Sierra Leone: Transforming the Country through Innovation - O'Connor, Shane; Zurutuza, Naroa (UNICEF, 2019)
Library Catalog: www.unicef.org KerkoCite.ItemAlsoKnownAs: 2129771:X8QL3JAV 2405685:XYSCRRC4
Keywords: _C:Sierra Leone SLE

Digital Literacy Among Teachers: Identifying Digital Divide Among Interactive Whiteboard Users in Public High Schools - Oatis, Tammy (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:RYULW4BI
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:Georgia GEO; _C:Greece GRC; _C:Jordan JOR; _C:Korea; Republic KOR; _C:Netherlands NLD; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:South Africa ZAF; _C:Spain ESP; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Interactive apps prevent gender discrepancies in early grade mathematics in a low-income country in Sub-Sahara Africa - Pitchford, Nicola J.; Chigeda, Antonie; Hubber, Paula J. (Developmental Science, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1111/desc.12864 10/gf62gt 2129771:DMDYK6Z2 2129771:VXRGS3KV
Keywords: _C:Belgium BEL; _C:France FRA; _C:Kenya KEN; _C:Malawi MWI; _C:Myanmar MMR; _C:Netherlands NLD; _C:Seychelles SYC; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities - Power, Tom; Hedges, C; McCormick, R; Rahman, S (Commonwealth of Learning (COL), 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:7WRQ3XAW 2129771:GAUBXL6M 2339240:6ETY8HWG 2405685:26U2C9E5 2405685:FV3V5JDR 2405685:U22CW5TA 2534378:3GHKQTE7
Keywords: C:Poor and marginalised communities; _C:Bangladesh BGD; _C:France FRA; _C:India IND; _C:Jordan JOR; _C:Malawi MWI; _C:Sierra Leone SLE; _C:State of Palestine PSE; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

High School Teacher Perceptions of Blended Learning - Raymond, Stephen (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:ITZPK2IN
Keywords: _C:France FRA; _C:Greece GRC; _C:Kuwait KWT; _C:Malaysia MYS; _C:Namibia NAM; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

La Tablet en la escuela: Revisión bibliográfica en Scopus - Rodríguez, María Montserrat Castro; Suárez, Óscar Mallón (Hamut\' ay, 2019)
KerkoCite.ItemAlsoKnownAs: 10.21503/hamu.v6i1.1579 10/gf62gd 2129771:6WIRJVSN 2129771:NY65TXXB 2129771:TCZDYJM9 2129771:VC8RK2UT
Keywords: _C:Australia AUS; _C:China CHN; _C:Costa Rica CRI; _C:Ghana GHA; _C:Guatemala GTM; _C:India IND; _C:Norway NOR; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; literature / systematic review

Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach - Rose, R.; Garner, P.; Farrow, B. (Inclusion, Equity and Access for Individuals with Disabilities., 2019)
https://doi.org/10.100/ 978-981-13-5962-0_21 KerkoCite.ItemAlsoKnownAs: 2129771:B3K7GRXA 2405685:AMF2AQAE
Keywords: _C:Sierra Leone SLE

Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes - Sierra Leone Education Innovation Challenge (2019)
A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More
Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:UPP2U9U3 2405685:XUALMEQ5
Keywords: _C:Sierra Leone SLE

Teacher educators as agents of change? A critical realist study of a group of teacher educators in a Kenyan university - Stutchbury, Kristina (The Open University, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:J4QKGXE7 2129771:UYJHRF48
Keywords: _C:Australia AUS; _C:Botswana BWA; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Malawi MWI; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:New Zealand NZL; _C:Nigeria NGA; _C:Rwanda RWA; _C:Senegal SEN; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Education for sustainable development in Africa: a critique of regional agendas - Tikly, Leon (Asia Pacific Education Review, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1007/s12564-019-09600-5 2129771:9REQDVU6

Integrating new technology in the language classroom: innovative teacher identities - Valentyn, Gail (Stellenbosch: Stellenbosch University, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:48JWYMGW
Keywords: _C:Australia AUS; _C:China CHN; _C:Estonia EST; _C:Finland FIN; _C:Mauritius MUS; _C:Namibia NAM; _C:New Zealand NZL; _C:Nigeria NGA; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Using examination and learning assessment data to uncover foundational skill gaps in Sierra Leone’s secondary schools - Waistell, Daniel; De, Sourovi; Ofori Owusu, Diana; Allen, Reg; Sanni, Kayode; Dupigny, Albert (Education technology and data science for inclusive systems, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:DDMJMXGM 2405685:J8IWHLVQ
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

Project Information Document: Sierra Leone Free Education Project - World Bank (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:KKB6BM39 2405685:GIC5MV46
Keywords: _C:Sierra Leone SLE

Talent leadership strategies enhance teacher’s professional competencies in 21st century education for sustainable development - Xu, Ping; Yue, Xiaoyao (IOP Conference Series: Earth and Environmental Science, 2019)
Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1755-1315/373/1/012003 2129771:BNSNYXS8
Keywords: _C:Canada CAN; _C:Norway NOR; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Teachers’ pedagogical content knowledge, curriculum designing, and student’s comprehension of secondary school ordinary level physics in Lusaka, Zambia. - Zulu, Jacqueline; Mulenga, Innocent Mutale (2019)
Publisher: UNESWA Journal of Education
Keywords: ⛔ No DOI found

Teachers’ in-service professional development : gateway to improved classroom practices in Nigerian schools - Ajani, Oluwatoyin Ayodele; Govender, Samantha; Maluleke, Nkhensani (Journal of Gender Information and Development in Africa, 2018)
openalex: W2914464241 mag: 2914464241 id: openalex:W2914464241 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.31920/2050-4284/2018/v7n3a2 2129771:3TVUNBPM 2486141:8GWHM5SQ
Keywords: openalex:import

Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone - Barnett, Sarah; van Dijk, Jetske; Swaray, Abdulai; Amara, Tamba; Young, Patricia (BMJ, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.k4667 2129771:TJLHF968
Keywords: _C:Sierra Leone SLE

Sierra Leone Media Landscape Report - BBC Media Action (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:KM54UTV8 2339240:7N6UW9TG 2405685:644SZI8D
Keywords: _C:Sierra Leone SLE

Teachers’ Attitude towards Teaching of Sexuality Education in Federal Government Colleges in Nigeria - Implications for Counselling - Onoyase, Anna (Higher Education Studies, 2018)
The study investigated the attitude of teachers towards the teaching of sexuality education in federal government colleges in Nigeria. In order to carry out the investigation, three hypotheses were formulated. An instrument known as “teachers’ attitude towards teaching of sexuality education” (TATTOSE), was used to obtain information from the respondents. The instrument had a reliability coefficient of 0.79. It also had language appropriateness, content and facial validity. Four research assistants were used to administer 580 copies of the questionnaire to the respondents. Five hundred and twenty eight copies were retrieved showing 91.03 percent return rate. The data collected from the field were analyzed using t-test statistics. The research found out that there was no significant difference in the attitude of male and female teachers towards the teaching of sexuality education, that there was significant difference in the attitude of less experienced and experienced teachers towards the teaching of sexuality education. Finally, the study also revealed that there was no significant difference in the attitude of married and unmarried teachers towards teaching of sexuality education in Nigeria. One of the recommendations is that a curriculum of sexuality education should be drawn up for secondary schools.
openalex: W2900984334 mag: 2900984334 id: openalex:W2900984334 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.5539/hes.v8n4p162 2129771:G5BAB22G 2486141:4WR2X4SX
Keywords: openalex:import

Work-integrated learning for TVET lecturers: Articulating industry and college practices - Bijl, André van der; Taylor, Vanessa (Journal of Vocational, Adult and Continuing Education and Training, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:UVFWWSSX 2317526:CCAQJSZP
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:LOW; -RRQ:M:final; C:South Africa; RRQ:other; __C:filed:1; publicImportV1; ⛔ No DOI found

Voices Confined to Classrooms: The Marginalised Status of Teachers in Curriculum Development in Lusaka, Zambia - Mwanza, Christine (2018)

The effectiveness of E-Learning Tools for Teaching and learning as Perceived by Nigerian Colleges of Education Pre-service Teachers. - Ojo, O. A.; Adu, Olukemi; Adu, Olusola (E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, 2018)
openalex: W2898737806 mag: 2898737806 id: openalex:W2898737806 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:GRINY7F9 2486141:URD8CPPT
Keywords: openalex:import

Correlation Between the Five Personality Dimensions and Creative Behaviours of Electrical and Electronics Teachers in Nigerian Technical Colleges - Raymond, Emmanuel; Uduafemhe, Maxwell Emmanuel; Alome, S. A; Ogumah, Bamidele A. O. (Journal of Technical Education and Training, 2018)
This study determined the correlations between the five personality dimensions and the creative behaviours of electrical and electronics teachers in Nigerian Technical Colleges.Multiple prediction research design was adopted for the study.Purposive sampling technique was used to select 94 electrical and electronics teachers from a population of 137 persons teaching electrical and electronics trades in the 21 technical colleges in North-western Nigeria.The data for the study were collected using two instruments: Kaufman Domains of Creativity Scale which consists of 50 items in which participants rated themselves on a scale of 1 to 5 in comparison to other people in their age and experience, and Goldberg's Big Five Inventory which is a 44 item, five point Likert scale type of; Strongly Disagree, Disagree, Neutral, Agree, and Strongly Agree.To account for socio-cultural differences, the instruments were subjected to a pilot study in Niger State, North-central Nigeria, and their reliability coefficients were found to be 0.86 and 0.83 respectively.The data were analysed using Pearson Product Moment Correlation and Multiple Regression.Results revealed that there is a correlation between the five personality dimensions when treated together and the creative behaviours of electrical and electronics teachers.Also, the personality dimensions treated together significantly correlate with the creative behaviours of the teachers.It was concluded that personality traits are important for creative behaviours of trade's teachers.Hence, a reward and incentive systems should be put in place, for the encouragement of creativity among electrical and electronics teachers in technical colleges in Nigeria.
openalex: W2908431562 mag: 2908431562 id: openalex:W2908431562 keywords: KerkoCite.ItemAlsoKnownAs: 10.30880/jtet.2018.10.02.003 2129771:FDWLLQDS 2486141:96ZN5H76
Keywords: openalex:import

Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia - Pouezevara, Sarah (RTI Press, 2018)
KerkoCite.ItemAlsoKnownAs: 10.3768/rtipress.2018.bk.0022.1809 2129771:69X6P654
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Belgium BEL; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Congo XCO; _C:Cuba CUB; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Haiti HTI; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea; Republic KOR; _C:Liberia LBR; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Morocco MAR; _C:Namibia NAM; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Panama PAN; _C:Papua New Guinea PNG; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:Singapore SGP; _C:Somalia SOM; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Tuvalu TUV; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Principal’s Personal Traits for Managing Conflict Among the Teachers in Federal Unity College (fuc) North Central Zone, Nigeria - Lawrence, Ojo Adebayo (Journal of Education in Developing Areas, 2018)
This paper sought for Principal’s Personal Traits for Managing Conflict among the Teachers in Federal Unity College (FUC) North Central Zone, Nigeria. It is descriptive survey carried out ex-post facto. The population for this study was 318 (Three hundred and eighteen) comprised principals and teachers from Federal Unity College. North Central had 24 (Twenty four) Federal Unity College and a principal each. No sampling for schools and principals all were selected for the study. Sampling error was used to select 294 (Two hundred and ninety four) teachers with Yaro Yamane formula: n= N/1+N (e)2. The researcher developed instrument tagged “Principals Personal Traits for Managing Conflict among the Teachers (PPTMCT)” was used to collect information from the respondents. The instrument was validated by three experts - two in Nigerian Educational Research and Development Council, Abuja and one measurement and evaluation in University of Abuja. In other to ascertain the reliability co-efficient of the instrument, test re-test method was adopted and 0.94 was derived with Pearson Product Moment Correlation (PPMC) that shows the instrument was reliable. Two research questions and one hypothesis guided the study. Frequency count and percentage were using to analysis demographic data and research questions while t-test was used to test the hypothesis at 0.05 alpha level. The findings of the study revealed that a significant relationship existed between male and female principal’s personal traits for managing conflict among the teachers in Federal Unity College, North Central Zone of Nigeria (calculated t-valve =3.285 > critical t-valve =1.384, p < 0.05, df =318). In view of this findings, it was recommended among others that principals’ should understand the foundation of conflict in the school system and use appropriate strategies to revolutionize the situation based on personal distinctiveness.
openalex: W2904646538 mag: 2904646538 id: openalex:W2904646538 keywords: KerkoCite.ItemAlsoKnownAs: 2129771:YJTLKHHA 2486141:PP8P76ES
Keywords: openalex:import

How to Improve Teaching Practice? Experimental Comparison of Centralized Training and In-classroom Coaching - Cilliers, Jacobus; Fleisch, Brahm; Prinsloo, Cas; Taylor, Stephen (Research on Improving Systems of Education (RISE), 2018)
We experimentally compare two modes of in-service professional development for South African public primary school teachers. In both programs teachers received the same learning material and daily lesson plans, aligned to the ofﬁcial literacy curriculum. Pupils exposed to two years of the program improved their reading proﬁciency by 0.12 standard deviations if their teachers received centralized Training, compared to 0.24 if their teachers received in-class Coaching. Classroom observations reveal that teachers were more likely to split pupils into smaller reading groups, which enabled individualized attention and more opportunities to practice reading. Results vary by class size and baseline pupil reading proﬁciency.
shortDOI: 10/ghgnff KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2018/024 10/ghgnff 2129771:8TR54IFM 2405685:WYIY3SSM
Keywords: C: South Africa; _C:South Africa ZAF; _C:United States USA; __C:filed:1; __C:scheme:1

Teacher Training and Classroom Management in Nigeria - Abdullahi, Nimota Jibola Kadir; Sheu, Adebayo Adaramaja; Umar, HafsatAbdullahi (Journal of Education in Developing Areas, 2018)
This study investigated teacher training and classroom management in Nigeria. The purpose of this study are to determine the relationship between preparation of instructional material, lesson plan and classroom management in public primary schools in north-central, Nigeria. To achieve these, two hypotheses were formulated and tested. Quantitative research design was used for the study. A self-constructed questionnaire titled “Teacher Training and Classroom Management Questionnaire” (TTCMQ) was used to collect information for the study. This study focus on public primary schools in north-central, Nigeria. The population of this study comprised all 12,775 head teachers in public primary schools in north-central, Nigeria. Sample of 375 head teachers selected with the use of Research advisor (2006) table of determine sample size of a known population, stratified random sampling technique was used to select public primary school head teachers from the sample school schools. This was to ensure that all categories of head teachers were given equal chance of being selected. The data collected were analyzed using Pearson Product Moment correlation coefficient Statistic. All hypotheses were tested at 0.05 level of significance. The findings revealed that there was a positive and significant relationship between preparation of instructional material, lesson plan and classroom management in public primary schools in Nigeria. It was recommended among others that teachers should continue to provide appropriate instructional materials in order to give learners the opportunity to share experiences and make learning more permanent, arouse and sustain learner’s interest in learning, improve learners in their assimilation of information and clarification of important concepts, as well as contribute to learners overall development and upbringing.
openalex: W2947551460 mag: 2947551460 id: openalex:W2947551460 keywords: , , , , , , KerkoCite.ItemAlsoKnownAs: 2129771:2T27BHFD 2486141:FDRCWAVH
Keywords: openalex:import

Influence of Social Studies Teachers’ Professional Training on Junior Secondary School Students’ Performance in Kaduna State, Nigeria - Ayuba, Shuaibu (2018)
openalex: W2945869181 mag: 2945869181 id: openalex:W2945869181 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:2GIM8LFR 2486141:44I5M78V
Keywords: openalex:import

An evaluation of the music teacher training programme for basic schools in Nigeria with special reference to South-Eastern States - Ugwu, Calista Ada Nwadimkpa (2018)
openalex: W3007961475 mag: 3007961475 id: openalex:W3007961475 keywords: KerkoCite.ItemAlsoKnownAs: 2129771:FI6JF9LI 2486141:B8QTQBIU
Keywords: openalex:import

Influence of Supervision on Technical College Teachers’ Performance in Yobe State, Nigeria - Moses, Dauda; Ndatti, Bawa; Adamu, Umar Alhaji; Wakili, Bala Adamu (ATBU Journal of Science, Technology & Education, 2018)
The persistent lack of teachers’ dedication to teaching led to poor students’ academic performance and trickling down to graduating less skill-oriented students by Yobe state technical colleges. This development has been attributed to the manner administrators apply various school policies. It is in view of this that a present study investigated the influence of internal instructional supervision on teachers’ performance in technical colleges of Yobe State, Nigeria. The study conducted in eight technical colleges, employed a descriptive survey research design guided by two research questions and two null hypotheses. The population of the study was 894 which consisted of 766 technical college teachers and 128 school administrators. A sample size of 280 respondents comprising of 240 technical teachers and 40 school administrators were selected through proportionate stratified random sampling technique. Instrument for data collection was a structured questionnaire developed by the researchers. Three validators have validated the questionnaire which was later trial tested on 20 technical teachers and five school administrators in Government technical college, Yola Adamawa State. A reliability coefficient of 0.92 was obtained using Cronbach’s Alpha. Data collected was analyzed using Mean statistics to answer the research questions, while z-test at 0.05 level of significance was used in testing the hypotheses. Findings of the study revealed among others that internal instructional supervision is being carried out to a high extent in technical colleges of Yobe State; it also influences teachers’ performance by improving their skills in various instructional activities/processes. The study recommended among others that Ministry of Education should through the science and technical schools board intensify external supervision in order to complement the existing high extent internal instructional supervision policy obtainable in technical colleges in Yobe State for more effective teacher performance.
openalex: W2892598312 mag: 2892598312 id: openalex:W2892598312 keywords: , , , KerkoCite.ItemAlsoKnownAs: 2129771:QRBEMZS6 2486141:4X9S4MTH
Keywords: openalex:import

