Human Resource Development Strategy for South Africa (2010-2030) - Government of South Africa
UA-f0419c20-b771-4c74-ba8f-7a9454103f9e KerkoCite.ItemAlsoKnownAs: 2129771:MM5ZQQR6 2317526:XDJZMLJF
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; publicImportV1

Integrated strategic planning framework for teacher education and development in South Africa, 2011-2025 - Government of South Africa (Department of Basic Education, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:33373HWY 2317526:GEB5KEP4
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Education; Education and state; Teachers; Training of; publicImportV1

National Policy on Community Education and Training Colleges - Government of South Africa (2015)
UA-c934d266-f205-45a0-a9e3-e144ec21abcf KerkoCite.ItemAlsoKnownAs: 2129771:S5XPV9GQ 2317526:SLS2TTI3
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; publicImportV1

NQF Act nº67, 2008 - National Qualifications Framework - Government of South Africa (2009)
To provide for the National Qualifications Framework; to provide for the responsibilities of the Minister of Education and the Minister of Labour; to provide for the South African Qualifications Authority; to provide for Quality Councils; to provide for transitional arrangements; to repeal the South African Qualifications Authority Act, 1995; and to provide for matters connected therewith.
UA-d4ff8ae5-bccd-42b5-9b9d-185af4304c87 KerkoCite.ItemAlsoKnownAs: 2129771:4H3DWEXY 2317526:RJ6IDATN
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Qualification Framework; publicImportV1

Regulation on the Assessment Process and Procedures for Adult Education and Training (AET) - NQF Level 1 - Government of South Africa (2013)
UA-7a419a3c-dc3e-4636-855a-a3892e5a20b8 KerkoCite.ItemAlsoKnownAs: 2129771:IFI3Y6WR 2317526:9H4IERYD
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Qualification Framework; publicImportV1

UMALUSI - Government of South Africa
Library Catalog: www.umalusi.org.za KerkoCite.ItemAlsoKnownAs: 2129771:DYCZM4ZK

Ministry of Education, Science and Technology - Government of Tanzania
UA-eb9cd5c2-fda9-4cd6-8582-aefd81146e2c KerkoCite.ItemAlsoKnownAs: 2129771:FYFIHGKE 2317526:G962RLZW
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Tanzania; publicImportV1

Vocational Education and Training Authority - Government of Tanzania
The Vocational Education and Training Authority (VETA) is an autonomous Government Agency established by an Act of Parliament in 1994 (Cap 82 Revised edition 2006). The overall objective of VETA is to oversee the Vocational Education and Training system in Tanzania by coordinating, regulating, financing and providing of Vocational Education and Training in Tanzania.
UA-7ed1d701-753a-471d-a1d2-c1e0a089d1c3 KerkoCite.ItemAlsoKnownAs: 2129771:P6DW8U5M 2317526:QTH5R2NU
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Tanzania; publicImportV1; tVET Key_institution

BTVET Act - Business, Technical, Vocational Education Act and Training Act - Government of Uganda (2008)
UA-3bb9182e-8e45-4a62-accc-6e180fb22c9f KerkoCite.ItemAlsoKnownAs: 2129771:3TVXXDG8 2317526:EL3XYKS7
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Directorate of Industrial Training - Government of Uganda
UA-2c88b36e-9292-4c92-a377-3f59acdea211 KerkoCite.ItemAlsoKnownAs: 2129771:BFZ23SZT 2317526:SANMEZCB
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Evaluating and improving the quality of education - Part 6: How we inspect. A guide to external evaluation - Government of Uganda (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:V5NC2VCC 2317526:BTCJ68NK
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; National Standards; publicImportV1

Formal Education Pathways (Uganda) - Government of Uganda
KerkoCite.ItemAlsoKnownAs: 2129771:EAIS8L4K 2317526:R2DV7M6X
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Gender in Education Policy - Government of Uganda (2016)
UA-9e3445e4-27e0-4bb3-8fc9-87582a923f5c KerkoCite.ItemAlsoKnownAs: 2129771:SB7VVPSG 2317526:AVECW5AI
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Guidelines for licensing and regulating private schools - Government of Uganda (2013)
UA-7f7feb58-efb3-4047-b1b6-14c51747534d KerkoCite.ItemAlsoKnownAs: 2129771:968D6A4X 2317526:AP3KURJ7
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Ministry of Education and Sports - Government of Uganda
UA-5b164912-d3d1-4148-ad61-2f0001e42a20 KerkoCite.ItemAlsoKnownAs: 2129771:ZGV2LLMT 2317526:KDSYSSZ3
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

UBTEB rules on the assessment of competences and conduct of business, technical and vocational examinations in Uganda - Government of Uganda (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:7R66QFK4 2317526:P6V2SGQI
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Uganda BTVET Portal - Government of Uganda
UA-828eec28-f086-4b7e-bc3b-e7701727bb1d KerkoCite.ItemAlsoKnownAs: 2129771:I32K8295 2317526:BYMUPW8Y
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Uganda Vocational Qualifications Framework (UVQF) Summary of Generic Level Descriptors - Government of Uganda (Directorate of Industrial Training, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:AS2NGQU8 2317526:NCF9TRC7
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Duale Berufsausbildung in Deutschland - GOVET (BIBB - Duale Berufsausbildung in Deutschland)
Das Bundesinstitut für Berufsbildung (BIBB) ist das anerkannte Kompetenzzentrum zur Erforschung und Weiterentwicklung der beruflichen Aus- und Weiterbildung in Deutschland.
Library Catalog: www.bibb.de KerkoCite.ItemAlsoKnownAs: 2129771:KM9FTHZ3

Role of Technical Teachers in Public Relations towards Optimizing Students’ Enrollment in Technical and Vocational Education Training in Nigeria - Gowon Kerter Eric; Auta Mohammed Adamu; Ibeneme Ogochukwu (International Journal of Social Sciences & Educational Studies, 2019)
This study was undertaken to investigate the role of technical teachers in public relations towards optimizing students’ enrolment in TVET programmes in Nigeria. Two specific objectives and corresponding research questions were generated with a null hypothesis formulated respectively to guide the study. Descriptive survey design approach was adopted for the study. A 30 item questionnaire structured in a five point rating scale was used to collect data for the study. The instrument was face validated by three experts and a reliability coefficient of 0.79 was obtained with Cronbach’s Alpha coefficient method. The population of this study was 216 respondents made up of 36 technical teachers teaching in the three Government Science and Technical Colleges, Federal Science and Technical Colleges and a Vocational Centre within the study area, 180 NTC III and NVC III students of the colleges/centre. The population for this study was manageable; hence, there was no sampling and sampling techniques in this study. The entire population was used as sample in the study. Data were analyzed using mean and standard deviation to answer the research questions, while z-test statistics was used to test the hypothesis at 0.05 level of significance. The findings of this study revealed among others the public relation activities practiced by technical teachers in Adamawa State colleges/centre such as; granting audience to the press on TVET programmes; creating awareness of TVET through community organizations, reaching parents through newsletter and contacts of technical teachers with alumni members. Strategies such as technical teachers visiting religious and social gathering to create public awareness on the need for TVET enrollment with gender equity, exhibits departmental work displayed at stores, fairs and festivals were revealed as those public relation role which technical teachers can play to improve students’ enrollment. Consequently, it was recommended among others that technical teachers should be actively involved in public relations activities to inform the school and the larger community on the career viability of the range of TVET programmes offered, so men and women can make informed vocational selection.
KerkoCite.ItemAlsoKnownAs: 10.23918/ijsses.v5i4p140 2129771:6VXUQU2R 2129771:VPI4SX3V

An Outcomes Evaluation of the School Feeding Project Implemented By Caritas Zimbabwe at Chirongwe Primary School, Masvingo Province - Gozo, Shingiriro Persistance (Lupane State University, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:9WZLE3ET 4502395:IJ8IZCPX 4502395:K2XTKKN5

Adopted Resolutions – Global Privacy Assembly - GPA
KerkoCite.ItemAlsoKnownAs: 4804264:WJFL27J4
Keywords: Final_citation; existing

Sierra Leone teacher & school MIS developments: Sierra Leone Education Attendance Monitoring System (SLEAMS) and Teacher Records Management (TRM) system - Graham, Hannah (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:CZCVZEPG 2339240:KB3DUZXF 2405685:5NEC3AR4
Keywords: _C:Sierra Leone SLE

Sierra Leone Education Attendance Monitoring System (SLEAMS) Final Technical Report - Graham, Hannah; Kawa, Muniru; Lee, Philip; Malyon, Stephanie; Hayward, Harry; Conteh, Sheriff; Chandia, Gloria (Charlie Goldsmiths Associates, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:ZPDPUFYQ 2339240:M68LGCE7 2405685:FTT9TD2Y
Keywords: _C:Sierra Leone SLE

Pandemic underscores gross inequalities in South Africa, and the need to fix them - Graham, Lauren (The Conversation, 2020)
While small businesses will be partially cushioned by government support measures, there's no support for the most vulnerable workers.
Library Catalog: theconversation.com KerkoCite.ItemAlsoKnownAs: 2129771:HT28YU32

Towards a study of information geographies: (im)mutable augmentations and a mapping of the geographies of information: Towards a study of information geographies - Graham, Mark; De Sabbata, Stefano; Zook, Matthew A. (Geo: Geography and Environment, 2015)
KerkoCite.ItemAlsoKnownAs: 10.1002/geo2.8 2129771:49AW5IX5
Keywords: Digital Divide; Geoweb; augmented realities; immutable mobiles; information geography

Basic Education and Employment - Grant, Catherine (2016)
This review provides a summary of existing research on: What are the different employment outcomes and cost effectiveness differences between public vs. private basic education (primary and lower secondary) in low and middle income countries and what accounts for any difference (disaggregated by gender as appropriate)? Do either private or public education systems focus more greatly on providing students with foundation skills (literacy and numeracy skills) and does this have an impact on employment outcomes? What is the relative value for money of basic child education (primary and lower secondary) vs. programmes focusing on providing foundation skills e.g. to out of school youth, if the main benefit measure is higher skilled/waged employment? This report is not a systematic review, but aims to capture a substantial portion of the literature offering evidence on this topic, including the most important and useful papers to guide policy-making. It provides an annotated bibliography of the literature, followed by an evidence summary table assessing the literature according to DFID’s ‘strength of evidence’ guidelines
Accepted: 2017-07-06T10:47:22Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:8RCVTK3K 4869029:B9LC52CU
Keywords: ⛔ No DOI found

Behaviour change approaches for social norms regarding gender - Grant, Catherine (2017)
This report aims to inform a project which will set up self-help groups for young men from deprived urban areas in developing countries. The project will deliver an open-source course or set of materials using the most appropriate format for community level mobilisers to equip themselves to facilitate a series of ‘courageous conversations’ amongst young men to spur critical thinking about gender roles and social norms. It aims to equip them to lead their own groups looking at harmful masculinities and the impact this has on their behaviour. A literature search was conducted looking for examples of community level support programmes which effectively used dissemination methods to enable these programmes to be self-managed and self-led. The subject area was widened to include self-help groups with other purposes using a variety of methods. There are many different ways in which different groups equip people to lead their own development and learning with others, thus enabling peer support and development without requiring trained facilitators to be physically present. This report considers social norms to be ‘shared beliefs about what is typical and appropriate behaviour in a valued reference group.
Accepted: 2017-07-06T10:49:15Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:KIBPA7P3 4869029:YVJ6LTMT
Keywords: ⛔ No DOI found

The Contribution of Education to Economic Growth - Grant, Catherine (2017)
There are many reasons why education is important, this report focuses on its contribution to economic growth and outcomes. Education ‘can be defined as the stock of skills, competencies, and other productivity-enhancing characteristics’ (WEF 2016). In general, education—as a critical component of a country’s human capital—increases the efficiency of each individual worker and helps economies to move up the value chain beyond manual tasks or simple production processes (WEF 2016). Human capital has long been considered the most distinctive feature of the economic system and further work has proven the impact of education on productivity growth empirically. The World Economic Forum 2016 suggested three channels through which education affects a country’s productivity. First, it increases the collective ability of the workforce to carry out existing tasks more quickly. Second, secondary and tertiary education especially facilitate the transfer of knowledge about new information, products, and technologies created by others (Barro and Lee 2010). Finally, by increasing creativity it boosts a country’s own capacity to create new knowledge, products, and technologies. There is a wealth of literature on this topic, showing the long held expectation that human capital formation (a population’s education and health status) plays a significant role in a country’s economic development. Better education leads not only to higher individual income but is also a necessary (although not always sufficient) precondition for long-term economic growth (IIASA 2008). Woessmann 2015 surveys the most recent empirical evidence stating that it shows the crucial role of education for individual and societal prosperity. Education is a leading determinant of economic growth, employment, and earnings. Ignoring the economic dimension of education would endanger the prosperity of future generations, with widespread repercussions for poverty, social exclusion, and sustainability of social security systems (Woessman 2015). For every US$1 spent on education, as much as US$10 to US$15 can be generated in economic growth (UNESCO 2012). If 75% more 15-year-olds in forty-six of the world’s poorest countries were to reach the lowest OECD benchmark for mathematics, economic growth could improve by 2.1% from its baseline and 104 million people could be lifted out of extreme poverty (UNESCO 2012).
Accepted: 2017-07-20T15:39:07Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:UJ8STPHE 4869029:LLQZCR8W
Keywords: ⛔ No DOI found

The Impact of School Health Programmes - Grant, Catherine (2017)
This report focuses on the impact of school health programmes. School health programmes can cover both the prevention and treatment of disease and malnutrition in a school setting (Snilstveit et al 2016). These services are designed to promote students' physical, cognitive, and social development. Effective school health programmes are broadly considered to be cost-effective. They build on existing health infrastructure and community partnerships, as well as a skilled workforce in schools (UNICEF 2000). This report focuses on four main areas of impact: enrolment (section 2); retention/dropout of students (section 3); learning outcomes (section 4), and health and nutritional benefits of students, families and communities (section 5). The report is divided into impacts at the primary, secondary and tertiary levels where this information was available, but a lot of the literature focused on schools in general. There was more evidence on school health programmes in primary schools than in secondary schools and very little literature found on the impact of health programmes in tertiary education.
Accepted: 2017-09-08T16:02:52Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:IFH88U6Q 4869029:FJJRE8KP
Keywords: ⛔ No DOI found

