Ambientes online na profissionalização de professores em Cabo Verde: um projeto de investigação ação - Mendonça, Adriana (Universidade do Minho, 2014)
A introdução de ambientes online nas práticas docentes no ensino superior, tem-se afigurado numa necessidade um pouco por todo o mundo. Nesta investigação apresenta-se uma dessas iniciativas desenvolvidas na universidade de Cabo Verde (Uni-CV), no Departamento de Ciências Sociais e Humanas (DCSH). A Uni-CV conta com oito anos de existência, encontrando-se ainda na caminhada para a inclusão digital, a par do que ocorre no arquipélago cabo-verdiano. Mesmo com limitações, luta-se para alcançar os desafios da infoinclusão, nomeadamente através de programas como o Mundu Novu. É com esta preocupação que se trabalhou com estudantes finalistas em Ciências da Educação – Percurso de Desenvolvimento Pessoal e Social - futuros docentes da disciplina, do ensino secundário, de Formação Pessoal e Social/Educação para os Direitos Humanos e Cidadania. Isto para vivenciarem na sua formação inicial uma experiência inovadora, no período de estágio pedagógico, que enriquecesse a sua vivência e contribuísse para ampliar a sua visão sobre o potencial pedagógico dos ambientes online. Assim, a preocupação central da investigação foi perceber que desafios coloca a integração dos ambientes online nos processos de profissionalização dos docentes do Ensino Secundário em Cabo Verde, bem como compreender o espaço dos ambientes online nesse processo. Para tal, propôs-se compreender como é que as orientações legais e representações dos sujeitos estão a ser compreendidas pela Uni-CV, procurando-se simultaneamente contribuir com a organização de conteúdos formativos destinados aos estagiários e seus orientadores, de forma a contribuir para o aprofundamento das suas competências e simultaneamente criar um referencial indicativo de áreas prioritárias de formação em contexto de profissionalização para os professores de ensino secundário em Cabo Verde. Neste sentido levou-se a cabo um projeto de investigação ação, de natureza descritiva, com caráter eminentemente qualitativo, no âmbito do qual se concebeu e se implementou o b-curso: SuperVisão de estágio. Para a realização, com sucesso, desta investigação, foi necessário recorrer a diversas técnicas de recolha de dados em distintos momentos do processo, designadamente questionários, entrevistas (semi estruturadas e informais na modalidade individual e em focus group), observações participante e não participante, conversas e observações informais. Procedeu-se à análise estatística e de conteúdo com recurso ao Nvivo10 e ao Statistical Package for the Social Sciences (SPSS) garantindo uma triangulação destes que permitiu inferir da vontade dos parte dos participantes em ganharem destrezas no uso das Tecnologias de Informação e Comunicação (TIC) e na exploração dos ambientes online, revelando-se altamente motivados para a formação nos domínios, por eles, identificados como prioritários, a saber: TIC e ambientes online, planificação em educação, designadamente formulação de objetivos e competências em educação, estratégias e recursos pedagógicas. Tais domínios são percecionados como meio de desenvolvimento das competências científicas, técnicas e transversais no seu processo de profissionalização. Foi possível aferir, a partir dos resultados de investigação, que houve um considerável aumento do acesso à Internet pelos participantes. A par disso, também se verificou que a Uni-CV não dispõe, ainda, de condições técnicas e tecnológicas ideais para o desenvolvimento deste tipo de ações, com recurso a ambientes online. Porém, o recurso à Moodle no estágio pedagógico garantiu mais autonomia e flexibilidade ao estagiário, bem como ajudou-o na partilha quer de informações, quer de ansiedades, pelo que destacaram como atividades preferenciais, fóruns, o acesso a informações em diversos formatos, livro interativo e glossários. Como principais ganhos identificou-se o maior acesso a conteúdos específicos para trabalho na disciplina dinamizada pelos estagiários, bem como o feedback imediato facultado pela docente/investigadora e alguns colegas de estágio. As principais limitações relacionam-se com a duração do estágio (apenas quatro meses), o que limitou, nas atividades online, o envolvimento dos estagiários e seus orientadores, impossibilitando inclusivamente a participação destes últimos, bem como a evolução reflexiva na prática pedagógica. A estas dificuldades acresce a dificuldade de resposta da Uni-CV em facultar as condições ideais para que este b-curso decorresse com menos pressão. Apesar das dificuldades vivenciadas, entende-se que esta experiência contribuiu para que estes estagiários saíssem muito mais enriquecidos da sua formação académica inicial, pois, ainda que por pouco tempo, tiveram a possibilidade de “mergulharem no mundo digital”, de uma forma em que não o poderiam fazer sem que esta experiência ocorresse. Estes futuros professores interiorizam a necessidade de integração das TIC e dos ambientes online nas suas rotinas diárias e a necessária aprendizagem destas nas suas aprendizagens profissionais na perspetiva de formação ao longo da vida. Foi possível comprovar que, não obstante as dificuldades, é possível realizar uma prática pedagógica mediada por ambientes online na Uni-CV, desde que profissionais e gestores estejam cientes do seu potencial e procurem desenvolver as condições ideais para a sua exploração e desenvolvimento na Instituição, procurando envolver todas as forças ativas de modo a reunir sinergias e contribuir para o seu sucesso. A infoinclusão assumiria, aqui, um papel relevante na prossecução dos objetivos dos participantes neste processo da prática pedagógica, tornando-o ainda mais desafiador, para uns e para outros no âmbito das políticas e práticas da profissionalização docente em Cabo Verde.
KerkoCite.ItemAlsoKnownAs: 2129771:R9BYMURD 2317526:ARB3PRT4
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Cape Verde; CLL:pt; publicImportV1

Trade-oﬀs in School Choice: Comparing Deferred Acceptance, the Classic and the Adaptive Boston Mechanism - Mennle, Timo; Seuken, Sven
The three most common school choice mechanisms are the Deferred Acceptance mechanism (DA), the classic Boston mechanism (BM), and a variant of the Boston mechanism where students automatically skip exhausted schools, which we call the adaptive Boston mechanism (ABM). Assuming truthful reporting, we compare student welfare under these mechanisms both from a conceptual and from a quantitative perspective: We first show that, BM rank dominates DA whenever they are comparable; and via limit arguments and simulations we show that ABM yields intermediate student welfare between BM and DA. Second, we perform computational experiments with preference data from the high school match in Mexico City. We find that student welfare (in terms of rank transitions) is highest under BM, intermediate under ABM, and lowest under DA. BM, ABM, and DA can thus be understood to form a hierarchy in terms of student welfare. In contrast, in (Mennle and Seuken, 2017), we have found that the same mechanisms also form a hierarchy in terms of incentives for truthtelling that points in the opposite direction. A decision between them therefore involves an implicit trade-off between incentives and student welfare.
Keywords: _C:Belgium BEL; _C:Estonia EST; _C:Germany DEU; _C:Mexico MEX; _C:Spain ESP; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Gender bias in attitude towards girls in the Use of computers in selected schools in central Africa - Meno, Yeba Judith Sama Mouokuio (Journal of Continuing, Open and Distance Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2339240:EYGKG23I 2405685:NWGCZ947
Keywords: Equity of Access; ⛔ No DOI found

THINKING AND WORKING POLITICALLY THROUGH APPLIED POLITICAL ECONOMY ANALYSIS: A GUIDE FOR PRACTITIONERS - Menocal, Alina Rocha; Cassidy, Marc; Swift, Sarah; Jacobstein, David; Rothblum, Corinne; Tservil, Ilona
KerkoCite.ItemAlsoKnownAs: 2129771:BH88U2XL 2129771:ZVNHKCL7
Keywords: ⛔ No DOI found

Active-Learning Pedagogies: Policy, Professional Development and Classroom Practices - Menon, Geeta (A case study of two post-conflict contexts: Afghanistan and Somaliland-Case …, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:BN6T753H
Keywords: __C:filed:1

Synergizing education, research, campus operations, and community engagements towards sustainability in higher education: a literature review - Menon, Shalini; Suresh, M. (International Journal of Sustainability in Higher Education, 2020)
Purpose The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs. Design/methodology/approach The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications. Findings This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance. Practical implications The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses. Originality/value The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs.
Publisher: Emerald Publishing Limited
Keywords: Campus operations; Higher education; Outreach programs; Sustainability; Sustainable education and research

‘Without Education You Can Never Become President’: Teenage Pregnancy and Pseudo-empowerment in Post-Ebola Sierra Leone - Menzel, Anne (Journal of Intervention and Statebuilding, 2019)
This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex.
Publisher: Routledge _eprint: https://doi.org/10.1080/17502977.2019.1612992 KerkoCite.ItemAlsoKnownAs: 10.1080/17502977.2019.1612992 2129771:S4K2JMQ3 2129771:VERU8P94 2405685:MKDQ3K53
Keywords: Sierra Leone; _C:Sierra Leone SLE; aid and development; gender politics; neoliberalism; sexual violence; teenage pregnancy

The Guided Construction of Knowledge: Talk Amongst Teachers and Learners - Mercer, Neil (Multilingual Matters, 1995)
KerkoCite.ItemAlsoKnownAs: 2129771:WIHX3J9V 2486141:F33YGYMJ

The Routledge International Handbook of Research on Dialogic Education - Mercer, Neil; Wegerif, Rupert; Major, Louis (Routledge, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:GBZAYD8L 2129771:N8ZHZZHY 2129771:NWQMDI93 2129771:S8PCK5R6 2129771:YAJPIEAC
Keywords: __C:filed:1

Evaluating teachers’ professional development initiatives: towards an extended evaluative framework - Merchie, Emmelien; Tuytens, Melissa; Devos, Geert; Vanderlinde, Ruben (Research papers in education, 2018)
ISBN: 0267-1522 Publisher: Taylor & Francis

The Online Interface and Social Inclusion: A MOOC Study in Turkey - Meri-Yilan, Serpil (Journal of Interactive Media in Education, 2020)
One of the virtues of Massive Open Online Courses (MOOCs) is that, because of their scalability, temporal flexibility and digital mediation, they have the potential to increase learner numbers in higher education, boosting their general level of social inclusion. Whether a MOOC actually succeeds in enhancing students’ social inclusion, however, is shaped by two elements of the course: 1) the features of the online interface – the embedded linguistic, pedagogical and interactive features that direct students’ engagement with the course materials, the educator and their peers; and 2) the knowledge content of the course, especially its relevancy for equipping learners to be able to engage meaningfully with the world after completion of the MOOC. With this in mind, this paper focuses on the first element, exploring Turkish students’ experiences of taking a MOOC and their perceptions of how the MOOC interface shaped their sense of social inclusion. Fifteen university-level students registered for a five-week MOOC on how to improve their English language writing skills. They then completed a questionnaire about their views on the learning experience. Nine of the students also kept diaries reflecting on their learning through the MOOC. Findings reveal that these students had a positive view of the MOOC, with different elements of the online interface playing important roles in improving digital, educational and social inclusion. The paper ends by recommending that researchers should further investigate the relationship between social inclusion and MOOCs; that course designers should rethink the role of online interfaces within MOOCS; and that Turkish higher education institutions should develop more MOOCs with locally relevant features embedded within them.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.558 2129771:X4EZDARY 2447227:KXNQF22K
Keywords: MOOC; Turkey; higher education; online interface; social inclusion

Adult learning theory for the twenty‐first century - Merriam, Sharan B. (New directions for adult and continuing education, 2008)
ISBN: 1052-2891 Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 2129771:8NZMBMWS 2129771:S86LJHMC

A systematic literature review to identify evidence-based principles to improve online environmental education - Merritt, Eileen G.; Stern, Marc J.; Powell, Robert B.; Frensley, B. Troy (Environmental Education Research, 2022)
Many environmental educators shifted to online programs in the midst of the COVID-19 pandemic. We conducted a systematic literature review to identify program characteristics from digital environmental education experiences that are associated with one or more elements of environmental literacy. After reviewing 153 candidate articles, 32 articles that evaluated 47 diverse programs met our selection criteria. For each of these programs, we systematically coded the articles to identify guiding theories, program types, program characteristics, and outcomes assessed. We also identified the authors’ explanations and empirical evidence for program characteristics that led to positive outcomes. In this paper, we synthesize the results and present 12 guiding principles that show promise in enhancing outcomes related to environmental literacy in online programs for K-12 students. These principles, which are defined and illustrated with examples from the literature, include: social-ecological connections, relevance, social interactions, role models, autonomy, active involvement, challenge, use of multiple modalities, positive framing, preparation, feedback and reflection.
Publisher: Routledge _eprint: https://doi.org/10.1080/13504622.2022.2032610 KerkoCite.ItemAlsoKnownAs: 10.1080/13504622.2022.2032610 2129771:K74T9WSY
Keywords: Distance learning; STEM; _genre:LR-literature_review; environmental literacy; literature review; online learning; virtual field trips

LIMITATIONS OF OUTCOME BASED ACCOUNTING CURRICULUM IN ETHIOPIA - Mersha, Deresse; Assistant Professor, Jimma University, Ethiopia, Department of Accounting and Finance; Getahun, Mohammed (2019)
The demand for accounting profession is increasing from time to time because of the increase in complexity of the business environment. Education institutions are responsible to produce qualified and ethical accountant required by the accounting profession. Specifically, Technical and Vocational Education and training (TVET) colleges play great role in training lower and middle level accountant in Ethiopia. However, Academicians, practitioners and employers are raising concern on the quality and relevance of education and training given by TVET colleges. The major objective of this study is to examine the limitations of TVET in accounting curriculum in relation to relevance and contents of the competences included. The finding of the study showed that the existing curriculum has a lot of limitations in terms of relevance, coherence and content. As a result, the existing curriculum should be revisited in order to make it better.
KerkoCite.ItemAlsoKnownAs: 2129771:CAT3HJM5 2129771:PCWC876Z
Keywords: ⛔ No DOI found

TVET for a Green Economy - Mertineit, Klaus-Dieter (2013)

Lernprozesse mit digitalen Werkzeugen unterstützen–Perspektiven aus der Didaktik naturwissenschaftlicher Fächer - Meßinger-Koppelt, Jenny; Schanze, S.; Groß, Jorge (Joachim Herz Stiftung Verlag, Hamburg, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:3FBWNWDK 2129771:4KURGHBT 2129771:7H4BHGYV 2129771:9XYBHTJ6 2129771:NS2DV7WJ 2129771:YPKVC2GJ
Keywords: _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

A review about COVID-19 in the MENA region: environmental concerns and machine learning applications - Meskher, Hicham; Belhaouari, Samir Brahim; Thakur, Amrit Kumar; Sathyamurthy, Ravishankar; Singh, Punit; Khelfaoui, Issam; Saidur, Rahman (Environmental Science and Pollution Research, 2022)

Practical implementation science: developing and piloting the quality implementation tool - Meyers, Duncan C.; Katz, Jason; Chien, Victoria; Wandersman, Abraham; Scaccia, Jonathan P.; Wright, Annie (American journal of community psychology, 2012)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10464-012-9521-y 2129771:PDCZW9EU

School counseling in the time of the coronavirus - Meyers, Laurie (Counseling Today, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:YXXATP3J 2486141:MEKSDBHQ

Awareness and use of a mobile phone as a potential pedagogical tool among secondary school teachers in Tanzania - Mfaume, Hamisi (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2019)
The government of Tanzania through its ICT Policy for Basic Education, has indicated a commitment to use of mobile phones among other ICTs, as a strategy to enhance the quality of education. It is from this fact that this study determined teachers’ awareness of the educational benefits of the device, their use and barriers towards their educational use. The study was qualitative in nature, using a sample of twenty one (21) teachers who were purposefully selected from three secondary schools. Data were sought through semi-structured interviews and were thematically analysed. The findings revealed that teachers are well informed of the benefits, but they hardly utilize it for educational purposes. Lack of knowledge and skills, a negative attitude, lack of awareness of the ICT policy, age and low motivation emerged as key barriers. In light of the findings, the study concluded that the government’s commitment to integrate the device in the promotion of quality education has not yet moved beyond policy statements. Thus, a concerted effort is needed to train teachers on pedagogical utilization of the device.
KerkoCite.ItemAlsoKnownAs: 2339240:NILQKHAU 2405685:RZS5MRR5 2405685:T44EMRPB 2534378:CWRHE7XH 2534378:HJAYR2JU Place: Bridgetown Publisher: University of the West Indies Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2255700979?accountid=9851
Keywords: Bali; Bangkok Thailand; Cellular telephones; Education; Educational technology; Japan; Learning; Pedagogy; Secondary school teachers; Students; Tanzania; Teaching; United Kingdom–UK; United States–US; __:import:01; __:match:final; __:matched; __:study_id:2096774; __finaldtb; ⛔ No DOI found

