Assessing the Impact of Training on Lowland Rice Productivity in an African Setting: Evidence from Uganda - Kijima, Yoko; Ito, Yukinori; Otsuka, Keijiro (World Development, 2012)
Summary This study attempts to assess the impacts of a training program on the adoption of improved cultivation practices, the productivity of rice farming, and the income and profit from rice production by using ex-post non-experimental data in Uganda. We found that participation in the training program increased the adoption of the improved cultivation practices. Furthermore, the profit from rice production was also found to have increased by the training program. These findings support the hypothesis that one of the major constraints on the growth in productivity of rice farming in sub-Saharan Africa is the absence of effective extension systems.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2012.04.008 10/gf62mn 2129771:6TCK7VHB 2317526:VYZHZQWE
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; CA:AandC; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:production; P:technology; R:impact; T:Training; Z:diffusion of technology; Z:improved cultivation practices; Z:lowland rice; Z:yield enhancement; _C:Uganda UGA; publicImportV1

Eight proposals for a strengthened focus on technical and vocational education and training (TVET) in the education for all (EFA) agenda - King, Kenneth (Background paper prepared for the Education for All Global Monitoring Report, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:Z8SAIYVM 2317526:5MMGULKF UA-7F5619D8-8B4D-4A2F-8840-B3E62805CD0D
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1; ⛔ No DOI found

Children's Work and Apprenticeship - Lancy, DF (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:BQL6WTEL 2317526:L8VWPZD5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; A:East Africa; C:Burkina Faso; C:Guinea; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; P:crafts; R:survey; T:Formal apprenticeship; T:Lehrlingsausbildung; publicImportV1

La prise en compte des rapports aux savoirs pour favoriser l’égalité des chances d’insertion professionnelle et sociale des élèves dans un lycée professionnel français - Lebatteux, Nicole (2012)
Often oriented by default, students enrolled in vocational education are characterized by a lack of professional project for the future job. This lack creates an insufficient engagement in their studies. In this context, we present and illustrate an original formative practice that considers a special form of relationship to knowledge and to school in order to further their chances of professional and social integration. To do so, relying on interviews, we meet the views of teachers and students.
KerkoCite.ItemAlsoKnownAs: 2129771:946NJP4G 2317526:GJ94Y7MI
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:France; publicImportV1; ⛔ No DOI found

Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping - Lin, C.-P.; Wong, L.-H.; Shao, Y.-J. (Journal of Computer Assisted Learning, 2012)
00005 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2011.00421.x 10/cxp3pm 2129771:GG442MGK 257089:J56MTHKS

Split-attention and redundancy effects on mobile learning in physical environments - Liu, Tzu-Chien; Lin, Yi-Chun; Tsai, Meng-Jung; Paas, Fred (Computers & Education, 2012)
00015 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.08.007 10/dwzfrp 2129771:5VX6SF5Q 257089:K2UKQKEV

How Can Micro and Small Enterprises in Sub-Saharan Africa Become More Productive? The Impacts of Experimental Basic Managerial Training - Mano, Yukichi; Iddrisu, Alhassan; Yoshino, Yutaka; Sonobe, Tetsushi (World Development, 2012)
Summary The vast majority of micro and small enterprises (MSEs) in developing countries are located in industrial clusters, and the majority of such clusters have yet to see their growth take off. The performance of MSE clusters is especially low in Sub-Saharan Africa. While existing studies often attribute the poor performance to factors outside firms, problems within firms are seldom scrutinized. In fact, entrepreneurs in these clusters are unfamiliar with standard business practices. Based on a randomized experiment in Ghana, this study demonstrates that basic-level management training improves business practices and performance.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2011.09.013 10/cxgkj2 2129771:JQM5BFMC 2317526:68LWWGVE
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; AA:Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:R; CT:T; D:developing country; F:standards; R:impact; T:Training; Z:industrial development; Z:management training; Z:randomized experiment; Z:survival clusters; _C:Ghana GHA; publicImportV1

Social isolation and aging in Zambia: examining the possible predictors - Mapoma, Christopher Chabila; Masaiti, Gift (Journal of Aging Research, 2012)
Publisher: Hindawi

A breakthrough for Josh: How use of an iPad facilitated reading improvement. - McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (TechTrends, 2012)
00000 KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-012-0572-6 10/gf62hv 2129771:XY8MHLTU 257089:AS6NN7JR

Fundamentals of Implementation Research - MEASURE Evaluation (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:3THVYXZJ

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

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

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

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

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

UNICEF Child Friendly Schooling (CFS) - Nampota, Dorothy; Jere, Catherine; Chiwaula, Lizzie; Meke, Elizabeth; Kadzamira, Esme (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:T7PARIGX 4752638:FLH6XE25
Keywords: _C:Malawi MWI; ⛔ No DOI found

Critical knowledge, skills and qualifications for accelerated and sustainable development in Africa - Ndoye, M; Walther, R (2012)
The major challenge of the 2012 ADEA Triennale will be to help African countries design and develop suitable and effective education and training systems that can help move the continent away from the struggle for subsistence and the spiral of poverty towards a process of sustainable transformation that reconciles economic growth with the pursuit of equity and the conservation of natural resources. In short, the aim is to enable Africa to “run while others walk”, while avoiding causing the same damage others caused when they were running. To achieve such a goal, the Synthesis Report recommends that a number of prerequisites should be met before the required reforms can be possible. They will succeed only if they look back at Africa’s past identity in order to take greater control over future choices, if they are based on a common vision of the future determined with all concerned stakeholders, and if they make education, training and employment central to current and future policies. The report then discusses the unprecedented efforts of public and private, African and international officials and stakeholders in order to formulate appropriate, concrete responses to the challenge of the Triennale, which is to “promote critical knowledge, skills and qualifications for Africa’s sustainable development”. These responses, categorized by sub-theme, may be summed up as follows. Sub-theme 1: building a common core of skills for all The education system should give people of all ages access to a common core of basic skills (cognitive, communication and learning-to-learn skills, personal and social development skills, etc.) to enable them to control their human, social and economic environment and develop responsible and active African citizenship. Sub-theme 2: mass development of technical and vocational skills Massive investment to raise training and qualification levels is urgently required in order to wage an effective war against unemployment and massive underemployment of youth and the low productivity of a largely informal economy. It is also necessary to invest in high-level qualifications in order to support and, if possible, anticipate changes and technological innovation and promote the badly-needed industrialization of the African economy. Sub-theme 3: building knowledge and innovation-based economies and societies in Africa R&D, knowledge and innovation have become the key drivers of output, economic competitiveness and development generally. Africa needs to catch up in this respect and, to this end, it must build its scientific development on indigenous African knowledge, use science and technology to strengthen education and exploit the current surge in information and communication technology as a driver of development. All this will be possible only if all African countries work towards the adoption of a continental pact for sustainable development.
KerkoCite.ItemAlsoKnownAs: 2129771:UD7XFDU6 2317526:NBSBQZMH
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; A:Central Africa; C:Burkina Faso; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:qualification; Q:lifelong learning; T:Ausbildung; T:Lehrlingsausbildung; T:TVET; T:journeyman; T:vocational skills; publicImportV1; ⛔ No DOI found

OECS Education Sector Strategy (2012-2021) - OECS Secretariat (2012)
zotzenLib.CopiedFrom: 2486141:XLW53M7H KerkoCite.ItemAlsoKnownAs: 2129771:SMCKJX9E 2486141:XLW53M7H

Parental aspirations for their children’s educational attainment and the realisation of universal primary education (UPE) in Kenya: Evidence from slum and non-slum residences - Oketch, Mutisya, M., Sagwe, J., , M. (2012)
There is a sound research base attesting to the importance of parental involvement and to the many potential benefits it can offer for children's education. This study sought to examine differences in parental aspirations (as a mechanism of parental involvement in their children's education) for their children's educational attainment between slum and non-slum residing parents in Kenya. The study used cross-sectional household data for a sample of 4065 parents, collected in 2007 by the African Population and Health Research Centre (APHRC) in Nairobi. A multinomial logistic model was used for the analysis to explore the factors determining parental aspirations. The results indicate the following: (i) that parents who live in the slums have lower aspirations for their children's educational attainment when compared to those who live in non-slum areas; (ii) that parents in the slums have aspirations for higher levels of educational attainment for their children than their own levels of education. We conclude that parents in urban Kenya have a strong belief in the education of their children irrespective of their slum or non-slum residence but aspirations are higher in non-slums than in slums. © 2011 Elsevier Ltd.
zotzenLib.CopiedFrom: 2317526:K7JEW9VK KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.04.002 2129771:5Q3BIQHB 2317526:K7JEW9VK
Keywords: -FullBiblioUHMLgen; -RRQ:LOW; A:Africa; C:Kenya; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:attainment; F:learning; P:health; P:logistics; P:measurement; P:mechanic; Q:primary education; T:career; Z:Benefits of education; Z:Career aspirations; Z:Parental involvement; Z:Regional disparities in access and learning; Z:Regional disparities in resourcing; publicImportV1

Public-private partnership for skill acquisition and vocational technical education development in Nigeria - Okpor, I; Najimu, H (Mediterranean Journal of Social Sciences, 2012)
This paper discusses the Private Sector Partnership with Education for Skill Acquisition and Vocational Technical Education Development. The relevance of the partnership on bringing skilled and trained manpower in their area of specialization is for the purpose of national development and self actualization. Strategies were identified for the effectiveness of the programme.
KerkoCite.ItemAlsoKnownAs: 2129771:CI83ZTKH 2317526:CKZC5QTG
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; T:Ausbildung; T:TVET; T:occupational education; publicImportV1; ⛔ No DOI found

Context and Appropriate Technology: The Unavoidable Partnership - Onguko, Brown (Proceedings of the European Conference on e-Government, ECEG, 2012)
Teachers in rural parts of Kenya lack opportunities for professional development (PD). In addition, the teachers have no access to eLearning opportunities like their colleagues in urban parts. Among the factors that do not favor Kenyan rural teachers’ access to PD through eLearning include: lack of access to relevant technologies and lack of electricity. This paper shares research findings on provision of teachers’ PD through a blended learning approach, utilizing appropriate technologies in a rural school in western Kenya. Ten teachers and two Professional Development Teachers (PDTs) participated in this research. In the study, teachers’ needs assessment was done, to inform the instructional design on the topic: How to teach a large class of mixed ability students. The PD was implemented by engaging teachers in a variety of activities including: pairs of teachers collaboratively using a tablet to access self-study content; teachers studying through multimedia content; teachers planning and delivering lessons using activity-based learning and cooperative learning approaches; and PDTs and teachers participating in fortnightly face-to-face meetings. The findings of the study suggest that teaching practices of rural educators can be improved working with local experts to create locally-relevant content for needs-based PD, implemented in a blended learning approach while providing technology stewardship. Teachers accessed and studied through offline content; planned for and implemented cooperative learning and activity-based learning in lessons, using locally available materials; engaged in reflective conversations on successes and challenges; and spontaneously engaged in very lively professional dialogues. While teachers appreciated that it took long to prepare for active learning lessons, it was less strenuous to implement the lessons, because the students took responsibility for their own learning.
KerkoCite.ItemAlsoKnownAs: 2339240:24H28YGJ 2339240:ISIT39J6 2405685:5KI53BLU 2405685:W7KJBF6N 2405685:X3EGT59M 2405685:ZHM4CF5K 2534378:7IHB745E 2534378:SU4VP6FM
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2096499; __finaldtb; ⛔ No DOI found

Pedagogical framework of m-learning - Ozdamli, Fezile (Procedia-Social and Behavioral Sciences, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2011.12.171 10/fzgsqg 2129771:87Y39DTV 257089:RC78U72C

Investigation of gender differences in sleeping comfort at different environmental temperatures - Pan, Li; Lian, Zhiwei; Lan, Li (Indoor and Built Environment, 2012)
Publisher: Sage Publications Sage UK: London, England KerkoCite.ItemAlsoKnownAs: 10.1177/1420326X11425967 2129771:DXF79DIC

The role and status of forced migrant teachers in education in emergencies - Penson, Jonathan (Commonwealth education partnerships, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:2AEUD2WL 2129771:AP5BHQD8 2129771:D99ESD2Q 2486141:PDRUBWDA
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Botswana BWA; _C:Canada CAN; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Grenada GRD; _C:Kenya KEN; _C:Malta MLT; _C:Myanmar MMR; _C:Nepal NPL; _C:Netherlands NLD; _C:Pakistan PAK; _C:Rwanda RWA; _C:Seychelles SYC; _C:Somaliland XSMLD; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Thailand THA; _C:Uganda UGA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Getting the Facts Straight: Pergau Dam and British Foreign Aid - Perakis, Rita (Center For Global Development, 2012)
Why does Britain score consistently well in its approach to aid?
Library Catalog: www.cgdev.org KerkoCite.ItemAlsoKnownAs: 2129771:S56ALNK5

Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions - Pianta, Robert C.; Hamre, Bridget K.; Allen, Joseph P. (Handbook of Research on Student Engagement, 2012)
Classrooms are complex social systems, and student-teacher relationships and interactions are also complex, multicomponent systems. We posit that the nature and quality of relationship interactions between teachers and students are fundamental to understanding student engagement, can be assessed through standardized observation methods, and can be changed by providing teachers knowledge about developmental processes relevant for classroom interactions and personalized feedback/support about their interactive behaviors and cues. When these supports are provided to teachers’ interactions, student engagement increases. In this chapter, we focus on the theoretical and empirical links between interactions and engagement and present an approach to intervention designed to increase the quality of such interactions and, in turn, increase student engagement and, ultimately, learning and development. Recognizing general principles of development in complex systems, a theory of the classroom as a setting for development, and a theory of change specific to this social setting are the ultimate goals of this work. Engagement, in this context, is both an outcome in its own right and a mediator of impacts that teachers have on student outcomes through their interactions with children and youth. In light of this discussion, we offer suggestions or directions for further research in this area.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-4614-2018-7_17 2129771:2E7DYFWC 2486141:TP6MGKT9

