@techreport{allier-gagneur_using_2020, type = {Helpdesk {Response}}, title = {Using blended learning to support marginalised adolescent girls’ education: a review of the evidence}, copyright = {Creative Commons Attribution 4.0 International}, url = {https://docs.edtechhub.org/lib/H3AI5F3C}, language = {English}, number = {25}, institution = {EdTech Hub}, author = {Allier-Gagneur, Zoé and Chuang, Rachel and McBurnie, Chris and Haßler, Björn}, month = jul, year = {2020}, doi = {10.5281/zenodo.3952069}, note = {KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3952069 2129771:9Q4PMCJN 2129771:FX6TFDPQ 2339240:ENEKVCE3 2405685:7PYD5JNV 2405685:H3AI5F3C 2486141:TE93MW3V}, keywords = {Author:Haßler, Author:OpenDevEd, Björn-CV-OECS, F: Helpdesk response, H:Blended learning, L:Gender and education, LP: English, \_C:Afghanistan AFG, \_C:Bangladesh BGD, \_C:Brazil BRA, \_C:China CHN, \_C:Ghana GHA, \_C:India IND, \_C:Iran IRN, \_C:Kenya KEN, \_C:Lebanon LBN, \_C:Malawi MWI, \_C:Malaysia MYS, \_C:Nigeria NGA, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Saudi Arabia SAU, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United States USA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1, \_bjoern\_cv, \_genre:LR-literature\_review, \_r:ImportedToMyEducationEvidence}, } @techreport{mcburnie_use_2020, address = {Cambridge, UK}, type = {{EdTech} {Hub} {Helpdesk} {Request}}, title = {The use of virtual learning environments and learning management systems during the {COVID}-19 pandemic}, copyright = {Creative Commons Attribution 4.0 International}, language = {EN}, number = {7}, author = {McBurnie, Chris}, month = may, year = {2020}, doi = {10.5281/zenodo.3805843}, note = {EdTechHub.Source: 2405685:53YEZE6A KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3805843 2129771:DQLDNQGU 2339240:IWW8CJZN 2339240:N5RG3WT2 2405685:53YEZE6A 2405685:WBNK52L7}, keywords = {Author:OpenDevEd, COV:COVID and reopening of schools, COVID-19, Distance learning, EdTech, F: Helpdesk response, H: Distance education, LP: English, Learning management system, Remote learning, Virtual learning environment, \_C:Afghanistan AFG, \_C:Armenia ARM, \_C:Bangladesh BGD, \_C:China CHN, \_C:Congo XCO, \_C:Congo, Democratic Republic COD, \_C:France FRA, \_C:Germany DEU, \_C:Greece GRC, \_C:Hungary HUN, \_C:India IND, \_C:Indonesia IDN, \_C:Iraq IRQ, \_C:Italy ITA, \_C:Japan JPN, \_C:Jordan JOR, \_C:Kenya KEN, \_C:Korea XKOR, \_C:Kyrgyzstan KGZ, \_C:Mexico MEX, \_C:Myanmar MMR, \_C:Nigeria NGA, \_C:Poland POL, \_C:Portugal PRT, \_C:Romania ROU, \_C:Russian Federation RUS, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Spain ESP, \_C:Syrian Arab Republic SYR, \_C:Tajikistan TJK, \_C:Tanzania TZA, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United States USA, \_EdTechHub\_Output, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_duplicate\_item, \_cover:v1, \_r:ImportedToMyEducationEvidence, \_zenodoETH, 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{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}, } @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}, } @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}, } @article{bagui_understanding_2019, title = {Understanding {Sub}-{Saharan} {African} {Learners} {Informal} {Learning} {Using} {Mobile} {Devices}: {A} {Case} of {Tanzania}}, volume = {11}, shorttitle = {Understanding {Sub}-{Saharan} {African} {Learners} {Informal} {Learning} {Using} {Mobile} {Devices}}, number = {2}, journal = {The African Journal of Information Systems}, author = {Bagui, Laban and Mwapwele, Samwel Dick}, year = {2019}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BSNGFZWN 2129771:G9MGFU35}, keywords = {HDR25, \_C:Australia AUS, \_C:Botswana BWA, \_C:Cameroon CMR, \_C:Dominican Republic DOM, \_C:Eritrea ERI, \_C:Gambia GMB, \_C:Malaysia MYS, \_C:New Zealand NZL, \_C:Rwanda RWA, \_C:Senegal SEN, \_C:Singapore SGP, \_C:South Africa ZAF, \_C:Tanzania TZA, \_C:Togo TGO, \_C:Uganda UGA, \_C:United Kingdom GBR, \_C:United States