School-based mathematics teacher professional learning: A theoretical position on the lesson study approach - Mhakure, Duncan (South African Journal of Education, 2019)
ISBN: 2076-3433

COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa? - Mhlanga, David; Moloi, Tankiso (Education Sciences, 2020)
The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a standstill due to the lockdown necessitated by COVID-19. To assess the impact, the study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote (online) learning. These observations reflect that South Africa generally has some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, it has presented an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/educsci10070180 2129771:FZ72LCBN 2129771:KGMAPFPF
Keywords: 4IR; COVID-19; South Africa; __C:filed:1; digital transformation; education

COVID-19 and the Digital Transformation of Education: What We Are Learning in South Africa - Mhlanga, David; Moloi, Tankiso (2020)
The study sought to gauge the impact of COVID-19 pandemic in unleashing digital transformation in the education sector in South Africa. In order to gauge the impact, the study tracked the rate at which the 4IR tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources, mainly newspaper articles, magazines and peer-reviewed journals. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote learning (online learning). These observations point to the fact that South Africa generally has, some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, there is an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.
Publisher: Preprints KerkoCite.ItemAlsoKnownAs: 10.20944/preprints202004.0195.v1 2129771:XL2TPA77
Keywords: __C:filed:1

Advances in clinical education: a model for infectious disease training for mid-level practitioners in Uganda - Miceli, Antonina; Sebuyira, Lydia Mpanga; Crozier, Ian; Cooke, Molly; Naikoba, Sarah; Omwangangye, Aquilla Priscilla; Rayko-Farrar, Lisa; Ronald, Allan; Tumwebaze, Margaret; Willis, Kelly S.; Weaver, Marcia R. (International Journal of Infectious Diseases, 2012)
Summary Advances in health professional education have been slow to materialize in many developing countries over the past half-century, contributing to a widening gap in quality of care compared to developed countries. Recent calls for reform in global health professional education have stressed, among other priorities, the need for approaches that strengthen clinical reasoning skills. While the development of these skills is critical to enhance health systems, little research has been carried out on the effectiveness of applying these strategies in the context of severe human resource shortages and complex disease presentations. Integrated Infectious Disease Capacity Building Evaluation (IDCAP) based at the Infectious Diseases Institute at Makerere University created a training program using current best practices in clinical education to support the development of complex reasoning skills among clinicians in rural Uganda. Over a period of 9 months, the program integrated classroom and clinic-based training approaches and measured indicators of success with particular reference to common infectious diseases. This article describes in detail the IDCAP approach to integrating advances in health professional education theory in the context of an overburdened, inadequately resourced primary health care system; results from the evaluation are expected in 2012.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijid.2012.07.003 10/f2fz47 2129771:Q9VBXXDP 2317526:RNKFJVNL
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AAZ:Africa South of the Sahara; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:P; CT:R; CT:T; D:developing country; P:health; P:media; P:nurse; R:evaluation; T:TVET; T:Training; T:work-based learning; Z:Clinical competence; Z:Education; distance; Z:Education; medical; continuing; Z:Education; nursing; continuing; Z:In-service training; _C:Uganda UGA; publicImportV1

Handbook on Language of Instruction Issues in Reading Programs - Micklos, John
KerkoCite.ItemAlsoKnownAs: 2129771:N38YZD6Z
Keywords: ⛔ No DOI found

Relevant Journals for Identifying Implementation Science Articles: Results of an International Implementation Science Expert Survey - Mielke, Juliane; Brunkert, Thekla; Zullig, Leah L.; Bosworth, Hayden B.; Deschodt, Mieke; Simon, Michael; De Geest, Sabina (Frontiers in Public Health, 2021)
In implementation science (IS), conducting well-targeted and reproducible literature searches is challenging due to non-specific and varying terminology that is fragmented over multiple disciplines. A list of journals that publish IS-relevant content for use in search strings can support this process. We conducted a cross-sectional online survey of 56 Australian, European, and North American IS experts to identify and prioritize relevant journals that publish IS articles. Journals' relevance was assessed by providing each with a list of 12 journals, to which they were encouraged to add additional journal names and comments as free text. We also assessed which journals had published special IS-focused issues—identified via PubMed and Google searches—over the last 20 years. Data were analyzed descriptively. Between February 28 and March 15, 2020, a purposive sample of 34/56 experts participated in the survey (response rate: 60.7%). Implementation Science and BMC Health Services Research were perceived as relevant by 97.1% of participants; other journals' relevance varied internationally. Experts proposed 50 additional journals from various clinical fields and health science disciplines. We identified 12 calls and 53 special issues on IS published within various journals and research fields. Experts' comments confirmed the described challenges in identifying IS literature. This report presents experts' ratings of IS journals, which can be included in strategies supporting searches of IS evidence. However, challenges in identifying IS evidence remain geographically and interdisciplinary. Further investment is needed to develop reproducible search strings to capture IS evidence as an important step in improving IS research quality.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpubh.2021.639192 2129771:GVP2NX6N 4869029:9WRKHXVH

Meeting the Academic and Social-Emotional Needs of Nigeria’s Out-of-School Children | INEE - Miheretu, Adane (International Rescue Committee, 2019)
As part of their response to number of out-of-school children in Nigeria, with the support from UK Aid, the International Rescue Committee (IRC) and Creative Associates International developed the Accelerated Learning Program (ALP) model in Nigeria. ALPs are flexible, age-appropriate educational programs which aim to address the needs of OOS children and youth by preparing them for entry or re-entry into the mainstream educational system. By enrolling these students, ALPs strive to make up for lost time and shore up the essential skills these students may have never developed or lost after their educations were derailed.
KerkoCite.ItemAlsoKnownAs: 2129771:XPGY55IA
Keywords: _C:Nigeria NGA; __C:filed:1; __C:scheme:1

Understanding Sustainable Exit Strategies of Voluntary Development Organisations. Amical Break-Up or Messy Divorce? - Mil, Anne-Fleur Lurvink, Imke van, Sara Kinsbergen (The Rise of Small-Scale Development Organisations, 2023)
Over the past decade, the changing aid architecture has been at the center of attention in development studies. The increasing number of established development actors and the influx of alternative development actors are attracting the attention of academic research. At the same time, still relatively little attention is being given to organisations exiting the field. In this chapter, we present a new framework to study sustainable exist strategies. We apply the framework on the ending of the partnership of two Dutch voluntary, small-scale development organisations (Private Development Initiatives, PDI) with their Indonesian local counterparts. Through a case-study approach, we study why and how partnerships are ended and how this impacts the sustainability of development interventions. We argue that the emotional connection between the PDI and its local counterpart is key feature in understanding their exits.
Num Pages: 16

First Principles: Designing Effective Education Programs For In-Service Teacher Professional Development (Compendium) - Miller-Grandvaux, Yolande; Jessee, Cassandra (US Agency for International Development, American Institutes for Research, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:8RIBMBE9 261495:7TIXAR5I

Feasibility of satellite image and GIS sampling for population representative surveys: a case study from rural Guatemala - Miller, Ann C.; Rohloff, Peter; Blake, Alexandre; Dhaenens, Eloin; Shaw, Leah; Tuiz, Eva; Grandesso, Francesco; Mendoza Montano, Carlos; Thomson, Dana R. (International Journal of Health Geographics, 2020)
Population-representative household survey methods require up-to-date sampling frames and sample designs that minimize time and cost of fieldwork especially in low- and middle-income countries. Traditional methods such as multi-stage cluster sampling, random-walk, or spatial sampling can be cumbersome, costly or inaccurate, leading to well-known biases. However, a new tool, Epicentre’s Geo-Sampler program, allows simple random sampling of structures, which can eliminate some of these biases. We describe the study design process, experiences and lessons learned using Geo-Sampler for selection of a population representative sample for a kidney disease survey in two sites in Guatemala.
Keywords: Guatemala; Population-representative study; Sample selection; Sampling frame; Simple random sample

Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study - Miller, Bridget T; Krockover, Gerald H; Doughty, Teresa (Journal of Research in Science Teaching, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 10.1002/tea.21091 10/f49bvb 2129771:3WBKZA9Z 257089:R9FD8XMH

Education and Stability Learning Journey: Lessons Learned and Emerging Issues - Millican, Juliet (2021)
This document brings together key findings from a Foreign, Commonwealth and Development Office (FCDO) Learning Journey designed to explore the relationship between education, conflict, and stability. Prepared by the Knowledge, Evidence and Learning for Development Programme (K4D), it responds to questions from FCDO on how education interventions can build peace and stability, drawing together research and lessons from FCDO posts, and input from leading academics. The Key messages are: 1) Education matters for peace. 2) At the same time, education can exacerbate conflict. 3) All education interventions need to be grounded in robust political economy and conflict analyses. 4) To avoid instrumentalising education simply as a tool for security. 5) Taking a pragmatic inter-sectoral approach to maximise opportunities. 6) Recogniseing the links between education and inclusive economic development 7) Acknowledging unavoidable trade-offs in meeting the needs of different groups. 8) Aiming for nationally owned systemic change rather than piecemeal interventions 9) To consider the importance of different educational sectors, 10) Recognising that the recommendations set out by the global education agenda are difficult to achieve in situations of extreme instability.
Accepted: 2022-02-03T12:18:22Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.013 2129771:Y7Q8BLJS 4869029:NYZE9GI4

Education and Stability: Synopsis Paper - Millican, Juliet (2019)
DFID are aware that there are strong connections between education and stability which have implications for programming in different country contexts. Fiftyseven percent of the total DFID ODA spend, and 93% of bilateral ODA spend, has been allocated to fragile states and regions since 2017 with a long-term goal of supporting the peaceful management of change. A growing body of research in this area confirms the “two faces of education in conflict,”1 i.e. the fact that education can both mitigate and exacerbate conflict. Until recently, this mainly concerned primary and secondary education, but there is a new recognition of the potential for universities to play a significant role in conflict mobilisation, conflict response and conflict recovery. The relationship is, however, complex and context dependent, affected by a number of key factors. For example, while much research shows that education has an overall pacifying effect on conflict, there is also evidence of above-average levels of education among terrorists and genocide perpetrators. There is also no “one size fits all” solution, but several important factors to be aware of. Education can contribute to divisiveness, as unequal access to education can add to the societal injustice underlying conflict and politicised curricula can cause indoctrination and negative stereotypes. However, education can also contribute to social cohesion, inclusive identities and reconciliation. The goals of different international policies, such as the global education agenda (focused on education for all), may not match with the specific needs of conflict-affected societies requiring interventions that prioritise minorities or work for societal change. Imbalances of power between international and local actors can also lead to tensions in national policy formulation and programme implementation. Those developing programmes for stability should begin with a thorough conflict and situational analysis and a deep understanding of context.
Accepted: 2019-12-17T12:57:12Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:FN6C6AXA 4869029:RM3EQ2J8
Keywords: ⛔ No DOI found

Education Policies and Teacher Deployment in Northern Ireland: Ethnic Separation, Cultural Encapsulation and Community Cross-Over - Milliken, Matthew; Bates, Jessica; Smith, Alan (British Journal of Educational Studies, 2020)
Education is a key mechanism for the restoration of inter-community relations in post-conflict societies. The Northern Ireland school system remains divided along sectarian lines. Much research has been conducted into the efficacy of initiatives developed to bring children together across this divide but there has been an absence of studies into the impact of educational division on teachers. A number of policies, separately and in combination, restrict teachers’ options to move across and between the divided school sectors. The recruitment of teachers is excepted from fair employment legislation; details of teachers’ community identity are consequently not collected, and little is known about the impact that ethnic identity, educational policies and sectoral practices have had on teacher deployment. This quantitative project investigates the extent to which the deployment of teachers in mainstream schools in Northern Ireland reflects the enduring community divide. It is observed that, whilst primary schools are staffed mainly by community-consistent teachers, there has been an increase in cross-over teachers in post-primary schools – particularly in the grammar sector. Around one-in-five teachers have had no educational experience outside of their community of origin; this cultural encapsulation may contribute to a reluctance to engage with contentious issues in reconciliation programmes.
Publisher: Routledge _eprint: https://doi.org/10.1080/00071005.2019.1666083
Keywords: Northern Ireland; _C:Ireland IRL; _C:Poland POL; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; community division; cultural encapsulation; post-conflict education; teacher identity

How Changes in Technology and Automation will Affect the Labour Market in Africa - Millington, A. Kerry (2017)
Estimates of how many jobs are vulnerable to being replaced by machine vary but it is clear that developing countries are more susceptible to automation compared to high-income countries. Traditionally, blue-collar routine jobs have been automated but with the emergence of greatly improved computing power, artificial intelligence and robotics, a much larger scope of occupations are at risk. Vulnerability to automation is now based on whether jobs or tasks are codifiable and whether they are routine or not. Highly-trained and skilled jobs can be more at risk than more varied, lesser skilled jobs. This rapid literature review found that whilst there is evidence, information and discussion of the impact of automation on the labour market in industrialised nations, there is much less on the potential impact in developing countries. The World Development Report 2016 Digital Dividends (World Bank 2016) was an excellent source of data and many of the figures presented are from this report. Whether you are a “techno-optimist” or a “techno-pessimist”, the impact of automation on the labour market will require long-term adjustment and policy changes to ensure the future of work is inclusive and sustainable and addresses increasing income inequality (Gelb and Khan December 2016) in an ever more automated and digital economy.
Accepted: 2017-07-06T10:51:57Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:CQA2P35C 4869029:BA9L2V5K
Keywords: ⛔ No DOI found

Disability, Bias, and AI - Mills, Mara; Whittaker, Meredith (AI Now Institute Report, 2019)
KerkoCite.ItemAlsoKnownAs: 4804264:BCC74LCM 4804264:D6DR62U2
Keywords: Final_citation; anystyle; existing

Going digital: How learning and employment records shape access to quality education and jobs - Milman, Allyson Parco, Rohan Carter-Rau, Jessa Henderson, Kazumi Homma, Ani Meliksetyan, and Natalie, Annelies Goger (Brookings, 2022)
New research draws from three case studies on implementing and governing new digital education assets to help create more equitable learning and employment pathways.
KerkoCite.ItemAlsoKnownAs: 4804264:LIBGEPIZ
Keywords: Final_citation; existing

Scripted and narrowed curriculum reform in urban schools - Milner, H.R. (Urban Education, 2014)

Machine learning for geographically differentiated climate change mitigation in urban areas - Milojevic-Dupont, Nikola; Creutzig, Felix (Sustainable Cities and Society, 2021)
Publisher: Elsevier

Effect of Flipped Classroom Strategy on The Performance of Prospective Teachers of Khyber Pakhtunkhwa - Minaz, Maksal (Northern University Nowshera, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:JJ33TDMP
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:Egypt EGY; _C:Finland FIN; _C:Greece GRC; _C:India IND; _C:Netherlands NLD; _C:Pakistan PAK; _C:Saudi Arabia SAU; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

An experimental study of the performance of prospective teachers of flipped classroom and non-flipped classroom - Minaz, Maksal; Tabassum, Rabia; Idris, Muhammad (Pakistan Journal of Education, 2017)
Video-recording of lectures and creating of podcasts for playback on the computer and other portable devices which accommodate the new formats of self-developed learning are identified as flipped classroom. The study was focused on the objective to Investigate performance of prospective teachers of flipped classroom and non-flipped classroom with respect to flipped classroom strategy. Therefore, null hypotheses were formulated; there is no significant difference between the mean scores of flipped classroom and non-flipped classroom of prospective teachers before and after treatment; Pretest posttest equivalent group experimental research design was taken for the study. A paired random sampling technique was employed to select the sample on the basis of pretest scores from the subjects.. Experimental group was named flipped classroom and control group was named non-flipped classroom. Treatment of flipped classroom strategy provided to the flipped classroom and the non-flipped classroom was thought through lecture demonstration method. Posttest was administered to collect data from both groups without delay after treatment of six academic weeks. Results of the study illustrated that there was significant difference between the performance of flipped and non-flipped classrooms prospective teachers. It was recommended that flipped classroom may be an integral part of curriculum of professional development courses in Pakistan.
Place: Islamabad Publisher: Allama Iqbal Open University Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2364383027?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:AUM7ANGN 2534378:Q5BTRXDU 2534378:ZZ43GQ5G
Keywords: Education; Educational technology; Learning; Pedagogy; Podcasts; Professional development; Teacher attitudes; __:import:01; __:match:final; __:matched; __:study_id:2096864; __finaldtb; ⛔ No DOI found