The evolution of big data and learning analytics in American higher education. - Picciano, Anthony G. (Journal of asynchronous learning networks, 2012)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:6VS26TRY
Keywords: Final_citation; ⛔ No DOI found

The Primary Math and Reading (PRIMR) Initiative: Baseline report. Prepared under the USAID EdData II - Piper, B.; Mugenda, A. (2012)
Place: Research Triangle Park, NC Publisher: RTI International
Keywords: ⛔ No DOI found

CASTOR: learning to create context-sensitive and emotionally engaging narrations in-situ - Pittarello, Fabio; Bertani, Luca (Proceedings of the 11th International Conference on Interaction Design and Children, 2012)
00003 KerkoCite.ItemAlsoKnownAs: 2129771:HAUJKVS3 257089:MWWT7KMR

English in action: school based teacher development in Bangladesh - Power, Tom; Shaheen, Robina; Solly, Mike; Woodward, Clare; Burton, Sonia (The Curriculum Journal, 2012)
shortDOI: 10/gftr33 KerkoCite.ItemAlsoKnownAs: 10/gftr33 2129771:WADQKEDW 2405685:2298G5YZ
Keywords: C:Bangladesh

Feasibility of training Zambian nurse–midwives to perform postplacental and postpartum insertions of intrauterine devices - Prager, Sarah; Gupta, Pratima; Chilambwe, Jully; Vwalika, Bellington; Neukom, Josselyn; Siamwanza, Nomsa; Eber, Maxine; Blumenthal, Paul D. (International Journal of Gynecology & Obstetrics, 2012)
Abstract ObjectiveTo explore the feasibility of competency-based training of Zambian nurse–midwives in postplacental and postpartum intrauterine device (PPIUD) insertion and to estimate learning curves for this procedure. MethodsA pilot service-delivery project was conducted, involving 9 nurse–midwives who participated in a 10-day PPIUD insertion training course at the University Teaching Hospital, Lusaka, Zambia. US and Zambian clinicians taught the didactic and practical curriculum. Checklists were used for standardization and a pelvic model was developed to achieve PPIUD insertion competency in the classroom before moving to clinical practice. Patients were recruited during prenatal visits, in early labor, and postpartum. Informed, voluntary consent was obtained. All clinical PPIUD insertions were supervised or performed by experienced trainers. ResultsAll 9 nurse–midwives achieved competency on the pelvic model after 3 attempts. During the training period, 38 PPIUDs were inserted in postpartum women; no complications occurred. By the end of training, 4 of the nurse–midwives were deemed competent to independently insert PPIUDs. On average, 4 PPIUD insertions were needed to achieve clinical competency. ConclusionsConcentrated, competency-based training in PPIUD insertion is feasible in an African setting. Replication of such training could increase the popularity and prevalence of PPIUD use among African women.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijgo.2012.01.013 10/f2hgm7 2129771:PV67NDUD 2317526:22IE8B28
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:curriculum; F:learning; F:pedagogy; F:standards; F:teaching; F:women; P:nurse; P:services; T:Training; T:competency-based training; T:trainee; Z:Competency-based training; Z:Contraception; Z:Family planning; Z:Postpartum intrauterine device; Z:Postplacental intrauterine device; Z:Training model; publicImportV1

Incorporating the iPad in the mathematics classroom - Preciado-Babb, AP (Global Engineering Education Conference (EDUCON), 2012 IEEE, 2012)
00006 KerkoCite.ItemAlsoKnownAs: 10.1109/educon.2012.6201195 10/gf62hj 2129771:ZELCHDIM 257089:GDGXZ8T9

Professionalisierung von Bildungs- und Berufsberatung in Nigeria – Analyse der nationalen und internationalen theoriebegründeten Konzeptentwicklung und der Vernetzung der Akteure - Raji, Moromoke Nimota (Technische Universität Dresden, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:VMRLDQP2 2317526:WZQQAWNR
Keywords: C:Nigeria

ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools - Rodríguez, Patricio; Nussbaum, Miguel; Dombrovskaia, Lioubov (Technology, Pedagogy and Education, 2012)

As tecnologias de informação e comunicação na educação continuada: uma análise do projeto FODEPAL/UFV para os países africanos lusófonos - Rubio, Jose Aurélio Vazquez (Universidade Federal de Viçosa, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:UTUDUWVK 2317526:YWXR43YG
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:pt; publicImportV1

Arbeitsmarktorientierte Berufsbildung unter besonderer Berücksichtigung des sog. informellen Sektors in Burkina Faso - Sawadogo, Wendkouni J Eric (University of Dresden, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:DGAGFUFY 2317526:3UB4ETIS

Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from around the World - Schleicher, Andreas (OECD Publishing, 2012)
Results from the Organisation for Economic Cooperation and Development's (OECD's) Programme for International Student Assessment (PISA) have shown that the degree to which education systems succeed in equipping students with important foundation skills varies significantly. Since the quality of teaching is at the heart of student learning outcomes, it is an appealing idea to bring together education leaders from high performing and rapidly improving education systems to explore to what extent educational success and some of the policies related to success transcend the specific characteristics of cultures and countries. To this end, in March 2012 the second "International Summit on the Teaching Profession" was held in New York, hosted by the U.S. Department of Education, the OECD and Education International. The Summit brought together education ministers, union leaders and other teacher leaders from high-performing and rapidly improving education systems, as measured by PISA, to review how to best improve the quality of teaching, teachers and school leaders. This publication underpinned the Summit with available research about what can make educational reforms effective, and highlights examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. The Summit was organized around three interconnected themes: (1) Developing Effective School Leaders; (2) Preparing Teachers to Deliver 21st-Century Skills; and (3) Matching Teacher Demand and Supply. Selected comparative data on education from OECD sources are annexed. Individual chapters contain references and notes. (Contains 37 figures and 35 boxes.)
Publication Title: OECD Publishing (NJ1) KerkoCite.ItemAlsoKnownAs: 10.1787/9789264174559-en 2129771:BF8CZPVF 2486141:VVGABYSD
Keywords: Administrator Effectiveness; Communication Skills; Comparative Analysis; Cooperation; Creativity; Critical Thinking; Educational Assessment; Educational Change; Educational Innovation; Foreign Countries; Outcomes of Education; Problem Solving; Student Evaluation; Teacher Education; Teacher Effectiveness; Teacher Leadership; Teacher Supply and Demand; Teaching (Occupation); Technology Uses in Education; Unions

Remedial Education Programs to Accelerate Learning for All - Schwartz, Analice C. (Global Partnership for Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1596/26824 2129771:2CKZCAYQ 2129771:983N42DL 2486141:V7LZJQVL

The impact of teachers’ collegiality on their organizational commitment in high-and low-achieving secondary schools in Islamabad, Pakistan - Shah, Madiha (Journal of Studies in Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.5296/jse.v2i2.1493 2129771:UP6VSUWQ

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences - Shohel, M. Mahruf C.; Kirkwood, Adrian (Learning, Media and Technology, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.671177 4804264:AWATCHA8
Keywords: Final_citation; cited; existing

Traditional apprenticeship in Ghana and Senegal: Skills development for youth for the informal sector - Sonnenberg, K (Journal of International Cooperation in Education, 2012)
The demographic youth bulge, representing large cohorts of youth, coupled with lack of pathways to education and employment and therefore social mobility, have become issues of great concern. As a result, youth employment and technical and vocational skills development have grown in prominence on international and national agendas in recent years. However, skills development strategies often overlook the informal sector despite the fact that in developing countries, income-generating activities in the informal sector often far exceed those of the formal sector. UNESCO’s 2012 EFA Global Monitoring Report on youth skills development states that traditional apprenticeships are an important way of acquiring transferable and job-specific skills, particularly for the informal sector. An extensive review of the literature of Ghana and Senegal reveals that these two countries have long histories of traditional apprenticeship and that these forms of skills training reach more youth than formal technical and vocational training. This paper examines the approaches these two countries’ governments have taken to increase access to and quality of non-formal skills training opportunities. Despite a lack of data on the long-term outcomes of these initiatives, programs and reforms, several important implications arise from these countries’ experiences. These implications are discussed as well as areas for future research.
KerkoCite.ItemAlsoKnownAs: 2129771:R6VJJ3WT 2317526:PNGX2ZNF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Senegal; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; HDR25; P:agriculture; P:measurement; Q:ICT; T:Ausbildung; T:Formal apprenticeship; T:Lehrlingsausbildung; T:apprentice; T:education and skills training; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Understanding theory of change in international development - Stein, Danielle; Valters, Craig (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:S8EA6I57 2317526:MFZZLT8S 2317526:NIXWR2K6
Keywords: ⛔ No DOI found

Bridging research and practice: models for dissemination and implementation research - Tabak, Rachel G.; Khoong, Elaine C.; Chambers, David A.; Brownson, Ross C. (American journal of preventive medicine, 2012)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.amepre.2012.05.024 2129771:NDYZHH4V 4869029:DYQ8LWAH

A critical reflection of teacher professionalism in Cambodia - Tan, Charlene; Ng, Pak Tee (Asian Education and Development Studies, 2012)
Purpose – The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area. Design/methodology/approach – This paper uses Hargreaves’ four ages of teacher professionalism and

Baby knows best? The impact of weaning style on food preferences and body mass index in early childhood in a case–controlled sample - Townsend, Ellen; Pitchford, Nicola J. (BMJ open, 2012)
Publisher: British Medical Journal Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1136/bmjopen-2011-000298 2129771:9UR9FJG4

Vegetation Change Detection Due to Anthropogenic Activities in the Falgore Game Reserve, Kano, Nigeria - Tudunwada, I.Y. (Geotunis Conference, 6th Session, 26th, 2012)
Keywords: ⛔ No DOI found

Effect of Rainfall on NDVI in the Falgore Game Reserve, Kano, Nigeria - Tudunwada, I.Y.; Mohammed, S.O. (Proceedings of the 46th Annual Conference of the Agricultural Society of Nigeria, 2012)
Keywords: ⛔ No DOI found

Hospitality and Tourism Education in Uganda: An Integrative Analysis of Students' Motivations and Industry Perceptions - Tukamushaba, Eddy Kurobuza; Xiao, Honggen (Journal of Teaching in Travel & Tourism, 2012)
This article presents an integrative analysis of students' motivations in choosing hospitality and tourism programs as well as industry perceptions of graduates' qualifications for employment in Uganda, A mixed-method approach is used for data collection, analysis, and reporting. Quantitatively, the study replicates a motivational scale of choosing educational programs and identifies six factors that collectively explain about 60% of the variance in students choosing hospitality and tourism programs in this African developing economy. Industry perceptions of graduates' qualifications for employment are reported on the basis of qualitative interviews. Implications of the study are discussed in light of curriculum and program refinement to better prepare future graduates for the industry.
KerkoCite.ItemAlsoKnownAs: 10.1080/15313220.2012.729457 10/gf62kz 2129771:Z4QMF3PS 2317526:28LGQ7QE
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:motivation; F:qualification; P:economy; P:tourism; R:interview; R:qualitative; R:quantitative; T:career; Z:career choice; Z:employer perception; Z:hospitality and tourism education; Z:study motivation; _C:Uganda UGA; publicImportV1

The teacher salary system in Sierra Leone - Turrent, Victoria (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:57MI994B 2129771:EDZ7UPYF 2339240:HPKYUKLY 2405685:JYDRFRHV 4556019:2UB9U5R4
Keywords: C:Sierra Leone; _C:Sierra Leone SLE; ⛔ No DOI found

UNEVOC World TVET Database: Botswana - UNESCO-UNEVOC (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:WLP56L3H 2317526:A5LT8Q49
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

UNEVOC World TVET Database: Nigeria - UNESCO-UNEVOC (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:NAMI6L7Y 2317526:3M2K379W
Keywords: -FullBiblioUHMLgen; -GeneralCitations; C:Nigeria; CC:Nigeria; publicImportV1

Transforming education for girls in Tanzania and Nigeria: Cross country analysis of endline research studies - Unterhalter, Elaine; Heslop, Jo (ActionAid, 2012)
This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice.
Num Pages: 18 Publication Title: ActionAid KerkoCite.ItemAlsoKnownAs: 2339240:4FGB56K3 2405685:53CECDLI

Sustainable green energy production from agricultural and poultry operations-A renewable energy project for community empowerment and vocational training in remote villages in South Africa - Ushimaru, Kenji (INEE Global Humanitarian Technology Conference, 2012)
The development of an innovative waste-to-energy plant in rural South Africa is now underway. A plan to construct a test unit that uses chicken droppings from a nearby chicken farm as a fuel source is presented. This waste-to-energy plant offers an opportunity to provide economic development and community empowerment. The system is based on two critical components: (1) a power generation plant which uses chicken droppings as a fuel source, and (2) a waste processing unit that is based on magnetic induction heating technology. The ultimate goal of the power plant is to utilize it as a vocational training tool to teach young people of the community to become power plant technicians, a vocational option that has never been available in rural African communities until now. © 2012 IEEE.
KerkoCite.ItemAlsoKnownAs: 10.1109/ghtc.2012.80 10/gf62nf 2129771:TX6XC4WV 2317526:THP2WYWK LOCAL-SCOPUS_ID:84873114957
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:agricultural; P:economy; P:production; P:technician; P:technology; T:TVET; Z:agricultural waste; Z:economicdevelopment; Z:induction heating; Z:job creation; Z:power plant; Z:renewableenergy; Z:steam extraction; publicImportV1

Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania - Vavrus, Frances; Bartlett, Lesley (Comparative Education Review, 2012)
Extra URL: https://www.journals.uchicago.edu/doi/10.1086/667395 KerkoCite.ItemAlsoKnownAs: 10.1086/667395 2405685:E6MNXDVH 2534378:6JTIABX8

Low Cost Mobile Phones for Large Scale Teacher - Walsh, Christopher S; Shaheen, Robina; Power, Tom; Hedges, Claire; Kahtoon, Masuda; Mondol, Sikander (2012)
Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale.
KerkoCite.ItemAlsoKnownAs: 2129771:3ST4QHRJ 2405685:XPZGL85X