A typology of reviews: an analysis of 14 review types and associated methodologies - Grant, Maria J.; Booth, Andrew (Health Information & Libraries Journal, 2009)
Background and objectives: The expansion of evidence-based practice across sectors has lead to an increasing variety of review types. However, the diversity of terminology used means that the full potential of these review types may be lost amongst a confusion of indistinct and misapplied terms. The objective of this study is to provide descriptive insight into the most common types of reviews, with illustrative examples from health and health information domains. Methods: Following scoping searches, an examination was made of the vocabulary associated with the literature of review and synthesis (literary warrant). A simple analytical framework—Search, AppraisaL, Synthesis and Analysis (SALSA)—was used to examine the main review types. Results: Fourteen review types and associated methodologies were analysed against the SALSA framework, illustrating the inputs and processes of each review type. A description of the key characteristics is given, together with perceived strengths and weaknesses. A limited number of review types are currently utilized within the health information domain. Conclusions: Few review types possess prescribed and explicit methodologies and many fall short of being mutually exclusive. Notwithstanding such limitations, this typology provides a valuable reference point for those commissioning, conducting, supporting or interpreting reviews, both within health information and the wider health care domain.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-1842.2009.00848.x Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1471-1842.2009.00848.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2009.00848.x 2405685:4QUG24KV 2405685:CMA32K5M 2534378:Z2PSQF5J

Future-Proofing Teacher Education: Voices from South Africa and Beyond - Gravett, Sarah; Petersen, Nadine (Routledge, 2022)
KerkoCite.ItemAlsoKnownAs: 10.4324/9781003185499 2129771:CV5DTCQE

The use of learning technologies in complementary medicine education: Results of a student technology survey - Gray, Alastair C.; Diezel, Helene; Steel, Amie (Advances in Integrative Medicine, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.aimed.2019.04.001 2129771:88KK2FW2 2129771:V3A4FDVG
Keywords: __C:filed:1

Build Back Better: our plan for growth - Great Britain; Treasury (2021)
OCLC: 1246508765

Education, Equality and Social Cohesion: A distributional approach - GREEN, ANDY; PRESTON, JOHN; SABATES, RICARDO (Compare: A Journal of Comparative and International Education, 2003)
Promoting social cohesion through education has re-emerged as an important policy objective in many countries during the past decade. But there is little clarity in policy discussions about what social cohesion means and how education may affect it. In this article we distinguish between social capital and societal cohesion and argue that education acts in differential ways on each. Using comparative, cross-country analysis, we develop a 'distributional model' which shows the relationship between equality of educational outcomes and various measures of social cohesion. In the final part of the article we discuss theories explaining the cross-country trends and variations in educational inequality and social inheritance in education, and argue that education system characteristics, such as degrees of 'comprehensiveness' in secondary schooling, may be an important factor in both. We conclude by arguing that policies to increase social cohesion through education must pay more attention to the reduction of educational equality than they currently do.
Publisher: Routledge _eprint: https://doi.org/10.1080/0305792032000127757 KerkoCite.ItemAlsoKnownAs: 10.1080/0305792032000127757 2129771:5CZ7U3F6

Education, Equity and Social Cohesion: A Distributional Model. Wider Benefits of Learning Research Report - Green, Andy; Preston, John; Sabates, Ricardo (The Centre for Research on the Wider Benefits of Learning, Institute of Education, 20 Bedford Way, London WC1H 0AL (5 British pounds), 2003)
The effects of education on social cohesion at the societal level were examined. First, a theoretical analysis and critique of models in the existing international and comparative literature on education, social capital, and social cohesion was conducted. The analysis resulted in development of a new hypothetical model relating skills distribution to social cohesion. Cross-national, quantitative research techniques were used to test the model on aggregated data for 15 countries from the World Values Survey, International Adult Literacy Survey, and Interpol crime statistics. The analysis established that societal cohesion is different, although related, to the community-level cohesion typically investigated in social capital research. The new "distributional" model therefore hypothesized a relation between education and societal cohesion based on distribution of educational outcomes rather than average levels of education. The analysis based on the new model established that Germany, Portugal, and the United States have the lowest scores on social cohesion, and the Netherlands, Denmark, and Norway have the highest. Measures of inequality in educational outcomes were higher in English-speaking countries and in some northern continental and Nordic countries. The analysis confirmed the hypothetical relationship between educational equality and societal cohesion. (Eight figures/tables are included. The bibliography lists 93 references. An explanation of the country indicators' derivation is appended.) (MN)
ISBN: 9781898453383 ERIC Number: ED478332 KerkoCite.ItemAlsoKnownAs: 2129771:QXD4QDIT
Keywords: Access to Education; Comparative Education; Crime; Developed Nations; Educational Attainment; Educational Research; Equal Education; Foreign Countries; Literature Reviews; Models; Multivariate Analysis; Outcomes of Education; Research Methodology; Role of Education; Skill Development; Social Capital; Social Integration; Social Science Research; Sociology

IPDCTalks - Speaker Cable Green's full speech on SDG 4: Education (2016)
Up to two third of college and university students in the US can’t afford their school books,' says IPDC Talks speaker Cable Green (Director of Open Education at Creative Commons). In his presentation during the IPDC Talks, Cable Green elaborates on the importance of access to information for SDG4 Education. Watch presentations from other IPDC Talks speakers on https://www.facebook.com/netherlands....
KerkoCite.ItemAlsoKnownAs: 2129771:QQXHVQ8K 261495:JBS85BRV

The Promise of Access: Technology, Inequality, and the Political Economy of Hope - Greene, Daniel (The MIT Press, 2021)
"Based on fieldwork at three distinct sites in Washington, DC, this book finds that the persistent problem of poverty is often framed as a problem of technology"–
KerkoCite.ItemAlsoKnownAs: 2129771:E87BYIUK 2129771:SZ82RSXJ
Keywords: Computer literacy; Digital divide; Knowledge economy; Poverty; Social aspects; Technology and state; Washington (D.C.)

Social scholarship revisited: Changing scholarly practices in the age of social media - Greenhow, Christine; Gleason, Benjamin; Staudt Willet, K. Bret (British Journal of Educational Technology, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12772 10/gf62hn 2129771:4HA2UUNT 2129771:DSW48TVN
Keywords: __C:filed:1

Digital Transformation at Scale: Why the Strategy Is Delivery. - Greenway, Andrew (LONDON Publishing PARTNER, 2018)
Organisations that grew up on the web have changed our attitude to the services we rely on every day. We expect them to work, be simple, cheap or free. They have done this by perfecting new technologies, practices, cultures and business models. However, organizations founded before the Internet aren't keeping pace - despite spending millions on IT. Faced with the digital revolution, many people working in large organisations instinctively see its consequences as another layer of complexity. To some of them, `digital' promises a better fax machine, a quicker horse, a brighter candle. In fact, digital is about applying the culture, practices, business models and technologies of the Internet era to respond to people's raised expectations. It is not a new function. It is not even a new way of running the existing functions of an organisation, whether those are IT or communications. It is a new way of running organisations. A successful digital transformation makes it possible not only to deliver products and services that are simpler, cheaper and better, but for the organisation as a whole to operate effectively in the online era. This book is a guide to building a digital institution. Based on experience and not theory it explains how a growing band of reformers in businesses and governments around the world have helped their organisations pivot to this new way of working, and what lessons others can learn from their experience. It is based on the authors' experience designing and helping to deliver the UK government's successful `Government Digital Service'. The GDS was a new institution made responsible for the digital transformation of government, designing public services for the Internet era. It snipped GBP4 billion off the government's technology bill, opened up public sector contracts to thousands of new suppliers, and delivered online services so good that citizens chose to use them over the offline alternatives, without a big marketing campaign. Other countries, and private sector companies too, took note. Here is a simple map to navigate a path through the blockers, buzzwords and bloody-mindedness that doom analogue organisations.
OCLC: 1024230007 KerkoCite.ItemAlsoKnownAs: 2129771:3H5APF92 2129771:9ENIABPD 2129771:U3NRVET2 2129771:WAC3SRJT 2129771:Y9WDGRVJ
Keywords: ⛔ No DOI found

Digital Transformation at Scale: Why the Strategy Is Delivery [2nd edition] - Greenway, Andrew; Terrett, Ben; Bracken, Mike; Loosemore, Tom (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:27PSJSLQ 2129771:K5UIN5L9

Steuerungsformen von Erwerbsqualifizierung und die aktuelle Perspektive europäischer Bildungspolititk - Greinert, W (Reihe Jugend und Arbeit - Positionen, Bertelsmann Stiftung, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:A9TNUVLU 2317526:29656KJ3

Systematic review searches must be systematic, comprehensive, and transparent: a critique of Perman et al - Greyson, Devon; Rafferty, Ellen; Slater, Linda; MacDonald, Noni; Bettinger, Julie A.; Dubé, Ève; MacDonald, Shannon E. (BMC Public Health, 2019)
A high quality systematic review search has three core attributes; it is systematic, comprehensive, and transparent. The current over-emphasis on the primacy of systematic reviews over other forms of literature review in health research, however, runs the risk of encouraging publication of reviews whose searches do not meet these three criteria under the guise of being systematic reviews. This correspondence comes in response to Perman S, Turner S, Ramsay AIG, Baim-Lance A, Utley M, Fulop NJ. School-based vaccination programmes: a systematic review of the evidence on organization and delivery in high income countries. 2017; BMC Public Health 17:252, which we assert did not meet these three important quality criteria for systematic reviews, thereby leading to potentially unreliable conclusions. Our aims herein are to emphasize the importance of maintaining a high degree of rigour in the conduct and publication of systematic reviews that may be used by clinicians and policy-makers to guide or alter practice or policy, and to highlight and discuss key evidence omitted in the published review in order to contextualize the findings for readers. By consulting a research librarian, we identified limitations in the search terms, the number and type of databases, and the screening methods used by Perman et al. Using a revised Ovid MEDLINE search strategy, we identified an additional 1016 records in that source alone, and highlighted relevant literature on the organization and delivery of school-based immunization program that was omitted as a result. We argue that a number of the literature gaps noted by Perman et al. may well be addressed by existing literature found through a more systematic and comprehensive search and screening strategy. We commend both the journal and the authors, however, for their transparency in supplying information about the search strategy and providing open access to peer reviewer and editor’s comments, which enabled us to understand the reasons for the limitations of that review.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12889-018-6275-y 2129771:MSW2UFXK
Keywords: Immunization; Narrative review; Scholarly communication; School; Search methodology; Systematic review; Vaccination

Education Coverage in Sierra Leone - GRID3 (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:982SWX54
Keywords: _C:Luxembourg LUX; _C:Sierra Leone SLE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Apps as learning tools: a systematic review - Griffith, Shayl F.; Hagan, Mary B.; Heymann, Perrine; Heflin, Brynna H.; Bagner, Daniel M. (Pediatrics, 2020)
Publisher: Am Acad Pediatrics KerkoCite.ItemAlsoKnownAs: 10.1542/peds.2019-1579 2129771:722X6RAE
Keywords: __C:filed:1

TVET teacher education in Africa - Grijpstra, Douwe (2015)
This study has three broad objectives. Firstly, it seeks to compare experiences on the education and training of Technical and Vocational Education and Training (TVET) teachers in South Africa, Egypt, Ghana, Tanzania, and Cameroon. Secondly, it seeks to get input from inspiring practices from European Member States. Lastly, policy pointers should be proposed for further action. This study was commissioned as part of the South Africa - EU Strategic Partnership sectoral policy dialogue in education. Data was collected between December 2014 and September 2015. The study serves as input to that policy dialogue, in particular in relation to the education and training of upper secondary and higher TVET teachers working in institution-based TVET providers in the formal public education system. Teachers are the most important in-school factor influencing the quality of student learning and the training of teachers is the key issue in this report. However, able practitioners do not necessarily reach their potential without appropriate support nor without being sufficiently professionally challenged and rewarded. The quality of TVET teaching also depends on other factors, such as the teacher's persona; the TVET organisation (at school or college level) and the wider TVET system (national structures related to TVET of which TVET teacher education is an important element). The main research activities consisted of desk research; interviews; country studies; and comparative analysis and reporting. To validate the findings and ensure a practical link to further dissemination of the results, policy workshops were organised with policymakers in the participating countries. In this summary, key conclusions are discussed per topic. For each topic, policy pointers are presented.
KerkoCite.ItemAlsoKnownAs: 2129771:S3TWILSU 2317526:E5TP2GEZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Cameroon; C:Egypt; C:South Africa; C:Tanzania; CLL:en; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Learning and teaching with mobile devices: an approach in higher secondary education in Ghana - Grimus, Margarete; Ebner, Martin (International Journal of Mobile and Blended Learning, 2015)
While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods–specifically those involving the use of mobile-phones for both formal and informal learning–hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.
Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 2534378:5KLKWTMM 2534378:KZNNQLJ5 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871575620?accountid=9851
Keywords: ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Faculty Development; Feedback (Response); Foreign Countries; Ghana; Handheld Devices; Online Surveys; Secondary Education; Semi Structured Interviews; Student Attitudes; Teacher Attitudes; Technical Education; Technology Uses in Education; Telecommunications; Workshops; __:import:03; __:match:final; __:matched; __:study_id:2096257; ___working_potential_duplicate; __finaldtb

Deploying an e-Learning Environment in Zanzibar: A Short Guide - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
In April 2020, the MoEVT and the World Bank approached the EdTech Hub to explore the feasibility of implementing a Virtual Learning Environment (VLE). The parties agreed on three deliverables to support this work. 1. A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. 2. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. 3. An implementation plan to guide the deployment of an e-learning system in Zanzibar. This presentation deck is the third deliverable.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3971656 2129771:YZIID28Y 2405685:85C5HVC7 2405685:I86XXKMH 2339240:WYT4QCIW 2339240:7P4VDPLY
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode; publishPDF

