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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Department of Higher Education and Training - Government of South Africa
UA-07cc0534-428d-489b-85de-14dad7534c7e KerkoCite.ItemAlsoKnownAs: 2129771:EV2BTAQX 2317526:K2KH3VF7
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; publicImportV1; tVET Key_institution

FETI - Further Education and Training Institute - Government of South Africa
UA-9f416847-09c6-472b-8aed-ab11c0ba7256 KerkoCite.ItemAlsoKnownAs: 2129771:JP4LGFI6 2317526:FDCV7GLZ
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; publicImportV1

Further Education and Training Act nº16, 2006 - Government of South Africa (2006)
Also known as Continuing Education and Training Act.
UA-12d0a561-668e-4da9-9506-2693c36aeb96 KerkoCite.ItemAlsoKnownAs: 2129771:3HJSUHG7 2317526:H2K8DC4E
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; publicImportV1

General and Further Education and Training Quality Assurance Act Nº58 - Government of South Africa (2001)
UA-1a6bde11-123e-41f7-957c-aaee9859b58f KerkoCite.ItemAlsoKnownAs: 2129771:SP966LAJ 2317526:MUJYGBFC
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Quality Assurance; publicImportV1

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

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

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

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

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

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

Constitution of Sierra Leone - Government of Sierra Leone (1991)
KerkoCite.ItemAlsoKnownAs: 2129771:VSJLM7E3 2405685:Z3EDBKSD
Keywords: _C:Sierra Leone SLE

The Agenda for Prosperity: Road to Middle Income Status - Government of Sierra Leone (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:8MVPQD5Y 2339240:FHMH4G7H 2405685:7DIVY6PP
Keywords: ⛔ No DOI found

Digest of TVET institutions statistics in Nigeria 2014-15 - Government of Nigeria (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:48U2KYV5 2317526:UU6VCLET
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Directory of Accredited Programmes Offered in Polytechnics, Technical and Vocational Institutions - Government of Nigeria (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:J5VZIWBX 2317526:ZLQF4KYM
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; TVET Provider; publicImportV1

Education Act Nº 16 (National Minimum Standards and Establishment of Institutions) - Government of Nigeria (1985)
UA-ca20c78d-58b1-4da3-a908-7196955689eb KerkoCite.ItemAlsoKnownAs: 2129771:LH2J4SEX 2317526:UN8NKBU9
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; National Standards; publicImportV1

Education Programmes - Government of Nigeria
KerkoCite.ItemAlsoKnownAs: 2129771:WAA4D97G 2317526:JZ2CT8RV

Educational Correspondence Colleges Accreditation Act Nº 32, 1987 - Government of Nigeria (1987)
UA-0b53f034-401d-4807-b887-e7b9b8d2cc35 KerkoCite.ItemAlsoKnownAs: 2129771:WDYE26N6 2317526:YZLGHJKY
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Federal Ministry of Education - Government of Nigeria
UA-cbc3192a-d7cc-4477-ad25-3dcfb40c8720 KerkoCite.ItemAlsoKnownAs: 2129771:ZCU57253 2317526:556I77B6
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1

Guidelines and Procedures for the Establishment of Private Technical and Technological Institutions - Government of Nigeria (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:8WBLVZR9 2317526:GRWQEZKP
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1

Guidelines for Establishment and Operation of Production Unit in Technical College - Government of Nigeria (2006)
KerkoCite.ItemAlsoKnownAs: 2129771:G5YIKFHX 2317526:Q8UPWPZS
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1

National Board for Technical Education - Government of Nigeria
UA-606454a0-501b-4320-9d59-0dc1d54bf7db KerkoCite.ItemAlsoKnownAs: 2129771:BM7QH673 2317526:KNABBECI
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1; tVET Key_institution

NID Curricula - National Vocational Certificates - Government of Nigeria
UA-884ae2d2-74be-41d4-8d7e-12b9f9c046c0 KerkoCite.ItemAlsoKnownAs: 2129771:UBVW7HUL 2317526:NHW8SYT3
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; Qualification Framework; publicImportV1

Mauritius Qualifications Authority Regulations - Government of Mauritius (2009)
UA-a7bf47b4-b025-424a-a429-028915fdc73b KerkoCite.ItemAlsoKnownAs: 2129771:D46XUULN 2317526:PBTDF8EP
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Mauritius; Qualification Framework; publicImportV1