What professional development makes the most difference to teachers - Walter, C.; Briggs, J. (University of Oxford Department of Education, 2012)

Study on Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries Ethiopia, Kenya, Namibia, Rwanda and Tanzania - Walters, Shirley; Yang, Jin; Roslander, Peter (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:Y8BTH6NC 2317526:6KI5SDZC
Keywords: ⛔ No DOI found

iPadiCan: Trialling iPads to support primary and secondary students with disabilities - Watts, Liz; Brennan, Sharon; Phelps, Renata (Australian Educational Computing, 2012)
iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation.
00001 KerkoCite.ItemAlsoKnownAs: 2129771:TACUNXJX 257089:2FR2F4C3
Keywords: ⛔ No DOI found

Public health interventions, barriers, and opportunities for improving maternal nutrition in Northeast Nigeria - Webb-Girard, Amy; Dzingina, Cynthia; Akogun, Oladele B; Mason, John B.; McFarland, Deborah A. (Food and Nutrition Bulletin, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:AAUGPS42 2129771:CUD4PVB2 2486141:Y55ZEYQ5
Keywords: ⛔ No DOI found

The importance of play - Whitebread, David; Barilio, Marisol; Kuvalja, Martina; Verma, Mohini (Toy Industries of Europe, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:5VYF288M 2486141:E5JU5555
Keywords: ⛔ No DOI found

Global economic crisis: A challenge to the entrepreneurship development of technical vocational education and training in oil and gas sector of the Nigerian Economy - Wodi, SW (International Journal of Academic Research in Business and Social Sciences, 2012)
The paper attempts to evaluate the Global economic crisis and the challenges to entrepreneurship development of technical vocational education and training in oil and Gas sector of the Nigerian economy. Effects of the global melt down in the economies of developed countries of the world and its chain-link action has gradually enveloped the entire world economy. This development impacted negatively on the Nigerian economy coupled with the Niger delta crisis that has drastically affected oil and gas production and development of new fields with its attendant consequences. Accordingly, vocational and technical education institutions that undertake training of technicians in such enterprise as welders, electricians, pipe fitters including safety experts were affected as a result of global melt down, constraining the oil and gas companies from engaging the services of Technical Vocational Education and Training Professionals (TVET) in the energy sector.
KerkoCite.ItemAlsoKnownAs: 2129771:WV2ZQM7U 2317526:6SUVI26U UTI-621EF8ED-FC0B-37B7-8B86-05C15BA2D5E4
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:economy; T:TVET; publicImportV1; ⛔ No DOI found

Automated teller machines (ATMs) (per 100,000 adults) - Sierra Leone - World Bank (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:EERHMIDA 4556019:QB8DZSFF

Using GIS and spatial modelling to support school network planning in Estonia - Roosaare, Jüri; Sepp, Edgar (2012)
A spatial decision support system based on geo-informatics and spatial modelling tools has been used to provide a reorganization plan of school networks, The study was undertaken in collaboration with the Ministry of Education and Research of Estonia
Keywords: _C:Austria AUT; _C:Estonia EST; _C:France FRA; _C:Germany DEU; _C:Portugal PRT; _C:Russian Federation RUS; _C:State of Palestine PSE; _C:United States USA; __C:filed:1; __C:scheme:1

Outcome Mapping: A Basic Introduction - in, Copyright © 2022 Research to Action All rights reserved Log (Research to Action, 2012)
Outcome mapping (OM) is a methodology for planning and assessing projects that aim to bring about ‘real’ and tangible change. It has been developed with...

Deploying an interactive machine learning system in an evidence-based practice center: Abstrackr - Wallace, B.C.; Small, K.; Brodley, C.E. (Proceedings of the ACM SIGHIT International Health Informatics Symposium, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:KPXHCZMC 2486141:TIRDP2SD

Participatory Research Methods: A Methodological Approach in Motion - Bergold, Jarg; Thomas, Stefan (Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 2012)
This article serves as an introduction to the FQS special issue "Participatory Qualitative Research." In recent years there has been a resurgence of interest in participatory research strategies. The articles in this special issue come from different disciplines. Against the background of concrete empirical research projects, they address numerous conceptual considerations and methodological approaches. After reading the contributions, and engaging with the authors' arguments, we were prompted to focus in particular on those areas in which further work needs to be done. They include, on the one hand, fundamental principles of participatory research, such as democratic-theory considerations, the concept of "safe space," participation issues, and ethical questions. And, on the other hand, we focus on practical research considerations regarding the role and tasks of the various participants; specific methodological approaches; and quality criteria—understood here in the sense of arguments justifying a participatory approach. Our aim is to stimulate a broad discussion that does not focus only on participatory research in the narrower sense. Because participatory methodology poses certain knowledge- and research-related questions in a radical way, it has the potential to draw attention to hitherto neglected areas in qualitative methodology and to stimulate their further development.URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1201302
Number: 1 KerkoCite.ItemAlsoKnownAs: 10.17169/fqs-13.1.1801 2129771:UHLQGFHH
Keywords: academic requirements; degrees of participation; ethical norms; focus group; interview; marginalization; participatory research methods; quality criteria; reflexivity; safe space; subjectivity

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

Improving adult learning and professional development in a post-conflict area: The case of Cambodia - Berkvens, Jan; Kalyanpur, Maya; Kuiper, Wilmad; Akker, Jan (International Journal of Educational Development, 2012)
All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a western perspective, while many developing societies are organized according to non-western models. This article describes research conducted in the Cambodian Ministry of Education, focusing on how adult learning theory could be applied in order to improve learning and support transfer. When local experience and the cultural influence on learning are acknowledged, learning outcomes are found to improve.Highlights► Professional development activities should be adapted to local culture. ► Extra attention should be paid to creating trust and a safe learning environment. ► Acknowledging local expertise increases ownership and professionalism. ► Time is a crucial factor for understanding the influence of local culture on adult learning. ► Staff motivation and support of superiors are key factors in successful professional learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.03.008 2129771:KWUU9EMN
Keywords: _C:Cambodia KHM; _C:Ghana GHA; _C:Laos LAO; _C:Netherlands NLD; _C:Thailand THA; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa) - Wolfenden, Freda; Buckler, Alison Sarah Hemmings; Keraro, Fred (Journal of Interactive Media in Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.5334/2012-03 10/gf5f64 2129771:A9MTZRKK 2339240:JII3H25Z 2405685:4AGBND6C 2534378:5DH4QPVZ 2534378:DXRYWBS8 2534378:TSL8CQT4

Can cost-effectiveness analysis integrate concerns for equity? Systematic review - Johri, Mira; Norheim, Ole Frithjof (International Journal of Technology Assessment in Health Care, 2012)
Objectives: The aim of this study was to promote approaches to health technology assessment (HTA) that are both evidence-based and values-based. We conducted a systematic review of published studies describing formal methods to consider equity in the context of cost-effectiveness analysis (CEA).Methods: Candidate studies were identified through an unrestricted search of the Pub Med and EMBASE databases. The search closed on January 20, 2011. We identified additional studies by consulting experts and checking article bibliographies. Two authors independently reviewed each candidate study to determine inclusion and extracted data from studies retained for review. In addition to documenting methods, data extraction identified implicit and explicit notions of fairness. Data were synthesized in narrative form. Study quality was not assessed.Results: Of the 695 candidate articles, 51 were retained for review. We identified three broad methods to facilitate quantitative consideration of equity concerns in economic evaluation: integration of distributional concerns through equity weights and social welfare functions, exploration of the opportunity costs of alternative policy options through mathematical programming, and multi-criteria decision analysis.Conclusions: Several viable techniques to integrate equity concerns within CEA now exist, ranging from descriptive approaches to the quantitative methods studied in this review. Two obstacles at the normative level have impeded their use in decision making to date: the multiplicity of concepts and values discussed under the rubric of equity, and the lack of a widely accepted normative source on which to ground controversial value choices. Clarification of equity concepts and attention to procedural fairness may strengthen use of these techniques in HTA decision making.
Publisher: Cambridge University Press KerkoCite.ItemAlsoKnownAs: 10.1017/S0266462312000050 2129771:Q8R99L4I 4869029:GPR85WG6 4869029:VRBI9SA5
Keywords: Cost-benefit analysis; Health care; Quality-adjusted life-years; Resource allocation; equity; health priorities; rationing

Determining the feasibility of an e-portfolio application in a distance education teaching practice course - Kecik, Ilknur; Aydin, Belgin; Sakar, Nurhan; Dikdere, Mine; Aydin, Sinan; Yuksel, Ilknur; Caner, Mustafa (International Review of Research in Open and Distance Learning, 2012)
[...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008).
Place: Athabasca Publisher: International Review of Research in Open and Distance Learning Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1634473704?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v13i2.1160 2405685:WS5G6A39 2534378:29ZCKBN5 2534378:YKJ8RPIT
Keywords: Collaboration; Cooperating teachers; Distance education; Distance learning; Education–Adult Education; Feedback; Independent study; Interactive learning; Supervisors; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096507; __finaldtb; adult learning; interactive learning environments; teaching practice

How Constructivist-Based Teaching Influences Students Learning Science - Seimears, C. Matt; Graves, Emily; Schroyer, M. Gail; Staver, John (The Educational Forum, 2012)
The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their learning of science.
Publisher: Routledge _eprint: https://doi.org/10.1080/00131725.2011.653092 KerkoCite.ItemAlsoKnownAs: 10.1080/00131725.2011.653092 2129771:4HJME6XJ 2486141:UT2KDVCV
Keywords: curriculum and instruction; elementary education; science education

Creating learning without limits - Swann (Open University Press, 2012)
"'Creating Learning without Limits' takes on one of the most important issues in education today. In the last decade schools in England have taken a path towards putting all children into boxes, attaching a level to their heads and deciding what they are capable of achieving. This book shows the possibility of a different educational path, one in which all students are encouraged to achieve the greatest they can. Importantly the book also documents ways in which courageous teachers can do this - promoting fair and engaging learning environments for all students. This is a must-read for educators, policy makers and parents alike."Jo Boaler, Professor of Mathematics Education, Stanford University, California. Formerly a teacher and researcher at the Universities of London and Sussex."This will undoubtedly turn out to be amongst the most important educational books of the decade. Our capacity to respond, both individually and collectively, to its key insights and messages will profoundly affect not just the quality of our schools, but of our society for years to come. Engagingly and eloquently written, it exposes the intellectual bankruptcy and human destructiveness of widely held concepts of 'ability' and offers a richly textured, practical account of how one school moved from 'failure' to OfSTED 'outstanding' by committing itself to the practicability of a morally inspiring, educationally convincing alternative.If you want to know why 'the standards agenda' must inevitably fail and what we might do instead, read this book."Professor Michael Fielding, Institute of Education, University of London, UK"This is an inspiring and reviving book. It reminds us why people come into education - to make a difference for children. To make a deep difference we have to organize education differently. It describes a school that vibrates with learning in an atmosphere of deep humanity and care. Its practices are light years away from the measuring, labelling, targeting, and testing structures that have become our recent national norm. The school as a whole community transforms people."Anne Watson, Professor of Mathematics Education, University of Oxford, UK"This book provides a grounded demonstration of the importance of educational principles, the most important of which is the understanding that each child's potential for learning is limitless. The authors describe new school and classroom practices through which learning can be transformed. Their argument has influenced government thinking on the review of the National Curriculum in England. I urge you to let it influence your thinking too!"Professor Andrew Pollard, Institute of Education, University of London, UK"This is a brilliant study of a small and very successful primary school in Hertfordshire where the teachers have rejected ideas of fixed innate ability and believe instead in the limitless potential of all young people. At a time when the Ofsted inspection process employs dubious and limited notions of 'standards' and 'achievement', it would be good to think that there could be many more schools like this one showing the way towards a new and liberating view of human development. The book deserves a really wide readership."Professor Clyde Chitty, Institute of Education, University of London, UK"This book is slim in size but hefty in significance. It tells the story of a school driven by ambition, hope and the self-confidence that comes from a profound faith in the capacity of every child to be a passionate and engaged learner. This in the face of powerful and societally dominant messages that explicitly or more insidiously tell a different and more deterministic tale: that children (and schools) are fit and proper subjects for classification, measurement and management. And there's more - the careful scholarship on which this story is based prevents this book from being merely a description of what happens when a unique constellation of propitious circumstances meets a charismatic leader: this 'other way' is open to all who will take it - but it will demand the laying of solid and value-rich foundations, the exercising of autonomy for staff and pupils, the rethinking of relationships, a focus on learning (letting performance come as a secondary gift), and the taking of collective action. It's become a cliché to say of a book that it 'Should be read by every teacher (or parent, or whoever ...).' This one, and its predecessor 'Learning without Limits' merits that injunction." Barry Hymer, Professor of Psychology in Education, Education Faculty, University of Cumbria, UK"'Creating Learning without Limits' provides a welcome tonic that can help to offset the beleaguering effects of a performativity and standards agenda that reinforces the ability based practices so pervasive in schools today. Building on the compelling pedagogy first presented in 'Learning without Limits', this inspiring book shows how an alternative school improvement agenda can produce high academic attainment and enhanced capacity to learn for everybody. A classic for our time, it should be read by all who seek approaches to teaching and learning that are free from externally imposed views of ability and potential.”Professor Lani Florian, School of Education, University of Aberdeen, UK"If you share the convictions of the authors: 'That human potential is not predictable, that children's futures are unknowable, and that education has the power to enhance the lives of all', read the book! You will however need to proceed with caution; it will make some ofyou reflect on what you do and why you are doing it. This book could be the catalyst for the educational change that we are all praying for."Julie Lilly, Head Teacher, UKThis book tells the story of how one primary school community worked to build a learning environment that is inclusive, humane and enabling for everybody, a place free from the damaging effects of fixed ability thinking and practices. Drawing on compelling accounts of everyday life in the school, it describes how, in just a few years, the school (once in special measures) grew into a thriving community, with distinctive views of learning, curriculum and pedagogy, monitoring and accountability that found expression in every aspect of school life. The work of the school community was guided by the findings of a previous project, 'Learning without Limits' (Hart, Dixon, Drummond and McIntyre 2004), an empirical study of the classroom practice of individual teachers who had rejected the concept of fixed ability. 'Creating Learning without Limits' explores what becomes possible when the same ideas and principles are used creatively to guide and inspire whole school improvement. This book is not simply a celebration of the success of the school; it engages with the struggles and difficulties encountered by the staff as they set about learning to reshape pedagogy and curriculum by reference to their shared values of inclusion, social justice and human educability. It gives a detailed analysis of how the headteacher harnessed the power of collective action. The insights generated by this study have enduring relevance and applicability to people in other contexts - for staff groups craving for more equitable school improvement; for individual teachers wondering how best to foster children's learning capacity; for school leaders and teacher educators who find their values increasingly compromised.