Information and Communication Technologies in Library and Information Science Education in Kenya - Minishi-Majanja, Mabel K.; Ocholla, Dennis N. (Education for Information, 2003)
Information and Communication Technologies (ICTs) have become central to education and training in Library and Information Science/Service (LIS) because of the great influence of these technologies on the professional world. This study on Kenya is part of a larger doctoral research project that aims to map and audit the types, nature and diffusion of ICTs in LIS education and training programmes in Africa. The findings indicate that all LIS schools in Kenya have embraced the use of ICTs, but there are major variations in terms of application. All but one LIS School offers a wide range of relevant ICT courses, many of them as core modules. However, not all of them offer, or are able to offer, practical hands-on experience for their students. In teaching and learning, only a few LIS schools use ICTs to deliver lectures, the majority still favouring age-old methods of face-to-face classroom teaching. In research, the lack of ICT facilities has resulted in partial and minimal use of ICTs, especially since academic staff have to pay (individually, from private funds) to access the Internet. For the same reasons electronic publishing of research results on the Internet is low. In terms of academic administration, most LIS schools have computerised but most activities still are conducted offline due to networking inadequacies. The study recommends that Kenyan LIS schools should increase the use of ICTs in teaching and learning to foster greater effectiveness. Kenyan LIS schools should strive to provide online and distance education in order to open more learning opportunities for the nation. (Contains 5 tables and 1 footnote.)
KerkoCite.ItemAlsoKnownAs: 2129771:W26XGJ5W 2317526:7SLJ32G9 LOCAL-PQ-61845047
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:access; F:assessment; F:attitude; F:curriculum; F:learning; F:offline; F:pay; F:teaching; P:administration; P:electro; P:nature; P:services; P:technology; Q:ICT; Q:distance education; R:evaluation; R:questionnaire; SpecialTopic:Library; T:Classroom teaching; T:Training; Z:Administrator Attitudes; Z:Curriculum Evaluation; Z:Deans; Z:Educational Assessment; Z:Educational Development; Z:Educational Indicators; Z:Foreign Countries; Z:Information Science Education; Z:Information Technology; Z:Institutional Characteristics; Z:Questionnaires; Z:Technology Integration; Z:Technology Uses in Education; Z:Use Studies; publicImportV1; ❓ Multiple DOI

Interoperability of the State Information System version 3.0 - Ministry Economic Affairs and Communications (2011)
KerkoCite.ItemAlsoKnownAs: 4804264:5W4SJADG
Keywords: Final_citation

West African Senior School Certificate Examination: Sierra Leone Results Analysis - Ministry of Basic and Secondary Education (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:P4P34Q78 2339240:2WY3SC9N 2405685:YKA8Y8DM
Keywords: _C:Sierra Leone SLE

2020 Annual School Census Report - Ministry of Basic and Senior Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:B2LSMY5K 2486141:GIGZMEHQ

COVID-19 Education Emergency Response Plan - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:TK93PBJQ 2405685:XV46GE39

EMIS | Education Management Information System - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)
Library Catalog: mbsse.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:VHB75LAY 2405685:WDHKTX4J

Leh Wi Lan: Improving The Quality Of Secondary Education In Sierra Leone - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M45ESUCB 2405685:Y7RFFB9I
Keywords: _C:Sierra Leone SLE

Leh Wi Lan | MBSSE - Ministry of Basic and Senior Secondary Education: Sierra Leone
Library Catalog: mbsse.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:QDQJIQIP 2339240:EYVXUCT4 2405685:I9W42NJV

ICT in Education Policy and Strategy for Saint Lucia 2017–2020 - Ministry of Education (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:YZHZS4BV 2486141:WSTNTQLP

National guidelines for school re-entry in early learning and basic education - Ministry of Education (Population Council, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:E5SL84PN 2129771:UNIYDIXY

Ministry of Education Proud of Students Steady and Progressive Performance in the West African Senior Secondary Examinations (WASSCE) - Ministry of Education, Liberia (2020)

National Education Sector Plan, volume one: Basic Education Programme, rationale and approach, 2013/2014–2017/2018 - Ministry of Education (MoE), Republic of Kenya (MoE, 2014)

2020/21 Education Statistical Yearbook - Ministry of Education (Rwanda) (2022)

Special Needs & Inclusive Education Strategic Plan 2018/19-2023/24 - Ministry of Education (Rwanda) (2018)

Education Sector Plan, 2018-2020: Getting It Right – Service Delivery, Integrity and Learning in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:QDLHI3WH 2339240:AIISD4KD 2405685:DFHS5ZVL
Keywords: _C:Sierra Leone SLE

Sierra Leone: Education Country Status Report: An analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:BQXDV8SC 2405685:FWX5GT4H
Keywords: _C:Sierra Leone SLE

Education Sector Plan 2018-2020 - Ministry of Education, Science and Technology (Sierra Leone) (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:4PRIBRQ2 2405685:24PRFKEK

Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan - Ministry of Education, Science and Technology (Sierra Leone) (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:CKJRFWUQ 2405685:GVAZB6TM

National Education Policy - Ministry of Education, Youth and Sports (Sierra Leone) (2010)
KerkoCite.ItemAlsoKnownAs: 2129771:VDJZCK59 2405685:YLXI3EW2

Danida and Denmark’s development cooperation - Ministry of Foreign Affairs of Denmark
Danida
UA-8afa855c-dc29-462a-b81d-f1e92c8ec140 KerkoCite.ItemAlsoKnownAs: 2129771:4QTTDE9G 2317526:859VJN2R
Keywords: -FullBiblioUHMLgen; -GeneralCitations; Networks; publicImportV1

National ICT Policy of Sierra Leone - Ministry of Information and Communications (Government of Sierra Leone, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:ZGPWB7P4 2339240:GI5IQFVY 2405685:BVA56A3C
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

Ministry of Information and Communications | Home - Ministry of Information and Communications (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KJ4CSE7U 2405685:MV5RWXEF

Sierra Leone Medium Term National Development Plan (Volume 1) - Ministry of Planning and Economic Development (Sierra Leone) (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:J94ULW4C 2405685:CZE9NFVC
Keywords: _C:Sierra Leone SLE

Emergency Transition to Virtual Education during COVID-19: Lessons and Opportunities for Experiential Learning and Practice Socialization - Mintz, Joel; Wahood, Waseem; Meghani, Salimah; Rajput, Vijay (MedEdPublish, 2020)
Published article by Vijay Rajput at MedEdPublish
KerkoCite.ItemAlsoKnownAs: 10.15694/mep.2020.000144.1 2129771:MEMG5WAL
Keywords: __C:filed:1

ENSEÑAR Y APRENDER CON ESCHOLARIUM: UN ESTUDIO DE CASO SOBRE LA IMPLEMENTACIÓN DEL PROYECTO EN UN CEIP DE LA COMUNIDAD DE EXTREMADURA. - Miranda, Sofía Sánchez; Carvalho, José Luis Torres (Campo Abierto. Revista de Educación, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:AH5DRTI9 2129771:C8IB4QXP 2129771:PBR2WXIW
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Cuba CUB; _C:Germany DEU; _C:Israel ISR; _C:Portugal PRT; __C:filed:1; __C:scheme:1; ⛔ No DOI found

ERICC Evidence Review in Nigeria_The evidence for improving education in conflict-affected areas of Nigeria and existing gaps - Mishra, A.; Oyinloye, B.; Mkwananzi, F.; Watts, M.; Adesina, Adedoyin; Akogun, O.; S., Salmon- Letelier; M.; Diazgranados Ferrans, S. (2024)
Pages: – 24231040 KerkoCite.ItemAlsoKnownAs: 2129771:EWUGERAJ 2129771:I6M4XK3L 2486141:26DPLWCX

"Let's not leave this problem": exploring inclusive education in rural South Africa - Mitchell, Claudia; De Lange, Naydene; Thuy, Nguyen-Thi Xuan (Prospects: Quarterly Review of Comparative Education, 2008)
Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.
Publisher: Springer, 233 Spring Street, New York, NY 10013 KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-008-9057-y 2534378:RJ6ZCAD4 2534378:TTCJ2RZE 2534378:WG3HWTSN Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/61950460?accountid=9851
Keywords: Access to Education; Acquired Immunodeficiency Syndrome (AIDS); Developing Nations; Disabilities; ERIC; Current Index to Journals in Education (CIJE); Education; Education reform; Educational Change; Educational Policy; Foreign Countries; Human immunodeficiency virus–HIV; Inclusive Schools; Mainstreaming; Multicultural education; Policymakers; Poverty; Researchers; Rural Areas; Rural areas; Social Attitudes; Social Bias; Social Isolation; Social Justice; Social activism; South Africa; Special Needs Students; Teacher Attitudes; __:import:01; __:match:final; __:matched; __:study_id:2098725; __finaldtb

Education in Emergencies: A Rapid Evidence Review - Mitchell, Joel; Ashlee, Amy; Clericetti, Giulia; Gladwell, Jessica; Torrance, Rebecca (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:ZS3E4JTC
Keywords: Final_citation; cited; existing

Cost-Effective EdTech Paper 1: A position piece on how the sector can make progress - Mitchell, Joel; D'Rozario, Jonny (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:MHVDI7G5
Keywords: Final_citation; cited; existing

What does the African Education Research Database tell us about research in West Africa? - Mitchell, R.; Rose, P. (ADEA. Available at: http://www. adeanet. org/en/blogs/what-does-the-african-education-research-database-tell-us-about-research-in-west-africa (Accessed 05/03/18), 2017)
Keywords: ⛔ No DOI found

African education research: patterns in publishing and collaboration - Mitchell, Rafael (2020)
Keywords: ⛔ No DOI found

Student organisation as a facet of teaching quality in sub-Saharan Africa: evidence to inform the World Bank’s Teach observation instrument - Mitchell, Rafael (UKFIET, Oxford, 2019)
Keywords: ⛔ No DOI found

The implications of school improvement and school effectiveness research for primary school principals in Ethiopia - Mitchell, Rafael (Educational Review, 2015)
In the last 20 years the Ethiopian education system has rapidly expanded, leading to a 500% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement and teachers’ professional development. Such programmes – imported on the advice of the United States Agency for International Development (USAID), Department for International Development (DfID) and other development partners – are implemented “mechanistically”, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including “grey” literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.
KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2014.927829 10/gfw2jx 2129771:MVRXKKZX 261495:BLZXTZKU

Equity in international research collaborations: evidence from the African Education Research Database - Mitchell, Rafael; Asare, Samuel; Rose, Pauline (Cambridge Global Challenges Annual Conference. https://www. educ. cam. ac …, 2018)
Keywords: ⛔ No DOI found

Transforming Education for Sustainable Futures in Africa: Researching education, poverty and sustainability in the context of Covid-19 - Mitchell, Rafael; Kaya, Hassan O.; Kulundu-Bolus, Injairu; Tusiime, Michael (2020)
Keywords: ⛔ No DOI found

Literature search protocol for the African Education Research Database - Mitchell, Rafael; Rose, Pauline (2018)
Publisher: REAL Centre, University of Cambridge KerkoCite.ItemAlsoKnownAs: 2129771:4INRA5XV 2129771:F7DSZ6NG
Keywords: ⛔ No DOI found

Mapping the African research evidence base for educational policy and practice - Mitchell, Rafael; Rose, Pauline (CIES Conference, Mexico City, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:AE9U2ZJV 2129771:V7WG9LGK
Keywords: ⛔ No DOI found

Education research in sub-Saharan Africa: Quality, visibility, and agendas - Mitchell, Rafael; Rose, Pauline; Asare, Samuel (Comparative Education Review, 2020)
Publisher: The University of Chicago Press Chicago, IL

Open access research and policy impact: experiences from developing the African Education Research Database - Mitchell, Rafael; Rose, Pauline; Asare, Samuel (Is Open Research really changing the world, 2018)
Keywords: ⛔ No DOI found

Research in African universities to inform the Sustainable Development Goal for Education: visibility, gaps and future priorities - Mitchell, Rafael; Rose, Pauline; Asare, Samuel (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:LYLZLMVX 2129771:P6NVBAUX
Keywords: ⛔ No DOI found

Machine learning - Mitchell, T.M. (McGrawHill, 1997)
KerkoCite.ItemAlsoKnownAs: 2129771:T4S5QUGW 2486141:AH4C355I

Children and the Internet: Learning, in the Times to Come - Mitra, Sugata (Journal of Learning for Development, 2020)
It is proposed that the purpose of education is to enable people to live happy, healthy and useful lives — now and in the future. A curriculum and framework for children’s education is derived from the above purpose. Using the results of over twenty years of research, the pedagogical and physical environments required that will enable children to learn are discussed in the post-pandemic world. Scenarios for schools and homes are presented with a special emphasis on the role of the Internet in children’s learning. New methods for assessment and certification are described to complete a framework for children’s education that is fit for purpose for our times.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:CH3DGJZT
Keywords: Internet; SOLE; assessment; certification; children’s education; curriculum; learning environments; pandemic; pedagogy; self-organization; ⛔ No DOI found

Effects of Internet Access During Examinations - Mitra, Sugata; Dangwal, Ritu (Journal of Learning for Development, 2022)
The scores obtained by students in examinations where internet access was allowed during the examination were compared with the scores obtained in traditional examinations where no assistance was allowed. These scores were then compared with those obtained in a standardised school examination on the same topic or subject, taken by the same students a year before. We observed that scores dropped by over 70% within a year of taking a traditional examination but could be significantly improved if internet access is allowed in the later examination. We further observed that scores in examinations where internet access was allowed were consistently higher than where internet access was not allowed. Finally, we report an analysis by rank and observe that student rankings change both over time and whether internet access was allowed or not. This leads us to suggest that use of the internet during examinations measures abilities that are different and more meaningful to our times than those that are measured by traditional examinations based on memorisation and unassisted recall.
Number: 1
Keywords: assessment; cheating; examination; internet access; memory; ⛔ No DOI found

The economy of hope - Miyazaki, Hirokazu; Swedberg, Richard (University of Pennsylvania Press, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:PLSYGCFZ 2129771:RXG2ZUS5
Keywords: Hope

Redesigning the Education Workforce: A Design Thinking Approach Background Paper: Transforming the Education Workforce - Mlambo, Yeukai; Neilsen, Ann; Silova, Iveta; Wolfenden, Freda; Rafaeli, Tal; Jones, Charlotte (2020)
The Education Workforce Initiative (EWI) was established in response to a recommendation from the Education Commission’s Learning Generation report to explore new ways of diversifying and strengthening the education workforce. The Transforming the Education Workforce report is one of EWI’s key contributions to catalyzing this thinking. It draws on recent evidence and provides thought leadership on how to rethink the education workforce. For the full report and other supporting documents, please visitEducationWorkforce.org. The Transforming the Education Workforce report was originally commissioned as a set of sequential background papers and thus each paper infuenced and references the others. The background papers are written by different authors and cover the rationale for rethinking the education workforce, the design of the education workforce, how it can be strengthened, and political economy and fnancial considerations. This background paper focuses on redesigning the education workforce using a design thinking approach to propose design options for the workforce needed now and in the future.
Publisher: The Education Commission KerkoCite.ItemAlsoKnownAs: 2129771:3SFIBTD4

An Analysis of Existing Evidence Around Perceptions of the Tanzanian Education System - Mobey, Helen (2017)
This Helpdesk report has been commissioned to help understand the extent to which the education system currently meets young people’s needs and how far the school represents a safe space for young people. In line with the plan to gather insights and identify trends, themes and areas for discussion for policy meetings about the wider population’s views on the above issues, datasets were identified analysed.
Accepted: 2017-09-08T16:14:04Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:YT9VRTRN 4869029:DDC5W2UL
Keywords: ⛔ No DOI found

Postgraduate Students’ Perception of the Use of E-portfolios as a Teaching Tool to Support their Learning in an Open and Distance Education Institution - Modise, Mphoentle Puleng (Journal of Learning for Development, 2021)
E-portfolios have been used for decades in education; however, it is still a new trend in some developing countries as they continue to adopt e-learning practices. The study investigated postgraduate students’ experiences and perceptions of using an e-portfolio as a teaching tool to support their learning in an open and distance e-learning (ODeL) university in South Africa. A sample of 74 students registered for an online module were selected and an online questionnaire administered via Lime Survey. The results show that more than half of the respondents (71%) were using the e-portfolio for the first time. The study also revealed the contrasting views of the support received from the lecturer and institution for the e-portfolio platform, especially with technical issues. This study suggests that distance education institutions that are using e-portfolios need to strategically choose user-friendly technology tools and design appropriate student support strategies for delivering online modules. Higher education institutions that are planning to implement e-portfolios may find the results of this paper useful; however, further investigation of the learners’ needs, and available tools may assist with creative and appropriate designs of support strategies for their contexts.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:YD42YYYK
Keywords: COVID-19; Community of Inquiry (CoI); Mahara; Open Distance Learning (ODL); _genre:PR-primary_research; e-learning; e-portfolio; student support; ⛔ No DOI found