Deploying an e-learning Environment in Zanzibar: Digital Content Curation - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
In April 2020, the Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank approached the EdTech Hub (the Hub) to explore the feasibility of implementing a Virtual Learning Environment (VLE). The MoEVT, the World Bank and the Hub agreed that the Hub would work with the MoEVT to develop: A practical and actionable report analysing key factors to be considered in deploying an e-learning platform in Zanzibar. A report documenting the process of sourcing appropriate digital content, aligning this content with the curriculum and populating the e-learning system accordingly. An implementation plan to guide the deployment of the e-learning system. This document addresses part two of the request and is an elaboration of the digital content selection, curation and adaptation process suggested in the first report. However, this document is a stand-alone piece that does not require familiarity with any of the other deliverables.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3966976 2129771:XMGQ4JQJ 2339240:L5RLM582 2405685:T2W7MU3K 2405685:ZI8PHKCC 2339240:R72E853W
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Deploying an e-Learning Environment in Zanzibar: Feasibility Assessment - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
The Zanzibar Ministry of Education and Vocational Training (MoEVT) and the World Bank (the Bank) approached the EdTech Hub (the Hub) in April 2020 to explore the feasibility of implementing a Virtual Learning Environment (VLE). The Hub was requested to focus primarily on the deployment of a VLE in lower secondary education, and this report consequently focuses primarily on this group. The report is structured in four sections: An introduction to provide the background and guiding principles for the engagement with a short overview of the methodology applied. An analysis of the Zanzibar education system with a particular focus on elements relevant to deploying a VLE. This includes the status of ICT infrastructure, and a summary of the stakeholders who will play a role in using or implementing a VLE. A third section that discusses types of VLEs and content organisation, and their applicability to the Zanzibar ecosystem. A conclusion with recommendations for Zanzibar, including short- and long-term steps. In this collaboration with Zanzibar’s MoEVT, the Hub team sought to understand the purpose of the proposed VLE. Based on discussions and user scenarios, we identified two main education challenges a VLE may help to resolve. In the short term, students cannot go to school during the COVID-19 crisis, but need access to educational content. There is content, but no flexible and versatile platform to disseminate content to all students. In the long term, a mechanism to provide students with access to quality, curriculum-aligned content in school, or remotely, is required.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3941727 2129771:KLLMDHKK 2405685:K7JDL4IL 2339240:Y5Z46TRU
Keywords: C:Tanzania; H:Online learning; LP: English; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode; publishPDF

Implementing a Virtual Learning Environment: A Short Guide for Zanzibar - Groeneveld, Caspar; Kibga, Elia; Kaye, Tom (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:JAJ7XNRW 2339240:WYT4QCIW 2405685:I86XXKMH
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

SWOT Analysis of the Kenya Education Cloud - Groeneveld, Caspar; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:I6AV5KMC
Keywords: Final_citation; cited; existing

SWOT Analysis of the Kenya Education Cloud - Groeneveld, Caspar; Kimenyi, Eric; Kaye, Tom (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:LSCJ2AJX 2405685:UMJTLGUE DOI:10.5281/zenodo.4486279 2339240:WW642LX9
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 5: Final report - Groeneveld, Caspar; Michels, Guillaume; Kaye, Tom (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:D9MV4ND2
Keywords: Final_citation; cited; existing

Developing a Proof of Concept for a Regional Learning Hub for Eastern and Southern Africa Part 5: Final report - Groeneveld, Caspar; Michels, Guillaume; Kaye, Tom (EdTech Hub, 2022)
In 2021 the UNICEF Eastern and Southern Africa Regional Office (ESARO), UNESCO, UNHCR, the Inter-agency Network for Education in Emergencies (INEE) and EdTech Hub began collaborating to develop a Regional Learning Hub (RLH). The aim of the RLH is to create a platform to provide teaching and learning content aligned to the curricula of different countries in the region that is appropriate to local contexts. The RLH is envisaged as a platform where digital learning content has been pre-aligned with national curricula to enable use by governments and education stakeholders to facilitate quick selection of content for educational use in their regions. This document is the fifth and final report on the development of a proof of concept for the Hub. We recommend beginning with this document and then moving to any of the remaining four reports, depending on your interest: Inception report User research Skills taxonomy Content curation An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5795656 10.53832/edtechhub.0079 2129771:EKJY3WMX 2405685:5XBMPDX6
Keywords: _r:AddedByZotZen

Randomized trials with missing outcome data: how to analyze and what to report - Groenwold, Rolf HH; Moons, Karel GM; Vandenbroucke, Jan P. (Canadian Medical Association Journal, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1503/cmaj.131353 2129771:J5YNSL5W 2486141:5JB2CPE3
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

A Content Analysis of Teaching and Learning in a 1: 1 K-12 Tablet Environment as Evidenced by Student Achievement and Pedagogy - Grogan, Kelly (Lamar University-Beaumont, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:Z8J5H67Y
Keywords: __C:filed:1

Twenty years of implementation research - Grol, Richard; Jones, Roger (Family practice, 2000)
KerkoCite.ItemAlsoKnownAs: 10.1093/fampra/17.suppl_1.S32 2129771:XE2QRP7N

Twenty years of implementation research - Grol, Richard; Jones, Roger (Family practice, 2000)
KerkoCite.ItemAlsoKnownAs: 10.1093/fampra/17.suppl_1.S32 2129771:DG7S5FTW 4869029:NJ2PBBHT

Decentralization and educational performance: evidence from the PROHECO Community School Program in rural Honduras - Gropello, Di; Emanuela; Marshall, Jeffery H. (Education Economics, 2011)

How Finland Is Teaching a Generation to Spot Misinformation - Gross, Jenny (The New York Times, 2023)
The Nordic country is testing new ways to teach students about propaganda. Here’s what other countries can learn from its success.
KerkoCite.ItemAlsoKnownAs: 10.2307/jj.1357298 4804264:9A36QEXF 4804264:ZLHHYTMK
Keywords: Education (K-12); Europe; Final_citation; Finland; News and News Media; Open Society Foundations; Rumors and Misinformation; Social Media; Teachers and School Employees; anystyle; existing

Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers’ valueadded scores - Grossman, P.; Loeb, S.; Cohen, J.; Wyckoff, J. (American Journal of Education, 2013)

Community-Directed Interventions for Priority Health Problems in Africa: Results of a Multicountry Study - Group, The C.D.I.Study (Bulletin of World Health Organization, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:B64ZMR3S 2129771:MIZREVBI 2486141:5YRMUVJZ
Keywords: ⛔ No DOI found

Community-directed interventions for priority health problems in Africa: results of a multicountry study - Group, The C.D.I.Study (Bulletin of the World Health Organization, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:4GDFSCPN 2129771:BTASB7JF 2486141:8K5XMMVL
Keywords: ⛔ No DOI found

The World Bank Group A to Z 2015 - Group, World Bank (World Bank Publications, 2014)
Note: Information in this title reflected the institution at the time of publication and may be subject to change... The World Bank Group (also known as the "Bank Group") is the largest anti-poverty institution in the world, offering loans, advice, knowledge, and an array of customized resources to more than 100 developing countries and countries in transition. Established in 1944 and headquartered in Washington DC, the Bank Group is a specialized agency of the United Nations that is made up of 188 member countries. It works with country governments, the private sector, civil society organizations (CSOs), regional development banks, think tanks, and other international institutions on a range of issues–from climate change, conflict, and food crises to education, agriculture, finance, and trade–with the sole purpose of meeting two goals: ending extreme poverty by 2030 and boosting shared prosperity of the bottom 40 percent of the population in all developing countries. The World Bank Group A to Z provides ready-reference insight into the history, mission, organization, policies, financial services, and knowledge products of the institution's five agencies. Each of the more than 200 entries are arranged in encyclopedic A-to-Z format and are extensively cross-referenced to related information in the book. This volume also has a detailed index, reference materials on World Bank Group country membership, organizational charts of the five agencies, and information about how to connect with or work for the institution. Building on previous editions of A Guide to the World Bank, The World Bank Group A to Z has been completely revised and updated to reflect the wide ranging reforms of recent years, including the new World Bank Group Strategy; new approaches to development assistance; the establishment of new Global Practice Groups and Cross Cutting Solutions Areas; and the goal of becoming a "Solutions Bank", one that will marshal the vast reserves of evidence and experiential knowledge across the five World Bank Group agencies and apply them to local problems. An indispensable guide for anyone interested in understanding what the World Bank Group does and how it does it, this book shows readers who want to learn more where to begin.
Google-Books-ID: 0Km1BAAAQBAJ KerkoCite.ItemAlsoKnownAs: 4804264:I2VMYUHN
Keywords: Business & Economics / Banks & Banking; Business & Economics / Development / Economic Development; Business & Economics / Development / Sustainable Development; Business & Economics / International / Economics & Trade; Business & Economics / Nonprofit Organizations & Charities / General; Final_citation; Political Science / Public Policy / Economic Policy; Social Science / Developing & Emerging Countries; Social Science / Poverty & Homelessness; Social Science / Sociology / General

Inclusive aid: changing power and relationships in international development - Groves, Leslie Christine; Hinton, Rachel Barbara (Earthscan, 2004)
KerkoCite.ItemAlsoKnownAs: 2129771:6KBPXV9K 2129771:V8CKAFA7
Keywords: Developing countries; Economic assistance; Poverty

GSMA Mobile Connectivity Index | Sierra Leone - GSMA (2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
Library Catalog: www.mobileconnectivityindex.com KerkoCite.ItemAlsoKnownAs: 2129771:L7MHP2UX 2405685:AGNKXIPC
Keywords: _C:Sierra Leone SLE

The GSMA Mobile Connectivity Index - GSMA (2019)
EdTechHub.ItemAlsoKnownAs: 2129771:FJQXPEM9

The-State-of-Mobile-Internet-Connectivity-Report-2022.pdf - GSMA (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:92JEX7VN

The State of Mobile Internet Connectivity Report 2023 - GSMA (GSMA, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:7V787896 5242966:IXBZGKWP

Impact of Living Conditions on Online Education: Evidence from China. Sustainability 2022, 14, 3231 - Gu, J. (s Note: MDPI stays neu-tral with regard to jurisdictional claims in …, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:8YP8Q36V

Family conditions and the accessibility of online education: the digital divide and mediating factors - Gu, Jiafeng (Sustainability, 2021)
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/su13158590 2129771:N2TBLTRJ

Impact of Living Conditions on Online Education: Evidence from China - Gu, Jiafeng (Sustainability, 2022)
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/su14063231 2129771:PWJFE7P8

Semiprivate space and access to online education during COVID-19: Empirical tests from China - Gu, Jiafeng (Online Information Review, 2021)
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 2129771:JBX9DNWQ
Keywords: ⛔ No DOI found

Teacher Motivation: Theoretical Framework, Situation Analysis of Save the Children Country Offices, and Recommended Strategies - Guajardo, Jarret
KerkoCite.ItemAlsoKnownAs: 2129771:QIYMD4GD
Keywords: ⛔ No DOI found

What works to improve teacher attendance in developing countries? A systematic review - Guerrero, Gabriela; Leon, Juan; Zapata, Mayli; Sugimaru, Claudia; Cueto, Santiago (2012)
Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance. Whenever data are available we also estimate the impact of these programmes on student achievement.
KerkoCite.ItemAlsoKnownAs: 2129771:HQMEK2DN 4556019:9LQMSXJ4
Keywords: potential solutions; ⛔ No DOI found

Smarter without smartphones?: effects of mobile phone bans in schools on academic performance, well-being, and bullying - Guldvik, Maria Køber; Kvinnsland, Ingvild (2018)
EdTechHub.ItemAlsoKnownAs: 2129771:C7NSYWY7
Keywords: _C:Colombia COL; _C:France FRA; _C:Norway NOR; _C:Romania ROU; _C:United States USA; __C:filed:1; __C:scheme:1

Gastrointestinal and urinary parasitic infections amongst schoolchildren in Rumde, Yola - GUNDIRI, M.A.; Akogun, Oladele B (The Nigerian Journal of Parasitology, 2000)
KerkoCite.ItemAlsoKnownAs: 2129771:GHNJ6CNZ 2129771:IBM7EGKX 2486141:E7SZMQP3
Keywords: ⛔ No DOI found

Febrile illness experience among Nigerian nomads - Gundiri, M.A; Badaki, J.A.; Njobdi, S.Y; Adesina, A.A; Ogundahunsi, O.T.; Akogun, Oladele B (International Journal for Equity in Health, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:GCYI4FLH 2129771:JTVZBJW6 2486141:K8ZSG4ED
Keywords: ⛔ No DOI found

DARPA’s Explainable Artificial Intelligence (XAI) Program - Gunning, D; Aha, D (AI Magazine, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1609/aimag.v40i2.2850 2129771:2SPCW43Q 2486141:U97RPNKP

The digital divide in online learning in China during the COVID-19 pandemic - Guo, Congbin; Wan, Boshen (Technology in Society, 2022)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.techsoc.2022.102122 2129771:AFGPK6KJ

A review of project-based learning in higher education: Student outcomes and measures - Guo, Pengyue; Saab, Nadira; Post, Lysanne S.; Admiraal, Wilfried (International Journal of Educational Research, 2020)
Project-based learning (PjBL) is understood to be a promising approach that improves student learning in higher education. Empirical studies on project-based learning have been reviewed with a focus on student outcomes. Affective outcomes (i.e. perceptions of the benefits of PjBL and perceptions of the experience of PjBL) were most applied, which were measured by questionnaires, interviews, observation, and self-reflection journals. Cognitive outcomes (i.e. knowledge and cognitive strategies) and behavioral outcomes (i.e. skills and engagement) were measured by questionnaires, rubrics, tests, interviews, observation, self-reflection journals, artifacts, and log data. The outcome of artifact performance was assessed by rubrics. Future research should investigate more about students’ learning processes and final products. Measurement instruments and data analyses should also be improved.
Keywords: Higher education; Learning outcomes; Measurement instruments; Project-based learning; Review