USA, \_\_C:filed:1, \_\_C:scheme:1, ⛔ No DOI found}, pages = {1}, } @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}, } @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}, } @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}, } @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}, } @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}, } @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}, } @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}, } @article{caceres_surveillance_2017, title = {Surveillance training for ebola preparedness in {Côte} d’{Ivoire}, {Guinea}-{Bissau}, {Senegal}, and {Mali}}, doi = {10.3201/eid2313.170299}, abstract = {© 2017, Centers for Disease Control and Prevention (CDC). All rights reserved. The 2014–2015 epidemic of Ebola virus disease in West Africa primarily affected Guinea, Liberia, and Sierra Leone. Several countries, including Mali, Nigeria, and Senegal, experienced Ebola importations. Realizing the importance of a trained field epidemiology workforce in neighboring countries to respond to Ebola importations, the Centers for Disease Control and Prevention Field Epidemiology Training Program unit implemented the Surveillance Training for Ebola Preparedness (STEP) initiative. STEP was a mentored, competency-based initiative to rapidly build up surveillance capacity along the borders of the at-risk neighboring countries Côte d’Ivoire, Mali, Senegal, and Guinea-Bissau. The target audience was district surveillance officers. STEP was delivered to 185 participants from 72 health units (districts or regions). Timeliness of reporting and the quality of surveillance analyses improved 3 months after training. STEP demonstrated that mentored, competency-based training, where learners attain competencies while delivering essential public health services, can be successfully implemented in an emergency response setting.}, language = {en}, journal = {Emerging Infectious Diseases}, author = {Cáceres, Victor M. and Sidibe, Sekou and Andre, McKenzie and Traicoff, Denise and Lambert, Stephanie and King, Melanie E. and Kazambu, Ditu and Lopez, Augusto and Pedalino, Biagio and Herrera Guibert, Dionisio J. and Wasswa, Peter and Cardoso, Placido and Assi, Bernard and Ly, Alioune and Traore, Bouyagui and Angulo, Frederick J. and Quick, Linda and Dicker, Richard and Brenner, Eric and Dixon, Meredith G. and Meyer, Erika and Rhodes, Rachel and Twinomugisha, Samuel and Kimuli, Anthony and Agnihotri, Sachin and Johnson, Kenneth}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 10.3201/eid2313.170299 10/gf62j5 2129771:YE4AYNIN 2317526:XZ7WLJ6I}, keywords = {-FullBiblioUHMLgen, -RRQ:M:final, -missingHU, A:West Africa, C:Guinea, C:Guinea-Bissau, C:Liberia, C:Mali, C:Nigeria, C:Senegal, C:Sierra Leone, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:P, CT:R, CT:T, P:health, P:services, R:survey, T:Training, T:competency-based training, T:trainee, \_C:Sierra Leone SLE, publicImportV1}, } @article{garcia-rodriguez_entrepreneurship_2017, title = {Entrepreneurship {Education} in {Sub}-{Saharan} {Africa}: {Results} of a {Case} {Study} in {Senegal}}, abstract = {The number of entrepreneurship education programs has grown worldwide in the last two decades. This has helped consolidate a fruitful line of research focusing on measuring the impact that these programs have on participating students' entrepreneurship potential. However, to date, these programs have almost exclusively centered on more developed countries. The present work, on the contrary, analyses the impact of an entrepreneurship promotion program carried out for a period of three years in the socioeconomic and cultural context of a less developed country: Senegal. Specifically, the program was aimed at students on different degree programs at the University of Gaston Berger. Theoretical approaches of effectuation and bricolage were applied and students' enterprise potential was tested ex ante and ex post. The results show that students had a significant improvement in their entrepreneurial potential, thus reflecting the effectiveness of entrepreneurship education in these contexts.