Im globalen Hamsterrad: Am Nutzen von zirkulärer Migration sind Zweifel angebracht - Rother, Stefan (Welt-Sichten: Magazin für globale Entwicklung und ökumenische Zusammenarbeit, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:898ADP6F 2486141:T7UVKFBU
Keywords: ⛔ No DOI found

Realist synthesis: illustrating the method for implementation research - Rycroft-Malone, Jo; McCormack, Brendan; Hutchinson, Alison M.; DeCorby, Kara; Bucknall, Tracey K.; Kent, Bridie; Schultz, Alyce; Snelgrove-Clarke, Erna; Stetler, Cheryl B.; Titler, Marita; Wallin, Lars; Wilson, Val (Implementation Science, 2012)
Realist synthesis is an increasingly popular approach to the review and synthesis of evidence, which focuses on understanding the mechanisms by which an intervention works (or not). There are few published examples of realist synthesis. This paper therefore fills a gap by describing, in detail, the process used for a realist review and synthesis to answer the question ‘what interventions and strategies are effective in enabling evidence-informed healthcare?’ The strengths and challenges of conducting realist review are also considered.
KerkoCite.ItemAlsoKnownAs: 10.1186/1748-5908-7-33 2129771:Q5DRX86K
Keywords: Change Agency; Data Extraction Form; Knowledge Translation; Knowledge Utilisation; Programme Theory

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios–(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Publisher: Elsevier, 6277 Sea Harbor Drive, Orlando, FL 32887-4800 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964181150?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2011.11.011 2405685:HWXIFTD8 2534378:5FY5U4RS 2534378:IBJ6BDNN
Keywords: Academic Achievement; Alternative Assessment; ERIC; Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb

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

Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa? - Lewin, Keith M.; Sabates, Ricardo (International Journal of Educational Development, 2012)
This paper explores changing patterns of access to basic education in six Sub-Saharan Africa countries using data from Demographic and Health Surveys at two points in time. In general the analysis confirms that participation of children in schooling has increased over the last decade. However, access to education remains strongly associated with household wealth. In most countries the differences associated with urban and rural residence and sex are smaller than those associated with household wealth. Over time the wealth gradient related to access has deteriorated more often than it has improved in the countries in the sample. Disturbingly, the proportion of over age children has also risen rather than fallen more often than not, and the poorer the household the more likely children are to be over age. Increased numbers of over age children are indicative of internal inefficiencies, and make it unlikely that goals to universalise access and completion will be achieved. Education for All should be pro-poor and where it is not, it is failing.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.02.013 2129771:VBDG8N7X
Keywords: Basic education; Educational access; Inequality; Over age; Participation; Sub-Saharan Africa; Wealth

Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review - Schaap, Harmen; Baartman, Liesbeth; Bruijn, Elly de (Vocations and Learning, 2012)
Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students’ learning processes in vocational schools and workplaces are related to six main themes: students’ expertise development, students’ learning styles, students’ integration of knowledge acquired in school and workplace, processes of knowledge development, students’ motivations for learning and students’ professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students’ learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students’ learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12186-011-9069-2 10/cw47r7 2129771:SRK6VS6C 2317526:MU9A5LG9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1

Capacity Building For Entrepreneurship Education: The Challenge For The Developing Nations - Eze, John F.; Nwali, Anthony C. (American Journal of Business Education (AJBE), 2012)
Number: 4 KerkoCite.ItemAlsoKnownAs: 10.19030/ajbe.v5i4.7117 10/gf62m8 2129771:3N36VEHG 2129771:9HU76LE7 2317526:7ISBHD6T 2317526:H2PQ8BHW
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; Capacity Building; D:developing country; D:developing nation; D:developing world; Economic Development; Entrepreneurship; Entrepreneurship Education; F:curriculum; F:inclusion; F:learning; F:policy; P:economy; P:service industry; P:social; Q:certificate; Q:degree; Q:diploma; Q:higher education; T:Ausbildung; T:entrepreneurship education; Z:Business education; Z:Business schools; Z:Curriculum development; Z:Developing countries–LDCs; Z:Economic development; Z:Entrepreneurship; Z:Higher education; Z:Studies; publicImportV1

Water and Sanitation in Schools: A Systematic Review of the Health and Educational Outcomes - Jasper, Christian; Le, Thanh-Tam; Bartram, Jamie (International Journal of Environmental Research and Public Health, 2012)
KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph9082772 2129771:9ZIXAXI8

A systematic literature review of empirical evidence on computer games and serious games - Connolly, Thomas M.; Boyle, Elizabeth A.; MacArthur, Ewan; Hainey, Thomas; Boyle, James M. (Computers & Education, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.03.004 4804264:TSUW4Z56
Keywords: Final_citation; cited; existing

How to do a good systematic review of effects in international development: a tool kit - Waddington, Hugh; White, Howard; Snilstveit, Birte; Hombrados, Jorge Garcia; Vojtkova, Martina; Davies, Philip; Bhavsar, Ami; Eyers, John; Koehlmoos, Tracey Perez; Petticrew, Mark; Valentine, Jeffrey C.; Tugwell, Peter (Journal of Development Effectiveness, 2012)
KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2012.711765 10/gftr66 2129771:4LI9NQ2G 2317526:DF3SAW9E 2339240:9SUYHN2U 2405685:B7XKB7ZC 2534378:EK3XSS6E UA-2dba826a-34ad-40f0-ae9b-959792b2e7e
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; 3ie; DL4D cited; THEME: Education management; ___working_potential_duplicate; publicImportV1

Vocational education and training for development: A policy in need of a theory? - McGrath, Simon (International Journal of Educational Development, 2012)
The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contrast to the state of the academic debate. Whilst there have continued to be both policy and academic developments in VET in OECD countries; in the South there has been a paucity of VET research and little in the way of theoretical exploration. Rather, the academic orthodoxy in the international education and development field is dismissive of VET's possible contribution. Given the return of the policy interest in VET for development, and the possibilities of a broader vision of education–development relations beyond 2015, when the MDGs end, it is time to revisit the role of VET in development from an explicitly theoretical stance. In this article, I argue that the current approach to VET is grounded in an outmoded model of development, whilst the academic critique of VET in developing countries is clearly long outdated. In contrast, I examine the implications for VET of recent trends in thinking about development through the exploration of three particular theoretical approaches: human rights, capabilities and integrated human development. I conclude by considering the purposes, natures and possibilities of VET as a means of human development.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2011.12.001 10/fzsb6q 2129771:3MJ4MM34 2317526:RP7TJBIY
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:Q; CT:T; Development theory; F:learning; F:policy; Human development; Q:distance learning; Q:mobile learning; T:Educação profissionalizante; T:TVET; Vocational education and development; publicImportV1

What do we know about indoor air quality in school classrooms? A critical review of the literature - Chatzidiakou, Lia; Mumovic, Dejan; Summerfield, Alex James (Intelligent Buildings International, 2012)
The increasing interest in indoor environmental quality of educational buildings has been underpinned by the rising incidence of asthma and respiratory disease among children, who spend a substantial amount of their lives on the school premises. The susceptibility of children to respiratory disease compared with adults has led to the formulation of regulatory frameworks for the school environment, which specifies maximum CO2 concentrations and minimum airflow rates. This article reviews the evidence that school buildings provide a healthy and satisfactory indoor environment for the occupants. It summarized air pollution levels reported from indoor air quality (IAQ) monitoring surveys and evidence linking school exposure with health responses from the occupants. In addition, environmental and behavioural factors affecting pollution levels in school buildings were examined. The analysis has highlighted the degraded IAQ in some schools that often exceed WHO guidelines, while health impacts of school exposure were reported for concentrations below current guidelines.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/17508975.2012.725530 openalex: W2027298641 KerkoCite.ItemAlsoKnownAs: 10.1080/17508975.2012.725530 2129771:RY4X3ATX 4874017:V5WS5623 5072953:W43VGNLJ
Keywords: _z:class:countries; _z:class:themes; allergens; bacteria; carbon dioxide (CO2); fungi; health impacts; nitrogen dioxide (NO2); oa:keyword:indoor air quality; oa:topic:T10190 Health Effects of Air Pollution; oa:topic:T11002 Indoor Air Quality and Health Effects; oa:topic:T11692 Effects of Noise Pollution on Health and Well-being; openalex:n:1; openalex:yes; ozone (O3); particulate matter (PM); schools; ventilation rates; volatile organic compounds (VOCs)

Benchmarking the digital divide using a multi-level outranking framework: Evidence from EBRD countries of operation - Petrović, Marijana; Bojković, Nataša; Anić, Ivan; Petrović, Dalibor (Government Information Quarterly, 2012)
The paper proposes an innovative procedure for benchmarking the digital divide. The study demonstrates the potential of an outranking approach as an alternative to the commonly used ranking models based on Composite Indices (CIs). To fulfill the objectives of the benchmarking process, an ELECTRE-based (ELimination Et Choix Traduisant la REalité; Elimination and Choice Corresponding to Reality) multi-level outranking (ELECTRE MLO) method is developed. The proposed approach improves on previous methods of benchmarking the digital divide in two ways: by classifying countries into hierarchical levels of performance and by identifying corresponding benchmarks for less successful ones. The method is applied to 29 EBRD (European Bank for Reconstruction and Development) countries of operation. The results are visualized in the form of a relation tree, thus providing clear insights for policy-makers regarding how countries stand relative to each other.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.giq.2012.05.008 10/f4bsqx 2129771:XEEKR2QR
Keywords: Benchmarking; Digital divide; EBRD countries; ELECTRE; Multi-level outranking

ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools - Rodríguez, Patricio; Nussbaum, Miguel; Dombrovskaia, Lioubov (Technology, Pedagogy and Education, 2012)
Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be defined. The authors propose the ICT for Education (ICT4E) programme, an evidence-based framework to determine a model’s ability to produce improvements before having to evaluate its results. The framework has four components: implementation, intervention, transference and total cost. Based on an explicit definition of the outcomes pursued by a given programme, this framework supports the design of its activities to promote sustainable changes in pedagogical practices in schools and calculate the programme’s total cost. The authors illustrate this with a programme implemented in six countries. In Chile, the ICT4E programme forms part of the policy for educational technology, evaluating the effectiveness and scalability of such initiatives.
Publisher: Routledge _eprint: https://doi.org/10.1080/1475939X.2012.720415
Keywords: ICT effects; ICT integration; pedagogic model; scalability; sustainability; technology-enhanced learning

Nature and type of government and NGO interventions in curbing unemployment and underemployment of urban youth in Kenya - Simiyu, John; Sambu, Lenah (Journal of Emerging Trends in Educational Research and Policy Studies, 2012)
This paper examines nature and type of Government and NGO interventions in curbing youth unemployment and underemployment based on a study of the youth in Nairobi and Kisumu cities in Kenya. The study was descriptive in nature with a stratified sample from a population comprising respondents selected from slums of two major cities in Kenya where youth unemployment is rampant: Kibera slums in Nairobi and Manyatta slums in Kisumu. Questionnaires and interviews were the main research instruments used to gather data from the field for analysis. The sample size was determined by the number of registered youth groups in the slums. Data was analyzed by using descriptive statistics. Youth unemployment and underemployment is a crucial concern throughout the developing world, but it is a particularly acute problem in Africa where young people comprise a large proportion of the economically active population. Suffice to say, youth unemployment is highly dependent on the overall status of the economy. Economic activity, measured by GDP growth is probably the single factorthat most influences the chances of young people finding a job. In order to find a decent job in a globalized world, young people need to develop a range of skills and knowledge that are typically gained through formal education and training. African governments are implementing various policies and schemes to promote employment opportunities for young people, including skills training and entrepreneurship funds. Even if properly designed, however, the implementation of these interventions is constrained by cost and the lack of capacity among governments to evaluate the impact of policies. The study is useful to scholars and employment institutions in supplementing efforts by NGOs and the Government in dealing with the impact of youth unemployment and underemployment.
KerkoCite.ItemAlsoKnownAs: 2129771:JXJI9ZDS 2317526:SGVYM5KD
Keywords: ⛔ No DOI found

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)
The aim of this review is to present a synthesis of the evidence from meta-analysis about the impact of the use of digital technology in schools on children's attainment, or more widely the impact of digital technology on academic achievement. It is divided up into three main sections. The first sets out an overview of the wider research into the impact of technology on learning to set the context and the rationale for the value of this information. The next section reviews the evidence from meta-analysis and other quantitative syntheses of research into the impact of digital technology. A further section looks at trends in the use of digital technology and learning in the UK and internationally, to provide further context for the recommendations which follow. The purpose of this review is to identify implications for future investment in the use of digital technology for learning in schools. Digital technologies are now embedded in society. Focus has shifted from whether or not to use them in teaching and learning, to understanding which technologies can be used for what specific educational purposes and then to investigate how best they can be used and embedded across the range of educational contexts in schools.
Publication Title: Education Endowment Foundation ERIC Number: ED612174 KerkoCite.ItemAlsoKnownAs: 2129771:FU77RK46 2486141:AXVNBAJK
Keywords: Academic Achievement; Educational Research; Educational Trends; Foreign Countries; Global Approach; Influence of Technology; Meta Analysis; Technology Uses in Education