Education Matters - MoEHRD (Ministry of Education and Human Resource Development - Education Matters, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:97PCWCWU 2486141:MLED9R8A

SAINT LUCIA Voluntary National Review Report on the implementation of the 2030 Agenda for Sustainable Development - MoEIGRSD (Ministry of Education, Innovation, Gender Relations and Sustainable Development, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:HWZ6H9LU 2486141:Z7TNLJT8

Theorising Evidence-Informed Learning Technology Enterprises: A Participatory Design-Based Research Approach - Moeini, Anissa (UCL (University College London), 2020)
The goal of this doctoral work was to build a bridge between academia and small and medium-sized enterprises (SMEs) in the educational technology (edtech) sector by bringing the rigour of academic research methods to start-up and scale-up environments so that they can conceptualise and realise products that are built with evidence from the learning sciences. The overall research question, What theoretical framework supports edtech enterprises to build evidence-informed products and services? is answered through a design-based research methodology with six Cycles of research, grouped into three Phases, each with goals that evolve in an iterative way. A design-based research approach was chosen after a highly exploratory Phase surveying London’s edtech ecosystem prior to Cycle 1. Part 1 (Cycles 1 and 2) focused on developing the construct in question (a practical framework for building research-minded edtech enterprises) through a participatory design process with key Participants. Part 2 (Cycles 3 and 4) focused on evaluating the new construct with Participants. Part 3 (Cycles 5 and 6) validated the framework developed in Parts 1 and 2 with edtech enterprises both from the EDUCATE programme and also the greater global ecosystem. The theoretical contribution of this study is the ELTE construct and its 7 Sub-Constructs, including Learning Culture, Leadership Vision, Sense of Purpose, Teamwork, Research Know-How and Action Orientation; the ELTE Survey outlining all facets each Sub-Construct in the framework; and the ELTE Sub-Construct Hierarchy Model, introducing Sub-Construct dependencies. Methodological contributions of this study include the ELTE Action Model, an effective boundary object for researchers when approaching edtech enterprises to understand how the ELTE framework has uniquely manifested within the structures of their organisations, and ELTE Hallmark Questions, an introductory tools for researchers to give context to enterprises regarding the ELTE model prior to a workshop, line of inquiry, or discussion regarding the model’s particular manifestation enterprise context. The contributions of this study represent an intellectual advancement in our understanding of evidence-informed design and development within the edtech sector, and it provides a tool of practical use to edtech SMEs that want to become Evidence-informed Learning Technology Enterprises.
Conference Name: UCL Meeting Name: UCL Pages: 1-244 Publication Title: Doctoral thesis, UCL (University College London). KerkoCite.ItemAlsoKnownAs: 2129771:3G2SWI79 4426965:YQEKEBY5

Education Sector Plan (2018-2020) - MOEST (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:L3KM6UKJ 2129771:UKB8W53E 2486141:696Z5KK3 2486141:Q25QEXVQ

Methods for dealing with multiple outcomes in meta-analysis: a comparison between averaging effect sizes, robust variance estimation and multilevel meta-analysis - Moeyaert, Mariola; Ugille, Maaike; Natasha Beretvas, S.; Ferron, John; Bunuan, Rommel; Van Den Noortgate, Wim (International Journal of Social Research Methodology, 2017)

National Sustainable Development Plan-2020-2035 - MoFPEPD (Ministry of Finance, Planning, Economic, and Physical Development, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:TY6BYVPE 2486141:VVA2BZRF

Active Schools: Our Convictions for Improving the Quality of Education - Mogollón, Professor Oscar; Solano, Marina (2011)
Keywords: ⛔ No DOI found

Application of Multitemporal Landsat Data in Mapping of Saline Soil in Kano River Irrigation Scheme (KRIS) - Mohammed, Dahiru; Maina, M. M.; Audu, I.; Tudunwada, I. Y.; Nasiru, N. K.; Nasidi, N. M.; Umar, S. E. (FUDMA JOURNAL OF SCIENCES, 2023)
Soil salinization is becoming a more serious issue threatening agricultural production and the sustainable use of land resources. Crop roots are unable to absorb water from the soil when exposed to saline conditions. This study explored the potential of Landsat imagery in detecting and mapping saline soil in the Kano River Irrigation Scheme (KRIS). Samples of soil were collected from thirty-nine (39) sectors of the KRIS for ground truthing on 20th – 25th April, 2020. Electrical Conductivity (EC) of field samples were correlated with band values of satellite images and salinity indices in order to determine their relationship and assess their effectiveness in predicting soil salinity. Using a geospatial approach, the data was analyzed and maps of salt-affected areas were generated. ArcGIS 10.6 was used as the primary package for modeling and running functions. The result has shown that the EC values over the entire study area are greater than 1.3 dS/m. However, the mean value of EC is approximately 1.91 dS/m. The implication is that, most of the vegetables such as Onion, Carrot, and Beans grown in the KRIS will experience yield reduction without appropriate management practice as their threshold value has been exceeded.

Effective use of textbooks: A neglected aspect of education in Pakistan - Mohammed, R.; Kumari, R. (Journal of Education for International Development, 2007)
Keywords: ⛔ No DOI found

Development and evaluation of Ning social network for teaching training online surveillance - Mohd Nawi, Mohd Aliff; Jamsari, Ezad Azraai; Sulaiman, Adibah; Hamzah, Mohd Isa (Turkish Online Journal of Distance Education, 2013)
Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and evaluate a social-networking site Ning's platform for the supervision of lecturers to teach on-line training. This study used the case design where a total of nine teacher trainees involved in this study. It found that overall, acceptance of the use of the social-networking site Ning mean score at the highest level of 3.91. In addition, all student teachers have positive attitudes towards the use of the social-networking site Ning social-networking site and agree a suitable approach to the supervision of one of the online teaching practices. While the "blog" is the most active facility used by student teachers in which they do self-reflection. In conclusion, the social-networking site Ning has the potential to assist lecturers to carry out supervision on-line teaching practice. (Contains 5 figures and 1 table.)
Publisher: Anadolu University, Office of the Rector, Eskisehir, 26470, Turkey KerkoCite.ItemAlsoKnownAs: 2405685:XGBJE4CK 2534378:5L9R6WLC 2534378:MFQCBZSB
Keywords: Courseware; ERIC; Current Index to Journals in Education (CIJE); Foreign Countries; Higher Education; Interviews; Malaysia; Observation; Online Courses; Social Networks; Student Teachers; Supervisory Methods; Teacher Education Programs; Teacher Supervision; Teaching Methods; Trainees; Web 2.0 Technologies; __:import:01; __:match:final; __:matched; __:study_id:2098097; __finaldtb; ⛔ No DOI found

Black Caribbean girls in England ‘twice as likely to be excluded from schools as white girls’ - Mohdin, Aamna (The Guardian, 2021)
Data also shows that school exclusions for girls are growing at higher rate than for boys
Keywords: Education; Exclusions; Inequality; Race; Schools; UK news; Women

Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement - Moher, David; Liberati, Alessandro; Tetzlaff, Jennifer; Altman, Douglas G (British Medical Journal, 2009)
EdTechHub.ItemAlsoKnownAs:2339240:59LXUVEU
Keywords: ___working_potential_duplicate

Sierra Leone Ethics and Scientific Review Committee – APPLICATION GUIDELINES - MoHS (Ministry of Health and Sanitation, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:4965LF4D 2486141:E3PBCINQ
Keywords: _C:Sierra Leone SLE

Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings? - Moir, Taryn (Frontiers in Education, 2018)
The current challenging economic climate demands, more than ever, value for money in service delivery. Every service is required to maximize positive outcomes in the most cost-effective way. To date, a smorgasbord of interventions have been designed to benefit society. Those worthy of attention have solid foundations in empirical research, offering service providers reassurance that positive outcomes are assured; many of these programmes lie within the field of education and everyday school practice. However, often even these highly supported programmes yield poor results due to poor implementation. Implementation science is the study of the components necessary to promote authentic adoption of evidence-based interventions, thereby increasing their effectiveness. Following a brief definition of key terms and theories, this article will go on to discuss why implementation is not a straightforward process. To do so, this article will draw upon examples of evidence-based but poorly implemented school programmes. Having acknowledged how good implementation positively affects sustainability, we will then look at the growing number of frameworks for practice within this field. One such framework, the Core Components Model, will be used to facilitate discussion about the processes of successful design and evaluation. This article will continue by illustrating how the quality of implementation has directly affected the sustainability of the Incredible Years programmes and the Promoting Alternative Thinking Strategies (PATHS) curriculum. Then, by analyzing implementation science, some of the challenges currently faced within this field will be highlighted and areas for further research discussed. This article will then link to the implications for educational psychologists (EPs) and will conclude that implementation science is crucial to the design and evaluation of interventions, and that the EP is in an ideal position to support sustainable positive change.
KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2018.00061 2129771:4SWE4NLZ 2129771:KS4SXXEW 2486141:3BB5265B 4869029:DQUEVB45 4869029:Y27BZZEZ
Keywords: education

Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings? - Moir, Taryn (Frontiers in Education, 2018)
The current challenging economic climate demands, more than ever, value for money in service delivery. Every service is required to maximize positive outcomes in the most cost-effective way. To date, a smorgasbord of interventions have been designed to benefit society. Those worthy of attention have solid foundations in empirical research, offering service providers reassurance that positive outcomes are assured; many of these programmes lie within the field of education and everyday school practice. However, often even these highly supported programmes yield poor results due to poor implementation. Implementation science is the study of the components necessary to promote authentic adoption of evidence-based interventions, thereby increasing their effectiveness. Following a brief definition of key terms and theories, this article will go on to discuss why implementation is not a straightforward process. To do so, this article will draw upon examples of evidence-based but poorly implemented school programmes. Having acknowledged how good implementation positively affects sustainability, we will then look at the growing number of frameworks for practice within this field. One such framework, the Core Components Model, will be used to facilitate discussion about the processes of successful design and evaluation. This article will continue by illustrating how the quality of implementation has directly affected the sustainability of the Incredible Years programmes and the Promoting Alternative Thinking Strategies (PATHS) curriculum. Then, by analyzing implementation science, some of the challenges currently faced within this field will be highlighted and areas for further research discussed. This article will then link to the implications for educational psychologists (EPs) and will conclude that implementation science is crucial to the design and evaluation of interventions, and that the EP is in an ideal position to support sustainable positive change.
KerkoCite.ItemAlsoKnownAs: 10.3389/feduc.2018.00061 2129771:FERXI3UN 2486141:3BB5265B

Boycott e-learning until all students are brought on board - Sascoc - Mokhoali, Veronica (2020)
The move to migrate to learning online has been met with a backlash from student organisations; with many accusing institutions of side-lining those from disadvantaged backgrounds.
Library Catalog: ewn.co.za KerkoCite.ItemAlsoKnownAs: 2129771:V82TUXBC

The evaluation of chatbot as a tool for health literacy education among undergraduate students - Mokmin, Nur Azlina Mohamed; Ibrahim, Nurul Anwar (Education and Information Technologies, 2021)
This study discussed and evaluated the usefulness, performance, and technology acceptance of a chatbot developed to educate users and provide health literacy. A semi-structured interview and analytic sessions were provided on Google Analytics dashboard, and the users’ acceptance toward the technology was measured using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). A total of 75 undergraduate students were involved over a total period of two months. Each respondent explored the health chatbot actively to get advice from it with a phrase that matched the chatbot’s intents via mobile devices. The evaluation results showed that 73.3% of the respondents found that the chatbot can help understand several health issues and provide a good conversation. The performance evaluation also showed that the chatbot contributed a low percentage of exit, where less than 37% of users exited the application. The overall assessment showed that the developed chatbot has a significant potential to be used as a conversational agent to increase health literacy, especially among students and young adults. However, more research should be done before the technology can replace humans in a real setting.
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2129771:26CN8GPS 2129771:YQUFKCMU

Can Big Bird Fight Terrorism?: Children's Television and Globalized Multicultural Education - Moland, Naomi A. (Oxford University Press, 2019)
Sesame Street has taught generations of Americans their letters and numbers, and also how to better understand and get along with people of different races, faiths, ethnicities, and temperaments. But the show has a global reach as well, with more than thirty co-productions of Sesame Street that are viewed in over 150 countries. In recent years, the United States Agency for International Development (USAID) has provided funding to the New York-based Sesame Workshop to create international versions of Sesame Street. Many of these programs teach children to respect diversity and tolerate others, which some hope will ultimately help to build peace in conflict-affected societies. In fact, the U.S. government has funded local versions of the show in several countries enmeshed in conflict, including Afghanistan, Kosovo, Pakistan, Jordan, and Nigeria.Can Big Bird Fight Terrorism? takes an in-depth look at the Nigerian version, Sesame Square, which began airing in 2011. In addition to teaching preschool-level academic skills, Sesame Square seeks to promote peaceful coexistence-a daunting task in Nigeria, where escalating ethno-religious tensions and terrorism threaten to fracture the nation. After a year of interviewing Sesame creators, observing their production processes, conducting episode analysis, and talking to local educators who use the program in classrooms, Naomi Moland found that this child-focused use of soft power raised complex questions about how multicultural ideals translate into different settings. In Nigeria, where segregation, state fragility, and escalating conflict raise the stakes of peacebuilding efforts, multicultural education may be ineffective at best, and possibly even divisive. This book offers rare insights into the complexities, challenges, and dilemmas inherent in soft power attempts to teach theideals of diversity and tolerance in countries suffering from internal conflicts.
KerkoCite.ItemAlsoKnownAs: 4804264:IJJVUC7C
Keywords: Final_citation; cited; existing

COVIBOOK - Molina Cruz, Manuela (n.p., 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:J7PVQ4TP 2486141:YFHMQ797

Teach : Observer Manual - Molina, Ezequiel; Melo Hurtado, Carolina Eugenia; Pushparatnam, Adelle; Wilichowski, Tracy Marie (The World Bank, 2019)
Teach differs from other classroom observation tools in that it captures (i) the time teachers spend on learning and the extent to which students are on task, and (ii) the quality of teaching practices that help develop students’ socio-emotional and cognitive skills. As part of the Time on Task component, 3 “snapshots” of 1–10 seconds are used to record both the teacher’s actions and the number of students who are on task throughout the observation. The Quality of Teaching Practices component, on the other hand, is organized into 3 primary areas: Classroom Culture, Instruction, and Socio-emotional Skills (see graphic on page 3).These areas have 9 corresponding elements that point to 28 behaviors. The behaviors are characterized as low, medium, or high, based on the evidence collected during the observation. These behavior scores are translated into a 5-point scale that quantifies teaching practices as captured in a series of two, 15-minute lesson observations.
KerkoCite.ItemAlsoKnownAs: 2129771:BVBR5FBV 503888:QU6UY5ZU

Evidence-Based Teaching: Effective Teaching Practices in Primary School Classrooms - Molina, Ezequiel; Pushparatnam, Adelle; Rimm-Kaufman, Sara; Wong, Keri Ka-Yee (World Bank, Washington, DC, 2018)

Accelerated Middle School Programs: Preliminary Indicators of Long-Term Academic Benefits for Over-age Youth - Mollette, M.; Villa, B.; Cate, D. (Journal of Education for Students Placed at Risk, 2020)
According to the National Center for Education Statistics, dropping out is a persistent problem among 15- to 24-year-olds. Researchers have noted school districts that have been able to improve graduation rates have often done so through the “development of innovative models and pathways that help young people get back on track to graduation” One such innovative model, an accelerated middle school intervention, is currently implemented across five middle schools in a large southeastern school district. The program targets students at-risk for dropping out based on characteristics such as age, mobility, poverty and previous retention in grade and allows them to complete both 8th and 9th grade requirements within one school year. To date, about 88% of students who completed the intervention during their last year of middle school were able to transition to high school as 10th grade students. This study presents findings from the students who completed this intervention between 2011–12 and 2015–16, representing the first five years the program was in existence. A quasi-experimental design is used to analyze outcomes related to attendance, course completion and graduation. Results indicate that students who complete the intervention are 34% more likely to graduate high school than the matched comparison group. However, no significant differences existed in student attendance rates while in high school. The findings indicate this program has the potential to improve graduation rates for students at-risk of dropping out provided the intervention occurs early enough in their academic career. © 2020, © 2020 Taylor & Francis Group, LLC.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/10824669.2020.1757453 2129771:LQJGM2ZT 2339240:QRYQUHL6 2486141:GIXHKTDU
Keywords: Marginalised; _AcademicRecoveryOECS