}, language = {en}, author = {Garcia-Rodriguez, Francisco J and Gil-Soto, Esperanza and Ruiz-Rosa, Ines and Sene, Papa Mamour}, year = {2017}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:BLNBLAL2 2317526:RSJYRBT8}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Sub-Saharan Africa, C:Senegal, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:P, CT:Q, CT:R, CT:T, D:developing country, D:less developed country, F:Improvement, F:attitude, P:culture, Q:degree, R:case study, R:impact, T:entrepreneurship education, Z:Attitudes, Z:Developing countries--LDCs, Z:Entrepreneurs, Z:Students, publicImportV1, ⛔ 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}, } @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}, } @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}, } @article{tao_using_2014, title = {Using the {Capability} {Approach} to improve female teacher deployment to rural schools in {Nigeria}}, volume = {39}, issn = {0738-0593}, url = {https://www.sciencedirect.com/science/article/pii/S0738059314000911}, doi = {10.1016/j.ijedudev.2014.08.011}, abstract = {This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these.}, language = {en}, urldate = {2021-03-07}, journal = {International Journal of Educational Development}, author = {Tao, Sharon}, month = nov, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.08.011 2129771:X48NF6KT}, keywords = {Lebanon\_event\_2021, \_C:Bangladesh BGD, \_C:Canada CAN, \_C:Ethiopia ETH, \_C:Ghana GHA, \_C:India IND, \_C:Kenya KEN, \_C:Lesotho LSO, \_C:Liberia LBR, \_C:Malawi MWI, \_C:Mozambique MOZ, \_C:Nigeria NGA, \_C:Norway NOR, \_C:Senegal SEN, \_C:Sierra Leone SLE, \_C:South Africa ZAF, \_C:Sudan SDN, \_C:Tanzania TZA, \_C:Uganda UGA, \_C:Zimbabwe ZWE, \_\_C:filed:1, \_\_C:scheme:1}, pages = {92--99}, } @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}, } @article{briquet-duhaze_training_2014, title = {Training of {School} {Teachers} in {West} {Africa}: {Remediation} of {Reading} {Difficulties} through {Training} in {Phonological} {Awareness} and {Letter} {Names}}, abstract = {The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for a week. We have been asked four times tn Dakar (Senegal) to provide training for teachers of West Africa. It is all about being trained in order to resolve reading difficulties for students using our scientific research. This paper presents the theoretical framework of phonological awareness and letter names and the 0 phase and the beginning of Phase 1 of our research. We use these predictors as remedial reading difficulties among students aged 8 to 11 years. We present the first results.}, language = {en}, journal = {FIRE: Forum for International Research in Education}, author = {Briquet-Duhazé, Sophie}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:TC75Z8YL 2317526:ZGBCTLGU LOCAL-eric:EJ1133799}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:West Africa, C:Burkina Faso, C:Cape Verde, C:Gambia, C:Guinea, C:Ivory Coast, C:Mali, C:Mauritania, C:Senegal, CA:AandC, CL:de, CL:en, CL:fr, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:T, F:Improvement, P:teachers, T:TVET, T:Training, T:trainee, Z:Alphabets, Z:Elementary School Students, Z:Faculty Development, Z:Foreign Countries, Z:Longitudinal Studies, Z:Phoneme Grapheme Correspondence, Z:Phonological Awareness, Z:Predictor Variables, Z:Professional Continuing Education, Z:Reading Difficulties, Z:Relevance (Education), Z:Remedial Reading, Z:Teacher Improvement, \_\_C:filed:1, publicImportV1, ⛔ No DOI found}, } @techreport{iyengar_technical_2014, title = {Technical {Vocational} {Education} {Training} ({TVET}) {Brief}}, abstract = {As Kaura Specialist Development Foundation (KSDF) explores various pathways to support Technical Vocational Education Training (TVET) for the youth in Bauchi state, Nigeria, this brief has been written to provide information on the current status of education and youth in Bauchi state, as well as to document relevant strategies and best practices utilized around the world for TVET. Positioned within the global framework, under Sustainable Development Goals (SDGs), the aim of this brief is to highlight prevalent trends cited in the TVET literature and global examples to support a design of an effective program for Bauchi state’s youth to develop their personal and professional skills to become an integral part of the workforce and engage in lifelong learning.