MQA Act nº42, 2001 - Mauritius Qualifications Authority Act - Government of Mauritius (2001)
UA-a71a4b38-886d-42aa-bf61-228abd0e2f34 KerkoCite.ItemAlsoKnownAs: 2129771:MLBTYZXW 2317526:DNFEL7ZY
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Mauritius; publicImportV1

National Education Standards - primary and secondary education - Government of Malawi (2015)
UA-a102ca97-c919-4c5e-8762-6d9522ed1b77 KerkoCite.ItemAlsoKnownAs: 2129771:8E5PPF7X 2317526:PRMLTNFC
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Malawi; Qualification Framework; publicImportV1

Chiefs’ Act - Chapter 128 - Government of Kenya (2012)

Guidelines for Registration of Training Providers - Government of Kenya (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:74AGI8EH 2317526:R5RUMKJQ
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

Kenya National Qualifications Authority - Government of Kenya (Kenya National Qualifications Authority)
Welcome to KNQA The Kenya National Qualifications Authority (KNQA) was set up in 2015 to help coordinate and harmonize education, training, assessment and quality assurance of all qualifications awarded in the country; with the view to improving quality and international comparability. The KNQF which the authority has developed and is now implementing
UA-2992c310-ce40-4185-8e5c-1fa75575eceb KerkoCite.ItemAlsoKnownAs: 2129771:43QIEMA4 2317526:M2NIIYMI
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

Kenya National Qualifications Framework Act Nº 22 - Government of Kenya (2014)
AN ACT of Parliament to establish the Kenya National Qualifications Authority; to provide for the development of a Kenya Qualifications Framework and for connected purposes
UA-c7caea3d-31e5-4518-894a-f2a923cf3c88 KerkoCite.ItemAlsoKnownAs: 2129771:YYI2DH67 2317526:L8PU5BJQ
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Qualification Framework; publicImportV1

Ministry of Education, Science and Technology - Government of Kenya
LATEST UPDATES LATEST NEWS UPCOMING EVENTS SCHOLARSHIPS OPPORTUNITIES LATEST NEWS {loadmodule mod_ajax_intro_articles,News Article} UPCOMING EVENTS {}loadmo...
UA-78001695-7ac9-44a5-95c5-f0ff7f735ae2 KerkoCite.ItemAlsoKnownAs: 2129771:9EG45SCD 2317526:VIRPFYPY
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

National Education Sector Strategic Plan for the Period 2018 - 2022 - Government of Kenya

National Industrial Training Authority - Government of Kenya
The National Industrial Training Authority (NITA) is a state corporation established under the Industrial Training (Amendment) Act of 2011. The Authority has five industrial training centres spread across the country.
KerkoCite.ItemAlsoKnownAs: 2129771:XPAQ4IJ8 2317526:4Y8JZBG4
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Industrial Training Institutes; publicImportV1

National Industrial Training Standards - Government of Kenya (2015)
UA-7a3601b7-cd04-42c0-8a72-3405e7a31140 KerkoCite.ItemAlsoKnownAs: 2129771:KVKDBW9A 2317526:HYXNDWY2
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Qualification Framework; publicImportV1

Permanent Working Group on TVET in Kenya - Government of Kenya (Permanent Working Group on TVET in Kenya)
An engagement platform for public/private stakeholders to enhance the efforts of Kenya’s vocational training transformation
Library Catalog: tvetinkenya.net KerkoCite.ItemAlsoKnownAs: 2129771:GHBBWHEV 2317526:UWBRV7AH

Technical and Vocational Education and Training Authority - Government of Kenya
KerkoCite.ItemAlsoKnownAs: 2129771:HP77ZEE5 2317526:PFTEAU9H

TVET Act, nº29 of 2013 - Technical and Vocational Education and Training Act (Kenya) - L.N. 95/2013, L.N. 57/2014 - Government of Kenya (2013)
An Act of Parliament to provide for the establishment of a technical and vocational education and training system; to provide for the governance and management of institutions offering technical and vocational education and training; to provide for coordinated assessment, examination and certification; to institute a mechanism for promoting access and equity in training; to assure standards, quality and relevance; and for connected purposes
UA-fb89b6bc-0740-414a-82e2-54cf9a036c63 KerkoCite.ItemAlsoKnownAs: 2129771:LKHJI62C 2317526:PTGH7PN5
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