Corporate governance principles and practices disclosed in the South African technical vocational education and training colleges' annual reports - Moloi, Tankiso; University of Johannesburg; Adelowotan, Michael (Journal of Legal, Ethical and Regulatory Issues, 2019)
The motivation for the development of corporate governance codes in South Africa was to ensure that companies and other organisations are managed so as to ensure ethical leadership, accountability, transparency and sustainability of these organisations. However, observers of the South African Corporate environment noted that the development of King I code of corporate governance was particularly focused on corporate bodies and not to other organisations. In order to address this imbalance and considering the significant role of these educational institutions to the development of the nation's economy, the subsequent King codes were designed in a manner that permitted them to apply to any organisation regardless of manner or form of incorporation. The Heher Commission of Inquiry that investigated the process of administration in the Higher Education Sector observed that there are so many challenges (ranging from leadership and administration; funding and accountability; infrastructure and equipment) confronting TVET colleges, which is an indication that governance in general is a challenge in this environment. Through the document analysis methodology, this work explored the nature of corporate governance principles and practices disclosed in South Africa's Technical, Vocational, Educational, and Training colleges' annual reports so as to determine whether the challenges could also be attributable to the lack of application of principles thereby filling gap in many studies focusing on the application of King code to companies alone. We hypothesize that the application of King codes will lead to improved performance by TVET colleges. Our research question is "To what extent will the application of King codes resolve the challenges facing TVET colleges in South Africa?" Our findings suggest that the majority of the observed institutions had not disclosed the key corporate governance practices in their annual reports. It could then be argued that the challenges that are plaguing these institutions as highlighted by the Heher Commission of Inquiry could also be attributable to the lack of application of principles, leading to the unstable leadership and administration; lack of funding and accountability; decaying infrastructure and equipment, which ultimately renders these organisations incapable of delivering on its core mandate.
KerkoCite.ItemAlsoKnownAs: 2129771:468HEBQL 2129771:9SL45E3A
Keywords: ⛔ No DOI found

The Use of Modern Educational Technologies in Remote Learning in Higher Education During a Pandemic: the Case of COVID-19 in Cameroon - Moluayonge, Gracemary (Journal of Learning for Development, 2020)
Abstract: In March 2020, the first case of COVID-19 was discovered in Cameroon. This led to the Higher Education Institutions resorting to remote learning to ensure continued teaching and learning. The researcher thus set out to bring to the limelight some recommendations for the use of educational technologies for remote learning in Cameroon and propose some suggestions to the government, the policy makers, the stakeholders and the teachers for more effective implementation of E-learning in Higher Education Institutions in Cameroon.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:KRTPBURM
Keywords: COVID 19; Educational Technologies; Higher Education; remote learning; ⛔ No DOI found

Alternatives towards achieving Education For All (EFA): a case of the informal sector business institute (ISBI), Nairobi, Kenya - Momanyi, C (2015)
In 1948 the United Nations declared that everyone has a right to education in the universal declaration of human rights. Education for All (EFA) is an international initiative first launched in Jomtien, Thailand, in 1990 to bring the benefits of education to “every citizen in every society’. To realize this aim, governments, civil society groups, and development agencies such as UNESCO and the World Bank have joined hands to achieve the EFA goals. Kenya is signatory to education for all initiative. Achieving the Education for All goals is critical for simultaneously attaining all 8 Millennium Development Goals (MDGs). The EFA strategies include the establishment of a policy on the re-entry of school-age mothers into the education system and the establishment of a non-formal education unit in the Ministry of Education Science and Technology. The recent implementation of free primary and secondary education is an effort by the government of Kenya to attain Universal primary Education (UPE) and the final attainment of EFA and MDGs. There are many suggestions both at the local and international levels on how to achieve this goal. Non-formal education and Technical and vocational education are some of the alternatives towards EFA, they lead participants to acquire practical skills in a particular occupation. Non formal education is flexible as more people who are out of the formal education system acquire skills. Strathmore Educational Trust (SET), a Public Charitable Trust incorporated in Kenya, established to promote educational initiatives started the Informal Sector Business Institute (ISBI) in 2004; a Non-formal education initiative to train jua kali artisans in ICT and business skills. Since its inception, more than 10,000 people have been trained in various skills. Data collected from artisans who have undergone the ISBI training showed that the artisans trained at ISBI are better than those form the same area that have not undergone the same training.
KerkoCite.ItemAlsoKnownAs: 2129771:5AMSN3QY 2317526:EIWGGY2S
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; HDR25; Q:community education; Q:degree; Q:open learning; Q:secondary education; T:Educação profissionalizante; T:Lehrlingsausbildung; T:TVET; T:continuing education; T:work-based learning; publicImportV1

How Sierra Leone is betting on data to fight the impact of climate change on schools - Momoh, A; Atherton, Paul (Global Partnership for Education, 2022)
Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.
KerkoCite.ItemAlsoKnownAs: 2129771:AT8FP8ZI 2405685:AVDJP4T3 4042040:AJHHQGBH
Keywords: _C:Sierra Leone SLE

Encouraging natural ventilation to improve indoor environmental conditions at schools. Case studies in the north of Spain before and during COVID - Monge-Barrio, Aurora; Bes-Rastrollo, Maira; Dorregaray-Oyaregui, Sara; González-Martínez, Purificación; Martin-Calvo, Nerea; López-Hernández, Dolores; Arriazu-Ramos, Ainhoa; Sánchez-Ostiz, Ana (Energy and Buildings, 2022)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111567 2129771:VV68XHRE 4682641:HVQK4BR6
Keywords: BE:RELEVANT

Supranational Political Economy: the Globalisation of the State-Market Relationship. - Montani, Guido (Routledge, 2018)
With the ending of the Cold War and the rise of a nationalistic 'America First' strategy, the post-war liberal international order, based upon the hegemonic power of the USA, is fading away. In its place, a multipolar world is emerging which, while offering some the hope of a better future, is also open to disorder and instability. This book offers an insight into the relationship between politics and economics in this new era. As an alternative, this volume argues for a form of global governance that will offer a better balance between politics and economics, based on a supranational approach. A supranational approach in which world powers and UN member states can work in agreement would follow the principle on which European political and economic integration was built. The system put forward here is based on a Keynesian world clearing union and a reform of the World Trade Organization and a United Nations budget, which would accelerate the convergence of rich and poor countries in the aim of a more sustainable global system. This book demonstrates that globalisations and today's ecological challenges are both a cause of social discontent and an opportunity. Supranational institutions can greatly increase our ability to address global risks, and this book shows how a 'supranational' world order could reduce the uncertainty of the transition from the post-war order to the future multipolar order. The supranational principle enables us to view globalisation, world capitalism and the ecological crisis not only as causes of inequality, poverty and social instability, but also as processes that can be governed. Wise politicians and political parties cannot let the future of humanity be decided by the precarious equilibrium of the Westphalia system. In post-war Europe a group of nation states, once fierce enemies, embarked on a process of integration which led to the abolition of inter-European national borders. With supranational global governance, the same could be achieved in the global system.
OCLC: 1056908172

Difference and Similarities: Digitization, Digitalization, and Digital Transformation - Monton, Aryne Leigh (GlobalSign, 2022)
Digitization, Digitalization, and Digital Transformation are critical for modern businesses. Know their similarities, differences, and how they benefit businesses in this blog.
KerkoCite.ItemAlsoKnownAs: 4804264:935NSD2Y 4804264:D4ZQH826
Keywords: Final_citation; anystyle; existing

‘The best app is the teacher’Introducing classroom scripts in technology-enhanced education - Montrieux, Hannelore; Raes, Annelies; Schellens, Tammy (Journal of Computer Assisted Learning, 2017)
00003 KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12177 10/f98p79 2129771:JFD4BDVA 2129771:NL99RDLM
Keywords: _C:Belgium BEL; _C:Canada CAN; _C:China CHN; _C:Greece GRC; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

The didactical use of tablets: a balancing act between teacher-centred and learner-centred education - Montrieux, Hannelore; Schellens, Tammy (12th International Technology, Education and Development Conference (INTED), 2018)
KerkoCite.ItemAlsoKnownAs: 10.21125/inted.2018.1005 10/gf62hq 2129771:AVWSVW3N
Keywords: _C:Belgium BEL; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

Social Studies Curriculum at the Crossroads: Implementation of the Secondary School Social Studies Curriculum in Chingola District of Zambia - Moobola, Larry; Mulenga, Innocent Mutale (European Journal of Education Studies, 2020)
Keywords: ⛔ No DOI found

8 common problems with literature reviews and how to fix them - Moodie, Gavin (Impact of Social Sciences, 2020)
Literature reviews are an integral part of the process and communication of scientific research. Whilst systematic reviews have become regarded as the highest standard of evidence synthesis, many l…
KerkoCite.ItemAlsoKnownAs: 2129771:P3WJCRZL

WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme - Moodley, Maglin (South African Journal of Education, 2019)
ISBN: 0256-0100 Publisher: Education Association of South Africa (EASA)
Keywords: ❓ Multiple DOI

WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme - Moodley, Maglin (South African Journal of Education, 2019)
KerkoCite.ItemAlsoKnownAs: 10.15700/saje.v39n2a1323 4804264:HBD9ALI6
Keywords: Final_citation; cited; existing

Teachers and the development agenda: An introduction - Moon, B.; Dladla, N (Teacher Education and the Challenge of Development: a Global Analysis, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:AS5DFL78 2129771:TMKIIFDA 2317526:8UYLVCSQ 261495:96U29X8H
Keywords: CitedIn:OER4Schools-2011-PDIE

Teacher Education and the Challenge of Development: a global analysis - Moon, B.; Dladla, N; Bird, A. Nordstrum, L. Hanbing, Y. McCormick, B. Banks, F. Dheram, P. Ibn Junaid, M. Wolfenden, F. Buckler, A. Gafar, A. Tao, S., L. Storey; Kirk, J.; Azlam, M.; Kingdon, G.; Dembele, M.; Miaro-II, J. Power, T., B. Anamuah-Mensah; Umar, A. (Routledge, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:9ZEGYMQF 2129771:XIRMR2Y4 2317526:JLSR2KAW 261495:GV5J6KI4
Keywords: AWP2; AWP2-actual; CitedIn:AKFC; CitedIn:OER4Schools-2012-HHH1; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; CitedIn:OER4Schools-HHH3-B; CitedIn:PhD_Thesis; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Brazil BRA; _C:Canada CAN; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Congo XCO; _C:France FRA; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Iraq IRQ; _C:Kenya KEN; _C:Lesotho LSO; _C:Mali MLI; _C:Nigeria NGA; _C:Pakistan PAK; _C:South Africa ZAF; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Creating new forms of teacher education: Open Educational Resources (OERs) and the Teacher Education in Sub-Saharan Africa (TESSA) programme - Moon, Bob (Teacher education through open and distance learning, 2010)
Publisher: Citeseer KerkoCite.ItemAlsoKnownAs: 2405685:JQZG4SQP 2534378:PCFN73ZM
Keywords: ⛔ No DOI found

School-based teacher development in Sub-Saharan Africa: building a new research agenda - Moon, Bob (The Curriculum Journal, 2007)
This article explores and analyses the context of school-based teacher development in Sub-Saharan Africa. The argument is made that many aspects of the teacher problem in these regions mirror those in the rest of the world, but the size and scale of the need makes the challenge of providing schools and teachers to achieve ‘Education for All’ (EFA) one of the world's biggest educational problems. As such, a response from the global community, parallel to similar initiatives in health, is required. The context of the problem is set out, particularly the inevitability of creating new school-based modes of teacher development. The analysis draws extensively on the work of the Teacher Education in Sub-Saharan Africa (TESSA) research programme. The article then goes on to suggest: (1) the revolution in communication technologies provides an opportunity radically to reassess the forms and modes of teacher development, particularly in rural areas; and (2) there is a need for research and development activity to provide the foundation upon which such potential can be realized. In this context a new ‘architecture for teacher development’ needs putting in place, a process that should be a mainstream concern for the world's education research community.
KerkoCite.ItemAlsoKnownAs: 10.1080/09585170701590007 10/cdnf7g 2129771:CZ2RVZ64 261495:5HIE35B3

The role of new communication technologies and distance education in responding to the global crisis in teacher supply and training: an analysis of the research and development experience - Moon, Bob (Educação & Sociedade, 2008)
Introduction Who does not remember a good teacher? Even so, it can have many appearances. In fact, teachers can be inspiring, conscientious, caring, and often dedicated. A few are lucky enough to have all these characteristics and more. In all societies, the teacher is the figure who inspires myths, stories, memories. Strong emotions surround the teacher's role: trust, deference, love and sometimes fear. In rural communities, the village's primary teacher, along with a priest, a prefect, and an elder, traditionally provided a moral orientation that mediated between the newly emerged states and the communities they sought to hold together. However, at the beginning of the 21st century, these folk ideas about "the teacher" are called into question. In many parts of the world, the vocation of teaching presents the features of a crisis. Almost every country is struggling to hire enough teachers. In some regions (sub-Saharan Africa, for example), problems of recruitment, retention and teacher training are an acute problem. This article will examine how this crisis is taking place, and more particularly the organizational and logistical challenges associated with providing sufficient education and training to the millions of new teachers needed to expand education systems. Special attention will be given to the contexts of the developing world, where significant international efforts are being made to overcome what could be called the greatest educational challenge in the world. This article will also examine the research and development experience of a number of open and distance learning programs, with particular emphasis on the emerging role of new information and communication technologies, including "open educational resources" (Open Educational Resources ).
KerkoCite.ItemAlsoKnownAs: 10.1590/s0101-73302008000300008 10/crg4c8 2129771:LJWSNDCD 2317526:NJT6NA22 UA-074EE79F-D41A-4D24-86F9-26B1119757EF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; Distance Education; Teacher Education; publicImportV1

Can new modes of digital learning help resolve the teacher crisis in sub-Saharan Africa? - Moon, Bob; Villet, Charmaine (Journal of Learning for Development, 2017)
Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.
Publisher: Commonwealth of Learning, 4710 Kingsway Suite 2500, Burnaby, BC V5H 4M2 Canada KerkoCite.ItemAlsoKnownAs: 2405685:C4EES7UW 2534378:LSYA2A2W
Keywords: Africa; Computer Uses in Education; ERIC; Current Index to Journals in Education (CIJE); Educational Change; Educational Policy; Electronic Learning; Faculty Development; Foreign Countries; Higher Education; Inservice Teacher Education; Online Courses; Postsecondary Education; Preservice Teacher Education; Resource Units; Teacher Shortage; ⛔ No DOI found

Queer identity and theory intersections in mathematics education: a theoretical literature review - Moore, Alexander S. (Mathematics Education Research Journal, 2021)
Researchers have become aware of a need to focus on the continued development of gender and sexuality research in mathematics education, as frameworks and conceptual perspectives have been difficult to operationalize, particularly outside of the heteronormative categories of cis-male and cis-female studies. Early pioneers of this work have proposed intersectionality theory (e.g., Leyva, 2017) and queer theories (e.g., Dubbs 2016; Esmonde 2011; Sheldon and Rands 2013) as promising lenses for conceptualizing such research, as they allow for critical postmodern engagement by avoiding many of the structuralist gender commitments that have previously prevented it. In this paper, I build on this work by employing the notion of mathematical identity. I perform a systematic, theoretical review of the literature to articulate a basis for the intersection of mathematical identity and queer identity. I articulate the theoretical basis for this intersection of identities by building a framework that illustrates the intersectional nature of mathematical and queer identities and gives scholars a tool for conceptualizing future work in this area. This paper issues a call to the field to embrace the uncertainty of this new research borderland, because it is only through a radical vision of identity research in mathematics education—such as is offered here—that researchers can begin to situate students’ participation in mathematics within larger social and economic systems that have yet to be analyzed in depth with respect to queer identity.