}, language = {en}, author = {Iyengar, R and Shin, HI and Aliyu, B and Menkiti, A}, year = {2014}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:UJ2T9H5L 2317526:E57GM6XJ}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, C:Guinea, C:Mali, C:Mauritania, C:Nigeria, C:Senegal, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:gender, F:learning, P:economy, Q:distance learning, Q:mobile learning, T:Ausbildung, T:TVET, T:Training, publicImportV1, ⛔ No DOI found}, } @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{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}, } @incollection{ginestie_leftp_2012, address = {Marseille}, title = {L’{EFTP} en {Afrique} subsaharienne: où en est-on?}, shorttitle = {L’{EFTP} en {Afrique} subsaharienne}, url = {https://www.researchgate.net/publication/236682702_L'EFTP_en_Afrique_subsaharienne_ou_en_est-on}, abstract = {The adoption of the Millennium Development Goals (MDGs) and the importance attached to Education for all (EFA) mark an important turning point in the elaboration of a common initiative, which aims to improve living conditions of people worldwide. Its ambition is to eliminate misery and to increase wealth. The means to achieve this goal focus essentially on education, which has become a goal in itself: reduce illiteracy, ensure global access to basic schooling and promote equal opportunities for all. Through education other objectives can be targeted, such as promoting poverty reduction through gainful employment, gender equality, and sustainable development and partnerships for development. This paper aims to present the situation in subSaharan Africa (SSA) since the end of the 1990s and the international focus on these great programs.}, language = {fr}, booktitle = {Éducation technologique, {Formation} professionnelle et égalité des chances}, publisher = {IUFM Aix-Marseille}, author = {Ginestié, Jacques and Huot-Marchand, Hervé and Delahaies, Laetitia}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:SZZY8H6R 2317526:5UCZSLLA 2317526:G7T7NRYJ}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, -RRQv:f2-H-fr, AA:SSA, C:Central African Republic, C:Gabon, C:Ivory Coast, C:Senegal, C:Tunisia, CLL:fr, publicImportV1, ⛔ No DOI found}, pages = {61--76}, } @article{sonnenberg_traditional_2012, title = {Traditional apprenticeship in {Ghana} and {Senegal}: {Skills} development for youth for the informal sector}, url = {http://home.hiroshima-u.ac.jp/~cice/wp-content/uploads/publications/15-2/15-2-06.pdf}, abstract = {The demographic youth bulge, representing large cohorts of youth, coupled with lack of pathways to education and employment and therefore social mobility, have become issues of great concern. As a result, youth employment and technical and vocational skills development have grown in prominence on international and national agendas in recent years. However, skills development strategies often overlook the informal sector despite the fact that in developing countries, income-generating activities in the informal sector often far exceed those of the formal sector. UNESCO’s 2012 EFA Global Monitoring Report on youth skills development states that traditional apprenticeships are an important way of acquiring transferable and job-specific skills, particularly for the informal sector. An extensive review of the literature of Ghana and Senegal reveals that these two countries have long histories of traditional apprenticeship and that these forms of skills training reach more youth than formal technical and vocational training. This paper examines the approaches these two countries’ governments have taken to increase access to and quality of non-formal skills training opportunities. Despite a lack of data on the long-term outcomes of these initiatives, programs and reforms, several important implications arise from these countries’ experiences. These implications are discussed as well as areas for future research.