Meeting agenda matters: promoting reflective dialogue in teacher communities - Dogan, Selcuk; Yurtseven, Nihal; Tatık, Ramazan Şamil (Professional Development in Education, 2018)
(2018). Meeting agenda matters: promoting reflective dialogue in teacher communities. Professional Development in Education. Ahead of Print.
00000 EdTechHub.ItemAlsoKnownAs: 2129771:ZJJHS979
Keywords: _C:Australia AUS; _C:Lebanon LBN; _C:Pakistan PAK; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Building capacity for professional development: the development of teachers as facilitators in Ghana - Perry, Emily; Bevins, Stuart (Professional Development in Education, 2018)
In low- and middle-income countries, cascade models of teacher professional development are often used as routes to educational reform. In these models, external agents deliver professional development, which is then disseminated by in-country facilitators. However, little is known about how to support facilitators of professional development, particularly in low- and middle-income countries. In this study, we report on a model of capacity building for professional development in Ghana. In the context of a large-scale programme of science teacher professional development, a group of Ghanaian teachers gradually assumed responsibility for professional development facilitation, working alongside experienced facilitators from the UK. Using interviews focussed on a storyline technique, we explore the experiences of the Ghanaian teachers as they reflected on their roles. We found the teachers’ epistemological beliefs about teaching were coherent with those of the programme and suggest that this may be an important factor in the success of cascade models of professional development. The teachers gained self-confidence and improved their knowledge and skills of teaching and of professional development facilitation. We propose that this is useful learning for all facilitators and that the model described here is one which is potentially useful for capacity building in other contexts.
KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2018.1474489 10/gf62g8 2129771:ZSW9GMBF
Keywords: CPD; Ghana; Professional development; _C:Benin BEN; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Lesotho LSO; _C:Netherlands NLD; _C:Nigeria NGA; _C:Singapore SGP; _C:Somalia SOM; _C:Somaliland XSMLD; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; capacity building; facilitation; professional learning; science education

Effects of Training and Workload of Teachers’ on Achievement of Students’ in Mathematics in Senior Schools in Jos Metropolis, Plateau State, Nigeria - Attah, Bala Galle; Adebayo, Olubukola J. (KIU Journal of Humanities, 2018)
The attainment of excellent achievement of students in Mathematics hinged on the training and workload of teachers in schools. Excellent achievement of students does not occur by chance unless some factors are looked into. Much task in terms of teaching units and assignment to Mathematics teachers, can make or mar the achievement of students in the schools. The interplay was a rallying point of this study which tried to ascertain the effect of training and workload of teachers’ on achievement of teachers’ in Jos metropolis Plateau State, Nigeria. Theoretically, the present study was on Skinner’s theory of Operant Conditioning. As a descriptive study which made use of descriptive research survey type of research design, it consisted of two research questions and two null hypotheses tested at 5% level of significance with 10 teachers and 450 students. The Mock results of teachers’ from Jos metropolis of Plateau State were used. Two sets of questionnaire were generated as basic instruments for data collection which comprised of effect of teachers’ training on students’ achievement and effect of teachers’ workload on students’ achievement in mathematics. Findings revealed that there was significant relationship between teachers’ training and students’ achievement (r=0.824, P-value=0.009). It was also revealed that there was significant relationship between teachers’ workload and students’ achievement (r=0.777; P-value= 0.008). Finally, the senior schools Mathematics teachers’ workload and training have effects on students’ achievement and therefore government should employ well trained teachers with adequate workload in teaching mathematics. The Mathematics teachers should be allowed to attend seminars and workshops as this will contribute to teachers’ understanding of the changes in education system in Nigeria and the globe. Keywords: Teachers’ Training, Workload and Students’ Achievement
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Keywords: openalex:import

Student Perceptions of the Creation and Reuse of Digital Educational Resources in a Community Development-Oriented Organisation - Paskevicius, Michael; Hodgkinson-Williams, Cheryl (http://jl4d.org/index.php/ejl4d/article/view/253/284, 2018)
This case study explores students’ perceptions of the creation and reuse of digital teaching and learning resources in their work as tutors as part of a volunteer community development organisation at a large South African University. Through a series of semi-structured interviews, student-tutors reflect on their use and reuse of digital educational resources, and identify the challenges they experience in curating, adapting, and reusing educational resources for use in their teaching activities. The data is analysed qualitatively within the framework of an activity system (Engeström, 1987) to surface the primary systemic tensions that student-tutors face in the reuse of resources found online as well as open educational resources (OER). This study found that student-tutors sourced and used educational materials from the Internet, largely irrespective of their licensing conditions, while also creating and remixing a substantial number of educational materials to make them suitable for use in their context. We conclude that greater awareness of the availability of OER and explicit open licencing for works sourced and created within community development organisations could enhance sharing, collaboration, and help sustain high impact resources.
KerkoCite.ItemAlsoKnownAs: 2129771:2P7QUS2Z 2129771:U4HBXTYW 2129771:YXSZD8F3
Keywords: _C:Canada CAN; _C:South Africa ZAF; _C:Spain ESP; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Assessing Quality Assurance Inputs for the Teaching of Business Teacher Education in Selected Colleges of Education in South-South, Nigeria - Undie, Stephen Bepeh; Ewuru, Agnes Awoli; Enenwan, Akwaowo Evanson (Nigerian Journal of Business Education (NIGJBED), 2018)
This study was designed to assess quality assurance inputs for the teaching Business Teacher Education in selected Colleges of Education in South-South, Nigeria. Three research questions were raised to guide the study. The population comprised 91 Business Educators from four selected Colleges of Education in South-South, Nigeria. No sample was used since the population was manageable. A checklist containing 22 inputs recommended as minimum standards for NCCE Business Teacher Education was used to collect information on the availability and adequacy while a 22-item questionnaire was used to gather data on the suitability of available inputs. The obtained data was analysed using mean and standard deviation for research questions. The analysed data revealed that 17 out of 22 inputs were (3 highly and 14 averagely) available while five inputs were low in availability, 18 out of 22 inputs were (4 highly and 14 averagely) adequate while 4 inputs were low in adequacy, 14 out of 22 inputs were (3 highly and 11 averagely) suitable whereas 8 inputs were low in sustainability. However, the quality of the available inputs were judged to be of low quality relative to the NCCE minimum standards. It was therefore recommended that: The NCCE should embark on regular monitoring to ensure that the administrators of Business Teacher Education of these colleges adhere strictly to the recommended minimum standards. The government should provide the much needed personnel, facilities and equipment in adequate quality and quantity suitable for the teaching/ learning of Business Teacher Education programme among others.
openalex: W3009885866 mag: 3009885866 id: openalex:W3009885866 keywords: , , , KerkoCite.ItemAlsoKnownAs: 2129771:DTTRN9ZJ 2486141:UE2CMRVV
Keywords: openalex:import

Donor Organizations and the Principles for Digital Development: A Landscape Assessment and Gap Analysis - Haßler, Björn; Brugha, Meaghan; Muyoya, Chisenga; Mitchell, Joel; Hollow, David; Jackson, Alan (Digital Impact Alliance, 2018)
Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1) Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf
EdTechHub.Source: <this> EdTechHub.Source: 2129771:I2CG3TP3 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1204703 2129771:I2CG3TP3 2129771:SI7RBL6P 2405685:46SDL9HI
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Australia AUS; _C:Belgium BEL; _C:Cambodia KHM; _C:Canada CAN; _C:China CHN; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Jordan JOR; _C:Kenya KEN; _C:Liberia LBR; _C:Norway NOR; _C:Philippines PHL; _C:Portugal PRT; _C:Rwanda RWA; _C:Spain ESP; _C:Sweden SWE; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:c; docs.opendeved.net

Classroom dialogue and digital technologies: A scoping review - Major, L.; Warwick, P.; Rasmussen, I.; Ludvigsen, S.; Cook, V. (Education and Information Technologies, 2018)
This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-018-9701-y 10/gdm2tx 2129771:FDF826ZS 2129771:J9CF7AAC
Keywords: _C:Australia AUS; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:Greece GRC; _C:Israel ISR; _C:Korea XKOR; _C:Mexico MEX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; literature / systematic review

Quality Assurance in Business Teacher Education in Colleges of Education in Nigerian - Nwachukwu, Chinwa L.; Husayn, Mahmud (2018)
The study examined quality assurance in the production of Business Education Teachers in line with the National Commission for Colleges of Education (NCCE) minimum standard and their compliance in the three departments of Business Education Programme in tertiary institutions in Adamawa State. Three research questions guided the study and a 60 item questionnaires structured in 4-point rating scale was administered to 50 respondents. Mean with standard deviation was used to analyze the data collected. The findings revealed that there was parity in the prescribed criteria and what is utilized for teaching/learning in these institutions but only for the qualifications for employing the teaching staff is adhered to. It was recommended among other things that NCCE Accreditation visitation team should insist on strict match between what is prescribed and what is available, whether it is adequate for teaching/learning before granting permission to institutions for the production of Business Education Teachers for quality assurance.
openalex: W2955436829 mag: 2955436829 id: openalex:W2955436829 keywords: KerkoCite.ItemAlsoKnownAs: 2129771:CFCJ5TBP 2486141:HXVHEKKT
Keywords: openalex:import

Andragogy and Effective Teacher Education in Colleges of Education in North Central Nigeria: An Overview - Mohammed, Kinta; Mohammed, Aliyu; Yahaya, John; Layi, Abubakar Moh'd; Tanko, Aliyu; Mohammed, Samaila; Brown, Ukaegbu J.; Boma, Bulus G.; Gbemiga, Arowolo Jacob; Ibrahim, Andrew (Journal of Education Society and Behavioural Science, 2018)
openalex: W2792676038 mag: 2792676038 id: openalex:W2792676038 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.9734/jesbs/2018/38929 2129771:A4KYPLA2 2486141:S3GPNHUB
Keywords: openalex:import

Teachers' Training and Involvement in School Health Programme in Oyo State, Southwest Nigeria. - Adebayo, Ayodeji Matthew; Makinde, Gabriel Ifeoluwa; Omode, Pauline Kunle (PubMed, 2018)
School Health Programme (SHP) currently lacks effective implementation in Nigeria. Lack of training/orientation of teachers in the programme may have contributed to this. Developing an appropriate training intervention may require prior situation analysis to know teachers' current level of training and involvement in the programme, as there is paucity of information on such study in Oyo State. Thus, this study was carried out to assess primary school teachers' training and involvement in the SHP in Oyo state, Nigeria. A descriptive cross-sectional study was conducted using a 2-stage cluster sampling method to select 2 out of the 33 Local Government Areas (LGAs) in Oyo State. A semi-structured self-administered questionnaire was used to obtain information on respondents' characteristics and previous training and involvement in the SHP. The major variable for assessing teachers' involvement in the SHP was "ever been involved in health inspection of pupils". Level of involvement was categorized into "never, "once", "occasionally", "frequently", and "very regularly". These options were further re-categorized into "never", "infrequently" (once and occasionally) and "frequently" (frequently and very regularly) for the purpose of inferential statistics. Data were analyzed using descriptive statistics and Chi-square test at p=0.05. A total of 811 respondents participated in the study. Twenty-eight percent of the respondents reported previous training in the SHP out of whom 44.7% received the training on-the-job. Forty-seven percent were regularly involved in health inspection of pupils. Teachers who taught health education (92.3%) were involved in health inspection of pupils compared with counterparts who did not (74.4%) (p<0.001). Similarly, 85.3% of teachers trained on-the-job were frequently involved in the SHP compared with 73.6% of those trained during undergraduate years (p=0.026). Training and involvement of public primary school teachers in the SHP in Oyo State were suboptimal. Efforts at building the capacity of teachers through on-the-job training in SHP may be necessary to improving the current level of implementation in the State.
openalex: W2901398932 mag: 2901398932 id: openalex:W2901398932 keywords: , , , KerkoCite.ItemAlsoKnownAs: 2129771:5YC2XHQH 2486141:D9V63PWF
Keywords: openalex:import

A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission - Teaching Service Commission; Wright, Dr. Cream (Global Partnership for Education; World Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:65LTW8QP 2129771:MVHKYSFP 2339240:9VRVIUE6 2405685:CFRE6D4Q 2405685:UU3R28HB
Keywords: _C:Sierra Leone SLE

Teachers opinion on availability of e-learning opportunities for effective technical and vocational education and training (TVET) programme in tertiary institutions in South east Nigeria - Agbo, Benjamin C. D.; Okwudili, Onaga Paul; Hyginus, O Omeje (Vocational and Technical Education, 2018)
Modernity and technological developments have necessitated the need to expose opportunities in e-learning for effective technical and vocational education and training (TVET) programme. The opinion of the teachers regarding availability of these e-learning opportunities raises concern in teaching circles. It could be that teachers appear not worried about the availability of these opportunities. Against this background, it becomes necessary to determine the opinion of teachers on the availability of e-learning opportunities for effective TVET programme in tertiary institutions in South east Nigeria. To achieve this, three research questions and one null hypothesis were raised. The study adopted a descriptive research survey using a sample of 98 TVET lecturers from Enugu State South. Instrument for data collection was validated by three experts and reliability established using Cronbach alpha statistics which yielded a coefficient index value of 0.71 and was adjudged as high enough. It was found out that in the teachers’ opinion, e-learning opportunities for effective TVET programme were not available, and that this opinion was not dependent on experience. It was further recommended that teachers be sent on capacity building programmes to get acquainted with the skills to exploit the availability of e-learning opportunities in higher institutions. Key words: E-learning, availability, opportunities.
openalex: W2949971965 mag: 2949971965 id: openalex:W2949971965 keywords: , , , , , , , KerkoCite.ItemAlsoKnownAs: 10.5897/ijvte2015.0176 2129771:N837C3HM 2486141:4Z82TT4U
Keywords: openalex:import

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

Training Needs of Basic Science Teachers in Benue State, Nigeria - Achor, Emmanuel Edoja; Ejeh, Esther; Odaudu, Ruth E (SSRN Electronic Journal, 2018)
The study investigated the training needs of basic science teachers in Makurdi Local Government Area of Benue State, Nigeria. Three research questions guided the study. The survey design was adopted for the study. The population adopted for the study was 531 basic science teachers in Makurdi Local Government Area with 230 as the sample of the study. A 15-item structured questionnaire constructed by the researcher entitled Training Needs of Basic Science Teachers Questionnaire (TNBSC) was used for data collection. The descriptive statistics of mean and standard deviation were used to answer the research questions. Data collected revealed that teachers need training in the areas such as the use of instructional materials, practical skills acquisition, information and communication technology (ICT), upgrading of teachers qualifications and training on conducting research. Similarly it was revealed that factors such as time constraint, negligence on the part of the school administrators and the government, lack of interest for training on the part of teachers, inadequate training facilities and lack of political will were the challenges confronting the training of basic science teachers in Benue State. It was further revealed that the challenges confronting the training needs of basic science teachers are the provision of adequate funds, encouraging teachers in ways of payment of training allowances, provision of adequate facilities, including training periods in school calendars, provision of training centers in regions and senatorial districts.
openalex: W3107295010 mag: 3107295010 id: openalex:W3107295010 keywords: KerkoCite.ItemAlsoKnownAs: 10.2139/ssrn.3241821 2129771:5FH5YJ54 2486141:XX4HCF9G
Keywords: openalex:import

Improvement of Pre-Service Training of Student-Teachers for Quality Assurance in Secondary School Curriculum Implementation in Enugu state, Nigeria - Chigbu, Baptista Chinyere; Azor, Richard Ojinnakaeze (Journal of Education and Practice, 2018)
The study examined the strategies for improving pre-service training of student-teachers for quality assurance in secondary school curriculum implementation in Enugu State, Nigeria. Two research questions which used public opinion design guided the study. Using accidental and purposive sampling techniques, the study sampled three hundred (300) education students in two teachers’ training institutions in Enugu State. A questionnaire was used for data collection. Mean and standard deviation were used to analyze the data. The findings of the study revealed among other things, that pre-service training need of student-teachers include: teaching methodology, curriculum implementation, use of information communication technology (ICT), classroom management and organization, etc.; that pre-service training could be improved upon through increased period of teaching practice and constant monitoring of student-teachers by school administrators, etc. The study gave recommendation based on the findings. Keywords: Pre-service training, teacher’s quality, quality assurance and curriculum implementation.
openalex: W2918077096 mag: 2918077096 id: openalex:W2918077096 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:XJK3Z2BE 2486141:USRXC9DB
Keywords: openalex:import

Cardiopulmonary Resuscitation Theoretical Knowledge Retention of Some Nigerian Teachers 15 Months after Initial Training - Onyeaso, Adedamola Olutoyin; Onyeaso, Chukwudi Ochi (Public Health Research, 2018)
Introduction: For effective bystander cardiopulmonary resuscitation (CPR) to be achievable, potential bystander CPR providers must be able to retain sufficient CPR knowledge for a reasonable time frame after training. This study aimed at ascertaining the retained CPR theoretical knowledge of some Nigerian teachers after 15 months of CPR training. Materials and Methods: A quasi-experimental study design was used. From the initial cohort of forty one (41) teachers, thirty one (31) of them participated in the last phase of the study. The same self-administered questionnaire with seven (7) questions on their theoretical CPR knowledge, used initially immediately after their CPR training in 2016 to assess them was used again in December 2017 without further training. The data was analysed using both descriptive and paired samples t-test statistics. Results: Generally, the participants had good retention of the CPR theoretical knowledge that were not statistically significantly different from their post-training knowledge earlier (P > 0.05) except in two questions where the differences (CPR knowledge losses) were statistically significant (P < 0.05). Conclusions/ Recommendations: The Nigerian teachers retained satisfactory CPR theoretical knowledge after 15 months of initial training, which holds promise for their ability to provide bystander CPR for victims of out-of-hospital cardiac arrests (OHCAs) and the training of their students with the possible incorporation of CPR programme into Nigerian schools’ curricula. There is need to repeat the study with larger sample sizes.
openalex: W2890820083 mag: 2890820083 id: openalex:W2890820083 keywords: , , KerkoCite.ItemAlsoKnownAs: 2129771:C2M346XB 2486141:VF3FA8Z2
Keywords: openalex:import