Process evaluation of complex interventions: Medical Research Council guidance - Moore, Graham F.; Audrey, Suzanne; Barker, Mary; Bond, Lyndal; Bonell, Chris; Hardeman, Wendy; Moore, Laurence; O’Cathain, Alicia; Tinati, Tannaze; Wight, Daniel; Baird, Janis (BMJ, 2015)
Process evaluation is an essential part of designing and testing complex interventions. New MRC guidance provides a framework for conducting and reporting process evaluation studies
Publisher: British Medical Journal Publishing Group Section: Research Methods & Reporting KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.h1258 2129771:M3FBDTJU 2486141:27SZEPBS

To truly ‘build back better’ we must reimagine what prosperity looks like - Moore, Henrietta (Financial Times, 2021)
Focusing on GDP and physical infrastructure is futile without real-life benefits for people living in left-behind towns

Exploring Five Online Collaboration Tools to Facilitate a Professional Learning Community - Moore, Julie A. (TechTrends, 2018)
Critical Friends Groups (CFGs) are a form professional learning community that has been used for teacher learning in K-12 environments for many years. In order to foster community and learning amongst distributed participants, CFGs are beginning to make their way online. This article describes the expereience of a four-year old online CFG whose goal was to explore how different technologies can support the work of a virtual CFG by being an online CFG. This article describes the technologies used to host this CFG, the attributes of those technologies to support this collaborative work and the lessons learned from the group’s experience.
Num Pages: 612-617 Place: Washington, Netherlands Publisher: Springer Nature B.V.
Keywords: Critical friends group; Online learning; Professional development; Professional learning community; Virtual community

Education Standards Officers Supervision Roles of Curriculum Implementation in Choma District in Zambia: What do Teachers Think? - Mooya, Eugine; Mulenga, Innocent Mutale (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2021)
Keywords: ⛔ No DOI found

Studying How to Apply Chatbots Technology in Higher-Education: First Results and Future Strategies - Mora, Antonio M.; Guillén, Alberto; Barranco, Francisco; Castillo, Pedro A.; Merelo, Juan J. (International Conference on Human-Computer Interaction, 2021)
Keywords: ⛔ No DOI found

Vocational Education and Training through Open and Distance Learning: World review of distance education and open learning - Moran, L; Rumble, G (2004)
The world needs workers with more and better skills. Conventional apprenticeships and old methods of professional training are not providing enough skilled workers, so governments, companies and colleges are all using open and distance learning to fill these gaps. This unique international review of experience looks at the policies needed in both the private and the public sector for effective vocational education and training at all levels – from basic skills to continuing professional education. It goes on to examine the new roles of information and communication technologies, establishing what we know about their performance, and identifying the choices to be made in applying technologies to vocational education and training. The book will help senior institutional managers and policy makers to understand and appreciate: • the role distance education can play in increasing skills levels in young people and the existing workforce; • the potential advantages and disadvantages of using technology, and therefore make better-informed choices about technology use; • how to integrate distance education with traditional educational models and approaches.
KerkoCite.ItemAlsoKnownAs: 2129771:26J6H6AI 2317526:754E3R6X
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:policy; P:measurement; P:media; P:teacher education; Q:ICT; Q:ODEL; Q:distance education; Q:distance learning; Q:educational technology; Q:open learning; T:Ausbildung; T:Educação Profissional Técnica de Nível Médio; T:Educação profissionalizante; T:Fortbildung; T:Lehrlingsausbildung; T:TVET; T:continuing education; T:work-based learning; publicImportV1; ⛔ No DOI found

Investigating Students' and Teachers' Perceptions of Using the iPad in an Italian English as a Foreign Language Classroom - Morgana, Valentina; Shrestha, Prithvi N. (International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2018)
KerkoCite.ItemAlsoKnownAs: 10.4018/ijcallt.2018070102 10/gf62jp 2129771:VHGTGPID
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Canada CAN; _C:China CHN; _C:Cuba CUB; _C:France FRA; _C:Italy ITA; _C:Malaysia MYS; _C:Sweden SWE; _C:United States USA; __C:filed:1; __C:scheme:1

Collective impacts on a global education emergency: The power of network response - Moriarty, Kate (Prospects, 2020)
Publisher: Springer

Supported Literacy for Adolescents: Transforming Teaching and Content Learning for the Twenty-First Century - Morocco, Catherine Cobb; Aguilar, Cynthia Mata; Bershad, Carol; Kotula, Andrea Winokur; Hindin, Alisa (Jossey-Bass, 2008)
KerkoCite.ItemAlsoKnownAs: 2129771:5CMPRIPK 2486141:WM45NIX2

A Roadmap for Measuring Distance Learning: A Review of Evidence and Emerging Best Practices - Morris, Emily; Farrell, Anna; Venetis, Emma (USAID, 2021)
As countries around the world have closed learning institutions in response to the COVID-19 pandemic, teaching and learning have pivoted from in-person instruction to distance learning. Simultaneously, there has been a surge in efforts to promote access to distance learning programming. Distance learning is commonly used to reach learners who need flexible learning opportunities, as well as to reach groups excluded from formal education institutions. As countries and education agencies take up distance learning, it is important to design and implement evidence-based strategies for monitoring and evaluation to measure whether distance learning efforts are serving the intended communities and achieving intended objectives. The purpose of this review is to support education practitioners, donors, implementers, non-governmental organizations (NGOs), civil society organizations, and other stakeholders in applying best practices to monitor and evaluate distance learning initiatives designed for diverse learners and implemented both within and outside of learning institutions. Broad input, review and feedback on early drafts of this toolkit were solicited and incorporated from the education sector in Washington, D.C. and Missions.
KerkoCite.ItemAlsoKnownAs: 2129771:EZSRY9S6 2129771:P7YWCRB4 2129771:UTMME86C
Keywords: _genre:LR-literature_review; ⛔ No DOI found

Toolkit for Designing a Comprehensive Distance Learning Strategy - Morris, Emily; Tan, Yvette (USAID, 2021)
BACKGROUND TO THE TOOLKIT ........................................................................................................1 INTRODUCTION TO DISTANCE LEARNING......................................................................................3 What is distance learning? ...................................................................................................................................... 3 How does distance learning work? ...................................................................................................................... 3 Who is the intended audience for distance learning? ...................................................................................... 4 What are the overarching instructional goals for distance learning? ........................................................... 6 What are the key requirements for successful distance learning?................................................................ 6 What are the different ways technology may be used in distance learning? .............................................. 7 OVERVIEW OF A COMPREHENSIVE DISTANCE LEARNING STRATEGY .................................10 What is a comprehensive distance learning strategy?.................................................................................... 10 How does a comprehensive distance learning strategy support resilience to crises? ........................... 13 What are the phases for operationalizing a comprehensive distance learning strategy? ...................... 14 OUTLINE OF A COMPREHENSIVE DISTANCE LEARNING STRATEGY DOCUMENT..........16 COMPONENT 1: ANALYZE THE EXISTING DISTANCE LEARNING LANDSCAPE AND DEVELOP A STRATEGIC VISION.............................................................................................................18 COMPONENT 2: DESIGN A DISTANCE LEARNING APPROACH...............................................36 COMPONENT 3: DEVELOP A MONITORING, EVALUATION, AND LEARNING PLAN ......43 COMPONENT 4: CREATE A BUDGET ..................................................................................................53 CONCLUSION ...............................................................................................................................................60 REFERENCES ...................................................................................................................................................61 ANNEXES ........................................................................................................................................................67 Annex A. Roadmap for Measuring Distance Learning ................................................................................... 67 Annex B: Key terms and definitions................................................................................................................... 68

How international tests fail to inform policy: The unsolved mystery of Australia’s steady decline in PISA scores - Morsy, Leila; Khavenson, Tatiana; Carnoy, Martin (International Journal of Educational Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:22A9H2T5 2129771:QFFYZAQM
Keywords: Educational policies; International tests; Private education; Quality of education; Social class differences

A computational literature review of the technology acceptance model - Mortenson, Michael J.; Vidgen, Richard (International Journal of Information Management, 2016)
A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijinfomgt.2016.07.007 2129771:SE7R8QGN 2129771:YEKVSXG9 2405685:M67A9BHN 2486141:B5ZK9CQN 2486141:VU33ACA5
Keywords: Citation analysis; Co-authorship analysis; Computational literature review; Journal ranking; Lda; Literature review; Social network analysis; Technology acceptance model; Topic models

Organizational culture and creativity in entrepreneurship education: A study of secondary education in Nigeria - Moses, Chinonye Love; Ayodele, Olokundun Maxwell; Mosunmola, Akinbode; Gbenga, Agboola Mayowa (Research Journal of Applied Sciences, 2016)
© Medwell Journals, 2016. This study was based on an ethnographic research of the culture of entrepreneurship teaching in 2nd Evangelical Church in West Africa (ECWA) Secondary School. Data was collated through the instrument of in depth interview and was analyzed through content analysis. The findings showed that there is positive relationship between organizational culture and creativity in entrepreneurship education. This is an indication that organizational culture impacts heavily on creativity in entrepreneurship teaching. The study concluded with the sections of recommendations for policy implications.
KerkoCite.ItemAlsoKnownAs: 2129771:L7T9E59E 2317526:YCJMLZEP
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Nigeria; CA:AandC; CCZ:Nigeria; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:policy; F:teaching; P:culture; Q:secondary education; R:impact; R:interview; T:entrepreneurship education; Z:Creativity; Z:Entrepreneurship education; Z:Organizational culture; Z:Secondary education; publicImportV1; ⛔ No DOI found

Human Resource Development (HRD) through Technical and Vocational Education and Training (TVET) during Independence Days in Kenya - Mosoti, Z (International Journal of Social and Policy Issues, 2011)
I have traced the history and evolution of HRD through IVET during independence days. I relied on Kenya's NDPs and the education commissions appointed by political leaderships (Kenya's two past presidents) to look at the development and processes of education and ways that have been suggested to improve education. I have discussed these through the NDPs and the commissions appointed by the presidents of the time. The information has been presented using a chronological, thematic and, again chronological method. Additional information includes changes in curriculum during the same period. The first part considers the period from independence in 1963 to 1987 and the second part 1988 to 2005.
KerkoCite.ItemAlsoKnownAs: 2129771:K9LJWRZB 2317526:RTA2RDLL UTI-4BE1C78C-9730-3BB9-80B7-D07E9D344652
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; Q:degree; T:TVET; T:Training; publicImportV1; ⛔ No DOI found

Education and Fragility: A Synthesis of the Literature - Mosselson, Jacqueline; Wheaton, Wendy; Frisoli, Paul St John (2009)
The purpose of this paper is to provide a synthesis of the emerging literature in the field of education and fragility. We examine the various attempts to capture the contexts of fragility in a pragmatic manner, from both an operational and a policy-making perspective. We review the macro, statecentric definitions of fragility, which highlight the importance of the state and its institutions in driving fragility and as a partner for change, but also look at the limitations of this perspective. We then turn to more micro-level approaches to capturing the contexts of fragility, showing its difference from conflict, and looking in particular at more cross-sectoral and societal characteristics of fragility. Ultimately, we conclude this paper by acknowledging that, in practical terms, practitioners and donors are using both perspectives to guide their work in education and fragility.
KerkoCite.ItemAlsoKnownAs: 2129771:C766YHWY
Keywords: ⛔ No DOI found

Mathematical knowledge for teaching in Africa 2014–2021: A review of literature - Mosvold, Reidar (African Journal of Teacher Education and Development, 2022)
Publisher: AOSIS

WhatsApp supported language teacher development: A case study in the Zataari refugee camp - Motteram, Gary; Dawson, Susan; Al-Masri, Nazmi (Education and Information Technologies, 2020)
This paper explores the possibilities and challenges of using the social media tool WhatsApp to support language teacher development in the Zataari refugee camp in Jordan. It takes a sociocultural perspective on teacher development where WhatsApp is a mediating tool in the broader sociocultural landscape. A thematic analysis of the postings and exchanges from the WhatsApp group revealed three main uses of the WhatsApp chat: for interpersonal interactions, for professional development, and for organisational purposes. The analysis suggests the WhatsApp group contributed to the teachers’ English language knowledge, provided a platform for them to share and discuss issues related to the challenges of their particular context, enabled them to contribute to the development of some teaching materials and begin to address some of the issues they had in a meaningful way. It also raises issues of participation, access, equity and sustainability. We conclude by suggesting there is good potential for the use of social media tools such as WhatsApp for teacher development in challenging contexts, despite the contextual constraints observed and described. While this specific case involves language teachers, the general findings can potentially be applied to any teacher education or training context where access to training or education might be curtailed for a number of reasons, including the most recent changes enforced by the global COVID-19 pandemic.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10233-0 4804264:E8LJNNER
Keywords: Distance learning; Final_citation; Fragile and challenging contexts; Language teacher development; Mobile learning; WhatsApp; cited; existing

Professional Development for Primary School Teachers in Cameroon: Is the Cascade PD Model Effective? - Moulakdi, André; Bouchamma, Yamina (Creative Education, 2020)
Teacher professional development (TPD), a constant concern on the minds of education leaders, is conducted in various ways in education systems around the world. Using Guskey’s professional development assessment model, we evaluated a cascade model of teacher professional development in Cameroon’s primary education system by examining the responses of the teachers who experienced these activities. Our findings indicate that the professional growth activities undertaken in cascade format, particularly professional development (PD) days, teacher evaluations, demonstration and group lessons did not adequately address the teachers’ training needs and expectations and this because this model of training is not suitable to improve teaching practices in the context.

The strategic action field framework for policy implementation research - Moulton, Stephanie; Sandfort, Jodi R. (Policy Studies Journal, 2017)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/psj.12147 2129771:EHW2RVHQ

Aligning the principles of assessment for learning to learning in physical education: A review of literature - Moura, André; Graça, Amândio; MacPhail, Ann; Batista, Paula (Physical Education and Sport Pedagogy, 2021)
Background: A comprehensive international literature review on alternative assessment in physical education has been provided by López-Pastor et al. ([2013]. “Alternative Assessment in Physical Education: A Review of International Literature.” Sport, Education & Society 18 (1): 57–76). The authors remarked that while more authentic forms of assessment in physical education have been evidenced over the last three decades, the extent to which alternative assessment practices have become common practice in the teaching of physical education is yet to be established.Purpose: This review provides an updated perspective on the prevalence of assessment for learning (AfL) principles in physical education discourse since the 2013 publication. The intent is to inform and consider future AfL practices in school physical education and physical education teacher education (PETE) programmes.Methods: Eligibility criteria for the review required full-text articles written in English or Spanish; published (open access and/or in print) in peer-reviewed, academic and professional journals; and limited to the period 2013–2019. Inclusion criteria required articles to report assessment being used to promote learning in physical education, regardless of making reference to ‘assessment for learning’.Findings: Fifty-two articles met the inclusion criteria. A thematic analysis of these articles resulted in four themes: i) traditional positioning of assessment in physical education; ii) AfL and physical education; iii) the constraints in enacting AfL in physical education; and iv) how to most effectively embed AfL in daily physical education practices.Conclusions: The main conclusions of this review are that i) AfL is a learning-oriented assessment based on socio constructivist theories and integrated into the teaching-learning process, ii) physical education teachers continue to use assessment solely to grade students; iii) physical education teachers do not have the necessary skillset to use AfL in physical education successfully; iv) physical education teachers need to be supported to implement AfL; and v) it is necessary to consider how best PETE programmes can infuse AfL across the programme.
Publisher: Routledge _eprint: https://doi.org/10.1080/17408989.2020.1834528
Keywords: assessment; learning; teacher education; teaching-learning theories

Le renforcement de la formation technique et l’industrialisation en Afrique subsaharienne : le cas du Gabon - Moussone, Emmanuel; Metougue Nang, Prosper (Marché et organisations, 2018)
The objective of this article is to analyze the relationship between the technical training, the skills and the setting up or development of various industries in a developing country by focussing on Gabon. The issues addressed are diverse and varied and more particularly, they relate to the contribution of technical training to the progress of industry and techniques, to the conditions of and needs for economic and social development and finally to innovation, a thread by which all those elements are interconnected. The study shows that the post-colonial economic processes of income and cooperation set up since the independences did not allow for a long time to further on the one hand true skills transfers and one the other hand the setting up of industries. Now, in the face of the current changes in the international environment, the technical training appears as a sufficient condition for acquiring skills essential to the appropriation of innovations and the setting up of industries.
KerkoCite.ItemAlsoKnownAs: 10.3917/maorg.032.0153 10/gf62xr 2129771:HRRLBPVW 2317526:IEVXZ7GJ 2317526:ZHSJXMW3 UTI-26D9E3E9-03B0-3044-ABFC-35627CE2E7BE
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; -RRQv:f2-H-fr; A:Sub-Saharan Africa; C:Gabon; CA:AandC; CL:en; CL:fr; CLL:fr; CLS:en; CT:A; CT:C; CT:D; CT:T; D:developing nation; T:Training; publicImportV1

Decolonising Open Educational Resources (OER): Why the focus on ‘open’ and ‘access’ is not enough for the EdTech revolution - Moustafa, Nariman (EdTech Hub, 2022)
Open Educational Resources have offered a number of promises and opportunities, primarily in terms of customising learning to students' needs, pace, and interests.
Keywords: Author:OpenDevEd