}, language = {en}, journal = {Journal of International Cooperation in Education}, author = {Sonnenberg, K}, year = {2012}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:R6VJJ3WT 2317526:PNGX2ZNF}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, A:West Africa, C:Senegal, CA:AandC, CL:en, CL:pt, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, HDR25, P:agriculture, P:measurement, Q:ICT, T:Ausbildung, T:Formal apprenticeship, T:Lehrlingsausbildung, T:apprentice, T:education and skills training, \_C:Ghana GHA, publicImportV1, ⛔ No DOI found}, } @article{boitshwarelo_exploring_2009, title = {Exploring {Blended} {Learning} for {Science} {Teacher} {Professional} {Development} in an {African} {Context}}, volume = {10}, issn = {1492-3831}, url = {http://www.irrodl.org/index.php/irrodl/article/view/687}, doi = {10.19173/irrodl.v10i4.687}, abstract = {This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education.}, language = {en}, number = {4}, urldate = {2020-05-16}, journal = {The International Review of Research in Open and Distributed Learning}, author = {Boitshwarelo, Bopelo}, month = sep, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.687 2129771:8BY4IISL 2405685:RP3KMTVU 2405685:THJLBADH 2534378:5C3ILQ5H 2534378:LSG5BCAP 2534378:PTQCJYNQ}, keywords = {C:Botswana, \_C:Botswana BWA, \_C:Cuba CUB, \_C:Senegal SEN, \_C:South Africa ZAF, \_C:Turkey TUR, \_C:Uganda UGA, \_C:United Kingdom GBR, \_\_C:filed:1, \_\_C:scheme:1, \_\_\_working\_potential\_duplicate}, pages = {1--19}, } @techreport{hartl_technical_2009, type = {Paper presented at the {FAO}-{IFAD}-{ILO} {Workshop} on {Gaps}, trends and current research in gender dimensions of agricultural and rural employment: differentiated pathways out of poverty}, title = {Technical and vocational education and training ({TVET}) and skills development for poverty reduction – do rural women benefit?}, url = {http://fao-ilo.org/fileadmin/user_upload/fao_ilo/pdf/Papers/25_March/Hartl-formatted_01.pdf}, abstract = {This paper discusses technical and vocational education and training (TVET) as well as skills development in rural areas, mainly pertaining to agriculture and related activities and explores existing gender differences. TVET has suffered from a focus on basic, and especially primary education, which led to the neglect of post-basic education and training and their non-inclusion in the UN Millennium Development Goals. Recently, there has been a renewed interest in training and skills development because of increased evidence that a minimalist approach to microfinance for poverty reduction and enterprise development did not lead to sustainable growth. The paper argues that many training interventions do not cater for the specific needs of women who are under-represented in formal training programmes and often directed towards typical female occupations. It reviews vocational and skills training in several IFAD supported programmes and explores how these target the poor and most vulnerable and to what extend gender differences in training provision, methodology, training content and transition to labour markets have been taken into account.