Professional development and teacher change - Guskey, T. R. (Teachers and Teaching, 2002)
KerkoCite.ItemAlsoKnownAs: 10.1080/135406002100000512 10/fnm4h7 2129771:6WYTJTRH 261495:3VSAHQRS

Does it make a difference? Evaluating professional development - Guskey, Thomas R (Education Leadership, 2002)
Using five critical levels of evaluation, you can improve your school's professional development program. But be sure to start with the desired result—improved student outcomes.
KerkoCite.ItemAlsoKnownAs: 2405685:MK5KQJTQ 2534378:NNITJUR2
Keywords: ___working_potential_duplicate; ⛔ No DOI found

SECT: The standardized early childhood development costing tool - Gustafsson‐Wright, Emily; Boggild‐Jones, Izzy; Gardiner, Sophie (2017)
Keywords: ⛔ No DOI found

Global education trends and research to follow in 2022 - Gustafsson-Wright, Emily; Hadani, Helen Shwe; Hirsh-Pasek, Kathy; Jalbout, Maysa; King, Elizabeth M.; ODonoghue, Jennifer L.; Olsen, Brad; Shapiro, Jordan; Vegas, Emiliana; Winthrop, Rebecca (2022)
Publisher: Brookings Institution KerkoCite.ItemAlsoKnownAs: 4804264:H5U6GHQI
Keywords: Final_citation; ⛔ No DOI found

Digital tools for real-time data collection in education - Gustafsson-Wright, Emily; Osborne, Sarah; Aggarwal, Muskan (2022)
Publisher: Brookings Institution KerkoCite.ItemAlsoKnownAs: 4804264:LCXWWJ8C
Keywords: Final_citation; ⛔ No DOI found

Digital tools for real-time data collection in education - Gustafsson-Wright, Emily; Osborne, Sarah; Aggarwal, Muskan (Brookings, 2022)
Real-time performance data in education enable critically needed tracking of program activities and instructors' and learners' progress to better inform adaptations along the way. In this report, we provide an overview of some of the key considerations related to real-time data collection in education, with a particular focus on the digital tools that enable their collection. Importantly, we have developed a typology of tools and selection criteria to support policymakers, practitioners, and researchers around the globe in either developing new tools or selecting from the landscape of existing ones. Our aim is to help initiate dialogue around the use of real-time data for adaptive management in education and contribute to data-informed decisions toward ensuring that all children have access to quality teaching and learning experiences.
Publisher: Brookings Institution KerkoCite.ItemAlsoKnownAs: 4804264:299DX848 4804264:3I6E9KNG 4804264:TNTGX3XG 4804264:X2VTVLYY
Keywords: Final_citation; existing; ⛔ No DOI found

Do impact bonds affect the ecosystem of social services delivery and financing? - Gustafsson-Wright, Emily; Osborne, Sarah; Massey, Meg (2020)
Publisher: Brookings Institution KerkoCite.ItemAlsoKnownAs: 4804264:YAEBMZVM
Keywords: Final_citation; ⛔ No DOI found

From Evidence to Scale: Lessons Learned from the Quality Education India Development Impact Bond. - Gustafsson-Wright, Emily; Osborne, Sarah; Shankar, Aditi (Center for Universal Education at The Brookings Institution, 2022)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:KCHASA45
Keywords: Final_citation; ⛔ No DOI found

FOUNDATIONS OF CLASSROOM CHANGE IN DEVELOPING COUNTRIES - Guthrie, Gerard
Keywords: ⛔ No DOI found

Guthrie FOUNDATIONS OF CLASSROOM CHANGE IN DEVELOPING COUNTRIES Vol.1 Evidence 2021 - Guthrie, Gerard (2021)

Sustainability in engineering education: A review of learning outcomes - Gutierrez-Bucheli, Laura; Kidman, Gillian; Reid, Alan (Journal of Cleaner Production, 2022)
Although UNESCO and the UN's Sustainable Development Goals have articulated the critical role of engineering in achieving sustainable forms of development, there remains the need to analyze the design, features, and nature of sustainability-focused initiatives in engineering education. To date, few studies have identified the main knowledge gaps in this sector of higher education. At the same time, there is no known research exploring student and graduate learning outcomes in particular contextual settings. To address these gaps, this article uses a realist scoping review to map and analyze how engineering education has approached sustainability in higher education institutions since the 1990s. Our study explores the approaches of curricula, teaching, and learning renewals promoted in higher education engineering programs identifying critical differences between the expected and actual learning outcomes. Key findings drawn from a range of international contexts include broad evidence that engineering education providers desire to approach sustainability from an integrative perspective. However, this approach typically demands more administrative resources to develop formal and hidden curriculum mechanisms. As a result, engineering education struggles to foster the associated intra- and inter-cultural learning characteristics expected within integrated sustainability education. Findings also suggest re-evaluating the connotation and senses of ‘being and becoming an engineer’, including social responsibilities in engineering education, to empower students as active agents of change. Implications for practice, policy, and curriculum development of nine approaches to engineering education for sustainability are also offered, alongside possibilities and priorities for future research.
Keywords: Education for sustainable development; Engineering education; Learning outcomes; Realist review; Scoping review; Sustainable development

Closing the achievement gap in mathematics: Evidence from a remedial program in Mexico City - Gutiérrez, Emilio; Rodrigo, Rodimiro (Latin American Economic Review, 2014)
This paper evaluates the impact of an intervention targeted at marginalized low-performance students in public secondary schools in Mexico City. The program consisted in offering free additional math courses, taught by undergraduate students from some of the most prestigious Mexican universities, to the lowest performance students in a set of marginalized schools in Mexico City. We exploit the information available in all students' (treated and not treated by the program) transcripts enrolled in participating and non-participating schools. Before the implementation of the program, participating students lagged behind non-participating ones by more than a half base point in their GPA (over 10). Using a difference-in-differences approach, we find that students participating in the program observed a higher increase in their school grades after the implementation of the program, and that the difference in grades between the two groups decreases over time. By the end of the school year (when the free extra courses had been offered, on average, for 10 weeks), participating students' grades were not significantly lower than non-participating students' grades. These results provide some evidence that short and low-cost interventions can have important effects on student achievement.
KerkoCite.ItemAlsoKnownAs: 10.1007/s40503-014-0014-2 2129771:4YB3RK8Y 2486141:FURZ7YR7
Keywords: _Added to LR; _G:reviewed

Uncertain aspirations for continuing in education: Antecedents and associated outcomes - Gutman, Leslie Morrison; Schoon, Ingrid; Sabates, Ricardo (Developmental Psychology, 2012)
[Correction Notice: An Erratum for this article was reported in Vol 48(6) of Developmental Psychology (see record 2012-13008-001). There is an error in the last line of Table 2. It should read “Uncertain Aspirations → Enrollment at 18.”] Relatively little is known about adolescents who hold uncertain aspirations, that is, those who do not know what they would like to do in the future regarding their educational or occupational plans. Drawing upon the Longitudinal Study of Young People in England born in 1989–1990, the authors tested a pathway model to investigate the antecedents of uncertain aspirations for continuing in education past compulsory schooling age (i.e., 16 years) and associated later educational outcomes. Gender differences in the pathways are also tested. Findings indicate that the relationship linking socioeconomic status to uncertain aspirations is mediated through parents' educational expectations and the relationship linking academic performance at age 11 to uncertain aspirations is mediated through parents' educational expectations and adolescents' self-perceived ability, which, in turn, predict academic performance at age 16 and educational enrollment at age 18. Gender differences in these processes are also evident: young males not only hold greater uncertainty about continuing in education, the consequences of uncertainty regarding later academic performance are worse for males than females. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Place: US Publisher: American Psychological Association KerkoCite.ItemAlsoKnownAs: 10.1037/a0026547 2129771:NW5XD67Z
Keywords: Academic Achievement; Academic Achievement Motivation; Academic Aptitude; Adolescent Attitudes; Educational Aspirations; Educational Attainment Level; Expectations; Family Socioeconomic Status; Occupational Aspirations; Student Attitudes; Uncertainty

Principal leadership and the integration of information and communication technolgies for teaching and learning in Zimbabwe - Guvhu, Rosemary (University of the Free State, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:KZGB6VF5
Keywords: __C:filed:1

DEPARTMENT OF INFORMATION STUDIES - GYESI, MARYLAND AWER (University of Ghana, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:FK2MHCMT

Assessing emerging trends in Library space usage for sustainable library design: A case study of Kano State Library - H. Ibrahim; S.M. Ali (“First International Conference on Sustainable Built Environment in the Tropics (ICONSBET) at the Department of Architecture, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:A4V4IT32 2129771:TLTMFKS9 2486141:L3W59YQ3
Keywords: ⛔ No DOI found

Curiosity and Interactive Learning in Artificial Systems - Haber, Nick (AI in Learning: Designing the Future, 2023)
As “scientists in the crib,” children learn through curiosity, tirelessly seeking novelty and information as they interact—really, play—with both physical objects and the people around them. This flexible capacity to learn about the world through intrinsically motivated interaction continues throughout life. How would we engineer an artificial, autonomous agent that learns in this way – one that flexibly interacts with its environment, and others within it, in order to learn as humans do? In this chapter, I will first motivate this question by describing important advances in artificial intelligence in the last decade, noting ways in which artificial learning within these methods are and are not like human learning. I will then give an overview of recent results in artificial intelligence aimed at replicating curiosity-driven interactive learning. I will then close by speculating on how AI that learns in this fashion could be used as fine-grained computational models of human learning.
Keywords: Artificial intelligence; Artificial systems; Curiosity; Interactive learning

A systematic review of adolescent girl program implementation in low‐and middle‐income countries: evidence gaps and insights - Haberland, Nicole A.; McCarthy, Katharine J.; Brady, Martha (Journal of Adolescent Health, 2018)

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 4804264:B5XIABT4
Keywords: Final_citation; cited; existing

Building an online community: student teachers' perceptions on the advantages of using social networking services in a teacher education program - Habibi, Akhmad; Mukinin, Amirul; Riyanto, Yatim; Prasohjo, Lantip Diat; Sulistiyo, Urip; Sofwan, Muhammad; Saudagar, Ferdiaz (Turkish Online Journal of Distance Education, 2018)
This inquiry examined student teachers' perceptions on the advantages of using Social Networking Services (SNS) in an English teacher education program at a public university in Jambi, Indonesia to ease the communication, supervision, discussion, and report submissions between supervisors and student teachers. The networking types included in the program are Whatsapp, Telegram, Email, and Google Form. The method of the research was qualitative through using focus group discussions as the technique of collecting data involving forty-two student teachers. We organized our analysis and discussion around their perceptions and the contexts in which the advantages they perceived emerge. The analyses of the texts revealed that two salient themes with their sub-themes related to the advantages of using Social Networking Services (SNS) in a teacher education program were social interaction (peer discussion and platform to interact with supervisors or lecturers) and learning motivation and experience supports (self-directed learning, promotes critical thinking, content engagement). Some pedagogical and social implications are also discussed.
Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2013525781?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.17718/tojde.382663 2405685:J6BE7A45 2534378:E9ZSB7L9 2534378:MCTX9ZFS
Keywords: Case Studies; College Students; Computer Mediated Communication; Critical Thinking; Data Analysis; ERIC; Current Index to Journals in Education (CIJE); Educational Benefits; Focus Groups; Foreign Countries; Group Discussion; Higher Education; Independent Study; Indonesia; Interpersonal Communication; Learner Engagement; Learning Motivation; Practicums; Preservice Teacher Education; Qualitative Research; Social Networks; Student Teacher Attitudes; Teacher Education Programs; __:import:01; __:match:final; __:matched; __:study_id:2097353; __finaldtb

Developing collaborations and technology for evidence synthesis - Haddaway, Martin Westgate & Neal (Evidence Synthesis Hackathon)
An event series to develop open software for evidence synthesis
KerkoCite.ItemAlsoKnownAs: 2129771:XCMIPLZG 2405685:CSXAI3C4 2486141:GQ4UL3LB
Keywords: _Added-ailr-2024

On the use of computer‐assistance to facilitate systematic mapping - Haddaway, Neal R.; Callaghan, Max W.; Collins, Alexandra M.; Lamb, William F.; Minx, Jan C.; Thomas, James; John, Denny (Campbell Systematic Reviews, 2020)
Abstract The volume of published academic research is growing rapidly and this new era of “big literature” poses new challenges to evidence synthesis, pushing traditional, manual methods of evidence synthesis to their limits. New technology developments, including machine learning, are likely to provide solutions to the problem of information overload and allow scaling of systematic maps to large and even vast literatures. In this paper, we outline how systematic maps lend themselves well to automation and computer‐assistance. We believe that it is a major priority to consolidate efforts to develop and validate efficient, rigorous and robust applications of these novel technologies, ensuring the challenges of big literature do not prevent the future production of systematic maps.
KerkoCite.ItemAlsoKnownAs: 10.1002/cl2.1129 2129771:7P6YBE3W 5072953:J52LILYB
Keywords: selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Rules for a Flat World - Hadfield, Gillian K. (Oxford University Press, 2020)
Technology and globalization are uprooting and reshaping daily life. Global supply chains are now deeply embedded, and digital platforms connect almost everyone in complex networks of data and exchange. This "flat world" is one of tremendous possibility, but it also poses challenges to stability and shared prosperity. In Rules for a Flat World, Gillian Hadfield argues that the legal rules that currently guide global integration are no longer working. They are too slow, costly, and localized for increasingly complex advanced economies, and fail to address issues such as poverty, instability, and oppression for the billions living in the developing world. Hadfield proposes a new set of rules that enhance complex societies and economic interdependence and makes the case for building a more agile infrastructure. In this paperback edition, she presents a new prologue to her sweeping historical overview and vision of the relationship between law and economic and social prosperity.
KerkoCite.ItemAlsoKnownAs: 2129771:N6MZ69HA