Women's access to agricultural technologies in rice production and processing hubs: A comparative analysis of Ethiopia, Madagascar and Tanzania - Achandi, Esther L.; Mujawamariya, Gaudiose; Agboh-Noameshie, Afiavi R.; Gebremariam, Shewaye; Rahalivavololona, Njaka; Rodenburg, Jonne; Rahalivavololona, Njaka; Rodenburg, Jonne; Rodenburg, Jonne (Journal of Rural Studies, 2018)
© 2018 Elsevier Ltd This study presents results from a farmer survey conducted with 560 rice farmers from 27 villages spread over five hubs (concentration areas of rice production and processing) in three different countries in Eastern Africa (Ethiopia, Tanzania and Madagascar). The main research objective was to assess women's access to rice technologies and constraints to adoption of technologies. Constraints were analyzed over five different categories: (1) institutional (2) access to agricultural inputs, (3) technology-contextual, (4) household and socio-cultural and (5) extension. Key providers of extension were public (government), Non-Governmental Organizations (NGOs) and international organizations. Our study identifies that the overarching constraints to technology adoption are institutional and cultural impediments and related to the mode of delivery of extension services. Furthermore, the Focus Group Discussions (FGD) with the women, revealed that empowerment of women in decision making at the household level can enhance women's access and engagement in better farming practices suggested under extension advisory services. This is specifically true where women are able to overcome the hurdles of acquisition of extension training and access to the improved technologies.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jrurstud.2018.03.011 10/gf62jz 2129771:7UPXJXRQ 2317526:HEL4WL56
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:eastern Africa; C:Ethiopia; C:Madagascar; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; F:women; P:agricultural; P:culture; P:production; P:services; P:technology; R:focus groups; R:survey; T:Training; __C:filed:1; publicImportV1

Assessment of Perceived Ease of Use and Instructional Use of ICT by Lecturers in Technical Training Institutions in Kenya - Agufana, PB; Too, JK; Mukwa, CW (African Journal of Education, Science and Technology, 2018)
In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational Institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Ease of Use and instructional use of ICT by Lecturers in Technical Training Institutions in Kenya. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training Institutions in Kenya. Data were collected using questionnaires. The quantitative data obtained from the administrated questionnaires were analyzed using descriptive statistics. The findings indicated that use of ICT by lecturers’ is perceived to greatly improve instruction. The study recommends that lecturers be encouraged to use ICT for instructional purposes because it greatly improves the passage of instruction.
KerkoCite.ItemAlsoKnownAs: 2129771:89J6L33G 2317526:ZRG8DS9N
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Kenya; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:assessment; F:attitude; P:culture; P:school teacher; Q:ICT; Q:lifelong learning; Q:open learning; T:TVET; __C:filed:1; publicImportV1; ⛔ No DOI found

Skilled labour shortage: a qualitative study of Ghana’s training and apprenticeship system - Ayentimi, Desmond Tutu; Burgess, John; Dayaram, Kantha (Human Resource Development International, 2018)
The impacts of training and apprenticeship education towards building high-level technical and vocational skills that support human capital development and attracting foreign direct investment are being reshaped by global competition. This article draws on human capital theory to report on a qualitative study that explores skilled labour challenges within Ghana’s training and apprenticeship system through the lens of the demand side of employment perspective. The ﬁndings point to a training mismatch, lack of regulations and ineﬀective apprenticeship programmes, underinvestment in education and training, and outdated training programmes. The bottlenecks in the supply of skilled labour in Ghana are hampering the ﬁrms’ ability to ﬁnd skilled labour across industries. We suggest improved social partnership between industries and training institutions, with increased government investment in training and apprenticeship programmes, as a way forward to address the technical and vocational skilled labour supply bottlenecks. Wider implications for the African region which shares similar developing contexts are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1080/13678868.2018.1447881 10/gf62j4 2129771:7CCEGI9P 2129771:VR5IUN53 2317526:77W3HCTM LOCAL-SCOPUS_ID:85044955362
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing context; F:regulation; P:social; R:impact; R:qualitative; T:Lehrlingsausbildung; T:Training; T:vocational skills; Z:Skilled labour shortages; Z:social partnership; Z:training and apprenticeship systems; _C:Ghana GHA; __C:filed:1; publicImportV1

Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone - Barnett, Sarah; van Dijk, Jetske; Swaray, Abdulai; Amara, Tamba; Young, Patricia (BMJ, 2018)
Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone
shortDOI: 10/ggqvr7 KerkoCite.ItemAlsoKnownAs: 10.1136/bmj.k4667 10/ggqvr7 2129771:NVZ6YY8M 2339240:6IXLT92N 2405685:6Z36JH5J 2405685:S35X3HD9
Keywords: _C:Sierra Leone SLE

Prospects, Issues and Challenges of Technical and Vocational Education and Training (TVET) in Revamping Nigeria's Depressed Economy - Bolarina, Fehintola Fatimoh Bintu; Akinyele, Temitayo Abosede (International Journal of Vocational and Technical Education Research, 2018)
Nigeria aspires to become a major player in the world economy in line with her Vision 20-2020. To achieve this ambitious goal, the most crucial vehicle apart from power and infrastructure, is a skilled and competent workforce. This is necessary for the effective implementation of national development projects and for attracting necessary international investment by hi-tech industries. (NBTE, 2011). Technical and Vocational Education and Training (TVET) is used as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO and ILO 2001) In addition to technical knowledge and aptitude, TVET is also concerned with softer skills like communication, negotiation and teamwork. It is dispensed in public and private educational establishments or other forms of formal or informal instructor aimed at granting all segments of the society access to lifelong resources.
KerkoCite.ItemAlsoKnownAs: 2129771:RCZXNRUT 2317526:V85JMU8R UTI-8A876AB1-4639-3E89-A9AA-2B55532EA115
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:West Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; Q:higher education; T:CTE; T:OE; T:PVE; T:TVET; T:career; T:occupational education; T:professional and vocational education; publicImportV1; ⛔ No DOI found

Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? - Bruns, Barbara; Costa, Leandro; Cunha, Nina (2018)
shortDOI: 10/ggft3x KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2018.03.003 10/ggft3x 2129771:PXEQ493U 2405685:7A2ZCMGH
Keywords: _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Ethiopia ETH; _C:Guatemala GTM; _C:Honduras HND; _C:India IND; _C:Japan JPN; _C:Kenya KEN; _C:Malawi MWI; _C:Nepal NPL; _C:Peru PER; _C:Philippines PHL; _C:Portugal PRT; _C:Singapore SGP; _C:United States USA; __C:filed:1; __C:scheme:1; _yl:a

Mathematics teacher education curriculum at a university in Zambia: student teachers’ acquisition of appropriate competencies for teaching mathematics in secondary school. - Changwe, Robert; Mulenga, Innocent Mutale (2018)
Publisher: Multidisciplinary Journal of Language and Social Sciences Education
Keywords: ⛔ No DOI found

Curriculum and training needs of mid-level health workers in Africa: A situational review from Kenya, Nigeria, South Africa and Uganda - Couper, Ian; Couper, Ian; Ray, Sunanda; Ray, Sunanda; Blaauw, Duane; Ng'Wena, Gideon; Muchiri, Lucy; Oyungu, Eren; Omigbodun, Akinyinka; Omigbodun, Akinyinka; Morhason-Bello, Imran; Ibingira, Charles; et al. (BMC Health Services Research, 2018)
© 2018 The Author(s). Background: Africa's health systems rely on services provided by mid-level health workers (MLWs). Investment in their training is worthwhile since they are more likely to be retained in underserved areas, require shorter training courses and are less dependent on technology and investigations in their clinical practice than physicians. Their training programs and curricula need up-dating to be relevant to their practice and to reflect advances in health professional education. This study was conducted to review the training and curricula of MLWs in Kenya, Nigeria, South Africa and Uganda, to ascertain areas for improvement. Methods: Key informants from professional associations, regulatory bodies, training institutions, labour organisations and government ministries were interviewed in each country. Policy documents and training curricula were reviewed for relevant content. Feedback was provided through stakeholder and participant meetings and comments recorded. 421 District managers and 975 MLWs from urban and rural government district health facilities completed self-administered questionnaires regarding MLW training and performance. Results: Qualitative data indicated commonalities in scope of practice and in training programs across the four countries, with a focus on basic diagnosis and medical treatment. Older programs tended to be more didactic in their training approach and were often lacking in resources. Significant concerns regarding skills gaps and quality of training were raised. Nevertheless, quantitative data showed that most MLWs felt their basic training was adequate for the work they do. MLWs and district managers indicated that training methods needed updating with additional skills offered. MLWs wanted their training to include more problem-solving approaches and practical procedures that could be life-saving. Conclusions: MLWs are essential frontline workers in health services, not just a stop-gap. In Kenya, Nigeria and Uganda, their important role is appreciated by health service managers. At the same time, significant deficiencies in training program content and educational methodologies exist in these countries, whereas programs in South Africa appear to have benefited from their more recent origin. Improvements to training and curricula, based on international educational developments as well as the local burden of disease, will enable them to function with greater effectiveness and contribute to better quality care and outcomes.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12913-018-3362-9 10/gdw4tb 2129771:6QH2RT5L 2317526:KXPW6NSD
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:Kenya; C:Nigeria; C:South Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:Improvement; F:curriculum; F:ministry; F:outcomes; F:pedagogy; F:policy; P:health; P:media; P:services; P:technology; R:interview; R:qualitative; R:quantitative; R:questionnaire; T:TVET; T:Training; T:training needs; Z:Curricula; Z:Educational models; Z:Healthcare providers; Z:Healthcare workers; Z:Mid-level workers; Z:Primary healthcare; Z:Quality of healthcare; _C:Uganda UGA; publicImportV1

Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme - DFID (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:V7V2FSG3 2405685:9PJP3ZYU
Keywords: _C:Sierra Leone SLE

The Impact of Using Geography Open Education Resources (OER) to Capacitate Natural Science Teachers Teaching the Earth and Beyond Strand in South African Schools - Dreyer, J. M.; Dreyer, J.M. (Alternation Journal, 2018)
KerkoCite.ItemAlsoKnownAs: 10.29086/2519-5476/2018/sp21a8 2129771:57HG7SR2 2129771:VMT75YCL 2129771:YDKM3FPZ
Keywords: _C:Australia AUS; _C:China CHN; _C:India IND; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

A description of the self-perceived educational needs of emergency nurses in Durban, KwaZulu-Natal, South Africa - Dulandas, Reka; Brysiewicz, Petra (African Journal of Emergency Medicine, 2018)
© 2018 African Federation for Emergency Medicine Introduction: Emergency nurses are usually the first to interact with critically ill patients and victims of violence and injuries, and require advanced skills and knowledge to manage such patients. Inadequate training prevents nurses from providing optimal emergency care, and it is important to investigate if there are any skills and competencies lacking in these emergency nurses. We sought to describe the self-perceived educational needs of emergency nurses in Durban, South Africa. Methods: A descriptive quantitative survey was conducted with nurses working in four emergency centres (two state, and two privately funded hospitals) in Durban, South Africa. Results: The survey questionnaire was distributed with a response rate of 79% (n = 128). Almost half the respondents (48%, n = 61) scored less than the mean score of 29, thus indicating lower competency levels. The majority of respondents (67%, n = 85) perceived themselves as highly competent in basic skills (e.g. assess breathing, administer oxygen, assess circulation). Less than half the respondents (45%, n = 57) perceived themselves as highly competent in the intermediate skills (e.g. control haemorrhage, assist with endotracheal intubation, manage shock). A large number of respondents (46%, n = 59) perceived themselves as least competent in advanced skills (e.g. defibrillation/cardioversion, interpreting an echocardiogram [ECG]). The mean score obtained for educational need was 100, thus reflecting a high educational need, and more than half the respondents (62%, n = 79) scored higher than the mean score of 100 for educational needs. The lowest score was 41. Thirty percent (n = 38) of the respondents scored 117, indicating educational needs for all the competencies listed. Overall, 72% (n = 92) agreed that emergency education was a need. Discussion: The study emphasises the need for support systems for educational development of emergency nurses. Further training in specific skills and competencies may enhance emergency care provided. There is a growing need for ongoing educational development of emergency nurses in South Africa.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.afjem.2018.03.001 10/gf62nv 2129771:RG8A9AFE 2317526:PYTR6KRL
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CCZ:South Africa; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:media; P:nurse; R:quantitative; R:questionnaire; R:survey; T:Training; Z:Competency needs; Z:Educational needs; Z:Emergency nurses; _C:Australia AUS; _C:Botswana BWA; _C:Ghana GHA; _C:Pakistan PAK; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; publicImportV1

Entrepreneurship training and skills development in Africa: Evidence from Koforidua Technical University, Ghana - Dzisi, Smile; Odoom, Franklin Dodzi; Gligah, Bernice (International Journal of Economics and Business Research, 2018)
Copyright © 2018 Inderscience Enterprises Ltd. The significant role entrepreneurial training plays in the success of entrepreneurs has been touted in the literature. This paper explores the idea of practical entrepreneurship training and skills development among African students. The primary objective is to establish the extent to which acquisition of practical entrepreneurial training in addition to the students’ course of study is beneficial to them. The findings revealed that practical entrepreneurial training is new to students in Ghana. The few students who are exposed to practical entrepreneurial training have acquired entrepreneurial skills and knowledge, and this enabled them to set up their own businesses. The findings of this study have implications on growth and development of the economies Africa by creating new and innovative jobs to subsequently and significantly decrease unemployment. The study recommends that tertiary institutions should have entrepreneurial centre for practical sessions.
KerkoCite.ItemAlsoKnownAs: 10.1504/ijebr.2018.092154 10/gf62nw 2129771:99834DNJ 2317526:YQJTXMQD
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:economy; T:Training; Z:Education; Z:Entrepreneurial skills; Z:Entrepreneurs; Z:Innovation; Z:Practical sessions; Z:Students; Z:Training; _C:Ghana GHA; publicImportV1

Higher Education Students' Ownership and Usage of Smart Phones and Tablets: The Case of Kwame Nkrumah University of Science and Technology (KNUST). - Essel, Harry Barton; Nunoo, Francis Kofi Nimo; Tachie-Menson, Akosua; Amankwa, John Opuni (International Journal of Educational Technology, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:DXG3ZX4S
Keywords: _C:Australia AUS; _C:Ghana GHA; _C:Ireland IRL; _C:Nigeria NGA; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Hur lärare kan arbeta med problemlösningsuppgifter - Findelius Jämsén, Isabelle; Nilsson, Frida (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:7NBBFIVQ 2129771:8BTH37ZQ
Keywords: _C:Australia AUS; _C:Greece GRC; _C:Sweden SWE; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Globalization, Mass Education and Technical and Vocational Education and Training - Galguera, MP (2018)
This book assesses the influence of the international organization UNESCO on the development of national Technical and Vocational Education and Training (TVET) systems in the Southern African Community Region (SADC), focusing particularly on Botswana and Namibia. Designed around UNESCO’s Better Education for Africa’s Rise (BEAR) project, the study is an excellent example of applied policy research. Analysis is from the perspective of key stakeholders including UNESCO headquarters and field offices, Ministries of Education and of Labor, employers and employees, education and training institutions, international partners and more. Both qualitative and quantitative evidence are used to provide a comparative overview, and the author also reveals the current state of data on skills. Readers will discover common goals and challenges across the nations but also a common lack of action to measure the impact and influence that UNESCO’s programs have had at a national level, prior to this study. Were the newly implemented educational policies successful or not? If the public policies failed, why was that? These chapters shed light on such questions and how UNESCO's contribution influenced the national development processes, in the context of globalization processes and trends of global mass education. The book has much to offer for both scholars and those working in UN agencies or national governments who seek to develop education systems and better link them to the world of work.
KerkoCite.ItemAlsoKnownAs: 2129771:HHSFUZBU 2317526:HKNVDPCL
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; A:West Africa; C:Namibia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:qualification; P:construction; P:economy; Q:ODEL; Q:open learning; T:Educação profissionalizante; T:TVET; publicImportV1

Equitable access to health professional training in Uganda: A cross sectional study - Galukande, M.; Maling, S.; Kabakyenga, J.; Nshaho, J.; Oboke, H.; Oonge, B.; Muyenje, H.; Katumba-Sentongo, G.; Mayanja-Kizza, H.; Sewankambo, N. K. (Annals of Global Health, 2018)
© 2018 The Author(s). Objective: We set out to assess inequalities to access health professional education, and the impact of an education improvement program supported by MEPI (Medical Education Partnership Initiative). Inequalities in the higher education system in sub-Saharan Africa remain despite some transformative policies and affirmative action. Methods: We reviewed enrollment data from four universities for the period 2001–2014 for various health professional training programs, and conducted group discussions through an iterative process with selected stakeholders, and including a group of education experts. Two time periods, 2001–2010 and 2011–2014, were considered. In 2010–11, the MEPI education program began. Gender ratios, regional representation, secondary schools, and the number of admissions by university and year were analysed. We used SPSS version 17 software to analyse these data with level of significance p < 0.05. We collated qualitative data along predetermined and emerging themes. Results: The overall male-to-female ratio among the student population was 2.3:1. In total, there were 7,023 admissions, 4,403 between 2001–2010 (440 per annum) and 2,620 between 2011–2014 (655 per annum) with p = 0.018. There were no significant increases in admissions in the central and western regions over the two time periods, 1,708 to 849 and 1,113 to 867 respectively, both p = 0.713 and p = 0.253. We propose improving the university admission criteria and increasing enrollment to health professions training schools. Conclusion: There were significant inequalities for higher education training in Uganda by gender, regional representation and school attended. Modifying the admission criteria and increasing enrollment may reduce these inequalities.
KerkoCite.ItemAlsoKnownAs: 10.29024/aogh.7 10/gd4gt8 2129771:FSHRTJ7F 2317526:K42YI764
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:Q; CT:R; CT:T; F:Improvement; F:access; F:equity; F:gender; F:policy; P:health; P:media; Q:higher education; R:impact; R:iterative; R:qualitative; T:Ausbildung; T:Educação Profissional Técnica de Nível Médio; T:Fortbildung; _C:Uganda UGA; publicImportV1

Open Educational Resources: Challenges and Opportunities in Indian Primary Education - Ganapathi, Janani (International Review of Research in Open and Distributed Learning, 2018)
Publisher: Athabasca University KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v19i3.3662 2129771:R5XYHP56 2129771:SF383X85
Keywords: _C:Australia AUS; _C:India IND; _C:Kenya KEN; _C:New Zealand NZL; _C:Poland POL; _C:South Africa ZAF; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