}, language = {en}, institution = {International Fund for Agricultural Development, Italy}, author = {Hartl, Maria}, year = {2009}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:7G6G9RSM 2317526:NYMGZ267}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Sub-Saharan Africa, C:Botswana, C:Senegal, C:Seychelles, C:Zimbabwe, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:gender, F:policy, F:women, Q:primary education, T:Ausbildung, T:TVET, T:trainee, \_C:Ghana GHA, gender, publicImportV1}, } @book{walther_towards_2008, title = {Towards a renewal of apprenticeship in {West} {Africa}}, url = {http://www.eib.org/attachments/general/events/luxembourg_18112008_apprentissage_en.pdf}, language = {en}, author = {Walther, R}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:N4NES3ZB 2317526:IF875PF8}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, A:Africa, A:Central Africa, A:East Africa, A:Sub-Saharan Africa, A:West Africa, C:Angola, C:Benin, C:Cameroon, C:Ethiopia, C:Mali, C:Senegal, C:South Africa, CA:AandC, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:T, F:access, F:inclusion, F:pedagogy, P:crafts, P:economy, P:nature, Q:certificate, Q:higher education, Q:secondary education, T:Ausbildung, T:Lehrlingsausbildung, T:TVET, T:apprentice, T:trainee, publicImportV1}, } @article{walther_nouvelles_2008, title = {Nouvelles formes d’apprentissage en {Afrique} de l’{Ouest}: {Vers} une meilleure insertion professionnelle des jeunes}, language = {fr}, author = {Walther, Richard}, year = {2008}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:59I3LR3U 2317526:USLKC67W}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, C:Benin, C:Mali, C:Senegal, C:Togo, CLL:fr, publicImportV1, ⛔ No DOI found}, } @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{megnigbeto_lis_2007, title = {{LIS} curriculum in {French}-speaking {West} {Africa} in the age of {ICTs}: {The} case of {Benin} and {Senegal}}, url = {https://www.sciencedirect.com/science/article/pii/S1057231707000203}, doi = {10.1016/j.iilr.2007.02.007}, abstract = {Summary LIS training programme in Africa date from early independence period. In French-speaking West African area, few countries have an LIS school. The existing schools have been created in partnership with either an international organization or a northern country. The curriculum delivered is not always updated as in developed countries. The main objective of this article is to measure the gap between LIS curriculum as actually delivered in developed and developing countries in the age of the information and communication technologies (ICTs). A couple of schools were chosen—English and French-speaking area—from Northern America and Western Europe; their curriculum served as basis for evaluating those in West African French-speaking countries. The conclusion that can be drawn from the study is that LIS curriculum in Africa has changed less since the schools’ first creation and ICTs are not present as in Western countries. This trend brings out the problem of the curriculum pertinence and the competitiveness of the graduate students in the international employment market.}, language = {en}, journal = {The International Information \& Library Review}, author = {Mêgnigbêto, Eustache}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 10.1016/j.iilr.2007.02.007 10/d26vb2 2129771:E4284BH5 2317526:8MLC73K9}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, -RRQ:U:final, A:Africa, A:West Africa, C:Benin, C:Senegal, CA:AandC, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:D, CT:F, CT:Q, CT:T, D:developing country, F:curriculum, Q:ICT, SpecialTopic:Library, T:Training, publicImportV1}, } @techreport{walther_formation_2007, title = {La formation professionnelle en secteur informel - ou {Comment} dynamiser l’économie des pays en développement? {Les} conclusions d’une enquête terrain dans sept pays africains.