Tackling coloniality and re-storying EdTech - Making your offering inclusive and socially just - Moustafa, Nariman; Adam, Taskeen (OpenDevEd, 2023)
ZenodoArchiveID: 7946855 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0291 ZenodoArchiveConcept: 7946854
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Education 2.0: A Vision for Educational Transformation in Egypt - Moustafa, Nariman; Elghamrawy, Ebtehal; King, Katherine; Hao, Yu (Claire); Hao, Yu (Education to Build Back Better: What Can We Learn from Education Reform for a Post-pandemic World, 2022)
Abstract This chapter presents a comprehensive description and analysis of Egypt’s Education 2.0 (EDU. 2.0) reform plan for grades K-2. The reform’s five key components are described including the new multidisciplinary curriculum, technology integration, school management Continuous Professional Development (CPD), access and infrastructure, and reformed assessment. We analyze this reform from five perspectives and conclude that a cultural shift, high-quality CPD, and a robust accountability system are imperative to sustainable educational reform in Egypt. This cannot be achieved without a shared vision and engagement between teachers, parents, and Egypt’s Education Ministry.
KerkoCite.ItemAlsoKnownAs: 2486141:AQJ8FK3E 2486141:BHDTC79I 2486141:E5VU7PVJ 2486141:EPFVK6ZQ 2486141:PIL76ZYK
Keywords: Author:OpenDevEd

Module 4: Diagnosing adaptive challenges - Moustafa, Nariman; Walker, Hannah; Lurvink, Anne-Fleur; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386666 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1006 ZenodoArchiveConcept: 8386665
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Access to Education for Children with Disabilities in Uganda: Implications for Education for All. - Moyi, Peter (Journal of International Education and Leadership, 2012)
Publisher: ERIC
Keywords: ⛔ No DOI found

Covid- 19 and the future of practicum in teacher education in Zimbabwe: Rethinking the ‘new normal’ in quality assurance for teacher certification - Moyo, Nathan (Journal of Education for Teaching, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1802702 2129771:N9USNSSI 4502395:83EVNLIA

The Influence of Covid-19 on Students’ Learning: Access and Participation in Higher Education in Southern Africa - Mphahlele, Ramashego; Seeletso, Mmabaledi; Muleya, Gistered; Simui, Francis (Journal of Learning for Development, 2021)
Recent experiences of institutions in COVID 19 have heightened the need for research on its impact on higher education institutions globally. This article’s authors are from higher learning institutions in Botswana, South Africa and Zambia, which used a blended learning model before COVID 19. The majority of their students used the traditional part of blended learning, depending on the print, postal service, and face-to-face. These students’ access and participation in learning during COVID 19 were negatively affected. Using Digital Equity as a framework, this paper explores the influence of COVID 19 on students’ access and participation in online learning. There seem to be significant disparities in access and participation in high-quality technologies and severe educational inequities. This digital inequality impact calls for civic awareness in digital literacy among the citizenry if the gap between the rural and urban, have and have not digital immigrants and digital natives are to be bridged.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:WGY9RCDE
Keywords: Access; _genre:PR-primary_research; digital awareness; digital equity; digital knowledge; digital literacy; online earning; ⛔ No DOI found

Strategy for South African public libraries to bridge the digital divide - Mphidi, Hamilton Hamilton (University of Pretoria, 2017)
This thesis reports on a study that investigated the role of public libraries in addressing the digital divide in South Africa. The study started in 2006. This study addressed the main research question: "How should a theoretical model look for South African public libraries to contribute to bridging the digital divide?" The central research problem was further addressed by asking the following questions: • What are the scope and implications of the digital divide? (These include the meaning of the concept, the dimensions and the factors leading to the digital divide.) • What has been reported on the role of libraries (including information services) in bridging the digital divide? • What have libraries in South Africa done to address the digital divide, and which possibilities are foreseen? • How can South African libraries be positioned to contribute to bridging the digital divide? The study followed a survey method using interviews with directors of Provincial Library Services (or their representatives), which are the controlling bodies of public libraries in South Africa, questionnaires distributed to representative staff members of participating public libraries in Gauteng, Limpopo and KwaZulu-Natal and individual interviews with selected heads/representatives of public libraries in Gauteng, Limpopo and KwaZulu-Natal. Data collected through the questionnaires were both quantitative and qualitative. Data was collected between 2011 and 2012. Quantitative data were analysed using Statistical Package for Social Sciences (SPSS), while qualitative data from interviews were analysed by content analysis and thematic categorising of information. In October 2015 a follow-up study of limited scope was conducted with three representatives from the three provincial library services to establish developments since the first round of data collections. Seven out of nine directors of Provincial Library Services in South Africa participated in the study. Furthermore, 247 public libraries from Gauteng, Limpopo and KwaZulu-Natal out of 463 public libraries and 18 heads/representatives of public libraries participated in this study. Findings on the opinions expressed on the role of public libraries in bridging the digital divide include the following: providing access to information and communication technologies (ICTs), offering information literacy and ICT literacy training, providing information to reduce the gap between "haves" and "have-nots", providing communities with equal, free access, reaching out and spreading ICTs to those who may not have online access and support and facilitating and promoting information exchange and communication between citizens and the government. The overall findings from the study were that although provincial library services have documents containing information on their mission and vision, their mission and vision statements do not address the digital divide or shed any light in this regard. The study found that provincial library services aimed to support public libraries to provide information resources, services to communities and access to information through ICT via targeted fund transfers to municipalities. None of the provincial library services included in the study had an explicit policy and strategies aligned to its vision and mission to guide and enable it in addressing the digital divide. Although all provincial library services included in the study had access to computer facilities in their headquarters, there were still disparities in the number of computer facilities available. It was also found that none of the provincial library services had its own website at the time of the study. They depended on the websites of their parent organisations. The study found that very few provincial library services had information technology (IT) units/departments charged with the responsibility of taking care of ICT facilities. They depended on external ICT service providers or the IT departments of their parent organisations to maintain the library's ICT infrastructure.
EdTechHub.ItemAlsoKnownAs: 2129771:7QDKMKX7

Rehabilitation in Seven Sub-Saharan African Countries: Personnel Education and Training - Mpofu, Elias; Jelsma, Jennifer; Maart, Soraya; Levers, Lisa Lopez; Montsi, Mercy M R; Tlabiwe, Pinkie; Mupawose, Anniah; Mwamwenda, Tuntufye; Ngoma, Mary Shilalukey; Tchombe, Therese Mungah S (Rehabilitation Education, 2007)
KerkoCite.ItemAlsoKnownAs: 10.1891/088970107805059562 10/gf623d 2129771:XNNGBTDH 2317526:DRQNSP23 LOCAL-PQ-224986316
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Botswana; C:Cameroon; C:Rwanda; C:South Africa; C:Tanzania; C:Zambia; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:curriculum; F:disability; P:culture; P:health; P:services; P:technician; T:TVET; T:Training; publicImportV1

The Impact O Ict In Learning Through Distance Education Programmes At Zimbabwe Open University (Zou): Roles Of Ict In Learning Through Distance Education Programmes - Mpofu, John; Chimhenga, Sylod; Onias, MAFA (Turkish online Journal of distance education, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:LINAHW43 4502395:DW2NZT76 4502395:QB7P7R7Z 4502395:S5LENG4E
Keywords: ⛔ No DOI found

A Literature Review of E-Learning and E-Teaching in the Era of Covid-19 Pandemic - Mseleku, Zethembe (2020)
The emergence of Covid-19 pandemic undoubtedly resulted in devastating socio-economic challenges across the world. In attempt to manage the contagion, many countries have implemented restrictive measures to reduce social gatherings and to promote social distancing. This meant the closure of higher learning institutions and a major shift from traditional classroom-based teaching and learning to virtual approach. While higher education may have transformed and moved to online due to Covid-19, it is unknown whether this transformation produces positive teaching and learning outcomes. This literature review is conducted to elicit relevant evidence on E-learning and E-teaching outcomes, challenges and opportunities in the era of Covid-19 pandemic.

A secure model for storage and dissemination of examination results: A case study of Zambia technical education vocational and entrepreneurship training authority - Mseteka, Lister; Phiri, Jackson (Journal of Computer Science, 2019)
© 2019 Lister Mseteka and Jackson Phiri. Most developing countries and public higher institutions of learning have low levels of Information and Communication Technology (ICT) and hence face challenges in securing information and information systems. Therefore, dissemination of examination results through web and mobile applications usually raise security concerns on how to ensure the confidentiality, integrity and authenticity of students' examination results due to susceptibility of web and mobile applications. In this study, we are proposing a secure model for storage and dissemination of students' examination results using encryption and cryptographic hash functions to simultaneously provide confidentiality, integrity and authenticity assurances of students' examination results. The study is based on Technical Education, Vocational and Entrepreneurship Training Authority (TEVETA), an examination body in Zambia. A baseline study was conducted to determine the challenges faced by TEVETA and students regarding dissemination of students' examination results. Data was collected from 558 respondents consisting of 514 students, 36 members of staff in-charge of examinations in TEVETA registered institutions and 8 TEVETA ICT staff. The results from the study indicate that the current TEVETA examination cycle business processes have a number of irregularities. These include candidate registration, storage of students' examination results and dissemination of students' examination results. The results from the baseline study were used to come up with the model which was then used to develop a prototype. The results obtained from the test and evaluation of the developed prototype based on the model shows that the system provides an avenue to ensure the confidentiality of students' results through encryption as well of integrity and authenticity of students' examination results through detection of altered students' examination results during transmission and storage through cryptographic hash function.
KerkoCite.ItemAlsoKnownAs: 10.3844/jcssp.2019.221.234 2129771:DTUULILK

Developing learning diaries for action research on healthcare management in Ghana, Tanzania and Uganda - Mshelia, Comfort; Lê, Gillian; Mirzoev, Tolib; Amon, Samuel; Kessy, Ambrose; Baine, Sebastian Olikira; Huss, Reinhard (Action Research, 2016)
© 2016, © The Author(s) 2016. Action research (AR) can be an effective form of ‘on the job’ training. However, it is critical that AR cycles can be appropriately recorded in order to contribute to reflection and learning. One form of recording is for coresearchers to keep a diary. We found no previous literature describing the use of diaries in AR in sub-Saharan Africa. We therefore use this paper to reflect on how diaries were used by district health management teams in the PERFORM project. We share five lessons from our experience. First, it is important to foster ownership of the diary by the people who are responsible for filling it in. Second, the purpose of keeping a diary needs to be clear and shared between researchers and practitioners from the very beginning. Third, diaries should be allowed to evolve. Fourth, it is a challenge for busy practitioners to record the reflection and learning processes that they go through. Last, diaries on their own are not sufficient to capture reflection and learning. In conclusion, there is no best way for practitioners to keep a diary; rather the focus should be on ensuring that an AR recording process (whether diary or otherwise) is locally owned and complements the specific practice setting.
KerkoCite.ItemAlsoKnownAs: 10.1177/1476750315626780 10/gf62p7 2129771:XUXFIEJA 2317526:M5KRBYFV
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CCZ:Ghana; CCZ:Tanzania; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; P:health; T:Training; Z:Diaries; Z:action research; Z:district health management teams; _C:Ghana GHA; _C:Uganda UGA; publicImportV1

A Formative Evaluation of Chinsapo Community School - Msiska, F. G. W.; Kadzamira, Esme C. (Zomba: Centre for Social Research, 1995)
KerkoCite.ItemAlsoKnownAs: 2129771:D9Y723ZW 4752638:DYZU9QQW
Keywords: _C:Malawi MWI; ⛔ No DOI found

COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania - Mtebe, Joel S.; Fulgence, Katherine; Gallagher, Michael (Journal of Learning for Development, 2021)
This article aims to share an experience on the process taken by the University of Dar es Salaam to adopt and deliver technology-enhanced teaching and learning during the COVID-19 crisis. The university started by forming a team which conducted an audit to identify existing ICT infrastructure, skills gaps amongst instructors, and information systems that could be quickly adopted to deliver various courses during the COVID-19 crisis. The Moodle system, Zoom video conferencing system, and Postgraduate Information Management System were identified and recommended. After the audit, 340 instructors were trained on identified systems and 369 new courses were developed. Although face-to-face classes resumed a few months after the training and preparations, postgraduate courses continued to be offered via the blended mode with the Zoom and Moodle systems being used. The experience gathered from this study contributes towards knowledge of ICT integration in teaching and learning and can be integrated into teaching during the COVID-19 crisis in resource-constrained universities in sub-Saharan Africa and beyond.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:6LN9VHQ4
Keywords: CoVID-19 Pandemic; _genre:PR-primary_research; online learning; technology enhnaced teaching and learning; ⛔ No DOI found

An integrated model for teacher continuing professional learning in Zimbabwean primary schools - Mtetwa, David KJ; Ndemo, Zakaria (African Journal of Teacher Education and Development, 2022)

Methods of financing technical and vocational education and training, and entrepreneurship education to support skills development in Lusaka Province, Zambia - Mubanga, Philip; Hock, Oo Yu; Asif, Mahbub Karim; Mulenga, Innocent Mutale (International Journal of Research and Scintific Innovation (IJRSI), 2019)
Publisher: Research Gate
Keywords: ⛔ No DOI found

Harnessing technical and vocational education and training and entrepreneurship education to address unemployment in Lusaka province, Zambia. - Mubanga, Phillip; Hock, Oo Yu; Karim, Asif Mahbub; Senteri, Zulkifli; Mulenga, Innocent Mutale; Preckler, Miriam (2019)
Publisher: Scientific Research Publishing

School Program of In-service Training for the Term (SPRINT) Programme in Zambia -A Case of Collaboration Towards Self-Reliant Education Development - Mubanga, Ruth (Collaboration toward Greater Autonomy in Educational Development, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:BN7RXG6G 261495:Q5AN7HX8

Challenges in the training of teachers through open and distance learning: Implications for quality - Mubika, KA; Bukaliya, R (Asian Journal of Social Sciences & Humanities, 2013)
This study aimed at establishing the challenges that may have affected the training of teachers through ODL at the Zimbabwe Open University. The study was carried out in order to put in place a model that may be implemented to improve the quality teacher training programme. The study adopted the case study design for the gathering the in-depth perceptions held by the given population. Questionnaires, telephone interviews and documentary analysis were adopted for data collection. The population of the study consisted of the National Programme Leader, Regional Programme Coordinators and graduate diploma students and their former school heads. Thirty-three members of the population constituted the sample for this study. Among other findings, results of the study show that while the training of teachers was a very viable undertaking at ZOU, existing collaboration between the schools and the training institution was very informal. Teaching practice faced numerous problems such as inadequate funding and unavailability of teaching practice vehicles. The study recommended that there be collaboration among all the stakeholders. There is also need for the setting up of a Teaching Practice Department which should be fully equipped with to enable the smooth flow of teaching practice supervisory activities.
KerkoCite.ItemAlsoKnownAs: 2129771:7Y69A25Z 2317526:936H4XCC UTI-BCF2239B-F7FC-3E8D-A3BE-8B8B5C6D7A5D
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:teachers; Q:ODEL; T:Lehrlingsausbildung; T:Training; publicImportV1; ⛔ No DOI found

Techniklehrerausbildung in Mosambik: Berufsausbildung in Mosambik unter Berücksichtigung der technischen Lehrerausbildung an der Pädagogischen Universität Maputo - Mucauque, Francisco (Südwestdeutscher Verlag für Hochschulschriften, 2010)
KerkoCite.ItemAlsoKnownAs: 2129771:VBTZ29F2 2317526:42AMMUS8

Maverick Citizen: Access to water and sanitation in South Africa: A renewed call for more action - Mudombi, Shakespear (Daily Maverick, 2020)
While the main discourse in accessing basic services such as water and sanitation focuses on universal access, in reality such access – as highlighted so starkly as the country attempts to halt the spread of the coronavirus – is not equitable.
Library Catalog: www.dailymaverick.co.za KerkoCite.ItemAlsoKnownAs: 2129771:RD4465HR

An analysis of pre-service family planning teaching in clinical and nursing education in Tanzania - Muganyizi, Projestine S; Ishengoma, Joyce; Kanama, Joseph; Kikumbih, Nassoro; Mwanga, Feddy; Killian, Richard; McGinn, Erin (BMC medical education, 2014)
Doc number: 142 Abstract Background: Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Methods: Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. Results: A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Conclusions: Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills. Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills.
KerkoCite.ItemAlsoKnownAs: 10.1186/1472-6920-14-142 10/f6bm6p 2129771:L3TWRW5G 2317526:I5R28FG3
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:teaching; P:economy; P:health; P:media; P:medical officers; P:nurse; P:service industry; P:services; P:teachers; Q:degree; R:evaluation; R:interview; R:observation; R:qualitative; R:quantitative; R:questionnaire; T:Ausbildung; T:TVET; publicImportV1