TVET Strategic Plan 2018-2022 - Government of Kenya (2018)
A Strategic Plan that is aligned to both the dynamic operating environment and the strategic priorities of the Government as outlined in the Kenya Vision 2030, the Constitution of Kenya 2010, and other relevant regional and international policy documents serves as a guide for the organization. I am, therefore, pleased to participate in unveiling of TVETA’s 2018-2022 Strategic Plan which provides a clear road map for the achievement of competitive human capital. The development of this Strategic Plan was based on a review of the Authority’s performance and experiences since its inception, and is a culmination of an extensive consultative process among the Authority’s staff, board of directors and key stakeholders in the country. Our vision and mission are geared towards realizing our mandate by clearly identifying strategic objectives to pursue that conform to our core values. We are aware that this can only be achieved if we continuously align with the dynamism of our operating environment with a view to facilitating fair and competitive practices, while catalyzing the ever-evolving creativity and innovation of the Kenyan public
KerkoCite.ItemAlsoKnownAs: 2129771:AB3ILQTQ 2317526:L7Y2ZTG6
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

TVETA Competency Based Education and Training and Assessment Standards & Guidelines - Government of Kenya (2018)
UA-e24c707c-dc52-4d1d-98a2-551c3a4beb60 KerkoCite.ItemAlsoKnownAs: 2129771:L5K8C4SH 2317526:VAL4BH32
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Qualification Framework; publicImportV1

JICA - Japan International Cooperation Agency - Government of Japan
UA-41f17f6e-7946-4bcf-869e-c2036cb5a5ad KerkoCite.ItemAlsoKnownAs: 2129771:L84UUEHF 2317526:Z44X52CE
Keywords: -FullBiblioUHMLgen; -GeneralCitations; Networks; publicImportV1

Education (Early Childhood Education Services) Regulations - Government of Grenada (Government of Grenada, 2014)
Keywords: _publish

Education Regulation Bodies Bill, 2019 - Government of Ghana
KerkoCite.ItemAlsoKnownAs: 2129771:7EWPFI75

COTVET Act nº 718, 2006 - The Council for Technical and Vocational Education and Training Act - Government of Ghana (2006)
KerkoCite.ItemAlsoKnownAs: 2129771:77QFAKGT 2317526:RW9FWN7C
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ghana; publicImportV1

Council for Technical and Vocational Education and Training - Government of Ghana
UA-8399e6d7-b2fc-41b0-a168-4ea2657811de KerkoCite.ItemAlsoKnownAs: 2129771:R29PMRF5 2317526:VV4LPM6I
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ghana; publicImportV1; tVET Key_institution

Ghana Education Service - Government of Ghana
KerkoCite.ItemAlsoKnownAs: 2129771:L32BLK8E 2317526:L56J3JSL

GSDI - Ghana Skills Development Initiative - Government of Ghana
UA-4a43e465-df17-4286-8c5c-618149ea8b1b KerkoCite.ItemAlsoKnownAs: 2129771:JZFJ6SFU 2317526:FGXJGQUS
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ghana; Competency Based Education; Networks; publicImportV1

National Board for Professional and Technician Examinations - Government of Ghana
KerkoCite.ItemAlsoKnownAs: 2129771:L2WXZ66F 2317526:T3ZGQGLK

NBPTEX Act nº492, 1994 - The National Board for Professional and Technician Examinations Act - Government of Ghana (1994)
UA-0b9591e0-2063-40ec-bf88-5f5824f5a423 KerkoCite.ItemAlsoKnownAs: 2129771:Y2TGY3TI 2317526:5C3DK4YC
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ghana; publicImportV1

NTVETQF - National Technical and Vocational Education and Training Qualifications Framework - Government of Ghana (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:8FB9S4VM 2317526:3DBJ7LGD
Keywords: FullBiblioUHMLgen; GeneralCitations; Ghana; Qualification Framework

Polytechnic Law - Government of Ghana (2007)
KerkoCite.ItemAlsoKnownAs: 2129771:U7I7API9 2317526:UBUZL5GW
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ghana; publicImportV1

Technical and Vocational Education Division - Ghana Education Service - Government of Ghana
KerkoCite.ItemAlsoKnownAs: 2129771:7CJ4UMXS 2317526:3IM5JDI5 2317526:RP8EFV54

GIZ - Deutsche Gesellschaft für Internationale Zusammenarbeit - Government of Germany
Die GIZ bündelt die Kompetenzen und langjährigen Erfahrungen des DED, der GTZ und der Inwent.
UA-e21a0586-3596-41a8-88a7-ee26d7157e5e KerkoCite.ItemAlsoKnownAs: 2129771:HYJZUGI3 2317526:LYF9SHZ2
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Germany; CC:Ghana; Networks; publicImportV1

Education Statistics Annual Abstract - Government of Ethiopia (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:9UCN9LNT 2317526:RAVWXKPC
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ethiopia; publicImportV1

Gender Responsive Pedagogy Manual - Government of Ethiopia (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:ZA488YF5 2317526:ZMCJNHXW
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Gender Strategy for the Education and Training Sector - Government of Ethiopia (2014)
UA-46cd01a7-d8a9-492d-8b98-a24cd842a26c KerkoCite.ItemAlsoKnownAs: 2129771:7JH29QYT 2317526:PMC5SD9Y
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ethiopia; gender; inclusion; publicImportV1

Grow your Knowledge With Open Education Resources - Government of Cambodia (OER Cambodia)
OER Cambodia are teaching, learning and research materials in any medium – digital or otherwise – that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions.

BEH - Botswana Education Hub - Government of Botswana
KerkoCite.ItemAlsoKnownAs: 2129771:78356N5T 2317526:MUSCYYBK
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

BNVQF - Botswana National Vocational Qualifications Framework - Government of Botswana (2005)
KerkoCite.ItemAlsoKnownAs: 2129771:LRZ92HFH 2317526:TGGR3UEF
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; Qualification Framework; publicImportV1

BOTA - Botswana Training Authority - Government of Botswana
Copyright © 2011-2018 Govpage
UA-a6d01d07-8801-45b4-bdcc-63c0b5ff318a KerkoCite.ItemAlsoKnownAs: 2129771:2SSFBZ7L 2317526:NXR3D6F3
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

BQA Act - Botswana Qualifications Authority Act Nº 24 - Government of Botswana (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:7Y8WZPDB 2317526:6ISIESAH
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

BQA - Botswana Qualification Authority (Botswana) - Government of Botswana
UA-2392af11-38d3-4fde-b513-0a59952a05d0 KerkoCite.ItemAlsoKnownAs: 2129771:HV8Z5IGR 2317526:698XMRWR
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

ETSSP 2015-2020 - Education & Training Sector Strategic Plan - Government of Botswana (2015)
KerkoCite.ItemAlsoKnownAs: 2129771:MBJNYRR6 2317526:N36I6HE7
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

HRDC - Human Resource Development Council - Government of Botswana
UA-e4da3e70-6aaf-4b00-bf8e-55bb3d1df3b4 KerkoCite.ItemAlsoKnownAs: 2129771:XNDEBKJP 2317526:IRRCT2GY
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1; tVET Key_institution

National Credit and Qualifications Framework - Government of Botswana (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:7RZIN9I4 2317526:SXN7LTXV
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; Qualification Framework; publicImportV1

National Policy on Vocational Education and Training - Government of Botswana (1997)
KerkoCite.ItemAlsoKnownAs: 2129771:9D3VNBSQ 2317526:GMIZB2GW
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

Revised National Youth Policy - Government of Botswana (2010)
UA-10998dbb-5050-4624-951a-223039ab87a1 KerkoCite.ItemAlsoKnownAs: 2129771:HEMKTILZ 2317526:BKRPWCAB
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

Vocational Training Act - Government of Botswana (1998)
KerkoCite.ItemAlsoKnownAs: 2129771:BSYJFISV 2317526:NGFYPRHX
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

Standars and Creteria for Approval of Programmes in Vocational Enterprise Institutions (VEI) & Innovation Enterprise Institutions (IEI) Programmes (Nigeria) - Government: Nigeria (2007)
UA-ccdd094f-8691-400d-81b5-67356ec2dc3d KerkoCite.ItemAlsoKnownAs: 2129771:U5MLSFKX 2317526:WNM39HHP
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1

Designing for Scale: Reflections on Rolling Out Reading Improvement in Kenya and Liberia - Gove, Amber; Korda Poole, Medina; Piper, Benjamin (New Directions for Child and Adolescent Development, 2017)
Since 2008, the Ministries of Education in Liberia and Kenya have undertaken transitions from small-scale pilot programs to improve reading outcomes among primary learners to the large-scale implementation of reading interventions. The effects of the pilots on learning outcomes were significant, but questions remained regarding whether such large gains could be sustained at scale. In this article, the authors dissect the Liberian and Kenyan experiences with implementing large-scale reading programs, documenting the critical components and conditions of the program designs that affected the likelihood of successfully transitioning from pilot to scale. They also review the design, deployment, and effectiveness of each pilot program and the scale, design, duration, enabling conditions, and initial effectiveness results of the scaled programs in each country. The implications of these results for the design of both pilot and large-scale reading programs are discussed in light of the experiences of both the Liberian and Kenyan programs.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/cad.20195 KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20195 4804264:6AIK442N
Keywords: Final_citation; cited; existing

Sparking a Reading Revolution: Results of Early Literacy Interventions in Egypt and Jordan - Gove, Amber; Brombacher, Arnout; Ward-Brent, Michelle (New Directions for Child and Adolescent Development, 2017)
This article examines the effects of two early grade reading interventions in two Arabic-speaking contexts (Egypt and Jordan), developed in partnership with ministries of education. The interventions relied on similar research bases for improving reading instruction in Arabic. In Egypt, the results of a 166-school pilot led to the national scale-up of the Early Grade Reading Program for more than 4 million children in grades 13. Informed by Egypt's experience, a demonstration effort in 43 schools led to a national rollout in Jordan's 2,651 public primary schools and the creation of a remediation program. We reflect on the conditions that influenced the pilot and scale-up outcomes given the commitments made to "inclusive and equitable quality education and lifelong learning opportunities for all" under the United Nations Sustainable Development Goals.
KerkoCite.ItemAlsoKnownAs: 10.1002/cad.20194 2129771:9ZLRFHN8 2486141:RE3CG34D
Keywords: _Added to LR; _T:reviewed

The Early Grade Reading Assessment: Applications and interventions to improve basic literacy - Gove, A.; Wetterberg, A. (RTI Press, 2011)

Early reading: Igniting education for all. A report by the Early Grade Learning Community of Practice (Rev. Ed.) - Gove, A.; Cvelich, P. (RTI International, 2011)

Core principles of agile - gov.uk (GOV.UK, 2016)
Focus on user needs, deliver iteratively, improve continuously, fail fast, learn quickly.
KerkoCite.ItemAlsoKnownAs: 4804264:MAPLTFEG
Keywords: Final_citation; cited; existing

Remote education research - gov.uk
Keywords: _zenodoETH

Overview of emerging country-level response to providing continuity under COVID-19 What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - Gould, Briony (EdTech Hub)
Overview of emerging country-level response to providing continuity under COVID-19 What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? FULL REPORT PDF DOWNLOAD Summary of report Scope of study This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the…
KerkoCite.ItemAlsoKnownAs: 2129771:H788ILD3 2486141:GBKXD9Y2

An introduction to systematic reviews - Gough, David; Oliver, Sandy; Thomas, James (Sage, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:CWG54MTF 2249382:I4PWH2U9
Keywords: AWP2; Research methods

Weight of evidence: a framework for the appraisal of the quality and relevance of evidence - Gough, David (Research papers in education, 2007)
00104 KerkoCite.ItemAlsoKnownAs: 10.1080/02671520701296189 10/bg5pkx 2129771:53P6FBBJ 257089:VHCAC25B

Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap - Goudeau, Sébastien; Sanrey, Camille; Stanczak, Arnaud; Manstead, Antony; Darnon, Céline (Nature Human Behaviour, 2021)
Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-021-01212-7 2129771:XKT6FPDE

Randomized Trial of Tablet Computers for Education and Learning in Children and Young People with Low Vision - Gothwal, Vijaya K.; Thomas, Rachel; Crossland, Michael; Bharani, Seelam; Sharma, Sujata; Unwin, Hilary; Xing, Wen; Khabra, Komel; Dahlmann-Noor, Annegret (Optometry and Vision Science, 2018)
SIGNIFICANCE Mobile devices such as tablet computers have become widely available as mainstream devices and are also used in some schools, but there is an absence of robust information regarding the efficacy of any optical/electronic low vision device or tablet computer in supporting education of young people with low vision. PURPOSE A randomized controlled trial (RCT) is needed to measure the impact of tablet computers on education, specifically on independent access to educational material, in children and young people with low vision. We conducted a pilot RCT to determine the feasibility of conducting a full-scale trial. METHODS This was a randomized multicenter pilot trial across two sites in the United Kingdom and one site in India. Forty children and young people aged 10 to 18 years with low vision (best-corrected visual acuity for distance between <20/60 [0.48 logMAR] and 20/400 [1.30 logMAR] in the better eye) in the United Kingdom (n = 20) and India (n = 20) were randomized to two parallel arms, with a 1:1 allocation ratio, to control (n = 20) or intervention (n = 20). Control group participants received standard low vision care. The intervention group received a tablet computer (iPad) with low vision applications and instruction in its use, including accessibility features. Four primary outcomes included (1) 6-month recruitment rate, (2) retention of participants for 3 months, (3) acceptance/usage of device, and (4) accessibility of device. RESULTS Nineteen participants (95%) enrolled within 6 months in the United Kingdom, and 20 participants (100%), in India. Retention at 3 months was 85% (n = 17) in the United Kingdom and 95% (n = 19) in India. More than one half of participants reported using a tablet computer at school at least once every day. The majority (90%) found it easily accessible. CONCLUSIONS This study demonstrated that it is feasible to recruit children and young people with low vision into an international multicenter RCT of electronic assistive technology. Regardless of geographical location, children and young people with low vision reported using tablet computers at least once a day at school and accessed them easily.
KerkoCite.ItemAlsoKnownAs: 10.1097/OPX.0000000000001270 2129771:6Q4P4FXX

Student Learning Outcomes Assessment in Higher Education and in Academic Libraries: A Review of the Literature - Goss, Harold (The Journal of Academic Librarianship, 2022)
Conducting effective assessment toward evaluating student learning outcomes (SLO) is a difficult and complex process for all higher education professionals. University-level conversations are increasingly centered on student learning outcomes as they pertain to issues such as students' skills competence, continuous improvement, retention, etc. In response to the increasing demand for units on campus (including academic libraries) to contribute to these conversations, an understanding of how to assess student learning outcomes becomes essential. This paper reviews recent academic literature pertaining to assessing student learning outcomes in higher education and academic libraries. The objective is to use both to create a starting point for academic librarians looking to embark on a SLO-based program of assessment at their academic libraries.
Keywords: Academic libraries; Assessment; Information literacy; Librarians; Student learning outcomes; Student success

World Yearbook of Education 2019: Comparative Methodology in the Era of Big Data and Global Networks - Gorur, Radhika; Sellar, Sam; Steiner-Khamsi, Gita (Routledge, 2018)
Digital methodologies, new forms of data visualization and computer-based learning and assessment are creating new challenges as well as opportunities for scholars in educational research. The World Yearbook of Education 2019 explores this highly relevant topic, opening a new discussion about the various conceptual and methodological challenges and opportunities in contemporary educational research. This volume explores contemporary methods of inquiry, with chapters organized around four topics of enduring interest in this field: impacts, patterns, relations and contexts. The World Yearbook of Education 2019 comprises contributions from internationally renowned scholars exploring novel concepts and methodologies in grappling with contemporary empirical phenomena in educational research. Vital questions such as how we understand the technological developments that are creating new possibilities for and demands on education, and how we make sense of complex cases that cut across multiple nations, are discussed. This newest addition to the prestigious World Yearbook of Education series provides a fascinating read for scholars in the fields of education policy and comparative education. It is not only a useful resource for educational researchers and policy makers examining new trends and emerging issues, but would be of interest to graduate students exploring innovative methodologies, particularly in the study of education and education policy.
Google-Books-ID: 0T33DwAAQBAJ
Keywords: Education / Experimental Methods; Education / General; Education / Research

Online tutoring works: Experimental evidence from a program with vulnerable children - Gortazar, Lucas; Hupkau, Claudia; Roldán-Monés, Antonio (Journal of Public Economics, 2024)
We provide evidence from a randomized controlled trial on the effectiveness of a novel, 100-percent online math tutoring program, targeted at secondary school students from highly disadvantaged neighborhoods. The intensive, eight-week-long program was delivered in groups of two students during after-school hours, mostly by qualified math teachers. The intervention significantly increased standardized test scores (+0.26 SD) and end-of-year math grades (+0.49 SD), while reducing the probability of repeating the school year. The intervention also raised aspirations, as well as self-reported effort at school. The two-on-one design allows us to significantly reduce costs and improve scalability, while showing similar results as one-on-one tutoring programs.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jpubeco.2024.105082 4804264:KTVPY99P
Keywords: Child outcomes; Final_citation; Mathematics; Mentoring; Online tutoring; RCT

The Effects of Tulsa’s Pre‐K Program on Middle School Student Performance. - Gormley, D. Phillips, W. T. Jr.; Anderson, S. (Journal of Policy Analysis and Management, 2018)
Publisher: 37

12 years of quality education for all girls: A commonwealth perspective - Gordon, Rebecca; Rose, Pauline; Marston, Lauren; Zubairi, Asma (2019)
Keywords: ⛔ No DOI found

Achieving the Promise to Leave No Girl behind in Commonwealth Countries - Gordon, Rebecca; Marston, Lauren; Rose, Pauline; Zubairi, Asma (The Round Table, 2019)

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63 - Gordon, Morris; Patricio, Madalena; Horne, Laura; Muston, Alexandra; Alston, Sebastian R.; Pammi, Mohan; Thammasitboon, Satid; Park, Sophie; Pawlikowska, Teresa; Rees, Eliot L.; Doyle, Andrea Jane; Daniel, Michelle (Medical Teacher, 2020)
Background The novel coronavirus disease (COVID-19) was declared a pandemic in March 2020. This rapid systematic review synthesised published reports of medical educational developments in response to the pandemic, considering descriptions of interventions, evaluation data and lessons learned.Methods The authors systematically searched four online databases and hand searched MedEdPublish up to 24 May 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction and assessed risk of bias for included articles. Discrepancies were resolved by a third author. A descriptive synthesis and outcomes were reported.Results Forty-nine articles were included. The majority were from North America, Asia and Europe. Sixteen studies described Kirkpatrick’s outcomes, with one study describing levels 1–3. A few papers were of exceptional quality, though the risk of bias framework generally revealed capricious reporting of underpinning theory, resources, setting, educational methods, and content. Key developments were pivoting educational delivery from classroom-based learning to virtual spaces, replacing clinical placement based learning with alternate approaches, and supporting direct patient contact with mitigated risk. Training for treating patients with COVID-19, service reconfiguration, assessment, well-being, faculty development, and admissions were all addressed, with the latter categories receiving the least attention.Conclusions This review highlights several areas of educational response in the immediate aftermath of the COVID-19 pandemic and identifies a few articles of exceptional quality that can serve as models for future developments and educational reporting. There was often a lack of practical detail to support the educational community in enactment of novel interventions, as well as limited evaluation data. However, the range of options deployed offers much guidance for the medical education community moving forward and there was an indication that outcome data and greater detail will be reported in the future.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/0142159X.2020.1807484
Keywords: Best evidence medical education; medicine; methods; postgraduate; undergraduate

Getting evidence into education: Evaluating the routes to policy and practice - Gorard, Stephen (Routledge, 2020)

Social media and teacher professional learning communities - Goodyear, Victoria A.; Parker, Melissa; Casey, Ashley (Physical Education and Sport Pedagogy, 2019)
Background: An extensive and international evidence base positions professional learning communities (PLCs) as an effective continued professional development (CPD) mechanism that can impact on teachers’ practices and, in turn, students’ learning. The landscape of teacher PLCs is continuously developing; notably through teachers’ uses of social media. Yet, there is limited robust evidence identifying the characteristics of social media PLCs that impact on teachers’ learning and practice.Purpose: This exploratory study examined the characteristics of a specific Twitter-based professional learning community – #pechat. The research questions were: (i) what is the nature of a Twitter-based professional learning community? and (ii) what characteristics of a Twitter-based professional learning community develop learning and practice?Methods: Data were generated from 901 tweets between 100 participants; and 18 in-depth semi-structured elicitation interviews with participants and moderators of the Twitter-based professional learning community. Data were analysed through a process of deliberation, and a relativist approach informed quality.Findings: Two themes are reported to explain the nature of the Twitter-based professional learning community and the different types of characteristics of #pechat that developed learning and practice. The first theme engagement shows how different participants of #pechat engaged with discussions and how moderators played a key role in facilitating discussions between participants. The second theme shared practices shows how discussions between participants of #pechat led to the development of new practices that some teachers were able to use to accomplish particular objectives in their physical education lessons.Conclusion: The analysis of the data provided evidence to suggest that #pechat is a PLC and is representative of an established group of practitioners. These characteristics should be considered in the design of future online professional development experiences. Facilitator or moderator training could support the development of social media based PLCs that subsequently and positively impact on teachers’ practices.
Publisher: Routledge _eprint: https://doi.org/10.1080/17408989.2019.1617263
Keywords: Communities of practice; constructivism; professional learning; situated learning

Use of tablet technology in the classroom. - Goodwin, K. (NSW Department of Education and Communities, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:YS6XDKHS 257089:WUXAHI8Z

ROER4D Project Activity Toolkit - Networking - Goodier, Sarah; Hodgkinson-Williams, Cheryl (Research on Open Educational Resources for Development project, 2018)
The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity building, and curation and dissemination. It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these functions in their operational strategy. The focus of this chapter is on the networking activities conducted within the ROER4D project. It explores the concept of networking in the ROER4D project context, outlines the project approach towards visualising and analysing the project network, identifies useful tools for network visualisation and offers insights into lessons learned. Overall, it highlights the value of positioning the networking function as a specific project objective in order to better engage current and prospective researchers, educators, publishers, other research projects, advocates and policy-makers.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1221323 2129771:ADMGXGQT 2486141:724X92QM 503888:9BNBXEQM
Keywords: Adoption and Impact of OER in the Global South; CitedIn:eCubed; Done:ReferenceFixed; Global South; Networking; OEP; OER; Open Educational Resources; eCubed

ROER4D Project Activity Toolkit - Evaluation - Goodier, Sarah (Research on Open Educational Resources for Development project, 2018)
The Research on Open Educational Resources for Development (ROER4D) project was a four-year (2013–2017), large-scale networked project which set out to contribute a Global South research perspective on how open educational resources can help to improve access, enhance quality and reduce the cost of education in the Global South. The project engaged a total of 103 researchers in 18 sub-projects across 21 countries from South America, Sub-Saharan Africa and Asia, coordinated by Network Hub teams at the University of Cape Town (UCT) and Wawasan Open University. This chapter forms part of a project activity toolkit, which is comprised of five documents outlining activities associated with each of the ROER4D UCT Network Hub pillars of project management activity: networking, evaluation, communications, research capacity building, and curation and dissemination. It is hoped that these chapters will be of practical use to other projects attempting to integrate any of these functions in their operational strategy. The focus of this chapter is on the evaluation activity which took place within the ROER4D project. Using a Utilization-Focused Evaluation (UFE) framework as a scaffold, it outlines and reflects on what evaluation activity was undertaken in the ROER4D project against the 12-step UFE process, why this was done and what was learned from the process. It also offers recommendations for other Global South, large-scale networked projects that may wish to implement an internal, use-focused evaluation process.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1221325 2129771:2FLWIJ9S 2486141:Q726NU8K 503888:43U7EL6U
Keywords: Adoption and Impact of OER in the Global South; CitedIn:eCubed; Done:ReferenceFixed; Evaluation; Global South; OEP; OER; Open Educational Resources; Utilization-Focused Evaluation; eCubed

Deep Learning, Adaptive Computation and Machine Learning Series - Goodfellow, I.; Bengio, Y; Courville, A. (MIT Press, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:IY5GDAM8 2486141:J3Y8B63Y

Revised Programme Description - Gonsalves, Sarah-Lee; Regis, Callista; Villavicencio, Xuzel; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0256 2129771:BAT326IU
Keywords: Author:OpenDevEd