The role of open educational resources (OERs) in primary education in developing nations: A case study of India - Ganapathi, Janani (Queensland University of Technology, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:DE9Z22PQ 2129771:JFPVTIE8
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Bangladesh BGD; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Eritrea ERI; _C:Finland FIN; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Mozambique MOZ; _C:Nepal NPL; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Poland POL; _C:Russian Federation RUS; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Tibet XTIBT; _C:Togo TGO; _C:Turkey TUR; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Sustainable Development Goal 4 in the Commonwealth - Status Update Report - Goldie-Scot, Matthew; Hollows, Sophie; Hennessy, Sara; Mathew, Primrose; Delbridge-Smith, Paul; Haßler, Björn (Commonwealth Secretariat, 2018)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3958259 2129771:3I3WZ9D9
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahamas BHS; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belize BLZ; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Cameroon CMR; _C:Canada CAN; _C:Cyprus CYP; _C:Dominica DMA; _C:Fiji FJI; _C:Ghana GHA; _C:Grenada GRD; _C:Guinea GIN; _C:Guyana GUY; _C:India IND; _C:Jamaica JAM; _C:Kenya KEN; _C:Kiribati KIR; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Malta MLT; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nauru NRU; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Rwanda RWA; _C:Saint Kitts and Nevis KNA; _C:Saint Lucia LCA; _C:Saint Vincent and the Grenadines VCT; _C:Samoa WSM; _C:Seychelles SYC; _C:Sierra Leone SLE; _C:Singapore SGP; _C:Solomon Islands SLB; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Tanzania TZA; _C:Tonga TON; _C:Trinidad and Tobago TTO; _C:Tuvalu TUV; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Vanuatu VUT; _C:Zambia ZMB; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence

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

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

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

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development - Haßler, Björn; Hennessy, Sara; Hofmann, Riikka (Journal of Learning for Development, 2018)
Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation.
00000 EdTechHub.Source: <this> EdTechHub.Source: 2129771:D2GQYC5S KerkoCite.ItemAlsoKnownAs: 2129771:43ZT3XWL 2129771:52KKAHKR 2129771:65GDUID3 2129771:AAT7FR3H 2129771:AS7MJJEC 2129771:D2GQYC5S 2129771:LDWSNI7T 2129771:LHMXV7QF 2129771:NITLC7K7 2129771:ULKWW8ZY 2249382:CS9PALG8 2292090:LR6L7S7U 2317526:6IH7CD39 2317526:PP4CHVEG 2339240:2BCABLG6 2339240:4N3G4XDJ 2339240:HGHAYJ5G 2339240:HR2YGWX3 2405685:NZ3GKZCR 2405685:ZFJ79LQS 257089:AJJPQKDF 261451:JC3NQMN3 261495:BWD9L8FL 261495:TCP47GGI
Keywords: AWP2; Active Learning; Africa; Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; CitedIn:DFID_SRF; CitedIn:OER4S-TPE-Anon; CitedIn:OER4Schools-2012-HHH1-anon; CitedIn:PhD_Thesis; DIAL-RDO; Developing Nations; Educational Technology; Elementary Secondary Education; Faculty Development; Foreign Countries; Handheld Devices; IMPORT_FROM_DFID_RITE; InPrep; Inservice Teacher Education; Low Income Groups; Monday; Motivation; OER4Schools; Open Educational Resources; Peer Teaching; RPF-May-2016; Resource Allocation; Rural Schools; STC-TLC; Scaffolding (Teaching Technique); Scheduling; Shared Resources and Services; Sustainable Development; Sustainable Development Goal 4; TL:Arabic; TL:English; TL:Translated; Teacher Professional Development; Technology Uses in Education; Telecommunications; TranslationGoingAhead; _C:Bangladesh BGD; _C:Brazil BRA; _C:Cambodia KHM; _C:Cameroon CMR; _C:China CHN; _C:Ethiopia ETH; _C:Ghana GHA; _C:India IND; _C:Japan JPN; _C:Kenya KEN; _C:Nigeria NGA; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:a; missingHU; peer-facilitation; school-based active learning; sub-Saharan Africa; ⛔ No DOI found

The Potential and Prerequisites of Effective Tablet Integration in Rural Kenya - Heinrich, Carolyn J.; Darling-Aduana, Jennifer; Martin, Caroline (2018)
EdTechHub.ItemAlsoKnownAs: 2129771:39LUB5JZ
Keywords: _C:Cambodia KHM; _C:China CHN; _C:Cuba CUB; _C:Ghana GHA; _C:Kenya KEN; _C:South Africa ZAF; _C:United States USA; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Recognition of Prior Learning Implementation in Library and Information Science Schools in South Africa: A Literature Review - Hlongwane, I (Africa Education Review, 2018)
This article reviews the literature on trends and practices of recognition of prior learning (RPL) in Africa and internationally with specific reference to some of the key elements of the RPL system, including; purpose; assessment methods; quality assurance; and legislative and regulatory frameworks. In addition, a theoretical foundation of RPL is discussed underpinned by the experiential learning theory principles with a brief description of other learning theories related to RPL. The article also discusses the trends and practices of RPL in African countries with an established RPL system. The key finding of the literature review was that there are different conceptions of RPL globally but which all have a similar purpose, that is, economic benefit. Africa has a different take on RPL. A portfolio of evidence is the most commonly used method of assessment both internationally and in Africa with an increased use of e-portfolios internationally. A variety of quality assurance methods are used which differ from country to country but are similar to the Council for Adult and Experiential Learning (CAEL) quality standards which have been in use for many decades in the United States (US) since the inception of RPL. There are discrepancies in terms of legislative and regulatory frameworks. Some countries in Africa and internationally have no formal legislative and regulatory frameworks for RPL despite providing RPL services for years or decades. South Africa and Mauritius boast standardised and regulated RPL systems as do other developed countries such as New Zealand.
KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2017.1353396 10/gf622j 2129771:MQLD49S4 2317526:4T39VFR5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Mauritius; C:Namibia; C:Seychelles; C:South Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:Q; CT:R; CT:T; F:learning; Q:open learning; R:literature review; SpecialTopic:Library; T:TVET; publicImportV1

InfoInternet for Education in the Global South: A Study of Applications Enabled by Free Information-only Internet Access in Technologically Disadvantaged Areas (authors' version) - Johansen, Johanna; Johansen, Christian; Noll, Josef (arXiv preprint arXiv:1808.09496, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:LTN7QU6X
Keywords: _C:Bangladesh BGD; _C:Congo; Democratic Republic COD; _C:Congo; Republic COG; _C:Finland FIN; _C:Germany DEU; _C:India IND; _C:Namibia NAM; _C:Nigeria NGA; _C:Norway NOR; _C:Peru PER; _C:Tanzania TZA; _C:Thailand THA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Developing inclusive education policy and practice in Zanzibar : collaborative action research - Juma, Said (Jyväskylä studies in education, psychology and social research, 2018)
This doctoral dissertation, which consists of three interrelated sub-studies and an overarching summary, explores the inclusive education development process in Zanzibar, Tanzania. The purpose of the research is to contribute to the development of inclusive policies and practices in order to increase the presence, participation and achievement of all learners. The overarching research question investigated in this research was as follows: How is inclusive education developed in Zanzibar, and how can it be better integrated into the education system? This question was divided into six sub-questions. Each of the three interrelated sub-studies in this dissertation focused on specific sub-questions. The data included several documents related to inclusive education development; interviews conducted with 20 teachers from two primary schools; these teachers’ reflective diaries, which were kept during their action research projects, and the researcher’s reflective diary. The data were analysed using qualitative content analysis and thematic analysis. The findings revealed that Zanzibar has taken several measures to make its education system more inclusive. These measures include acknowledging inclusive education in its 2006 education policy, drafting an inclusive education policy, introducing a re-entry policy for school girls who become pregnant, increasing the number of years of compulsory education from 10 to 12, removing school fees for both primary and secondary schools, providing in-service teacher training for inclusive education, recruiting inclusive education and life skills advisors and resource teachers, and introducing inclusive education courses in teacher training colleges. It is also worth noting that the teachers in this research experienced collaborative action research as valuable in developing their inclusive practices, despite the challenges they encounter in the course of conducting their projects. Despite its advantages, collaborative action research demands additional time from the teachers beyond their teaching responsibilities. The research participants found the teacher resource centres to be key in enhancing their professional development. This research shows the need to review the teaching methods and materials used in schools. Reforms in teacher education curricula are also needed in response to increasingly diverse learning needs and educational changes. In addition, this research emphasises the integration of inclusive education and collaborative action research into teacher education so that all teachers can teach inclusively. Both school-based organisational learning and school–community and school–university collaborations can foster collaborative school cultures and inclusive teacher education.
KerkoCite.ItemAlsoKnownAs: 2129771:5SMNLRN4 2129771:95RCWSF9 2129771:HE6NVBQE
Keywords: _C:Argentina ARG; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Cambodia KHM; _C:Canada CAN; _C:Central African Republic CAF; _C:China CHN; _C:Finland FIN; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Ireland IRL; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Mongolia MNG; _C:Namibia NAM; _C:Nepal NPL; _C:New Zealand NZL; _C:North Macedonia MKD; _C:Norway NOR; _C:Oman OMN; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Tablet Use in Teaching: A Study on Developing an Attitude Scale for Academics. - Kayapinar, Ulas; Spathopoulou, Filomachi; Safieddine, Fadi; Nakhoul, Imad; Kadry, Seifedine (Eurasian Journal of Educational Research, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:76X8A39V
Keywords: _C:Belgium BEL; _C:Brazil BRA; _C:Canada CAN; _C:Denmark DNK; _C:France FRA; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Kuwait KWT; _C:Lebanon LBN; _C:Malawi MWI; _C:Nigeria NGA; _C:Romania ROU; _C:Saudi Arabia SAU; _C:Spain ESP; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; ⛔ No DOI found

ACADEMIC USE OF MOBILE TECHNOLOGY BY STUDENT ATHLETES AT A LARGE DIVISION I MIDWESTERN UNIVERSITY: A GROUNDED THEORY STUDY - Kraft, Nicole (2018)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:5V26P7PE 2129771:97RJVUH6
Keywords: _C:Cyprus CYP; _C:Estonia EST; _C:Ireland IRL; _C:Italy ITA; _C:Kuwait KWT; _C:Netherlands NLD; _C:New Zealand NZL; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Rethinking mobile learning for development: Using the Capability Approach and a mixed-methods systematic review to conceptualise the application of mobile technologies as an educational tool in Low-and Middle-Income Countries - Langer, Laurenz (UCL (University College London), 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:BG4ZYAUR 2129771:CJXZIALC 2129771:RS4CDYDC 2129771:SATN7D48 2129771:XTA3NAN5
Keywords: _C:Afghanistan AFG; _C:Albania ALB; _C:Algeria DZA; _C:Angola AGO; _C:Antigua and Barbuda ATG; _C:Argentina ARG; _C:Armenia ARM; _C:Australia AUS; _C:Azerbaijan AZE; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belarus BLR; _C:Belize BLZ; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Bosnia and Herzegovina BIH; _C:Botswana BWA; _C:Brazil BRA; _C:Bulgaria BGR; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Central African Republic CAF; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Costa Rica CRI; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Czech Republic CZE; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Eritrea ERI; _C:Estonia EST; _C:Ethiopia ETH; _C:Federated States of Micronesia FSM; _C:Fiji FJI; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Grenada GRD; _C:Guatemala GTM; _C:Guinea GIN; _C:Guyana GUY; _C:Haiti HTI; _C:Honduras HND; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Italy ITA; _C:Ivory Coast CIV; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kazakhstan KAZ; _C:Kenya KEN; _C:Kiribati KIR; _C:Korea XKOR; _C:Kosovo XKSVO; _C:Kyrgyzstan KGZ; _C:Laos LAO; _C:Latvia LVA; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Libya LBY; _C:Lithuania LTU; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Malta MLT; _C:Marshall Islands MHL; _C:Mauritania MRT; _C:Mauritius MUS; _C:Mexico MEX; _C:Mongolia MNG; _C:Montenegro MNE

Handbook of comparative studies on community colleges and global counterparts - Latiner Raby, Rosalind (Springer Berlin Heidelberg, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:9XBP698I 2249382:EP2B5LEI 2317526:ULGLVBDG UA-959dc1ce-edef-4780-a442-bd4e9bdec895
Keywords: C:South Africa

Secondary education expansion in Tanzania: Policy and practice implications for teachers’ sense of efficacy - Lawrent, Godlove (The University of Waikato, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:H62WXHNT
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Belgium BEL; _C:Belize BLZ; _C:Benin BEN; _C:Burundi BDI; _C:Canada CAN; _C:China CHN; _C:Congo XCO; _C:Czech Republic CZE; _C:Dominican Republic DOM; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Lebanon LBN; _C:Lesotho LSO; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Oman OMN; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Portugal PRT; _C:Rwanda RWA; _C:Senegal SEN; _C:Singapore SGP; _C:Slovakia SVK; _C:Slovenia SVN; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Sweden SWE; _C:Switzerland CHE; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Travel without visas: teacher perception of a technology intervention in the Dadaab refugee camp - Mansour, Rebecca Grace Telford (University of Leicester, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:SEYEF9IQ
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Cuba CUB; _C:Djibouti DJI; _C:Ethiopia ETH; _C:Germany DEU; _C:Greece GRC; _C:Guinea GIN; _C:India IND; _C:Indonesia IDN; _C:Israel ISR; _C:Kenya KEN; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Myanmar MMR; _C:Netherlands NLD; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Portugal PRT; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Senegal SEN; _C:Singapore SGP; _C:Somalia SOM; _C:Somaliland XSMLD; _C:South Sudan SSD; _C:Spain ESP; _C:State of Palestine PSE; _C:Sudan SDN; _C:Switzerland CHE; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Yemen YEM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Education as currently provided in Zambia. - Masaiti, Gift (UNZA Press, 2018)

Education in Zambia at fifty years of independence and beyond: history, current status and contemporary issues. - Masaiti, Gift (Unza Press, 2018)

University education in Zambia in the face of austerity: history, trends and financing. - Masaiti, Gift; Simuyaba, Eunifridah (UNZA Press, 2018)

Training community healthcare workers on the use of information and communication technologies: a randomised controlled trial of traditional versus blended learning in Malawi, Africa - Mastellos, Nikolaos; Tran, Tammy; Dharmayat, Kanika; Cecil, Elizabeth; Lee, Hsin-Yi; PengWong, Cybele C.; Mkandawire, Winnie; Ngalande, Emmanuel; Tsung-ShuWu, Joseph; Hardy, Victoria; Chirambo, Baxter Griphin; O'Donoghue, John Martin (BMC Medical Education, 2018)
Background: Despite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised clinical systems and mobile apps. The ` Introduction to Information and Communication Technology and eHealth' course was developed with the aim to provide CHWs in Malawi, Africa, with basic knowledge and computer skills to use digital solutions in healthcare delivery. The course was delivered using a traditional and a blended learning approach. Methods: Two questionnaires were developed and tested for face validity and reliability in a pilot course with 20 CHWs. Those were designed to measure CHWs' knowledge of and attitudes towards the use of ICT, before and after each course, as well as their satisfaction with each learning approach. Following validation, a randomised controlled trial was conducted to assess the effectiveness of the two learning approaches. A total of 40 CHWs were recruited, stratified by position, gender and computer experience, and allocated to the traditional or blended learning group using block randomisation. Participants completed the baseline and follow-up questionnaires before and after each course to assess the impact of each learning approach on their knowledge, attitudes, and satisfaction. Per-item, pre-post and between-group, mean differences for each approach were calculated using paired and unpaired t-tests, respectively. Per-item, between-group, satisfaction scores were compared using unpaired t-tests. Results: Scores across all scales improved after attending the traditional and blended learning courses. Self-rated ICT knowledge was significantly improved in both groups with significant differences between groups in seven domains. However, actual ICT knowledge scores were similar across groups. There were no significant differences between groups in attitudinal gains. Satisfaction with the course was generally high in both groups. However, participants in the blended learning group found it more difficult to follow the content of the course. Conclusions: This study shows that there is no difference between blended and traditional learning in the acquisition of actual ICT knowledge among community healthcare workers in developing countries. Given the human resource constraints in remote resource-poor areas, the blended learning approach may present an advantageous alternative to traditional learning.
KerkoCite.ItemAlsoKnownAs: 10.1186/s12909-018-1175-5 10/gdc33z 2129771:ZRWBTANL 2317526:Y6TI63MF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Malawi; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; F:attitude; F:gender; F:learning; HDR25; P:health; P:service industry; Q:ICT; R:impact; R:questionnaire; R:trial; T:Ausbildung; Z:Blended learning; Z:Community healthcare workers; Z:Developing countries; Z:Information and communication technologies; Z:Traditional learning; Z:eHealth; Z:mLearning; publicImportV1

Technology-Supported Professional Development for Teachers: Lessons from Developing Countries. - McAleavy, Tony; Hall-Chen, Alex; Horrocks, Sarah; Riggall, Anna (Education Development Trust, 2018)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 2129771:3ME55RD5 2129771:AFSMJQ39 2129771:EMRI49IG 2129771:FBX8S8GL 2129771:P7FKHCWL 2339240:CNU2GKRL 2405685:FXXS4882
Keywords: C:Low- and middle-income countries; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:China CHN; _C:France FRA; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Kenya KEN; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Nepal NPL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Senegal SEN; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:Viet Nam VNM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

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

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

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

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

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

Policy and practice: roles of the guidance and counseling teachers in the implementation of the girls’ reentry policy in selected schools in Lusaka, Zambia. - Mulenga, Innocent Mutale; Mukaba, Brenda (2018)
Publisher: Journal of Education and Practice KerkoCite.ItemAlsoKnownAs: 2129771:PBND6QHC 2129771:XH36HK83
Keywords: ⛔ No DOI found

Conceptualization of competency based curricula in pre-service nursing and midwifery education: A grounded theory approach - Muraraneza, Claudine; Mtshali, Gloria Ntombifikile (Nurse Education in Practice, 2018)
In health professional education, the competency-based curriculum concept has been an important driver of reform in the training of competent graduates for the 21st century. In African countries, although there has been implementing it in pre-service nursing and midwifery education and the literature reports a lack of understanding of what is it on the part of the implementers. This article explores the meaning of competency based curriculum in pre-service nursing and midwifery education in Rwanda. A grounded theory approach, following Corbin and Strauss, was used. Following ethical clearance by the university ethical committee, data was collected from 17 participants through in-depth individual interviews of staff. Four categories emerged: (a) transformation, (b) tool for primary health care philosophy, (c) technological approach to education, (d) and modular system. Competency-based curriculum is confirmed as an appropriate educational tool in producing competent graduates for today and the future.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.nepr.2017.09.018 10/gc8bbc 2129771:QM52498T 2317526:4INW3TVV DOI-10.1016/j.nepr.2017.09.018
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:leadership; F:learning; P:health; P:health professionals; P:media; P:nurse; P:services; P:technology; R:grounded theory; R:interview; R:qualitative; T:TVET; T:Training; Z:Approaches; Z:Clinical competence; Z:Competency based learning; Z:Core curriculum; Z:Curriculum; Z:Curriculum development; Z:Data collection; Z:Education reform; Z:Grounded theory; Z:Health professionals; Z:Leadership; Z:Learning; Z:Meaning; Z:Medical education; Z:Medical ethics; Z:Midwifery; Z:Midwifery education; Z:Nursing; Z:Nursing education; Z:Primary health care; Z:Professional competence; Z:Qualitative research; Z:Students; Z:Transformation; publicImportV1

