@article{chivunda_social_2023, title = {Social {Justice} and {Diversity} in {Zambia}: {The} {Role} of {Civic} {Education} and {Teachers}}, volume = {48}, issn = {2581-6268}, shorttitle = {Social {Justice} and {Diversity} in {Zambia}}, url = {https://doi.org/10.9734/ajess/2023/v48i41090}, doi = {10.9734/ajess/2023/v48i41090}, abstract = {This article explores the role civic education plays in social justice and diversity in Zambia from the civic education teacher’s perspective as well as establish the extent to which teacher’s themselves are actively engaged in social justice and diversity. Predicated on the fundamental role civic education plays in teaching and promoting diversity and social justice, it is highly expected that civic education teachers should be the lodestars in undertaking this activity. It is noted that teachers of civic education can bring about social justice in society; this can be achieved through active participation in local communities and consolidating the teaching of democracy, human rights and promotion of participation within people’s local communities and global level for social justice. Therefore, the teaching for diversification is of great significance in the delivery of Civic Education in Zambia both at teacher training and secondary school level. Anchored on the explanatory design as a methodological bedrock, this study found that teachers where not actively engaged with issues of diversity. The study concludes that there is little to no engagement among teachers in diversity and in bringing about social change especially on matters that affect the wider community. This is partly attributed to the impractical nature in which Civic Education is delivered at secondary school or tertiary level. The study recommends that different approaches to the teaching of civic education must be introduced in the civic education curriculum.}, language = {en}, number = {4}, urldate = {2023-11-28}, journal = {Asian Journal of Education and Social Studies}, author = {Chivunda, Kaumba and Kabombwe, Yvonne and Mwanza, Christine and Mupeta, Sydney}, month = sep, year = {2023}, note = {Num Pages: 9 Number: 4 KerkoCite.ItemAlsoKnownAs: 2129771:MU56QNIZ 2129771:N73KHN5I 2129771:SRRXRV2D}, pages = {112--120}, } @misc{iseje_map_2023, title = {A {Map} of {Mkushi} {District} {Health} {Centres}}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://maps.opendeved.net/mkushi}, abstract = {This map is an accurate map of the Health Centres coming under the Ministry of Health, Mkushi District. The health centre locations were collected an validated over a period of approximately two years (2022-23).}, language = {en}, author = {Iseje, Fatuma}, year = {2023}, doi = {10.53832/opendeved.1118}, note = {ZenodoArchiveID: 10850926 ZenodoArchiveConcept: 10850925 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1118 2129771:5S8X4MGW}, keywords = {\_r:AddedByMyEducationEvidence}, } @article{mutale_mulenga_student_2022, title = {Student {Teachers} {School} {Experience} in {Zambia}: {Experiences} and {Challenges}}, volume = {3}, issn = {27142132}, shorttitle = {Student {Teachers} {School} {Experience} in {Zambia}}, url = {https://eajess.ac.tz/2022/04/28/student-teachers-school-experience-in-zambia-experiences-and-challenges/}, doi = {10.46606/eajess2022v03i02.0162}, abstract = {The purpose of this study was to establish challenges and experiences faced by student teachers during teaching practice in Zambia. The study employed the concurrent embedded design. Data was collected from 280 respondents including 200 student teachers, 30 host school deputy head teachers and 50 lecturers. The study employed a questionnaire, focus group discussion and an interview to collect data from the respondents. The study established some challenges which can serve as learning points for teacher educators and administrators in institutions of higher learning that are running teacher education programs. The challenges include the struggle of maintaining low costs while having a high quality school experience, lecturers hurrying through the supervision process, the tendency to involve non-lecturers to supervise students and students lack of adequate support during the school experience period. The school experience period was adequate and students had a number of benefits from it although some institutions had it at the end of the program. It was therefore recommended that school experience be continually evaluated by both the Ministry of Education and institutions that provide teacher education programs in Zambia and that the length of the school experience period be maintained so as to enhance the benefits that student teacher drew from it. It was further recommended that institutions preparing teachers should make sure that school experience is done during the teacher education period and not at the end of it so that students and their lecturers evaluate the experience before the end of the program.}, language = {en}, number = {2}, urldate = {2023-11-28}, journal = {EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES}, author = {Mutale Mulenga, Innocent and Bwalya, Katongo}, month = apr, year = {2022}, pages = {78--90}, } @article{changwe_curriculum_2022, title = {Curriculum {Implementation} in {Zambia}: {Best} {Practices} of {Bridging} the {Gap} between the {Intended} and the {Achieved} {School} {Curriculum}}, volume = {6}, shorttitle = {Curriculum {Implementation} in {Zambia}}, url = {https://www.researchgate.net/profile/Robert-Changwe/publication/358545651_Curriculum_Implementation_in_Zambia_Best_Practices_of_Bridging_the_Gap_between_the_Intended_and_the_Achieved_School_Curriculum/links/620768477b05f82592e3b4d8/Curriculum-Implementation-in-Zambia-Best-Practices-of-Bridging-the-Gap-between-the-Intended-and-the-Achieved-School-Curriculum.pdf}, doi = {10.47772/IJRISS.2022.6127}, number = {1}, urldate = {2023-11-28}, journal = {International Journal of Research and Innovation in Social Science}, author = {Changwe, Robert and Mwanza, Christine}, year = {2022}, pages = {437--443}, } @article{chirwa_loans_2022, title = {Loans and {Scholarships} in {Africa}’s {Higher} {Education} {Finance}: {A} {Comparative} {Analysis} of {Capitation}, {Policy} and {Recoveries} in {Eleven} {Countries}}, volume = {10}, shorttitle = {Loans and {Scholarships} in {Africa}’s {Higher} {Education} {Finance}}, url = {https://www.researchgate.net/profile/Sitwe-Mkandawire/publication/366383780_Loans_and_Scholarships_in_Africa's_Higher_Education_Finance_A_Comparative_Analysis_of_Capitation_Policy_and_Recoveries_in_Eleven_Countries/links/639dc94c095a6a77743956fe/Loans-and-Scholarships-in-Africas-Higher-Education-Finance-A-Comparative-Analysis-of-Capitation-Policy-and-Recoveries-in-Eleven-Countries.pdf}, doi = {10.37745/bje.2013/vol10n166788}, number = {16}, urldate = {2023-12-06}, journal = {British Journal of Education}, author = {Chirwa, Ireen Nayame and Masaiti, Gift and Mwale, Nelly and Mkandawire, Sitwe Benson and Mulenga, Innocent Mutale and Sichula, Noah Kenny}, year = {2022}, note = {Publisher: European-American Journals}, pages = {67--88}, } @article{mulenga_student_2022, title = {Student {Teachers} {School} {Experience} in {Zambia}: {Experiences} and {Challenges}}, volume = {3}, shorttitle = {Student {Teachers} {School} {Experience} in {Zambia}}, url = {https://www.ajol.info/index.php/eajess/article/view/225251}, doi = {10.46606/eajess2022v03i02.0162}, number = {2}, urldate = {2023-12-06}, journal = {East African Journal of Education and Social Sciences}, author = {Mulenga, Innocent Mutale and Bwalya, Katongo}, year = {2022}, pages = {78--90}, } @article{mulenga_civic_2022, title = {Civic education teaching resources and teacher preparedness for secondary school competency-based curriculum in {Lusaka}, {Zambia}}, volume = {3}, url = {https://www.ajol.info/index.php/eajess/article/view/225260}, doi = {10.46606/eajess2022v03i02.0171}, number = {2}, urldate = {2023-12-06}, journal = {East African Journal of Education and Social Sciences (EAJESS)}, author = {Mulenga, Innocent Mutale and Ng’andu, Moonga}, year = {2022}, pages = {166--177}, } @article{nayame-chirwa_loans_2022, title = {Loans and scholarships in {Africa}’s higher education finance: a comparative analysis of capitation, policy and recoveries in eleven countries.}, shorttitle = {Loans and scholarships in {Africa}’s higher education finance}, author = {Nayame-Chirwa, Ireen and Masaiti, Gift and Mwale, Nelly and Mkandawire, Sitwe Benson and Mulenga, Innocent Mutale and Sichula, Noah Kenny}, year = {2022}, note = {Publisher: British Journal of Education, 10 (16), 67-88}, keywords = {⛔ No DOI found}, } @article{mulenga_curriculum_2021, title = {Curriculum {Implementation} {Strategies} of {Education} {Standards} {Officers} in {Choma} {District} of {Zambia}: {A} {Critique} of their {Effectiveness}}, url = {https://www.researchgate.net/publication/358395874_Curriculum_Implementation_Strategies_of_Education_Standards_Officers_in_Choma_District_of_Zambia_A_Critique_of_their_Effectiveness}, abstract = {Effective curriculum implementation by teachers is recognised as a lynchpin for achieving educational goals of any education system that leads to improved learner outcomes. In this article, authors make a critique of the effectiveness of Education Standards Officers’ (ESOs) curriculum implementation strategies that were used to support teachers’ effective teaching and learning in Choma district of Zambia. They set the arguement by riding on the six premises of Fullan’s curriculum implementation model against the contemporary backdrop and knowledge that ESOs monitoring and evaluation roles are critical to effective curriculum implementation in schools. In this qualitative study, researchers identified and critiqued strategies that were employed by ESOs in the contemporary milieu of Choma district. Using interview guides and focus group discussions guides, data was collected from head teachers and teachers in five, public secondary schools. Additionally, interview guides were also used to collect information from ESOs themselves. Findings pointed to the fact that curriculum implementation strategies such as formation of subject associations, follow-up visits and the recommendations from ESOs and the use of common schemes of work in schools did not yield desired results in terms of supporting teachers to improve their teaching based on what ESOs identified as areas of need during their school visits. In fact, it was also noted that ESOs missed a golden opportunity to practice clinical supervision and to make lesson demonstrations as they interacted with teachers. Arising from the factors which led to this scenario, researchers make two main recommendations. They first and foremost suggest that the Ministry of Education needs to provide sufficient funding to aspects of curriculum implementation at both the district and school levels. Researchers also recommend that ESOs should consult teachers and their administrators as they come up with curriculum implementation strategies in order to have them aligned with the realities of the schools.}, language = {en}, author = {Mulenga, Innocent Mutale and Mooya, Eugine}, month = dec, year = {2021}, keywords = {⛔ No DOI found}, } @article{jere_implementation_2021, title = {Implementation of learner support services in distance teacher education programmes in selected public colleges of education in {Zambia}}, volume = {1}, url = {https://www.researchgate.net/profile/Innocent-Mutale-Mulenga-2/publication/352134749_Implementation_of_Learner_Support_Services_in_Distance_Teacher_Education_Programmes_in_selected_public_Colleges_of_Education_in_Zambia/links/60ba655e458515218f8f839f/Implementation-of-Learner-Support-Services-in-Distance-Teacher-Education-Programmes-in-selected-public-Colleges-of-Education-in-Zambia.pdf}, number = {1}, urldate = {2023-12-06}, journal = {The Zambia Journal of Distance Education (Online ISSN 2789-052X)}, author = {Jere, Getrude and ManchishI, Peter Chomba and Mulenga, Innocent Mutale}, year = {2021}, keywords = {⛔ No DOI found}, pages = {26--41}, } @article{jere_teacher_2021, title = {The {Teacher} {Educators}’ {Knowledge} of {Learner} {Support} {Services} in {Distance} {Teacher} {Education} {Programmes} in {Selected} {Public} {Colleges} of {Education} in {Zambia}}, url = {https://www.researchgate.net/profile/Maurice-Amutabi-2/publication/366426090_How_Africa_Has_Turned_Around/links/63a18a54e42faa7e75db1f9a/How-Africa-Has-Turned-Around.pdf#page=283}, urldate = {2023-12-06}, journal = {How Africa Has Turned Around}, author = {Jere, Getrude and Mulenga, Innocent Mutale and Manchishi, Peter Chomba}, year = {2021}, keywords = {⛔ No DOI found}, pages = {276}, } @article{masaiti_faculty_2021, title = {Faculty productivity in {Zambian} higher education in the face of internationalization: {Unpacking} research, publication and citation at the {University} of {Zambia}}, volume = {5}, shorttitle = {Faculty productivity in {Zambian} higher education in the face of internationalization}, url = {https://www.sotl-south-journal.net/index.php/sotls/article/view/180}, number = {1}, urldate = {2023-12-05}, journal = {Scholarship of Teaching and Learning in the South}, author = {Masaiti, Gift Masaiti and Mwila, Kennedy and Kulyambanino, Cecilia and Njobvu, Tommie}, year = {2021}, keywords = {❓ Multiple DOI}, pages = {66--86}, } @article{mooya_education_2021, title = {Education {Standards} {Officers} {Supervision} {Roles} of {Curriculum} {Implementation} in {Choma} {District} in {Zambia}: {What} do {Teachers} {Think}?}, volume = {4}, shorttitle = {Education {Standards} {Officers} {Supervision} {Roles} of {Curriculum} {Implementation} in {Choma} {District} in {Zambia}}, url = {https://engineering.unza.zm/index.php/mjlsse/article/view/603}, number = {1}, urldate = {2023-12-06}, journal = {Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)}, author = {Mooya, Eugine and Mulenga, Innocent Mutale}, year = {2021}, keywords = {⛔ No DOI found}, pages = {90--113}, } @article{mulenga_curriculum_2021, title = {Curriculum {Implementation} {Strategies} of {Education} {Standards} {Officers} in {Choma} {District} of {Zambia}: {A} {Critique} of their {Effectiveness}}, volume = {2}, shorttitle = {Curriculum {Implementation} {Strategies} of {Education} {Standards} {Officers} in {Choma} {District} of {Zambia}}, url = {https://ide.unza.zm/index.php/ZJEMAL/article/view/700}, number = {1}, urldate = {2023-12-06}, journal = {Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL)(ISSN-Print: 2706-7416, Online: 2709-1864)}, author = {Mulenga, Innocent Mutale and Mooya, Eugine}, year = {2021}, keywords = {⛔ No DOI found}, pages = {1--21}, } @article{mulenga_lessons_2021, title = {Lessons from the {Covid}-19 {Pandemic}: {Can} {Public} {Primary} and {Secondary} {Schools} in {Lusaka} {District} of {Zambia} use {Blended} and {Distance} {Teaching} and {Learning}?}, volume = {1}, shorttitle = {Lessons from the {Covid}-19 {Pandemic}}, url = {https://www.researchgate.net/profile/Innocent-Mutale-Mulenga-2/publication/358093783_Lessons_from_the_Covid-19_Pandemic_Can_Public_Primary_and_Secondary_Schools_in_Lusaka_District_of_Zambia_use_Blended_and_Distance_Teaching_and_Learning/links/61efeb3fc5e3103375bd6ff8/Lessons-from-the-Covid-19-Pandemic-Can-Public-Primary-and-Secondary-Schools-in-Lusaka-District-of-Zambia-use-Blended-and-Distance-Teaching-and-Learning.pdf}, number = {2}, urldate = {2023-12-06}, journal = {Zambia Journal of Distance Education}, author = {Mulenga, Innocent Mutale and Siluma, V.}, year = {2021}, keywords = {⛔ No DOI found}, pages = {16--17}, } @article{mwamba_dynamic_2021, title = {Dynamic {Effect} of {Rapid} {Urbanization} on {City} {Logistics}: {Literature} {Gleened} {Lessons} for {Developing} {Countries}}, volume = {3}, shorttitle = {Dynamic {Effect} of {Rapid} {Urbanization} on {City} {Logistics}}, url = {https://www.researchgate.net/profile/Francis-Simui/publication/350515613_Dynamic_Effect_of_Rapid_Urbanization_on_City_Logistics_Literature_Gleened_Lessons_for_Developing_Countries/links/60645a54a6fdccbfea1ab119/Dynamic-Effect-of-Rapid-Urbanization-on-City-Logistics-Literature-Gleened-Lessons-for-Developing-Countries.pdf}, number = {1}, urldate = {2023-12-05}, journal = {Journal of City and Development}, author = {Mwamba, Evans and Masaiti, Gift and Simui, Francis}, year = {2021}, keywords = {⛔ No DOI found}, pages = {37--47}, } @article{mwanza_indigenisation_2021, title = {Indigenisation of the {School} {Curriculum}: {Connecting} {Classroom} and {Community} {Experiences}}, volume = {4}, shorttitle = {Indigenisation of the {School} {Curriculum}}, url = {https://vet.unza.zm/index.php/mjlsse/article/view/605}, number = {1}, urldate = {2023-11-28}, journal = {Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)}, author = {Mwanza, Christine and Changwe, Robert}, year = {2021}, keywords = {⛔ No DOI found}, pages = {125--136}, } @article{mzuza_inclusion_2020, title = {Inclusion of {GIS} in student teacher training and its significance in higher education in southern {African} countries}, volume = {29}, issn = {1038-2046}, url = {https://doi.org/10.1080/10382046.2019.1684660}, doi = {10.1080/10382046.2019.1684660}, abstract = {Studies have been carried out on the use of geographical information systems (GIS) in teacher training, especially in the developed countries. In southern African countries, nevertheless, the scenario is different because GIS education appears to be a rather new field of study. This study therefore used systematic review to collect data. This method assists in finding and understanding the outcomes of other research conducted within the same field of study. The results reveal that only three countries (South Africa, Botswana and Malawi) teach GIS at their teacher-training universities and secondary schools. In Lesotho, GIS are only taught in secondary schools. In other countries, such as Zambia, Namibia and Zimbabwe, GIS are not taught at all at teacher-training universities and secondary schools but only at universities or departments that do not train teachers. There is no inclusion of GIS at the universities in Angola, Mozambique, Swaziland and Lesotho. Countries that use GIS have demonstrated that the course helps with decision-making, critical thinking and inquiry-based and learner-centred learning, which have the ability to improve the quality of education. Educators and policy-makers are encouraged to reinforce the inclusion of GIS and use of relevant pedagogical skills in teacher-training universities.}, number = {4}, urldate = {2021-03-07}, journal = {International Research in Geographical and Environmental Education}, author = {Mzuza, Maureen Kapute and Westhuizen, Christo Van der}, month = oct, year = {2020}, note = {Publisher: Routledge \_eprint: https://doi.org/10.1080/10382046.2019.1684660}, keywords = {Southern Africa, \_C:Angola AGO, \_C:Botswana BWA, \_C:Canada CAN, \_C:Finland FIN, \_C:India IND, \_C:Italy ITA, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, geographical information systems (GIS), geography, motivation tool, technology}, pages = {332--346}, } @techreport{chuang_back--school_2020, address = {Nairobi, Kenya, Washington D.C., USA, and Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Back-to-{School} {Campaigns} {Following} {Disruptions} to {Education}}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, author = {Chuang, Rachel and Kaye, Tom and Moss Coflan, Caitlin and Haßler, Björn}, month = jun, year = {2020}, doi = {10.5281/zenodo.3878423}, note = {EdTechHub.Source: 2405685:DS66UGW4 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3878423 2129771:GKIQY5RP 2339240:29BIZJM5 2339240:WSA5X76N 2405685:DS66UGW4 2405685:IS587WTH}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Bolivia BOL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Ghana GHA, \_C:Guinea GIN, \_C:India IND, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Zambia ZMB, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{kimenyi_building_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Building effective {COVID}-19 {Education} {Response} {Plans}: {Insights} from {Africa} and {Asia}}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {15}, author = {Kimenyi, Eric and Otieno, Jennifer and Kaye, Tom}, month = jun, year = {2020}, doi = {10.5281/zenodo.3884302}, note = {EdTechHub.Source: 2405685:6W2UWE89 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3884302 2129771:2MD2QL8K 2405685:6W2UWE89 2339240:7QEJ68RG}, keywords = {COV:COVID and reopening of schools, F: Helpdesk response, LP: English, \_C:Afghanistan AFG, \_C:Bhutan BTN, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Malawi MWI, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Somalia SOM, \_C:South Sudan SSD, \_C:Sudan SDN, \_C:Uganda UGA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{allier-gagneur_characteristics_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Characteristics of effective teacher education in low- and middle-income countries: {What} are they and what role can {EdTech} play?