Effective Strategies for Integrating Project Based Learning into Woodwork Technology Education and Understanding at Tertiary Institutes in Nigeria - Muhammad Umar Isa; Yusri Bin Kamin (International Journal of Emerging Technologies in Learning (iJET), 2019)
The purpose of this examination is to research viable methodologies for in-corporating Project-based Learning (PoBL) in instructing and learning Woodwork Technology Education (WTE) at tertiary foundations in Nige-ria. A mixed-method approach including both quantitative and subjective technique was utilized for the investigation. The example of the examination involved 50 in-administration postgraduate understudies from Nigerian tertiary foundations concentrating Technical Vocational Education and Training (TVET) in University Teknologi Malaysia for the quantitative perspective and 9 in-administration postgraduate understudies for the subjective part. A 16-thing organized poll was utilized for quantitative information accumulation while semi-organized meeting convention was utilized for subjective information gathering. Quantitative information was investigated utilizing SPSS programming variant 24 to process the rate and intend to demonstrate the degree of understanding or difference on things of the survey. NVIVO 12 was utilized for subjective data examination. Mem-ber check and pear questioning were utilized to build up the reliability of the interview convention. The principal discoveries of the examination un-covered that PoBL has not been embraced in WTE educating and learning at tertiary establishments of Nigeria, and the conventional instructional methodology including lecture, demonstration and task have been the instructional methodologies received. It was additionally uncovered from the discoveries that rebuilding of WTE educational plan at tertiary organizations in Nigeria to concentrate on a student-focused methodology, just as sorting out courses and workshops for WTE speakers to be familiar with the utilization of PoBL in WTE instructing and learning as a component of the successful techniques for incorporating PoBL in instructing and learn-ing WTE at tertiary establishments in Nigeria. PoBL is appropriate in the instructional procedures of courses like WTE which include intellectual and psychomotor aptitude procurement. At long last, the deficiencies of studies identifying with PobL in Nigeria illuminates the need to attempt this examination in WTE at tertiary organizations.
KerkoCite.ItemAlsoKnownAs: 10.3991/ijet.v14i20.11468 2129771:3X6UN5LN 2129771:DHH6DN7W 2129771:LS7F2FPH

Challenge of integrating entrepreneurial competencies into technical college programs - Muhammad, Abubakar Ibrahim; Kamin, Yusri Bin; Wahid, Nur Husna Binti Abd (International Journal of Engineering and Advanced Technology, 2019)
© 2019, Blue Eyes Intelligence Engineering and Sciences Publication. All rights reserved. For a country to keep abreast of being competitive in global economy technical and vocational education must play a critical role. For long time, technical and vocational education disciplines have been in cache, living graduates unable to connect learned knowledge with real life problems. The emergence of integrating technical education with entrepreneurial competencies in some institutions in Nigeria advocates transformative changes both at the conceptual and technological levels. One of the challenge facing technical education in Nigeria is lack of appropriate entrepreneurial competencies in the content of technical college curriculum. The purpose of the study was to explore the challenge facing the integration of entrepreneurial competencies into the technical college curriculum. This study uses phenomenological research design method was guided by interview protocol, thus the data were qualitatively collected. This research involved ten experts from three technical institutions in Kano state Nigeria based on their educational background, field of teaching and experience in entrepreneurship education. The study found that poor funding, lack of qualified teachers, inappropriate curriculum and negative attitude toward on entrepreneurship education are the main challenges hindering the integration of entrepreneurial competencies into technical college programs in Nigeria. It is recommended that the need for an appropriate entrepreneurial competencies for technical college programs this will facilitate easy and rapid self-employment among the graduates to enable them become novice entrepreneurs for self-reliance. Consequently, 20 per cent of public expenditure should be allocated to bridge the gap in funding education.
KerkoCite.ItemAlsoKnownAs: 10.35940/ijeat.E1054.0585C19 2129771:N658NV47

Women and Youth in Peace-Building: The Case of the Mano River Basin Peace Initiative - Muhammad, H.; Aisha Abdu-Ismail (Concepts and Issues in Peace Studies and Conflicts Resolution, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:2ZCE2A9U 2129771:TU43MV9Z 2486141:JAID9R48

From teacher oriented to student centered learning, developing an ICT supported learning approach at the Eduardo Mondlane University, Mozambique - Muianga, Xavier; Klomsri, Tina; Tedre, Matti; Mutimucuio, Inocente (TOJET: The Turkish Online Journal of Educational Technology, 2018)
Eduardo Mondlane University (UEM) is in the process of modernizing its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored - using action research strategy - to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course, eight semi-structured interviews with students were combined with sixteen classroom observations and 8 weeks how students used the Learning Management System (LMS) and web 2.0 tools. Results showed that collaborative E-learning supported the development of students’ information management and problem solving skills as well as their metacognitive strategies for self-regulated learning. ICT supported problem based learning contributed to an increased intrinsic motivation. However, not all students were ready to adopt an active role. At the start they looked upon teaching as a one-way knowledge transfer. This study recommends that E-learning initiatives in Mozambique should always go together with an ICT literacy course and training in 21st-century learning skills.
Place: Adapazari Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/2071526082?accountid=9851 KerkoCite.ItemAlsoKnownAs: 2405685:CSQNR7VP 2534378:4GPZLTRP 2534378:8TQDH5CL 2534378:DBJAFQ3G 2534378:JCZ7J9WU 2534378:XPGZVM9Y
Keywords: Action Research; Action research; Classroom communication; College Students; College students; Colleges & universities; Content Analysis; Content analysis; Cooperative Learning; Cooperative learning; Distance learning; ERIC; Current Index to Journals in Education (CIJE); Education; Education–Teaching Methods And Curriculum; Educational Change; Electronic Learning; Environmental Education; Foreign Countries; Higher Education; Independent Study; Information Management; Information Technology; Information management; Information technology; Integrated Learning Systems; Interviews; Knowledge management; Learning; Learning Strategies; Literacy; Management Systems; Metacognition; Modernization; Motivation; Mozambique; Observation; Online instruction; Outcomes of Education; Pedagogy; Pilot Projects; Problem Solving; Problem based learning; Problem solving; Semi Structured Interviews; Skill Development; Skills; Student Attitudes; Student Centered Learning; Student Motivation; Students; Teachers; Teaching; Teaching Methods; Teaching methods; Technological Literacy; Universities; Web 2.0; Web 2.0 Technologies; Webs; __:import:01; __:match:final; __:matched; __:study_id:2097827; __finaldtb; ⛔ No DOI found

Where are we at? An empirical study of levels and methods of evaluating continuing professional development - Muijs, D; Lindsay, G (British Educational Research Journal, 2008)
KerkoCite.ItemAlsoKnownAs: 10.1080/01411920701532194 10/d9tt95 2129771:DF9V5UA7 261495:QJF6M6QM

Teacher professional development outside the lecture room: Voices of professionally unqualified practicing teachers in rural Zimbabwe secondary schools - Mukeredzi, Tabitha Grace (Global Education Review, 2016)
Attempts to address global pressure to achieve Education for All have been hampered by two fundamental challenges in developing countries, namely an acute shortage of teachers and large rural populations in these countries. In addition there is a trend for qualified competent teachers to shun working in rural settings. While recruitment of professionally unqualified graduate teachers into the teaching profession has become internationally acclaimed to address in particular rural school postings and Education for All commitments, there remain outstanding questions regarding how such teachers professionally learn and grow in these rural contexts outside the Teacher Education Institution lecture room. An understanding of how they develop professionally is crucial. The study explored professional development experiences of professionally unqualified practicing teachers in rural secondary schools. A qualitative design was adopted and three-interview series complimented by photo elicitations were employed to explore the teachers’ professional development experiences. Data were transcribed and manually analysed inductively utilizing open coding. Findings suggest that professional development experiences for these teachers occurred in four sites: school structures, wider professional sites, planned and unplanned gatherings, and the classroom. Drawing on concepts around professional development to describe, analyse and understand data, I illustrate that professionally unqualified practicing teachers in rural secondary schools experience professional development outside Teacher Education Institutions in interaction, through domains of formality and experience: non formal, informal and experiential.
KerkoCite.ItemAlsoKnownAs: 2129771:CIJYHHRF 261495:9VQJENSS
Keywords: ⛔ No DOI found

GIS in Education Planning: The Kenyan School Mapping Project - Mulaku, G. C.; Nyadimo, E. (Survey Review, 2013)
School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision...
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1179/003962611X13117748892155 2129771:D7LGKELW 2129771:EG8QF9R9
Keywords: _C:Ethiopia ETH; _C:France FRA; _C:India IND; _C:Ireland IRL; _C:Kenya KEN; _C:State of Palestine PSE; _C:Thailand THA; _C:Uganda UGA; __C:filed:1; __C:scheme:1

Development of executive function and attention in preterm children: a systematic review - Mulder, Hanna; Pitchford, Nicola J.; Hagger, Martin S.; Marlow, Neil (Developmental neuropsychology, 2009)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/87565640902964524 2129771:XL3PBIWI

Processing speed and working memory underlie academic attainment in very preterm children - Mulder, Hanna; Pitchford, Nicola J.; Marlow, Neil (Archives of Disease in Childhood-Fetal and Neonatal Edition, 2010)
Publisher: BMJ Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1136/adc.2009.167965 2129771:I22X2EEY

Processing speed mediates executive function difficulties in very preterm children in middle childhood - Mulder, Hanna; Pitchford, Nicola J.; Marlow, Neil (Journal of the International Neuropsychological Society, 2011)
Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S1355617711000373 2129771:L46SA3SA

Researching vocational education and training: An international perspective - Mulder, Martin (Journal of Vocational, Adult and Continuing Education and Training, 2018)
KerkoCite.ItemAlsoKnownAs: 10.14426/jovacet.v1i1.12 2129771:3FZYIY3L 2317526:GP4KBHEL
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:LOW; -RRQ:M:final; RRQ:other; publicImportV1

A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda - Mulder, Martin; Roelofs, Eline (2011)
This paper gives a description of research in the field of Vocational Education and Training (VET). The field of VET research is quite scattered, so giving a full overview is hardly possible. Nevertheless, the VET research presented at the European Conference of Educational Research 2011 (Berlin) is reviewed, as well as the content of a number of VET research journals of publication year 2011. Research themes and topics are defined, and according to the categories the research is reviewed. The conclusions of the review are: 1. there is a large amount of research on VET which is quite diverse and fragmented; 2. much VET research lacks theoretical and empirical foundation; the dominant research methods are case and desk studies and explorative and analytical studies. There are hardly any experiments and intervention and design-based research studies; 3. there are various urgent topics for further research, which are elaborated in the paper.
KerkoCite.ItemAlsoKnownAs: 2129771:WHGWHSRH 2317526:QY3L2P53
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CLL:en; _C:Australia AUS; _C:Austria AUT; _C:Canada CAN; _C:China CHN; _C:Czech Republic CZE; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Indonesia IDN; _C:Italy ITA; _C:Latvia LVA; _C:Luxembourg LUX; _C:Netherlands NLD; _C:Saudi Arabia SAU; _C:Spain ESP; _C:Sweden SWE; _C:Switzerland CHE; _C:Turkey TUR; _C:Ukraine UKR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1; ⛔ No DOI found

A Critical Review of Vocational Education and Training Research in 2012 and Suggestions for the Research Agenda - Mulder, Martin; Roelofs, Eline (2012)
This paper is a follow-up of the paper ECER-presented in 2012, ‘A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda’ (Author & Co-author, 2012). This paper gave a description of research in the field of Vocational Education and Training (VET) in 2011. This new paper gives an overview of the field of VET research in 2012. In this article the VET research presented at the European Conference of Educational Research 2012 (Cádiz) is reviewed, as well as the articles of a number of VET research journals of publication year 2012. A total of 173 articles are reviewed and after a qualitative interpretation divided into seven different research themes. The conclusions of the review are quite similar to last year. 1. There is a lot of VET research and this research is quite diverse and fragmented. 2. The quality of the articles is not always very high, also because a lot of conference proceedings are included. 3. There are many important topics for further research.
KerkoCite.ItemAlsoKnownAs: 2129771:UQUK4HXG 2317526:FBJ74PAL 2317526:PCHAS6F4
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:policy; P:social; T:TVET; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

The concept of competence in the development of vocational education and training in selected EU member states: a critical analysis - Mulder, Martin; Weigel, Tanja; Collins, Kate (Journal of Vocational Education & Training, 2007)
This contribution follows the descriptive review of Weigel, Mulder and Collins regarding the use of the competence concept in the development of vocational education and training in England, France, Germany and the Netherlands. The purpose of this contribution is to review the critical analyses brought forward by various authors in this field. This analysis also remarks on the most important theories and critiques on the use of the competence concept in the above‐mentioned states, The systems of vocational education within the four states covered in this study are: the National Vocational Qualifications in England, the approach to learning areas in Germany, the ETED and the bilan de compétences in France, and the implementation of competence‐based vocational education in the Netherlands, and these are the respective focal points for the critical assessments of the competence concept presented here. These critiques encompass such aspects as the lack of a coherent definition of the concept of competence, the lack of a one‐to‐one relationship between competence and performance, the misled notion that employing the concept of competence decreases the value of knowledge, the difficulties of designing competence‐based educational principles at the curriculum and instruction levels, the underestimation of the organizational consequences of competence‐based education, and the many problems in the field of competence assessment.
KerkoCite.ItemAlsoKnownAs: 10.1080/13636820601145630 10/dmccsb 2129771:EW9R88H6 2317526:XX2T9XC7 DOI-10.1080/13636820601145630
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1

English teacher education curriculum designing: A mixed methods analysis of the programme at the University of Zambia - Mulenga, Innocent (The University of Zambia, 2015)

Conceptualization and Definition of a Curriculum - Mulenga, Innocent Mutale (Journal of Lexicography and Terminology (Online ISSN 2664-0899. Print ISSN 2517-9306)., 2018)
Keywords: ⛔ No DOI found

Curriculum design in contemporary teacher education: what makes job analysis a vital preliminary ingredient?. - Mulenga, Innocent Mutale (2015)
Publisher: International Journal of Humanities Social Sciences and Education (IJHSSE)
Keywords: ⛔ No DOI found

Rethinking quality assurance in curriculum development and implementation for higher education in Africa. - Mulenga, Innocent Mutale (2020)

Rethinking the role of teacher education in Zambia: quality curriculum designing as a missing link in explaining teacher's pedagogical content knowledge. - Mulenga, Innocent Mutale (2016)
Publisher: THE AFRICAN FEDERATION OF TEACHING REGULATORY AUTHORITIES (AFTRA …
Keywords: ⛔ No DOI found

TEACHER EDUCATION CURRICULUM DESIGNING: THE IMPORTANCE OF CONNECTING UNIVERSITY CURRICULA TO SECONDARY SCHOOL KNOWLEDGE AND SKILLS CONTEXTS - Mulenga, Innocent Mutale (ZANGO: Zambian Journal of Contemporary Issues, 2019)
Keywords: ⛔ No DOI found

Teacher education versus teacher training: epistemic practices and appropriate application of both terminologies. - Mulenga, Innocent Mutale (2020)
Publisher: Journal of Lexicography and Terminology
Keywords: ⛔ No DOI found

Student Teachers School Experience in Zambia: Experiences and Challenges - Mulenga, Innocent Mutale; Bwalya, Katongo (East African Journal of Education and Social Sciences, 2022)

Appropriateness and adequacy of teaching and learning resources and students’ industrial attachment in public colleges of technical and vocational education in Zambia. - Mulenga, Innocent Mutale; Chileshe, Edward King (2020)
Publisher: East African Journal of Education and Social Sciences

A competency-based curriculum for Zambian primary and secondary schools: learning from theory and some countries around the world. - Mulenga, Innocent Mutale; Kabombwe, Yvonne Malambo (2019)
Publisher: International Journal of Education and Research KerkoCite.ItemAlsoKnownAs: 2129771:JGIJBCTW 2129771:XNAU5AEI
Keywords: ⛔ No DOI found

Understanding a competency-based curriculum and education: The Zambian perspective - Mulenga, Innocent Mutale; Kabombwe, Yvonne Malambo (Journal of Lexicography and Terminology (Online ISSN 2664-0899. Print ISSN 2517-9306)., 2019)
Keywords: ⛔ No DOI found