Developing teacher-led professional learning in a Tanzanian secondary school: a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand - Mwakabenga, Rehema Japhet (Massey University, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:EJLIILMC 2129771:NIA5JA3I 2129771:ULPHVD3Y
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Bhutan BTN; _C:Botswana BWA; _C:Cambodia KHM; _C:Canada CAN; _C:Central African Republic CAF; _C:China CHN; _C:Czech Republic CZE; _C:Egypt EGY; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Iceland ISL; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Lithuania LTU; _C:Malawi MWI; _C:Malaysia MYS; _C:Namibia NAM; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

The influence of effective use of mobile devices for learning outside the classroom: case study of secondary school students in Tanzania and South Africa - Mwapwele, Samwel Dick (University of Cape Town, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:TZ8I7CPS
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:China CHN; _C:Dominican Republic DOM; _C:Eritrea ERI; _C:France FRA; _C:Ghana GHA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Malaysia MYS; _C:Namibia NAM; _C:Nepal NPL; _C:New Zealand NZL; _C:Nigeria NGA; _C:Portugal PRT; _C:Rwanda RWA; _C:Singapore SGP; _C:South Africa ZAF; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Is farmer-to-farmer extension effective? The impact of training on technology adoption and rice farming productivity in Tanzania - Nakano, Yuko; Tsusaka, Takuji W.; Aida, Takeshi; Pede, Valerien O. (World Development, 2018)
Abstract Agricultural training is a potentially effective method to diffuse relevant new technologies to increase productivity and alleviate rural poverty in Sub-Saharan Africa (SSA). However, since it is prohibitively expensive to provide direct training to all the farmers in SSA, it is critically important to examine the extent to which technologies taught to a small number of farmers disseminate to non-trained farmers. This paper investigates the technology dissemination pathways among smallholder rice producers within a rural irrigation scheme in Tanzania. As an innovative feature, we compare the performance of three categories of farmers: key farmers, who receive intensive pre-season training at a local training center; intermediate farmers, who are trained by the key farmers; and other ordinary farmers. By collecting and analyzing a unique five-year household-level panel data set, we estimate difference-in-differences models to assess how the gap in performance evolve as the technologies spill over from the trained farmers to the ordinary farmers. To disentangle the technology spillover process, we also examine the extent to which social and geographical network with the key and intermediate farmers influences the adoption of technologies by the ordinary farmers, by incorporating social relationship variables into spatial econometric models. We found that the ordinary farmers who were a relative or residential neighbor of a key or intermediate farmer were more likely to adopt new technologies than those who were not. As a result, while the key farmers’ technology adoption rates rose immediately after the training, those of the non-trained ordinary farmers caught up belatedly. As the technologies disseminated, the paddy yield of the key farmers increased from 3.1 to 5.3 tons per hectare, while the yield of the ordinary farmers increased from 2.6 to 3.7 tons per hectare. Our results suggest the effectiveness and practical potential of farmer-to-farmer extension programs for smallholders in SSA as a cost effective alternative to the conventional farmer training approach.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.worlddev.2017.12.013 10/gf62mx 2129771:WC9P2ZP8 2317526:95UDVN5X
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CCZ:Tanzania; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; P:agricultural; P:economy; P:measurement; P:social; P:technology; R:impact; T:Training; T:trainee; Z:Agricultural training; Z:Rice cultivation; Z:Social learning; Z:Sub-Saharan Africa; Z:Technology adoption; publicImportV1

Entrepreneurship education in Ghana – the case of the KNUST entrepreneurship clinic - Nyadu-Addo, Ralph; Mensah, Mavis Serwah Benneh (Journal of Small Business and Enterprise Development, 2018)
© 2018, Emerald Publishing Limited. Purpose: Entrepreneurship education thrives on the pillars of experiential education. Using the case of the Kwame Nkrumah University of Science and Technology in Ghana, the purpose of this paper is to examine the entrepreneurship clinic (EC) as a viable pedagogy for the promotion of experiential education in entrepreneurship. Design/methodology/approach: The paper relies on insider action research to analyse, within Joplin’s five-step model, the case of the EC at the Kwame Nkrumah University of Science and Technology (KNUST), Ghana. Findings: The analysis showed that the KNUST clinic comprises five main activities including preparation, orientation, selection and matching, coaching and monitoring and evaluation. In relation to Joplin’s five-step model, the first three stages of the clinic provide focus for the clinic while the remaining two stages – coaching and monitoring and evaluation – entail activities that are geared towards action, support, feedback and debrief. Through the clinic, thousands of tertiary students have been trained in entrepreneurship and new venture creation; some selected participants have been coached while others have had the opportunity to qualify for business incubation. Research limitations/implications: Although the paper discusses some achievements of the clinic in relation to enrolment and fundraising, it does not assess the impact of the clinic on the entrepreneurial competencies, intentions and initiatives of participants, hence, these issues are recommended for future research. Practical implications: The paper demonstrates that it is feasible to implement the EC methodology, irrespective of the cost and time implications that are often associated with experiential educational methodologies. However, support from university management, funding raising from internal and external sources and technical support from industry and government agencies are key to the sustainability of clinics. Originality/value: The paper adds novelty to the entrepreneurship education literature by bringing to the fore how a university in an emerging African economy is implementing and managing the EC pedagogy.
KerkoCite.ItemAlsoKnownAs: 10.1108/jsbed-02-2017-0062 10/gf62p2 2129771:8T5MIJXW 2317526:3JJTGLIK
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:achievement; F:pedagogy; P:economy; P:measurement; P:technology; R:evaluation; R:impact; T:entrepreneurship education; T:trainee; Z:Clinic; Z:Development; Z:Education; Z:Entrepreneurship; Z:Experiential; _C:Ghana GHA; publicImportV1

New product development process: The case of selected technical and vocational colleges in Nigeria - Oyebola, Abiodun Isaac; Olaposi, Titilayo Olubunmi; Adejuwon, Olawale Oladapo; Akarakiri, Joshua Babatunde (African Journal of Science, Technology, Innovation and Development, 2018)
© 2017 African Journal of Science, Technology, Innovation and Development. An examination of the literature reveals that studies on new product development processes have been carried out mostly in western contexts using sequential models. This study was conducted using the innovation systems approach and a sequential model to analyze new product development processes in selected technical and vocational colleges in Nigeria. Using a questionnaire survey method, the sequential model revealed that most of the respondents (91%) conceived of their products through job experience and only 4.9% conceived of product ideas through R&D, showing a weakness in science-based enquiries in the invention stages. In addition, 73.9% developed prototypes while 82.2%, 80.4%, and 69.2% conducted feasibly studies, business analyses and market surveys, respectively. These results imply capability in the commercialization stages of the sequential model. The systems of innovation approach however revealed very weak linkages with universities and R&D institutes which could have complemented lack of R&D activities in the technical and vocational colleges. While some useful and beneficial technological products have been developed in the colleges, we conclude that the use of sequential models and systems of innovation approach may bring a fresh perspective to the product development process.
KerkoCite.ItemAlsoKnownAs: 10.1080/20421338.2017.1381458 10/gf62p5 2129771:SQHSDCCC 2317526:T7FIYYQ5
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:P; CT:R; CT:T; P:measurement; P:technology; R:questionnaire; R:survey; T:TVET; T:vocational college; Z:innovation; Z:process; Z:product development; Z:technical and vocational education; Z:technological products; publicImportV1

Interactive apps promote learning of basic mathematics in children with special educational needs and disabilities - Pitchford, Nicola J.; Kamchedzera, Elizabeth; Hubber, Paula J.; Chigeda, Antonie L. (Frontiers in psychology, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2018.00262 10/gc7b8q 2129771:CI5TENAJ 2129771:CJ2M5WC2
Keywords: _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Malawi MWI; _C:Spain ESP; _C:United Kingdom GBR; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Teachers of Refugees: A Review of the Literature - Richardson, Emily (Education Development Trust, 2018)
The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers – that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.]
Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2129771:PAW48PJ7
Keywords: Access to Education; Civil Rights; Compensation (Remuneration); Faculty Development; Financial Support; Foreign Countries; Incentives; Refugees; Research Needs; Teacher Certification; Teacher Education; Teacher Persistence; Teacher Recruitment; Teacher Role; Teacher Selection; _C:Afghanistan AFG; _C:Algeria DZA; _C:Bangladesh BGD; _C:Bhutan BTN; _C:Bosnia and Herzegovina BIH; _C:Burkina Faso BFA; _C:Cameroon CMR; _C:Chad TCD; _C:Congo XCO; _C:Croatia HRV; _C:Egypt EGY; _C:Ethiopia ETH; _C:Greece GRC; _C:Guinea GIN; _C:Iraq IRQ; _C:Jordan JOR; _C:Kenya KEN; _C:Lebanon LBN; _C:Liberia LBR; _C:Malaysia MYS; _C:Nepal NPL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Somalia SOM; _C:South Africa ZAF; _C:South Sudan SSD; _C:State of Palestine PSE; _C:Sudan SDN; _C:Sweden SWE; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

The meaning of “capacity building” for the nurse workforce in sub-Saharan Africa: An integrative review - Ridge, Laura Jean; Klar, Robin Toft; Stimpfel, Amy Witkoski; Squires, Allison (International Journal of Nursing Studies, 2018)
Background: “Capacity building” is an international development strategy which receives billions of dollars of investment annually and is utilized by major development agencies globally. However, there is a lack of consensus around what “capacity building” or even “capacity” itself, means. Nurses are the frequent target of capacity building programming in sub-Saharan Africa as they provide the majority of healthcare in that region. Objectives: This study explored how “capacity” was conceptualized and operationalized by capacity building practitioners working in sub-Saharan Africa to develop its nursing workforce, and to assess Hilderband and Grindle's (1996) “Dimensions of Capacity” model was for fit with “capacity's” definition in the field. Design: An integrative review of the literature using systematic search criteria. Data sources searched included: PubMed, the Cumulative Index for Nursing and Allied Health Literature Plus, the Excerpt Medica Database, and Web of Science. Review methods: This review utilized conventional content analysis to assess how capacity building practitioners working in sub-Saharan Africa utilize the term “capacity” in the nursing context. Content analysis was conducted separately for how capacity building practitioners described “capacity” versus how their programs operationalized it. Identified themes were then assessed for fit with Hilderband and Grindle's (1996) “Dimensions of Capacity” model. Results: Analysis showed primary themes for conceptualization of capacity building of nurses by practitioners included: human resources for health, particularly pre- and post- nursing licensure training, and human (nursing) resource retention. Other themes included: management, health expenditure, and physical resources. There are several commonly used metrics for human resources for health, and a few for health expenditures, but none for management or physical resources. Overlapping themes of operationalization include: number of healthcare workers, post-licensure training, and physical resources. The Hilderband and Grindle (1996) model was a strong fit with how capacity is defined by practitioners working on nursing workforce issues in sub-Saharan Africa. If overall significant differences between conceptualization and operationalization emerged, as the reader I want to know what these differences were. Conclusions: This review indicates there is significant informal consensus on the definition of “capacity” and that the Hilderbrand and Grindle (1996) framework is a good representation of that consensus. This framework could be utilized by capacity building practitioners and researchers as those groups plan, execute, and evaluate nursing capacity building programming.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijnurstu.2018.04.019 10/gfnhq7 2129771:C2BSPDCZ 2317526:89VSVEBZ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; AAZ:Africa South of the Sahara; C:Rwanda; C:South Africa; CA:AandC; CCZ:Rwanda; CCZ:South Africa; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:P; CT:T; D:developing country; P:health; P:media; P:nurse; T:Training; Z:Capacity building/methods; Z:Developing countries; Z:Education; Z:Health manpower; Z:Nursing; Z:Staff; _C:Uganda UGA; publicImportV1

Preverovaní vedomostí žiakov vo vybranom učive predmetu technika pomocou PC - Stadtrucker, Roman (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:83CL4F23 2129771:DBDCZNQ8 2129771:E47TI5DL
Keywords: _C:Australia AUS; _C:Luxembourg LUX; _C:Mali MLI; _C:Singapore SGP; _C:Slovenia SVN; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Sierra Leone Multiple Indicator Cluster Survey 2017 - Statistics Sierra Leone (Statistics Sierra Leone, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:2TC7LDGS 2339240:7794TCGJ 2405685:N9SALPUS
Keywords: _C:Sierra Leone SLE

EdTech for learning in emergencies and displaced settings - Tauson, Michaelle; Stannard, Luke (London: Save the Children UK, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:76WWBGAL 2129771:DL685ZJZ 2129771:QFUWKQGI
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Belgium BEL; _C:Botswana BWA; _C:Brazil BRA; _C:China CHN; _C:Egypt EGY; _C:Ethiopia ETH; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Holy See VAT; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Israel ISR; _C:Jordan JOR; _C:Kenya KEN; _C:Lebanon LBN; _C:Malawi MWI; _C:Mexico MEX; _C:Namibia NAM; _C:Nepal NPL; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Qatar QAT; _C:Seychelles SYC; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Sudan SDN; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _C:Uruguay URY; _C:Yemen YEM; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Teacher Professional Development at a Tsunami-Affected School in Banda Aceh - Ubit, Fadliadi; Bartholomaeus, Pam (International Education Journal: Comparative Perspectives, 2018)
The 2004 tsunami in Aceh resulted in significant post-disaster problems which extended far beyond the loss of possessions and infrastructure destruction. In addition to having to deal with their own problems as a consequence of the tsunami, teachers were faced with the additional problems arising from working with children who had been exposed to the traumatic event. Teacher professional development was regarded as an important support mechanism to help teachers in this period. Findings from a qualitative study conducted in one school affected by the tsunami in Banda Aceh provided evidence that teachers indeed needed professional development that went beyond enhancing their knowledge and skills to teach their subjects to working with young people affected by the traumatic event. This paper discusses teacher professional development, focusing on the five criteria for effective professional development proposed by Desimone.
Publisher: Australian and New Zealand Comparative and International Education Society KerkoCite.ItemAlsoKnownAs: 2129771:LN6H7GUC
Keywords: Case Studies; Evaluation Criteria; Faculty Development; Foreign Countries; Interviews; Junior High School Students; Junior High Schools; Natural Disasters; Program Effectiveness; Public School Teachers; Qualitative Research; Secondary School Teachers; Trauma; _C:Australia AUS; _C:Bangladesh BGD; _C:India IND; _C:Indonesia IDN; _C:Jordan JOR; _C:Malaysia MYS; _C:Maldives MDV; _C:Myanmar MMR; _C:Seychelles SYC; _C:Singapore SGP; _C:Somalia SOM; _C:Sri Lanka LKA; _C:Tanzania TZA; _C:Thailand THA; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Report of the Southern Africa Regional Workshop on Work-based Learning - UNESCO (UNESCO, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:ZPAQFU4K 2317526:3NBNID95 UA-F2995AA5-6107-4844-947D-1B83B3717878
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CC:Botswana; CC:Lesotho; CC:Malawi; CC:Mozambique; CC:Namibia; CC:South Africa; CC:Zambia; CC:Zimbabwe; CC:eSwatini (Swaziland); CLL:en; publicImportV1

UNEVOC World TVET Database: Kenya - UNESCO-UNEVOC (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:7P2TYCJ4 2317526:457AVM6J
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

Second handbook of information technology in primary and secondary education - Voogt, Joke (Springer Berlin Heidelberg, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:KI9MCHVT
Keywords: _C:Afghanistan AFG; _C:Albania ALB; _C:Algeria DZA; _C:Andorra AND; _C:Angola AGO; _C:Argentina ARG; _C:Australia AUS; _C:Austria AUT; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Belarus BLR; _C:Belgium BEL; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Bosnia and Herzegovina BIH; _C:Botswana BWA; _C:Brazil BRA; _C:Brunei Darussalam BRN; _C:Bulgaria BGR; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Costa Rica CRI; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Czech Republic CZE; _C:Denmark DNK; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Equatorial Guinea GNQ; _C:Eritrea ERI; _C:Estonia EST; _C:Ethiopia ETH; _C:Fiji FJI; _C:Finland FIN; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Guatemala GTM; _C:Guinea GIN; _C:Holy See VAT; _C:Honduras HND; _C:Hungary HUN; _C:Iceland ISL; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Kiribati KIR; _C:Korea XKOR; _C:Korea; Democratic People's Republic PRK; _C:Korea; Republic KOR; _C:Kosovo XKSVO; _C:Kuwait KWT; _C:Laos LAO; _C:Latvia LVA; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Libya LBY; _C:Lithuania LTU; _C:Luxembourg LUX; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mali MLI; _C:Malta MLT; _C:Mauritania MRT; _C:Mauritius MUS; _C:Mexico MEX

Evaluating the impact of a tablet-based intervention on the mathematics attainment, receptive language and approaches to learning of preschool children - Walton, Jodie M. (University of Nottingham, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:W2LIJBJV
Keywords: _C:Australia AUS; _C:Brazil BRA; _C:China CHN; _C:France FRA; _C:India IND; _C:Ireland IRL; _C:Japan JPN; _C:Jordan JOR; _C:Korea; Republic KOR; _C:Malawi MWI; _C:Mexico MEX; _C:Netherlands NLD; _C:Singapore SGP; _C:Spain ESP; _C:Sudan SDN; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

Massive Open Online Courses (MOOCs) for Professional Teacher and Teacher Educator Development: A Case of TESSA MOOC in Kenya. - Wambugu, Patriciah W. (Universal Journal of Educational Research, 2018)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.13189/ujer.2018.060604 2129771:WTA327GX
Keywords: _C:China CHN; _C:Kenya KEN; __C:filed:1; __C:scheme:1