(Re)Designing Augmented Reality Applications to Facilitate Intercultural Telecollaborations - Hadjistassou, Stella; Avgousti, Maria-Iosifina; Louca, Petros (Journal of Learning for Development, 2021)
This paper draws on design-based research to develop a real-world classroom Augmented Reality (AR) scenario which was accompanied by tasks used to mediate intercultural telecollaboration. It investigates the role of these tasks and AR scenario in enacting affordances to enrich students’ learning experiences, to establish a connection between classroom management techniques, their local context and future teaching practices and to promote insightful reflections on such practices. The trajectories upon which these tasks were designed were practice-oriented inviting students to explore three options in dealing with classroom misbehavior and reserved students. Using their mobile devices, students could view in AR a classroom setting, a student’s disruptive behavior and three possible approaches in dealing with such behavior. Upon exploring the three options in handling classroom misbehavior, students across the two participating academic institutions in Europe could post their comments on a newly created platform, ReDesign.
Number: 1
Keywords: Augmented Reality (AR); Learning Management System (LMS); intercultural telecollaboration; language learning; ⛔ No DOI found

Unsupervised language model adaptation using LDA-based mixture models and latent semantic marginals - Haidar, Md Akmal; O'Shaughnessy, Douglas (Computer Speech & Language, 2015)
Publisher: Elsevier

Donor Programming in Albania in Other (Non-justice and Security) Sectors Relevant to Organised Crime - Haider, Huma (2019)
This helpdesk report provides an overview of sectors relevant to the existence and prevalence of organised crime in Albania; and a mapping of donor work in these sectors. While the programmes and projects discussed are not necessarily designed and adopted specifically to counter organised crime, linkages can be inferred. Literature was selected through database searches (Google, Google Scholar, Web of Science) and by visiting multilateral and bilateral donor websites. Corruption and organised crime are prevalent in Albania and remain key problems in the country. Institutional and everyday petty corruption undermine social trust and creates an environment in which the rule of law is weak and higher order criminal activity can more easily flourish (UNODC, 2015). Corruption is closely interlinked with organised crime as many of the country’s senior state officials are involved in smuggling, contrabands, tax evasions and land grabbing (Sokoli and Resulaj, 2013). Corruption poses a major money laundering risk in Albania as it generates significant amounts of criminal proceeds (COE, 2018). Trafficking in human beings and drugs are also key problems. Albania has been the region’s top producer of cannabis (Global Initiative, 2019). Trafficking in humans for sexual exploitation occurs internally. Many girls and women, particularly Roma and other marginalised groups with low socio-economic backgrounds, are trafficked in main cities in Albania (Meçe, 2016). Organised crime and economic inequality and development are correlated (EC, 2018). Key areas of development requiring attention to tackle organised crime in Albania and elsewhere include: livelihoods and employment; rural development; governance reform; and service delivery. Improving the poor socio-economic conditions of vulnerable populations, for example, can help to prevent human trafficking (Meçe, 2016). This query uses these core areas to structure this report.
Accepted: 2020-01-09T13:46:40Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:8YSN59F4 4869029:U7KVFH3Q
Keywords: ⛔ No DOI found

Education, Conflict, and Stability in South Sudan - Haider, Huma (2021)
This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.
Accepted: 2022-01-06T15:41:57Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.129 2129771:R5KU489X 4869029:YZQ3FEH3

Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Impact - Haider, Huma (2020)
This review examines evidence on the key design features and impact of programmes that use Conditional Cash Transfers (CCTs) or baby bonds to reduce female infanticide, child marriage and promote girl’s education. Conditional cash transfer (CCT) schemes have been adopted to promote the survival and well-being of girls. They provide parents with financial incentives to raise daughters; to delay marrying them until age 18, and to reduce the gender imbalance in school. Given that many CCT programmes aimed at addressing girl children are relatively new, it has in many cases been too early to evaluate their effectiveness. There is thus limited evidence of the impact of their implementation and outcomes. This helpdesk report focuses on recent studies, published in the past five years, on select programmes implemented in South Asia, particularly in India, for which there is the most available information. Evidence suggests that CCT programmes aimed at supporting the girl child have succeeded in promoting school enrolment and delaying marriage in South Asia. It is less clear, however, the extent to which these transfers have affected gender-biased sex selection.
Accepted: 2021-01-14T17:53:31Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.004 2129771:JX9I8JDX 4869029:6GKANETG

Teachers’ Use of Information and Communications Technology in Education: Cameroon Secondary Schools Perspectives - Haji, abdoulai; Moluayonge, Gracemary Eloheneke; Park, Innwoo (TOJET : The Turkish Online Journal of Educational Technology; Adapazari, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:37KUWFUV 2292089:Z6WTYUVS
Keywords: :C:Cameroon; Cited; Communications technology; Data acquisition; Developing nations; Education; Education–Teaching Methods And Curriculum; Information technology; Learning; RRQ1:High; RRQ2:Medium; Rural areas; Secondary schools; Statistical tests; Teachers; Teaching; Training; ⛔ No DOI found

Extracting business objects and activities from labels of German process models - Hake, P.; Fettke, P.; Neumann, G. (Proceedings of the international conference on design science research in information system and technology, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:X7JPRLIR 2486141:XH9BRVWC
Keywords: ⛔ No DOI found

Correction to: Mathematics Education in East Africa - Halai, Anjum; Tennant, Geoff (Mathematics Education in East Africa: Towards Harmonization and Enhancement of Education Quality, 2016)
All chapters in the book are licensed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-27258-0_7 2129771:P7XUD4B5 2486141:GDEAGPJB

Mathematics Education in East Africa: Towards Harmonization and Enhancement of Education Quality - Halai, Anjum; Tennant, Geoff (Springer Nature, 2016)
*THIS BOOK WILL SOON BE AVAILABLE AS OPEN ACCESS BOOK* This book is a valuable resource for policymakers and practitioners as it brings insights mainly from developing countries where relatively less research activity takes place. It is also a valuable resource for courses in mathematics education in the teacher education colleges, and departments of education in the sub-Saharan Africa region. In the increasingly global and technological world mathematics is seen as a significant gatekeeper of opportunities for social and economic advancement and mobility. Hence, countries and development agencies in the broader sub-Saharan Africa region are looking towards increasing access to relevant and high-quality secondary education as a lever towards economic development. Policy makers and other key decision makers in education look towards improvement in mathematics teaching and learning as a key focus in education reform. In the East Africa region also a number of initiatives have been taken at the national level in the respective countries to improve the quality of mathematics education. This book provides an in-depth comparative analysis of the developments and issues in mathematics education in Kenya, Tanzania, Rwanda and Uganda, and advances our understanding of the state of secondary mathematics education in East Africa.
Accepted: 2020-10-13T12:29:28Z KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-27258-0 2486141:NDCPRSKX
Keywords: Central / national / federal government policies; Challenges in teaching and learning mathematics; Education; Education Policy; Harmonizing mathematics education in diverse settings; International and Comparative Education; Mathematics; Mathematics Education; Mathematics curriculum developmen; Mathematics education in sub-Saharan Africa; Pitfalls in sub-Saharan African math education; Potentials in sub-Saharan African math education; State of mathematics education in sub-Saharan Africa; Teaching of a specific subject; bic Book Industry Communication::J Society & social sciences::JN Education; bic Book Industry Communication::J Society & social sciences::JN Education::JNU Teaching of a specific subject; bic Book Industry Communication::J Society & social sciences::JP Politics & government::JPQ Central government::JPQB Central government policies

A Systematic Review of Effective Interventions for Reducing Multiple Health Risk Behaviors in Adolescence - Hale, Daniel R; Fitzgerald-Yau, Natasha; Viner, Russel Mark (American Journal of Public Health, 2014)
We systematically searched 9 biomedical and social science databases (1980–2012) for primary and secondary interventions that prevented or reduced 2 or more adolescent health risk behaviors (tobacco use, alcohol use, illicit drug use, risky sexual behavior, aggressive acts). We identified 44 randomized controlled trials of universal or selective interventions and were effective for multiple health risk behaviors. Most were school based, conducted in the United States, and effective for multiple forms of substance use. Effects were small, in line with findings for other universal prevention programs. In some studies, effects for more than 1 health risk behavior only emerged at long-term follow-up. Integrated prevention programs are feasible and effective and may be more efficient than discrete prevention strategies.
KerkoCite.ItemAlsoKnownAs: 10.2105/ajph.2014.301874 2129771:LGNT6S8W 2486141:HG4LMU3C

Engaging in and engaging with research: teacher inquiry and development - Hall, Elaine (Teachers and Teaching, 2009)
Extra URL: https://www.tandfonline.com/doi/full/10.1080/13540600903356985 KerkoCite.ItemAlsoKnownAs: 10.1080/13540600903356985 2405685:X5KU2IDB 2534378:LPFXMVTM

Planning the Location of Schools: An Instrument of Educational Policy - Hallak, Jacques (International Institute for Educational Planning, 1977)
KerkoCite.ItemAlsoKnownAs: 2129771:YZPYBX6L
Keywords: _C:Afghanistan AFG; _C:Albania ALB; _C:Algeria DZA; _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Belgium BEL; _C:Bolivia BOL; _C:Brazil BRA; _C:Brunei Darussalam BRN; _C:Bulgaria BGR; _C:Cameroon CMR; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Costa Rica CRI; _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:Greece GRC; _C:Honduras HND; _C:Hungary HUN; _C:India IND; _C:Iran IRN; _C:Iraq IRQ; _C:Ireland IRL; _C:Italy ITA; _C:Ivory Coast CIV; _C:Japan JPN; _C:Jordan JOR; _C:Latvia LVA; _C:Lebanon LBN; _C:Lithuania LTU; _C:Luxembourg LUX; _C:Mexico MEX; _C:Morocco MAR; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nicaragua NIC; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Panama PAN; _C:Peru PER; _C:Philippines PHL; _C:Poland POL; _C:Russian Federation RUS; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:Ukraine UKR; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Venezuela VEN; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

Supporting adolescent orphan girls to stay in school as HIV risk prevention: evidence from a randomized controlled trial in Zimbabwe - Hallfors, Denise; Cho, Hyunsan; Rusakaniko, Simbarashe; Iritani, Bonita; Mapfumo, John; Halpern, Carolyn (American journal of public health, 2011)
Publisher: American Public Health Association KerkoCite.ItemAlsoKnownAs: 10.2105/AJPH.2010.300042 2129771:9AFHIC4G 4502395:LP44BDHN 4502395:ZZS9M9AW

Evidence on efforts to mitigate the negative educational impact of past disease outbreaks - Hallgarten, Joe (2020)
This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations.
KerkoCite.ItemAlsoKnownAs: 2129771:2UNS6L23 2129771:NCXRGPXG 2339240:DQJN5Z7Q
Keywords: ⛔ No DOI found

Evidence on Efforts to Mitigate the Negative Educational Impact of Past Disease Outbreaks - Hallgarten, Joe (2020)
This rapid review focusses on efforts to mitigate the educational impact of previous disease outbreaks, concentrating on school-age learners. It follows two companion papers that reviewed broader secondary effects and attempts to mitigate them (Rohwerder, 2020; Kelly, 2020). It aims to inform the education sector’s responses to the COVID-19 crisis, although there are important differences between previous disease outbreaks and the COVID-19 situation. For instance, unlike Ebola, transmission of COVID-19 is asymptomatic, and the outbreak is global. This review finds a limited range of quantitative evidence on the educational impact of disease outbreaks, and minimal evidence on mitigation measures or their impact. Although several ‘lessons learned’ documents include guidelines and recommendations (and now complemented by many education-focused COVID-responsive blogs), this review finds that these are rarely based on evidence of impact of particular interventions, or on evidence of the impact of different approaches to action, co-ordinations, funding or prioritisation. The review found four particular evidence gaps: First, how distance learning materials can support learners who do not have access to family members with the skills or time to help them. Second, a gap in the use of screen or internet-enabled technologies to support alternative education. Third (and related), a gap in remote teacher training and development during school closures. Finally, the review analysed gender and equity issues but did not find any literature that explored disability. The education in emergencies literature has an emerging evidence base across all four themes within refugee education contexts, but has not yet learnt from or applied this evidence to disease outbreak situations.
Accepted: 2020-04-01T14:55:07Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:JTXU7CPC 4869029:HJXJ9THI
Keywords: ⛔ No DOI found

Epidemiologic and Spatiotemporal Study on Access To Snakebite Care in Northern Nigeria - Halliru, Naziru; Badamasi, Murtala M.; Tudunwada, I.Y.; Dajel, Titus B.; Abubakar, Saidu B.; Hamza, Auwalu S.; Oluwashola, Sandra B.; Nalado, Nasiru K.; Dahiru, Muhammad; Na’abdu, Ibrahim; Saleh, Umar N.; Daiyab, Abdulhakim M.; et al. (Toxin Reviews, 2023)

Integrating an Early Childhood Development Programme into Bangladeshi Primary Health-Care Services: An Open-Label, Cluster-Randomised Controlled Trial. - Hamadani, Jena D.; Mehrin, Syeda F.; Tofail, Fahmida; Hasan, Mohammad I.; Huda, Syed N.; Baker-Henningham, Helen; Ridout, Deborah; Grantham-McGregor, Sally (The Lancet Global Health, 2019)