}, shorttitle = {La formation professionnelle en secteur informel}, language = {French}, institution = {Agence Française de Développmement}, author = {Walther, Richard and Filipiak, Ewa}, year = {2007}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:2RLDNXMH 2317526:DEESIG58}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQv:f2-H-fr, C:Angola, C:Benin, C:Cameroun, C:Ethiopia, C:Morocco, C:Senegal, CLL:fr, publicImportV1}, } @techreport{walther_document_2006, address = {Paris, France}, title = {Document de {Travail} - {La} formation en secteur informel: {Note} de problématique}, language = {French}, number = {15}, institution = {Agence Française de Développement}, author = {Walther, Richard}, year = {2006}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:9XLP2DNC 2317526:N4U8VVCW}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, -RRQ:H:final, -RRQ:U:final, C:Benin, C:Cameroon, C:Morocco, C:Senegal, C:South Africa, CLL:fr, publicImportV1}, } @techreport{atchoarena_private_2002, address = {Paris}, title = {Private {Technical} and {Vocational} {Education} in {Sub}-{Saharan} {Africa}: {Provision} {Patterns} and {Policy} {Issues}. {New} {Trends} in {Technical} and {Vocational} {Education}}, shorttitle = {Private technical and vocational education in sub-{Saharan} {Africa}}, url = {https://eric.ed.gov/?id=ED480333}, abstract = {The private provision trend in technical and vocational education (TVE) in sub-Saharan Africa occurred as the deterioration of state-run TVE systems in the region created a market niche for private providers. While advocates of deregulation believe the adoption of market principles in TVE will lead to greater efficiency and effectiveness, private providers have emerged in an uncoordinated and unmonitored fashion. A literature review and case studies of two countries Senegal and Mali led to some of the following key findings: (1) in some countries the majority of TVE students are enrolled in private institutions; (2) a large number of private TVE institutions operate illegally; (3) private provision concentrates on the service and commercial trades; and (4) the private sector may operate with lower costs and be more responsive to the labor market, but they do not provide much job-related training or include work-experience programs. Some of the policy issues are as follows: (1) simplifying procedures for establishing private TVE institutions facilitates their growth but is not sufficient to prevent the growth of an illegal sector; (2) the lack of regulation for private TVE institutions raises complex issues regarding the mechanisms required to ensure quality and protect consumers against abuses; and (3) for private TVE to succeed, students and the programs themselves must receive some public funding and develop relationships with industry. (Includes 84 references.) (MO)}, language = {en}, institution = {International Institute for Educational Planning}, author = {Atchoarena, David and Esquieu, Paul}, year = {2002}, note = {KerkoCite.ItemAlsoKnownAs: 2129771:GYDI5ALR 2317526:87DIRPTS LOCAL-eric:ED480333}, keywords = {-FullBiblioUHMLgen, -RRQ:H:final, A:Sub-Saharan Africa, C:Mali, C:Senegal, CA:AandC, CC:Mali, CC:Senegal, CL:de, CL:en, CLL:en, CLS:en, CT:A, CT:C, CT:F, CT:P, CT:Q, CT:R, CT:T, Case Study, F:policy, F:regulation, P:mechanic, P:services, Q:Postsecondary Education, R:case study, R:literature review, T:TVET, T:Training, T:vocational school, Z:Case Studies, Z:Compliance (Legal), Z:Education Work Relationship, Z:Educational Development, Z:Educational Finance, Z:Educational Policy, Z:Educational Quality, Z:Federal Regulation, Z:Foreign Countries, Z:Free Enterprise System, Z:Government Role, Z:Government School Relationship, Z:Postsecondary Education, Z:Private Education, Z:Proprietary Schools, Z:Public Education, Z:Quality Control, Z:School Business Relationship, Z:Vocational Education, Z:Vocational Schools, publicImportV1, ⛔ No DOI found}, } @misc{noauthor_educational_nodate, title = {Educational {Research} {Network} for {West} and {Central} {Africa} {\textbar} {Home}}, url = {http://www.ernwaca.org/web/}, urldate = {2018-11-28}, note = {UA-9c8aadb5-273b-4f7b-b15c-814e738c6720 KerkoCite.ItemAlsoKnownAs: 2129771:B2C4NZDA 2317526:6A8IVWIX}, keywords = {-FullBiblioUHMLgen, -GeneralCitations, CC:Benin, CC:Cameroun, CC:Congo, CC:Gambia, CC:Ghana, CC:Guinée, CC:Ivory Coast, CC:Mali, CC:Nigeria, CC:Senegal, CC:Sierra Leone, Networks, Togo, publicImportV1}, } @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}, }