}, copyright = {Creative Commons Attribution 4.0 International}, shorttitle = {Characteristics of effective teacher education in low- and middle-income countries}, url = {https://docs.edtechhub.org/lib/R9VVKUH5}, language = {EN}, number = {10B}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoe and McBurnie, Chris and Haßler, Björn and Chuang, Rachel}, month = may, year = {2020}, doi = {10.5281/zenodo.4762301}, note = {EdTechHub.Source: 2405685:R9VVKUH5 EdTechHub.Source: 2405685:R9VVKUH5 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873462 2129771:237CSM4W 2129771:IGN2QCEN 2129771:RMWSKUI5 2129771:TAFSP89V 2339240:4P99D7MN 2339240:5P9STQIK 2339240:K3RVT7JU 2339240:WP59YJ57 2405685:3TKLS2TH 2405685:BHY8AJBY 2405685:I62EYSDT 2405685:R9VVKUH5 2486141:IX4B74H9 10.5281/zenodo.3873462}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Benin BEN, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burundi BDI, \_C:China CHN, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Myanmar MMR, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Paraguay PRY, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_forthcoming, \_r:ImportedToMyEducationEvidence, \_yl:h, \_zenodoODE, docs.opendeved.net}, } @techreport{kaye_bangladesh_2020, address = {Nairobi, Kenya, Washington D.C., USA, and Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Bangladesh {Back}-to-{School} {Campaign}}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {18}, author = {Kaye, Tom and Chuang, Rachel and Moss Coflan, Caitlin and Haßler, Björn}, month = may, year = {2020}, doi = {10.5281/zenodo.3865298}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3865298 2129771:2BEHBMUH 2129771:C6TREICJ 2129771:GQ4U9R5Z 2129771:QFFBWT4D 2339240:H8RZC7AY 2339240:T5DE93E2 2405685:3HP24UTI 2405685:HFKVA2IQ 2405685:U2AQUAZ2 2486141:B8P7D4EU}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, C:Bangladesh, COV:COVID and reopening of schools, E:Pedagogy, E:Teacher education (pre-service and in-service), F: Helpdesk response, LP: English, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Ghana GHA, \_C:Guinea GIN, \_C:India IND, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Zambia ZMB, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_cover:v1, \_publish, \_r:ImportedToMyEducationEvidence, \_yl:g, \_zenodoETH, \_zenodoODE, docs.opendeved.net, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mcburnie_zero-rating_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Zero-rating educational content in low- and middle-income countries}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {8}, author = {McBurnie, Chris and Adam, Taskeen and Kaye, Thomas and Haßler, Björn}, month = may, year = {2020}, doi = {10.5281/zenodo.3784940}, note = {EdTechHub.Source: 2405685:F4PCMTZB EdTechHub.Source: 2405685:F4PCMTZB KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3784940 2129771:4W3D35BT 2339240:7VJMDZGM 2339240:RSJNXIC6 2405685:DX5RMV6U 2405685:F4PCMTZB}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, LP: English, \_C:Afghanistan AFG, \_C:Benin BEN, \_C:Botswana BWA, \_C:Burkina Faso BFA, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Egypt EGY, \_C:Ghana GHA, \_C:India IND, \_C:Jamaica JAM, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea (Republic of) KOR, \_C:Korea XKOR, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nigeria NGA, \_C:Paraguay PRY, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{mcburnie_using_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Using {Interactive} {Radio} {Instruction} to mitigate the educational impact of {COVID}-19: a curated resource list}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {6}, author = {McBurnie, Chris}, month = apr, year = {2020}, doi = {10.5281/zenodo.3762228}, note = {EdTechHub.Source: 2405685:A3T2DQ4D EdTechHub.Source: 2405685:A3T2DQ4D KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3762228 2129771:QQWNSYJR 2129771:U4Q6CU8B 2339240:45F2G56T 2405685:A3T2DQ4D 2405685:WB97BS9V}, keywords = {Author:OpenDevEd, COV:COVID and reopening of schools, F: Helpdesk response, H:Radio, LP: English, \_C:Liberia LBR, \_C:Pakistan PAK, \_C:Sierra Leone SLE, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Zambia ZMB, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_duplicate\_item, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, dode\_eth-src-eth, dode\_eth-trf2-dode}, } @techreport{hasler_teacher_2020, address = {Cambridge, UK, and Washington, USA}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {Overarching} considerations for the use of technology}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/H9W2X3KM}, number = {2}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jan, year = {2020}, doi = {10.5281/zenodo.3631747}, note = {EdTechHub.Source: 2405685:H9W2X3KM KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631747 2129771:UEUAKMXJ 2339240:94ZP3EK4 2339240:MM2SDXUM 2339240:S4UAH7Q3 2405685:DQWJLRN5 2405685:H9W2X3KM}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Ghana GHA, \_C:India IND, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Liberia LBR, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:n}, } @techreport{hasler_teacher_2020, address = {Cambridge, UK, and Washington, USA}, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {Teacher professional development and coaching in low-income countries: {Practical} considerations for the use of technology.}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/VM6NXYF3}, number = {3}, institution = {EdTech Hub}, author = {Haßler, Björn}, month = jan, year = {2020}, doi = {10.5281/zenodo.3631749}, note = {EdTechHub.Source: 2405685:VM6NXYF3 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631749 2129771:5EWDQDIA 2339240:4KQKED7R 2339240:94ZP3EK4 2405685:VM6NXYF3}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, \_C:Bangladesh BGD, \_C:Ghana GHA, \_C:India IND, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Liberia LBR, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:o}, } @techreport{hasler_teacher_2020, address = {Cambridge, UK, and Washington, USA}, type = {{EdTech} {Hub} {Helpdesk} {Response}}, title = {Teacher professional development and coaching in low-income countries: {An} evidence-informed conversation}, copyright = {Creative Commons Attribution 4.0 International}, url = {http://docs.edtechhub.org/lib/SC5NHA65}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Moss, Caitlin}, month = jan, year = {2020}, doi = {10.5281/zenodo.3631745}, note = {EdTechHub.Source: 2405685:SC5NHA65 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3631745 2129771:EHFUXJQC 2129771:YHNWVMB3 2339240:94ZP3EK4 2339240:FIDI5TC2 2405685:39DIRNE9 2405685:HH3QKBIF 2405685:I3BV48CX 2405685:ITL9PIC3 2405685:K8BSWYFM 2405685:KF9F48ID 2405685:N68MMAPR 2405685:P5Y5GMFN 2405685:SC5NHA65 2486141:TAY7LNB6}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Ghana GHA, \_C:India IND, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Liberia LBR, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:m}, } @inproceedings{da_silva_support_2020, title = {Support for teachers in challenging situations as a factor of change: reflections from a continuing professional development programme in {Guinea}-{Bissau}}, volume = {6}, shorttitle = {Support for teachers in challenging situations as a factor of change}, doi = {10.32865/fire202062181}, booktitle = {{FIRE}: {Forum} for {International} {Research} in {Education}}, author = {da Silva, Rui and Oliveira, Joana}, year = {2020}, note = {Issue: 2 KerkoCite.ItemAlsoKnownAs: 10.32865/fire202062181 2129771:Y7BYB9WA}, keywords = {\_C:Angola AGO, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Guinea-Bissau GNB, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Portugal PRT, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @article{hasler_oer4schools_2020, title = {The {OER4Schools} professional development programme: {Outcomes} of a sustained trial in sub-{Saharan} {Africa}}, volume = {5}, issn = {2504-284X}, shorttitle = {{OER4Schools} 2010-2014}, url = {https://www.frontiersin.org/articles/10.3389/feduc.2020.00146/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Education&id=564178}, doi = {10.3389/feduc.2020.00146}, abstract = {Sustaining educational initiatives beyond short-term pilot projects is highly challenging in low-income countries. We describe the outcomes and implications of our iterative Design-Based Implementation Research conducted in Zambia. This focused on a unique, school-based, peer-facilitated professional learning programme for primary teachers: OER4Schools integrates interactive pedagogy, open digital educational resources and mobile learning. Teacher interviews carried out 18 months after a year-long intervention showed that the programme became self-sustaining; earlier participants reported further development of their interactive teaching strategies and awareness of pupil progress; recent joiners developed similarly. Roles of teachers and pupils changed and a new classroom culture emerged. The study identifies the key mechanisms involved in sustainability, including culturally sensitive and participatory development and implementation, semi-structured multimedia materials, and supportive organisational structures for sustained professional learning. Our findings are hence framed by sociocultural influences as well as the wider policy context.}, language = {English}, number = {146}, journal = {Frontiers in Education}, author = {Haßler, Björn and Hennessy, S. and Hofmann, R}, year = {2020}, note = {HHH3A KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.00146 10/ghgn5x 2129771:3LI3KD7M 2129771:6KN48Q7A 2129771:9MYSJMUJ 2129771:MKKYSSHG 2129771:YRM4QXHR 2339240:A5GQ37WB 2405685:KLUBUEJY 2405685:V7S2E5AQ 2405685:VHZVRENG 2534378:M3FT5RN4}, keywords = {Active Learning, Africa, Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, Björn-CV-OECS, C:Zambia, Culturally responsive pedagogy (CRP), Design-based implementation research, Developing Nations, Educational Technology, Elementary Secondary Education, Faculty Development, Foreign Countries, Handheld Devices, Inservice Teacher Education, Interactive Pedagogy, Learner-centred pedagogy, Low Income Groups, Motivation, Open Educational Resources, Peer Teaching, Resource Allocation, Rural Schools, STC-TLC, Scaffolding (Teaching Technique), Scheduling, School leadership, Shared Resources and Services, Sustainable Development, Sustainable Development Goal (SDG) 4, Sustainable Development Goal 4, Teacher Profesisonal Development, Teacher Professional Development, Technology Uses in Education, Telecommunications, Zambia, \_\_C:filed:1, \_\_\_working\_potential\_duplicate, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:b, peer-facilitation, school improvement, school-based active learning, sub-Saharan Africa}, } @article{kihwele_affordances_2020, title = {Affordances and {Constraints} of {Implementing} {Lesson} {Study} for {Teachers}’ {Professional} {Development}: {A} {Review}}, volume = {9}, shorttitle = {Affordances and {Constraints} of {Implementing} {Lesson} {Study} for {Teachers}’ {Professional} {Development}}, doi = {10.21083/ajote.v9i0.5731}, journal = {African Journal of Teacher Education}, author = {KIHWELE, JIMMY}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 10.21083/ajote.v9i0.5731 2129771:ZX8WS6TF}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:China CHN, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Japan JPN, \_C:Laos LAO, \_C:Malawi MWI, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {49--69}, } @article{lund_continuous_2020, title = {Continuous {Teacher} {Learning} {Circles} in {Learner}-{Centered} {Pedagogy}: {A} {Case} {Study} in the {Democratic} {Republic} of the {Congo}}, shorttitle = {Continuous {Teacher} {Learning} {Circles} in {Learner}-{Centered} {Pedagogy}}, url = {https://search.proquest.com/openview/a953e7f330384e6531912f3dc927f71d/1?pq-origsite=gscholar&cbl=18750&diss=y}, abstract = {This dissertation explores how continuous teacher learning circles (TLCs) support the implementation of a learner-centered pedagogy in grades 5-10 at a school in a long-term refugee community located in the Democratic Republic of the Congo (DRC). Learner-centered pedagogy has gained notice as a means to improve educational outcomes in sub-Saharan Africa (Vavrus \& Bartlett, 2012). Learner-centered pedagogy may be defined as education rooted in the interests of students, their prior knowledge, and pedagogy based on student inquiry with the goal of solving real-world problems (Dewey, 1916). TLCs are increasingly used by international educational development organizations, including in the DRC (Frisoli, 2014; Inter-Agency Network for Education in Emergencies, 2015). Focusing on sustained teacher and student learning, one U.S. non-profit has worked since 2011 to co-create learner-centered modules based on locally identified assets and problems. This qualitative case study seeks to illuminate how teacher learning and well-being are supported through the TLCs and what teachers and staff understand about learner-centered pedagogy as a teaching and learning paradigm in the context. Drawing from Kanu's (2005) precept that pedagogical ideas crossing borders are continually reinterpreted and reinvented, this study takes a closer look at how indigenous practices may influence or mediate teacher learning. By using Lave and Wenger’s (1991) concept of communities of practice as the principal theoretical framework, the study relied on data from onsite individual interviews, focus groups, classroom observations, and TLC observations as well as archival documents such as lesson plans, teacher reflections, and transcripts of cross-cultural Skype conversations between Congolese and American staff. Findings suggest that the TLCs viii help teachers gain confidence in learner-centered teaching tools that support safe, inclusive, and engaging classrooms while offering a supportive space to voice problems and receive feedback from peers as they engage in planning and implementing the innovative curriculum. Findings also highlight the need for increased teacher autonomy in lesson planning. Implications of these findings encourage future research to determine whether it is feasible for learner-centered pedagogy and TLCs to be operationalized and sustained over time in other similar settings.}, language = {en}, urldate = {2021-02-11}, author = {Lund, Jennifer Anne}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:HKKSKFMH}, keywords = {\_C:Algeria DZA, \_C:Angola AGO, \_C:Azerbaijan AZE, \_C:Belgium BEL, \_C:Botswana BWA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:China CHN, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Congo, Republic COG, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gambia GMB, \_C:Greece GRC, \_C:Guinea GIN, \_C:Italy ITA, \_C:Japan JPN, \_C:Malawi MWI, \_C:Mali MLI, \_C:Mexico MEX, \_C:Namibia NAM, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Serbia SRB, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{mackintosh_education_2020, type = {Research and {Policy} {Paper}}, title = {Education {Workforce} {Management} in {Sierra} {Leone}}, language = {en}, institution = {Education Commission}, author = {Mackintosh, Alasdair and Ramirez, Ana and Atherton, Paul and Collis, Victoria and Mason-Sesay, Miriam and Bart-Williams, Claudius}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2U4XHCEW 2129771:4JVXKYSH 2129771:8GWCPEXT 2129771:C4BFMJUQ 2339240:28FQ3DS8 2405685:QEWLRFDX 2601447:YEE5ED32}, keywords = {\_C:Australia AUS, \_C:Chile CHL, \_C:China CHN, \_C:Eritrea ERI, \_C:France FRA, \_C:Gambia GMB, \_C:Iceland ISL, \_C:India IND, \_C:Italy ITA, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Mozambique MOZ, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:Tanzania TZA, \_C:Togo TGO, \_C:Uganda UGA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {32}, } @article{mehri_ghahfarokhi_effect_2020, title = {The {Effect} of {Technology}-mediated {Reading} {Comprehension} {Tasks} on {Autonomy} and {Metacognitive} {Strategy} {Use} by {Iranian} {EFL} {Intermediate} {Learners}}, volume = {7}, number = {3}, journal = {Journal of Modern Research in English Language Studies}, author = {Mehri Ghahfarokhi, Marzieh and Tavakoli, Mansoor}, year = {2020}, note = {Publisher: Imam Khomeini International University KerkoCite.ItemAlsoKnownAs: 2129771:M2ANPNEQ}, keywords = {\_C:Canada CAN, \_C:China CHN, \_C:Iran IRN, \_C:Turkey TUR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {45--69}, } @article{moobola_social_2020, title = {Social {Studies} {Curriculum} at the {Crossroads}: {Implementation} of the {Secondary} {School} {Social} {Studies} {Curriculum} in {Chingola} {District} of {Zambia}}, shorttitle = {Social {Studies} {Curriculum} at the {Crossroads}}, url = {http://oapub.org/edu/index.php/ejes/article/view/2997}, urldate = {2023-12-06}, journal = {European Journal of Education Studies}, author = {Moobola, Larry and Mulenga, Innocent Mutale}, year = {2020}, keywords = {⛔ No DOI found}, } @article{mulenga_rethinking_2020, title = {Rethinking quality assurance in curriculum development and implementation for higher education in {Africa}.}, url = {https://www.ajol.info/index.php/eajess/article/view/218631}, doi = {10.46606/eajess2020v01i03.0039}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale}, year = {2020}, } @article{mulenga_teacher_2020, title = {Teacher education versus teacher training: epistemic practices and appropriate application of both terminologies.}, shorttitle = {Teacher education versus teacher training}, url = {http://dspace.unza.zm/handle/123456789/6562}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale}, year = {2020}, note = {Publisher: Journal of Lexicography and Terminology}, keywords = {⛔ No DOI found}, } @article{mulenga_appropriateness_2020, title = {Appropriateness and adequacy of teaching and learning resources and students’ industrial attachment in public colleges of technical and vocational education in {Zambia}.}, url = {http://dspace.unza.zm/handle/123456789/6567}, doi = {10.46606/eajess2020v01i02.0019}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale and Chileshe, Edward King}, year = {2020}, note = {Publisher: East African Journal of Education and Social Sciences}, } @article{muzata_comparative_2020, title = {A {Comparative} {Analysis} of the {Perceptions} of {Primary} and {Secondary} {School} {Teachers} of {Lesson} {Observation} by {Education} {Standards} {Officers} in {Zambia}}, volume = {1}, url = {https://naturalsciences.unza.zm/index.php/ZIJE/article/view/406}, number = {1}, urldate = {2023-12-05}, journal = {Zambia Interdisciplinary Journal of Education (ZIJE) Online-ISSN 2710-0715}, author = {Muzata, Kenneth Kapalu and Banja, Madalitso Khulupilika and Mulenga, Innocent Mutale and Njobvu, Tommie}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:35PGW85A 2129771:PXEA7M4Y}, keywords = {⛔ No DOI found}, pages = {98--120}, } @article{mwanza_teacher_2020, title = {Teacher collaboration in curriculum design teams: prospects and challenges in the {Zambian} education system}, volume = {3}, shorttitle = {Teacher collaboration in curriculum design teams}, url = {https://journals.unza.zm/index.php/mjlsse/article/view/182}, number = {1}, urldate = {2023-11-28}, journal = {Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)}, author = {Mwanza, Christine and Changwe, Robert}, year = {2020}, keywords = {⛔ No DOI found}, pages = {181--204}, } @article{mwanza_implementation_2020, title = {Implementation of the {Free} {Education} {Policy} in {Primary} {Schools} in {Kafue} {District}: {Is} {It} a {Compromise} on {Quality} of {Education} in {Zambia}?