An Assessment of Computer and ICT Skills at Botswana Open University: Implications of ICT in Business Subjects - Hamaluba, Tommie (Journal of Learning for Development, 2022)
This paper presents a study that focused on assessing computer and ICT skills of business subjects’ learners at Botswana Open University (BOU). The study explored the levels of computer skills; existence of ICT skills and perception of business subject learners on the adoption and use of ICT skills for teaching and learning. A sample size of 223 participants from BOU’s five regions was studied and data was collected quantitatively using survey questionnaires. Descriptive statistics were used to analyse the data. The results showed that most of the respondents had average ability to navigate on the e-learning school platforms (E-library, portals, websites, etc.) and average awareness of the business learning software and applications; they were familiar with most MS package elements, MS Word, Excel, PowerPoint and Publisher. They were familiar with the use of emails, social sites and blogs as well as internet searching and browsing. Results also showed that the respondents understood the basic functions of computer hardware. The study also revealed that respondents needed improvement in the use of ICT tools for learning their business subjects, and that the improvement of the use of ICT tools would enhance their understanding of the subject matter. Respondents cited poor internet connectivity and unreliable power supply, as well as slow internet connectivity, as some of the reasons for their poor ICT skills in teaching and learning ICTs.
Number: 1
Keywords: BOU; ICT skills; Information technology; business development; innovation; ⛔ No DOI found

Qualitative methods in implementation research: an introduction - Hamilton, Alison B.; Finley, Erin P. (Psychiatry research, 2019)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.psychres.2019.112516 2129771:XCNQGXZ5 4869029:XHJGXMHY

Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design - Hamilton, D.; McKechnie, J.; Edgerton, E.; Wilson, C. (Journal of Computers in Education, 2021)
The adoption of immersive virtual reality (I-VR) as a pedagogical method in education has challenged the conceptual definition of what constitutes a learning environment. High fidelity graphics and immersive content using head-mounted-displays (HMD) have allowed students to explore complex subjects in a way that traditional teaching methods cannot. Despite this, research focusing on learning outcomes, intervention characteristics, and assessment measures associated with I-VR use has been sparse. To explore this, the current systematic review examined experimental studies published since 2013, where quantitative learning outcomes using HMD based I-VR were compared with less immersive pedagogical methods such as desktop computers and slideshows. A literature search yielded 29 publications that were deemed suitable for inclusion. Included papers were quality assessed using the Medical Education Research Study Quality Instrument (MERSQI). Most studies found a significant advantage of utilising I-VR in education, whilst a smaller number found no significant differences in attainment level regardless of whether I-VR or non-immersive methods were utilised. Only two studies found clear detrimental effects of using I-VR. However, most studies used short interventions, did not examine information retention, and were focused mainly on the teaching of scientific topics such as biology or physics. In addition, the MERSQI showed that the methods used to evaluate learning outcomes are often inadequate and this may affect the interpretation of I-VR’s utility. The review highlights that a rigorous methodological approach through the identification of appropriate assessment measures, intervention characteristics, and learning outcomes is essential to understanding the potential of I-VR as a pedagogical method.
KerkoCite.ItemAlsoKnownAs: 10.1007/s40692-020-00169-2 2129771:7MECHBIA
Keywords: _genre:LR-literature_review

Reflections on the Methodological Approach of Systematic Reviews - Hammersley, Martyn (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
The concept of systematic reviewing of research literatures became influential in the second half of the 20th century, in the context of the longstanding, and challenging, issue of how to ‘translate’ research findings into reliable guidance for practical decision-making—to determine which policies, programs, and strategies should (and should not) be adopted (Hammersley 2014; Nisbet and Broadfoot 1980).
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_2 2129771:TV5YJ6CE

Early Grade Mathematics in South Africa - Hamsa, Venkat; Roberts, Nicky (Oxford University Press, 2022)
Keywords: ⛔ No DOI found

Developing a Framework for App Evaluation: Empowering Learning and Communication with iPads for Children and Young People with Communication Impairments - Hamshire, Claire; Lachkovic, Julie (International Conference on Well-Being in the Information Society, 2016)
00000 KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-44672-1_7 10/gf62jd 2129771:JIBU49FA
Keywords: __C:filed:1

Flipped Classroom in Teacher Education: A Scoping Review - Han, Han; Røkenes, Fredrik Mørk (Frontiers in Education, 2020)
KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2020.601593 4804264:EDDJKCJW
Keywords: Final_citation; cited; existing

“How Dare They Peep into My Private Life?” - Han, Hye Jung (Human Rights Watch, 2022)
The 99-page report, “’How Dare They Peep into My Private Life?’: Children’s Rights Violations by Governments that Endorsed Online Learning during the Covid-19 Pandemic,” is grounded in technical and policy analysis conducted by Human Rights Watch on 165 education technology (EdTech) products endorsed by 49 countries. It includes an examination of 294 companies found to have collected, processed, or received children’s data since March 2021, and calls on governments to adopt modern child data protection laws to protect children online.
KerkoCite.ItemAlsoKnownAs: 4804264:CDT7V2T6 4804264:SXRGHWRZ
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

The Analysis of Elementary School Teachers' Perception of Using Artificial Intelligence in Education - Han, Hyeong-Jong; Kim, Keun-Jae; Kwon, Hye-Seong (Journal of Digital Convergence, 2020)
Publisher: The Society of Digital Policy and Management

More Data, More Relations, More Context and More Openness: A Review and Outlook for Relation Extraction - Han, Xu; Gao, Tianyu; Lin, Yankai; Peng, Hao; Yang, Yaoliang; Xiao, Chaojun; Liu, Zhiyuan; Li, Peng; Zhou, Jie; Sun, Maosong (Proceedings of the 1st Conference of the Asia-Pacific Chapter of the Association for Computational Linguistics and the 10th International Joint Conference on Natural Language Processing, 2020)
Relational facts are an important component of human knowledge, which are hidden in vast amounts of text. In order to extract these facts from text, people have been working on relation extraction (RE) for years. From early pattern matching to current neural networks, existing RE methods have achieved significant progress. Yet with explosion of Web text and emergence of new relations, human knowledge is increasing drastically, and we thus require “more” from RE: a more powerful RE system that can robustly utilize more data, efficiently learn more relations, easily handle more complicated context, and flexibly generalize to more open domains. In this paper, we look back at existing RE methods, analyze key challenges we are facing nowadays, and show promising directions towards more powerful RE. We hope our view can advance this field and inspire more efforts in the community.

Strategies for implementing implementation science: a methodological overview - Handley, Margaret A.; Gorukanti, Anuradha; Cattamanchi, Adithya (Emergency Medicine Journal, 2016)
Publisher: BMJ Publishing Group Ltd and the British Association for Accident … KerkoCite.ItemAlsoKnownAs: 10.1136/emermed-2015-205461 2129771:EGZEAQEM

Factors Inhibiting Sports Lecturer’s Publication Productivity in International Journals - Hanief, Yulingga Nanda; Haqiyah, Aridhotul; Winarno, Mashuri Eko; Pratama, Budiman Agung; Sinulingga, Albadi (Journal of Learning for Development, 2021)
Scientific publication is an essential part of research dissemination, irrespective of the productivity effects on lecturers' careers. Therefore, this study aims to determine the internal and external factors inhibiting the productivity of sports lecturers' publication in international journals. This is qualitative descriptive research with a survey method and questionnaire used to collect data from 74 sports lecturers in Indonesia by using Google form. The data were further analyzed to reduce the number of the original variables using the factor analysis method with the validity tests includes KMO (Kaiser Meyer Olkin), Bartlett, and MSA (Measure of Sampling Adequacy) used for reliability. The results showed that the sports lecturer’s writing ability and cost are responsible for inhibiting publications' productivity in international journals as opposed to gender analysis. The majority had limited time to write because most of their activities were carried out in the field. Grants offered by both the government and universities are expected to be absorbed to support the sports lecturers' publication activities in Indonesia. Further studies need to be carried out by analyzing the college type, academic position, and age as considerations for stakeholders to take strategic steps to overcome publication challenges.
Number: 3
Keywords: inhibitors; lectures; publications; sports; ⛔ No DOI found

An Intersectionality-Based Policy Analysis Framework - Hankivsky, Olena (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:UL8AGJDZ

An intersectionality-based policy analysis framework: critical reflections on a methodology for advancing equity - Hankivsky, Olena; Grace, Daniel; Hunting, Gemma; Giesbrecht, Melissa; Fridkin, Alycia; Rudrum, Sarah; Ferlatte, Olivier; Clark, Natalie (International Journal for Equity in Health, 2014)
In the field of health, numerous frameworks have emerged that advance understandings of the differential impacts of health policies to produce inclusive and socially just health outcomes. In this paper, we present the development of an important contribution to these efforts – an Intersectionality-Based Policy Analysis (IBPA) Framework.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12939-014-0119-x 2129771:2SJPGWSG
Keywords: Equity; Health; Intersectionality; Policy analysis; Reflexivity

Beyond sex and gender analysis: an intersectional view of the COVID-19 pandemic outbreak and response - Hankivsky, Olena; Kapilashrami, Anuj (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:J9PZ8T42

Using improvement science to better support beginning teachers: The case of the building a teaching effectiveness network - Hannan, Maggie; Russell, Jennifer Lin; Takahashi, Sola; Park, Sandra (Journal of Teacher Education, 2015)
Publisher: SAGE Publications Sage CA: Los Angeles, CA

Supporting communities of practice – A Journey to effective problem-solving - Hanschke, Christina; Baer, James; Gangaramany, Alok; Verheijen, Janneke; Kilonzo, Nduku; Okiya, Bryan; Ranji, Leonard Kibe; Amolo, Stephen Amolo; Zwane, Simon; Nkambule, Rejoice; Buluma, Violet; Ojoo, Sylvia; et al. (Gates Open Research, 2021)
In contexts of scarce resources, varied assets, and diverse communities, engaging local stakeholders in the problem-solving process is critical to develop interventions for HIV prevention and treatment. Communities of practice (CoPs) – groups of people organized around a key purpose and a delivery point – can develop expertise in identifying their local community’s key challenges and selecting viable solutions. We propose a framework, adapted from the CoP model developed by Etienne Wenger, for systematically understanding the stages a CoP may go through as it develops its capacity to identify and solve problems and implement good practices. Our framework is based on the experience of practitioners of the LISTEN model (Local Initiatives Scaled Through Enterprise Networks) in eight local-level CoPs in Kenya and Eswatini. LISTEN seeks to help CoPs integrate continuous improvement processes, data, and human-centered design into their development and solutioning activities. The four stages in our framework for a CoP’s problem-solving journey are: 1) Community Identity: Identify and understand the CoP’s purpose and goals, and build rapport with its members and leaders; 2) Quick Win: Use a process of human-centered design to obtain a rapid and clear success in addressing a problem that the CoP has identified for itself and which it can tackle with its own resources; 3) Stewardship: Support the CoP in addressing more complex or long-term issues, including links to other CoPs at the local-community or higher levels to disseminate knowledge and obtain resources and support, where needed; and 4) Evolution: Support the CoP as it transitions into potentially new structures or functions. For each stage of the framework, we describe the kinds of support that may be provided to the CoP in the LISTEN model, and the types of tools that could be developed to assist them in problem-solving and in disseminating sustainable solutions.

Exploring the Potential of 3D-printing in Biological Education: A Review of the Literature - Hansen, Alexandria K; Langdon, Taylor R; Mendrin, Lukyon W; Peters, Kaylin; Ramos, Jose; Lent, David D (Integrative and Comparative Biology, 2020)
Science education is most effective when it provides authentic experiences that reflect professional practices and approaches that address issues relevant to students’ lives and communities. Such educational experiences are becoming increasingly interdisciplinary and can be enhanced using digital fabrication. Digital fabrication is the process of designing objects for the purpose of fabricating with machinery such as 3D-printers, laser cutters, and Computer Numerical Control (CNC) machines. Historically, these types of tools have been exceptionally costly and difficult to access; however, recent advancements in technological design have been accompanied by decreasing prices. In this review, we first establish the historical and theoretical foundations that support the use of digital fabrication as a pedagogical strategy to enhance learning. We specifically chose to focus attention on 3D-printing because this type of technology is becoming increasingly advanced, affordable, and widely available. We systematically reviewed the last 20 years of literature that characterized the use of 3D-printing in biological education, only finding a total of 13 articles that attempted to investigate the benefits for student learning. While the pedagogical value of student-driven creation is strongly supported by educational literature, it was challenging to make broad claims about student learning in relation to using or creating 3D-printed models in the context of biological education. Additional studies are needed to systematically investigate the impact of student-driven creation at the intersection of biology and engineering or computer science education.

High fidelity simulation evaluation studies in nursing education: A review of the literature - Hanshaw, Shannon L.; Dickerson, Suzanne S. (Nurse Education in Practice, 2020)
Simulation is an experiential learning process which provides a safe environment for learning, preventing the risk of patient harm. A review of the literature was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach to explore the question: What is the state of the science on the evidence of learning outcomes in high-fidelity simulation in undergraduate nursing education? This synthesis included 20 research studies focusing on evaluating outcomes of high-fidelity simulation in undergraduate pre-licensure baccalaureate nursing students. Studies were excluded if they did not use high-fidelity simulation for the intervention group, or they evaluated faculty outcomes. Simulation design and practices are identified and discussed regarding dose and fidelity. Outcome measures reviewed include increasing levels of thinking: Remembering/Understanding/Applying (knowledge/skills), Analyzing/Perception, and Evaluating/Creating outcomes. Design of high-fidelity simulation in the nursing literature is being grounded in outcome variables with increasing levels of thinking (Bloom's Taxonomy) and based in pedagogical and nursing judgment theoretical frameworks. Reliable measurement tools are used. There is a need for a more comprehensive measurement of clinical competence that extends evaluation to clinical practice outcomes. Additional research is needed on retention of simulation learning over time and assessing transference of simulation learning into clinical nursing practice.