Primary Teacher Education in Rural Cameroon: Can Informal Learning Compensate for the Deficiencies in Formal Training? - Wohlfahrt, Melanie U (Africa Education Review, 2018)
The objective of the research on which this article reports was to evaluate the training conditions of primary school teachers in rural Cameroon, so as to identify alternative paths towards their qualification through informal learning in the workplace and outside. Following Denzin's (2009) between-methods triangulation approach, quantitative techniques, including statistical analyses and standardised questionnaires, were applied in addition to qualitative techniques, such as face-to-face interviews and observations of practising teachers and experts. The article presents the most common learning strategies of teachers in rural areas of Cameroon and recommends seminal solutions for teacher education. It can be concluded that informal learning in the workplace corresponds to traditional ways of learning in collectivist-oriented, oral societies in rural areas. Therefore, the combination of informal methods with formal structures of teacher education could improve the current educational system of many African countries, and provide a solution to meet the high demand for qualified staff within restricted budgets.
KerkoCite.ItemAlsoKnownAs: 10.1080/18146627.2016.1224586 10/gfv9vv 2129771:EYKMC27A 2317526:NXXB9H78
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Cameroon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:attitude; F:learning; F:qualification; F:standards; F:teaching; F:teaching method; P:media; P:school teacher; P:teacher education; P:teachers; Q:informal learning; R:interview; R:observation; R:qualitative; R:quantitative; R:questionnaire; R:trial; T:Ausbildung; T:Training; T:workplace education; Z:Elementary school teachers; Z:Learning; Z:Rural areas; Z:Rural schools; Z:Teacher education; publicImportV1

Impacts of Pre-Service Training and Coaching on Kindergarten Quality and Student Learning Outcomes in Ghana - Wolf, Sharon (Studies in Educational Evaluation, 2018)
Using a randomized-control trial, this study evaluates a program designed to support Ghanaian kindergarten student-teachers during pre-service training through mentorship and in-classroom training. Several potential barriers to improved teaching quality and learning outcomes are examined. Findings show that the program improved knowledge and implementation of the national curriculum for individuals both when they were student-teachers and, the following year, when they became newly qualified teachers (NQTs). There were mixed impacts on professional well-being, increasing personal accomplishment and motivation but decreasing job satisfaction for NQTs. There were mixed impacts on teaching quality, with increases in child-led learning but decreases in some other aspects of quality. There were no impacts on NQTs’ student learning outcomes. The findings highlight system level challenges with both the posting of NQTs and the absence of support in their first teaching year. Implications for global early childhood education policy and teacher education are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.stueduc.2018.05.001 10/gf62pq 2129771:SM5UVAZ4 2317526:ISEA45I5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:learning; F:motivation; F:outcomes; F:policy; F:teaching; P:measurement; P:services; P:teacher education; P:teacher training; P:teachers; R:impact; R:trial; T:Training; Z:early childhood education; Z:kindergarten; Z:pre-service training; Z:sub-Saharan Africa; Z:teacher training; _C:Ghana GHA; publicImportV1

Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS) - Wolf, Sharon; Raza, Mahjabeen; Kim, Sharon; Aber, J. Lawrence; Behrman, Jere; Seidman, Edward (Early Childhood Research Quarterly, 2018)
© 2018 Elsevier Inc. In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System©(TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ecresq.2018.05.003 10/gfjkng 2129771:RR2UQS7G 2317526:AH9T7QFQ
Keywords: -FullBiblioUHMLgen; -RRQ:LOW; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:middle-income country; F:access; F:learning; F:outcomes; F:policy; P:culture; P:measurement; P:nature; P:social; P:teacher education; P:teachers; R:observation; T:Training; Z:Pre-primary school; Z:Process quality; Z:School readiness; Z:Sub-Saharan Africa; Z:Teacher education; Z:Teacher-child interactions; _C:Ghana GHA; publicImportV1

Sierra Leone population 2020 - WorldPop (2018)
RF-based gridded population distribution datasets produced in the framework of the Global Project - Funded by The Bill and Melinda Gates Foundation (OPP1134076)
KerkoCite.ItemAlsoKnownAs: 10.5258/SOTON/WP00645 2129771:7A8E4V54 2339240:2AJ3LMLD 2405685:92787LQS
Keywords: Population distribution; Population; Dasymetric disaggregation; _C:Sierra Leone SLE

Continuing Professional Development of Teachers and Democratic Citizenship Education in Nigeria: A Hopeful Pursuit? - Ayoola-Adeniyi, Ruth; Davids, Nuraan (2017)
openalex: W2770124707 mag: 2770124707 id: openalex:W2770124707 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-67861-0_9 2129771:3P4HBC5M 2486141:KE9T24N9
Keywords: openalex:import

Disability in and Around Urban Areas of Sierra Leone - Trani, Jean-Francois; Bah, Osman; Bailey, Nicki; Browne, Joyce; Groce, Nora; Kett, Maria (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:HBY77CAK 2129771:QHDCLY92 2405685:FSQFJ72I
Keywords: _C:Sierra Leone SLE

Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment - Asim, Salman; Chimombo, Joseph; Chugunov, Dmitry; Gera, Ravinder (2017)
There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives.
Keywords: Data-driven model; Deployments; Lebanon_event_2021; Malawi; Political economy; Schools; Teachers; _C:Brazil BRA; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Italy ITA; _C:Malawi MWI; _C:Mozambique MOZ; _C:Philippines PHL; _C:Singapore SGP; __C:filed:1; __C:scheme:1

Sierra Leone 2015 Population and Housing Census: Thematic Report on Disability - Kabia, Francis; Tarawally, Umaru (Statistics Sierra Leone, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:BELVCZKC 2405685:BI8HMKXI
Keywords: _C:Sierra Leone SLE

Teachers and the Teaching Profession in Sierra Leone: A Comprehensive Situation Analysis - Wright, Cream (TSC, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:7TAK5P96 2129771:L5SHN8BJ 2339240:BPP6QJJT 2405685:K3L9HBBP 2601447:KDYSFZB9 4556019:GI25ICPJ
Keywords: _C:Sierra Leone SLE

School-Based Teacher Professional Development in East Africa: Emerging Lessons from Kenya and Tanzania - Hardman, Jan (International Handbook of Teacher Quality and Policy, 2017)
This chapter discusses the main challenges facing both governments and the international donor community in the East African region as they implement effective teacher professional development. It reviews the emerging evidence suggesting educational quality is largely obtained by engaging teachers in reviewing their pedagogical processes at the school and classroom levels. It concludes with a discussion of the key priorities for policymakers in Kenya, Tanzania and East Africa more generally as they work towards improving pedagogical practices of both teachers and teacher educators and raising learning outcomes for all children as part of the new post-2015 education agenda.
KerkoCite.ItemAlsoKnownAs: 10.4324/9781315710068-34 2129771:7SKAMBEG 2129771:N74HV2IR
Keywords: _C:Canada CAN; _C:Cuba CUB; _C:Finland FIN; _C:Japan JPN; _C:Kenya KEN; _C:Korea; Republic KOR; _C:Malawi MWI; _C:Senegal SEN; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The Nigeria Teachers Social Studies Training Curriculum and Sustainable Development Goals: A Content Analysis. - Ifegbesan, Ayodeji Peter; Lawal, M. B.; Rampedi, Isaac Tebogo (Journal of international social studies, 2017)
The concept of sustainable development has become a widely used construct that is incorporated into virtually all disciplines and discourses. The implementation and achievement of sustainable development goals in the management of our environmental resources cannot be realised without education especially at a formal levels. Teacher training institutions - (college of education and faculty of education in universities) are expected through their courses to engage and create awareness of sustainability issues using their training programmes. This paper therefore presents a content analysis of sustainability themes and concepts in the College of Education Social Studies curriculum in Nigeria. This is with the ultimate goal of exploring how any noticed gaps that could inhibit the promotion of education for sustainable development through teacher training can be filled, so that the post 2015 sustainable development goals could be better achieved.
openalex: W2792103124 mag: 2792103124 id: openalex:W2792103124 keywords: , , , , KerkoCite.ItemAlsoKnownAs: 2129771:CCQ2MHDH 2486141:UAT2DM9D
Keywords: openalex:import

Effects of a rational-emotive health education intervention on stress management and irrational beliefs among technical college teachers in Southeast Nigeria - Ugwoke, Samuel C.; Eseadi, Chiedu; Igbokwe, Chima C.; Chiaha, Gertrude T.U.; Nwaubani, Okechukwu O.; Orji, Chibueze Tobias; Ugwuanyi, Leonard T.; Chukwuma, Ifeoma S.; Chigbu, B; Ogakwu, Vera N.; Onu, Eucharia A.; Agu, Patricia U.; et al. (Medicine, 2017)
Background: Stress is the product of how an individual reacts and adapts to the specific demands and threats they encounter while carrying out given tasks. The main purpose of this study was to investigate the effects of a rational-emotive health education intervention (REHEI) on stress management, and irrational beliefs in a sample of technical college teachers in Southeast Nigeria. Method: The study design was a pretest–posttest control group. Repeated measures analysis of variance, paired t test and Mann–Whitney U tests were used to analyze the data collected. Results: The REHEI significantly reduced teacher stress in those teaching staff exposed to the treatment intervention, relative to a waitlist control group. Furthermore, the REHEI program significantly decreased irrational beliefs about teaching in those teaching staff exposed to the treatment intervention compared to a waitlist control group. Conclusion: The REHEI program can be used to coach teachers on how to manage and cope with stress and overcome irrational beliefs in teaching.
openalex: W2739911656 mag: 2739911656 id: openalex:W2739911656 keywords: , , , , , , KerkoCite.ItemAlsoKnownAs: 10.1097/md.0000000000007658 2129771:HNY3RR3P 2486141:7W6H8DAW
Keywords: openalex:import

Open Government Case Study: Costing Sierra Leone’s Open Data Program - Joswiak, Naomi (Results for Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:XHLB9RHT 2405685:AN5GA9QR
Keywords: _C:Sierra Leone SLE; ___working_potential_duplicate

Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms - Shepler, Susan; Williams, James H. (Comparative Education, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2017.1338641 2129771:68VY6GT6
Keywords: _C:Sierra Leone SLE

Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms - Shepler, Susan; Williams, James H. (Comparative Education, 2017)
Various curricular and textbook initiatives exist to aid in the national processes of coming to terms with past violence, often serving the political goals of the victors, sometimes supported by international transitional justice institutions. Sierra Leone and Liberia each experienced a devastating civil war during the 1990s and into the 2000s, and each is struggling to rebuild shattered education systems. In addition, each country has experienced a set of post-conflict transitional justice initiatives: Truth and Reconciliation Commissions in each, and a Special Court for Sierra Leone. Although their respective ministries of education have attempted to address peace education through UNICEF-sponsored curriculum revision processes, those efforts have not yet reached the majority of serving teachers, so a discussion of teachers’ actual practices is vital. This article uses interviews with teachers in rural and urban Sierra Leone and Liberia to discuss whether and how teachers talk about past war in their classrooms; whether they think it is important to discuss past conflicts, and if so, why; and what kind of curricular support would help them better teach about the wars. The article discusses how and why teachers embrace or subvert official efforts through their classroom practices, and compares the Sierra Leone and Liberia contexts and results. This research will help us to understand teachers’ own perspectives on addressing past conflict in their classrooms, and perhaps help policy-makers better implement their peace education initiatives.
Publisher: Routledge _eprint: https://doi.org/10.1080/03050068.2017.1338641 KerkoCite.ItemAlsoKnownAs: 10.1080/03050068.2017.1338641 2129771:UVNJFUHG 2405685:9FVX5LB3
Keywords: Education; Liberia; Sierra Leone; _C:Sierra Leone SLE; teachers; teaching about conflict; transitional justice

The Impact of Microteaching in Developing Teaching Skills among Pre-Service Teachers in Alvan Ikoku College of Education Owerri, Nigeria - Onwuagboke, Bede Blaise Chukwunyere; Osuala, Rita Chigozie; Nzeako, Rowland Chibuike (African Research Review, 2017)
Teaching skills are necessary tools teachers should possess for effectiveness in their job. Teaching the teacher candidates these skills is not simple hence the need for a microteaching environment which enables pre-service teachers to acquire them under controlled laboratory setting. This study was an extension of current NCE microteaching programme run by Alvan Ikoku College of Education for the B.Ed student teachers in order to determine its impact on their acquisition of the requisite teaching skills. A sample of 90 student teachers was purposively drawn from the second-year degree students in the college who were preparing to embark on the teaching practice programme in the 2016 teaching practice programme. The study involved a pre-test and a post-test of the students using a microteaching skills rating scale (MSRS) developed by the researchers. Data collected was analysed using descriptive and inferential statistics. The findings of the study revealed that the microteaching interventions improved the teaching skills significantly with significant differences between the three intervention groups. The group that received microteaching treatment with video recording performed better than the other groups while gender had no significant effect on their mean scores. The result has far reaching implication on the need for a well-equipped microteaching laboratory for microteaching programmes in teacher education institutions.Key Words: Impact; microteaching; teaching skills; pre-service teachers
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Keywords: openalex:import

Effects of Two Selected Intelligent Tutors on Pre-Service Physics Teachers’ Academic Performance in Colleges of Education on Southwestern Nigeria - Oteyola, Temitope; Idowu, Lanre; Adeyanju, Lade Joel (European Journal of Education Studies, 2017)
This study investigated the effects of the developed and adapted intelligent tutoring systems on academic performance of pre-service physics teachers in colleges of educations, southwestern Nigeria. It determines the effect of the intelligent tutors on retention of Physics concepts at the colleges of education. This is with the ultimate goal of proffering solution to the challenges of achieving some of the objectives of Physics education in the nation. The study adopted non-equivalent pretest - posttest control group design. The population comprised Physics students in colleges of education in Southwestern Nigeria. Three colleges of education were purposively selected from three states in Southwestern Nigeria based on proximity, willingness to participate in the experiment, availability of ICT facilities and a favourable academic calendar. Three intact classes of 200 Level Physics students who were randomly assigned to the locally developed intelligent tutoring systems labelled (ITPA), adapted intelligent tutoring systems labelled (ITPB) and the control groups were taught the topics Vector and Circular Motion. Intelligent Tutoring Performance Test (ITPT) an achievement test was used as pre and posttests for the academic performance. Data collected were analyzed using mean, t-test, one way Analysis of Variance (ANOVA), Scheffe and Bonferroni post-hoc analyses. The results showed significant difference in the posttest as well as in the retention test of those taught using the developed tutor, the adapted tutor and control (F = 144.32; p < 0.05). Article visualizations:
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Keywords: openalex:import

Relationship Between Teachers’ Recruitment Procedure and Students’ Achievement in Commerce in Federal Government Girls’ Colleges, in North West Zone, Nigeria - Abimaje, Jonathan (2017)
A THESIS SUBMITTED TO SCHOOL OF POSTGRADUATE STUDIES AHMADU BELLO UNIVERSITY, ZARIA, NIGERIA. IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF MASTER OF EDUCATION (M.ED) IN BUSINESS EDUCATION DEPARTMENT OF VOCATIONAL AND TECHNICAL EDUCATION AHMADU BELLO UNIVERSITY ZARIA-NIGERIA
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Keywords: openalex:import

The Impact of Teacher Effectiveness on Student Learning in Africa - Buhl-Wiggers, Julie; Kerwin, Jason; Smith, Jeffrey; Thornton, Rebecca (Research on Improving Systems of Education (RISE), 2017)
Teaching quality is known to be critical for students’ education and life prospects in developed countries. However, little is known about how teacher quality affects student learning in Africa. This paper presents the first estimates of teacher value-added from an African country, using data from a school-based RCT in northern Uganda. Exploiting the random assignment of students to classrooms within schools, we estimate a lower bound on teacher effects. A 1-SD increase in teacher quality leads to at least a 0.14 SD improvement in student performance on a reading test at the end of the year. Shifting teachers from the 10th to the 90th percentile of quality increases performance by 0.36 SDs –comparable to the most effective education interventions conducted in Africa. Our results also suggest that an increase in teacher quality can make other education interventions more efficient.
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Keywords: C:Uganda; NULP; _C:Ecuador ECU; _C:India IND; _C:Kenya KEN; _C:Pakistan PAK; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; __C:filed:1; __C:scheme:1; _genre:PR-primary_research; interesting

Effect of attention-deficit–hyperactivity-disorder training program on the knowledge and attitudes of primary school teachers in Kaduna, North West Nigeria - Lasisi, Dupe M.; Ani, Cornelius; Lasebikan, Victor Olufolahan; Sheikh, Lateef; Omigbodun, Olayinka (Child and Adolescent Psychiatry and Mental Health, 2017)
There are indications that teachers have limited knowledge about attention deficit hyperactivity disorder (ADHD), despite its high prevalence in childhood and its long-term effects on students such as academic underachievement, reduced self-esteem, and social and behavioural difficulties. This study is therefore aimed at assessing the effect of an ADHD training program on the knowledge of ADHD among primary school teachers in Kaduna, Nigeria and their attitudes towards pupils with ADHD. This was a randomized controlled trial involving 84 primary school teachers in the intervention group and 75 teachers in the control group. Participants in the intervention group received an initial 3-h training with a one-and-a-half hour booster session 2 weeks later using the World Health Organisation MhGAP-IG module on behavioural disorders focusing on ADHD. Outcome measures were knowledge of ADHD, attitude towards ADHD, and knowledge of behavioural intervention. Controlling for baseline scores, the intervention group had significantly higher post intervention scores on knowledge of ADHD, lower scores on attitude towards ADHD (i.e. less negative attitudes), and higher scores on knowledge of behavioural intervention compared with the control group respectively. The intervention showed moderate to large effect sizes. The booster training was associated with a further statistically significant increase in knowledge of ADHD only. The training program significantly improved the knowledge and attitudes of the teachers in the intervention group towards ADHD. Considerations should be given to incorporating ADHD training programs into teacher-training curricula in Nigeria, with regular reinforcement through in-service training.
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Keywords: openalex:import

Vocational education and training in Sub-Saharan Africa: current situation and development - Eicker, F; Haseloff, G; Lennartz, B (W. Bertelsmann Verlag GmbH & Co. KG, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:DJ6ESH6T 2129771:FKBCF6JJ 2317526:GAA92EKQ 2317526:IJ4BRW4E
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Namibia; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; P:economy; P:teachers; Q:higher education; T:Educação profissionalizante; T:TVET; T:in-service TVET; publicImportV1

Continuing professional development of accounting teachers in Nigeria: Implications for democratic citizenship education - Ayoola-Adeniyi, Ruth (2017)
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Keywords: openalex:import