}, volume = {7}, shorttitle = {Implementation of the {Free} {Education} {Policy} in {Primary} {Schools} in {Kafue} {District}}, url = {http://oapub.org/edu/index.php/ejes/article/view/3269}, doi = {10.46827/ejes.v7i9.3269}, number = {9}, urldate = {2023-11-28}, journal = {European Journal of Education Studies}, author = {Mwanza, Christine and Silukuni, Darious}, year = {2020}, } @article{nsama_availability_2020, title = {Availability and usage of information communication technology facilities in secondary schools in {Zambia}}, volume = {1}, url = {https://law.unza.zm/index.php/ZJEMAL/article/view/216}, number = {1}, urldate = {2023-12-05}, journal = {Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL)(ISSN-Print: 2706-7416, Online: 2709-1864)}, author = {Nsama, Peggy and Masaiti, Gift and Akakandelwa, Akakandelwa}, year = {2020}, keywords = {⛔ No DOI found}, pages = {87--106}, } @article{phiri_teacher_2020, title = {Teacher transfers from primary schools in {Chama} district of {Zambia}: {Causes} of the massive teacher exodus and its effects on learner’s academic performance}, volume = {3}, shorttitle = {Teacher transfers from primary schools in {Chama} district of {Zambia}}, url = {https://library.unza.zm/index.php/mjlsse/article/view/233}, number = {2}, urldate = {2023-12-06}, journal = {Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)}, author = {Phiri, Donald and Mulenga, Innocent Mutale}, year = {2020}, keywords = {⛔ No DOI found}, pages = {94--125}, } @article{pillay_jika_2020, title = {Jika {iMfundo}: a {South} {African} study of ‘turning education around’through improved curriculum coverage}, volume = {46}, shorttitle = {Jika {iMfundo}}, doi = {10.1080/19415257.2018.1550101}, number = {2}, journal = {Professional Development in Education}, author = {Pillay, Venitha}, year = {2020}, note = {Publisher: Taylor \& Francis KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2018.1550101 2129771:BVYHJ2A6 2129771:NX2LQYTG}, keywords = {\_C:Australia AUS, \_C:Cameroon CMR, \_C:Ethiopia ETH, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, pages = {229--244}, } @article{soodmand_afshar_investigating_2020, title = {Investigating the {Barriers} to {Teachers}’ {Professional} {Development} in an {EFL} {Context}}, volume = {7}, number = {2}, journal = {Journal of Modern Research in English Language Studies}, author = {Soodmand Afshar, Hassan and Ghasemi, Shabnam}, year = {2020}, note = {Publisher: Imam Khomeini International University KerkoCite.ItemAlsoKnownAs: 2129771:S37LDJFA}, keywords = {\_C:China CHN, \_C:Iran IRN, \_C:Israel ISR, \_C:Lesotho LSO, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {101--122}, } @phdthesis{walker_inclusion_2020, type = {{PhD} {Thesis}}, title = {Inclusion in {Practice}: {An} explanatory study of how patterns of classroom discourse shape processes of educational inclusion in {Tanzanian} secondary school classrooms}, shorttitle = {Inclusion in {Practice}}, school = {University of Cambridge}, author = {Walker, Lisa Beth}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MK7VDX9J 2129771:PHE2UR36}, keywords = {\_C:Albania ALB, \_C:Australia AUS, \_C:Austria AUT, \_C:Botswana BWA, \_C:Brunei Darussalam BRN, \_C:Germany DEU, \_C:India IND, \_C:Israel ISR, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Malaysia MYS, \_C:Malta MLT, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Netherlands NLD, \_C:Peru PER, \_C:Russian Federation RUS, \_C:Seychelles SYC, \_C:South Africa ZAF, \_C:Syrian Arab Republic SYR, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{zubairi_district_2020, title = {A district level study on the deployment, allocation and utilisation of teachers between and within {Malawi}’s primary schools: an accountability and political settlements approach}, url = {https://www.repository.cam.ac.uk/bitstream/handle/1810/316497/Asma%20Zubairi_Thesis_January%202021_Confidential_Size.pdf?sequence=5&isAllowed=y}, urldate = {2021-02-12}, school = {University of Cambridge}, author = {Zubairi, Asma}, year = {2020}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:CSX7CQWJ}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Cambodia KHM, \_C:Chile CHL, \_C:China CHN, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Peru PER, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @article{chibesakunda_challenges_2019, title = {Challenges of {Using} {Icibemba} in the {Learning} of {Initial} {Literacy} in {Selected} {Primary} {Schools} in {Serenje} {District} of {Zambia}: {An} {Analysis} of {Views} of {Teachers} and {Learners}}, volume = {2}, copyright = {Copyright (c)}, issn = {2664-083X}, shorttitle = {Challenges of {Using} {Icibemba} in the {Learning} of {Initial} {Literacy} in {Selected} {Primary} {Schools} in {Serenje} {District} of {Zambia}}, url = {https://medicine.unza.zm/index.php/mjlsse/article/view/114}, abstract = {The purpose of this study was to establish views and investigate challenges faced by teachers and learners in the use of Icibemba in teaching initial literacy in primary schools in Serenje district. A descriptive research design supported by qualitative data collection techniques was employed. A purposive sampling procedure was used to select all the participants giving the study a sample size of 56 comprising of 40 grade four learners and 16 of their teachers sampled from 10 primary schools. Researchers decided to have more learners in this study since they were the direct beneficiaries of the curriculum. And thus the need to have a wider view from them. This was also done so as to have enough participants from each school. Data was collected through interviews, focus group discussions and classroom observations of literacy lessons. Lesson observation was used to get first hand information on the learning experiences and helped the researchers to triangulate with what participants expressed during interviews and focus group discussions. Focus group discussions and interviews enabled participants to provide their detailed views of the exact situation learners and teachers encountered. Thematic analysis was used to analyze all the data. It involved organizing data through use of open, axial and selective coding before presenting the emerging themes. The findings revealed that although the Ministry of General Education zoned Serenje district under Icibemba instead of Icilala in teaching initial literacy, learners’ performance was low because the language used in school was unfamiliar to learners. Additionally, findings also showed that there was a lack of teacher’s guide books and learners’ text books to use in teaching initial literacy hence teacher’s delivery of lessons was negatively affected. Researchers concluded that learners performed poorly in literacy due to the fact that the zoned language was unfamiliar to learners in that area where it was used as a medium of teaching literacy. It is therefore recommended that the Ministry of General Education through the Curriclum Development Center should develop and produce and distribute learning materials for the teaching of literacy in grades one to four. Furthermore, lessons for literacy should be taught using concrete and real teaching and learning resources that can enhance learning. Additionally, there is a need to start thinking about the possibility of rezoning the whole country.}, language = {en}, number = {1}, urldate = {2023-12-05}, journal = {Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736)}, author = {Chibesakunda, Mwimba and Mulenga, Innocent Mutale}, month = jun, year = {2019}, note = {Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:856UQLBM 2129771:NU87YDL4 2129771:SUQ28UP5 2129771:SXYWSC5C}, keywords = {Familiar language, Initial literacy, Language of Instruction, Local language, ⛔ No DOI found}, pages = {143--167}, } @article{mulenga_teachers_2019, title = {Teacher’s {Voices} {Crying} in the {School} {Wilderness}: {Involvement} of {Secondary} {School} {Teachers} in {Curriculum} {Development} in {Zambia}}, volume = {8}, issn = {1927-2685, 1927-2677}, shorttitle = {Teacher’s {Voices} {Crying} in the {School} {Wilderness}}, url = {http://www.sciedupress.com/journal/index.php/jct/article/view/13785}, doi = {10.5430/jct.v8n1p32}, abstract = {In Zambia, curriculum development for primary and secondary schools is done centrally. The Curriculum Development Centre (CDC), the institution placed with the responsibility of facilitating curriculum development, claims that the Zambian school curriculum is developed through a consultative and participatory approach through course and subject panels where teachers and other stakeholders are represented. However, there has been no empirical evidence to suggest the roles that teachers, who are the major implementers of the same curricular, are required to play in the development process. This study therefore, sought to establish perceptions of secondary school teachers on their role in the curriculum development process in Zambia. The concurrent embedded design of the mixed methods approach was employed with the qualitative approach dominating the study while the quantitative was used to add detail. Data from secondary school teachers was collected using questionnaires while interview guides were used for Head teachers. Raw data collected from interviews and questionnaires was analyzed using themes and descriptive statistics and then arranged into significant patterns so as to easily interpret and understand the essence of the data. The findings of the study clearly suggested that the majority of secondary school teachers in Lusaka were willing to participate in the curriculum development process, especially in situational analysis, in the formulation of educational objectives, in setting up the curriculum project, and in the writing of curriculum materials such as textbooks. From the study it was concluded that teachers were aware of some of the roles that they could play in the curriculum development but were not adequately involved in the development process.}, language = {en}, number = {1}, urldate = {2023-11-28}, journal = {Journal of Curriculum and Teaching}, author = {Mulenga, Innocent Mutale and Mwanza, Christine}, month = feb, year = {2019}, pages = {32}, } @techreport{hasler_keyword_2019, address = {Cambridge and London, UK}, type = {{EdTech} {Hub} research instruments}, title = {Keyword inventory}, copyright = {Creative Commons Attribution 4.0 International}, number = {1}, institution = {EdTech Hub}, author = {Haßler, Björn and Adam, Taskeen and Brugha, Meaghan and Damani, Kalifa and Allier-Gagneur, Zoé and Hennessy, Sara and Hollow, David and Jordan, Katy and Martin, Kevin and Murphy, Mary and Walker, Hannah}, month = jan, year = {2019}, doi = {10.5281/zenodo.3523935}, note = {EdTechHub.Source: 2405685:LSEETV6K KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523935 2129771:NB3WMPDJ 2339240:B5AIHWDZ 2405685:LSEETV6K}, keywords = {Author:Haßler, Author:OpenDevEd, AuthorFirst:Haßler, \_C:Abkhazia XABKH, \_C:Afghanistan AFG, \_C:Albania ALB, \_C:Algeria DZA, \_C:Andorra AND, \_C:Angola AGO, \_C:Antigua and Barbuda ATG, \_C:Argentina ARG, \_C:Armenia ARM, \_C:Artsakh XARTH, \_C:Australia AUS, \_C:Austria AUT, \_C:Azerbaijan AZE, \_C:Bahamas BHS, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belarus BLR, \_C:Belgium BEL, \_C:Belize BLZ, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Brunei Darussalam BRN, \_C:Bulgaria BGR, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Catalan Republic XCATA, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Congo, Republic COG, \_C:Costa Rica CRI, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Equatorial Guinea GNQ, \_C:Eritrea ERI, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Federated States of Micronesia FSM, \_C:Fiji FJI, \_C:Finland FIN, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Grenada GRD, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:Guyana GUY, \_C:Haiti HTI, \_C:Holy See VAT, \_C:Honduras HND, \_C:Hungary HUN, \_C:Iceland ISL, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Korea, Democratic People's Republic PRK, \_C:Korea, Republic KOR, \_C:Kosovo XKSVO, \_C:Kurdistan XKRDN, \_C:Kuwait KWT, \_C:Kyrgyzstan KGZ, \_C:Laos LAO, \_C:Latvia LVA, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Liechtenstein LIE, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Malta MLT, \_C:Marshall Islands MHL, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Monaco MCO, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nauru NRU, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:North Cyprus XNCYP, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Palau PLW, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Pridnestrovian Moldovan Republic XPRMR, \_C:Puntland XPTLD, \_C:Qatar QAT, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Sahrawi Arab Democratic Republic XSADR, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:San Marino SMR, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Serbia SRB, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:Solomon Islands SLB, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:South Ossetia XOSSA, \_C:South Sudan SSD, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Suriname SUR, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tibet XTIBT, \_C:Timor-L'este TLS, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:Tuvalu TUV, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Uzbekistan UZB, \_C:Vanuatu VUT, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:p}, } @phdthesis{correa_incompatibilidade_2019, address = {São Paulo}, type = {Mestrado em {Administração}}, title = {A incompatibilidade entre os atributos dos recursos educacionais abertos e as preferências dos usuários como barreira à difusão de inovação}, url = {http://www.teses.usp.br/teses/disponiveis/12/12139/tde-20122018-174850/}, language = {pt}, urldate = {2020-08-12}, school = {Universidade de São Paulo}, author = {Correa, Juliana Nelia do Nascimento}, month = jan, year = {2019}, doi = {10.11606/D.12.2019.tde-20122018-174850}, note = {KerkoCite.ItemAlsoKnownAs: 10.11606/D.12.2019.tde-20122018-174850 2129771:67HFPAHX 2129771:ESYSVDIA 2129771:FISSENID 2129771:JDI67S4E 2129771:Z6EDAH7Q}, keywords = {\_C:Australia AUS, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Germany DEU, \_C:Iceland ISL, \_C:India IND, \_C:Ireland IRL, \_C:Korea XKOR, \_C:Luxembourg LUX, \_C:Mauritius MUS, \_C:Montenegro MNE, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Peru PER, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Venezuela VEN, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @article{acheampong_teacher_2019, title = {Teacher {Retention}: {A} {Review} of {Policies} for {Motivating} {Rural} {Basic} {School} {Teachers} in {Ghana}}, volume = {5}, issn = {2519-5387}, shorttitle = {Teacher {Retention}}, url = {https://eric.ed.gov/?id=EJ1203657}, doi = {10.20448/journal.522.2019.51.86.92}, abstract = {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.}, language = {en}, number = {1}, urldate = {2021-03-07}, journal = {Asian Journal of Education and Training}, author = {Acheampong, Phinihas and Gyasi, Juliana Fosua}, year = {2019}, note = {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}, pages = {86--92}, } @article{banja_teacher_2019, title = {Teacher {Education} at the {University} of {Zambia} and {Teacher} {Quality} with {Specific} {Reference} to {English} {Language}}, volume = {10}, url = {https://www.ajol.info/index.php/majohe/article/view/188674}, doi = {10.4314/majohe.v10i2.13}, number = {2}, urldate = {2023-12-06}, journal = {Makerere Journal of Higher Education}, author = {Banja, Madalitso K. and Mulenga, Innocent Mutale}, year = {2019}, pages = {171--190}, } @article{idris_improving_2019, title = {Improving {School} {Work} in {Challenging} {Context}: {Practitioners}’ {Views} following a {Participatory} {Action} {Research} {Project} from {Eritrea}}, volume = {3}, shorttitle = {Improving {School} {Work} in {Challenging} {Context}}, doi = {10.7577/njcie.3039}, number = {2}, journal = {Nordic Journal of Comparative and International Education (NJCIE)}, author = {Idris, Khalid Mohammed and Asfaha, Yonas Mesfun}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 10.7577/njcie.3039 2129771:JFFXBPYK 2129771:URC8U36C}, keywords = {\_C:China CHN, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:Namibia NAM, \_C:Nigeria NGA, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {72--90}, } @article{kabombwe_implementation_2019, title = {Implementation of the competency-based curriculum by teachers of {History} in selected {Secondary} {Schools} in {Lusaka} district, {Zambia}}, url = {http://www.scielo.org.za/scielo.php?pid=S2223-03862019000200003&script=sci_arttext}, doi = {10.17159/2223-0386/2019/n22a2}, number = {22}, urldate = {2023-12-06}, journal = {Yesterday and today}, author = {Kabombwe, Yvonne Malambo and Mulenga, Innocent Mutale}, year = {2019}, note = {Publisher: The South African Society for History Teaching (SASHT)}, pages = {19--41}, } @mastersthesis{kleiberg_relevance_2019, title = {The {Relevance} of {Teacher} {Autonomy}-{A} {Qualitative} {Case}-{Study} of {Malawi} {Unlocking} {Talent}: {Learning} {Through} {Technology}}, shorttitle = {The {Relevance} of {Teacher} {Autonomy}-{A} {Qualitative} {Case}-{Study} of {Malawi} {Unlocking} {Talent}}, author = {Kleiberg, Elisabeth Vestvik}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WVEDPC5F}, keywords = {\_C:Botswana BWA, \_C:Ethiopia ETH, \_C:Greece GRC, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Norway NOR, \_C:Portugal PRT, \_C:Senegal SEN, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @article{masumba_teachers_2019, title = {Teachers’ pedagogical content knowledge for teaching computer studies in rural {Zambian} secondary schools of {North}-western province.}, url = {http://dspace.unza.zm/handle/123456789/6570}, urldate = {2023-12-06}, author = {Masumba, Collins Kasoka and Mulenga, Innocent Mutale}, year = {2019}, note = {Publisher: Zambia Journal of Library \& Information Science (ZAJLIS)}, keywords = {⛔ No DOI found}, } @article{mubanga_methods_2019, title = {Methods of financing technical and vocational education and training, and entrepreneurship education to support skills development in {Lusaka} {Province}, {Zambia}}, volume = {4}, url = {http://ur.aeu.edu.my/557/}, number = {4}, urldate = {2023-12-06}, journal = {International Journal of Research and Scintific Innovation (IJRSI)}, author = {Mubanga, Philip and Hock, Oo Yu and Asif, Mahbub Karim and Mulenga, Innocent Mutale}, year = {2019}, note = {Publisher: Research Gate}, keywords = {⛔ No DOI found}, pages = {96--107}, } @article{mubanga_harnessing_2019, title = {Harnessing technical and vocational education and training and entrepreneurship education to address unemployment in {Lusaka} province, {Zambia}.}, url = {https://dspace.unza.zm/handle/123456789/6580}, doi = {10.4236/jss.2019.75013}, urldate = {2023-12-06}, author = {Mubanga, Phillip and Hock, Oo Yu and Karim, Asif Mahbub and Senteri, Zulkifli and Mulenga, Innocent Mutale and Preckler, Miriam}, year = {2019}, note = {Publisher: Scientific Research Publishing}, } @article{mulenga_teacher_2019, title = {{TEACHER} {EDUCATION} {CURRICULUM} {DESIGNING}: {THE} {IMPORTANCE} {OF} {CONNECTING} {UNIVERSITY} {CURRICULA} {TO} {SECONDARY} {SCHOOL} {KNOWLEDGE} {AND} {SKILLS} {CONTEXTS}}, volume = {33}, shorttitle = {{TEACHER} {EDUCATION} {CURRICULUM} {DESIGNING}}, url = {https://www.researchgate.net/profile/Innocent-Mutale-Mulenga-2/publication/355095853_TEACHER_EDUCATION_CURRICULUM_DESIGNING_THE_IMPORTANCE_OF_CONNECTING_UNIVERSITY_CURRICULA_TO_SECONDARY_SCHOOL_KNOWLEDGE_AND_SKILLS_CONTEXTS/links/615d5d7e50be55072888bb7d/TEACHER-EDUCATION-CURRICULUM-DESIGNING-THE-IMPORTANCE-OF-CONNECTING-UNIVERSITY-CURRICULA-TO-SECONDARY-SCHOOL-KNOWLEDGE-AND-SKILLS-CONTEXTS.pdf}, urldate = {2023-12-06}, journal = {ZANGO: Zambian Journal of Contemporary Issues}, author = {Mulenga, Innocent Mutale}, year = {2019}, keywords = {⛔ No DOI found}, pages = {14--28}, } @article{mulenga_competency-based_2019, title = {A competency-based curriculum for {Zambian} primary and secondary schools: learning from theory and some countries around the world.}, shorttitle = {A competency-based curriculum for {Zambian} primary and secondary schools}, url = {http://dspace.unza.zm/handle/123456789/6571}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale and Kabombwe, Yvonne Malambo}, year = {2019}, note = {Publisher: International Journal of Education and Research KerkoCite.ItemAlsoKnownAs: 2129771:JGIJBCTW 2129771:XNAU5AEI}, keywords = {⛔ No DOI found}, } @article{mulenga_understanding_2019, title = {Understanding a competency-based curriculum and education: {The} {Zambian} perspective}, volume = {3}, shorttitle = {Understanding a competency-based curriculum and education}, url = {https://medicine.unza.zm/index.php/jlt/article/view/107}, number = {1}, urldate = {2023-12-06}, journal = {Journal of Lexicography and Terminology (Online ISSN 2664-0899. Print ISSN 2517-9306).}, author = {Mulenga, Innocent Mutale and Kabombwe, Yvonne Malambo}, year = {2019}, keywords = {⛔ No DOI found}, pages = {106--134}, } @article{mulenga_teachers_2019, title = {Teachers present in school but absent in class: utilization and ‘silent erosion’of learning time in the implementation of the curriculum in {Mongu} district of {Zambia}.}, shorttitle = {Teachers present in school but absent in class}, url = {http://dspace.unza.zm/handle/123456789/6563}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale and Lubasi, Ireen Monde}, year = {2019}, note = {Publisher: European Journal of Education Studies}, keywords = {⛔ No DOI found}, } @article{mulenga_teachers_2019, title = {Teacher's {Voices} {Crying} in the {School} {Wilderness}: {Involvement} of {Secondary} {School} {Teachers} in {Curriculum} {Development} in {Zambia}.}, volume = {8}, shorttitle = {Teacher's {Voices} {Crying} in the {School} {Wilderness}}, url = {https://eric.ed.gov/?id=EJ1207328}, doi = {10.5430/jct.v8n1p32}, number = {1}, urldate = {2023-12-06}, journal = {Journal of Curriculum and teaching}, author = {Mulenga, Innocent Mutale and Mwanza, Christine}, year = {2019}, note = {Publisher: ERIC}, pages = {32--39}, } @article{musilekwa_development_2019, title = {Development of social studies learners’ textbooks for secondary schools in {Zambia}.}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6572/Social%20Studies%20Textbook%20Development.pdf?sequence=1}, urldate = {2023-12-06}, author = {Musilekwa, Sianga and Mulenga, Innocent Mutale}, year = {2019}, note = {Publisher: Journal of Education and Practice}, keywords = {⛔ No DOI found}, } @article{nkhata_exploring_2019, title = {Exploring selected theories applicable to educational disciplines and social sciences research.}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6093/ExploringSelectedTheoriesApplicabletoEducationalDisciplinesandSocialSciencesResearch.pdf?sequence=1&isAllowed=y}, urldate = {2023-12-06}, author = {Nkhata, Bentry and Mkandawire, Sitwe Benson and Nachiyunde, Kabunga and Phiri-Nalube, Patricia and Kaani, Bestern and Mulenga, Innocent Mutale and Phiri, Chidongo and Chileshe, Bernard and Sichula, Noah Kenny and Sikayomya, Patrick}, year = {2019}, note = {Publisher: International Journal of Humanities Social Sciences and Education (IJHSSE)}, keywords = {⛔ No DOI found}, } @phdthesis{stutchbury_teacher_2019, type = {{PhD} {Thesis}}, title = {Teacher educators as agents of change? {A} critical realist study of a group of teacher educators in a {Kenyan} university}, shorttitle = {Teacher educators as agents of change?}, school = {The Open University}, author = {Stutchbury, Kristina}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:J4QKGXE7 2129771:UYJHRF48}, keywords = {\_C:Australia AUS, \_C:Botswana BWA, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Mauritius MUS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Togo TGO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @inproceedings{xu_talent_2019, title = {Talent leadership strategies enhance teacher’s professional competencies in 21st century education for sustainable development}, volume = {373}, doi = {10.1088/1755-1315/373/1/012003}, booktitle = {{IOP} {Conference} {Series}: {Earth} and {Environmental} {Science}}, publisher = {IOP Publishing}, author = {Xu, Ping and Yue, Xiaoyao}, year = {2019}, note = {Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1755-1315/373/1/012003 2129771:BNSNYXS8}, keywords = {\_C:Canada CAN, \_C:Norway NOR, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {012003}, } @article{zulu_teachers_2019, title = {Teachers’ pedagogical content knowledge, curriculum designing, and student’s comprehension of secondary school ordinary level physics in {Lusaka}, {Zambia}.}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6582/UJOE%20Article%20Jacqueline%20and%20Innocent.pdf?sequence=1}, urldate = {2023-12-06}, author = {Zulu, Jacqueline and Mulenga, Innocent Mutale}, year = {2019}, note = {Publisher: UNESWA Journal of Education}, keywords = {⛔ No DOI found}, } @article{mwanza_voices_2018, title = {Voices {Confined} to {Classrooms}: {The} {Marginalised} {Status} of {Teachers} in {Curriculum} {Development} in {Lusaka}, {Zambia}}, volume = {1}, url = {https://www.researchgate.net/publication/332797887_Voices_Confined_to_Classrooms_The_Marginalised_Status_of_Teachers_in_Curriculum_Development_in_Lusaka_Zambia}, language = {en}, author = {Mwanza, Christine}, month = nov, year = {2018}, } @book{pouezevara_cultivating_2018, title = {Cultivating {Dynamic} {Educators}: {Case} {Studies} in {Teacher} {Behavior} {Change} in {Africa} and {Asia}}, isbn = {978-1-934831-22-9}, shorttitle = {Cultivating {Dynamic} {Educators}}, url = {https://www.rti.org/rti-press-publication/cultivating-dynamic-educators}, language = {en}, urldate = {2020-08-12}, publisher = {RTI Press}, editor = {Pouezevara, Sarah}, month = sep, year = {2018}, doi = {10.3768/rtipress.2018.bk.0022.1809}, note = {KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.bk.0022.1809 2129771:69X6P654}, keywords = {\_C:Australia AUS, \_C:Bangladesh BGD, \_C:Belgium BEL, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Congo XCO, \_C:Cuba CUB, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gambia GMB, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Haiti HTI, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea, Republic KOR, \_C:Liberia LBR, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Morocco MAR, \_C:Namibia NAM, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Singapore SGP, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tuvalu TUV, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @article{dogan_meeting_2018, title = {Meeting agenda matters: promoting reflective dialogue in teacher communities}, issn = {10.1080/19415257.2018.1474484}, shorttitle = {Meeting agenda matters}, url = {https://www.tandfonline.com/doi/abs/10.1080/19415257.2018.1474484}, abstract = {(2018). Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education. Ahead of Print.}, language = {en}, urldate = {2018-06-08}, journal = {Professional Development in Education}, author = {Dogan, Selcuk and Yurtseven, Nihal and Tatık, Ramazan Şamil}, month = may, year = {2018}, note = {00000 EdTechHub.ItemAlsoKnownAs: 2129771:ZJJHS979}, keywords = {\_C:Australia AUS, \_C:Lebanon LBN, \_C:Pakistan PAK, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{perry_building_2018, title = {Building capacity for professional development: the development of teachers as facilitators in {Ghana}}, volume = {0}, issn = {1941-5257}, shorttitle = {Building capacity for professional development}, url = {https://doi.org/10.1080/19415257.2018.1474489}, doi = {10.1080/19415257.2018.1474489}, abstract = {In low- and middle-income countries, cascade models of teacher professional development are often used as routes to educational reform. In these models, external agents deliver professional development, which is then disseminated by in-country facilitators. However, little is known about how to support facilitators of professional development, particularly in low- and middle-income countries. In this study, we report on a model of capacity building for professional development in Ghana. In the context of a large-scale programme of science teacher professional development, a group of Ghanaian teachers gradually assumed responsibility for professional development facilitation, working alongside experienced facilitators from the UK. Using interviews focussed on a storyline technique, we explore the experiences of the Ghanaian teachers as they reflected on their roles. We found the teachers’ epistemological beliefs about teaching were coherent with those of the programme and suggest that this may be an important factor in the success of cascade models of professional development. The teachers gained self-confidence and improved their knowledge and skills of teaching and of professional development facilitation. We propose that this is useful learning for all facilitators and that the model described here is one which is potentially useful for capacity building in other contexts.}, number = {0}, urldate = {2018-06-08}, journal = {Professional Development in Education}, author = {Perry, Emily and Bevins, Stuart}, month = may, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2018.1474489 10/gf62g8 2129771:ZSW9GMBF}, keywords = {CPD, Ghana, Professional development, \_C:Benin BEN, \_C:Ghana GHA, \_C:India IND, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Singapore SGP, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, capacity building, facilitation, professional learning, science education}, pages = {1--15}, } @article{paskevicius_student_2018, title = {Student {Perceptions} of the {Creation} and {Reuse} of {Digital} {Educational} {Resources} in a {Community} {Development}-{Oriented} {Organisation}}, copyright = {https://creativecommons.org/licenses/by-sa/4.0/}, issn = {2311-1550}, url = {http://oasis.col.org/handle/11599/2950}, abstract = {This case study explores students’ perceptions of the creation and reuse of digital teaching and learning resources in their work as tutors as part of a volunteer community development organisation at a large South African University. Through a series of semi-structured interviews, student-tutors reflect on their use and reuse of digital educational resources, and identify the challenges they experience in curating, adapting, and reusing educational resources for use in their teaching activities. The data is analysed qualitatively within the framework of an activity system (Engeström, 1987) to surface the primary systemic tensions that student-tutors face in the reuse of resources found online as well as open educational resources (OER). This study found that student-tutors sourced and used educational materials from the Internet, largely irrespective of their licensing conditions, while also creating and remixing a substantial number of educational materials to make them suitable for use in their context. We conclude that greater awareness of the availability of OER and explicit open licencing for works sourced and created within community development organisations could enhance sharing, collaboration, and help sustain high impact resources.}, language = {en}, urldate = {2018-06-09}, journal = {http://jl4d.org/index.php/ejl4d/article/view/253/284}, author = {Paskevicius, Michael and Hodgkinson-Williams, Cheryl}, month = apr, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2P7QUS2Z 2129771:U4HBXTYW 2129771:YXSZD8F3}, keywords = {\_C:Canada CAN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{hasler_donor_2018, type = {Principles for {Digital} {Development} — {Resource} {Development} {Program} {Asset}}, title = {Donor {Organizations} and the {Principles} for {Digital} {Development}: {A} {Landscape} {Assessment} and {Gap} {Analysis}}, copyright = {Creative Commons Attribution-ShareAlike 4.0 International License (CC-BY-SA)}, shorttitle = {Donor {Organizations} \& the {Principles} for {Digital} {Development}}, url = {https://zenodo.org/record/1204703#.XgqAyMb7Qeo}, abstract = {Donor Organizations \& the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1)   Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018\_interactive.pdf}, number = {1}, urldate = {2019-12-30}, institution = {Digital Impact Alliance}, author = {Haßler, Björn and Brugha, Meaghan and Muyoya, Chisenga and Mitchell, Joel and Hollow, David and Jackson, Alan}, month = mar, year = {2018}, doi = {10.5281/zenodo.1204703}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:I2CG3TP3 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1204703 2129771:I2CG3TP3 2129771:SI7RBL6P 2405685:46SDL9HI}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Australia AUS, \_C:Belgium BEL, \_C:Cambodia KHM, \_C:Canada CAN, \_C:China CHN, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Liberia LBR, \_C:Norway NOR, \_C:Philippines PHL, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:Spain ESP, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:c, docs.opendeved.net}, } @article{changwe_mathematics_2018, title = {Mathematics teacher education curriculum at a university in {Zambia}: student teachers’ acquisition of appropriate competencies for teaching mathematics in secondary school.}, shorttitle = {Mathematics teacher education curriculum at a university in {Zambia}}, url = {http://dspace.unza.zm/handle/123456789/6588}, urldate = {2023-12-06}, author = {Changwe, Robert and Mulenga, Innocent Mutale}, year = {2018}, note = {Publisher: Multidisciplinary Journal of Language and Social Sciences Education}, keywords = {⛔ No DOI found}, } @article{dreyer_impact_2018, title = {The {Impact} of {Using} {Geography} {Open} {Education} {Resources} ({OER}) to {Capacitate} {Natural} {Science} {Teachers} {Teaching} the {Earth} and {Beyond} {Strand} in {South} {African} {Schools}}, volume = {SP}, issn = {10231757, 25195476}, shorttitle = {{AlternationSpecial} {Edition} 21 (2018) 159–{184159Print} {ISSN} 1023-1757; {Electronic} {ISSN}}, url = {http://alternation.ukzn.ac.za/Files/articles/volume-25/special-edition/21/08-Dreyer-F.pdf}, doi = {10.29086/2519-5476/2018/sp21a8}, number = {21}, urldate = {2021-05-08}, journal = {Alternation Journal}, author = {Dreyer, J. M. and Dreyer, J.M.}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 10.29086/2519-5476/2018/sp21a8 2129771:57HG7SR2 2129771:VMT75YCL 2129771:YDKM3FPZ}, keywords = {\_C:Australia AUS, \_C:China CHN, \_C:India IND, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {159--184}, } @book{findelius_jamsen_hur_2018, title = {Hur lärare kan arbeta med problemlösningsuppgifter}, author = {Findelius Jämsén, Isabelle and Nilsson, Frida}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7NBBFIVQ 2129771:8BTH37ZQ}, keywords = {\_C:Australia AUS, \_C:Greece GRC, \_C:Sweden SWE, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @article{ganapathi_open_2018, title = {Open {Educational} {Resources}: {Challenges} and {Opportunities} in {Indian} {Primary} {Education}}, volume = {19}, shorttitle = {Open {Educational} {Resources}}, doi = {10.19173/irrodl.v19i3.3662}, number = {3}, journal = {International Review of Research in Open and Distributed Learning}, author = {Ganapathi, Janani}, year = {2018}, note = {Publisher: Athabasca University KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v19i3.3662 2129771:R5XYHP56 2129771:SF383X85}, keywords = {\_C:Australia AUS, \_C:India IND, \_C:Kenya KEN, \_C:New Zealand NZL, \_C:Poland POL, \_C:South Africa ZAF, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{ganapathi_role_2018, type = {{PhD} {Thesis}}, title = {The role of open educational resources ({OERs}) in primary education in developing nations: {A} case study of {India}}, shorttitle = {The role of open educational resources ({OERs}) in primary education in developing nations}, school = {Queensland University of Technology}, author = {Ganapathi, Janani}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:DE9Z22PQ 2129771:JFPVTIE8}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Eritrea ERI, \_C:Finland FIN, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Ireland IRL, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Nepal NPL, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Poland POL, \_C:Russian Federation RUS, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Tibet XTIBT, \_C:Togo TGO, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{goldie-scot_sustainable_2018, address = {London}, title = {Sustainable {Development} {Goal} 4 in the {Commonwealth} - {Status} {Update} {Report}}, url = {http://www.20ccem.gov.fj/images/CCEM_TAB/17022018/CCEM(20)SDG4%20RPT.pdf}, urldate = {2020-07-23}, institution = {Commonwealth Secretariat}, author = {Goldie-Scot, Matthew and Hollows, Sophie and Hennessy, Sara and Mathew, Primrose and Delbridge-Smith, Paul and Haßler, Björn}, year = {2018}, doi = {10.5281/zenodo.3958259}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3958259 2129771:3I3WZ9D9}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Antigua and Barbuda ATG, \_C:Australia AUS, \_C:Bahamas BHS, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belize BLZ, \_C:Botswana BWA, \_C:Brunei Darussalam BRN, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cyprus CYP, \_C:Dominica DMA, \_C:Fiji FJI, \_C:Ghana GHA, \_C:Grenada GRD, \_C:Guinea GIN, \_C:Guyana GUY, \_C:India IND, \_C:Jamaica JAM, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Malta MLT, \_C:Mauritius MUS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nauru NRU, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Rwanda RWA, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Solomon Islands SLB, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Tanzania TZA, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tuvalu TUV, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Vanuatu VUT, \_C:Zambia ZMB, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, } @article{hasler_sustaining_2018, title = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}: {Grounded} {Insights} {For} {Teacher} {Professional} {Development}}, volume = {5}, shorttitle = {Sustaining and {Scaling} {Pedagogic} {Innovation} in {Sub}-{Saharan} {Africa}}, url = {https://docs.opendeved.net/lib/D2GQYC5S}, abstract = {Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.}, number = {1}, journal = {Journal of Learning for Development}, author = {Haßler, Björn and Hennessy, Sara and Hofmann, Riikka}, year = {2018}, note = {00000 EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:65GDUID3 2129771:AAT7FR3H 2129771:AS7MJJEC 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2129771:NITLC7K7 2129771:ULKWW8ZY 2249382:CS9PALG8 2292090:LR6L7S7U 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:HGHAYJ5G 2339240:HR2YGWX3 2405685:NZ3GKZCR 2405685:ZFJ79LQS 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI}, keywords = {AWP2, Active Learning, Africa, Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, CitedIn:DFID\_SRF, CitedIn:OER4S-TPE-Anon, CitedIn:OER4Schools-2012-HHH1-anon, CitedIn:PhD\_Thesis, DIAL-RDO, Developing Nations, Educational Technology, Elementary Secondary Education, Faculty Development, Foreign Countries, Handheld Devices, IMPORT\_FROM\_DFID\_RITE, InPrep, Inservice Teacher Education, Low Income Groups, Monday, Motivation, OER4Schools, Open Educational Resources, Peer Teaching, RPF-May-2016, Resource Allocation, Rural Schools, STC-TLC, Scaffolding (Teaching Technique), Scheduling, Shared Resources and Services, Sustainable Development, Sustainable Development Goal 4, TL:Arabic, TL:English, TL:Translated, Teacher Professional Development, Technology Uses in Education, Telecommunications, TranslationGoingAhead, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:China CHN, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:India IND, \_C:Japan JPN, \_C:Kenya KEN, \_C:Nigeria NGA, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:a, missingHU, peer-facilitation, school-based active learning, sub-Saharan Africa, ⛔ No DOI found}, } @article{juma_developing_2018, title = {Developing inclusive education policy and practice in {Zanzibar} : collaborative action research}, copyright = {openAccess}, shorttitle = {Developing inclusive education policy and practice in {Zanzibar}}, url = {https://jyx.jyu.fi/handle/123456789/57790}, abstract = {This doctoral dissertation, which consists of three interrelated sub-studies and an overarching summary, explores the inclusive education development process in Zanzibar, Tanzania. The purpose of the research is to contribute to the development of inclusive policies and practices in order to increase the presence, participation and achievement of all learners. The overarching research question investigated in this research was as follows: How is inclusive education developed in Zanzibar, and how can it be better integrated into the education system? This question was divided into six sub-questions. Each of the three interrelated sub-studies in this dissertation focused on specific sub-questions. The data included several documents related to inclusive education development; interviews conducted with 20 teachers from two primary schools; these teachers’ reflective diaries, which were kept during their action research projects, and the researcher’s reflective diary. The data were analysed using qualitative content analysis and thematic analysis. The findings revealed that Zanzibar has taken several measures to make its education system more inclusive. These measures include acknowledging inclusive education in its 2006 education policy, drafting an inclusive education policy, introducing a re-entry policy for school girls who become pregnant, increasing the number of years of compulsory education from 10 to 12, removing school fees for both primary and secondary schools, providing in-service teacher training for inclusive education, recruiting inclusive education and life skills advisors and resource teachers, and introducing inclusive education courses in teacher training colleges. It is also worth noting that the teachers in this research experienced collaborative action research as valuable in developing their inclusive practices, despite the challenges they encounter in the course of conducting their projects. Despite its advantages, collaborative action research demands additional time from the teachers beyond their teaching responsibilities. The research participants found the teacher resource centres to be key in enhancing their professional development. This research shows the need to review the teaching methods and materials used in schools. Reforms in teacher education curricula are also needed in response to increasingly diverse learning needs and educational changes. In addition, this research emphasises the integration of inclusive education and collaborative action research into teacher education so that all teachers can teach inclusively. Both school-based organisational learning and school–community and school–university collaborations can foster collaborative school cultures and inclusive teacher education.}, language = {eng}, number = {611}, urldate = {2018-06-09}, journal = {Jyväskylä studies in education, psychology and social research}, author = {Juma, Said}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:5SMNLRN4 2129771:95RCWSF9 2129771:HE6NVBQE}, keywords = {\_C:Argentina ARG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Central African Republic CAF, \_C:China CHN, \_C:Finland FIN, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Ireland IRL, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Mongolia MNG, \_C:Namibia NAM, \_C:Nepal NPL, \_C:New Zealand NZL, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Russian Federation RUS, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @phdthesis{langer_rethinking_2018, type = {{PhD} {Thesis}}, title = {Rethinking mobile learning for development: {Using} the {Capability} {Approach} and a mixed-methods systematic review to conceptualise the application of mobile technologies as an educational tool in {Low}-and {Middle}-{Income} {Countries}}, shorttitle = {Rethinking mobile learning for development}, school = {UCL (University College London)}, author = {Langer, Laurenz}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BG4ZYAUR 2129771:CJXZIALC 2129771:RS4CDYDC 2129771:SATN7D48 2129771:XTA3NAN5}, keywords = {\_C:Afghanistan AFG, \_C:Albania ALB, \_C:Algeria DZA, \_C:Angola AGO, \_C:Antigua and Barbuda ATG, \_C:Argentina ARG, \_C:Armenia ARM, \_C:Australia AUS, \_C:Azerbaijan AZE, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belarus BLR, \_C:Belize BLZ, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Bulgaria BGR, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Czech Republic CZE, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Eritrea ERI, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Federated States of Micronesia FSM, \_C:Fiji FJI, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Grenada GRD, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guyana GUY, \_C:Haiti HTI, \_C:Honduras HND, \_C:Hungary HUN, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Kosovo XKSVO, \_C:Kyrgyzstan KGZ, \_C:Laos LAO, \_C:Latvia LVA, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Lithuania LTU, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Malta MLT, \_C:Marshall Islands MHL, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:North Macedonia MKD, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Palau PLW, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Serbia SRB, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:Solomon Islands SLB, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Suriname SUR, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Timor-L'este TLS, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Uzbekistan UZB, \_C:Vanuatu VUT, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, literature / systematic review}, } @phdthesis{lawrent_secondary_2018, type = {{PhD} {Thesis}}, title = {Secondary education expansion in {Tanzania}: {Policy} and practice implications for teachers’ sense of efficacy}, shorttitle = {Secondary education expansion in {Tanzania}}, school = {The University of Waikato}, author = {Lawrent, Godlove}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:H62WXHNT}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Belgium BEL, \_C:Belize BLZ, \_C:Benin BEN, \_C:Burundi BDI, \_C:Canada CAN, \_C:China CHN, \_C:Congo XCO, \_C:Czech Republic CZE, \_C:Dominican Republic DOM, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Portugal PRT, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Singapore SGP, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Trinidad and Tobago TTO, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{mansour_travel_2018, type = {{PhD} {Thesis}}, title = {Travel without visas: teacher perception of a technology intervention in the {Dadaab} refugee camp}, shorttitle = {Travel without visas}, school = {University of Leicester}, author = {Mansour, Rebecca Grace Telford}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SEYEF9IQ}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Cuba CUB, \_C:Djibouti DJI, \_C:Ethiopia ETH, \_C:Germany DEU, \_C:Greece GRC, \_C:Guinea GIN, \_C:India IND, \_C:Indonesia IDN, \_C:Israel ISR, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Myanmar MMR, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Portugal PRT, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Singapore SGP, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Sudan SSD, \_C:Spain ESP, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Yemen YEM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @incollection{masaiti_education_2018, title = {Education as currently provided in {Zambia}.}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6055/Chapter%204.pdf?sequence=1}, urldate = {2023-12-05}, publisher = {UNZA Press}, author = {Masaiti, Gift}, year = {2018}, } @book{masaiti_education_2018, title = {Education in {Zambia} at fifty years of independence and beyond: history, current status and contemporary issues.}, shorttitle = {Education in {Zambia} at fifty years of independence and beyond}, url = {http://dspace.unza.zm/handle/123456789/6098}, urldate = {2023-12-05}, publisher = {Unza Press}, author = {Masaiti, Gift}, year = {2018}, } @incollection{masaiti_university_2018, title = {University education in {Zambia} in the face of austerity: history, trends and financing.}, shorttitle = {University education in {Zambia} in the face of austerity}, url = {http://dspace.unza.zm/handle/123456789/6061}, urldate = {2023-12-05}, publisher = {UNZA Press}, author = {Masaiti, Gift and Simuyaba, Eunifridah}, year = {2018}, } @techreport{mcaleavy_technology-supported_2018, title = {Technology-{Supported} {Professional} {Development} for {Teachers}: {Lessons} from {Developing} {Countries}.}, shorttitle = {Technology-{Supported} {Professional} {Development} for {Teachers}}, url = {https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for-}, institution = {Education Development Trust}, author = {McAleavy, Tony and Hall-Chen, Alex and Horrocks, Sarah and Riggall, Anna}, year = {2018}, note = {Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:3ME55RD5 2129771:AFSMJQ39 2129771:EMRI49IG 2129771:FBX8S8GL 2129771:P7FKHCWL 2339240:CNU2GKRL 2405685:FXXS4882}, keywords = {C:Low- and middle-income countries, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:China CHN, \_C:France FRA, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Russian Federation RUS, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{mulenga_conceptualization_2018, title = {Conceptualization and {Definition} of a {Curriculum}}, volume = {2}, url = {https://law.unza.zm/index.php/jlt/article/download/76/76}, number = {2}, urldate = {2023-12-06}, journal = {Journal of Lexicography and Terminology (Online ISSN 2664-0899. Print ISSN 2517-9306).}, author = {Mulenga, Innocent Mutale}, year = {2018}, keywords = {⛔ No DOI found}, pages = {1--23}, } @article{mulenga_policy_2018, title = {Policy and practice: roles of the guidance and counseling teachers in the implementation of the girls’ reentry policy in selected schools in {Lusaka}, {Zambia}.}, shorttitle = {Policy and practice}, url = {http://dspace.unza.zm/handle/123456789/6587}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale and Mukaba, Brenda}, year = {2018}, note = {Publisher: Journal of Education and Practice KerkoCite.ItemAlsoKnownAs: 2129771:PBND6QHC 2129771:XH36HK83}, keywords = {⛔ No DOI found}, } @phdthesis{mwakabenga_developing_2018, type = {{PhD} {Thesis}}, title = {Developing teacher-led professional learning in a {Tanzanian} secondary school: a thesis presented in partial fulfilment of the requirements for the degree of {Doctor} of {Philosophy} in {Education} at {Massey} {University}, {Manawatū}, {New} {Zealand}}, shorttitle = {Developing teacher-led professional learning in a {Tanzanian} secondary school}, school = {Massey University}, author = {Mwakabenga, Rehema Japhet}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EJLIILMC 2129771:NIA5JA3I 2129771:ULPHVD3Y}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Bhutan BTN, \_C:Botswana BWA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Central African Republic CAF, \_C:China CHN, \_C:Czech Republic CZE, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:Iceland ISL, \_C:India IND, \_C:Iran IRN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Lithuania LTU, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Russian Federation RUS, \_C:Saudi Arabia SAU, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @article{pitchford_interactive_2018, title = {Interactive apps promote learning of basic mathematics in children with special educational needs and disabilities}, volume = {9}, doi = {10.3389/fpsyg.2018.00262}, journal = {Frontiers in psychology}, author = {Pitchford, Nicola J. and Kamchedzera, Elizabeth and Hubber, Paula J. and Chigeda, Antonie L.}, year = {2018}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2018.00262 10/gc7b8q 2129771:CI5TENAJ 2129771:CJ2M5WC2}, keywords = {\_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Malawi MWI, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, pages = {262}, } @techreport{unesco_report_2018, address = {GABORONE, BOTSWANA}, title = {Report of the {Southern} {Africa} {Regional} {Workshop} on {Work}-based {Learning}}, language = {English}, institution = {UNESCO}, author = {{UNESCO}}, year = {2018}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZPAQFU4K 2317526:3NBNID95 UA-F2995AA5-6107-4844-947D-1B83B3717878}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, CC:Botswana, CC:Lesotho, CC:Malawi, CC:Mozambique, CC:Namibia, CC:South Africa, CC:Zambia, CC:Zimbabwe, CC:eSwatini (Swaziland), CLL:en, publicImportV1}, } @book{voogt_second_2018, address = {New York, NY}, title = {Second handbook of information technology in primary and secondary education}, isbn = {978-3-319-71053-2 978-3-319-71055-6 978-3-319-71054-9}, language = {en}, publisher = {Springer Berlin Heidelberg}, author = {Voogt, Joke}, year = {2018}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:KI9MCHVT}, keywords = {\_C:Afghanistan AFG, \_C:Albania ALB, \_C:Algeria DZA, \_C:Andorra AND, \_C:Angola AGO, \_C:Argentina ARG, \_C:Australia AUS, \_C:Austria AUT, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Belarus BLR, \_C:Belgium BEL, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Brunei Darussalam BRN, \_C:Bulgaria BGR, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Equatorial Guinea GNQ, \_C:Eritrea ERI, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Fiji FJI, \_C:Finland FIN, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Holy See VAT, \_C:Honduras HND, \_C:Hungary HUN, \_C:Iceland ISL, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Korea, Democratic People's Republic PRK, \_C:Korea, Republic KOR, \_C:Kosovo XKSVO, \_C:Kuwait KWT, \_C:Laos LAO, \_C:Latvia LVA, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Malta MLT, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Monaco MCO, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Panama PAN, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Qatar QAT, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Sahrawi Arab Democratic Republic XSADR, \_C:Samoa WSM, \_C:San Marino SMR, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Serbia SRB, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Timor-L'este TLS, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Vanuatu VUT, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @incollection{hardman_school-based_2017, address = {New York : Routledge, 2017.}, edition = {1}, title = {School-{Based} {Teacher} {Professional} {Development} in {East} {Africa}: {Emerging} {Lessons} from {Kenya} and {Tanzania}}, isbn = {978-1-315-71006-8}, url = {https://www.taylorfrancis.com/books/9781317487821/chapters/10.4324/9781315710068-34}, abstract = {This chapter discusses the main challenges facing both governments and the international donor community in the East African region as they implement effective teacher professional development. It reviews the emerging evidence suggesting educational quality is largely obtained by engaging teachers in reviewing their pedagogical processes at the school and classroom levels. It concludes with a discussion of the key priorities for policymakers in Kenya, Tanzania and East Africa more generally as they work towards improving pedagogical practices of both teachers and teacher educators and raising learning outcomes for all children as part of the new post-2015 education agenda.}, language = {en}, urldate = {2020-10-20}, booktitle = {International {Handbook} of {Teacher} {Quality} and {Policy}}, publisher = {Routledge}, author = {Hardman, Jan}, editor = {Akiba, Motoko and LeTendre, Gerald K.}, month = sep, year = {2017}, doi = {10.4324/9781315710068-34}, note = {KerkoCite.ItemAlsoKnownAs: 10.4324/9781315710068-34 2129771:7SKAMBEG 2129771:N74HV2IR}, keywords = {\_C:Canada CAN, \_C:Cuba CUB, \_C:Finland FIN, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea, Republic KOR, \_C:Malawi MWI, \_C:Senegal SEN, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {517--527}, } @phdthesis{mwanza_teacher_2017, address = {Lusaka, Zambia}, title = {Teacher {Involvement} in {Curriculum} {Development} in {Zambia}: {A} {Role} {Analysis} of {Selected} {Secondary} {School} {Teachers} in {Lusaka} {District}, {Lusaka} {Province}, {Zambia}}, url = {https://www.researchgate.net/publication/332735741_TEACHER_INVOLVEMENT_IN_CURRICULUM_DEVELOPMENT_IN_ZAMBIA_A_ROLE_ANALYSIS_OF_SELECTED_SECONDARY_SCHOOL_TEACHERS_IN_LUSAKA_DISTRICT_LUSAKA_PROVINCE_ZAMBIA}, language = {en}, school = {University of Zambia}, author = {Mwanza, Christine}, month = jan, year = {2017}, keywords = {⛔ No DOI found}, } @book{arinto_research_2017, title = {Research on open educational resources for development in the {Global} {South}: {Project} landscape}, shorttitle = {Research on open educational resources for development in the {Global} {South}}, publisher = {African Minds, International Development Research Centre \& Research on Open …}, author = {Arinto, Patricia and Hodgkinson-Williams, Cheryl and King, Thomas and Cartmill, Tess and Willmers, Michelle}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:MF6CC6DN}, keywords = {\_C:Afghanistan AFG, \_C:Argentina ARG, \_C:Australia AUS, \_C:Austria AUT, \_C:Bangladesh BGD, \_C:Belgium BEL, \_C:Bolivia BOL, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Costa Rica CRI, \_C:Cuba CUB, \_C:Ecuador ECU, \_C:El Salvador SLV, \_C:Estonia EST, \_C:Finland FIN, \_C:France FRA, \_C:Germany DEU, \_C:Ghana GHA, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Ireland IRL, \_C:Italy ITA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Laos LAO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mongolia MNG, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:North Cyprus XNCYP, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Russian Federation RUS, \_C:Slovenia SVN, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @article{benigno_portability_2017, title = {Portability, {Feasibility}, {Collaborativeness}: {Teachers}’ {Perception} {Of} {Tablet} {Use} {For} {Inclusive} {Education}}, issn = {2340-1095}, shorttitle = {Portability, {Feasibility}, {Collaborativeness}}, url = {https://library.iated.org/view/BENIGNO2017POR}, doi = {10.21125/iceri.2017.1312}, abstract = {Tablet are characterized by features such as their ease of use, portability, feasibility and they are easily employable in collaborative learning (Schuck et al., 2013). Students themselves consider them as an effective tool for reflection, since it allows them to deepen their knowledge thanks to the possibility of on-line searching (Parmigiani et al., 2015). On the other side, teachers are aware of the fact that tablets can help in making lesson more interesting and varied (Heinrich, 2012), but their use also needs a rethinking of the pedagogical approach (Culé \& Gasparini, 2012) since tablets allow a more students-centred learning (Ludwig et al., 2011). Further, Information and Communication Technologies in general are also used for the inclusion of the disabled children into class activities (Ifenthaler \& Schweinbenz, 2013). We argue that tablets, thanks to their abovementioned features, may be particularly helpful in fostering the inclusion of children who are not disabled, but who cannot attend school for medical reasons. The socio-educational inclusion of these children was the main aim of the TRIS project (Tecnologie per l’Inclusione Socio-educativa [Technologies for socio-educational inclusion]), and Information and Communication Technologies, combined with new pedagogical methodologies, played a key role for the pursuing of this aim. During this project, we equipped a middle school classroom with one tablet for each teacher and student. In addition, after one year several activities were planned in collaboration with teachers to evaluate the use of tablets and some specific apps in different teaching area. The activity developed for chemistry involved the use of augmented reality software, and we were investigating its effect on students’ attitudes towards the subject. The one developed for Italian language was aimed to the investigation of whether the affordance of a specific app for the creation of mental app have helped the students in their creation in respect to paper and pencil. In this paper, we report the results regarding teachers’ perception of tablet use in everyday class activities, involving both their competencies and the frequency of use. We considered the impact of the tablet after six months and after one year and a half from their introduction. Furthermore, at the end of the specific activity, the teachers were interviewed in order to understand the potentiality of the tablet for the abovementioned subjects, for the inclusion of the homebound student, and the difficulty found in the planning and managing of the activities. All the teachers involved (n= 7) sustained the utility of the tablet for classes, mentioning its capacity to foster communication in collaborative working and to gain students’ attention. They mostly used the tablet for students’ individual work, on-line research, and for collaborative activities with the homebound student. Regarding the activities carried out with the teachers, they kept sustaining the tablet capacity to motivate students and to foster their active participation, but they also expressed several concerns regarding the high amount of time needed to plan and to implement the activities using the tablet.}, language = {en}, journal = {ICERI2017 Proceedings}, author = {Benigno, Vincenza and Caruso, Giovanni and Epifania, Marina Ottavia and Fante, Chiara and Ravicchio, Fabrizio and Trentin, Guglielmo}, year = {2017}, note = {00000 KerkoCite.ItemAlsoKnownAs: 10.21125/iceri.2017.1312 10/gdm2ts 2129771:HE7QTZR8 2129771:KWSQ5QZS 2129771:LKSPGFSP 2129771:QPWDTFS8 2129771:T2MY6M9C 2129771:W9JUIT8E}, keywords = {\_C:Italy ITA, \_C:Trinidad and Tobago TTO, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {4970--4978}, } @book{hasler_atlas_2017, title = {An {Atlas} of {The} {Forty} {Colleges} of {Education} in {Ghana}}, copyright = {All rights reserved}, url = {http://bjohas.de/atlas2017}, author = {Haßler, Björn and Akunor, J. T. and Nyamador, E. S.}, year = {2017}, doi = {10.5281/zenodo.3911076}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:F7ZRYUZX KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911076 2129771:F7ZRYUZX 2129771:U3IVX9WX 2405685:SKFNBK29}, keywords = {Author:Haßler, Author:OpenDevEd, \_C:Ghana GHA, \_C:Mexico MEX, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, } @techreport{hasler_effective_2017, title = {Effective teaching and learning of large cohorts in institutions of higher learning in {Zambia}: {Challenges} and opportunities}, copyright = {All rights reserved}, url = {https://docs.opendeved.net/lib/R38SGR74}, language = {en}, number = {ZESSTA Occasional Technical Report No. 11}, author = {Haßler, Björn and Shemi, Alice}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1033 2129771:6SW7NKWT}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_bjoern\_cv, \_comingsoon, \_r:AddedByMyEducationEvidence}, } @incollection{hoosen_chapter_2017, title = {Chapter 12: {Considerations} in {Costing} {ODL} and {ICTs} in {TVET}}, language = {en}, booktitle = {Using {ICTs} and {Blended} {Learning} in {Transforming} {TVET}}, author = {Hoosen, S and Butcher, N}, editor = {Lachem, C}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:NTRZ8NZ5 2249382:CNYM4R76 2317526:IQCV5LKH}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Botswana, C:Namibia, C:South Africa, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:Q, CT:T, Q:OER, T:TVET, publicImportV1}, } @incollection{isaacs_chapter_2017, title = {Chapter 9: {INVEST} {Africa}}, language = {en}, booktitle = {Using {ICTs} and {Blended} {Learning} in {Transforming} {TVET}}, author = {Isaacs, Shafika}, editor = {Latchem, C}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:WVV3BNC3 2317526:SVVD5ZKB}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Kenya, C:Zambia, CA:AandC, CLL:en, publicImportV1}, } @article{juma_developing_2017, title = {Developing inclusive pre-service and in-service teacher education : {Insights} from {Zanzibar} primary school teachers}, volume = {13}, copyright = {© the Authors, 2017. This is an open access article distributed under the terms of a Creative Commons License.}, shorttitle = {Developing inclusive pre-service and in-service teacher education}, url = {https://jyx.jyu.fi/handle/123456789/55512}, abstract = {Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected through semi-structured interviews and self-reflective journals kept by the teachers and the first author. The qualitative thematic content analysis revealed: (1) the need to embed inclusive education and action research into pre-service and in-service teacher education curricula and (2) both school-based organisational learning and school–community and school–university collaborations may foster collaborative school cultures and inclusive inservice teacher education. The study discusses the role of teachers’ voices in informing teacher education development for educational equity and inclusion.}, language = {eng}, urldate = {2018-06-09}, journal = {International Journal of Whole Schooling}, author = {Juma, Said and Lehtomäki, Elina and Naukkarinen, Aimo}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2T3354QE 2129771:V42L3ESP}, keywords = {\_C:Australia AUS, \_C:Canada CAN, \_C:Central African Republic CAF, \_C:Finland FIN, \_C:India IND, \_C:Japan JPN, \_C:Namibia NAM, \_C:North Macedonia MKD, \_C:Pakistan PAK, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Thailand THA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @incollection{major_tablet_2017, title = {Tablet use in schools: impact, affordances and considerations}, shorttitle = {Tablet use in schools}, booktitle = {Handbook on {Digital} {Learning} for {K}-12 {Schools}}, publisher = {Springer}, author = {Major, Louis and Haßler, Björn and Hennessy, Sara}, year = {2017}, note = {00007 KerkoCite.ItemAlsoKnownAs: 2129771:485MSZJF 2129771:8BTH5YPD 2129771:FLMTLZDC 2129771:TYSXQU5W 2129771:W8LWQ8RD 2129771:YJ3TC54F}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Australia AUS, \_C:New Zealand NZL, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence}, pages = {115--128}, } @article{nilsson_blended_2017, title = {Blended learning vid lärares professionella lärande}, author = {Nilsson, Malin}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:XYDS49VP}, keywords = {\_C:Canada CAN, \_C:Finland FIN, \_C:New Zealand NZL, \_C:Portugal PRT, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @phdthesis{owolabi_access_2017, type = {{PhD} {Thesis}}, title = {Access and use of clinical informatics among medical doctors in selected teaching hospitals in {Nigeria} and {South} {Africa}}, school = {University of Zululand}, author = {Owolabi, Kehinde Aboyami}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UT98R4VX}, keywords = {\_C:Angola AGO, \_C:Australia AUS, \_C:Austria AUT, \_C:Belgium BEL, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burkina Faso BFA, \_C:Canada CAN, \_C:China CHN, \_C:Colombia COL, \_C:Congo XCO, \_C:Cuba CUB, \_C:Denmark DNK, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Gambia GMB, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Ireland IRL, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Kuwait KWT, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mexico MEX, \_C:Morocco MAR, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Philippines PHL, \_C:Portugal PRT, \_C:Qatar QAT, \_C:Romania ROU, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Togo TGO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @article{piper_implementing_2017, title = {Implementing large-scale instructional technology in {Kenya}: {Changing} instructional practice and developing accountability in a national education system}, volume = {13}, abstract = {Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs.}, language = {en}, number = {3}, journal = {International Journal of Education and Development using Information and Communication Technology}, author = {Piper, Benjamin and Oyanga, Arbogast and Mejia, Jessica and Pouezevara, Sarah}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:U4THKEF5 2405685:7L6V38N5}, keywords = {C:Kenya, \_C:Brazil BRA, \_C:Catalan Republic XCATA, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Honduras HND, \_C:India IND, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Malawi MWI, \_C:Niger NER, \_C:Peru PER, \_C:Portugal PRT, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @incollection{simamuna_curriculum_2017, title = {Curriculum re-engineering and development in {Zambia}: the sociology of education in the face of globalisation.}, shorttitle = {Curriculum re-engineering and development in {Zambia}}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6591/Curriculum%20Re-Engineering%20and%20Development%20in%20Zambia%20-%20Book%20Chapter.pdf?sequence=1}, urldate = {2023-12-06}, publisher = {The University of Zambia Press}, author = {Simamuna, Mubita Likando and Mulenga, Innocent Mutale}, year = {2017}, } @book{wishart_mobile_2017, title = {Mobile learning in schools: {Key} issues, opportunities and ideas for practice}, shorttitle = {Mobile learning in schools}, publisher = {Routledge}, author = {Wishart, Jocelyn}, year = {2017}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:LXIQ529R}, keywords = {\_C:Australia AUS, \_C:Austria AUT, \_C:Bangladesh BGD, \_C:Brunei Darussalam BRN, \_C:Canada CAN, \_C:China CHN, \_C:Denmark DNK, \_C:Finland FIN, \_C:France FRA, \_C:India IND, \_C:Italy ITA, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Korea XKOR, \_C:Lebanon LBN, \_C:Malaysia MYS, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nigeria NGA, \_C:Portugal PRT, \_C:Qatar QAT, \_C:Singapore SGP, \_C:Slovenia SVN, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @inproceedings{adam_one_2016, address = {Pretoria, South Africa}, title = {One {Laptop} per {Child} {Rwanda}: {Enabling} {Factors} and {Barriers}}, isbn = {ISBN 978-0-620-70782-4}, shorttitle = {One {Laptop} per {Child} {Rwanda}}, url = {http://aa-rf.org/wp-content/uploads/2017/03/SAICET-2016-Proceedings.pdf}, booktitle = {Empowering the 21st {Century} {Learner}}, publisher = {African Academic Research Forum}, author = {Adam, Taskeen and Haßler, Björn and Cruickshank, Heather}, year = {2016}, note = {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}, pages = {184--195}, } @phdthesis{al-ghatrifi_professional_2016, type = {{PhD} {Thesis}}, title = {The professional development of teachers in {Higher} {Education} in {Oman}: a case study of {English} teachers in the {Colleges} of {Applied} {Sciences}}, shorttitle = {The professional development of teachers in {Higher} {Education} in {Oman}}, school = {University of Reading}, author = {Al-Ghatrifi, Yaqoob}, year = {2016}, note = {EdTechHub.ItemAlsoKnownAs: 2129771:58BS4RY3}, keywords = {\_C:Antigua and Barbuda ATG, \_C:Australia AUS, \_C:Bahrain BHR, \_C:Benin BEN, \_C:Canada CAN, \_C:China CHN, \_C:Egypt EGY, \_C:France FRA, \_C:Germany DEU, \_C:Greece GRC, \_C:India IND, \_C:Iran IRN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Kuwait KWT, \_C:Malaysia MYS, \_C:Malta MLT, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Portugal PRT, \_C:Qatar QAT, \_C:Saudi Arabia SAU, \_C:Somalia SOM, \_C:Sweden SWE, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Yemen YEM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @article{hasler_tablet_2016, title = {Tablet use in schools: a critical review of the evidence for learning outcomes}, volume = {32}, copyright = {© 2015 John Wiley \& Sons Ltd}, issn = {1365-2729}, shorttitle = {Tablet use in schools}, url = {https://docs.opendeved.net/lib/9IYKEUKJ}, doi = {10.1111/jcal.12123}, abstract = {The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here.}, language = {en}, number = {2}, journal = {Journal of Computer Assisted Learning}, author = {Haßler, Björn and Major, Louis and Hennessy, Sara}, year = {2016}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:9IYKEUKJ KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12123 10/f8f6mc 2129771:67CB8FHE 2129771:6YGVDBXS 2129771:9IYKEUKJ 2129771:BFWTG2BG 2129771:HX6DBG7W 2129771:XBQV2NGQ 2129771:XWGFIH7Y 2129771:Z688UKBU 2292090:7ASI5XLU 2317526:3V7LV2NP 2339240:C6LDZSDW 2339240:GNBA7ZJI 2339240:WPK23R37 2405685:7552P2EL 2405685:9I6F956M 2405685:SZ2DB7K2 503888:U6FRZHMB}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -missingHU, Android, Australia AUS, Author:Haßler, Author:OpenDevEd, Belgium BEL, Björn-CV-OECS, Canada CAN, Chile CHL, DL4D cited, Malawi MWI, Monday, New Zealand NZL, Spain ESP, TL:Arabic, TL:English, TL:Translated, Thailand THA, TranslationGoingAhead, Turkey TUR, \_C:Brazil BRA, \_C:China CHN, \_C:France FRA, \_C:Germany DEU, \_C:India IND, \_C:Kenya KEN, \_C:Norway NOR, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, iPad, learning outcomes, publicImportV1, school, systematic reviews, tablets}, pages = {139--156}, } @incollection{hennessy_using_2016, title = {Using digital technology and school-based professional development to leverage interactive classroom teaching in {Zambia}}, url = {https://www.taylorfrancis.com/books/e/9781136157974/chapters/10.4324%2F9780203078945-13}, abstract = {This chapter describes a study which explored the feasibility of using information and communications technologies (ICTs) to support more interactive forms of subject teaching and learning in Sub-Saharan Africa. Specifically, we: • provided open educational resources (OER) to three ICT-and Internetequipped primary schools in Zambia, all serving disadvantaged communities; • worked with partners to identify the needs of school-based continuing professional development (CPD) adapted to the local context; • responded to those needs by designing an appropriate intervention – focusing on participatory, collaborative and interactive pedagogies supported by ICTs and OER, both within the classroom and for teacher development.}, language = {en}, author = {Hennessy, Sara and Haßler, Björn and Mwewa, G}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:QG8ESI5B 2317526:CWBQU3Q9}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, F:teaching, P:teacher education, P:teachers, Q:ICT, Q:OER, Q:digital technology, Q:interactive, Q:interactive pedagogy, Q:open educational resources, Q:primary education, R:evaluation, T:Classroom teaching, Z:ICT in education, Z:Intervention evaluation, Z:Primary education, Z:Teacher education, publicImportV1}, } @article{mulenga_rethinking_2016, title = {Rethinking the role of teacher education in {Zambia}: quality curriculum designing as a missing link in explaining teacher's pedagogical content knowledge.}, shorttitle = {Rethinking the role of teacher education in {Zambia}}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6600/AFTRA%20Article%20on%20Teacher%20Education%20-%20Innocent.pdf?sequence=1}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale}, year = {2016}, note = {Publisher: THE AFRICAN FEDERATION OF TEACHING REGULATORY AUTHORITIES (AFTRA …}, keywords = {⛔ No DOI found}, } @phdthesis{ramoroka_planning_2016, type = {{PhD} {Thesis}}, title = {Planning and governance for blended pedagogies and engagement of knowledge economy for {South} {Africa}'s national development agenda}, school = {University of Limpopo}, author = {Ramoroka, Tlou Millicent}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:74WPDFSZ 2129771:PYLG6CVU}, keywords = {\_C:Algeria DZA, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Congo XCO, \_C:Dominican Republic DOM, \_C:Egypt EGY, \_C:Estonia EST, \_C:Finland FIN, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Ireland IRL, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Latvia LVA, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mexico MEX, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Poland POL, \_C:Romania ROU, \_C:Serbia SRB, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:Sweden SWE, \_C:Thailand THA, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @article{sinclair_recent_2016, title = {Recent research on geometry education: an {ICME}-13 survey team report}, volume = {48}, shorttitle = {Recent research on geometry education}, doi = {10.1007/s11858-016-0796-6}, number = {5}, journal = {ZDM}, author = {Sinclair, Nathalie and Bussi, Maria G. Bartolini and de Villiers, Michael and Jones, Keith and Kortenkamp, Ulrich and Leung, Allen and Owens, Kay}, year = {2016}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11858-016-0796-6 10/gf49zc 2129771:KBL2L4KL 2129771:VUAH22CM}, keywords = {\_C:Argentina ARG, \_C:Australia AUS, \_C:Austria AUT, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Ethiopia ETH, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Greece GRC, \_C:Guinea GIN, \_C:India IND, \_C:Israel ISR, \_C:Italy ITA, \_C:Japan JPN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Nigeria NGA, \_C:Peru PER, \_C:Poland POL, \_C:Portugal PRT, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sweden SWE, \_C:Turkey TUR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {691--719}, } @techreport{burns_where_2015, address = {New York}, title = {Where it's needed most: {Quality} professional development for all teachers}, language = {en}, institution = {Inter-Agency Network for Education in Emergencies}, author = {Burns, M. and Lawrie, J.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7944FCFC 2129771:T2JI2EYX 2405685:XABT3JHM}, keywords = {C:Fragile contexts, \_C:Afghanistan AFG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Central African Republic CAF, \_C:Chile CHL, \_C:Colombia COL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:Haiti HTI, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Iraq IRQ, \_C:Japan JPN, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Liberia LBR, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mexico MEX, \_C:Myanmar MMR, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Peru PER, \_C:Philippines PHL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Tunisia TUN, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Yemen YEM, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{hennessy_challenges_2015, title = {Challenges and opportunities for teacher professional development in interactive use of technology in {African} schools}, volume = {24}, doi = {10.1080/1475939x.2015.1092466}, number = {5}, journal = {Technology, Pedagogy and Education}, author = {Hennessy, Sara and Haßler, Björn and Hofmann, Riikka}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/1475939X.2015.1092466 10.1080/1475939x.2015.1092466 10/gfv5xz 2129771:5VQYH38X 2129771:AMZ6ZM6C 2129771:J9GHN7C4 2129771:L2HUHYLN 2129771:Z6IRJ6Y4 2129771:ZCU7ZNTG 257089:GN2B3JX9 261495:HSFJGS9C}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Bangladesh BGD, \_C:France FRA, \_C:Japan JPN, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, \_yl:b}, pages = {1--28}, } @article{hennessy_pedagogic_2015, title = {Pedagogic change by {Zambian} primary school teachers participating in the {OER4Schools} professional development programme for one year}, volume = {31}, copyright = {Creative Commons Attribution 4.0 International}, issn = {02671522}, url = {https://www.repository.cam.ac.uk/bitstream/handle/1810/261133/Hennessy_et_al-2015-Research_Papers_in_Education-AM.pdf?sequence=1}, doi = {10.1080/02671522.2015.1073343}, abstract = {Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.}, language = {en}, number = {4}, journal = {Research Papers in Education}, author = {Hennessy, Sara and Haßler, Björn and Hofmann, Riikka}, year = {2015}, note = {EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: {\textless}this{\textgreater} EdTechHub.Source: 2129771:QGHFB3QL KerkoCite.ItemAlsoKnownAs: 10.1080/02671522.2015.1073343 10/gftr46 2129771:2RSUFZXK 2129771:4DDI7MD4 2129771:5P2TUQQC 2129771:CPWUEHPK 2129771:DLXY6Q8J 2129771:QGHFB3QL 2129771:TG8DGQ3P 2129771:WHB6UUT9 2339240:UTDG7DWR 2405685:CSCFPKV2 2405685:NAJLZ3FE 2405685:R5KQR27A 2405685:S9FRC57W 2534378:4NJUGCID 2534378:E2PEHWQT 2534378:GGBWWEIN 2534378:HQ26LIRW 2534378:QVE8VZAZ 2534378:Z7EEHWT2 257089:AGK9WB3X 257089:FXEJEAA9 261451:ENUVRNA2 261495:4NPFWURU 261495:YIZHH9Z5}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, C:sub-Saharan Africa, CAREER development, EDUCATION -- Study \& teaching, GRADUATE education, PROFESSIONAL education, TEACHER training, ZAMBIA, Zambia, \_C:Australia AUS, \_C:India IND, \_C:Iran IRN, \_C:Japan JPN, \_C:Kenya KEN, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:Rwanda RWA, \_C:South Africa ZAF, \_C:Tonga TON, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_:import:01, \_\_:match:final, \_\_:matched, \_\_:study\_id:2099887, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_working\_potential\_duplicate, \_\_finaldtb, \_r:ImportedToMyEducationEvidence, \_yl:a, digital technology, docs.opendeved.net, interactive pedagogy, open educational resources, sub-Saharan Africa, teacher professional development}, pages = {399--427}, } @article{hunt_review_2015, title = {Review of national education policies: {Teacher} quality and learning outcomes}, volume = {45}, issn = {0033-1538, 1573-9090}, shorttitle = {Review of national education policies}, url = {http://link.springer.com/10.1007/s11125-015-9356-z}, doi = {10.1007/s11125-015-9356-z}, abstract = {This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of specific questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations related to the inclusion of teaching and learning in education policy and a range of strategies that can support teaching and learning, both directly and indirectly.}, language = {en}, number = {3}, urldate = {2021-03-07}, journal = {PROSPECTS}, author = {Hunt, Frances}, month = sep, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-015-9356-z 2129771:VCQK6BQP}, keywords = {\_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Belize BLZ, \_C:Bhutan BTN, \_C:Cambodia KHM, \_C:Colombia COL, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:Guyana GUY, \_C:India IND, \_C:Indonesia IDN, \_C:Jamaica JAM, \_C:Kenya KEN, \_C:Laos LAO, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mauritius MUS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, pages = {379--390}, } @article{masaiti_effectiveness_2015, title = {Effectiveness and viability of revenue diversification in sub-saharan africa’s higher education: examining {Zambia}’s public universities.}, shorttitle = {Effectiveness and viability of revenue diversification in sub-saharan africa’s higher education}, url = {http://dspace.unza.zm/handle/123456789/6761}, urldate = {2023-12-05}, author = {Masaiti, Gift}, year = {2015}, note = {Publisher: International Journal of Humanities Social Sciences and Education}, keywords = {⛔ No DOI found}, } @article{masaiti_shifting_2015, title = {Shifting from government bursaries to a loan scheme in higher education: {Exploring} the {Zambian} experience in student financial {Aid}}, volume = {2}, shorttitle = {Shifting from government bursaries to a loan scheme in higher education}, url = {https://ejournals.bc.edu/index.php/ijahe/article/view/9260}, urldate = {2023-12-05}, journal = {International Journal of African Higher Education}, author = {Masaiti, Gift and Mwelwa, Kapambwe and Mwale, Nelly}, year = {2015}, keywords = {⛔ No DOI found}, } @phdthesis{maurice_schols_continuing_2015, type = {{PhD} {Thesis}}, title = {Continuing technology professional development: {A} technology learning preferences instrument to support teacher educators’ workplace learning}, shorttitle = {Continuing technology professional development}, school = {Roehampton University}, author = {Maurice Schols, B. A.}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FUGDS44Y}, keywords = {\_C:Australia AUS, \_C:Belgium BEL, \_C:Canada CAN, \_C:China CHN, \_C:Cuba CUB, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Greece GRC, \_C:Ireland IRL, \_C:Luxembourg LUX, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Portugal PRT, \_C:Spain ESP, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, } @phdthesis{mulenga_english_2015, type = {{PhD} {Thesis}}, title = {English teacher education curriculum designing: {A} mixed methods analysis of the programme at the {University} of {Zambia}}, shorttitle = {English teacher education curriculum designing}, url = {http://dspace.unza.zm/handle/123456789/4335}, urldate = {2023-12-06}, school = {The University of Zambia}, author = {Mulenga, Innocent}, year = {2015}, } @article{mulenga_curriculum_2015, title = {Curriculum design in contemporary teacher education: what makes job analysis a vital preliminary ingredient?.}, shorttitle = {Curriculum design in contemporary teacher education}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6589/Innocent%20and%20Luangala%2C%20Teacher%20Education%20Curriculum%20Designing.pdf?sequence=1&isAllowed=y}, urldate = {2023-12-06}, author = {Mulenga, Innocent Mutale}, year = {2015}, note = {Publisher: International Journal of Humanities Social Sciences and Education (IJHSSE)}, keywords = {⛔ No DOI found}, } @book{reid_supporting_2015, title = {Supporting teacher development: literature review.}, isbn = {978-1-74322-227-0}, shorttitle = {Supporting teacher development}, abstract = {This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of practices in educational policy and teacher development focused on enhancing teacher quality. It identifies policies that support teacher development as well as the characteristics of effective pre-service teacher education programs and of high-quality professional learning programs for teachers. It acknowledges the need to modify and adapt intervention approaches to suit particular country contexts. [Executive summary].}, language = {en}, author = {Reid, Kate and Kleinhenz, Elizabeth and {Australia} and {Department of Foreign Affairs and Trade}}, year = {2015}, note = {OCLC: 930576865}, keywords = {\_C:Afghanistan AFG, \_C:Australia AUS, \_C:Belgium BEL, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Canada CAN, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Egypt EGY, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Gambia GMB, \_C:Germany DEU, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Guyana GUY, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Laos LAO, \_C:Lesotho LSO, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mali MLI, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nauru NRU, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Peru PER, \_C:Philippines PHL, \_C:Senegal SEN, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Trinidad and Tobago TTO, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Vanuatu VUT, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{ryan_if_2015, title = {“{If} {I} can be a helper, one day {I} be a boss”–{A} case study of informal apprenticeship in {Lusaka}}, abstract = {Despite recent high levels of economic growth, many young people in Zambia are trapped by poverty, unemployment or underemployment, and lack of access to skills development opportunities. Vocational training institutions cannot accommodate the vast numbers of school leavers every year, and often charge fees that are prohibitive to young people from poorer families. Young people remain significantly overrepresented in Zambia’s unemployment statistics. For those that do manage to secure work, it is predominantly in the informal economy, which currently accommodates over 90 of employed Zambians. Zambia faces a clear challenge to translate the economic gains of the past few years into improved livelihood conditions and decent work outcomes. With over 46 per cent of the population being under the age of 15, there is an urgent need for programs that provide young people in particular with skills development and employment opportunities. In this climate, informal apprenticeships may offer young people access to both affordable training and future employment. Informal apprenticeship, as defined by the International Labour Organization (ILO), is a written or oral training agreement under which a master craftsperson (MC) provides an apprentice (a young person) with training in all skills relevant to a trade. An apprentice gains tacit skills by working alongside a master craftsperson in a micro or small enterprise in the informal economy. Informal apprenticeships are anchored in the norms and traditions of a society, which shape the obligations and incentives for MCs to train others, and for apprentices to seek this kind of training. Costs and benefits are shared between the apprentice and master craftsperson (ILO, 2012). This study seeks to identify the norms and characteristics of informal apprenticeship in Zambia’s capital city, Lusaka. The study aims to provide guidance on how informal apprenticeships in Zambia can be supported and strengthened within the ILO’s mandate to improve the quality of apprenticeships within the informal economy. The study also aims to contribute to ILO’s body of knowledge on informal apprenticeship, describing both the local specificities of informal apprenticeship in urban Zambia, and how the training relates to ILO’s broader findings on informal apprenticeship in Africa. This study found that training within the informal economy is widely undertaken in the Lusaka region. However, the informal institutional framework for apprenticeships in Lusaka’s informal economy is currently less well established, compared to informal apprenticeships in West Africa. Written contracts were found to be non-existent, and verbal training agreements were considerably undefined. There is no specific term used for apprentices within the informal economy – young people join businesses as othandiza (helpers), but this term may apply both to those in an apprenticeship role, and casual workers brought in for temporary work. This study also determined a variety of training arrangements within the informal economy including fluid models of group-based learning, whereby a young person may learn from several experienced craftspeople in a ‘cluster’ of selfemployed operators. Despite these issues, vast numbers of Zambian young people still gain skills through working and learning in informal economy enterprises. The majority of apprentices reported that they join businesses with the key objective of acquiring all relevant trade skills - training within an informal enterprise was also found to be the primary source of skills development for MCs. While the lack of clear norms surrounding informal apprenticeship may be seen as problematic, many MCs and apprentices felt that the flexibility of terms supported, rather than hindered the apprentice - for instance, by the apprentice being able to progress quickly through the learning process. Incentive and obligation operate as strong binding mechanisms for both MCs and apprentices to complete the training in the absence of fixed institutional frameworks. Furthermore, the fluid nature of Zambian informal apprenticeships may mean that any future targeted interventions may be incorporated more easily. There is currently an enabling institutional environment for upgrading informal apprenticeship in Zambia. With the 2011 election of the Patriotic Front (PF) party to government, there is a renewed focus on the issues of youth, job creation, skills training, self-employment opportunities and the quality of jobs. The PF government has stated that they seek to involve youths in national development by ‘expanding educational facilities and vocational training to absorb all school leavers’, ‘collaborating with industry to provide learnership/apprenticeship practical training’, and ‘facilitating access to finance and to markets’ for young people (The Patriotic Front, 2011). Considering informal apprenticeship as a mode of vocational training in Zambia would clearly support government’s aim of creating a vocational training system capable of absorbing all school leavers. Recognition of informal training is further supported by reforms in TEVET policy, which call for a greater focus on training within and for the informal sector, and seek to diversify the modes in which training is delivered. Key interventions are required to upgrade informal apprenticeship to a robust mode of vocational training leading to gainful and decent employment for young people in Zambia. This report argues that TEVET policy needs to become more responsive to the informal economy, with the Apprenticeship Act revitalized, trade testing promoted more effectively, and informally acquired skills recognized. The quality of training needs to be improved, such as through providing MCs with skills development opportunities, introducing competency assessment measures, and strengthening training agreements. Decent work outcomes also need to be strengthened through supporting trade associations, providing greater access to finance for MCs and graduating apprentices, improving health and safety outcomes, and creating greater links between the formal and informal training and employment sectors.