Vulnerability, partnerships and the pursuit of survival: Urban livelihoods and apprenticeship contracts in a West African City - Hanson, Kobena (GeoJournal, 2005)
This paper analyses local level apprenticeship contracts and networks to highlight informal urban livelihoods within the context of socio-economic vulnerability and wider contemporary changes taking place in Koforidua, Ghana. It does so by specifically examining the complex entanglements of interpersonal relationships that characterize apprenticeship contracts within which home-based entrepreneurs and artisans in Koforidua engage in to sustain both current livelihoods, as well as to shore themselves against socio-economic vulnerability triggered in part by adjustment. As a result of the changing geography of the city, network entanglements, comprising resilient ties and egalitarian relations, have become vital to urban livelihoods in this community. However, apprenticeship contracts and the networks they engender can be a double-edged sword. For instance, demands of reciprocity or support from co-network members, neighbours and family, can be so taxing that some individuals opt out of the network. This tension notwithstanding, this paper contends that apprenticeship contracts and the network spaces they create have created a new social cohesion and community that transcend the traditionally known spaces of social support, i.e. ethnic ties, family ties or even institutional support. © Springer 2005.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10708-005-7915-1 10/cjzk3k 2129771:QJBKZ3W3 2129771:W58GJ244 2317526:CDMIR86U 2317526:XVHN9P2E
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:artist; P:economy; P:measurement; P:social; T:Lehrlingsausbildung; Z:Apprenticeship contracts; Z:Micro-enterprises; Z:Social networks; Z:Socio-economic vulnerability; Z:Urban livelihoods; _C:Ghana GHA; publicImportV1

Using value-added measures of teacher quality - Hanushek, E.A.; Rivkin, S.G. (CALDER Brief, 2010)

Education, Democracy and Development: does education contribute to democratisation in developing countries? - Harber, Clive; Mncube, Vusi (Symposium Books Ltd, 2012)
Education is often seen as the key agency in international development and poverty reduction. Frequently the emphasis is on the economic and social role of education in development. This book, on the other hand, is unusual in explicitly examining the political role of education in development. In particular, it sets out the theories, evidence and arguments concerning the potential and actual relationships between education and democracy and critically explores the contradictory role of formal education in both supporting and hindering democratic political development. A key theme of the book is the importance of considering the type and nature of the education actually provided and experienced – what goes on inside the ‘black box’ of education? Currently in developing countries and elsewhere this is often at odds with democratic principles but the book also provides many examples of successful democratic practice in schools in developing countries as well as discussing a detailed case study of South Africa where democratic change in education is a key aspect of the policy agenda.
Google-Books-ID: 221tCQAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:DDG4GY62 261495:QWRNN4FT

Educational performance of the poor: Lessons from rural Northeast Brazil - Harbison, R.; Hanushek, E.A. (Oxford University Press, 1992)

Reforming teacher education in Tanzania - Hardman, F; Abd-Kadir, J; Tibuhinda, A (International Journal of Educational Development, 2012)
It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the quality of teacher education at the pre- and in-service stages. Drawing on evidence from a baseline study of primary teacher interactional and discourse practices, and a review of teacher training colleges, this paper explores the training needs of teacher educators in Tanzania who, in the light of recent reforms to teacher education, will be responsible for education and training at the pre and in-service levels.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.01.002 10/f37fn5 2129771:GK5LZYEH 2317526:AD2UXXH5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing country; F:pedagogy; F:teaching method; P:services; P:teacher education; P:teacher training; P:teachers; Q:college education; Q:primary education; T:Training; T:training needs; Z:African languages; Z:College education; Z:English language; Z:Mathematics education; Z:Primary education; Z:Teacher education; Z:Teaching methods; publicImportV1

A review of teacher education in Tanzania and the potential for closer links between PRESET and INSET - Hardman, Frank (2009)
KerkoCite.ItemAlsoKnownAs: 2129771:N2CZQPDQ 261495:VPMHQDHP
Keywords: ⛔ No DOI found

Making pedagogical practices visible in discussions of educational quality - Hardman, Frank (2015)
KerkoCite.ItemAlsoKnownAs: 2129771:C7NNAKRU 261495:VMTVEKDF

Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training - Hardman, Frank; Abd‐Kadir, Jan; Agg, Catherine; Migwi, James; Ndambuku, Jacinta; Smith, Fay (Comparative Education, 2009)
This study reports on an investigation into the impact of a national, school‐based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video‐recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole‐class teaching and group‐based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to elicit their views on the impact of the school‐based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole‐class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in‐service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered.
00083 KerkoCite.ItemAlsoKnownAs: 10.1080/03050060802661402 10/d4pwg6 2129771:QUUGMC69 2129771:TUTLCRRE 2405685:YDTY3JCV 261495:A32BNMRX
Keywords: C:Kenya; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Ghana GHA; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Nigeria NGA; _C:South Africa ZAF; _C:Tanzania TZA; __C:filed:1; __C:scheme:1

Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools - Hardman, Frank; Abd-Kadir, Jan; Smith, Fay (International Journal of Educational Development, 2008)
This study reports on an investigation of classroom interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher–pupil interaction and discourse as research suggests managing the quality of classroom interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the interaction and discourse analysis of video recordings of 42 lessons and 59 teacher questionnaires from 10 States, drawn mainly from the north of Nigeria. The findings revealed the prevalence of teacher explanation, recitation and rote in the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom interaction in Nigerian primary schools through more effective school-based training are considered.
00109 KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2007.02.008 10/cq6k4z 2129771:4Y992QRW 261495:A886PDXT

Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda - Hardman, Frank; Ackers, Jim; Abrishamian, Niki; O’Sullivan, Margo (Compare: A Journal of Comparative and International Education, 2011)
While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.
00073 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2011.581014 10/gftr63 2129771:HFSLX6UE 2129771:NCXUKWK4 2129771:Q5IYQCTD 2317526:JIARV2LH 2339240:7KFNHLPK 2405685:J57J3RGT 2405685:QWHDI7ZH 2534378:L9VFMLYK
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Kenya; C:Kenya / Uganda / Tanzania; C:Tanzania; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:Improvement; F:ministry; F:pedagogy; F:policy; F:teaching; P:teacher education; P:teachers; Q:distance education; Q:open learning; R:survey; T:TVET; T:Training; T:work-based learning; Z:Cost Effectiveness; Z:Educational Change; Z:Educational Development; Z:Educational Improvement; Z:Educational Policy; Z:Educational Quality; Z:Equal Education; Z:Foreign Countries; Z:Systems Approach; Z:Teacher Education; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Ghana GHA; _C:Ireland IRL; _C:Kenya KEN; _C:Myanmar MMR; _C:Nigeria NGA; _C:Peru PER; _C:Rwanda RWA; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ___working_potential_duplicate; publicImportV1

Implementing school-based teacher development in Tanzania - Hardman, Frank; Hardman, Jan; Dachi, Hillary; Elliott, Louise; Ihebuzor, Noel; Ntekim, Maniza; Tibuhinda, Audax (Professional Development in Education, 2015)
This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region.
00005 KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2015.1026453 10/gfv5xx 2129771:2ABESKPA 2129771:FRBHMWXY 261495:8HHRFTW2
Keywords: __C:filed:1

School-Based Teacher Professional Development in East Africa: Emerging Lessons from Kenya and Tanzania - Hardman, Jan (International Handbook of Teacher Quality and Policy, 2017)
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.
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

E-Learning in nursing education in Rwanda: benefits and challenges. An exploration of participants' perspectives - Harerimana, A; Mtshali, NG; Hewing, H (Journal of Nursing and Health Science, 2016)
E-learning is a commonplace in nursing and healthcare professional education, and generally the importance of Information and Communication Technology (ICT) and the Internet in tertiary education is recognized. The entry visa for e-learning is a computer and an Internet connection [1]. The aim of this paper is to analyse the utilisation of e-learning in selected nursing campus in Rwanda. A convergence parallel mixed method was use as recommended by Creswell[2]. For quantitative survey, a total of 275 participants responded to the questionnaires, and for qualitative approach, a total number of 40 participants were purposively selected. Quantitative data was analysed using SPSS 23, and for qualitative data, thematic analysis was used. The finding from this study indicated that participants were ready and eager to embrace e-learning in nursing education due to a number of benefits they reported such e-learning being a student centred approach, being a blended learning method, and fast track for the production of nursing workforce taking into consideration the history of Rwanda. However it was found that a number of challenges were hindering a proper implementation such as: resource constraints, insufficient teachers and students training in ICT, language barrier, lack of policies regarding e-learning, resistance to change, issues related to Moodle accessibility.
KerkoCite.ItemAlsoKnownAs: 2129771:ZR2CG5P7 2317526:5J65FI2H
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:nurse; Q:e-learning; T:Training; T:continuing education; publicImportV1; ⛔ No DOI found

Accelerating climate resilient plant breeding by applying next-generation artificial intelligence - Harfouche, Antoine L.; Jacobson, Daniel A.; Kainer, David; Romero, Jonathon C.; Harfouche, Antoine H.; Mugnozza, Giuseppe Scarascia; Moshelion, Menachem; Tuskan, Gerald A.; Keurentjes, Joost JB; Altman, Arie (Trends in biotechnology, 2019)
Publisher: Elsevier

Survey Measures of Web-Oriented Digital Literacy - Hargittai, Eszter (Social Science Computer Review, 2005)
This article presents survey measures of web-oriented digital literacy to serve as proxies for observed skill measures, which are much more expensive and difficult to collect for large samples. Findings are based on a study that examined users’ digital literacy through both observations and survey questions, making it possible to check the validity of survey proxy measures. These analyses yield a set of recommendations for what measures work well as survey proxies of people’s observed web-use skills. Some of these survey measures were administered on the General Social Survey 2000 and 2002 Internet modules, making the findings relevant for the use of existing large-scale national data sets. Results suggest that some composite variables of survey knowledge items are better predictors of people’s actual digital literacy based on performance tests than are measures of users’ self-perceived abilities, a proxy traditionally used in the literature on the topic.
KerkoCite.ItemAlsoKnownAs: 10.1177/0894439305275911 2129771:9NUL27W6 5242966:SPYQVDFW

From internet access to internet skills: digital inequality among older adults - Hargittai; Piper, Anne Marie; Morris Ringel, Meredith (Universal Access Information Society, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10209-018-0617-5 2129771:NLRBGN7R 5242966:T72PKKU5

Randomised controlled trials – the gold standard for effectiveness research - Hariton, Eduardo; Locascio, Joseph J (International Journal of Obstetrics & Gynaecology, 2018)
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/1471-0528.15199 KerkoCite.ItemAlsoKnownAs: 10.1111/1471-0528.15199 2129771:P2YYUC5K 2486141:GDJJ32LL

Open Access: challenges and opportunities for Low- and Middle- Income Countries and the potential impact of UK policy - Harle, Jon; Warne, Verity (2020)
Keywords: ⛔ No DOI found

TESSA Formative Evaluation Report Executive Summary - Harley, Ken; Simiyu Barasa, Fred (Teacher education in sub-Saharan Africa, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:8IUYJICZ 2405685:X4HFGDN9
Keywords: __C:filed:1

Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools? - Harn, Beth; Parisi, Danielle; Stoolmiller, Mike (Exceptional Children, 2013)
Treatment fidelity, or the application of an intervention as it is designed, is a critical issue for the successful implementation of evidence-based practices. Typically it is assumed that evidence-based practices implemented with high fidelity will result in improved outcomes, whereas low fidelity will lead to poorer outcomes. These assumptions presume agreement across researchers and practitioners on what fidelity is, how to measure it, and what level of fidelity optimizes outcomes; however, there is no widespread agreement on any of these issues. This article discusses the dimensions and nuances of treatment fidelity as well as the implications for measuring and analyzing it in relation to student outcomes. The authors review research demonstrating the differential relationship of fidelity across schools, program type, and impact on student outcomes that special educators should consider when designing intervention studies and implementing evidence-based practices. Special educators should prioritize practices and programs with clearly identified components that are empirically validated yet designed flexibly to match various contexts and student populations. Suggestions to support schools in implementing and sustaining evidence-based practices are provided.
Publisher: SAGE Publications Inc KerkoCite.ItemAlsoKnownAs: 10.1177/001440291307900204 2129771:2TSVHKTP 2486141:HBAYERET

Chapter 4 Pooling Effect Sizes | Doing Meta-Analysis in R - Harrer, Mathias; Cuijpers, Pim; Furukawa, Toshi A.; Ebert, David D.
A long and winding road already lies behind us. Fortunately, we have now reached the core part of every meta-analysis: the pooling of effect sizes. We hope that you were able to resist the...

Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms - Harris, Christopher J.; Phillips, Rachel S.; Penuel, William R. (Journal of Science Teacher Education, 2012)
Project-based learning seeks to engage students through sustained investigation of real-world problems or design challenges. Weekly mini-surveys were administered to students during an 8-week project-based learning unit to understand students’ perceptions of alignment of lessons to the overall challenge and usefulness of knowledge gained, their affective responses to lessons, and how these varied across lesson types and teachers. Results from a multilevel model revealed significant teacher level variance; no differences across lesson types were found.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10972-011-9237-0 2129771:GR2NV5L4

Zero-rate mobile services for health, education and development now - Harrison, David (The Mail & Guardian, 2020)
Operators must work together — if each network picks which sites to zero-rate, access to information will be determined by the colour of a person’s sim card
Library Catalog: mg.co.za Section: Article KerkoCite.ItemAlsoKnownAs: 2129771:KBZNDRZ4

Software tools to support title and abstract screening for systematic reviews in healthcare: an evaluation - Harrison, Hannah; Griffin, Simon J.; Kuhn, Isla; Usher-Smith, Juliet A. (BMC Medical Research Methodology, 2020)
Systematic reviews are vital to the pursuit of evidence-based medicine within healthcare. Screening titles and abstracts (T&Ab) for inclusion in a systematic review is an intensive, and often collaborative, step. The use of appropriate tools is therefore important. In this study, we identified and evaluated the usability of software tools that support T&Ab screening for systematic reviews within healthcare research.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12874-020-0897-3 2129771:7JIHF79S 2129771:7UBSU78W 2405685:DXHLMQY6 2486141:WH85XWT8 2486141:Z5HN3IS3
Keywords: Feature analysis; Screening; Software tools; Systematic reviews; Title and abstract; _Added-ailr-2024

Evaluating and enhancing quality in higher education teaching practice: a meta- review - Harrison, Reema; Meyer, Lois; Rawstorne, Patrick; Razee, Husna; Chitkara, Upma; Mears, Steven; Balasooriya, Chinthaka (Studies in Higher Education, 2022)
High-quality teaching is central to the higher education sector. Its pursuit has become heightened with increasing competition across institutions and opportunities to study globally through various modes. This systematic meta-review provides a synthesis of evidence relating to the methods used to assess and enhance the quality of teaching practice within higher education. Key words, synonyms and subject headings were used to search six electronic databases between January 2009 and August 2019. Titles and abstracts of publications were screened and full text articles assessed against the eligibility criteria. Findings were extracted and integrated in a narrative synthesis. Thirteen review articles, revealed that the use of teaching quality: student feedback data, self-assessment tools, peer review of teaching (formative and summative) and the use of teaching portfolios. We report evidence related to the effectiveness of each of these approaches and that a multi-modal approach may be most effective but requires consideration of resourcing.
Publisher: Routledge _eprint: https://doi.org/10.1080/03075079.2020.1730315
Keywords: Teaching quality; higher education; peer review; student evaluation; teaching practice

Evidence-based Education: The development of a model to use protocols and small-scale aggregated trials to create a prospective cumulative meta-analysis as an evidence base for interventions. - Harrison, Wayne (Durham University, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:HFF7IVU9
Keywords: _C:Australia AUS; _C:Canada CAN; _C:China CHN; _C:Denmark DNK; _C:France FRA; _C:India IND; _C:New Zealand NZL; _C:Norway NOR; _C:Sri Lanka LKA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

The role that access and attitudes toward tablets have on learners’ achievement in a Johannesburg school - Hart, Samantha Anne; Laher, Sumaya (South African Journal of Education, 2019)
Publisher: Education Association of South Africa KerkoCite.ItemAlsoKnownAs: 2129771:T7BCUMAC
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Korea; Republic KOR; _C:Singapore SGP; _C:South Africa ZAF; _C:Syrian Arab Republic SYR; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Technical and vocational education and training (TVET) and skills development for poverty reduction – do rural women benefit? - Hartl, Maria (International Fund for Agricultural Development, Italy, 2009)
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.
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

How do carers of disabled children cope? The Ugandan perspective - Hartley, SOVP; Ojwang, P.; Baguwemu, A.; Ddamulira, M.; Chavuta, A. (Child: care, health and development, 2005)
Publisher: Wiley Online Library

Risk of bias versus quality assessment of randomised controlled trials: cross sectional study - Hartling, L.; Ospina, M.; Liang, Y. (British Medical Journal, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:878TUXM2 2129771:TRBMBJPI 2405685:98CY3A45 2486141:LCID6Q5M
Keywords: ⛔ No DOI found

Understanding work-based learning in technical and vocational education and training in Nigeria - Haruna, Rabiu; Kamin, Yusri Bin; Buntat, Yahya Bin (International Journal of Recent Technology and Engineering, 2019)
© BEIESP. Work-based learning in technical and vocational education and training (TVET) is a separate pedagogy that strengthens the delivery of vocational education and training, and requires students to maintain balance in being a student and a trainee. While the concept of work-based learning is overwhelming, its practice in Nigerian Institutions is relatively low. This paper, therefore, investigates the awareness level of work-based learning in TVET in Nigerian education system. The study participants are 150 TVET Lecturers in Tertiary Institutions that have TVET departments. Mixed method research was adopted because of its ability to provide in-depth discussions into the investigation; questionnaires were developed in a two-step revision stage. First, a structured questionnaire was designed to collect quantitative and qualitative data. Second, validity test was carried out in which the questionnaire was applied to ten TVET lecturers outside the area of study to obtain feedback about the clarity of the questions, the use of appropriate terminology, and the possible omission of important issues. In follow up to validate the responses a focus group discussion was conducted to clarify some pertinent trends captured from the survey. Data collected were coded and analysed with SPSS. Findings among others revealed that there is low level of work-based learning awareness in Nigeria, adopting work-based learning in TVET program will increase students’ responsibilities related to acquiring new skills, which will expand their roles in contributing to nation’s building.
KerkoCite.ItemAlsoKnownAs: 2129771:HU4UXPKA 2129771:WE6VF3M8
Keywords: ⛔ No DOI found

Functional approaches for applying workbased learning into electrical and electronic technology education in Nigeria - Haruna, Rabiu; Kamin, Yusri Bin; Buntat, Yahya Bin; Shuaibu, Halliru; Cledumas, Abdullahi Musa (International Journal of Engineering and Advanced Technology, 2019)
© 2019, Blue Eyes Intelligence Engineering and Sciences Publication. All rights reserved. The study examined functional approaches for applying work-based learning (WBL) into Electrical and Electronic Technology (EET) in northwest Nigeria. Survey research design was adopted to carry out the study. Random sampling technique was used to select two tertiary institutions offering Electrical and Electronic Technology. The entire 32 lecturers of EET from the two tertiary institutions and 64 supervisors of registered Electrical Technology firms in the two states making a total of 96 respondents were used for the study. Data were obtained using structured 48-item questionnaire titled ‘Functional Approaches for Applying Work-based Learning Questionnaire (FAAWBLQ)'. Data collected were analyzed using descriptive statistics such as frequency, percentages and mean ratings. In interpreting the results, work-based learning experience with percentage score of 50% and above were interpreted as ‘Practiced’ while those with less than 50% were interpreted as ‘Not Practiced’. Using 2.50 as the cut-off point, items with mean values of 2.50 and above were interpreted as ‘Agreed’. The results of the study showed that only 2 out of the 17 identified work-based learning components were practiced for skill acquisition in Electrical Technology in Northwest Nigeria. In addition, the study identified administrative, school-industry and resource inputs approach for effective application of WBL that will guarantee skill acquisition in Northwest Nigeria. The study recommended policies to strengthen a dynamic and robust WBL in technical and vocation education (TVE) in Nigeria and that work-based learning framework in Nigeria be carefully developed and overseen by Industrial Training Unit (ITU) of education sector to coordinate the synergy between training institutions and industry for improved skill acquisition of the teaming Nigerian youths.
KerkoCite.ItemAlsoKnownAs: 10.35940/ijeat.E1117.0585C19 2129771:FVCHG5SH

Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Preschool Education in Rural Indonesia. - Hasan, Amer; Jung, Haeil; Kinnell, Angela; Maika, Amelia; Nakajima, Nozomi; Pradhan, Menno (2019)

Gestaltungsorientierung als Entwicklungsstrategie zur Beförderung der beruflichen Fortbildung – dargestellt und untersucht am Beispiel des Projektes VET-Net - Haseloff, Gesine (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:U972YMBU 2317526:CP2DPGD3 UA-7a56c9f3-ad17-469f-b082-d4f037a697d4
Keywords: -FullBiblioUHMLgen; -GeneralCitations; C:Mozambique; C:South Africa; publicImportV1; ⛔ No DOI found

The Train the Trainer-System ؊ Results of a research and development project for and with VET pedagogues in Sub-Saharan Africa - Haseloff, Gesine (2017)
zotzenLib.CopiedFrom: 2317526:B27FYPZL KerkoCite.ItemAlsoKnownAs: 2129771:UCZIFCRI 2317526:B27FYPZL
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; CLL:en; publicImportV1; ⛔ No DOI found

The Availability of Electronic Courses Using ICT Infrastructure in Teaching and Learning among Teachers in Nigeria's TVET Institutions. - Hashim, MHM; Abubakar, B (2017)
Abstract: As information and communication technology becomes a regular feature of the educational environment, it may be difficult for teaching and learning activities especially in TVET institutions to remain unchallenged. However, ICT application as a pedagogical tool in Nigerian TVET institutions is not a common practice and it also remains unclear how utilisation of ICT enhances pedagogy. This study is interested in the availability of electronic courses using ICT infrastructure in teaching and learning. Using activity theory as a guide, multiple case studies are conducted. The Qualitative Case Study Methodology is used in this research. Five TVET institutions and 20 participants are selected using maximum variation and homogeneous purposive sampling strategies, respectively. During the visits to the institutions, classroom observation is carried out, documents such as the curriculum and teacher's lecture materials are reviewed for triangulation. Semi-structured interviews are conducted with 20 selected participants as the primary data collection method. At the data analysis stage, the inductive and deductive methods are used to analyse the data and two strategies of grounded theory as open and axial coding are employed. The coding process is achieved through the use of an inherent feature of NViVOlO. The findings show that four themes: availability of infrastructure, computer specifications, educational software and connectivity.
KerkoCite.ItemAlsoKnownAs: 2129771:DLZZV2QH 2317526:W742575Q UTI-659E7698-0E52-3D96-B24B-CB8235ECD882
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:teaching; P:electro; P:teachers; Q:ICT; Q:educational technology; T:TVET; publicImportV1; ⛔ No DOI found

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development - Haßler, Bjoern; Hennessy, Sara; Hofmann, Riikka (Journal of Learning for Development, 2018)
KerkoCite.ItemAlsoKnownAs: 10.56059/jl4d.v5i1.264 4804264:XZPBP8GM
Keywords: Final_citation; cited; existing

3D printed case for pico datalogger (rev1.00) - Haßler, Björn (Open Development & Education, 2023)
original-date: 2023-05-22T21:47:38Z
Keywords: _r:ImportedToMyEducationEvidence

A command line interface for Trello (edtechhub/trello-export) - Haßler, Björn (EdTech Hub, 2020)
original-date: 2020-03-28T20:08:24Z KerkoCite.ItemAlsoKnownAs: 2129771:3UV9WRI3
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

A mixed-methods evidence assessment for emergent fields of knowledge - Haßler, Björn (EdTech Hub, 2021)
previousDOI: 10.5281/zenodo.4698915 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4698915 10.53832/edtechhub.0003 2129771:E3W7NXR9 2405685:PUVVR28E 2486141:LD8YA8SL
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _yl:m

Access to Open Educational Resources: Report of a UNESCO OER Community Discussion. - Haßler, Björn (IIEP, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:9ADE7A9P 2129771:A62ZDWFW 2129771:YNRBBDKJ 2405685:Z4IIZ3IE 261451:3WM33AEQ 261495:8IVTDTR9
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _bjoern_cv; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

(Adapting to the) Impacts of climate (change): Temperature, Light, Sound, Air - Haßler, Björn (Open Development & Education, 2023)
ZenodoArchiveID: 7823061 ZenodoArchiveConcept: 7823060 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0287 2129771:CQKQ898B
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

An extension for Google Chrome: Create bookmarklets to repeatedly create Google Docs in specfici folders (OpenDevEd/ChromeExtension-GoogleDocsCreator) - Haßler, Björn (Open Development & Education, 2020)
original-date: 2020-07-04T00:13:29Z KerkoCite.ItemAlsoKnownAs: 2129771:FWQRSYAS
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

An extension for Google Chrome: Search your history for Google Docs (OpenDevEd/ChromeExtension-WhatGD) - Haßler, Björn (Open Development & Education, 2020)
original-date: 2020-07-03T12:26:22Z KerkoCite.ItemAlsoKnownAs: 2129771:NHRS2W6C
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

Are we remote learning? - Haßler, Björn (2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930959 2129771:UXTXCBCN
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _forthcoming

bjohas/kanbantool-bookmarklets - Haßler, Björn (2019)
original-date: 2019-04-13T08:57:17Z KerkoCite.ItemAlsoKnownAs: 2129771:4NP84ITR
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:o

bjohas/OSM-Wikipedia-Monkey - Haßler, Björn (2017)
original-date: 2017-04-30T10:17:37Z KerkoCite.ItemAlsoKnownAs: 2129771:DBK6YRNR
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Bridging the Digital Divide: Rethinking Open Learning for a Global Audience - Haßler, Björn (2007)
EdTechHub.ItemAlsoKnownAs: 2129771:PBJWEXPD
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

Broadening access to science events by using the internet - Haßler, Björn (Geophysical Research Abstracts, 2006)
EdTechHub.ItemAlsoKnownAs: 2129771:Y8MH8R3M
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

Can We Afford Free Textbooks - Haßler, Björn (2017)
EdTechHub.ItemAlsoKnownAs: 2129771:AHTZIUIA
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Commonwealth Collaboration to Achieve The Sustainable Development Goals - Haßler, Björn (OpenDevEd, 2023)
ZenodoArchiveID: 7886836 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0290 ZenodoArchiveConcept: 7886835
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Commonwealth Collaboration to Build Back Better - Haßler, Björn (2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0275 2129771:DABFT2LD
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _yl:c

Continue or reboot? Overarching options for education responses to COVID-19 in low- and middle-income countries - Haßler, Björn (Zenodo, 2020)
Björn Haßler, https://opendeved.net/2020/04/15/continue-or-reboot/, 2020-04-15, DOI: 10.5281/zenodo.3753513
EdTechHub.Source: <this> EdTechHub.Source: 2129771:MIMJJLN9 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3753513 2129771:AS5ALSKL 2129771:MIMJJLN9 2405685:36KIX7YE 2405685:696M6DK9
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Germany DEU; _COVID-Continuity-Blogpost-01; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:p

Cost- and Learning-Adjusted Years of Schooling - Haßler, Björn (OpenDevEd, 2022)
ZenodoArchiveID: 6615141 ZenodoArchiveConcept: 6615140 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.279 2129771:TQIE4SXP
Keywords: Author:OpenDevEd; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Digital Divide meets video-based learning: Video production, distribution, and use within the developing world - Haßler, Björn (Hasso-Plattner Institute, Potsdam, 2008)
EdTechHub.ItemAlsoKnownAs: 2129771:EBI3FKSC
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

Equitable access to education - Haßler, Björn (2015)
EdTechHub.ItemAlsoKnownAs: 2129771:XI4F2DAE
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Evidence collection - Haßler, Björn (OpenDevEd, 2023)
ZenodoArchiveID: 7644266 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7644266 ZenodoArchiveConcept: 7644265
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Evidence collection - Haßler, Björn (OpenDevEd, 2023)
ZenodoArchiveID: 8167411 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved. ZenodoArchiveConcept: 8167410
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Evidence collection - Haßler, Björn (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10599317 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1070 ZenodoArchiveConcept: 10599316
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon