'A ghost soon to die' - Ajadi, S.B. (The punch (Nigerian National Newspaper) February, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:5JCW7EUP 2129771:7ASJQRQP 2129771:937AGKGX 2129771:9YWZYQK3 2129771:BQPNWZAR 2129771:ECVQV6WN 2129771:MY8ZG8NE 2129771:P7GD4FT8 2129771:ZSKBKZEK
Keywords: ⛔ No DOI found

'A Way of Looking (on hearing the death of Osama Bin Laden)' - Ajadi, S.B. (2011)

'Another Way of Looking' (on hearing the Death of Muammar al-Gaddafi - Ajadi, S.B. (2011)

'Big things at a small stadium' Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2011)

'Pin the tail on the donkey' - Ajadi, S.B. (The Minetta Review, 2011)
Place: New York
Keywords: ⛔ No DOI found

'Things Fall Apart', The writers' block magazine - Ajadi, S.B. (The Press, 2011)
Edition: p.49 Fall Place: New York

Robotic Health Assistant (Feverkit) for the Rational Management of fevers among nomads in Nigeria. Nurs Leadersh (Tor Ont - Akogun, Oladele B (May, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:AIJGZDS9 2129771:B3A6FANR 2129771:Z5LS96M3 2486141:7WTFYTXB 2486141:RVV59XS6
Keywords: ⛔ No DOI found

Rapid community identification, pain and distress associated with lymphoedema and adenolymphangitis in resource-limited communities of North-eastern Nigeria - Akogun, Oladele B; MK, Akogun; Apake, E.; Kale, O.O. (Acta Tropica, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:CVCB3IVB 2129771:MAV3624L 2486141:6IRLYNKI
Keywords: ⛔ No DOI found

Teacher preparation and continuing professional development in Africa: Learning to teach early reading and mathematics – Executive summary of Project, July 2011 version - Akyeampong, K.; Pryor, J.; Westbrook, J.; Lussier, K. (Centre for International Education, University of Sussex, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:XRJ9VFFL 261495:DZPUXTXF

Generating research questions through problematization - Alvesson, M; Sandberg, J (Academy of Management Review, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:IX3865TH 2486141:7KUXF3IE
Keywords: ❓ Multiple DOI

The Sierra Leone Teachers Union: Labor in a Post-Conflict Society - Amman, John; O'Donnell, James (WorkingUSA, 2011)
The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1743-4580.2011.00320.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2129771:63MSS39D 2405685:K8W49AUJ
Keywords: _C:Sierra Leone SLE

THE SIERRA LEONE TEACHERS UNION: LABOR IN A POST-CONFLICT SOCIETY: AMMAN AND O'DONNELL: THE SIERRA LEONE TEACHERS UNION - Amman, John; O'Donnell, James (WorkingUSA, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1743-4580.2011.00320.x 2129771:CAMP2L5T
Keywords: _C:Sierra Leone SLE

Industrial training in Ghana: perceptions of the undergraduate construction student - Ayarkwa, J; Adinyira, E; Agyekum, K (2011)
The recent oil discovery and processing in Ghana is expected to result in growth of infrastructural development and increased chances of construction graduates to secure jobs. Universities hold the responsibility of producing graduates with sufficient background and excellent qualification to meet the expectations of the construction industry. Although universities‘ curricula have provisions for industrial training (IT), such programmes have not made the expected impact and need quick redress. This paper assesses the perceptions of undergraduate construction students of the College of Architecture and Planning of the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, on IT, and identifies challenges and possible measures to overcome such challenges. A structured questionnaire survey of 185 final year Building Technology and Architecture students was conducted. Data obtained were analyzed based on mean scores of factors evaluated and also t-test to assess the significance of the differences between students‘ performance before and after undertaking IT. Students are of the view that IT exposes them to real work environment and increase their job prospects among others. Students‘ satisfaction level with their performance on personal attitude, communication and work attitude significantly improved after undergoing IT. They are, however, not satisfied with their departments‘ involvement, particularly, with regards to placement and monitoring. Stressful placement processes and financial strain on students are some of the challenges identified. Educational institutions are to collaborate with industry to secure suitable placement for all students and to monitor IT activities in order to enhance the effectiveness of training programmes.
KerkoCite.ItemAlsoKnownAs: 2129771:2GWSGUHU 2317526:QC26FE86
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:construction; P:environment; Q:educational technology; T:TVET; T:Training; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Yi - Baird (et al. 2015 Garn et al, 2011)

Cash or condition? Evidence from a cash transfer experiment - Baird, Sarah; McIntosh, Craig; Özler, Berk (The Quarterly Journal of Economics, 2011)

Do Conditional Cash Transfers for Schooling Generate Lasting Benefits? A Five-Year Followup of PROGRESA/Oportunidades. - Behrman, Jere R.; Parker, Susan W.; Todd, Petra E. (Journal of Human Resources, 2011)
Keywords: ❓ Multiple DOI

School leadership and social justice: Evidence from Ghana and Tanzania - Bosu, R.; Dare, A.; Dachi, H.; Fertig, M. (International Journal of Educational Development, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.05.008 10/dvb529 2129771:9JQ5QLND 261495:MQUZ4RN6

Making Schools Work: New Evidence on Accountability Reforms - Bruns, Barbara; Filmer, Deon; Patrinos, Harry P. (World Bank, 2011)

Impacto del Programa “Computadores para Educar” en la deserción estudiantil, el logro escolar y el ingreso a la educación superior [Impact of the Programme Computers to Educate on Student Dropout, School Achievement and Admission to Higher Education - C., Rodriguez; F., Sánchez; J, Márquez Zuñiga (Serie Documentos CEDe, 2011)
KerkoCite.ItemAlsoKnownAs: 4804264:9SWCTZGC
Keywords: Final_citation; ⚠️ Invalid DOI

First-grade teachers’ response to three models of professional development in reading - Carlisle, J.F.; Cortina, K.A.; Katz, L.A. (Reading & Writing Quarterly: Overcoming Difficulties, 2011)

Qualité de l’air à l’intérieur des écoles - Cartieaux, E.; Rzepka, M.-A.; Cuny, D. (Archives de Pédiatrie, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.arcped.2011.04.020 2129771:TC32NG5X 4682641:I45LBBDU

The withdraw of european missionaries from St. Anthony's Catholic secondary school: what are the implications?. - Cheyeka, Austin; Masaiti, Gift; Mulenga, Innocent Mutale (2011)
Publisher: The Journal of Humanities-The University of Zambia
Keywords: ⛔ No DOI found

Teachers' views about technical education: implications for reforms towards a broad based technology curriculum in Malawi - Chikasanda, VK; K Otrel-Cass, K; Jones, A (International Journal of Technology and Design Education, 2011)
Internationally there has been concern about the direction of technical education and how it is positioned in schools. This has also been the case in Malawi where the curriculum has had a strong focus on skills development. However, lately there has been a call for enhancing technological literacy of students, yet little support has been provided for teachers to achieve this goal. This paper reports from a wider study that looked at teachers’ existing views and practices in technical education in Malawi. The article focuses on the findings from interviews that were conducted with six secondary school teachers to find out about their understanding of the meaning and rationale for technical education. It is also discussed how the teachers view technical education as involving skills development for making things and their thoughts on the benefits of such knowledge. It is argued that teachers’ views about technical education were strongly linked to the goals of the curriculum vacationalization policies adopted at the dawn of political independence. Besides skills training they saw the potential to impart thinking skills related to design and problem solving, and the need for essential pedagogical techniques to support learning in technical education. Examination requirements, inadequate opportunities to conduct practical activities and a lack of supportive policy were seen as limiting factors. This article claims that teachers’ views were shaped by their expectations and beliefs about the nature of technical education and what they perceived students may gain from such learning. Their views were also influenced by contextual factors which may have implications on reforms towards broader notions of technology education.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10798-010-9125-5 10/cqjzj5 2129771:JIJIU75V 2317526:W2LRL8U3
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Malawi; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; P:teachers; P:technology; Q:educational technology; T:TVET; publicImportV1

Video as a tool for agricultural extension in Africa: a case study from Ghana - David, Soniia; Asamoah, Christopher (International Journal of Education and Development using ICT, 2011)
The paper explores the effectiveness of video viewing clubs (VVCs) as a training method based on a formal survey of 32 Ghanaian women farmers who were trained on cocoa integrated crop and pest management (ICPM) using this method. Results suggests that the video viewing club is effective as a relatively low cost, interactive training method for providing low literacy populations with skills, information and knowledge on complex technical topics. While there was no significant difference between VVC participants and a control group in cocoa yields and implementation of selected ICPM practices, the study demonstrated that VVC training significantly improved farmers' knowledge of most topics covered. Farmers' perception of changes in their practices provided further evidence of the positive impact of the training, as did their high rate of knowledge diffusion. The use of local facilitators in the VVCs, which created a sense of ownership and added to the credibility of the technical messages, contributed to farmers' appreciation of the method. The paper concludes by discussing the challenges of scaling up VVCs and identifying issues for further research. [PUBLICATION ABSTRACT]
KerkoCite.ItemAlsoKnownAs: 2129771:XZ5EUUA2 2317526:GWMBRM44
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:women; HDR25; P:agricultural; Q:distance learning; Q:educational technology; Q:interactive; R:case study; R:impact; R:survey; T:Training; T:trainee; Z:Agricultural education; Z:Cocoa; Z:Distance learning; Z:Educational technology; Z:Farmers; Z:Video; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

The interrelation between cognitive and motor development in typically developing children aged 4–11 years is underpinned by visual processing and fine manual control - Davis, Emma E.; Pitchford, Nicola J.; Limback, Ellie (British Journal of Psychology, 2011)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/j.2044-8295.2011.02018.x 2129771:K26JCPYU

DFID Ethics Principles for Research and Evaluation - DFID (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:UVI5MIT5 2129771:ZS9X8R6Z 2405685:N8ARLYKX

Open and distance learning for health: supporting health workers through education and training - Dodds, T (Open Learning: The Journal of Open, Distance and e-Learning, 2011)
This case study surveys the growing use of open and distance learning approaches to the provision of support, education and training to health workers over the past few decades. It classifies such uses under four headings, providing brief descriptions from the literature of a few examples of each group. In conclusion, it identifies key lessons from the experience of open and distance learning generally that could be of benefit in health education and training at a distance.
KerkoCite.ItemAlsoKnownAs: 10.1080/02680513.2011.567757 10/gf6225 2129771:JPSIX5HQ 2317526:J9WSZLRZ UTI-5ACC3104-9BB4-3C7F-8B7B-FFDE5E23EA04
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Gambia; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:health; P:measurement; Q:ODEL; Q:distance learning; Q:e-learning; Q:open educational resources; Q:open learning; T:Ausbildung; T:Training; T:continuing education; publicImportV1

Peer effects, teacher incentives, and the impact of tracking: Evidence from a randomized evaluation in Kenya - Duflo, E.; Dupas, P.; Kremer, M. (The American Economic Review, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:E4SEJPBH 2129771:RXYWAM5R

Playing with the Multiple Intelligences: How Play Helps Them Grow - Eberle, Scott G (American Journal of Play, 2011)
Howard Gardner first posited a list of "multiple intelligences" as a liberating alternative to the assumptions underlying traditional IQ testing in his widely read study "Frames of Mind" (1983). Play has appeared only in passing in Gardner's thinking about intelligence, however, even though play instructs and trains the verbal, interpersonal, intrapersonal, logical, spatial, musical, and bodily intelligences that Gardner regards as original human endowments. Playing out of doors also enhances and exercises the faculty that Gardner later marked as the naturalist intelligence. As recess dwindles in American schools, and as free play shrinks in the childhood experience, this article finds fresh cause to inspect the merits of multiple-intelligence theory through the lens of play.
KerkoCite.ItemAlsoKnownAs: 2129771:9XQIH844 2486141:YU46JDEU
Keywords: ⛔ No DOI found

Students' Acceptance of Tablet PCs and Implications for Educational Institutions. - El-Gayar, Omar F; Moran, Mark; Hawkes, Mark (Educational Technology & Society, 2011)
00039 KerkoCite.ItemAlsoKnownAs: 2129771:WD4ZS6N9 257089:7T35U3VT
Keywords: ⛔ No DOI found

The emergence of a digital underclass: digital policies in the UK and evidence for inclusion - Ellen, Helsper (Department of Media and Communications, London School of Economics and Political Science, London, UK, 2011)
New evidence shows that a digital underclass is forming in Britain. Although there is some improvement in access, skills and use of the internet among those who have lower education levels and no employment, these groups remain far behind other groups. As the government plans to make public services ‘digital by default’ these individuals will be unable to access them, not because of a lack of infrastructure but because of a lack of (effective) take up of the available connections. Exclusion of these most vulnerable groups has become entrenched. Gaps based on education and employment persist independent of age or other characteristics. They therefore represent a problem that is unlikely to go away even with better infrastructure or as younger generations grow up. These individuals are those that rely most on the government services that are now becoming ‘digital by default’ and will continue to do so. Those who need access to services most, from where the biggest cost savings through the digitisation of services are supposed to come, are the least likely to take these up even when access is available.
KerkoCite.ItemAlsoKnownAs: 2129771:PK6SX683 5242966:U8MUDLZL

Strategies for Reducing Inequalities and Improving Developmental Outcomes for Young Children in Low-Income and Middle-Income Countries. - Engle, Patrice L; Fernald, Lia CH; Alderman, Harold; Behrman, Jere; O'Gara, Chloe; Yousafzai, Aisha; de Mello, Meena Cabral; Hidrobo, Melissa; Ulkuer, Nurper; Ertem, Ilgi; Iltus, Selim (The Lancet, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:FE54M4BQ 2129771:RPIZ6FPP

The Classroom Practices of Primary and Secondary School Teachers Participating in English in Action - English in Action (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:KSXNLE3L 2405685:6D7Y5AC8

Metaknowledge - Evans, JA; Foster, JG (Science, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1126/science.1201765 2129771:NMXJFNQ5 2486141:LLQGMHAE

Tablet PCs, academic results and educational inequalities - Ferrer, Ferran; Belvís, Esther; Pàmies, Jordi (Computers & Education, 2011)
00017 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2010.07.018 10/dqjvx4 2129771:DQ7A6M8G 257089:IF4R7BGH

Playing around in School: Implications for Learning and Edu-cational Policy - Fisher, Kelly R; Hirsh-Pasek, Kathy; Golinkoff, Roberta M; Singer, Dorothy G; Berk, Laura E (The Oxford Handbook of the Development of Play, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:ZYV7FEVA 2486141:FSDIT3SE

Policy Review on Adult Learning: The Adult Non-formal Education Policy of Mali, West Africa - Gadio, Moussa (Adult Learning, 2011)
The shift to democracy was manifested in a constitution voted in 1992 that declared education a fundamental civil right and granted citizens the freedom of organizing themselves around their own needs. [...]new actors emerged in the education sector like the civil society and the private sector. Rapid changes in all societies today are creating new needs in relation with lifelong learning that the policy document doesn't cover sufficiently. [...]the policy document should be amended and completed with enforcement laws to provide adult education professionals and practitioners with instruments that would help to effectively recognize and reorganize the field to adapt it to the changing needs of modern Mali.
KerkoCite.ItemAlsoKnownAs: 10.1177/104515951102200303 10/gf623j 2129771:3ETCYCY8 2317526:9NUH92WE LOCAL-PQ-1430243183
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Mali; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:policy; Q:adult education; Q:lifelong learning; T:continuing education; Z:Adult education; Z:Adult learning; Z:Continuing education; Z:Decentralization; Z:Democracy; Z:Education policy; Z:Lifelong learning; publicImportV1

Consumer toy or corporate tool: the iPad enters the workplace - Geyer, Megan; Felske, Frances (interactions, 2011)
00003 KerkoCite.ItemAlsoKnownAs: 10.1145/1978822.1978832 10/bdxm23 2129771:EXL76G2Z 257089:3MUSX837

On critical pedagogy - Giroux, Henry A. (Bloomsbury Publishing USA, 2011)
EdTechHub.ItemAlsoKnownAs: 2129771:WSGBF8GV

Alignment of higher professional education with the needs of the local labour market: the case of Ghana - Gondwe, Mtinkheni; Walenkamp, Jos (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:EG3DK3SW 2249382:PHA6F7KQ 2317526:AF48W9NJ
Keywords: GS_en; _C:Ghana GHA; ⛔ No DOI found

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)

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

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

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

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

An investigation of appropriate new technologies to support interactive teaching in Zambian schools (ANTSIT). A joint report from Aptivate and the Centre for Commonwealth Education (University of Cambridge). Final Report to DfID. - Haßler, Björn; Hennessy, S.; Lord, T.; Cross, A.; Jackson, A.; Simpson, M. (Aptivate and University of Cambridge, 2011)
0007 EdTechHub.Copy: 2405685:3TABTBW7 KerkoCite.ItemAlsoKnownAs: 2129771:KZZRYUI2 2129771:QTDNPHWH 2129771:Y9FGADHH 2129771:ZATDIRKP 2405685:3TABTBW7 257089:5JDHV98J 261495:6J76DW54
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:a; ⛔ No DOI found

Changing classroom practice using a school-based professional development approach to introducing digital resources in Zambia - Haßler, Björn; Hennessy, S.; Lubasi, B. (Itupale Online Journal of African Studies, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:97RP78VU 2129771:AIM8NQRH 261495:CF6Z9BP2
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:b; ⛔ No DOI found

Vocational education voucher delivery and labor market returns: A randomized evaluation among Kenyan youth - Hicks, Joan Hamory; Kremer, Michael; Mbiti, Isaac; Miguel, Edward (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:CJ6L8A5V 2249382:ZKVITHQN 2317526:IL7JP85A
Keywords: -AB-Research; CLL:en; MaintenanceTag-AB-Research-previous; ⛔ No DOI found

Research trends in mobile and ubiquitous learning: A review of publications in selected journals from 2001 to 2010 - Hwang, Gwo-Jen; Tsai, Chin-Chung (British Journal of Educational Technology, 2011)
00000 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2011.01183.x 10/cxcftr 2129771:LRQZJR58 257089:97UQNJ4T

Changes in student motivation during online learning - Kim, Kyong-Jee; Frick, Theodore W (Journal of Educational Computing Research, 2011)
00026 KerkoCite.ItemAlsoKnownAs: 2129771:LTG44LQZ 257089:X9WSQGGA
Keywords: ❓ Multiple DOI

Lessons for developing countries from experience with technical and vocational education and training - Kingombe, Christian (Economic Challenges and Policy Issues in Early Twenty-First-Century Sierra Leone, 2011)
The literacy requirements of both globalization and technological change necessitate enhancement of literacy education and training to keep pace with these phenomena. Sierra Leone‘s An Agenda for Change – Second Poverty Reduction Strategy (PRSPII) 2008-2012 has mainstreamed youth employment and the government has developed a National Action Plan on Youth Employment. Moreover, TVET in Sierra Leone needs a new focus and new direction to strongly respond to the PRSP. In fact a national harmonized policy for TVET is required for a national curriculum. Hitherto, the development and implementation of TVET reform programmes has been severely hampered by budgetary constraints in all 16 countries in the ECOWAS. Based on frontier research on the lessons learned from recent TVET reforms in other developing countries, this paper aims to inform the future comprehensive design and implementation of strategies for TVET in Sierra Leone . The paper makes suggestions for how to address future challenges and opportunities to ensure that the good performance of TVET reforms contribute to the promotion of sustainable growth through private sector development. The paper is structured as follows. Section 2 provides a stock taking of the available quantitative evidence on the impact of TVET. Section 3 presents and discusses different institutional and strategic TVET frameworks. Section 4 discusses the importance of a demand-oriented TVET system. Section 5 discusses the various existing and potential sources for the financing of the TVET system. Section 6 pres ents various examples of successful external cooperation on TVET projects in Africa and Asia. Finally, section 7 concludes and presents policy options.
KerkoCite.ItemAlsoKnownAs: 2129771:P729X3LJ 2317526:ZGB6R7BP
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Sierra Leone; CA:AandC; CC:Sierra Leone; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing country; Education / Educational Policy & Reform / General; F:learning; F:policy; P:economy; P:measurement; P:teachers; Q:certificate; Q:community education; Q:distance learning; Q:primary education; Q:secondary education; T:Lehrlingsausbildung; T:TVET; _C:Sierra Leone SLE; publicImportV1; ⛔ No DOI found

Pushing the child centred approach in Myanmar: the role of cross national policy networks and the effects in the classroom - Lall, Marie (Critical Studies in Education, 2011)
shortDOI: 10/ffvjm9 KerkoCite.ItemAlsoKnownAs: 10.1080/17508487.2011.604072 10/ffvjm9 2129771:HTJAIJ8S 2405685:R89YSEAB
Keywords: C:Myanmar; _C:Australia AUS; _C:Canada CAN; _C:Germany DEU; _C:India IND; _C:Japan JPN; _C:Mongolia MNG; _C:Myanmar MMR; _C:Pakistan PAK; _C:South Africa ZAF; _C:Thailand THA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Affordance of Deep Infusion of One-to-One Tablet-PCs Into and Beyond Classroom. - Li, SC; Pow, JWC (International Journal of Instructional Media, 2011)
00009 KerkoCite.ItemAlsoKnownAs: 2129771:UFN7TVBT 257089:6MUWIRDP
Keywords: ⛔ No DOI found

2008 Glewwe and Maiga - Linden (2011)

Editorial - Maclean, Rupert; Lai, Ada (The future of technical and vocational education and training: Global challenges and possibilities, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:R5NKQXE6 2317526:MPV6YHX7
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1

Study on the feasibility of provision of distance learning programmes in surgery to Malawi - Mains, Edward A.A.; Blackmur, James P.; Dewhurst, David; Ward, Ross M.; Garden, O. James; Wigmore, Stephen J. (The Surgeon, 2011)
Abstract Medical educational opportunities and resources are considerably limited in the developing world. The expansion of computing and Internet access means that there exists a potential to provide education to students through distance learning programmes.This study investigated the feasibility of providing distance learning course in surgery in Malawi. The study investigated the user requirements, technical requirements and Internet connections in two teaching hospitals in Malawi. In addition the appropriateness of current course material from the Edinburgh Surgical Sciences Qualification to Malawi trainees was assessed.The study found a high degree of interest from Malawian trainees in distance learning. The provision of basic science modules such as anatomy and physiology and the ability to access journals were considered highly desirable. The current ESSQ course would require extensive re-modelling to make it suitable to an African trainee’s requirements. Internet speeds remain slow and access is currently expensive.There is considerable interest in distance learning programmes in Malawi but access to them is limited partly because of slow and expensive Internet access.Understanding the needs of trainees in countries such as Malawi will allow better direction of educational aid and resources to support surgical training.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.surge.2010.11.032 10/dkdgxg 2129771:L6UR8FLG 2317526:DE9ENG9G
Keywords: -FullBiblioUHMLgen; -RRQ:M:final; A:Africa; C:Malawi; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing world; F:access; F:qualification; F:teaching; P:media; Q:degree; Q:distance learning; T:Training; T:distance learning program; T:trainee; Z:Education; Distance [I02.195]; Z:Education; Medical; Graduate [I02.358.399.350]; Z:Malawi [Z01.058.290.175.500]; publicImportV1

THE UNIVERSITY OF ZAMBIA PRE-SERVICE TEACHER EDUCATION PROGRAMME: IS IT RESPONSIVE TO SCHOOLS AND COMMUNITIES’ASPIRATIONS? - Masaiti, Gift; Manchishi, Peter Chomba (European Journal of Educational Studies, 2011)
Keywords: ⛔ No DOI found

Strategies to retain and motivate employees in Africa: Examining the case of the ministry of education in Zambia - Masaiti, Gift; Naluyele, Pamela Nachona (African Journal of Political Science and International Relations, 2011)
Publisher: Academic Journals
Keywords: ⛔ No DOI found

Multimedia learning and games - Mayer, Richard E. (Computer games and instruction, 2011)
Many strong claims are made for the educational value of computer games, but there is little strong empirical evidence to back up those claims. For example, in a recent review, Hannifin and Vermillion observed: "Games are very motivating and have tremendous potential in education, but despite a rapidly growing research base, there is yet insufficient evidence to draw definitive conclusions." Similarly, O'Neil and Perez noted: "Computer games were hypothesized to be potentially useful for instructional purposes [but]... there is almost no guidance for game designers and developers on how to design games that facilitate learning." In order to provide guidance to game developers, it would be useful to have research-based principles for how to design educational computer games (i.e., a science of instruction) and a research-based theory of how people learn from educational computer games (i.e., a science of learning). The goal of this chapter is to examine how best to build a scientifically rigorous research base relevant to the design of effective educational computer games. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
KerkoCite.ItemAlsoKnownAs: 2129771:L8PYMRMK 2486141:K8YPAUV4
Keywords: Computer Games; Learning; Multimedia; Research and Development

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

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

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

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

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

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

Teacher Performance Pay: Experimental Evidence from India. - Muralidharan, Karthik; Sundararaman, Venkatesh (Journal of Political Economy, 2011)
Publisher: JSTOR
Keywords: interesting

Teaching with and Learning through ICTs in Zimbabwe's Teacher Education Colleges. - Musarurwa, C (US-China Education Review, 2011)
The use of ICTs (information and communication technologies) in Zimbabwe’s teacher education colleges is of paramount importance. The teacher trainees have a dual role to play: learning through ICTs and also learning how to teach through them. Interestingly, the rate at which schools have embraced the use of ICTs is unprecedented, but this has not been matched with an equal effort by teacher education colleges and hence teacher trainees have been less exposed and trained in using such technologies. Evidently, this has created a mismatch between the need for teachers who are conversant with ICTs and e-learning and their availability. This paper stems from a pilot programme in which the author was an active participant. It reflects on efforts made to integrate ICTs into the teacher education curriculum and evaluates the impact that this programme will have on teacher education in Zimbabwe.
KerkoCite.ItemAlsoKnownAs: 2129771:SUIBMCP9 2317526:CRPHCLQS
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Mozambique; C:Zimbabwe; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; F:learning; F:teaching; P:measurement; P:teacher education; P:teacher training; Q:ICT; Q:ODEL; Q:open learning; T:TVET; meta; publicImportV1; ⛔ No DOI found

Employers' perceptions regarding the quality of technical education and training in Southern Africa : a case of the Botswana Technical Education Programme - Odora, RJ (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:SHVTNY2L 2317526:83BN2WMC LOCAL-jolis:1045432917
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Botswana; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:TVET; publicImportV1; ⛔ No DOI found

The Context of Training Teachers to Implement a Socially Relevant Science Education in Africa - Ogunniyi, Meshach B. (African Journal of Research in Mathematics, Science and Technology Education, 2011)
The underlying assumption to this paper is that learners' ability to appreciate the relevance of school science and its importance to socio-economic development of their communities to a large extent depends on the quality of instruction they receive from their teachers. A popular conundrum is that no country is greater than the calibre of its teachers. However, a sort of Mathew's principle of the "haves" having more and the "have-nots" losing even what they do have tends to hold. Hence, learners of well-trained teachers tend to outperform those of poorly trained teachers on most tasks. A vivid example here in South Africa is the usual wide chasm between the matriculation results of learners from the former well-resourced Model C schools and those (with few exceptions due to massive support) from the previously disadvantaged schools. In pursuit of relevance many African political leaders and policy makers have called on teacher training institutions to produce teachers who are capable of making school science relevant to learners' home environment. This paper reports an attempt that has been made to equip teachers in such a way that makes science accessible, interesting and complementary to learners' indigenous knowledge and life worlds in general.
KerkoCite.ItemAlsoKnownAs: 10.1080/10288457.2011.10740721 10/gf62k6 2129771:E4TZHI8E 2317526:ZTRC6VUX DOI-10.1080/10288457.2011.10740721
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; F:attitude; F:policy; F:teaching method; P:culture; P:economy; P:environment; P:measurement; P:social; P:teacher education; P:teacher training; P:teachers; R:case study; T:Training; T:trainee; Z:African Culture; Z:Case Studies; Z:Course Content; Z:Cultural Context; Z:Culturally Relevant Education; Z:Disadvantaged Schools; Z:Educational Change; Z:Educational Quality; Z:Foreign Countries; Z:Indigenous Knowledge; Z:Interdisciplinary Approach; Z:Relevance (Education); Z:Science Education; Z:Science Instruction; Z:Scientific Principles; Z:Social Problems; Z:Teacher Attitudes; Z:Teacher Education; Z:Teacher Effectiveness; Z:Teaching Methods; Z:Western Civilization; publicImportV1

Lifelong learning, lifelong education and adult education in higher institutions of learning in Eastern Africa: The case of Makerere University Institute of Adult and Continuing Education - Openjuru, , G.L. (International Journal of Lifelong Education, 2011)
This paper advocates for policy recognition of lifelong learning by institutions of higher learning and governments in Eastern Africa. Lifelong learning and lifelong education are two concepts that aim at widening access to and the participation of adult learners in the acquisition of new knowledge, skills, values and attitudes. There are many reasons for advocating for lifelong learning and education in higher institutions of learning in Eastern Africa. Firstly, the demand for higher education in Eastern Africa has increased phenomenally. Secondly, the need to cope with this fast-changing world calls for a continuous acquisition of new knowledge, skills and attitude. This paper looks at the concepts of lifelong learning (LLL) and lifelong education (LLE) in relation to the changes that are affecting the provision of universitybased learning opportunities for non-traditional students in Eastern Africa, with examples from Makerere University Institute of Adult and Continuing Education in Uganda. In looking at the concepts of LLL and LLE, other concepts of lifewide learning and the learning society are also discussed. Adult learning and adult education are discussed as concepts that are used by adult educators in Eastern Africa with very limited understanding of what they really mean. The confusion in the use of these emerging and popular concepts in Eastern Africa is discussed. The paper presents some recommendations for higher institutions of learning in Eastern Africa to develop a clear understanding of and embrace lifelong learning. © 2011 Taylor & Francis.
KerkoCite.ItemAlsoKnownAs: 10.1080/02601370.2011.538182 10/cfzbzf 2129771:KVUATX45 2317526:GKNW4U5H
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:eastern Africa; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:access; F:attitude; F:learning; F:policy; F:teaching; P:measurement; P:teachers; Q:adult education; Q:distance education; Q:higher education; Q:lifelong learning; R:case study; T:continuing education; Z:Adult Education; Z:Adult Educators; Z:Adult Learning; Z:Adult Students; Z:Adult education; Z:African Studies; Z:Case Studies; Z:Concept Teaching; Z:Continuing Education; Z:Continuing education; Z:Definitions; Z:Distance Education; Z:Distance education; Z:Educational Opportunities; Z:Expansion of provision; Z:Foreign Countries; Z:Higher education; Z:Institutional Characteristics; Z:Knowledge; Z:Lifelong Learning; Z:Lifelong learning; Z:Nontraditional Students; Z:Teachers; _C:Uganda UGA; publicImportV1

Conceptualizing teacher professional learning - Opfer, V. Darleen; Pedder, David (Review of Educational Research, 2011)
Publisher: SAGE Publications Sage CA: Los Angeles, CA Extra URL: https://journals.sagepub.com/doi/abs/10.3102/0034654311413609 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654311413609 2405685:8GP9P3IJ 2534378:ECXANTI8
Keywords: Important; Read

Menstruation, sanitary products, and school attendance: Evidence from a randomized evaluation - Oster, Emily; Thornton, Rebecca (American Economic Journal: Applied Economics, 2011)

Mixed method designs in implementation research - Palinkas, Lawrence A.; Aarons, Gregory A.; Horwitz, Sarah; Chamberlain, Patricia; Hurlburt, Michael; Landsverk, John (Administration and Policy in Mental Health and Mental Health Services Research, 2011)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10488-010-0314-z 2129771:NABX8Y3M 4869029:TMLU6F9M

Good Practice Report: Blended Learning. - Partridge, Helen; Ponting, Deborah; McCay, Meryl (Australian Learning and Teaching Council (ALTC), 2011)
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on blended learning. The report contains: a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships; a literature review of the good practices and key outcomes for teaching and learning from national and international research; the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships; identifies areas in which further work or development are appropriate.
OCLC: 7831821412 KerkoCite.ItemAlsoKnownAs: 2129771:Z3XHSGR7 2405685:CBHXFBX7
Keywords: C:Australia

EGRA Plus: Liberia (Program evaluation report) - Piper, B.; Korda, M. (Learning to look: A handbook on classroom observation and teaching models, 2011)

(untitled) - Piper; Korda (2011)

Making a difference with smart tablets - Price, Amy (Teacher Librarian, 2011)
00017 KerkoCite.ItemAlsoKnownAs: 2129771:4Y6MYCNP 257089:6E5TQ5JE
Keywords: ⛔ No DOI found

Outcomes for Implementation Research: Conceptual Distinctions, Measurement Challenges, and Research Agenda - Proctor, Enola; Silmere, Hiie; Raghavan, Ramesh; Hovmand, Peter; Aarons, Greg; Bunger, Alicia; Griffey, Richard; Hensley, Melissa (Administration and Policy in Mental Health and Mental Health Services Research, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10488-010-0319-7 2129771:YT4669BP

Outcomes for Implementation Research: Conceptual Distinctions, Measurement Challenges, and Research Agenda - Proctor, Enola; Silmere, Hiie; Raghavan, Ramesh; Hovmand, Peter; Aarons, Greg; Bunger, Alicia; Griffey, Richard; Hensley, Melissa (Administration and policy in mental health and mental health services research, 2011)
An unresolved issue in the field of implementation research is how to conceptualize and evaluate successful implementation. This paper advances the concept of “implementation outcomes” distinct from service system and clinical treatment outcomes. This paper proposes a heuristic, working “taxonomy” of eight conceptually distinct implementation outcomes—acceptability, adoption, appropriateness, feasibility, fidelity, implementation cost, penetration, and sustainability—along with their nominal definitions. We propose a two-pronged agenda for research on implementation outcomes. Conceptualizing and measuring implementation outcomes will advance understanding of implementation processes, enhance efficiency in implementation research, and pave the way for studies of the comparative effectiveness of implementation strategies.
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/s10488-010-0319-7 2129771:IUJI6FUC 4869029:4B6UCWD3 4869029:P7CAGVLW

Rethinking play and pedagogy in early childhood education: concepts, contexts and cultures - Rogers, Sue (2011)
Bringing together a collection of chapters from international experts in the field of early childhood education, Rethinking Play and Pedagogy in Early Childhood Education seeks to explore how play in the Early Years is valued as a means of learning. The book discusses how play is presented, transformed by institutional and pedagogical discourses and ultimately experienced by children. Adopting cultural, conceptual and contextual approaches to play and pedagogy across its chapters, this book addresses contemporary emerging issues surrounding play and pedagogy including:<U.
OCLC: 1290102021

Ambition Gone Awry: The Long-Term Socioeconomic Consequences of Misaligned and Uncertain Ambitions in Adolescence - Sabates, Ricardo; Harris, Angel L.; Staff, Jeremy (Social Science Quarterly, 2011)
Objective The objective of this study was to investigate whether misaligned or uncertain ambitions in adolescence influence the process of socioeconomic attainment. Methods Using 34 years of longitudinal data from the British Cohort Study (BCS70), we considered whether youth with (1) misaligned ambitions (i.e., those who either over- or underestimate the level of education required for their desired occupation), (2) both low occupational aspirations and educational expectations (low-aligned ambitions), and (3) uncertainty with regard to their future occupations (uncertain ambitions) at age 16 experienced more unemployment spells, lower educational attainment, and lower hourly wages in adulthood compared to youth with high occupational aspirations and educational expectations (high-aligned ambitions). Results Youth who hold misaligned or uncertain aspirations show long-term deficits in employment stability and educational attainment, which in turn leads to lower wage attainments at age 34. Conclusion Misaligned and uncertain ambitions in adolescence compromise the construction of life paths and the realization of long-term educational and occupational goals.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1540-6237.2011.00799.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1540-6237.2011.00799.x 2129771:3BG4S4M7

The Shurah and Democratic Governance in Islam - Salihi H.; A., Umar B.; Suleiman, H.; Aisha Abdu-Ismail (Shari’ah, Democracy and Good Governance, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:MEX9FNYK 2129771:W2LYPTYG 2486141:NRVN9298

Effective integration of information and communication technologies (ICTs) in technical and vocational education and training (TVET) toward knowledge management - Saud, MS; Shu, B; Yasin, MAM (African Journal of Business Management, 2011)
The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be exhausted by studies available in the “knowledge-based” society. The world of work is in continuous change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Despite numerous studies revealing the extent to which ICTs are applied at different educational specializations, literature on the effective integration of ICTs into Technical and Vocational Education and Training (TVET) field is scarce and needs further exploration to highlight the TVETs’ level of requirement for ICTs integration. Therefore, this paper attempts to add to the available literature on ICTs integration in TVET by bringing out clearly; the need for effective integration of ICTs in TVET, factors influencing the effective integration of ICTs in TVET, overview of the challenges to the effective integration of ICTs in TVET. The paper concludes by recommending for a proper planning and management of ICTs resources in TVET.
KerkoCite.ItemAlsoKnownAs: 2129771:EE3XZPBK 2317526:NA75GSZN UTI-AFAB05B4-BFD7-3894-BC00-E85602D62FDF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:pedagogy; F:teaching; P:architecture; P:social; P:teacher education; P:technology; Q:ICT; R:meta-analysis; T:TVET; publicImportV1; ⛔ No DOI found

The Concept of Tawhid in the Political Thoughts of Muhammad Iqbal - Shehu, S.; Aisha Abdu-Ismail (Islamic Political Thoughts and Institutions; Kano IIIT(N, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:U7FY6MWZ 2129771:XFJKE4MS 2486141:L2M9GPE2

Reading with iPads–the difference makes a difference - Sheppard, Dale (Education Today, 2011)
00019 KerkoCite.ItemAlsoKnownAs: 2129771:VH94HH8M 257089:9EUF64KP

Effectiveness of Computer-Assisted Instruction in Statistics: A Meta-Analysis - Sosa, Giovanni W.; Berger, Dale E.; Saw, Amanda T.; Mary, Justin C. (Review of Educational Research, 2011)
Although previous meta-analyses have documented the efficacy of computer-assisted statistics instruction, the current study examined a range of specific features that presumably influence its effectiveness, such as the level of learner engagement, learner control, and the nature of feedback. In 45 experimental studies with a control condition, computer-assisted statistics instruction provided a meaningful average performance advantage ( d = 0.33). Because of great methodological heterogeneity among the studies, the authors employed a conservative but appropriate mixed effects model to examine potential moderator effects. The authors’ analyses revealed three statistically significant findings. Larger effects were reported in studies in which treatment groups received more instructional time than control groups, in studies that recruited graduate students as participants, and in studies employing an embedded assessment. A newly developed second order standardized mean effect size, d diff , reveals that additional study characteristics may serve as meaningful moderators. Tight experimental control is needed to assess the importance of specific instructional features in computer-assisted statistics instruction.
KerkoCite.ItemAlsoKnownAs: 10.3102/0034654310378174 4804264:ACTCYQQQ
Keywords: Final_citation

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research and Development, 2011)
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.)
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964187791?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2405685:FNNHR2FS 2534378:88QV3D8K 2534378:CYTXXWCR
Keywords: Asia; ERIC; Current Index to Journals in Education (CIJE); Education Majors; Europe; Foreign Countries; Foreign Students; Higher Education; Interaction; Latin America; Masters Degrees; Middle East; Multicultural Education; Personal Narratives; Private Sector; Southeast Asia; Student Teachers; Teacher Education Programs; United Kingdom; Virtual Classrooms; __:import:01; __:match:final; __:matched; __:study_id:2097655; __finaldtb

Secularism, Democracy and Human Rights: The Islamic Dimension” - T.M., Bande; Muhammad, S.S.; Zagga, I.M.B.; Aisha Abdu-Ismail (Islamic Political Thoughts and Applications, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:9UYCQH84 2129771:NA8QUCZW 2486141:KYNDZHVP

Children with disabilities in Uganda: The hidden reality - The African Child Policy Forum (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:XEQDBT2D 2486141:XBCBKX6S

Towards a framework for researching the quality of education in low‐income countries - Tikly, Leon (Comparative Education, 2011)
This article introduces the themes and the various contributions to the special issue. It describes the evolution of the overall approach and framework for researching education quality used by the Implementing Education Quality in Low-Income Countries (EdQual) Research Programme Consortium (RPC). The article commences with the background to the RPC including some theoretical starting points. It provides a critique of dominant approaches to researching education quality, namely the human capital and rights based approaches. This provides a basis for setting out the approach and framework adopted by EdQual which is founded on social justice principles. The framework is outlined in relation to three intersecting contexts, namely the policy context, the home/ community context of the learner and the context of the school.
KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2011.541671 10/bgcphb 2129771:ZFSF6J23 261495:G9F4947W

Principles of Remote Sensing & GIS. African Science & Technology Digest - Tudunwada, I.Y. (ISSN, 2011)
Keywords: ⛔ No DOI found

EDUsummIT 2011 report from TWG3: teacher professional development - Twining, Peter; Albion, Peter; Knezek, Don (UNESCO, 2011)
KerkoCite.ItemAlsoKnownAs: 2405685:PUNUJQ3I 2534378:T48EQGLU

Integrating conflict and disaster risk reduction into education sector planning - UNESCO IIEP (2011)
Keywords: ⛔ No DOI found

Going digital on low-cost mobile phones in Bangladesh - Walsh, Christopher; Power, Tom (Proceedings of the Annual International Conference on Education & e-Learning (EeL), 7-8 November 2011, Singapore, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:D5NL9W79 261495:E3CWCCP8
Keywords: ⛔ No DOI found

Supporting induction to the teaching profession for women in Malawi - Wolfenden, F.; Gallastegi, L; Chitsulo, J. (DETA Conference 2011 proceedings, 2011)
Gender parity in primary and secondary education has yet to be achieved in many countries in sub-Saharan Africa, including Malawi. The presence of female teachers is recognised as positively impacting on girls’ enrolment and learning success, but in many rural areas in Malawi, there are few qualifi ed female teachers working in primary or secondary schools. This paper contributes to the current debates on how to address this gap in qualified female teacher recruitment and retention in rural areas. One suggested solution to breaking the cycle of low female achievement in rural areas is the use of distance education to prepare local women to become teachers in their own communities. In the programme reported on in this paper, aspiring female teachers are supported to take on the role of “learning assistants” in their local community primary schools while studying to achieve the qualifi cations necessary for application to a formal primary teacher training course. Using applications, interviews and workshop data from the early stages of the programme, the backgrounds and motivations of applicants to the programme are explored. The paper also discusses the implications for the design of this distance learning programme, emerging constraints on the achievement of programme intentions and areas for further study.
OCLC: 1017393398 KerkoCite.ItemAlsoKnownAs: 2129771:M3GIEDXN 2249382:39M34HRW 2317526:78FDDIDF

World Report on Disability - World Health Organisation; World Bank (2011)
KerkoCite.ItemAlsoKnownAs: 2129771:9CAKDTS5

A Primer on Effective Professional Development - Desimone, Laura M. (Phi Delta Kappan, 2011)
00422 KerkoCite.ItemAlsoKnownAs: 10.1177/003172171109200616 10/gfw2mj 2129771:D42L4PJR 261495:T4AP4ZRA

Making mobile learning work: case studies of practice - Traxler, J.; Wishart, J. (ESCalate, HEA Subject Centre for Education, University of Bristol, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:4H3PMF2K 257089:VJRBESBN

Exploring the Benefits and Challenges of Using Laptop Computers in Higher Education Classrooms: A Formative Analysis - Kay, Robin; Lauricella, Sharon (Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 2011)
Because of decreased prices, increased convenience, and wireless access, an increasing number of college and university students are using laptop computers in their classrooms. This recent trend has forced instructors to address the educational consequences of using these mobile devices. The purpose of the current study was to analyze and assess beneficial and challenging laptop behaviours in higher education classrooms. Both quantitative and qualitative data were collected from 177 undergraduate university students (89 males, 88 females). Key benefits observed include note-taking...
Publisher: Canadian Network for Innovation in Education KerkoCite.ItemAlsoKnownAs: 10.21432/T2S598 2129771:I6H3W8QX

Teacher preparation and continuing professional development in Africa: Learning to teach early reading and mathematics - Akyeampong, K.; Pryor, J.; Westbrook, J.; Lussier, K. (Centre for International Education, University of Sussex, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:ULIUH28X 261495:Z66ANBBU

Advanced Certificate in Education (ACE) Programme Evaluation - University of Fort Hare; African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC); Kelello Consulting (2011)
KerkoCite.ItemAlsoKnownAs: 10.53832/aimssec.0201 2486141:GYCQ8XJS

Early Occupational Aspirations and Fractured Transitions: A Study of Entry into ‘NEET’ Status in the UK - Yates, Scott; Harris, Angel; Sabates, Ricardo; Staff, Jeremy (Journal of Social Policy, 2011)
There has been significant recent research and policy interest in issues of young people's occupational aspirations, transitions to employment and the antecedents of NEET (not in employment, education or training) status. Many have argued that changes to the youth labour market over the past 30 years have led to transitions to work becoming more individualised, complex and troublesome for many, particularly those from poorer backgrounds. However, little research has examined the connection between early uncertainty or misalignment in occupational aspirations and entry into NEET status. This paper draws on the British Cohort Study to investigate these issues, and finds that young people with uncertain occupational aspirations or ones misaligned with their educational expectations are considerably more likely to become NEET by age 18. Uncertainty and misalignment are both more widespread and more detrimental for those from poorer backgrounds. These findings are discussed in the context of recent research and debates on emerging adulthood and the youth labour market.
Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0047279410000656 2129771:GEK22FF2

Particle Boards from Papyrus Fibers as Thermal Insulation - Tangjuank, Singhadej; Kumfu, Supreya (Journal of Applied Sciences, 2011)
KerkoCite.ItemAlsoKnownAs: 10.3923/jas.2011.2640.2645 2129771:6IIZWDPI 2486141:U9QN34IG

Particle Boards from Papyrus Fibers as Thermal Insulation - Tangjuank, Singhadej; Kumfu, Supreya (Journal of Applied Sciences, 2011)
KerkoCite.ItemAlsoKnownAs: 10.3923/jas.2011.2640.2645 2129771:EX5244F6

Messen beruflicher Kompetenzen: Band III. Drei Jahre KOMET-Testerfahrung - Rauner, Felix; Heinemann, Lars; Maurer, Andrea; Ji, Li; Zhao, Zhiqun (LIT, 2011)
Das KOMET-Konsortium legt nach drei Jahren national und international vergleichender Forschung mit dem dritten KOMET-Band ein empirisch überprüftes und breit erprobtes Verfahren zum Messen beruflicher Kompetenz vor. Das Besondere des KOMET-Forschungsansatzes besteht darin, dass vor allem die Berufbildungspraxis das dem Testverfahren zugrunde liegende Kompetenzmodell auch als eine Anleitung zur Gestaltung und Evaluation beruflicher Bildungprozesse schätzt. Erstmals kann jetzt auch für die berufliche Bildung ein psychometrisch evaluiertes international anschlussfähiges Verfahren der vergleichenden Large-Scale-Kompetenzmessung vorgestellt werden.
zotzenLib.CopiedFrom: 2317526:XIAPRNS9 KerkoCite.ItemAlsoKnownAs: 2129771:83IDPEVW 2317526:XIAPRNS9

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, Julian P. T.; Green, Sally (John Wiley & Sons, 2011)
Healthcare providers, consumers, researchers and policy makers are inundated with unmanageable amounts of information, including evidence from healthcare research. It has become impossible for all to have the time and resources to find, appraise and interpret this evidence and incorporate it into healthcare decisions. Cochrane Reviews respond to this challenge by identifying, appraising and synthesizing research-based evidence and presenting it in a standardized format, published in The Cochrane Library (www.thecochranelibrary.com). The Cochrane Handbook for Systematic Reviews of Interventions contains methodological guidance for the preparation and maintenance of Cochrane intervention reviews. Written in a clear and accessible format, it is the essential manual for all those preparing, maintaining and reading Cochrane reviews. Many of the principles and methods described here are appropriate for systematic reviews applied to other types of research and to systematic reviews of interventions undertaken by others. It is hoped therefore that this book will be invaluable to all those who want to understand the role of systematic reviews, critically appraise published reviews or perform reviews themselves. This title is also available as a mobile App from MedHand Mobile Libraries. Buy it now from Google Play or the MedHand Store.
Google-Books-ID: NKMg9sMM6GUC KerkoCite.ItemAlsoKnownAs: 2129771:AQG5FQL5 2317526:LYDVD3NA 261495:9MDYPILH
Keywords: Medical / General

Mechanism Experiments and Policy Evaluations - Ludwig, Jens; Kling, Jeffrey R.; Mullainathan, Sendhil (Journal of Economic Perspectives, 2011)
Randomized controlled trials are increasingly used to evaluate policies. How can we make these experiments as useful as possible for policy purposes? We argue greater use should be made of experiments that identify the behavioral mechanisms that are central to clearly specified policy questions, what we call "mechanism experiments." These types of experiments can be of great policy value even if the intervention that is tested (or its setting) does not correspond exactly to any realistic policy option.
KerkoCite.ItemAlsoKnownAs: 10.1257/jep.25.3.17 2129771:E3FWTP48 2486141:9B3X2ITQ
Keywords: Design of Experiments: General; Microeconomic Policy: Formulation; Evaluation; Policy Objectives; Implementation; Policy Coordination; Policy Designs and Consistency

Learner-centred education in developing country contexts: From solution to problem? - Schweisfurth, Michele (International Journal of Educational Development, 2011)
Learner-centred education (LCE) has been a recurrent theme in many national education policies in the global South, and has had wide donor support through aid programmes and smaller projects and localised innovations. However, the history of the implementation of LCE in different contexts is riddled with stories of failures grand and small. In coming to understand how LCE has been conceived, researched, and reported in relation to developing country contexts, a good starting point is the International Journal of Educational Development (IJED), where a wide range of articles on this theme has been published over the years. In all, 72 relevant articles were identified among the issues available on-line, comprising a weighty body of evidence concerning the nature and implementation of LCE. The vast majority are studies exploring the issues – and problems – of implementation of LCE-based programmes in particular settings. Emerging from these investigations is a variety of explanations for this perennial challenge: problems with the nature of reform and its implementation; barriers of material and human resources; interactions of divergent cultures; and the all-important questions of power and agency in the process. After a descriptive breakdown of the 72 articles, each of these implementation issues is explored in turn. The article considers the implications of this for future initiatives, research and scholarship in this area. The begged questions are: why do the same problems recur repeatedly, and how do we move beyond the normative ‘shoulds’ and the practical ‘can’ts’?
EdTechHub.Source: 261495:XXWTECRZ KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.005 10/cnfz43 2129771:EC9IQLP9 2129771:MRVKFR4A 2405685:LDEHPJCR 261495:MFFSFUSR 261495:XXWTECRZ
Keywords: _C:Barbados BRB; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Canada CAN; _C:China CHN; _C:Eritrea ERI; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea-Bissau GNB; _C:India IND; _C:Indonesia IDN; _C:Jordan JOR; _C:Kenya KEN; _C:Lesotho LSO; _C:Malawi MWI; _C:Mexico MEX; _C:Namibia NAM; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Peru PER; _C:Poland POL; _C:Russian Federation RUS; _C:Saudi Arabia SAU; _C:Sierra Leone SLE; _C:Solomon Islands SLB; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

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

Mapping: A Critical Introduction to Cartography and GIS - Crampton, Jeremy W. (John Wiley & Sons, 2011)
Mapping: A Critical Introduction to Cartography and GIS is an introduction to the critical issues surrounding mapping and Geographic Information Systems (GIS) across a wide range of disciplines for the non-specialist reader. Examines the key influences Geographic Information Systems (GIS) and cartography have on the study of geography and other related disciplines Represents the first in-depth summary of the “new cartography” that has appeared since the early 1990s Provides an explanation of what this new critical cartography is, why it is important, and how it is relevant to a broad, interdisciplinary set of readers Presents theoretical discussion supplemented with real-world case studies Brings together both a technical understanding of GIS and mapping as well as sensitivity to the importance of theory
Google-Books-ID: Lw08zMsCTeEC
Keywords: Science / Earth Sciences / Geography

Organizing Research and Development at the Intersection of Learning, Implementation, and Design - Penuel, William R.; Fishman, Barry J.; Haugan Cheng, Britte; Sabelli, Nora (Educational Researcher, 2011)
This article describes elements of an approach to research and development called design-based implementation research. The approach represents an expansion of design research, which typically focuses on classrooms, to include development and testing of innovations that foster alignment and coordination of supports for improving teaching and learning. As in policy research,implementation is a key focus of theoretical development and analysis. What distinguishes this approach from both traditional design research and policy research is the presence of four key elements: (a) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (b) a commitment to iterative, collaborative design; (c) a concern with developing theory related to both classroom learning and implementation through systematic inquiry; and (d) a concern with developing capacity for sustaining change in systems.
KerkoCite.ItemAlsoKnownAs: 10.3102/0013189x11421826 10/b6c3vr 2129771:9MT6Q4IT 2129771:CA3VDERV 2486141:HKYF2FRI 261495:5F7GU6XV 2339240:7FWMXGD5 2405685:LNFPUK3V 2486141:AD27KCRG

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research & Development, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 4804264:CH6BPK4K
Keywords: Final_citation; cited; existing

Building a high-quality teaching profession: lessons from around the world - Schleicher, Andreas (Organisation for Economic Co-operation and Development, 2011)
This report presents the best current evidence about what can make teacher-oriented reforms effective and points to examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. Its four chapters cover recruitment and initial preparation of teachers; teacher development, support, careers and employment conditions; teacher evaluation and compensation; and teacher engagement in education reform.
KerkoCite.ItemAlsoKnownAs: 10.1787/9789264113046-en 2129771:F7RQQF5A 2405685:KHTXBDEZ 2534378:I7ZW5U83 261495:82GKVA9F

You use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools - Larkin, Kevin (Journal of Research on Technology in Education, 2011)
The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.
KerkoCite.ItemAlsoKnownAs: 10.1080/15391523.2011.10782581 10/gf62g6 2129771:6KZJQBYV 257089:9K3G54KR

A Review of Meta-Analyses in Education: Methodological Strengths and Weaknesses - Ahn, Soyeon; Ames, Allison J.; Myers, Nicholas D. (Review of Educational Research, 2012)
The current review addresses the validity of published meta-analyses in education that determines the credibility and generalizability of study findings using a total of 56 meta-analyses published in education in the 2000s. Our objectives were to evaluate the current meta-analytic practices in education, identify methodological strengths and weaknesses, and provide recommendations for improvements in order to generate a more valid and credible knowledge base of what works in practice. It was found that 56 meta-analyses followed general recommendations fairly well in problem formulation and data collection, but much improvement is needed in data evaluation and analysis. Particularly, lack of information reported as well as little transparency in the use of statistical methods are concerns for generating credible and generalizable meta-analytic findings that can be transformed to educational practices. Recommendations for yielding more reliable and valid inferences from meta-analyses are provided.

A educação e aprendizagem de jovens e adultos na África Austral: visão geral de um estudo para cinco nações - Aitchison, John (Open Society Initiative for Southern Africa (OSISA), 2012)
A pesquisa para este relatório foi realizada em 2010 e 2011 em cinco países da África Austral e, em seguida, foi conferido e editado pelo professor John Aitchison, da Universidade de KwaZulu-Natal.
KerkoCite.ItemAlsoKnownAs: 2129771:Q4UV6D63 2317526:DKKQTBZ3
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Angola; C:Lesotho; C:Mozambique; C:Namibia; C:Swaziland; CLL:pt; publicImportV1

'Arms' length' - Ajadi, S.B. (Literary Juice Magazine, 2012)
Edition: USA. August
Keywords: ⛔ No DOI found

'Boy', The writers' block magazine - Ajadi, S.B. (The Press, 2012)
Edition: p.50 Fall Place: New York

'Death...this isn't funny' - Ajadi, S.B. (Sunday Sun (National, 2012)
Place: Ajadi, S.B
Keywords: ⛔ No DOI found

' Ghosts of the Primitives - Ajadi, S.B. (2012)

'Ghosts of the Primitives: The Predicament of X - Ajadi, S.B. (Y, Z in Nigerian Architecture II' Sunday Sun (National) April 8, 2012)

'Mirror Motion', Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2012)
Edition: Fall Pages: 41 Place: Robbinston

'Morphing the Rules: Advanced Applications of Mud in Nigerian Buildings' - Ajadi, S.B. (Procs 4th West Africa Built Environment Research (WABER, 2012)
Keywords: ⛔ No DOI found

'The sun sets in the masked mountains' - Ajadi, S.B. (2012)

Off the coast international poetry journal - Ajadi, S.B.; Boy' (Resolute Bear Press, 2012)

'No Air: Microenvironment and Vogue as Morticians of Visual Art Education in Nigeria' - Ajadi, S.B.; Nyikgwah, R. (The CAPS Journal of Vocational Studies, 2012)
Keywords: ⛔ No DOI found

Can Mobile Phones Improve Learning? Evidence from a Field Experiment in Niger. - Aker, Jenny C.; Ksoll, Christopher; Lybbert, Travis J. (American Economic Journal: Applied Economics, 2012)

Nomadic Fulani communities manage malaria on the move - Akogun, O.B.; Adesina, Adedoyin; Njobdi, S.; Ogundahunsi, O. (International Health, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:E9ANL77G 2129771:NN3NKS2A 2486141:6B34VZX2

Febrile illness experience among Nigerian nomads - Akogun, O.B; Gundiri, M.A; Badaki, J.A.; Njobdi, S.Y; Adesina, Adedoyin; Ogundahunsi, O.T. (International Journal for Equity in Health, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:EITLG2K3 2129771:XL2QM7RI 2486141:WRZMENW8
Keywords: ⛔ No DOI found

Fulani nomadic communities manage malaria on the move - Akogun, Oladele B; Adesina, A.O.; Njobdi, S.; Ogundahunsi, O. (International, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:2XVV5J9M 2129771:WTUYHXHZ 2486141:RMN6U6KA
Keywords: ⛔ No DOI found

Statistical equating with measures of oral reading fluency - Albano, A.D.; Rodriguez, M.C. (Journal of School Psychology, 2012)

School feeding programs and development: are we framing the question correctly? - Alderman, Harold; Bundy, Donald (The World Bank Research Observer, 2012)
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkr005 2129771:U6A6WCB7 4502395:4L3H8ERD 4502395:AFFWM7ZR

New modes of teacher pre-service training and professional support - Anamuah-Mensah, Jophus; Banks, Frank; Moon, Bob; Wolfenden, Freda (Teacher education and the challenge of development: a global analysis, 2012)
KerkoCite.ItemAlsoKnownAs: 2405685:QKECWWAV 2534378:3FC4SJYU
Keywords: Economic development – Effect of education on – Developing countries.; Teachers – Training of – Developing countries.; Teaching – Developing countries.

Escaping Capability Traps through Problem Driven Iterative Adaptation (PDIA) - Andrews, Matt; Pritchett, Lant; Woolcock, Michael (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:RTAXRMHH 4502395:6W9W8LIM
Keywords: ___duplicate_item

China’s peacekeeping operations in Africa: From unwilling participation to responsible contribution - Ayenagbo, Kossi; Njobvu, Tommie; Sossou, James V.; Tozoun, Biossey K. (African Journal of Political Science and International Relations, 2012)
Keywords: ⛔ No DOI found

La recherche sur les competences techniques et professionnelles permettant l'insertion - etat des lieux, contraintes et perspectives dans trois pays de l'afrique de l'ouest - Azoh, François-Joseph; Weyer, Frédérique; Carton, Michel (NORRAG; ROCARE, 2012)
[FRGMNT] On assiste en Afrique à un regain d'intérêt pour la question du développement des compétences techniques et professionnelles (DCTP). L'existence de données et d'analyses fiables sur ce thème représente néanmoins un préalable indispensable à la définition et à la …[...]… CAP Certificat d'Aptitude Professionnelle CBL Competency Based Learning CBT Competency Based Training CCI Chambre de Commerce et d'Industrie CEBNF Centre d'Education de Base Non Formelle CEPE Certificat d'Etude Primaire Elémentaire … [...]… COTVET Council for Technical and Vocational Education and Training CPAF Centre Permanent d'Alphabétisation Fonctionnelle … NACVET National Coordinating Committee on Technical and Vocational Education and Training … [...]Page 1. LA RECHERCHE SUR LES COMPETENCES TECHNIQUES ET PROFESSIONNELLES PERMETTANT L'INSERTION ETAT DES LIEUX, CONTRAINTES ET PERSPECTIVES DANS TROIS PAYS DE L'AFRIQUE DE L'OUEST (Burkina Faso, Côte d'Ivoire et Ghana) …
KerkoCite.ItemAlsoKnownAs: 2129771:RSBEIDQR 2317526:AVQL6L32 2317526:JLIAVL84
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQv:f2-H-fr; A:Africa; A:West Africa; C:Burkina Faso; C:Ivory Coast; CA:AandC; CC:Burkina Faso; CC:Ghana; CC:Ivory Coast; CL:en; CL:fr; CLL:fr; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:pay; Q:certificate; T:Ausbildung; T:TVET; _C:Ghana GHA; publicImportV1

Effect of a cash transfer programme for schooling on prevalence of HIV and herpes simplex type 2 in Malawi: a cluster randomised trial - Baird, Sarah J.; Garfein, Richard S.; McIntosh, Craig T.; Özler, Berk (The Lancet, 2012)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(11)61709-1 4804264:YPLNDJK9
Keywords: Final_citation

Introduction to Mixed Methods in Impact Evaluation - Bamberger, Michael (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:47GR9E3C 2486141:GUXYTNIS 261495:EFTYQLZ8 503888:SXN9CWCL
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Information and Collective Action in the Community Monitoring of Schools: Field and Lab Experimental Evidence from Uganda. - Barr, A.; Mugisha, F.; Serneels, P.; Zeitlin, A. (Unpublished, 2012)
Keywords: ⛔ No DOI found

Magdeburger Schriften zur Berufs- und Wirtschaftspädagogik - Baumann, Fabienne-Agnes (2012)
National qualifications frameworks are currently described as a global phenomenon, a label which accounts for the fact, that frameworks in their different shapes are increasingly subject to policy transfer and thus more and more frameworks are developed in many countries across the globe. The supposed benefits of national qualifications frameworks seem to be convincing, therefore the concept of qualifications frameworks whether national or otherwise in scope, has been greeted with much enthusiasm in literature. Many policy makers perceive national qualifications frameworks as a key driver for reform in the qualifications system, where the latter might be characterized by fragmentation, exclusion of certain groups, a lack of quality assurance or resources, uncoordinated qualification routes, a multitude of providers and awards and so forth.
KerkoCite.ItemAlsoKnownAs: 2129771:B9X8B2F3
Keywords: __C:filed:1; ⛔ No DOI found

Can online learning communities foster professional development? - Beach, Richard (Language Arts, 2012)
ISBN: 0360-9170 Publisher: National Council of Teachers of English
Keywords: ⛔ No DOI found

Restructuring vocational and technical education in Ghana: The role of leadership development - Boateng, C (International Journal of Humanities and Social Science, 2012)
Vocational technical education and training in Ghana is currently undergoing restructuring. Many reforms are in place to improve the quality of provision and learning outcomes to make it more accessible and attractive to all, and to ensure it is relevant and connected to the world of work. The potential success of these reforms will depend largely on the administrators and managers who are responsible for generating ideas and formulating policies ,as well as those responsible for transforming policies into practice. In this regard, effective leadership becomes an important variable that must be considered in the new vocational education environment. There is the need for Ghana to pay attention to providing leadership programs and guidance to current leaders and new and aspiring administrators and managers of vocational technical education. Such leadership development programs should attempt to cultivate in individuals key attributes and characteristics that can predispose successful leadership performance. The availability of leadership development programs and the possibility of being able to acquire certain leadership behaviours and enhance and use certain leadership attributes holds great promise for those participating in and leading vocational educational programs, reform efforts, and the change process in the country.
KerkoCite.ItemAlsoKnownAs: 2129771:M5PF2WFZ 2317526:5ZL9IKEU
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:leadership; F:policy; T:TVET; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

The Effects of School Libraries on Language Skills: Evidence from a Randomized Controlled Trial in India. - Borkum, Evan; He, Fang; Linden, Leigh L. (No, 2012)
Keywords: ⛔ No DOI found

Turning the tide: creating Professional Learning Communities (PLC) to improve teaching practice and learning in South African public schools - Botha, E. M. (Africa Education Review, 2012)
ISBN: 1814-6627 Publisher: Taylor & Francis

Dissemination and implementation research in health: translating science to practice - Brownson, Ross C.; Colditz, Graham A.; Proctor, Enola Knisley (Oxford University Press, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:8G6CIZF9 4869029:PEYVJBBJ
Keywords: Clinical Trials as Topic; Information Dissemination; Translational Research; methods

iPad Scotland Evaluation - Burden, K., Hopkins, P., Male, T., Martin, S., & Trala, C. (University of Hull, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:BYHQGWUL 257089:GBR25MFF

AMREF's Stand Up For African Mothers Campaign: Training Midwives to Reduce Maternal Mortality in Africa - Cabridens, M; Tolve, S (The Journal of Field Actions: Field Actions Science Reports, 2012)
Abstract. AMREF is the African Medical and Research Foundation, a uniquely African organization, created in 1957 which runs 145 health programmes a year to help around 7 million people in Africa. Headquartered in Nairobi and with offices around the world, AMREF ensures access to health care for the most vulnerable and marginalized people in Africa, with a focus on women and children. AMREF works within the communities, and works with and for women as they are the heart of the communities. Indeed, by focusing on midwives training in the Stand Up For African Mothers campaign, AMREF is able to talk about the key role of women and mothers for a healthy Africa and the needs of health workers to reduce mortality rates for mothers but also for children. Keywords. Health care, Africa, women, children, poverty, social work, midwifes, pregnancy.
KerkoCite.ItemAlsoKnownAs: 2129771:6PYYPYX6 2317526:Y2FGVEU7 UTI-1A7853B5-3161-3827-A9DE-182958302341
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:West Africa; C:Ethiopia; C:South Sudan; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:Q; CT:T; Q:ICT; Q:e-learning; T:Ausbildung; T:TVET; T:Training; _C:Uganda UGA; publicImportV1; ⛔ No DOI found

Does Math Achievement h'APP'en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction? - Carr, Jennie M (Journal of Information Technology Education, 2012)
00004 KerkoCite.ItemAlsoKnownAs: 2129771:FDS3EMAS 257089:8X36EITJ
Keywords: ⛔ No DOI found

Pre-service teacher training in Malawi: findings of a pilot study on the viability of media players for teacher development - Carrier, Carol; Finholt-Daniel, Matt; Sales, Gregory C (International Journal of Education and Development using Information and Communication Technology, 2012)
As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT]
Place: Bridgetown Publisher: University of the West Indies KerkoCite.ItemAlsoKnownAs: 2339240:H5SC64NG 2534378:5F2RLGL3 2534378:783739U4
Keywords: Distance learning; Education; Learning; Malawi; Software; Student teachers; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096523; __finaldtb; ⛔ No DOI found

Bandwidth management in universities in Zimbabwe: Towards a responsible user base through effective policy implementation - Chitanana, Lockias (International Journal of Education and Development using Information and Communication Technology; Bridgetown, 2012)
This research was undertaken to investigate the issue of how to maximise or make efficient use of bandwidth. In particular, the research sought to find out about what universities in Zimbabwe are doing to manage their bandwidth. It was, therefore, appropriate to survey a sample of five universities and to catalogue their experiences. Results show that most universities in our sample did not have an official Acceptance Use Policy (AUP) to assist with bandwidth management. Successful provision of managed network bandwidth within a university is likely to involve the application of many tools encompassing a number of different techniques. These products are often expensive and are rarely available for loan. Fortunately, a cost-effective solution exists for all universities that can be deployed regardless of the campus' existing network configuration or installed devices. The authors recommend that using Quality of Service (QoS) and Bandwidth management will enable network administrators to control network traffic flow so that appropriate users and applications get priority during the allocation of network resources. Also, universities must contain in their IT policies a meaningful AUP which will help universities to develop and refine usage and access as well as plan for network resource allocation. [PUBLICATION ABSTRACT]
EdTechHub.ItemAlsoKnownAs: 2129771:5WFXCS4Y
Keywords: Bandwidths; College campuses; Computers; Education; Internet access; Internet resources; Product introduction; Research; __C:filed:1; ⛔ No DOI found

School Participation And Pupil Performance: Baseline Survey - Chiuye, Grace; Selemani-Meke, Elizabeth; Kadzamira, Esme (2012)
Publisher: Center For Educational Research And Training (CERT) KerkoCite.ItemAlsoKnownAs: 2129771:C66EPJHI 4752638:PJPHW2LS
Keywords: _C:Malawi MWI; ⛔ No DOI found

The effects of Reading Recovery® on the American Indian/non-American Indian achievement gap - Collins, Mary L. (University of South Dakota, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:6FDZW5V6 2486141:5IC8PMRD
Keywords: _AcademicRecoveryOECS

Tweens with the iPad classroom—Cool but not really helpful? - Culén, A., & Gasparini, A. (In e-Learning and e-Technologies in Education (ICEEE), 2012 International Conference on, 2012)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:RKXYJY5N 257089:433B7RWD
Keywords: ⛔ No DOI found

The 2020 World Bank education strategy: Nothing new, or the same old gospel - De Siqueira, Angela C. (The World Bank and Education, 2012)
KerkoCite.ItemAlsoKnownAs: 4804264:RRTK2NTS
Keywords: Final_citation

Early primary literacy instruction in Kenya - Dubeck, M.M.; Jukes, M.C.H.; Okello, G. (Comparative Education Review, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:29KVXZBG 2129771:KD6MPBX6

Effects on School Enrollment and Performance of a Conditional Cash Transfer Program in Mexico. - Dubois, Pierre; Janvry, Alain De; Sadoulet, Elisabeth (Journal of Labor Economics, 2012)

Teacher community assistant initiative (TCAI). Policy brief 4004 - Duflo, A.; Kiessel, J. (Economic and Political Science, 2012)
Place: London Publisher: International Growth Centre, London School of
Keywords: ⛔ No DOI found

Incentives Work: Getting Teachers to Come to School. - Duflo, Esther; Hanna, Rema; Ryan, Stephen P. (American Economic Review, 2012)

Tablet vs. Paper: The Effect on Learners' Reading Performance. - Dundar, Hakan; Akcayir, Murat (International Electronic Journal of Elementary Education, 2012)
00007 KerkoCite.ItemAlsoKnownAs: 2129771:RGAHPBS9 257089:S7P2MHB8
Keywords: ⛔ No DOI found

A Roadmap to Vocational Education and Training Systems Around the World - Eichhorst, Werner; Rodríguez-Planas, Núria; Schmidl, Ricarda; Zimmermann, Klaus F (Institute of Labor Economics (IZA), 2012)
With young people among the big losers of the recent financial crisis, vocational education and training (VET) is often seen as the silver bullet to the problem of youth joblessness. This paper provides a better understanding of VET around the world, dealing with three types of vocational systems: school-based education, a dual system in which school-based education is combined with firm-based training, and informal training. We first explore the motivation for these different types of training, before summarizing the institutional evidence, highlighting the key elements of each training system and discussing its main implementation strengths and challenges. We subsequently review the evidence on the effectiveness of VET versus general education and between the three VET systems. There are clear indications that VET is a valued alternative beyond the core of general education, while the dual system tends to be more effective than school-based VET. Informal training is effective, however relatively little is known of its relative strengths compared with other forms of vocational education.
KerkoCite.ItemAlsoKnownAs: 2129771:Z6HUUQJF 2317526:HFS4J5GC
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Botswana; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:R; CT:T; P:social; Q:flexible; R:quantitative; T:Ausbildung; T:TVET; T:dual TVET; T:firm-based training; T:informal training; T:school-based VET; T:vocational school; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Taming the youth bulge in africa: Rethinking the world bank's policy on technical and vocational education for disadvantaged youth in the knowledge economy - Evoh, Chijioke J. (International Perspectives on Education and Society, 2012)
This study presents an innovative approach to Information and communication technology (ICT) skill training and employment generation for out-of-school and disadvantaged youths in Africa. With technical and policy assistance from the World Bank, ICTs can be used to revitalize technical and vocational training to meet skill and employment needs of disadvantaged youths in the region. The deplorable conditions of out-ofschool youth and the state of secondary education in Africa underscore the urgency to engage disadvantaged youth in productive economic activities. An ICT-enhanced technical and vocational training program in Africa provides both private and social gains: it provides economic prospects for disadvantaged youth and; it adds to the development of the knowledge economy in Africa. The NairoBits Digital Design School in Kenya is presented as a model of a vocational and training school that uses ICTs to improve skill formation among disadvantaged youths in informal settlements in urban Africa. Meeting the objectives of an ICTbased training and employment generation program for underprivileged youth in Africa require strong regulatory frameworks and contributions from the World Bank. The involvement of the bank, particularly through private sector grants for ICT skill train in Africa will help to revitalize technical and vocational education and training in the region. Above all, the collaboration of government agencies, private businesses, other international development agencies and civil society groups in ICT skill training will help to meaningfully engage African youths in the development of their communities in the emerging knowledge economy. © 2012 by Emerald Group Publishing Limited.
KerkoCite.ItemAlsoKnownAs: 10.1108/s1479-3679(2012)0000016019 10/gf62mw 2129771:GV4YC8G2 2317526:HX44FZMG
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:policy; P:economy; P:social; Q:ICT; Q:secondary education; T:TVET; T:Training; publicImportV1

A study of online English language teacher education programmes in distance education context in Pakistan - Farooq, Muhammad U.; Al Asmari, AbdulRahman; Javid, Choudhary Z. (English Language Teaching, 2012)
Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers designed a CMC-ELT blended model and offered online English language teacher education courses at post-graduate level. A group of students enrolled in MA TEFL programme of Allama Iqbal Open University (AIOU) Islamabad Pakistan, was selected randomly and was guided through CMC-ELT blended model. The results of the study showed that the online support in distance education enhanced students' performance in terms of access, interaction and cost. The effective use of online support in distance education can improve the quality of English language teaching programmes in Pakistan.
Publisher: Canadian Center of Science and Education, 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1773213777?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.5539/elt.v5n11p91 2405685:9V9TWTN7 2534378:6E7C4XSE 2534378:BNLKR978
Keywords: Access to Education; Blended Learning; Computer Mediated Communication; Control Groups; Costs; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Educational Quality; English (Second Language); Experimental Groups; Foreign Countries; Higher Education; Language Teachers; Masters Programs; Online Courses; Open Universities; Pakistan; Postsecondary Education; Pretests Posttests; Program Improvement; Second Language Instruction; Second Language Learning; Statistical Analysis; Student Attitudes; Student Characteristics; Teacher Education Programs; Teaching Methods; __:import:01; __:match:final; __:matched; __:study_id:2096524; __finaldtb

Play and Child Development - Frost, Joe L; Wortham, Sue C; Reifel, Stuart (Pearson, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:P8PJ4LHG 2486141:TRQ85GYA

Tablet PCs–An Assistive Technology for Students with Reading Difficulties? - Gasparini, Andrea A; Culén, Alma Leora (ACHI 2012, The Fifth International Conference on Advances in Computer-Human Interactions, 2012)
00012 KerkoCite.ItemAlsoKnownAs: 2129771:D8YCGGAP 257089:PW65C5WQ
Keywords: ⛔ No DOI found

L’EFTP en Afrique subsaharienne: où en est-on? - Ginestié, Jacques; Huot-Marchand, Hervé; Delahaies, Laetitia (Éducation technologique, Formation professionnelle et égalité des chances, 2012)
The adoption of the Millennium Development Goals (MDGs) and the importance attached to Education for all (EFA) mark an important turning point in the elaboration of a common initiative, which aims to improve living conditions of people worldwide. Its ambition is to eliminate misery and to increase wealth. The means to achieve this goal focus essentially on education, which has become a goal in itself: reduce illiteracy, ensure global access to basic schooling and promote equal opportunities for all. Through education other objectives can be targeted, such as promoting poverty reduction through gainful employment, gender equality, and sustainable development and partnerships for development. This paper aims to present the situation in subSaharan Africa (SSA) since the end of the 1990s and the international focus on these great programs.
KerkoCite.ItemAlsoKnownAs: 2129771:SZZY8H6R 2317526:5UCZSLLA 2317526:G7T7NRYJ
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; -RRQv:f2-H-fr; AA:SSA; C:Central African Republic; C:Gabon; C:Ivory Coast; C:Senegal; C:Tunisia; CLL:fr; publicImportV1; ⛔ No DOI found

National Institutes of Health approaches to dissemination and implementation science: current and future directions - Glasgow, Russell E.; Vinson, Cynthia; Chambers, David; Khoury, Muin J.; Kaplan, Robert M.; Hunter, Christine (American journal of public health, 2012)
Publisher: American Public Health Association KerkoCite.ItemAlsoKnownAs: 10.2105/AJPH.2012.300755 2129771:BSH37JJB

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

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

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

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

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

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

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

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

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

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

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

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

ORBIT and OER4Schools: supporting effective primary and secondary school practice through OER - Haßler, Björn; Hennessy, Sara; Jestaz, Caroline (Proceedings of Cambridge 2012: Innovation and Impact - Openly Collaborating to Enhance Education, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:6JDPUE7P 2129771:QFW8NS5E
Keywords: Author:Haßler; Author:OpenDevEd; _C:Australia AUS; _C:Belgium BEL; _C:Bolivia BOL; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Costa Rica CRI; _C:Cuba CUB; _C:Czech Republic CZE; _C:Denmark DNK; _C:Ecuador ECU; _C:Estonia EST; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Ivory Coast CIV; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Malawi MWI; _C:Malaysia MYS; _C:Mauritius MUS; _C:Mexico MEX; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:Slovenia SVN; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Viet Nam VNM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

Visible learning for teachers: Maximizing impact on learning - Hattie, John (Routledge, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:T5TZSC8S 261495:7NDAQ2CS

The iPad as a Tool For Education - a case study - Heinrich, P. (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:FC3GMYB8 257089:T2SMHJ6Z

iPad in education: A case study of iPad adoption and use in a primary school. - Henderson, S., & Yeow, J. (In 45th International Conference on System Science (HICSS) 2012, 2012)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:8UWM3IZS 257089:7MW35RNK
Keywords: ⛔ No DOI found

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa. - Hennessy, S.; Haßler, Björn (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:FULY4AFY
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence

Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia - Hennessy, Sara; Haßler, Björn; Mwewa, G. (Millennium Goals Revisited: A Common Wealth of Learning, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:UQKD4B63 2129771:ZTJE5WPC 261495:HNV94NFU
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence

Teachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educational government schools in North Trinidad - Henry-Legall, Lisa-Marcella (University of the West Indies, 2012)
This study introduced the notion of academic recovery through an alternative pedagogical practice of therapeutic intervention called Educational Therapy. As such, its purpose was not only to explore and evaluate an alternative educational practice but also to determine its feasibility in adapting to the local context. This was done using teachers’ perspectives from three co-educational secondary schools whose students had a history of academic underachievement and where violence and student aggression were becoming the norm. Twenty three English and Mathematics teachers participated in the study which was encased in an ethnography theoretical perspective. Their perspectives on the current state of the secondary sector brought bearing to the types of best practices that teachers in their departments subscribed to in terms of teaching, understanding how children learn, assessment strategies and accommodating students who have learning deficits in the regular classroom. In addition, it clarified their stance on the adaptation of therapeutic intervention in Trinidad and Tobago while determining the extent to which it could improve academic achievement in these subject disciplines. Findings from the study revealed that teachers needed assistance to effectively manage, teach and assess children with learning problems. They felt that there was an urgent need to implement therapeutic interventions in educational practice as they had no knowledge of how to deal with students who had underlying cognitive deficits which then became manifested in the forms of social, emotional and behavioural problems. As the study was steeped within a qualitative inquiry, its findings also noted the emergence of eight themes which described the factors believed to be responsible for the present crisis within secondary schools where indiscipline was concerned. The framework of this study thus provided a useful basis for identifying school discipline issues and children who may have learning problems and for suggesting plans for appropriately targeted interventions through Educational Therapy.
KerkoCite.ItemAlsoKnownAs: 2129771:65H4P6D6 2486141:VUD5MUML
Keywords: _Added to LR; _T:reviewed

The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Full Report. - Higgins, Steven; Xiao, ZhiMin; Katsipataki, Maria (Education Endowment Foundation, 2012)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:HTEH36SQ 4426965:EIQ9K8TX
Keywords: ⛔ No DOI found

Multiple Agency Coordination in Emergency Response - Holsberg, Melissa (2012)
When establishing, exercising, and implementing emergency plans, coordinating with response participants will improve implementation of plans.
Library Catalog: www.emergency-response-planning.com KerkoCite.ItemAlsoKnownAs: 2129771:C2XXYYBN

Connecting the dots between PubMed abstracts - Hossain, M.S.; Gresock, J.; Edmonds, Y. (PLoS One, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0029509 2129771:HSYHUDX5 2486141:YZ8Z224S

Empowering personalized learning with an interactive e-book learning system for elementary school students - Huang, Yueh-Min; Liang, Tsung-Ho; Su, Yen-Ning; Chen, Nian-Shing (Educational Technology Research and Development, 2012)
00032 KerkoCite.ItemAlsoKnownAs: 10.1007/s11423-012-9237-6 10/f37ffm 2129771:73VISNVU 257089:EHGNJC5V

Causal Inference Without Balance Checking: Coarsened Exact Matching - Iacus, Stefano M.; King, Gary; Porro, Giuseppe (Political Analysis, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1093/pan/mpr013 2129771:QSHBGGL8 2486141:4EGL8SEE
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

An assessment of employability skills among technical and vocational education students in Nigeria - Idris, A; Rajuddin, MR (Archives Des Science, 2012)
The research was conducted to investigate the level of importance as well as the competence among the students of technical and vocational education in terms of employability skills in Nigeria. There are 233 final year students that constituted the sample for the study in Kano State. The respondents were picked from mechanical, electronic, electrical installation and automobile departments in technical colleges in the state. The data was collected using questionnaire which was adapted from Employability skills for Australian small and medium sized enterprises. The analysis was done using descriptive statistics such as mean and standard deviation. The findings of the study showed that all the respondents perceived the employability skills components as high and rated their competency as low. A significant difference was found among the students in terms of their ages while no significant difference was found between the respondents in the area of competency. The study concludes that there is still an opportunity for technical and vocational institution in Nigeria to focus and redouble efforts towards equipping the students’ employability skills. Quality education and training enhances productivity, therefore, students of technical and vocational education in Nigeria need a better education that will help in accomplish the national goals.
KerkoCite.ItemAlsoKnownAs: 2129771:7DIXQXFQ 2317526:DGLU6N9H
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; A:West Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:assessment; F:women; T:TVET; publicImportV1; ⛔ No DOI found

Minimum Standards for Education: Preparedness, Response, Recovery - INEE (Interagency Network for Education in Emergencies, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:EN45U3HA 2486141:HUS2AQXN

Upgrading informal apprenticeship: a resource guide for Africa - International Labour Office (2012)
OCLC: 793374144 KerkoCite.ItemAlsoKnownAs: 2129771:2RASZQ7X 2317526:NNDJQFHD

Systematic literature studies: database searches vs. backward snowballing - Jalali, S; Wohlin, C (Proceedings of the ACM-IEEE international symposium on empirical software engineering and measurement, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1145/2372251.2372257 2129771:78DVLX8P 2129771:BPT9ZXX4 2405685:5MQKS9RN 2486141:FNQHJ85U

A situational analysis on the teaching of governance issues in the primary and junior secondary school curriculum in Zambia. - Kalimaposo, Kalisto; Kandondo, S. Chileshe; Matafwali, Beatrice; Mulenga, Innocent Mutale; Muleya, Gistered; Chakufyali, Peggy Nsama (2012)
Publisher: Zambia Journal of Education
Keywords: ⛔ No DOI found

Liebe Leserinnen und Leser, - Kauffmann, Gesine (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:JUHHBITP 2486141:RPLHH4RT
Keywords: ⛔ No DOI found

(untitled) - Kazianga (2012)

Viewing mobile learning from a pedagogical perspective. - Kearney, Matthew; Schuck, Sandra; Burden, Kevin; Aubusson, Peter (Research in Learning Technology, 2012)
00054 KerkoCite.ItemAlsoKnownAs: 10.3402/rlt.v20i0.14406 10/gf62hb 2129771:IU287RY8 257089:UN6577BP

Handbook of implementation science for psychology in education - Kelly, Barbara; Perkins, Daniel F. (Cambridge University Press, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:ZRWZNWL7