}, language = {en}, author = {Ryan, S}, year = {2015}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:28YFYBHE 2317526:AESRQWBS}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, A:West Africa, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:learning, F:policy, HDR25, P:economy, R:case study, T:Ausbildung, T:Formal apprenticeship, T:Lehrlingsausbildung, T:TVET, T:Training, publicImportV1, ⛔ No DOI found}, } @article{abdul-hamid_what_2014, title = {What matters most for education management information systems: {A} framework paper}, shorttitle = {What matters most for education management information systems}, author = {Abdul-Hamid, Husein}, year = {2014}, note = {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}, } @misc{hasler_21st_2014, title = {21st century learning in {Zambia} - {iSchool}.zm and {OER4Schools}.org}, copyright = {All rights reserved}, url = {http://bjohas.de/wiki/Zambia2014}, abstract = {This video features http://ischool.zm and http://www.oer4schools.org. It was produced by Björn Haßler (http://bjohas.de), directed by Peter Cook, and camera by Rich Peart. The video was part-funded by ARM, and part-funded by OER4Schools.}, author = {Cook, Peter}, collaborator = {Haßler, Björn}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:S8DGM9HE}, keywords = {Author:Haßler, Author:OpenDevEd, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, } @article{hasler_school-based_2014, title = {School-based professional development in a developing context: {Lessons} learnt from a case study in {Zambia}}, volume = {41}, issn = {1941-5257}, shorttitle = {School-based professional development in a developing context: {Lessons} learnt from a case study in {Zambia}}, url = {http://dx.doi.org/10.1080/19415257.2014.938355}, doi = {10.1080/19415257.2014.938355}, abstract = {This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all.}, number = {5}, journal = {Professional Development in Education}, author = {Haßler, Björn and Hennessy, S. and Cross,, A.}, collaborator = {Chileshe, E. and Machiko, B.}, year = {2014}, note = {00015 EdTechHub.Copy: 2405685:RUTXQFGV KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2014.938355 10/gfv5xw 2129771:7RVZCL3K 2129771:GA2J43XP 2129771:NAPYJ8MD 2129771:TU868QEN 2129771:Y2CH4MCW 2405685:RUTXQFGV 257089:F5UDH5X5 261495:VMEXDVG4}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Iran IRN, \_C:Italy ITA, \_C:Malawi MWI, \_C:Namibia NAM, \_C:Nigeria NGA, \_C:South Africa ZAF, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence, \_yl:a}, pages = {1--20}, } @article{masaiti_zambia_2014, title = {Zambia: {An} overview of formal education}, volume = {423}, shorttitle = {Zambia}, url = {https://books.google.com/books?hl=en&lr=&id=3_60AwAAQBAJ&oi=fnd&pg=PA423&dq=info:11-UU2HBwBYJ:scholar.google.com&ots=1aYRPLqqsl&sig=h3w6KpUskVrWYkslkWVj_AjwD8k}, urldate = {2023-12-05}, journal = {Education in East and Central Africa}, author = {Masaiti, Gift and Chita, Joseph}, year = {2014}, note = {Publisher: Bloomsbury London}, keywords = {⛔ No DOI found}, pages = {1--10}, } @incollection{masaiti_relationship_2014, title = {The relationship between education, economy and employment: is higher education curriculum an ingredient?.}, shorttitle = {The relationship between education, economy and employment}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6592/Education,%20Economy%20and%20Employment%20-%20Book%20Chapter.pdf?sequence=1}, urldate = {2023-12-06}, publisher = {Keurkopie}, author = {Masaiti, Gift and Mulenga, Innocent Mutale}, year = {2014}, } @techreport{power_educational_2014, title = {Educational {Technology} {Topic} {Guide}}, shorttitle = {{EdTech} {Topic} {Guide}}, url = {http://www.heart-resources.org/topic/educational-technology/}, urldate = {2014-10-20}, author = {Power, Tom}, collaborator = {Gater, Rosalind and Grant, Catherine and Winters, Niall}, year = {2014}, note = {00000 KerkoCite.ItemAlsoKnownAs: 2129771:8WY3UUCX 2129771:CM5HB782 2129771:U82KRZAA 257089:BQNAW6PN 261495:H7X3RNJG}, keywords = {\_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Chile CHL, \_C:Congo XCO, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Haiti HTI, \_C:India IND, \_C:Jamaica JAM, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Malawi MWI, \_C:Mali MLI, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Nigeria NGA, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Peru PER, \_C:Philippines PHL, \_C:Qatar QAT, \_C:Rwanda RWA, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, } @book{unesco_teaching_2014, series = {{EFA} {Global} {Monitoring} {Report}}, title = {Teaching and learning: achieving quality for all}, isbn = {978-92-3-104255-3 92-3-104255-6}, shorttitle = {Teaching and learning}, url = {http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/}, language = {English}, publisher = {UNESCO Publishing}, author = {{UNESCO}}, editor = {Rose, Pauline}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:L7BYMPGX 2129771:VSDHHN2M 2317526:84RYDD8Q 2317526:ANC99CQF 261495:N6VKK8WW}, keywords = {AWP2, AWP2-actual, CitedIn:AKFC, CitedIn:OER4S-TPE-HHH2, CitedIn:OER4Schools-2012-HHH1, CitedIn:OER4Schools-HHH3, CitedIn:OER4Schools-HHH3-A, CitedIn:OER4Schools-HHH3-A-PREVIOUS, CitedIn:OER4Schools-HHH3-B, CitedIn:PhD\_Thesis, EfA, GMR, RPF-May-2016, \_C:Afghanistan AFG, \_C:Albania ALB, \_C:Algeria DZA, \_C:Andorra AND, \_C:Angola AGO, \_C:Antigua and Barbuda ATG, \_C:Argentina ARG, \_C:Armenia ARM, \_C:Artsakh XARTH, \_C:Australia AUS, \_C:Austria AUT, \_C:Azerbaijan AZE, \_C:Bahamas BHS, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belarus BLR, \_C:Belgium BEL, \_C:Belize BLZ, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Bosnia and Herzegovina BIH, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Brunei Darussalam BRN, \_C:Bulgaria BGR, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Congo, Republic COG, \_C:Costa Rica CRI, \_C:Croatia HRV, \_C:Cuba CUB, \_C:Cyprus CYP, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Equatorial Guinea GNQ, \_C:Eritrea ERI, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Federated States of Micronesia FSM, \_C:Fiji FJI, \_C:Finland FIN, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Grenada GRD, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:Guyana GUY, \_C:Haiti HTI, \_C:Honduras HND, \_C:Hungary HUN, \_C:Iceland ISL, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Korea, Democratic People's Republic PRK, \_C:Korea, Republic KOR, \_C:Kuwait KWT, \_C:Kyrgyzstan KGZ, \_C:Latvia LVA, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Lithuania LTU, \_C:Luxembourg LUX, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Malta MLT, \_C:Marshall Islands MHL, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Monaco MCO, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nauru NRU, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:New Zealand NZL, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:North Macedonia MKD, \_C:Norway NOR, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Palau PLW, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Poland POL, \_C:Portugal PRT, \_C:Pridnestrovian Moldovan Republic XPRMR, \_C:Qatar QAT, \_C:Republic of Moldova MDA, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:San Marino SMR, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Serbia SRB, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Singapore SGP, \_C:Slovakia SVK, \_C:Slovenia SVN, \_C:Solomon Islands SLB, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:South Sudan SSD, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Suriname SUR, \_C:Sweden SWE, \_C:Switzerland CHE, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:Tuvalu TUV, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Arab Emirates ARE, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Uzbekistan UZB, \_C:Vanuatu VUT, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @book{aggarwal_lessons_2013, title = {Lessons learnt from informal apprenticeship initiatives in {Southern} and {Eastern} {Africa}}, language = {en}, author = {Aggarwal, A}, year = {2013}, note = {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}, } @article{chishimba_harmonisation_2013, title = {Harmonisation of curricula and qualifications in higher education in africa: challenges and prospects.}, shorttitle = {Harmonisation of curricula and qualifications in higher education in africa}, url = {http://dspace.unza.zm/handle/123456789/6598}, urldate = {2023-12-06}, author = {Chishimba, P. Chanda and Kalimaposo, Kalisto and Mulenga, Innocent Mutale}, year = {2013}, note = {Publisher: Zambia Journal of Education}, keywords = {⛔ No DOI found}, } @article{hennessy_wnioski_2013, title = {Wnioski z międzynarodowych doświadczeń w wykorzystywaniu tablic interaktywnych - rola doskonalenia zawodowego we wprowadzaniu nowych technologii do szkół}, author = {Hennessy, Sara and London, Laura and Dzierzgowski, Jan}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ES3KSIUM}, keywords = {\_C:Australia AUS, \_C:Mexico MEX, \_C:Tanzania TZA, \_C:United Kingdom GBR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @techreport{konayuma_using_2013, type = {Working {Paper}}, title = {Using {Open} and {Educational} {Resources} ({OERs}) and {Wiki}’s to {Support} {Entrepreneurship} {Training} in {Technical} and {Vocational} {Education} and {Training} ({TVET}) {Institutions} in {Zambia}}, url = {http://dspace.col.org/handle/11599/1835}, language = {en}, author = {Konayuma, G}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:EVAW675M 2317526:6BWLASND}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:Improvement, F:access, F:bandwidth, F:policy, Q:ICT, Q:ODEL, Q:OER, Q:digital technology, Q:educational technology, Q:open education, Q:open educational resources, Q:open learning, T:Ausbildung, T:TVET, T:Training, T:trainee, publicImportV1}, } @incollection{teferra_students_2013, address = {London}, title = {Students’ {Perceptions} of {Financing} {Public} {Universities} in {Zambia}: {Toward} a {More} {Sustainable} and {Inclusive} {Policy} {Strategy}}, isbn = {978-1-349-46665-8 978-1-137-34578-3}, shorttitle = {Students’ {Perceptions} of {Financing} {Public} {Universities} in {Zambia}}, url = {http://link.springer.com/10.1057/9781137345783_12}, language = {en}, urldate = {2023-12-05}, booktitle = {Funding {Higher} {Education} in {Sub}-{Saharan} {Africa}}, publisher = {Palgrave Macmillan UK}, author = {Masaiti, Gift}, collaborator = {Teferra, Damtew}, year = {2013}, doi = {10.1057/9781137345783_12}, pages = {296--326}, } @book{orr_what_2013, address = {London}, title = {What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?: systematic review}, isbn = {978-1-907345-48-7}, shorttitle = {What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?}, url = {http://sro.sussex.ac.uk/43901/1/Undertrained_teachers_2013_Orr.pdf}, language = {English}, urldate = {2016-03-28}, publisher = {EPPI-Centre, Social Science Research Unit, Institute of Education, University of London}, author = {Orr, David and Westbrook, Jo and Pryor, John and Durrani, Naureen and Sebba, Judy and Adu-Yeboah, Christine and {others}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9YW97PKU 2129771:F4Q5DIY8 2129771:LZYDA4UF 2405685:YAT9NL4R 2486141:LAE22MA6 261495:XSK2293Z}, keywords = {C:Low- and middle-income countries, STC-TLC, \_C:Afghanistan AFG, \_C:Algeria DZA, \_C:Angola AGO, \_C:Antigua and Barbuda ATG, \_C:Argentina ARG, \_C:Armenia ARM, \_C:Australia AUS, \_C:Azerbaijan AZE, \_C:Bahrain BHR, \_C:Bangladesh BGD, \_C:Barbados BRB, \_C:Belize BLZ, \_C:Benin BEN, \_C:Bhutan BTN, \_C:Bolivia BOL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Comoros COM, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Cuba CUB, \_C:Djibouti DJI, \_C:Dominica DMA, \_C:Dominican Republic DOM, \_C:Ecuador ECU, \_C:Egypt EGY, \_C:El Salvador SLV, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Federated States of Micronesia FSM, \_C:Fiji FJI, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Grenada GRD, \_C:Guatemala GTM, \_C:Guinea GIN, \_C:Guyana GUY, \_C:Haiti HTI, \_C:Honduras HND, \_C:India IND, \_C:Indonesia IDN, \_C:Iran IRN, \_C:Iraq IRQ, \_C:Ivory Coast CIV, \_C:Jamaica JAM, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kazakhstan KAZ, \_C:Kenya KEN, \_C:Kiribati KIR, \_C:Korea XKOR, \_C:Kosovo XKSVO, \_C:Kyrgyzstan KGZ, \_C:Laos LAO, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Libya LBY, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Maldives MDV, \_C:Mali MLI, \_C:Marshall Islands MHL, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Mongolia MNG, \_C:Montenegro MNE, \_C:Morocco MAR, \_C:Mozambique MOZ, \_C:Myanmar MMR, \_C:Namibia NAM, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:Oman OMN, \_C:Pakistan PAK, \_C:Palau PLW, \_C:Panama PAN, \_C:Papua New Guinea PNG, \_C:Paraguay PRY, \_C:Peru PER, \_C:Philippines PHL, \_C:Portugal PRT, \_C:Republic of Moldova MDA, \_C:Rwanda RWA, \_C:Sahrawi Arab Democratic Republic XSADR, \_C:Saint Kitts and Nevis KNA, \_C:Saint Lucia LCA, \_C:Saint Vincent and the Grenadines VCT, \_C:Samoa WSM, \_C:Senegal SEN, \_C:Seychelles SYC, \_C:Singapore SGP, \_C:Solomon Islands SLB, \_C:Somalia SOM, \_C:Somaliland XSMLD, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sri Lanka LKA, \_C:State of Palestine PSE, \_C:Sudan SDN, \_C:Suriname SUR, \_C:Syrian Arab Republic SYR, \_C:São Tomé and Príncipe STP, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Timor-L'este TLS, \_C:Togo TGO, \_C:Tonga TON, \_C:Trinidad and Tobago TTO, \_C:Tunisia TUN, \_C:Turkey TUR, \_C:Turkmenistan TKM, \_C:Uganda UGA, \_C:Ukraine UKR, \_C:United Kingdom GBR, \_C:United States USA, \_C:Uruguay URY, \_C:Uzbekistan UZB, \_C:Vanuatu VUT, \_C:Venezuela VEN, \_C:Viet Nam VNM, \_C:Yemen YEM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_duplicate\_item}, } @techreport{unesco_status_2013, address = {Paris, France}, title = {Status of {TVET} in the {SADC} region: assessment and review of technical and vocational education and training ({TVET}) in the {Southern} {African} {Development} {Community} {Region} and of the development of a regional strategy for the revitalisation of {TVET}}, shorttitle = {Status of {TVET} in the {SADC} region}, url = {http://unesdoc.unesco.org/images/0022/002256/225632e.pdf}, abstract = {in spite of the importance of TVET for development and a range of national reform initiatives to support TVET over the past two decades, major concerns remain regarding the state of TVET in the Southern African region. These led SADC and UNESCO to intervene through the commissioning of a pilot TVET monitoring tool and a regional review of the state of TVET, with a view to developing a new strategic programme of action for regional cooperation in TVET. As is made clear throughout this report, the evidence gathering process for these activities demonstrated the very weak current knowledge base for TVET in the region. This means that the report has to be seen as a first step towards better knowledge for better policies and practices. The limitations of the data mean that the findings are often the best currently possible rather than meeting the highest standards of rigour. Equally, the comparative analysis cannot be as sophisticated as may be possible in future years when the data are more robust. Nonetheless, the report represents an important step forward in building an evidence-driven picture of the state of TVET in Southern Africa that provides a valuable basis for future strategic interventions.}, language = {English}, institution = {UNESCO}, author = {{UNESCO}}, year = {2013}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:4FTD8LQC 2317526:4QU25BEI}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Botswana, CC:Congo, CC:Lesotho, CC:Malawi, CC:Mauritius, CC:Mozambique, CC:Namibia, CC:Seychelles, CC:South Africa, CC:Tanzania, CC:Zambia, CC:Zanzibar (tz), CC:Zimbabwe, CC:eSwatini (Swaziland), CLL:en, publicImportV1}, pages = {106}, } @inproceedings{mubanga_school_2012, address = {Tokyo, Japan}, title = {School {Program} of {In}-service {Training} for the {Term} ({SPRINT}) {Programme} in {Zambia} -{A} {Case} of {Collaboration} {Towards} {Self}-{Reliant} {Education} {Development}}, url = {http://home.hiroshima-u.ac.jp/cice/wp-content/uploads/Forum/JEF9/Ruth-Mubanga-e.pdf}, booktitle = {Collaboration toward {Greater} {Autonomy} in {Educational} {Development}}, author = {Mubanga, Ruth}, month = feb, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BN7RXG6G 261495:Q5AN7HX8}, } @inproceedings{hasler_orbit_2012, title = {{ORBIT} and {OER4Schools}: supporting effective primary and secondary school practice through {OER}}, copyright = {All rights reserved}, booktitle = {Proceedings of {Cambridge} 2012: {Innovation} and {Impact} - {Openly} {Collaborating} to {Enhance} {Education}}, author = {Haßler, Björn and Hennessy, Sara and Jestaz, Caroline}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:6JDPUE7P 2129771:QFW8NS5E}, keywords = {Author:Haßler, Author:OpenDevEd, \_C:Australia AUS, \_C:Belgium BEL, \_C:Bolivia BOL, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Canada CAN, \_C:Chile CHL, \_C:China CHN, \_C:Colombia COL, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Costa Rica CRI, \_C:Cuba CUB, \_C:Czech Republic CZE, \_C:Denmark DNK, \_C:Ecuador ECU, \_C:Estonia EST, \_C:Ethiopia ETH, \_C:Finland FIN, \_C:France FRA, \_C:Georgia GEO, \_C:Germany DEU, \_C:Ghana GHA, \_C:Greece GRC, \_C:Hungary HUN, \_C:India IND, \_C:Indonesia IDN, \_C:Ireland IRL, \_C:Israel ISR, \_C:Italy ITA, \_C:Ivory Coast CIV, \_C:Japan JPN, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Korea, Republic KOR, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Mauritius MUS, \_C:Mexico MEX, \_C:Nepal NPL, \_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:Saudi Arabia SAU, \_C:Singapore SGP, \_C:Slovenia SVN, \_C:South Africa ZAF, \_C:Spain ESP, \_C:Sudan SDN, \_C:Sweden SWE, \_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:filed:1, \_\_C:scheme:1, \_r:ImportedToMyEducationEvidence, ⛔ No DOI found}, pages = {311--317}, } @misc{hennessy_oer4schools_2012, title = {The {OER4Schools} {Professional} {Learning} {Resource}: {Interactive} teaching with and without {ICT}. {A} practical programme for teachers in sub-{Saharan} {Africa}.}, copyright = {Creative Commons Attribution ShareAlike 4.0}, url = {www.oer4schools.org}, author = {Hennessy, S. and Haßler, Björn}, collaborator = {Duggal, Nitu and Leong, Wei Shin and Blair, Janet and Makonga, Abel and Tembo, Agness and Omondi, Juddie}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:FULY4AFY}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence}, } @incollection{hennessy_using_2012, address = {London}, title = {Using digital technology and school-based professional development to leverage interactive classroom teaching in {Zambia}}, shorttitle = {Using digital technology and school-based professional development to leverage interactive classroom teaching in {Zambia}}, booktitle = {Millennium {Goals} {Revisited}: {A} {Common} {Wealth} of {Learning}}, publisher = {Routledge}, author = {Hennessy, Sara and Haßler, Björn and Mwewa, G.