Qualities of an Effective Teacher: Perspectives from a College of Medicine in Nigeria - Ikeako, LC; Ezegwui, Ifeoma; Onoka, Chima; Ezegwui, H U (British Journal of Education Society & Behavioural Science, 2017)
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Keywords: openalex:import

Influence of Staff Professional Development on Teachers' Instructional Competence in Nigeria: A Review of the Literature - E., Duru-Uremadu Charity (2017)
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Keywords: openalex:import

Challenges Associated with the Use of E-Learning Among Pre-Service Business Education Teachers in Colleges of Education in North East Nigeria - Enemali, Victoria Amelia (Journal of Education and Practice, 2017)
The paper examines the challenges associated with the use of e-learning in Colleges of Education in North East Nigeria. Particular attention is focused on differences in the pre-service business education teachers’ perception based on gender and institutional affiliation. Data for this research came from a sample of 546 pre-service business education teachers drawn from five Colleges of Education in the study area. A survey research design was adopted for the study. The reliability coefficient of the questionnaire used for data collection is 0.89. Five research assistants administered the questionnaire, and data collected were analysed using frequency counts and percentages, mean, t-test, one-way analysis of variance (ANOVA) and Scheffe test of multiple comparison. Results showed that regardless of institutional affiliation, the pre-service business education teachers had considerable agreement that lecturers’ preference for lecture method, and the non-provision of hands-on-IT training on the campus constitute the top most challenge hindering the use of e-learning. Gender and institutional affiliation are statistically significant factors in the mean ratings of pre-service business education teachers regarding the extent to which they experience challenges in the use of e-learning. Based on the results, it was recommended among others that the proprietors of Colleges of Education in North East Nigeria should renew their commitments to education by striving to provide the Colleges with teaching, infrastructure and organizational capacity to implement e-learning effectively and efficiently. Keywords: Challenges, E-learning, Nigeria, Pre-service business teacher education, ICT.
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Keywords: openalex:import

Teachers’ Continuing Professional Development as Correlates of Sustainable Universal Basic Education in Bayelsa State, Nigeria - Olufunmilayo, T Iyunade (Journal of Education and Practice, 2017)
The study examined the correlates of teachers’ continuing professional development on universal basic education in Bayelsa State, Nigeria. Using descriptive survey, a sample of 500 teachers was randomly selected from twenty (20) Basic Junior Secondary Schools and Primary Schools used for the study. The instrument used for data collection was a questionnaire titled “Correlate of Teachers Continuing Professional Development Questionnaire (CCPDO) (r=.67) four research questions were raised for study. Data collected were analysed using frequency distribution and percentages. Findings revealed that the level of teacher preparation for the universal basic education was relatively low. It was also established that teachers were not adequately prepared for the universal basic education scheme. It was concluded that Bayelsa State, has not been fully prepared for the sustenance of universal basic education. It was recommended that the state government should recruit more qualified teachers into the primary and junior secondary schools in the state. Teachers should also be given equal opportunity to attend regular seminars, workshops and service training to enable them to acquire more skills and competence in their job performance. Keywords: Teachers Professional Development, Continuing Professional Education, Sustainable and Universal Basic Education.
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Keywords: openalex:import

In-Service Training Needs of School Principals in Instructional Supervision for Teachers in Public Secondary Schools in Nigeria - Onuma, Nwite (International Journal of Humanities Social Sciences and Education, 2017)
This study was designed to examine in-service training needs of principals in instructional supervision in public secondary schools in Ebonyi State.To accomplish the purpose of the study, four specific objectives and four hypotheses were posed to verify the study.The design for the study was the descriptive study design.Data were collected from a sample of 605 out of the population of 1640 teachers randomly selected by stratified proportionate technique across urban and rural schools, in Abakaliki Education, Ebonyi state.A researcher developed instrument titled "In-Service Training Needs of Principals in Instructional Supervision for teachers in Public Secondary School Questionnaire (ITPSTPSSQ)" was used data for collection.Data were analyzed using mean scores, standard (SD) and t-test statistics.Results indicated that a significant difference existed between urban and rural teachers on principals' in-services training need functions on classroom supervision of instruction, monitoring students' achievement, provision and maintenance of instructional materials, and supporting continuous staff development.The study recommends that the school principals as an instructional leader should give internal supervisions of instructions its rightful place in the school for the purpose of staff growth and development.
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Keywords: openalex:import

Prospects and Challenges of Social Studies Teachers Professional Development in Nigeria - Oyewo, Adetola Elizabeth; Umoh, Samuel Uwem (2017)
Social Studies as a subject was introduced in several countries to meet certain specific needs and aspirations of the people. In Britain for instance, Social Studies was introduced into the school curriculum after the first and second world wars, as a panacea for social problems (Edinyang & Ubi, 2013). While in America, Social Studies was introduced with the intent of social competency and citizenship education (Adeshina, 2013, 2010). Social Studies is called different names in different countries, such as cultural studies, oriental studies, environmental education/studies, citizenship education or social science (Amos, 2014). In this chapter Social Studies in Nigeria is discussed with a focus on teacher education and professional development.
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Keywords: openalex:import

Teacher Involvement in Curriculum Development in Zambia: A Role Analysis of Selected Secondary School Teachers in Lusaka District, Lusaka Province, Zambia - Mwanza, Christine (University of Zambia, 2017)
Keywords: ⛔ No DOI found

Factors influencing female undergraduate students' acceptance of, and motivation to, use tablet computers for learning - Alomary, Azza (University of Southampton, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:ES7QIDR4 2129771:LNWZCWZC
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:Cuba CUB; _C:Ecuador ECU; _C:Egypt EGY; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Japan JPN; _C:Jordan JOR; _C:Korea; Republic KOR; _C:Lebanon LBN; _C:Libya LBY; _C:Malaysia MYS; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Philippines PHL; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Research on open educational resources for development in the Global South: Project landscape - Arinto, Patricia; Hodgkinson-Williams, Cheryl; King, Thomas; Cartmill, Tess; Willmers, Michelle (African Minds, International Development Research Centre & Research on Open …, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:MF6CC6DN
Keywords: _C:Afghanistan AFG; _C:Argentina ARG; _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Belgium BEL; _C:Bolivia BOL; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Costa Rica CRI; _C:Cuba CUB; _C:Ecuador ECU; _C:El Salvador SLV; _C:Estonia EST; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Ireland IRL; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Laos LAO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mauritius MUS; _C:Mexico MEX; _C:Mongolia MNG; _C:Morocco MAR; _C:Mozambique MOZ; _C:Namibia NAM; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:North Cyprus XNCYP; _C:Oman OMN; _C:Pakistan PAK; _C:Paraguay PRY; _C:Peru PER; _C:Philippines PHL; _C:Poland POL; _C:Portugal PRT; _C:Russian Federation RUS; _C:Slovenia SVN; _C:Somalia SOM; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Venezuela VEN; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Linking vocational education and training (VET) progression pathways into the academic route in Tanzania: Case study in electrical and mechanical engineering programmes at Arusha technical college (ATC) - Augustine, S. Mbitila; Richard, J. Masika; Donatha, E. Mwase (International Journal of Vocational and Technical Education, 2017)
The bridging course was designed by the Vocational and Education Training Authority (VETA) in collaboration with three technical Colleges/Institutions: Arusha Technical College, Dar es Salaam Institute of Technology and Mbeya University of Science and Technology under the auspices of National Council for Technical Education (NACTE). The course was an immediate solution to the missing link between the Vocational Education and Training (VET) pathway for graduates and the Tanzanian national education model. Data were collected from a random sample of 350 students, from various parts of the country, to analyze the problem. Comparison tests of performance between students from the bridging course and from other educational routes were conducted. Results demonstrate that, the bridging course is a substantive solution to enabling VET students to progress toward further studies. Bridging courses in Technical Colleges and Institutes of Technology offer a valuable contribution to the vocational training sector if sponsored by both Government and Private sector in terms of fiscal and non-fiscal resources.
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Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:electro; P:mechanic; R:case study; T:TVET; T:Training; T:vocational training centre; __C:filed:1; publicImportV1; ⛔ No DOI found

Die richtigen Mitarbeiter finden: Berufsbildung und HR-Management - Bauer, Annette; Kühnrich, Heinz-Joachim (Praxishandbuch Wirtschaft in Afrika, 2017)
Qualifizierte Fachkräfte stellen einen wichtigen Faktor für die Eintrittsentscheidung in einen Markt dar. Eine der am häufigsten genannten Hemmnisse für eine Investition in Afrika, ist deren Mangel. Vor allem für deutsche Unternehmen ist es wichtig mit ausgebildetem Personal die höhere Produktivität und Lebensdauer ihrer Produkte und Maschinen zu erreichen, um den meist höheren Investitionskosten im Marktvergleich Rechnung zu tragen und einen kosten- und zeiteffizienten After Sales Service anbieten zu können. Doch in vielen Ländern Afrikas ist diese Voraussetzung von qualifizierten Fachkräften noch nicht geschaffen. Folgendes Kapitel gibt einen Überblick über den wachsenden Bedarf an Fachkräften, die aktuelle Situation in der Berufsbildung, sowie Lösungsansätze zur Reduzierung der Lücke zwischen Angebot und Nachfrage an Fachkräften aus Sicht eines deutschen Anbieters für Aus- und Weiterbildungslösungen in Afrika.
KerkoCite.ItemAlsoKnownAs: 2129771:X864VGAL 2317526:G4L3I4Y4
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:West Africa; C:Rwanda; CA:AandC; CL:de; CL:en; CLL:de; CLS:en; CT:A; CT:C; CT:P; CT:T; P:agriculture; T:Ausbildung; T:TVET; T:in-service TVET; publicImportV1

Portability, Feasibility, Collaborativeness: Teachers’ Perception Of Tablet Use For Inclusive Education - Benigno, Vincenza; Caruso, Giovanni; Epifania, Marina Ottavia; Fante, Chiara; Ravicchio, Fabrizio; Trentin, Guglielmo (ICERI2017 Proceedings, 2017)
Tablet are characterized by features such as their ease of use, portability, feasibility and they are easily employable in collaborative learning (Schuck et al., 2013). Students themselves consider them as an effective tool for reflection, since it allows them to deepen their knowledge thanks to the possibility of on-line searching (Parmigiani et al., 2015). On the other side, teachers are aware of the fact that tablets can help in making lesson more interesting and varied (Heinrich, 2012), but their use also needs a rethinking of the pedagogical approach (Culé & Gasparini, 2012) since tablets allow a more students-centred learning (Ludwig et al., 2011). Further, Information and Communication Technologies in general are also used for the inclusion of the disabled children into class activities (Ifenthaler & Schweinbenz, 2013). We argue that tablets, thanks to their abovementioned features, may be particularly helpful in fostering the inclusion of children who are not disabled, but who cannot attend school for medical reasons. The socio-educational inclusion of these children was the main aim of the TRIS project (Tecnologie per l’Inclusione Socio-educativa [Technologies for socio-educational inclusion]), and Information and Communication Technologies, combined with new pedagogical methodologies, played a key role for the pursuing of this aim. During this project, we equipped a middle school classroom with one tablet for each teacher and student. In addition, after one year several activities were planned in collaboration with teachers to evaluate the use of tablets and some specific apps in different teaching area. The activity developed for chemistry involved the use of augmented reality software, and we were investigating its effect on students’ attitudes towards the subject. The one developed for Italian language was aimed to the investigation of whether the affordance of a specific app for the creation of mental app have helped the students in their creation in respect to paper and pencil. In this paper, we report the results regarding teachers’ perception of tablet use in everyday class activities, involving both their competencies and the frequency of use. We considered the impact of the tablet after six months and after one year and a half from their introduction. Furthermore, at the end of the specific activity, the teachers were interviewed in order to understand the potentiality of the tablet for the abovementioned subjects, for the inclusion of the homebound student, and the difficulty found in the planning and managing of the activities. All the teachers involved (n= 7) sustained the utility of the tablet for classes, mentioning its capacity to foster communication in collaborative working and to gain students’ attention. They mostly used the tablet for students’ individual work, on-line research, and for collaborative activities with the homebound student. Regarding the activities carried out with the teachers, they kept sustaining the tablet capacity to motivate students and to foster their active participation, but they also expressed several concerns regarding the high amount of time needed to plan and to implement the activities using the tablet.
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Keywords: _C:Italy ITA; _C:Trinidad and Tobago TTO; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Reconhecimento do trabalho de cuidado: o caso do Programa Expandido de Trabalhos Públicos na África do Sul - Bilo, Charlotte; others (International Policy Centre for Inclusive Growth, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:HJZ3AZIP 2317526:JDH9DFC9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:South Africa; CLL:pt; publicImportV1

Surveillance training for ebola preparedness in Côte d’Ivoire, Guinea-Bissau, Senegal, and Mali - Cáceres, Victor M.; Sidibe, Sekou; Andre, McKenzie; Traicoff, Denise; Lambert, Stephanie; King, Melanie E.; Kazambu, Ditu; Lopez, Augusto; Pedalino, Biagio; Herrera Guibert, Dionisio J.; Wasswa, Peter; Cardoso, Placido; et al. (Emerging Infectious Diseases, 2017)
© 2017, Centers for Disease Control and Prevention (CDC). All rights reserved. The 2014–2015 epidemic of Ebola virus disease in West Africa primarily affected Guinea, Liberia, and Sierra Leone. Several countries, including Mali, Nigeria, and Senegal, experienced Ebola importations. Realizing the importance of a trained field epidemiology workforce in neighboring countries to respond to Ebola importations, the Centers for Disease Control and Prevention Field Epidemiology Training Program unit implemented the Surveillance Training for Ebola Preparedness (STEP) initiative. STEP was a mentored, competency-based initiative to rapidly build up surveillance capacity along the borders of the at-risk neighboring countries Côte d’Ivoire, Mali, Senegal, and Guinea-Bissau. The target audience was district surveillance officers. STEP was delivered to 185 participants from 72 health units (districts or regions). Timeliness of reporting and the quality of surveillance analyses improved 3 months after training. STEP demonstrated that mentored, competency-based training, where learners attain competencies while delivering essential public health services, can be successfully implemented in an emergency response setting.
KerkoCite.ItemAlsoKnownAs: 10.3201/eid2313.170299 10/gf62j5 2129771:YE4AYNIN 2317526:XZ7WLJ6I
Keywords: -FullBiblioUHMLgen; -RRQ:M:final; -missingHU; A:West Africa; C:Guinea; C:Guinea-Bissau; C:Liberia; C:Mali; C:Nigeria; C:Senegal; C:Sierra Leone; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:health; P:services; R:survey; T:Training; T:competency-based training; T:trainee; _C:Sierra Leone SLE; publicImportV1

It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone - Crisp, Martin; Safford, Kimberly; Wolfenden, Freda (The Open University and Plan International, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:4ZWNMP4P 2129771:I3GR9GBM 2129771:L8VCNB4Z 2405685:I76Z2SKV 2486141:RP5DXILU 2601447:DGAXJQFN 4556019:F5RJQZKR
Keywords: _C:Sierra Leone SLE

Developing an emergency nursing short course in Tanzania - Cunningham, C.; Brysiewicz, P.; Sepeku, A.; White, L.; Murray, B.; Lobue, N.; Sawe, H. (African Journal of Emergency Medicine, 2017)
Abstract Nurses are the largest group of healthcare workers in Africa. By adequately equipping nurses to identify, intervene and care for emergency conditions, emergency healthcare systems can be strengthened. To address this need, a nursing working group was formed within the African Federation for Emergency Medicine (AFEM). The aim of this international emergency nursing group was to develop a guiding document to help improve emergency nursing skills within Africa. Using this guiding document, a group of Tanzanian clinical nurse trainers was selected to develop a context specific short course. They used this guiding document as a foundation to improve skill development. The pilot course was well received and has since expanded to training in five regions within the United Republic of Tanzania. The clinical nurse trainers leading the course, are supported by a mentorship programme with competent educators within a global emergency nursing infrastructure. This course, a combination of local knowledge, formal mentorship programs, and international nursing support, demonstrates that investing in the improvement of emergency nursing skills can have high impact results with low-cost. This will ultimately improve emergency care on the continent.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.afjem.2017.08.002 10/gf62kh 2129771:PC2NVHDL 2317526:PYL5L8JH
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:Improvement; P:health; P:media; P:nurse; R:impact; T:Training; T:trainee; publicImportV1

A pilot of the use of short message service (SMS) as a training tool for anaesthesia nurses - Duys, R.; Duma, S.; Dyer, R. (Southern African Journal of Anaesthesia and Analgesia, 2017)
© 2017 The Author(s). Background: Anaesthesia nurses form a critical part of the team providing perioperative care to patients, but no accredited training exists for them in South Africa. In this setting, short in-service training interventions are a pragmatic attempt at improving nurse performance and patient outcomes. Traditional didactic teaching formats have limitations, and mLearning (the use of mobile telephones to facilitate education) has proved equivalent or superior to traditional teaching methods in several settings. Despite very high levels of mobile phone ownership amongst healthcare workers in Africa, this form of educational delivery has not been tested in the hospital-based nursing population. Methods: A telephonic true/false pre-test was performed with 12 nurses of varying levels of training, to assess their preexisting knowledge of anaesthesia. A pre-learning package was then delivered to them in the form of daily SMSs for a month, covering relevant anaesthesia content. A telephonic post-intervention test was performed to assess whether anaesthesia theory knowledge had improved. Results: Median test scores out of 30 were compared using a Wilcoxon signed rank test and were statistically higher in the postintervention test: 25 (IQR 20-26) vs. 21 (IQR 20-21.25) (p = 0.018). Conclusions: The results demonstrate an association between a cheap and widely available educational vehicle, and an increase in nurse knowledge scores. The use of mobile telephones in medical education in limited-resource settings should be explored further.
KerkoCite.ItemAlsoKnownAs: 10.1080/22201181.2017.1317422 10/gf62mm 2129771:YCYHD7KA 2317526:3KQQLLLS
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:outcomes; F:pedagogy; F:teaching; F:teaching method; P:health; P:media; P:nurse; P:service industry; P:services; Q:e-learning; T:Ausbildung; T:Training; T:work-based learning; Z:Anaesthesia nurse; Z:Nurse education; Z:Short Message Service (SMS); Z:eLearning; Z:mLearning; _C:Australia AUS; _C:Iran IRN; _C:Ireland IRL; _C:Kenya KEN; _C:South Africa ZAF; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