A Skills Gap Analysis for Private Sector Development in Sierra Leone 2012 Economic Sector Work - Mannah, Emmanuel; Ngadi Gibril, Yvonne (2012)
KerkoCite.ItemAlsoKnownAs: 2129771:VZ2VN2UA 2405685:RFM2MVCL
Keywords: _C:Sierra Leone SLE

An investigation of mobile learning readiness in higher education based on the theory of planned behavior - Cheon, Jongpil; Lee, Sangno; Crooks, Steven M.; Song, Jaeki (Computers & Education, 2012)
This study investigated the current state of college students' perceptions toward mobile learning in higher education. Mobile learning is a new form of learning utilizing the unique capabilities of mobile devices. Although mobile devices are ubiquitous on college campuses, student readiness for mobile learning has yet to be fully explored in the United States. The paper describes a conceptual model, based on the theory of planned behavior (TPB), which explains how college students' beliefs influence their intention to adopt mobile devices in their coursework. Structural equation modeling was used to analyze self-report data from 177 college students. The findings showed that the TPB explained college students' acceptance of m-learning reasonably well. More specifically, attitude, subjective norm, and behavioral control positively influenced their intention to adopt mobile learning. The results provide valuable implications for ways to increase college students' acceptance of mobile learning.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.04.015 2129771:JR7B63HS
Keywords: Higher education; Mobile learning; m-learning; m-learning adoption

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

A case study of using an online community of practice for teachers' professional development at a secondary school in China - Wang, Qiyun; Lu, Zhiping (Learning, Media and Technology, 2012)
In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT]
Place: Basingstoke Publisher: Taylor & Francis Ltd. Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1240554543?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2012.685077 2405685:5KA76IR7 2534378:7P96MCEU 2534378:I2ZKMFEE 2534378:TEPS99BX
Keywords: Case Studies; China; Communities of Practice; Distance Education; ERIC; Current Index to Journals in Education (CIJE); Education–Teaching Methods And Curriculum; Educational Practices; Electronic Learning; Electronic Mail; Foreign Countries; Interviews; Learning; Lesson Plans; Mail Surveys; Online instruction; Participant Satisfaction; Pedagogy; Polls & surveys; Professional Development; Professional development; Secondary Education; Secondary School Teachers; Secondary school teachers; Teacher Surveys; Teaching Methods; Technology Uses in Education; Transformative Learning; __:import:01; __:match:final; __:matched; __:study_id:2096477; __finaldtb

Dynamic content synchronization between learning management systems over limited bandwidth network - Ijtihadie, Royyana M.; Hidayanto, Bekti C.; Affandi, Achmad; Chisaki, Yoshifumi; Usagawa, Tsuyoshi (Human-centric Computing and Information Sciences, 2012)
Well-designed instructional material is equally important for successful e-Learning implementation. Teachers and instructors play a major role in terms of designing and building learning content. In one respect, it requires costs in terms of effort, time and experience. In other respects, a good learning content is likely a result of recurring revisions as a result of teaching experience as well as evaluating student activities. In the case of higher educational institutions (HEI) in developing countries (such as Indonesia), resource sharing in many aspects is highly recommended effort against high cost and redundant works, e-Learning is no exception. Sharing and re-using e-Learning content on particular subject between Learning Management Systems (LMS) can be one of the methods. In addition, collaborative teaching may cause a content develops gradually while conducting content sharing. Thus, the capability of synchronizing the content between LMS is necessary. On the other hand, typical e-Learning implementation might not be appropriate due to the concerns of network infrastructure in developing countries. In some areas, the network has less bandwidth and even frequent disconnections. This paper introduces a novel method of sharing e-Learning content between distributed Learning Management Systems by using dynamic content synchronization. This method also suites the need of course sharing which supports collaborative teaching activity. Moreover, this approach is designed to address the needs of content sharing in areas with network infrastructure limitation in terms of bandwidth and availability.
KerkoCite.ItemAlsoKnownAs: 10.1186/2192-1962-2-17 10/gf62h2 2129771:GYXRXZMT
Keywords: __C:filed:1

Kenya Institute of Curriculum Development Act (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:ECWUYMCE

Sierra Leone: education country status report; an analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone; 2013 (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:FV47UIZ5 2405685:JAEVJQUR
Keywords: _C:Sierra Leone SLE

Technical and Vocational Education and Training Act (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:G8NLJMSZ

Technical and Vocational Education and Training Act n°29 (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:3J7INUWS

Systematic reviews: Work that needs to be done and not to be done - Adams, Clive E; Polzmacher, Stefanie; Wolff, Annabelle (Journal of Evidence-Based Medicine, 2013)
Systematic reviews are researches requiring great attention to detail. They may well necessitate considerable investment of effort to ensure relevant data are identified, extracted, synthesized, written up and disseminated. These tasks have already been greatly refined and, in some cases, simplified, by machines. The last two decades have seen remarkable progress in machine-assisted production of reviews – the next two should see much more.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jebm.12072 KerkoCite.ItemAlsoKnownAs: 10.1111/jebm.12072 2129771:JY9LXI66 2129771:S846ZSML 2405685:ETRT67XD 2486141:SZTGK4PY 2486141:VWALAJR7
Keywords: _Added-ailr-2024; medical Informatics; systematic reviews; unified medical language system

Lessons learnt from informal apprenticeship initiatives in Southern and Eastern Africa - Aggarwal, A (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:2NAGN4HC 2317526:AEINLRYL
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:eastern Africa; C:Malawi; C:Tanzania; C:Zambia; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; HDR25; T:Lehrlingsausbildung; publicImportV1; ⛔ No DOI found

'Metamorphing Barriers: The bowdlerization of the Nigerian wall.' - Ajadi, S.B. (Procs 5th West Africa Built Environment Research (WABER) 12-14 August 2013. Proceedings, 2013)
Keywords: ⛔ No DOI found

'The Good and the Bad', Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2013)

Apprenticeship in a Globalised World: Premises, Promises and Pitfalls - Akoojee, Salim (LIT Verlag Münster, 2013)
In April 2013, the International Network on Innovative Apprenticeship (INAP) hosted its fifth international conference in Johannesburg, South Africa, in co-operation with the International Labor Organization (ILO), bringing together researchers, policy makers, and practitioners from 34 nations. The title of the conference - "Apprenticeship in a Globalized World: Premises, Promises and Pitfalls" - points out the need for apprenticeship to deliver on its promise of workplace skills and for it to develop and change as world economies develop. An international exchange of ideas among researchers from all over the world is necessary to identify cases of good practice and facilitate the transfer of knowledge and innovation, also within the frame of informal apprenticeships. This book, a summary of the papers presented and discussed at the Johannesburg conference, is split up equally into five key topics: Introducing Apprenticeship: Backgrounds, Changes, and Difficulties * Enabling Learning Opportunities in Workplaces and Informal Contexts * Competence Assessment and Development * Managing Transitions from VET into the World of Work * Curriculum Design, Apprenticeships, and National Qualification Frameworks. (Series: Bildung und Arbeitswelt - Vol. 27)
KerkoCite.ItemAlsoKnownAs: 2129771:ZUWUBTLB 2317526:L3PT9D4H
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; Education / Professional Development; publicImportV1

(untitled) - Amarante (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:B3EZF57Y 2129771:DLITC69H
Keywords: auto_merged

Teenage School Attendance and Cash Transfers: An Impact Evaluation of PANES - Amarante, Verónica; Ferrando, Mery; Vigorito, Andrea (Economía, 2013)
Keywords: ⛔ No DOI found

Challenges facing technical and vocational education in Ghana - Amedorme, SK; Fiagbe, YAK (International Journal of Scientific & Technology Research, 2013)
Abstract : Technical and vocational education and training (TVET) in Ghana is facing a number of challenges. The problems ranging from the limited number of technical institutes available in the country, lack of facilities and materials for training students, inadequate technical teachers or facilitators, limited number of training institutions for technical teachers and difficulty in career progression to the negative public attitudes and perceptions towards technical and vocational education and training in Ghana. In this paper, these challenges confronting TVET and the pertinent issues are discussed with the aim of recommending ways of addressing them.
KerkoCite.ItemAlsoKnownAs: 2129771:UZEN6WB2 2317526:GCVCK6TS
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:TVET; T:training needs; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

Brainwash: a data system for feature engineering - Anderson, M.R.; Antenucci, D.; Bittorf, V. (Proceedings of the biennial conference on innovative data systems research, 2013, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:BW9GI8BJ 2486141:PJIYNAS2
Keywords: ⛔ No DOI found

E-Learning for Teacher Training in Tanzania - Baker, D; Bliss, A; Chung, R (2013)
Rural Tanzania is struggling to provide an adequate number of qualified teachers to keep up with increased primary and secondary school enrollment rates. Teachers enter classrooms with minimal teaching experience and education, sometimes having never studied the subject they are teaching. As a result of this under-qualification, teachers struggle in critical topics such as math, science, and English, exacerbating the trend of low academic performance. A lack of well-qualified teachers means the country is producing students whose education is cut short, as they are not passing national exams for graduation. This result is a great disappointment and an unacceptable outcome for students who represent years of investment and hope for the future. Primary and secondary school teachers must have sufficient knowledge and skills in the classroom. Teacher training will need to employ a variety of tools, among them education of and with Information and Communications Technologies (ICTs). This project has two components. First, it provides a landscape review of national and international policies and initiatives that affect education in Tanzania, clarifying how Asante Africa’s programs can best fit into the country’s established systems. Second, it identifies best practices for using e-learning ICTs to train teachers and improve the country’s education system. The report identifies four prospective e-learning models, and recommends that Asante Africa consider aspects of two: mobile learning and massive open online courses (MOOCs). Through our model evaluation, we found that these two models ranked best for Tanzania in effectiveness, cost, rural feasibility, scalability, and sustainability. Once a delivery method is in place and Asante Africa ensures technical support for the teachers utilizing the training materials, Asante Africa can strategize a plan for content and curriculum that leverages its Khan Academy videos. By implementing the recommended ICTs for learning and teacher training, Asante Africa will deliver increased access of quality training to teachers in the rural districts of Tanzania, improving the academic environment and performance of students throughout the country.
KerkoCite.ItemAlsoKnownAs: 2129771:I53KBPC4 2317526:2QHUGPLF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:learning; F:ministry; P:teacher training; Q:e-learning; Q:mobile learning; T:TVET; publicImportV1; ⛔ No DOI found

What matters most for teacher policies: A framework paper - Bank, World (SABER Working Paper Series, No. 4, 2013)
Publisher: World Bank Group Washington, DC
Keywords: ⛔ No DOI found

Effectiveness of Technical and Vocational Education and Training (TVET) Insights from Ethiopia's reform - Baraki, Atakilt Hagos; van Kemenade, Everard (TQM, 2013)
Purpose - This paper provides an overview on the technical and vocational education and training (TVET) program components/mechanisms and their overall effect on learning outcomes in a developing country context. Design/methodology/approach - Using secondary data, this descriptive case study integrates the realistic evaluation framework of Pawson and Tilley (1997) with Total Quality Management (TQM) frameworks. Findings - Ethiopia's TVET system adopts/adapts international best practices. Following the implementation of the 2008 TVET strategy, the proportion of formal TVET graduates who were recognized as competent by the assessment and certification system increased from 17.42 percent in 2009/2010 to 40.23 percent in 2011/2012. Nevertheless, there is regional variation. Research limitations/implications - Outcome-based TVET reforms that are based on TQM frameworks could improve learning outcome achievements in developing countries by enhancing awareness, coordination, integration, flexibility, participation, empowerment, accountability and a quality culture. Nevertheless, this research is limited by lack of longitudinal data on competency test results. There is also a need for further investigation into the practice of TQM and the sources of differences in internal effectiveness across TVET institutions. Practical implications - Our description of the Ethiopian reform experience, which is based on international best experience, could better inform policy makers and practitioners in TVETelsewhere in Africa. Originality/value - A realistic evaluation of TVET programs, the articulation of the mechanisms, especially based on TQM, that affect TVET effectiveness would add some insight into the literature. The evidence we have provided from the Ethiopian case is also fresh. © Emerald Group Publishing Limited.
KerkoCite.ItemAlsoKnownAs: 10.1108/tqm-11-2012-0099 10/gf62pf 2129771:XWCMFHMK 2317526:PUQ8JVC2
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; F:achievement; F:assessment; F:learning; F:outcomes; F:policy; P:culture; P:mechanic; Q:certificate; R:case study; R:evaluation; T:TVET; Z:Developing countries; Z:Ethiopia; Z:Internal effectiveness; Z:Realistic evaluation; Z:TVET quality; Z:TVET reform; Z:Total quality management; __C:filed:1; publicImportV1

Non-formal vocational education in Uganda: Practical empowerment through a workable alternative - Blaak, M.; Zeelen, J.; Openjuru, , G.L. (International Journal of Educational Development, 2013)
This article reflects on the potential of non-formal vocational education in Uganda to improve the quality of life of those excluded from formal education. Based on an exploration of humanizing development theorists Sen, Freire and Nyerere, together with two case studies, practical empowerment is described as a desirable outcome of education for development. Practical empowerment includes acquiring marketable skills as well as capabilities to critically give direction to one's life. Although education leading to this outcome is desirable for all, non-formal vocational education can reach those currently excluded from formal education, thus enhancing their empowerment by equipping them with useful skills and knowledge. © 2012 Elsevier Ltd.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.02.002 10/gf62mt 2129771:8TXYAWXU 2317526:QFZ3G83W DOI-10.1016/j.ijedudev.2012.02.002
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:outcomes; HDR25; R:case study; T:TVET; Z:Alternative provision; Z:Drop-out; Z:Employment skills; Z:Poverty; Z:Vocational education and training; _C:Uganda UGA; __C:filed:1; publicImportV1

The effects and characteristics of family involvement on a peer tutoring programme to improve the reading comprehension competence - Blanch, Sílvia; Duran, David; Valdebenito, Vanessa; Flores, Marta (European Journal of Psychology of Education, 2013)
The aim of the present study was to investigate the impact of an educational programme involving peer tutoring at school and family tutoring at home on child reading comprehension achievement in Catalunya, Spain. We drew upon a sample of 303 primary school students from 8 to 11 years old and 223 family tutors from home (61.5% mothers, 15% fathers, 17% both parents, 6.5% siblings). Reading comprehension performance was assessed through standardised tests in pre and post-test bases. Background variables were collected by means of student and parent questionnaires and also teacher and family interviews. An analysis of the family tutoring interactions was also performed. The main results showed positive effects for all the students, but especially for the 223 students who received family support. Overall, the study reveals the effectiveness of peer learning to improve reading comprehension skills and the potential of family involvement for the development of academic skills when the school provides trust and support for it.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10212-012-0104-y 2129771:HHRSWFSQ 2486141:2VXQ3DX2
Keywords: _Added to LR; _T:reviewed

Can online learning communities achieve the goals of traditional professional learning communities? What the literature says - Blitz, Cynthia L (2013)
Keywords: ⛔ No DOI found

Where Are the Foxes in Mathematics Education? - Boaler, Jo; Selling, Sarah Kate; Sun, Kathy (Vital Directions for Mathematics Education Research, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-1-4614-6977-3_9 2129771:DFPY5N4M

Play and self-regulation: Lessons from Vygotsky - Bodrova, Elena; Germeroth, Carrie; Leong, Deborah (American Journal of Play, 2013)
The authors consider the analysis of the literature on play research by Lillard and others in the January 2013 Psychological Bulletin, an analysis that questioned the prevailing assumption of a causal relationship between play and child development, especially in the areas of creativity, reasoning, executive function, and regulation of emotions. The authors regard these connections as critical for teachers in early-childhood classrooms and for other advocates of child play. They claim that the conclusions of Lillard and her coauthors place these professionals in a difficult position because they already face sharp pressure to replace play with academic activities. The authors suggest that the difficulty researchers have in linking play to development partly results from a failure to account for both cognitive and non cognitive developments across a complex trajectory. To help see the problem more clearly, they argue for a return to the Vygotskian and post-Vygotskian theories that differentiate between immature and mature play. The authors then describe their creation, an observational tool based on such theories, that helps researchers and practitioners judge the quality of pretend play. Key words: Lev Vygotsky; mature play; Mature Play Observation Tool; play and child development; self-regulation
KerkoCite.ItemAlsoKnownAs: 2129771:EMECVACE 2486141:J5WZDMMT
Keywords: ⛔ No DOI found

The challenges and prospects of ICTs in teaching and learning in Sunyani Polytechnic, Ghana - Bonsu, KA; Duodu, A; Bonsu, K; Duodu, K (Capa Scientific Journal, 2013)
Globally, the impact of Information and Communication Technology (ICT) in the past decades has been enormous. ICT plays a crucial role in socio-economic development and in bringing the world together as a global village. Indeed, in today‟s knowledge based economy, a completely new set of skills are required. Developing countries need to respond to demand for strategies to prepare the youth for the competitive opportunities driven by information and communication technology. The role of ICT tools in education should be more emphasized despite the heavy investment on ICT infrastructure, equipment and professional development for improved education. However, the adoption of ICT and its integration in teaching and learning have met challenges. This study reports the state of ICT usage in teaching and learning at Sunyani Polytechnic, Ghana. The study highlights factors that influence effective integration of ICT in teaching and learning. The findings revealed minimal adoption of ICT in teaching and learning at Sunyani Polytechnic, Ghana. The study makes recommendations that would enhance ICT uptake and adoption when implemented.
KerkoCite.ItemAlsoKnownAs: 2129771:IBZFIJST 2317526:SDK35I7X
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; F:teaching; P:economy; P:teacher education; Q:ICT; Q:educational technology; R:case study; T:TVET; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

Analyzing the Determinants of the Matching of Public School Teachers to Jobs: Disentangling the Preferences of Teachers and Employers - Boyd, Donald; Lankford, Hamilton; Loeb, Susanna; Wyckoff, James (Journal of Labor Economics, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1086/666725 2129771:94IKVPZU 4556019:ZM8P3DDE

The power of professional learning communities - Brodie, Karin (Education as change, 2013)
ISBN: 1682-3206 Publisher: Taylor & Francis

Adequacy of the Regular Early Education Classroom Environment for Students With Visual Impairment - Brown, Cherylee M.; Packer, Tanya L.; Passmore, Anne (The Journal of Special Education, 2013)
This study describes the classroom environment that students with visual impairment typically experience in regular Australian early education. Adequacy of the classroom environment (teacher training and experience, teacher support, parent involvement, adult involvement, inclusive attitude, individualization of the curriculum, physical environment, and vision aids) for students with visual impairment in early regular education was assessed at the start and the end of one year. A total of 20 students with visual impairment (age M = 5.4 years) attending regular early education participated. In general, teacher-reported curriculum individualization and the physical environment were adequate. However, support provided for staff, teacher training, adult involvement, access to visual aids, and inclusive attitudes were less than adequate. More than 40% of students experienced fewer than four out of nine adequate environmental features. These results indicate that strategies to improve teacher training, support, attitudes, and access to vision aids are needed.

Bringing Education to Afghan Girls: A Randomized Controlled Trial of Village-Based Schools. - Burde, D.; Linden, L. (American Economic Journal: Applied Economics, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:8PE24UVX 2129771:GAZRKYTY

Narrowing the Digital Divide a case study of “learning by doing” approach to narrowing the Digital Divide in East Africa (Kenya) by Dubai Women's College students - Butt, Z; Chaudhri, AA; Nassiri, N (2013)
It is globally assumed that improvements in Information Communication Technology (ICT) will enforce a better global communication; improve business processes and commercial activities, thereby leading to superior standards of living for individuals while benefitting society. This paper narrates the experiences of fifteen HCT students who visited Kenya in an attempt to narrow the existing “Digital Divide” by building computer networking labs in some of the vocational institutes in remote East Africa. This paper encapsulates key reflections of the study tour participants who embraced a “learning by doing” model in order to gain valuable international work experience and narrow the digital divide in four educational institutes in Kenya. The success of this initiative mandates that we document the learning from this experience in order to ensure success and sustainability of future projects of similar calibre. We believe the process of conducting “international field-trips” followed by reflections formulating lessons learnt from these trips will be useful for future volunteers.
KerkoCite.ItemAlsoKnownAs: 2129771:UA9KC9S9 2317526:ALC3S6WJ
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:F; CT:P; CT:Q; CT:R; CT:T; F:access; F:learning; F:women; P:economy; Q:digital divide; Q:digital technology; R:case study; T:TVET; publicImportV1; ⛔ No DOI found

​Using technology to deliver educational services to children and youth in environments affected by crisis and/or conflict - Carlson, , S (USAID, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:QXEQGWPC

Using Technology to Deliver Educational Services to Children and Youth in Environments Affected by Crisis and/or Conflict - Carlson, Samuel (USAID, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:7JL9QJWW 2129771:MG3U6Y57 2339240:6M4YIDMP 2339240:MFVCNPSC 2339240:WDV6QU5C 2405685:FNRVFPGD 2405685:R6ZHWDGR 2405685:SC98YYD8 2405685:U7BYSB7J 4803016:8KXS5F5P
Keywords: Screened; ___working_potential_duplicate; ⛔ No DOI found

Identifying barriers to the systematic literature review process - Carver, J.C.; Hassler, E.; Hernandes, E. (International symposium on empirical software engineering and measurement, 2013)
Place: Baltimore, MD, USA KerkoCite.ItemAlsoKnownAs: 2129771:UDA5FTAF 2486141:3L5BBZ9X
Keywords: ⛔ No DOI found

Oster and Thornton - Chaudhury (2013)

Philippines conditional cash transfer program impact evaluation 2012 - Chaudhury, Nazmul; Friedman, Jed; Onishi, Junko (World Bank Report, 2013)

Effects of Educational Technology Applications on Reading Outcomes for Struggling Readers: A Best-Evidence Synthesis - Cheung, Alan C.K.; Slavin, Robert E. (Reading Research Quarterly, 2013)
This review examines the effectiveness of educational technology applications in improving the reading achievement of struggling readers in elementary schools. The review applies consistent inclusion standards to focus on studies that met high methodological standards. A total of 20 studies based on about 7,000 students in grades 1–6 were included in the final analysis. Findings indicate that educational technology applications produced a positive but small effect on the reading skills of struggling readers (ES = .14) in comparison with “business as usual” methods. Among four types of educational technology applications, small-group integrated applications such as Read, Write & Type and the Lindamood Phoneme Sequence Program produced the largest effect sizes (ES = .32). These are tutorial educational technology applications that use small-group interaction tightly integrated with reading curriculum. Supplementary models, such as Jostens and Lexia, had a larger number of studies (N = 12) and a more modest effect size (ES = .18). Comprehensive models, such as READ 180 and ReadAbout (ES = .04) and Fast ForWord (ES = .06), did not produce meaningful positive effect sizes. However, the results of these two categories of programs should be interpreted with extreme caution due to the small number of studies involved. More studies are required to validate the effectiveness of all technology applications. Policy implications are discussed.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/rrq.50 KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.50 4804264:ZR8QTCPY
Keywords: Assistive technologies; Childhood; Comprehension; Early childhood; Evidence-based; Experimental; Final_citation; Instructional intervention; Instructional technology; Program evaluation; Research methodology; Strategies; Struggling learners; To learners in which of the following categories does your work apply?; and materials; existing; methods; quasi-experimental

Harmonisation of curricula and qualifications in higher education in africa: challenges and prospects. - Chishimba, P. Chanda; Kalimaposo, Kalisto; Mulenga, Innocent Mutale (2013)
Publisher: Zambia Journal of Education
Keywords: ⛔ No DOI found

Information and communication technology: The pivot of teaching and learning of skills in electrical and electronics technology programme in Nigeria - Chukwuedo (International Journal of Vocational and Technical Education, 2013)
The polymorphous nature of teaching and learning has contributed to the quest for skills delivery and acquisition at any place and pace. Teaching and learning of skills in electrical and electronics programme cannot be restricted to the traditional classroom settings, but should adopt favourable and acceptable technological dynamism. The inadequacy in the supply of facilities and qualified manpower perhaps has contributed to the need for skills delivery and acquisition in electrical and electronics programme through other technological means. One of such means found achievable is information and communication technologies (ICTs). This paper therefore reviewed ICTs as the pivot of globalizing teaching and learning of skills in electrical and electronics technology programme. The paper identified some of the skills in this programme, and ICTs that can be used to teach and learn the skills, by both normal and impaired teachers and learners. The findings from the survey questioning revealed that learners unavoidably support their teaching-learning situation with ICTs. It was therefore concluded that ICTs are pivot of teaching and learning of electrical and electronic skills.
KerkoCite.ItemAlsoKnownAs: 2129771:5MJMBBBF 2317526:Z8TBHDAA
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:teaching; P:electro; P:technology; Q:ICT; Q:distance learning; T:Educação profissionalizante; T:TVET; publicImportV1

Using video for professional development: the role of the discussion facilitator - Coles, Alf (Journal of Mathematics Teacher Education, 2013)
Past research into the use of video for professional development has failed to problematise or theorise sufficiently the role of the discussion facilitator. It has been reported consistently that it can be hard or take time to establish norms for discussion of video but little has been said about reasons why, or the role of the discussion facilitator. As a starting point in this area, I suggest fives aspects or decision points in the role of the facilitator. Two aspects are taken from the literature and the others are drawn from empirical data, collected as part of an enactivist study into the use of video in one sec- ondary school. At the school, teachers commented on finding video watching in a group more useful than lesson observation, with no evidence of this taking time to develop. I offer speculations, based on enactivist category theory, as to why the use of video in this school is effective. Having presented key aspects of the role of the facilitator of video use, a further look at the detail of the data from discussions serves to highlight some of the complexities involved in just one of the categories (and, by implication, the others). I conclude that the role of the facilitator cannot be separated from a consideration of the historical context in which discussion takes place.

Evidence-based practices and implementation science in special education - Cook, Bryan G.; Odom, Samuel L. (Exceptional children, 2013)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 2129771:N3RYREWD
Keywords: ❓ Multiple DOI

Research design: Qualitative, quantitative, and mixed methods approaches - Creswell, John W. (Sage publications, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:4MH2WAPM 2129771:KDNWS4SP 2249382:Q9KD5PIH 2317526:XSDAVWUD
Keywords: CitedIn:BIBBTVET; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; CitedIn:PhD_Thesis; InterviewMethodology; TPD@Scale-cited; TPD@Scale_1

Do animations in enhanced ebooks for children favour the reading comprehension process?: a pilot study - Dalla Longa, Nicol; Mich, Ornella (Proceedings of the 12th International Conference on Interaction Design and Children, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:7XSFWB7H 257089:QBZJQ6SE

The Framework for Teaching: Evaluation Instrument - Danielson, C. (The Danielson Group., 2013)

Summer Schools Programme for Disadvantaged Pupils: Key findings for Schools Research report - Day, Laurie; Martin, Kerry; Sharp, Caroline; Gardner, Rachel; Barham, Jo (Department for Education, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:V3BPHN9D 2486141:WC9VQP89
Keywords: _Added to LR; _G:reviewed; ⛔ No DOI found

DFID Research Open and Enhanced Access Policy (v1.1) - DFID (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:9YKJJ2H8 2129771:C6UBZFCA 2405685:KRP4LRVP

DFID Research Open and Enhanced Access - Implementation Guide (v1.1) - DFID (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:2PHDD7YL 2129771:DB8ARQQZ 2405685:3RGNUZVV

Comparative cost‐ effectiveness analysis to inform policy in developing countries: a general framework with applications for education - Dhaliwal, Iqbal; Duflo, Esther; Glennerster, Rachel; Tulloch, Caitlin (Education Policy in Developing Countries, 2013)

The Role of the iPad in the Hands of the Learner - Dhir, Amandeep; Gahwaji, Nahla M; Nyman, Gote (Journal of Universal Computer Science, 2013)
00002 KerkoCite.ItemAlsoKnownAs: 2129771:EN5457KM 257089:J3V2WVAC
Keywords: ⛔ No DOI found

PowerUp! A Tool for Calculating Minimum Detectable Effect Sizes and Minimum Required Sample Sizes for Experimental and Quasi-Experimental Design Studies - Dong, Nianbo; Maynard, Rebecca (Journal of Research on Educational Effectiveness, 2013)
This paper and the accompanying tool are intended to complement existing supports for conducting power analysis tools by offering a tool based on the framework of Minimum Detectable Effect Sizes (MDES) formulae that can be used in determining sample size requirements and in estimating minimum detectable effect sizes for a range of individual- and group-random assignment design studies and for common quasi-experimental design studies. The paper and accompanying tool cover computation of minimum detectable effect sizes under the following study designs: individual random assignment designs, hierarchical random assignment designs (2-4 levels), block random assignment designs (2-4 levels), regression discontinuity designs (6 types), and short interrupted timeseries designs. In each case, the discussion and accompanying tool consider the key factors associated with statistical power and minimum detectable effect sizes, including the level at which treatment occurs and the statistical models (e.g., ﬁxed effect and random effect) used in the analysis. The tool also includes a module that estimates for one and two level random assignment design studies the minimum sample sizes required in order for studies to attain user-deﬁned minimum detectable effect sizes.
KerkoCite.ItemAlsoKnownAs: 10.1080/19345747.2012.673143 10/gd4q27 2129771:D6B2YWIC 2339240:UQ5P63FC 2486141:IK8XAEGG

The Tyranny of Experts: Economists, Dictators, and the Forgotten Rights of the Poor - Easterly, William (Hachette UK, 2013)
In this "bracingly iconoclastic” book (New York Times Book Review), a renowned economics scholar breaks down the fight to end global poverty and the rights that poor individuals have had taken away for generations.In The Tyranny of Experts, renowned economist William Easterly examines our failing efforts to fight global poverty, and argues that the "expert approved" top-down approach to development has not only made little lasting progress, but has proven a convenient rationale for decades of human rights violations perpetrated by colonialists, postcolonial dictators, and US and UK foreign policymakers seeking autocratic allies. Demonstrating how our traditional antipoverty tactics have both trampled the freedom of the world's poor and suppressed a vital debate about alternative approaches to solving poverty, Easterly presents a devastating critique of the blighted record of authoritarian development. In this masterful work, Easterly reveals the fundamental errors inherent in our traditional approach and offers new principles for Western agencies and developing countries alike: principles that, because they are predicated on respect for the rights of poor people, have the power to end global poverty once and for all.
Google-Books-ID: m6hVDgAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:BQUKEFEW 2129771:I74S4G99 2129771:N3YW5XB3
Keywords: Business & Economics / Development / Economic Development; Business & Economics / Development / Sustainable Development; Developing countries; Economic aspects; Economic policy; Political Science / Political Economy; Poverty; Social aspects

Traditional eye medicine practice in Benin-City, Nigeria - Ebeigbe, JA (Southern African Optometrist, 2013)
The use of traditional eye medicines as a form of eye care in Africa is very common. However, there is concern about the harmful effects of some traditional medicines on the eyes. This study was a cross-sectional survey conducted in Benin-City, Edo state, Nigeria. Sixty-eight traditional medicine practitioners (TMPs) who treated eye conditions participated in this study. Most (87%) were males and 13% were females. Their age ranged between 25 to 65 years with a mean age of 42.25 ± 2.14 years. Information was obtained through one-on-one oral interviews and a structured questionnaire consisting of open-ended questions. The most common method of training (46%) was by father-to-son tutelage. Conjunctivitis, itching and poor vision were the most common conditions treated by all practitioners. The majority of the TMPs (62%), practiced full time while 38% practiced part time. Forty six percent considered patients’ case histories as more important than physical examination of the eye while 54% felt both history and examination were equally important. Thirty-six percent of practitioners reported inverting the upper eyelids as part of their examination. Couching of cataracts was done by 38%. While 49% had referred ‘difficult’ or ‘stubborn’ cases to orthodox hospitals, 51% had never referred a case. Traditional healers are well accepted in their communities and will continue to be consulted by the people. Health education programs with emphasis on safe eye care practices need to be established for traditional healers. Working with healers and training them to recognize cases needing urgent referral and encouraging the use of non-harmful practices may provide a more sustainable health care structure in the community. Cooperation between these two aspects of medicine is extremely important for the provision of primary eye care services in rural Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:9CDQAVRA 2317526:GEI8RZF9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; F:payment; P:healers; P:media; T:Formal apprenticeship; T:Lehrlingsausbildung; T:Training; publicImportV1; ⛔ No DOI found

Das duale System in Deutschland – Vorbild für einen Transfer ins Ausland? - Euler, Dieter (Bertelsmann Stiftung, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:QMYR7MLX 2317526:H9L46TR6

Experimental Evidence on the Effects of Home Computers on Academic Achievement Among Schoolchildren. - Fairlie, Robert W.; Robinson, Jonathan (American Economic Journal: Applied Economics, 2013)

Mobile learning technology based on iOS devices to support students with special education needs - Fernández-López, Álvaro; Rodríguez-Fórtiz, María José; Rodríguez-Almendros, María Luisa; Martínez-Segura, María José (Computers & Education, 2013)
00026 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.09.014 10/f4hnzg 2129771:BFWDTZ88 257089:CF6ARA9F

Design-Based Implementation Research: An Emerging Model for Transforming the Relationship of Research and Practice - Fishman, Barry J; Penuel, William R; Allen, Anna-Ruth; Cheng, Britte Haugan; Sabelli, Nora (2013)
This chapter presents an introduction to design-based implementation research (DBIR). We describe the need for DBIR as a research approach that challenges educational researchers and practitioners to transcend traditional research/practice barriers to facilitate the design of educational interventions that are effective, sustainable, and scalable. We examine antecedents to DBIR, including evaluation research, community-based participatory research, design-based research, and implementation research. The four core principles of DBIR are explained: (1) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (2) a commitment to iterative, collaborative design; (3) a concern with developing theory and knowledge related to both classroom learning and implementation through systematic inquiry; and (4) a concern with developing capacity for sustaining change in systems. We close with an overview of the chapters contained in this NSSE Yearbook on DBIR and explain how each chapter contributes to the overall development of the DBIR approach.
EdTechHub.Source: 2405685:NYT7JDUT KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501415 2129771:JIBWPGSE 2339240:2FIFHB2M 2405685:NYT7JDUT

Implementation science and school psychology. - Forman, Susan G.; Shapiro, Edward S.; Codding, Robin S.; Gonzales, Jorge E.; Reddy, Linda A.; Rosenfield, Sylvia A.; Sanetti, Lisa MH; Stoiber, Karen C. (School Psychology Quarterly, 2013)
Publisher: Educational Publishing Foundation KerkoCite.ItemAlsoKnownAs: 10.1037/spq0000019 2129771:V8THH57X 4426965:S2GT2NS4 4804264:RAVTAFQW
Keywords: Final_citation; cited; existing

Implementation science and school psychology. - Forman, Susan G.; Shapiro, Edward S.; Codding, Robin S.; Gonzales, Jorge E.; Reddy, Linda A.; Rosenfield, Sylvia A.; Sanetti, Lisa MH; Stoiber, Karen C. (School Psychology Quarterly, 2013)
Publisher: Educational Publishing Foundation KerkoCite.ItemAlsoKnownAs: 10.1037/spq0000019 2129771:V8THH57X 4869029:UF3X4U4J

Implementation science: what do we know and where do we go from here? - Franks, Robert P.; Schroeder, Jennifer (2013)
Publisher: Paul H Brookes Publishing Co. KerkoCite.ItemAlsoKnownAs: 2129771:UAWHQ8E9
Keywords: ⛔ No DOI found

Teachers’ Experiences of Professional Development in (post)crisis Katanga Province, Southeastern Democratic Republic of Congo: A Case Study of Teacher Learning Circles - Frisoli, Paul St J (University of Massachusetts Amherst, 2013)
KerkoCite.ItemAlsoKnownAs: 10.7275/K457-DR90 2129771:KF2SMPEU 2129771:RZPB8LDJ
Keywords: ⛔ No DOI found

The effects of the size and weight of a mobile device on an educational game - Furió, David; González-Gancedo, Santiago; Juan, M; Seguí, Ignacio; Costa, María; et al. (Computers & Education, 2013)
00009 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2012.12.015 10/f4thzj 2129771:QAJQFAG5 257089:IQRWC27Q

A cluster‐randomized trial assessing the impact of school water, sanitation and hygiene improvements on pupil enrolment and gender parity in enrolment - Garn, Joshua V.; Greene, Leslie E.; Dreibelbis, Robert; Saboori, Shadi; Rheingans, Richard D.; Freeman, Matthew C. (Journal of Water Sanitation and Hygiene for Development, 2013)

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

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

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

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

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

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

A new approach and open resources for school-based teacher professional development in sub-Saharan Africa - Hennessy, S.; Haßler, Björn (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:JWR2SFFI
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Learning from international experiences with interactive whiteboards: The role of professional development in integrating the technology - Hennessy, S.; London, L. (OECD Publishing, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:2PSREG5Q 2129771:RZM4VEDT 257089:Q35W37JN
Keywords: __C:filed:1; ⛔ No DOI found

Wnioski z międzynarodowych doświadczeń w wykorzystywaniu tablic interaktywnych - rola doskonalenia zawodowego we wprowadzaniu nowych technologii do szkół - Hennessy, Sara; London, Laura; Dzierzgowski, Jan (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:ES3KSIUM
Keywords: _C:Australia AUS; _C:Mexico MEX; _C:Tanzania TZA; _C:United Kingdom GBR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit. - Higgins, S; Katsipataki, M; Kokotsaki, D; Coleman, R; Major, LE; Coe, R (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:55P3LDDR 257089:G37S8I6N
Keywords: ⛔ No DOI found

Vocational skills formation in the informal economy in Tanzania - Höjlund, Gunilla (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:PVFB3W42 2317526:3HSM6BFZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; publicImportV1

Design Thinking for Educators - IDEO (2013)
null
KerkoCite.ItemAlsoKnownAs: 2129771:UUJYC6MN 4804264:D7Z32NLD

The acceptance of Tablet-PCs in classroom instruction: The teachers’ perspectives - Ifenthaler, Dirk; Schweinbenz, Volker (Computers in Human Behavior, 2013)
00019 KerkoCite.ItemAlsoKnownAs: 10.1016/j.chb.2012.11.004 10/f4tjt5 2129771:M9P8TCWL 257089:ZF65327B

Improving learning by increasing motivation, targeting instruction, and addressing school governance - J-PAL (2013)
Collection Title: J-PAL
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Evaluation of the vocational education orientation programme (VEOP) at a university in South Africa - Jacobs, L; Wet, C De (The International Review of Research in Open and Distributed Learning, 2013)
To address the training needs of Further Education and Training college (FETC) lecturers, and in the absence of a full professional education qualification, several higher education institutions, FETCs, and other bodies in South Africa formed an alliance to develop a short programme towards a possible future full qualification. In 2010 a Vocational Education Orientation Programme (VEOP) was piloted. In line with the responsibility for quality assurance, and the need to inform further developments in the training of FETC lecturers, the aim of this research was to evaluate the VEOP presented by the University of the Free State (UFS). To reach the stated aim, a two phase evaluative study was undertaken (1) to assess the individual modules, and (2) to holistically investigate the quality of the programme. Two questionnaires were used to gather data. The first set of data was collected at the completion of each of the six modules. For the second phase of the study, 48 lecturer-students were randomly selected more than a year after completion of the VEOP. The study identified a number of strengths and weaknesses of the VEOP. The results emphasise the need to carefully select tutors and train them to have an understanding of the FETC milieu, rethink the methodology employed in the education training of FETC lecturers, and redesign the modules’ contents to better reflect the FETC sector. The need to enhance student support and improve administration is also highlighted by the study. The results of the study may inform the development of a full qualification for FETC lecturers.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v14i4.1568 10/gf623n 2129771:ZEMMK3KE 2317526:MEYCNUIZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; P:media; Q:distance education; Q:open education; Q:open learning; R:evaluation; T:Ausbildung; T:TVET; publicImportV1

Digital Interactions in Developing Countries: An Economic Perspective - James, Jeffrey (Routledge, 2013)
Jeffrey James is one of the relatively few academics to have systematically taken on the topic of IT and development. In this timely book he undertakes a methodological critique of prominent topics in the debate. Challenging the existing literature by international and governmental institutions, the book looks not only at the digital divide but also at issues such as digital preparedness, leapfrogging and low-cost computers. James also raises important issues which have been largely neglected in the literature, such as the implications for poverty in developing countries and the macroeconomics of mobile phones. The book argues that benefits from IT are captured in a different form in developing as opposed to developed countries. In the latter, gains come from technology ownership and use, whereas in the former, benefits cannot be captured as much in this way because ownership is more limited. Interestingly, the author shows that developing countries have responded to this distinction with a series of local innovations which are often low-cost and pro-poor. This finding contradicts the widely held view that poor countries are unable to generate major innovations within their own borders. Accessible and clearly written, this book will be of great interest to scholars of development economics and development studies, and is relevant to both policy-makers and academics.
Google-Books-ID: j3nFeUcBzS4C EdTechHub.ItemAlsoKnownAs: 2129771:NAJDX97C
Keywords: Business & Economics / Development / Economic Development; Business & Economics / Industries / Computers & Information Technology