}, editor = {MacBeath, J. and Younger, M. and Sugrue, C.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UQKD4B63 2129771:ZTJE5WPC 261495:HNV94NFU}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence}, } @article{kalimaposo_situational_2012, title = {A situational analysis on the teaching of governance issues in the primary and junior secondary school curriculum in {Zambia}.}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6597/Teaching%20of%20Governance%20Issues%20-%20Article.pdf?sequence=1}, urldate = {2023-12-06}, author = {Kalimaposo, Kalisto and Kandondo, S. Chileshe and Matafwali, Beatrice and Mulenga, Innocent Mutale and Muleya, Gistered and Chakufyali, Peggy Nsama}, year = {2012}, note = {Publisher: Zambia Journal of Education}, keywords = {⛔ No DOI found}, } @article{mapoma_social_2012, title = {Social isolation and aging in {Zambia}: examining the possible predictors}, volume = {2012}, shorttitle = {Social isolation and aging in {Zambia}}, url = {https://www.hindawi.com/journals/jar/2012/537467/abs/}, doi = {10.1155/2012/537467}, urldate = {2023-12-05}, journal = {Journal of Aging Research}, author = {Mapoma, Christopher Chabila and Masaiti, Gift}, year = {2012}, note = {Publisher: Hindawi}, } @article{prager_feasibility_2012, title = {Feasibility of training {Zambian} nurse–midwives to perform postplacental and postpartum insertions of intrauterine devices}, url = {https://www.sciencedirect.com/science/article/pii/S0020729212000902}, doi = {10.1016/j.ijgo.2012.01.013}, abstract = {Abstract ObjectiveTo explore the feasibility of competency-based training of Zambian nurse–midwives in postplacental and postpartum intrauterine device (PPIUD) insertion and to estimate learning curves for this procedure. MethodsA pilot service-delivery project was conducted, involving 9 nurse–midwives who participated in a 10-day PPIUD insertion training course at the University Teaching Hospital, Lusaka, Zambia. US and Zambian clinicians taught the didactic and practical curriculum. Checklists were used for standardization and a pelvic model was developed to achieve PPIUD insertion competency in the classroom before moving to clinical practice. Patients were recruited during prenatal visits, in early labor, and postpartum. Informed, voluntary consent was obtained. All clinical PPIUD insertions were supervised or performed by experienced trainers. ResultsAll 9 nurse–midwives achieved competency on the pelvic model after 3 attempts. During the training period, 38 PPIUDs were inserted in postpartum women; no complications occurred. By the end of training, 4 of the nurse–midwives were deemed competent to independently insert PPIUDs. On average, 4 PPIUD insertions were needed to achieve clinical competency. ConclusionsConcentrated, competency-based training in PPIUD insertion is feasible in an African setting. Replication of such training could increase the popularity and prevalence of PPIUD use among African women.}, language = {en}, journal = {International Journal of Gynecology \& Obstetrics}, author = {Prager, Sarah and Gupta, Pratima and Chilambwe, Jully and Vwalika, Bellington and Neukom, Josselyn and Siamwanza, Nomsa and Eber, Maxine and Blumenthal, Paul D.}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijgo.2012.01.013 10/f2hgm7 2129771:PV67NDUD 2317526:22IE8B28}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Zambia, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:curriculum, F:learning, F:pedagogy, F:standards, F:teaching, F:women, P:nurse, P:services, T:Training, T:competency-based training, T:trainee, Z:Competency-based training, Z:Contraception, Z:Family planning, Z:Postpartum intrauterine device, Z:Postplacental intrauterine device, Z:Training model, publicImportV1}, } @article{cheyeka_withdraw_2011, title = {The withdraw of european missionaries from {St}. {Anthony}'s {Catholic} secondary school: what are the implications?.}, shorttitle = {The withdraw of european missionaries from {St}. {Anthony}'s {Catholic} secondary school}, url = {http://dspace.unza.zm/handle/123456789/6590}, urldate = {2023-12-06}, author = {Cheyeka, Austin and Masaiti, Gift and Mulenga, Innocent Mutale}, year = {2011}, note = {Publisher: The Journal of Humanities-The University of Zambia}, keywords = {⛔ No DOI found}, } @techreport{hasler_investigation_2011, address = {Cambridge}, title = {An investigation of appropriate new technologies to support interactive teaching in {Zambian} schools ({ANTSIT}). {A} joint report from {Aptivate} and the {Centre} for {Commonwealth} {Education} ({University} of {Cambridge}). {Final} {Report} to {DfID}.}, shorttitle = {An investigation of appropriate new technologies to support interactive teaching in {Zambian} schools ({ANTSIT})}, url = {http://www.educ.cam.ac.uk/centres/archive/cce/initiatives/projects/antsit/DfIDANTSITReport_FINAL_2Mb-2.pdf}, institution = {Aptivate and University of Cambridge}, author = {Haßler, Björn and Hennessy, S. and Lord, T. and Cross, A. and Jackson, A. and Simpson, M.}, year = {2011}, note = {0007 EdTechHub.Copy: 2405685:3TABTBW7 KerkoCite.ItemAlsoKnownAs: 2129771:KZZRYUI2 2129771:QTDNPHWH 2129771:Y9FGADHH 2129771:ZATDIRKP 2405685:3TABTBW7 257089:5JDHV98J 261495:6J76DW54}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_\_C:filed:1, \_r:ImportedToMyEducationEvidence, \_yl:a, ⛔ No DOI found}, } @article{hasler_changing_2011, title = {Changing classroom practice using a school-based professional development approach to introducing digital resources in {Zambia}}, volume = {3}, shorttitle = {Changing classroom practice using a school-based professional development approach to introducing digital resources in {Zambia}}, url = {http://www.cambridgetoafrica.org/resources/Hassler__et_al__2011.pdf}, journal = {Itupale Online Journal of African Studies}, author = {Haßler, Björn and Hennessy, S. and Lubasi, B.}, year = {2011}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:97RP78VU 2129771:AIM8NQRH 261495:CF6Z9BP2}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_r:ImportedToMyEducationEvidence, \_yl:b, ⛔ No DOI found}, pages = {17--31}, } @article{masaiti_university_2011, title = {{THE} {UNIVERSITY} {OF} {ZAMBIA} {PRE}-{SERVICE} {TEACHER} {EDUCATION} {PROGRAMME}: {IS} {IT} {RESPONSIVE} {TO} {SCHOOLS} {AND} {COMMUNITIES}’{ASPIRATIONS}?}, volume = {3}, shorttitle = {{THE} {UNIVERSITY} {OF} {ZAMBIA} {PRE}-{SERVICE} {TEACHER} {EDUCATION} {PROGRAMME}}, url = {https://scholar.google.com/scholar?cluster=2405329664589217006&hl=en&oi=scholarr}, number = {2}, urldate = {2023-12-05}, journal = {European Journal of Educational Studies}, author = {Masaiti, Gift and Manchishi, Peter Chomba}, year = {2011}, keywords = {⛔ No DOI found}, } @article{masaiti_strategies_2011, title = {Strategies to retain and motivate employees in {Africa}: {Examining} the case of the ministry of education in {Zambia}}, volume = {5}, shorttitle = {Strategies to retain and motivate employees in {Africa}}, url = {https://academicjournals.org/journal/AJPSIR/article-full-text-pdf/3F1790440740}, number = {8}, urldate = {2023-12-05}, journal = {African Journal of Political Science and International Relations}, author = {Masaiti, Gift and Naluyele, Pamela Nachona}, year = {2011}, note = {Publisher: Academic Journals}, keywords = {⛔ No DOI found}, pages = {409}, } @article{altinyelken_pedagogical_2010, title = {Pedagogical renewal in sub‐{Saharan} {Africa}: the case of {Uganda}}, volume = {46}, issn = {0305-0068, 1360-0486}, shorttitle = {Pedagogical renewal in sub‐{Saharan} {Africa}}, url = {http://www.tandfonline.com/doi/abs/10.1080/03050061003775454}, doi = {10.1080/03050061003775454}, language = {en}, number = {2}, urldate = {2020-05-16}, journal = {Comparative Education}, author = {Altinyelken, Hülya K.}, month = may, year = {2010}, note = {shortDOI: 10/cns9bx KerkoCite.ItemAlsoKnownAs: 10.1080/03050061003775454 10/cns9bx 2129771:SK5ZYYKU 2405685:LE8JDQQF}, keywords = {C:sub-Saharan Africa, \_C:Australia AUS, \_C:Botswana BWA, \_C:Cuba CUB, \_C:Egypt EGY, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Kenya KEN, \_C:Mali MLI, \_C:Mauritius MUS, \_C:Namibia NAM, \_C:Netherlands NLD, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Tibet XTIBT, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1}, pages = {151--171}, } @article{cheyeka_driving_2010, title = {Driving the process or driven by the process? {The} transformation of {Nkrumah} college of education into {Nkrumah} university college.}, shorttitle = {Driving the process or driven by the process?}, url = {http://dspace.unza.zm/bitstream/handle/123456789/6599/The%20Transformation%20of%20Nkhrumah%20College%20of%20Education%20into%20a%20University%20-%20Article.pdf?sequence=1&isAllowed=y}, urldate = {2023-12-06}, author = {Cheyeka, Austin and Mulenga, Innocent Mutale and Masaiti, Gift}, year = {2010}, note = {Publisher: ZANGO-Journal of Contemporary Issues}, keywords = {⛔ No DOI found}, } @article{hasler_bridging_2010, title = {Bridging the {Bandwidth} {Gap}: {Open} {Educational} {Resources} and the {Digital} {Divide}}, volume = {3}, issn = {1939-1382}, shorttitle = {Bridging the {Bandwidth} {Gap}}, url = {http://bjohas.de/wiki/Bridging_the_Bandwidth_Gap_-_OER_and_the_Digital_Divide}, doi = {10.1109/tlt.2010.8}, abstract = {http://doi.ieeecomputersociety.org/10.1109/TLT.2010.8}, number = {2}, journal = {IEEE Transactions on Learning Technologies}, author = {Haßler, Björn and Jackson, Alan McNeil}, year = {2010}, note = {00008 EdTechHub.Copy: 2405685:VCQFS2J9 KerkoCite.ItemAlsoKnownAs: 10.1109/tlt.2010.8 10/dxgcg5 2129771:9ZBX559Q 2129771:AL3P4CV5 2129771:WU5VWEPS 2405685:VCQFS2J9 257089:2XRARJMC}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, \_C:Brazil BRA, \_C:Guatemala GTM, \_C:Mexico MEX, \_C:Pakistan PAK, \_C:Rwanda RWA, \_C:Sudan SDN, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_r:ImportedToMyEducationEvidence}, pages = {110--115}, } @article{smith_distance_2010, title = {'{Distance} learning' or 'learning at a distance'? {Case} study of an education initiative to deliver an in‐service bachelors degree in {Zambia}}, url = {https://www.tandfonline.com/doi/abs/10.1080/14703291003718950}, doi = {10.1080/14703291003718950}, abstract = {In 1998, as part of what was then Zambia’s Department of Technical Education and Vocational Training’s (DTEVT) human resources capacity building initiative, under the Ministry of Science, Technology and Vocational Training (MSTVT), donor funding was secured to provide degree-level training for key teachers and managers within the technical education and vocational education and training (TEVET) system. However, the lack of degree-level courses designed for TEVET personnel at both of Zambia’s universities prevented progress. This situation has disadvantaged TEVET staff and for years has limited their professional development. To address this, a pilot project involving a British Higher Education Institution delivering a degree programme, in-country and in-service (part-time), was proposed by senior DTEVT staff. Some seven years after the commencement of this programme and with three cohorts having successfully been completed, this paper examines some of the key issues in delivery of the programme over the years and reflects on significant events that have influenced the programme’s development and are likely to continue to impact on its future direction. Keywords: blended learning; distance learning; e-learning; international development; professional development; TVET (technical and vocational education and training)}, language = {en}, journal = {Innovations in Education and Teaching International}, author = {Smith, CJ}, year = {2010}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/14703291003718950 10/bcfqp9 2129771:XXF7GLXP 2317526:AFAZ37Q6}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Zambia, CA:AandC, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, F:learning, P:service industry, Q:degree, Q:distance learning, Q:open learning, R:case study, T:TVET, publicImportV1}, } @book{mulkeen_recruiting_2007, series = {World {Bank} {Working} {Papers}}, title = {Recruiting, {Retaining}, and {Retraining} {Secondary} {School} {Teachers} and {Principals} in {Sub}-{Saharan} {Africa}}, isbn = {978-0-8213-7066-7}, url = {https://elibrary.worldbank.org/doi/abs/10.1596/978-0-8213-7066-7}, urldate = {2021-03-07}, publisher = {The World Bank}, author = {Mulkeen, Aidan and Chapman, David and DeJaeghere, Joan and Leu, Elizabeth}, month = mar, year = {2007}, doi = {10.1596/978-0-8213-7066-7}, note = {KerkoCite.ItemAlsoKnownAs: 10.1596/978-0-8213-7066-7 2129771:5HWPXNVN}, keywords = {\_C:Angola AGO, \_C:Benin BEN, \_C:Botswana BWA, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Cape Verde CPV, \_C:Central African Republic CAF, \_C:Chad TCD, \_C:China CHN, \_C:Comoros COM, \_C:Congo XCO, \_C:Djibouti DJI, \_C:Dominican Republic DOM, \_C:Equatorial Guinea GNQ, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:France FRA, \_C:Gabon GAB, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guinea GIN, \_C:Guinea-Bissau GNB, \_C:India IND, \_C:Ireland IRL, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Mali MLI, \_C:Mauritania MRT, \_C:Mauritius MUS, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Niger NER, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Seychelles SYC, \_C:Sierra Leone SLE, \_C:Somalia SOM, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Switzerland CHE, \_C:Tanzania TZA, \_C:Thailand THA, \_C:Togo TGO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1}, } @techreport{bennell_teacher_2007, title = {Teacher {Motivation} in {Sub}-{Saharan} {Africa} and {South} {Asia}}, url = {https://assets.publishing.service.gov.uk/media/57a08be640f0b652dd000f9a/ResearchingtheIssuesNo71.pdf}, language = {en}, institution = {DfID London}, author = {Bennell, Paul and Akyeampong, Kwame}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:242EHRP6 2129771:5XS5KY3U 2129771:N5KTN9CE 2339240:4YDHY6PL 2405685:25GLFYDL 4556019:J65GX7JX}, keywords = {C:sub-Saharan Africa and South Asia, \_C:Afghanistan AFG, \_C:Argentina ARG, \_C:Australia AUS, \_C:Bangladesh BGD, \_C:Benin BEN, \_C:Botswana BWA, \_C:Brazil BRA, \_C:Burkina Faso BFA, \_C:Burundi BDI, \_C:Cambodia KHM, \_C:Cameroon CMR, \_C:Canada CAN, \_C:Chad TCD, \_C:China CHN, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Gambia GMB, \_C:Ghana GHA, \_C:Guinea GIN, \_C:India IND, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Madagascar MDG, \_C:Malawi MWI, \_C:Mali MLI, \_C:Mauritania MRT, \_C:Mexico MEX, \_C:Mozambique MOZ, \_C:Namibia NAM, \_C:Nepal NPL, \_C:New Zealand NZL, \_C:Nicaragua NIC, \_C:Niger NER, \_C:Nigeria NGA, \_C:Pakistan PAK, \_C:Papua New Guinea PNG, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sri Lanka LKA, \_C:Sudan SDN, \_C:Sweden SWE, \_C:Tanzania TZA, \_C:Togo TGO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_C:Viet Nam VNM, \_C:Zambia ZMB, \_C:Zimbabwe ZWE, \_C:eSwatini SWZ, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {114}, } @article{mpofu_rehabilitation_2007, title = {Rehabilitation in {Seven} {Sub}-{Saharan} {African} {Countries}: {Personnel} {Education} and {Training}}, doi = {10.1891/088970107805059562}, language = {en}, journal = {Rehabilitation Education}, author = {Mpofu, Elias and Jelsma, Jennifer and Maart, Soraya and Levers, Lisa Lopez and Montsi, Mercy M R and Tlabiwe, Pinkie and Mupawose, Anniah and Mwamwenda, Tuntufye and Ngoma, Mary Shilalukey and Tchombe, Therese Mungah S}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1891/088970107805059562 10/gf623d 2129771:XNNGBTDH 2317526:DRQNSP23 LOCAL-PQ-224986316}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Botswana, C:Cameroon, C:Rwanda, C:South Africa, C:Tanzania, C:Zambia, C:Zimbabwe, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:curriculum, F:disability, P:culture, P:health, P:services, P:technician, T:TVET, T:Training, publicImportV1}, } @article{muya_overview_2006, title = {Overview of funding for construction craft skills training in {Sub}-{Saharan} {Africa}: {A} case study of {Zambia}}, doi = {10.1080/01446190500310585}, abstract = {The wealth of any nation is ultimately based on its human resource or social capital. Education and training are the primary vehicles of developing this resource. Funding of formal construction craft skills training at trade institutions in Sub-Saharan Africa (SSA) is examined, using Zambia as a country case study. The data in the research were collected via semi-structured questionnaire interviews directed at government financed trades training schools offering construction programmes in Zambia. Results of the research show that formal construction craft skills training in Zambia has not been adequately funded over the years resulting in: ill-qualified low numbers of poorly remunerated teaching staff; poorly maintained infrastructure and workshop facilities not well equipped for teaching purposes; and out-dated curricula of construction craft programmes. A wide range of measures is required to improve funding for construction craft skills training. These include: increased training regulation and co-ordination by government, development of efficient and effective funding mechanisms that involve employers of crafts-persons, and training provision frameworks that encourage increased involvement of private training providers. © 2006 Taylor \& Francis.}, language = {en}, journal = {Construction Management and Economics}, author = {Muya, Mundia and Price, A. D F and Edum-Fotwe, F. T.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1080/01446190500310585 10/cpx4fh 2129771:RVA4VZ6S 2317526:BDGHSBTQ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Zambia, CA:AandC, CCZ:Zambia, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:regulation, F:teaching, P:construction, P:crafts, P:measurement, P:mechanic, P:social, R:case study, R:interview, R:questionnaire, T:Training, Z:Construction craft skills, Z:Sub-Saharan Africa, Z:Training, publicImportV1}, } @article{muya_construction_2006, title = {Construction craft skills requirements in sub-{Saharan} {Africa}: {A} focus on {Zambia}}, doi = {10.1108/09699980610669660}, abstract = {Purpose – As the development agenda for sub-Sahara Africa (SSA) gains momentum, it has become necessary to refocus attention on effective and sustainable human resource development strategies for the construction sector in the region that include craft skills. Aims to provide insight into the availability and quality of construction craft skills in Zambia, and the SSA region in general. Design/methodology/approach – Using Zambia as a country case study, results of a survey that was designed to assess the construction industry's perceptions of the quality and availability of construction craft skills in Zambia are presented. The surveyed contractors' support for the introduction of a sector-specific training levy in Zambia was also investigated and is reported. Findings – Findings point to both poor quality and shortage of construction craft skills in Zambia. Results suggest that construction sector-specific training levy would be the most viable, sustainable and industry-wide supported option for supplementing government funding in the training of construction craft skills in Zambia, and probably in the SSA region. Research limitations/implications – The survey was exploratory in nature and depth, and SSA is a vast and diverse region. The results of the case study may not correctly reflect construction skills exigencies across the whole SSA region. Originality/value – The results provide information and advice for both policy makers and contractors concerned with construction crafts skills issues in Zambia, and SSA in general. © 2006, Emerald Group Publishing Limited}, language = {en}, journal = {Engineering, Construction and Architectural Management}, author = {Muya, Mundia and Price, Andrew D.f. and Edum-Fotwe, Francis T.}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 10.1108/09699980610669660 10/bzvww9 2129771:4BWX6MG3 2317526:HR9BPMJT}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Zambia, CA:AandC, CCZ:Zambia, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:R, CT:T, F:policy, P:construction, P:crafts, P:nature, R:case study, R:survey, T:Training, Z:Construction industry, Z:Skills, Z:Sub Saharan Africa, Z:Training, publicImportV1}, } @misc{noauthor_oer4schools_nodate, title = {{OER4Schools}}, url = {http://oer.educ.cam.ac.uk/wiki/OER4Schools}, urldate = {2020-05-27}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2I8HATS8 2317526:M92WYMA6}, } @article{idris_nordic_nodate, title = {Nordic {Journal} of {Comparative} and {International} {Education} ({NJCIE})}, author = {Idris, Khalid Mohammed and Asfaha, Yonas Mesfun}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UHGQBNQH}, keywords = {\_C:China CHN, \_C:Eritrea ERI, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:Namibia NAM, \_C:Nigeria NGA, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, } @article{owens_powerful_nodate, title = {Powerful {Reforms} in {Education}: {The} perspective of developing countries on visuospatial reasoning in mathematics education}, shorttitle = {Powerful {Reforms} in {Education}}, author = {Owens, Kay}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:ZDBMEWZ3}, keywords = {\_C:Australia AUS, \_C:Ethiopia ETH, \_C:Guinea GIN, \_C:Malaysia MYS, \_C:Nepal NPL, \_C:Netherlands NLD, \_C:Papua New Guinea PNG, \_C:United States USA, \_C:Zambia ZMB, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, }