand (7)
- Viet Nam (3)
-
Southern Asia
(17)
- Afghanistan (2)
- Bangladesh (3)
- Bhutan (2)
- India (14)
- Iran (7)
- Maldives (1)
- Nepal (2)
- Pakistan (8)
- Sri Lanka (3)
-
Western Asia
(13)
- Armenia (1)
- Azerbaijan (1)
- Cyprus (1)
- Georgia (1)
- Israel (1)
- Jordan (4)
- Kuwait (1)
- Lebanon (3)
- North Cyprus (2)
- Oman (2)
- Qatar (3)
- Saudi Arabia (2)
- State of Palestine (1)
- Turkey (12)
- United Arab Emirates (2)
-
Central Asia
(1)
-
Europe
(31)
-
Eastern Europe
(4)
- Poland (1)
- Republic of Moldova (1)
- Romania (2)
- Russian Federation (1)
- Northern Europe (24)
-
Southern Europe
(17)
- Bosnia and Herzegovina (1)
- Greece (2)
- Italy (5)
- North Macedonia (1)
- Portugal (7)
- Slovenia (2)
- Spain (9)
-
Western Europe
(16)
- Austria (4)
- Belgium (4)
- Catalan Republic (2)
- France (8)
- Germany (4)
- Luxembourg (1)
- Netherlands (9)
- Switzerland (5)
-
Eastern Europe
(4)
-
Oceania
(16)
-
Australia and New Zealand
(16)
- Australia (15)
- New Zealand (10)
-
Melanesia
(1)
- Solomon Islands (1)
-
Polynesia
(1)
- Samoa (1)
-
Australia and New Zealand
(16)