Integrating problem-based learning with ICT for developing trainee teachers' content knowledge and teaching skill - Karami, Mehdi; Karami, Zohreh; Attaran, Mohammad (International Journal of Education and Development using Information and Communication Technology, 2013)
Professional teachers can guarantee the progress and the promotion of society because fostering the development of next generation is up to them and depends on their professional knowledge which has two kinds of sources; content knowledge and teaching skill. The aim of the present research was studying the effect of integrating problem-based learning with Information and Communications Technology (ICT) on developing content knowledge and teaching skill of trainee teachers. The research design was a quasi-experimental one, and the participants were elementary education trainee teachers of Shahid Bahonar teacher training center of Hamadan, Iran. Two groups were given tests of theory and practice on teaching mathematical concepts at elementary school, and then a multivariate analysis of variance (MANOVA) was conducted to compare the pretest-posttest scores. There was a significant difference, in both multivariate and univariate analyses, in scores. The findings suggest that trainee teachers who integrate problembased learning with ICT in solving a problem may develop more professional content knowledge and teaching skill than those who merely employ ICT.
KerkoCite.ItemAlsoKnownAs: 2339240:K4C794SK 2534378:DMHQTSGS 2534378:DRGJJFB4
Keywords: _THEME: Curriculum and resources; __:import:01; __:match:final; __:matched; __:study_id:2096422; __finaldtb; ⛔ No DOI found

The Effects of "Girl‐Friendly" Schools: Evidence from the BRIGHT School Construction Program in Burkina Faso - Kazianga, Harounan; Levy, Dan; Linden, Leigh L.; Sloan, Matt (American Economic Journal: Applied Economics, 2013)

Interaction between collisionless galactic discs and non-axisymmetric dark matter haloes - Khoperskov, A. V.; Khoperskov, S. A.; Zasov, A. V.; Bizyaev, D. V.; Khrapov, S. S. (Monthly Notices of the Royal Astronomical Society, 2013)
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/mnras/stt245 2129771:6LTBMF2B

The Limitations of Access Alone: moving towards open processes in education technology - Knox, Jeremy (OpenPraxis, 2013)
shortDOI: 10/ghgn5w KerkoCite.ItemAlsoKnownAs: 10.5944/openpraxis.5.1.36 10/ghgn5w 2129771:7R49RPDB 2405685:A3KT8WS9
Keywords: C:International

What is technological pedagogical content knowledge (TPACK)? - Koehler, Matthew J.; Mishra, Punya; Cain, William (Journal of education, 2013)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/002205741319300303 2129771:6Y9BBR5W 4426965:5P6AZ8P6

Using Open and Educational Resources (OERs) and Wiki’s to Support Entrepreneurship Training in Technical and Vocational Education and Training (TVET) Institutions in Zambia - Konayuma, G (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:EVAW675M 2317526:6BWLASND
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:Improvement; F:access; F:bandwidth; F:policy; Q:ICT; Q:ODEL; Q:OER; Q:digital technology; Q:educational technology; Q:open education; Q:open educational resources; Q:open learning; T:Ausbildung; T:TVET; T:Training; T:trainee; publicImportV1

Technical and vocational Education and Training in Ethiopia - Krishnan, P; Shaorshadze, I (2013)
This report presents a background study of the state of Technical and Vocational Education and Training in Ethiopia. We discuss the state of TVET in Ethiopia, as well as the contextual information on education system and economic indicators in Ethiopia as they relate to the TVET implementation and policy. We argue that given the supply-driven nature of the TVET system in Ethiopia, it is important to improve its efficiency, and we propose two ways to doing this: (1) Improve efficiency and equity of the centrallydriven allocation mechanism drawing on the recent advances in matching algorithms and their application to the school choice; (2) Impact evaluation of the final labour market outcomes of the graduates has to be integral part of the TVET system, and we discuss various ways such evaluation could be conducted.
KerkoCite.ItemAlsoKnownAs: 2129771:6BTP2ZMG 2129771:VSPWZKH6 2317526:IKLU5I39 2317526:V6KZKE23
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:Ausbildung; T:TVET; publicImportV1; ⛔ No DOI found

Quality education for all children? What works in education in developing countries: International Initiative for Impact Evaluation. Working Paper 20 - Krishnaratne, S.; White, H.; Carpenter, E. (International Initiative for Impact Evaluation, 2013)

Quality Education for All Children? What Works in Education in Developing Countries. Working Paper 20 - Krishnaratne, Shari; White, Howard (International Initiative for Impact Evaluation, 2013)

Institutions, Incentives and Service Provision: Bringing Politics Back In - Levy, Brian; Walton, Michael (SSRN Electronic Journal, 2013)
KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.2386655 2129771:D246RKMB

Effects of cues and real objects on learning in a mobile device supported environment - Liu, Tzu-Chien; Lin, Yi-Chun; Paas, Fred (British Journal of Educational Technology, 2013)
00002 KerkoCite.ItemAlsoKnownAs: 10.1111/j.1467-8535.2012.01331.x 10/f4th36 2129771:P6D53738 257089:88Z55TXG

The impact and reach of MOOCs: A developing countries’ perspective - Liyanagunawardena, T.; Williams, S.; Adams, A. (eLearning Papers, 2013)
KerkoCite.ItemAlsoKnownAs: 4804264:SIH8JB3D
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Implementation science and its application to population health - Lobb, Rebecca; Colditz, Graham A. (Annual review of public health, 2013)
Publisher: NIH Public Access KerkoCite.ItemAlsoKnownAs: 10.1146/annurev-publhealth-031912-114444 2129771:Y24JRZ4D

Accelerated learning programmes: what can we learn from them about curriculum reform? - Longden, Ken (UNESCO, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:AGK7774Z 2129771:QP88PPQ2 2405685:N3L7U5B2 2486141:UUP64T8R

Mobile Lernumgebungen und Handlungsansätze für die internationale Berufsbildungszusammenarbeit - Mahrin, Bernd (bwp@, 2013)
Auf einer Vielzahl von Baustellen in Ländern des mittleren Ostens und Nordafrikas besteht ein erheblicher Bedarf, das bauausführende Personal für die Tätigkeiten, die es aktuell auszuführen hat, anzulernen. Nur so kann erreicht werden, dass die notwendige Arbeit zumindest einigermaßen fachgerecht erfolgt. Denn die nach dem hire and fire Prinzip häufig wechselnden Bauarbeiter verfügen nicht über ausreichende praktische Erfahrung und häufig kaum über erforderliche Basiskompetenzen.
KerkoCite.ItemAlsoKnownAs: 2129771:8287D4TI 2317526:4EZQ48ST
Keywords: ⛔ No DOI found

Entrepreneurial skills in technical vocational education and training as a strategic approach for achieving youth empowerment in Nigeria - Maigida, JF; Saba, TM (International Journal of Humanities and Social Science, 2013)
Entrepreneurial studies are inter-displinary training that focuses on the tools needed to start a new business or vocation. Because Nigeria is fast becoming a predominantly youthful society with high rate of unemployment requires training the youth in entrepreneurial skills in Technical Vocational Education and Training to tackle the unemployment which has reached alarming proportions. This is because the youth represents a tremendous potentials development of human capital which the society cannot afford to neglect. Young people’s situation and future prospects are of vital concern to all. Many youth face high unemployment, joblessness and difficulties in getting a firm foothold into the labour market. These have led to problem of unemployment especially among youth leaving various educational institutions. The youth graduate from school without the needed skills or competencies that would enable them function in today’s emerging society. Therefore, this paper examined how entrepreneurial skills in Technical Vocational Education and Training (TVET) can be used as a strategic approach for achieving youth empowerment in Nigeria.
KerkoCite.ItemAlsoKnownAs: 2129771:Y7937GDQ 2317526:7XMIRUEB UTI-07487CB8-9983-3320-9CBB-FF1466B43253
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:assessment; P:measurement; T:Ausbildung; T:TVET; publicImportV1; ⛔ No DOI found

How children talk together to make meaning from texts: a dialogic perspective on reading comprehension strategies - Maine, Fiona (Literacy, 2013)
This study considers reading comprehension as a dialogic transaction of making meaning from text. The concept of text and reading is taken to include the visual and multimodal as well as written forms. Case studies of children discussing texts are analysed to explore how children engage in inter‐mental and intra‐mental processes of reading, between themselves as readers and between themselves and the text. The findings show that children's use of language, which is open, hypothetical and questioning, enables different interpretations and priorities for discussion. The use of imagination and empathy, to enter the world of the text to understand it, trigger creative responses as the children make meaning together. More than merely promoting the teaching of comprehension skills to children, the paper demonstrates how meaningful and exciting responses can be promoted through children reading together and teachers encouraging creative dialogue.
KerkoCite.ItemAlsoKnownAs: 10.1111/lit.12010 2129771:7IDIHPPF 2486141:Y29WYLTT

Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment - Manca, S.; Ranieri, M. (Journal of Computer Assisted Learning, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12007 4804264:LDBRVV37
Keywords: Final_citation; cited; existing

Is it a tool suitable for learning? A critical review of the literature on Facebook as a technology-enhanced learning environment - Manca, S.; Ranieri, M. (Journal of Computer Assisted Learning, 2013)
Despite its continuing popularity as the social network site par excellence, the educational value of Facebook has not been fully determined, and results from the mainstream educational paradigms are contradictory, with some scholars emphasizing its pedagogical affordances (e.g., widening context of learning, mixing information and learning resources, hybridization of expertise) and others cautioning against its use for educational purposes. Moreover, systematic reviews about documented educational usage of Facebook as a learning environment are lacking. This article attempts to provide a critical overview of current studies focusing on the use of Facebook as a technology-enhanced learning environment, with the aim of exploring the extent to which its pedagogical potential is actually translated into practice. Only empirical studies published in peer-reviewed academic journals with a specific focus on Facebook as a learning environment have been considered for the review. The authors conducted a comprehensive literature search that identified 23 relevant articles that were subsequently analysed according to a simplified list of guidelines. These articles were further analysed and recoded through a set of emerging categories. The results show that pedagogical affordances of Facebook have only been partially implemented and that there are still many obstacles that may prevent a full adoption of Facebook as a learning environment such as implicit institutional, teacher and student pedagogies, and cultural issues. Finally, a broad observation on the implications of the study is developed with some suggestions for future research.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.12007 Extra URL: https://onlinelibrary.wiley.com/doi/abs/10.1111/jcal.12007
Keywords: Facebook; Q =M; R = L; ___working_potential_duplicate; cultural issue; implicit pedagogies; social networking sites; technology-enhanced learning

Here and now mobile learning: An experimental study on the use of mobile technology - Martin, Florence; Ertzberger, Jeffrey (Computers & Education, 2013)
00014 KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2013.04.021 10/f49wgf 2129771:J6IZD5FE 257089:CIMRTK97

Students’ Perceptions of Financing Public Universities in Zambia: Toward a More Sustainable and Inclusive Policy Strategy - Masaiti, Gift (Funding Higher Education in Sub-Saharan Africa, 2013)

Perceptions of caring for children with disabilities: Experiences from Moshi, Tanzania - McNally, Anna; Mannan, Hasheem (African journal of disability, 2013)
Publisher: AOSIS

The Effectiveness of Online and Blended Learning: A Meta-Analysis of the Empirical Literature - Means, Barbara; Toyama, Yukie; Murphy, Robert; Baki, Marianne (Teachers College Record: The Voice of Scholarship in Education, 2013)
Background/Context Earlier research on various forms of distance learning concluded that these technologies do not differ significantly from regular classroom instruction in terms of learning outcomes. Now that web-based learning has emerged as a major trend in both K–12 and higher education, the relative efficacy of online and face-to-face instruction needs to be revisited. The increased capabilities of web-based applications and collaboration technologies and the rise of blended learning models combining web-based and face-to-face classroom instruction have raised expectations for the effectiveness of online learning. Purpose/Objective/Research Question/Focus of Study This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction. Population/Participants/Subjects The types of learners in the meta-analysis studies were about evenly split between students in college or earlier years of education and learners in graduate programs or professional training. The average learner age in a study ranged from 13 to 44. Intervention/Program/Practice The meta-analysis was conducted on 50 effects found in 45 studies contrasting a fully or partially online condition with a fully face-to-face instructional condition. Length of instruction varied across studies and exceeded one month in the majority of them. Research Design The meta-analysis corpus consisted of (1) experimental studies using random assignment and (2) quasi-experiments with statistical control for preexisting group differences. An effect size was calculated or estimated for each contrast, and average effect sizes were computed for fully online learning and for blended learning. A coding scheme was applied to classify each study in terms of a set of conditions, practices, and methodological variables. Findings/Results The meta-analysis found that, on average, students in online learning conditions performed modestly better than those receiving face-to-face instruction. The advantage over face-to-face classes was significant in those studies contrasting blended learning with traditional face-to-face instruction but not in those studies contrasting purely online with face-to-face conditions. Conclusions/Recommendations Studies using blended learning also tended to involve additional learning time, instructional resources, and course elements that encourage interactions among learners. This confounding leaves open the possibility that one or all of these other practice variables contributed to the particularly positive outcomes for blended learning. Further research and development on different blended learning models is warranted. Experimental research testing design principles for blending online and face-to-face instruction for different kinds of learners is needed.
KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311500307 2129771:RBH8T2PG 2486141:3KHM7HDZ 4804264:G93W9YPA 4820891:H5QALXUJ
Keywords: Final_citation; cited; existing

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

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

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

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

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

Guidelines for Establishing New Programmes in Polytechnics and Similar Tertiary Institutions in Nigeria - NBTE (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:8A6NF3RD

Standards for Accreditation and Re-accreditation of Diploma Programmes in Polytechnics and Similar Post–Secondary Technical institutions in Nigeria - NBTE (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:5ZNCVFND

Enhanced STEM learning with Online Labs: Empirical study comparing physical labs, tablets and desktops - Nedungadi, Prema; Raman, Raghu; McGregor, Mark (Frontiers in Education Conference, 2013 IEEE, 2013)
00000 KerkoCite.ItemAlsoKnownAs: 10.1109/fie.2013.6685106 10/gf62jb 2129771:HWCBYRE9 257089:VB8NMP7N

Review of agricultural technical vocational education and training (ATVET) in Africa : best practices from Benin, Ethiopia, Namibia and Sierra Leone - NEPAD (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:MRLFQA2A 2317526:UXBUFKAU
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Benin; C:Ethiopia; C:Namibia; C:Sierra Leone; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:agricultural; T:TVET; _C:Sierra Leone SLE; publicImportV1