Fundamentals of the development of Vocational Education and Further Education of VET pedagogues in Sub-Saharan Africa - Eicker, Friedhelm (2017)
For many years, the University of Rostock/Technical Education has supported three universities from Mozambique, Ethiopia and South Africa in their effort to establish a modern educational and further educational programme for VET pedagogues. A Further Education network was established in the first steps. If more German universities support it, this network can expand to various other Sub-Saharan African countries. This still poses the essential question which scientific approach will be the basic position. Furthermore the question is how the Further Education network of universities, vocational schools and other VET institutions should be developed locally in Sub-Saharan Africa. A constructivist approach, which is positioned between academic discipline and vocational science, will be proposed here. In the first place, university lecturers and selected teachers will be able to acquire shaping competence. A “Train the Trainer Further Education System” will be proposed.
KerkoCite.ItemAlsoKnownAs: 2129771:DZPPNXYY 2317526:TBLBB8G9 UTI-7B87897D-3120-3B03-9C28-4B8DC3719BA5
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Ethiopia; C:Mozambique; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:pedagogy; T:TVET; T:in-service TVET; publicImportV1; ⛔ No DOI found

Entrepreneurship Education in Sub-Saharan Africa: Results of a Case Study in Senegal - Garcia-Rodriguez, Francisco J; Gil-Soto, Esperanza; Ruiz-Rosa, Ines; Sene, Papa Mamour (2017)
The number of entrepreneurship education programs has grown worldwide in the last two decades. This has helped consolidate a fruitful line of research focusing on measuring the impact that these programs have on participating students' entrepreneurship potential. However, to date, these programs have almost exclusively centered on more developed countries. The present work, on the contrary, analyses the impact of an entrepreneurship promotion program carried out for a period of three years in the socioeconomic and cultural context of a less developed country: Senegal. Specifically, the program was aimed at students on different degree programs at the University of Gaston Berger. Theoretical approaches of effectuation and bricolage were applied and students' enterprise potential was tested ex ante and ex post. The results show that students had a significant improvement in their entrepreneurial potential, thus reflecting the effectiveness of entrepreneurship education in these contexts.
KerkoCite.ItemAlsoKnownAs: 2129771:BLNBLAL2 2317526:RSJYRBT8
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Senegal; 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; D:less developed country; F:Improvement; F:attitude; P:culture; Q:degree; R:case study; R:impact; T:entrepreneurship education; Z:Attitudes; Z:Developing countries–LDCs; Z:Entrepreneurs; Z:Students; publicImportV1; ⛔ No DOI found

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

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

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

An Atlas of The Forty Colleges of Education in Ghana - Haßler, Björn; Akunor, J. T.; Nyamador, E. S. (2017)
EdTechHub.Source: <this> EdTechHub.Source: 2129771:F7ZRYUZX KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3911076 2129771:F7ZRYUZX 2129771:U3IVX9WX 2405685:SKFNBK29
Keywords: Author:Haßler; Author:OpenDevEd; _C:Ghana GHA; _C:Mexico MEX; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence

Effective teaching and learning of large cohorts in institutions of higher learning in Zambia: Challenges and opportunities - Haßler, Björn; Shemi, Alice (2017)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1033 2129771:6SW7NKWT
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _bjoern_cv; _comingsoon; _r:AddedByMyEducationEvidence

Features of iPad language applications for speech-language therapy with children - Heyman, Nikki (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:3ZM4YRJR 2129771:4CY5A3GY
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Canada CAN; _C:India IND; _C:Japan JPN; _C:New Zealand NZL; _C:Portugal PRT; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Switzerland CHE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Chapter 12: Considerations in Costing ODL and ICTs in TVET - Hoosen, S; Butcher, N (Using ICTs and Blended Learning in Transforming TVET, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:NTRZ8NZ5 2249382:CNYM4R76 2317526:IQCV5LKH
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Botswana; C:Namibia; C:South Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:Q; CT:T; Q:OER; T:TVET; publicImportV1

Chapter 9: INVEST Africa - Isaacs, Shafika (Using ICTs and Blended Learning in Transforming TVET, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:WVV3BNC3 2317526:SVVD5ZKB
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Kenya; C:Zambia; CA:AandC; CLL:en; publicImportV1

Open Government Case Study: Costing Sierra Leone’s Open Data Program - Joswiak, Naomi (Results for Development, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:6XTCFJU4 2339240:ZNYWJ9PF 2405685:7HSIXMSV
Keywords: _C:Sierra Leone SLE; ___working_potential_duplicate

Developing inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers - Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo (International Journal of Whole Schooling, 2017)
Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected through semi-structured interviews and self-reflective journals kept by the teachers and the first author. The qualitative thematic content analysis revealed: (1) the need to embed inclusive education and action research into pre-service and in-service teacher education curricula and (2) both school-based organisational learning and school–community and school–university collaborations may foster collaborative school cultures and inclusive inservice teacher education. The study discusses the role of teachers’ voices in informing teacher education development for educational equity and inclusion.
KerkoCite.ItemAlsoKnownAs: 2129771:2T3354QE 2129771:V42L3ESP
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Central African Republic CAF; _C:Finland FIN; _C:India IND; _C:Japan JPN; _C:Namibia NAM; _C:North Macedonia MKD; _C:Pakistan PAK; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Challenges of Technical Vocational Teacher Education and Teaching in Nigeria: The Need for Intervention - Kennedy, George W; Udoetuk, Udeme S (2017)
This paper reviews the critical roles of Technical Vocational teacher education and teaching in Nigeria. The paper establishes a nexus between quality Technical Vocational teacher education and national development. Critical challenges to Technical Vocational teacher education programmes and the teaching profession in Nigeria are identified to include over-crowded classes for teacher’s trainees, inequity in urban/rural deployment of teachers, poor funding and inadequate facilities, low quality Information and Communication technology (ICT) compliance and non-professionalization of teaching in Nigeria. Recommendations which include, a standard class, equity in urban/rural deployment of teachers, training/or retraining of Technical Vocational teacher in qualitative Information and Communication technology (ICT), Technical Vocational teacher mandatory membership in professional organisation, periodic attendance and active participation at conferences, seminars and workshop were made.
Keywords: _C:China CHN; _C:India IND; _C:Japan JPN; _C:Nigeria NGA; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

Education ICT assemblage: encounters of discourses, emotions, affects, subjects, and their productive forces - Lameu, Paula Cristina (University of Birmingham, 2017)
EdTechHub.ItemAlsoKnownAs: 2129771:F87U5UCI
Keywords: _C:Australia AUS; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:Korea; Republic KOR; _C:New Zealand NZL; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Tablet use in schools: impact, affordances and considerations - Major, Louis; Haßler, Björn; Hennessy, Sara (Handbook on Digital Learning for K-12 Schools, 2017)
00007 KerkoCite.ItemAlsoKnownAs: 2129771:485MSZJF 2129771:8BTH5YPD 2129771:FLMTLZDC 2129771:TYSXQU5W 2129771:W8LWQ8RD 2129771:YJ3TC54F
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Australia AUS; _C:New Zealand NZL; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence

Strengthening Teacher Professional Development: Local and global communities of practice in Kakuma Refugee Camp - Mendenhall, Mary (Columbia University, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:IVDJK7KL 2339240:7WPJ543M 2405685:32Z977JS
Keywords: C:Kenya; _C:Burundi BDI; _C:Congo XCO; _C:Ethiopia ETH; _C:France FRA; _C:Kenya KEN; _C:Pakistan PAK; _C:Somalia SOM; _C:South Sudan SSD; _C:Sudan SDN; _C:Tanzania TZA; _C:Uganda UGA; __C:filed:1; __C:scheme:1

Analysis of factors affecting pupil performance in Malawi’s primary schools based on SACMEQ survey results - Mulera, David Mc W.J.; Ndala, Ken Kaziputa; Nyirongo, Richard (International Journal of Educational Development, 2017)
The paper employs techniques of multilevel modelling and geographical information systems (GIS) on Malawi’s SACMEQ1 I, II and III data to identify factors aﬀecting pupil performance in primary education of Malawi. The study reveals that in some districts pupils performed much better than others. Whilst in majority of cases the achievement levels of pupils were closely associated with the levels of inputs and services, there were some districts that did not demonstrate a positive correlation. The analysis further shows that pupils’ low socioeconomic status, high pupil-teacher ratios and the more time head teachers spent in teaching other than on school management were more signiﬁcant factors that negatively aﬀected pupil performance.
Keywords: _C:Botswana BWA; _C:Colombia COL; _C:Kenya KEN; _C:Laos LAO; _C:Malawi MWI; _C:Mozambique MOZ; _C:Namibia NAM; _C:South Africa ZAF; _C:Thailand THA; _C:Uganda UGA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Blended learning vid lärares professionella lärande - Nilsson, Malin (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:XYDS49VP
Keywords: _C:Canada CAN; _C:Finland FIN; _C:New Zealand NZL; _C:Portugal PRT; _C:Tanzania TZA; _C:United Kingdom GBR; _C:Viet Nam VNM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Cross-country comparison of TVET systems, practices and policies, and employability of youth in Sub-Saharan Africa - Oketch, Moses (2017)
In recent years, organisations such as the African Development Bank (AfDB), and several African governments have conceded that TVET may have a positive impact on harnessing the youth dividend. There has been some progress in some countries, but there is still insufficient understanding of the place of TVET and youth skills development. The criticisms of TVET in the past, and attitudes toward it, coupled with a period of neglect by governments and donors have all resulted in insufficient understanding of the positive effects TVET can have on the youth and on economic development compared to other regions of the world that have had clearly developed agenda for youth skills development through further colleges, community colleges, or apprenticeships.
KerkoCite.ItemAlsoKnownAs: 2129771:6I2JU3NY 2317526:R76QDY82
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; C:Botswana; C:Kenya; CLL:en; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in Uganda - Okiror, J.J.; Hayward, Geoff; Winterbottom, M (The Journal of Agricultural Education and Extension, 2017)
This paper examines the in-service teacher training needs of secondary school agriculture teachers in Uganda as the country moves towards an ‘outcome-based’ education by removal of subjects and instead, uses learning areas, presenting a need for new pedagogical skills among teachers. Design/methodology/approach: A cross-sectional survey was conducted in Uganda between June and September 2016 to assess the teaching methods and teacher training needs for secondary school agriculture curriculum. Data were collected from 80 agriculture teachers and 57 administrators from 60 secondary schools, randomly drawn from 25 districts in Uganda. The data were analysed with descriptive statistics. Findings: The findings show that there about 10 key competences required by the teachers to thrive in their profession. These range from traditional classroom teaching to community outreach and linkages with agribusinesses which is in tandem with outcome-based education beyond the classroom walls. Respondents highlight lack of practical agriculture skills and exposure to the modern farming practices. Theoretical implications: This paper examines role of formal in-service teacher training based on theory of change and proposes using professional learning communities for school-level improvements. Practical implication: The results were not significant enough to warrant strong recommendations. However, they suffice to highlight a growing need for in-service teacher support mechanism for a dynamic subject like agriculture using communities of practice at school and district levels. Originality/value: In the current context of growing concern for unemployment in Africa, secondary schools will require competent teachers to engage students into transferable learning, given that it is the terminal level of education for majority. © 2017 Wageningen University.
KerkoCite.ItemAlsoKnownAs: 10.1080/1389224X.2017.1338593 10.1080/1389224x.2017.1338593 10/gf62j8 2129771:5IPHE8U3 2317526:IEDH4V39 DOI-10.1080/1389224X.2017.1338593
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:Improvement; F:curriculum; F:learning; F:outcomes; F:pedagogy; F:teaching method; P:agricultural; P:agriculture; P:measurement; P:mechanic; P:services; P:teacher education; P:teacher training; P:teachers; Q:community of practice; Q:secondary education; R:interview; R:observation; R:questionnaire; R:survey; T:Classroom teaching; T:learning community; T:work-based learning; Z:Administrator Surveys; Z:Agricultural Education; Z:Agricultural education; Z:Curriculum reform; Z:Educational Needs; Z:Employment skills; Z:Foreign Countries; Z:Inservice Teacher Education; Z:Interviews; Z:Observation; Z:Outcome Based Education; Z:Questionnaires; Z:Secondary School Teachers; Z:Secondary education; Z:Teacher Competencies; Z:Teacher Surveys; Z:Teacher capacity; Z:Teacher education; Z:Teaching Methods; Z:Teaching methods; _C:Uganda UGA; publicImportV1

Access and use of clinical informatics among medical doctors in selected teaching hospitals in Nigeria and South Africa - Owolabi, Kehinde Aboyami (University of Zululand, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:UT98R4VX
Keywords: _C:Angola AGO; _C:Australia AUS; _C:Austria AUT; _C:Belgium BEL; _C:Benin BEN; _C:Bhutan BTN; _C:Bosnia and Herzegovina BIH; _C:Botswana BWA; _C:Brazil BRA; _C:Burkina Faso BFA; _C:Canada CAN; _C:China CHN; _C:Colombia COL; _C:Congo XCO; _C:Cuba CUB; _C:Denmark DNK; _C:Egypt EGY; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Gambia GMB; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Ireland IRL; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Kuwait KWT; _C:Liberia LBR; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mexico MEX; _C:Morocco MAR; _C:Namibia NAM; _C:Netherlands NLD; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Philippines PHL; _C:Portugal PRT; _C:Qatar QAT; _C:Romania ROU; _C:Saudi Arabia SAU; _C:Senegal SEN; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Togo TGO; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

A comparative study of TVET in 5 African Countries with a specific focus on TVET Teacher Education - Papier, Joy (2017)
This article describes a five country (Cameroun, Egypt, Ghana, South Africa, Tanzania) study of ‘TVET Teacher Education in Africa’ that was commissioned in terms of an EU-South African collaboration in 2013. While the focus was on vocational teacher education, the contextual realities of each country‘s vocational systems was studied as this would impact on every aspect of vocational teacher development, for instance, what teachers would have to teach, who the students might be, how students would be expected to learn, available funding for Vocational Education and so on. Comparisons were therefore made over a range of elements that included the systems in place for vocational training, systems of vocational teacher education, and the modalities for training of VET teachers.
KerkoCite.ItemAlsoKnownAs: 2129771:8J6PBLVZ 2317526:6TNBGFXK
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CLL:en; _C:Denmark DNK; _C:Egypt EGY; _C:Finland FIN; _C:Ghana GHA; _C:Ireland IRL; _C:Netherlands NLD; _C:South Africa ZAF; _C:Sweden SWE; _C:Tanzania TZA; __C:filed:1; __C:scheme:1; publicImportV1; ⛔ No DOI found

Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system - Piper, Benjamin; Oyanga, Arbogast; Mejia, Jessica; Pouezevara, Sarah (International Journal of Education and Development using Information and Communication Technology, 2017)
Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs.
KerkoCite.ItemAlsoKnownAs: 2129771:U4THKEF5 2405685:7L6V38N5
Keywords: C:Kenya; _C:Brazil BRA; _C:Catalan Republic XCATA; _C:Ghana GHA; _C:Guinea GIN; _C:Honduras HND; _C:India IND; _C:Kenya KEN; _C:Korea XKOR; _C:Korea; Republic KOR; _C:Malawi MWI; _C:Niger NER; _C:Peru PER; _C:Portugal PRT; _C:Tanzania TZA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

A conceptual framework to understand teachers’ Professional Dispositions and Orientation towards tablet technology in secondary schools - Sackstein, Suzanne; Slonimsky, Lynne (South African Computer Journal, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 10.18489/sacj.v29i2.469 10/gdm2tk 2129771:LQD4ETTP
Keywords: _C:Cuba CUB; _C:South Africa ZAF; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Understanding elementary teachers' experiences and views using interactive whiteboards for pedagogical practices - Samsonova, Olga (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:ZWFEFQ8M
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Cyprus CYP; _C:Egypt EGY; _C:Iran IRN; _C:Jordan JOR; _C:Lithuania LTU; _C:Malaysia MYS; _C:Netherlands NLD; _C:North Cyprus XNCYP; _C:Spain ESP; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The Contribution of Digital Technologies to Service Delivery: An Evidence Review - Sharmin, Shumona; Faith, Becky; Prieto Martín, P.; Ramalingam, Ben (IDS, 2017)
00001 KerkoCite.ItemAlsoKnownAs: 2129771:5QB22ESR 2129771:7M4GEMG2
Keywords: _C:Afghanistan AFG; _C:Armenia ARM; _C:Australia AUS; _C:Azerbaijan AZE; _C:Bangladesh BGD; _C:Bhutan BTN; _C:Bolivia BOL; _C:Botswana BWA; _C:Brazil BRA; _C:Burkina Faso BFA; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Catalan Republic XCATA; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Costa Rica CRI; _C:Cuba CUB; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guatemala GTM; _C:Guinea GIN; _C:Guyana GUY; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Kyrgyzstan KGZ; _C:Lesotho LSO; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Maldives MDV; _C:Mexico MEX; _C:Myanmar MMR; _C:Nepal NPL; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Panama PAN; _C:Paraguay PRY; _C:Peru PER; _C:Philippines PHL; _C:Qatar QAT; _C:Romania ROU; _C:Rwanda RWA; _C:Samoa WSM; _C:Singapore SGP; _C:Solomon Islands SLB; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Venezuela VEN; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; literature / systematic review

Establishment of a VET-system with focus on Further Education: presentation of ideas on the motivation and establishment of a Further Education system, especially in universities in sub-Saharan Africa - Shindi, Alpheas (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:984CL23D 2317526:9CDMM8C3 UA-67F644AB-F6A3-435E-B209-9C76AE2F5F67
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Namibia; CLL:en; publicImportV1; ⛔ No DOI found

Curriculum re-engineering and development in Zambia: the sociology of education in the face of globalisation. - Simamuna, Mubita Likando; Mulenga, Innocent Mutale (The University of Zambia Press, 2017)

Sierra Leone 2015 population and housing census: Thematic report on poverty and durables - Statistics Sierra Leone (Statistics Sierra Leone, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:VBCDYP57 2339240:YKBEPH82 2405685:MPV2GIIW
Keywords: _C:Sierra Leone SLE

Sierra Leone Multiple Indicator Cluster Survey 2017, survey findings report - Statistics Sierra Leone (Statistics Sierra Leone, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:P8593M2K 2339240:SMX372XG 2405685:EP6QPCSW
Keywords: _C:Sierra Leone SLE

Midline survey: Transforming teacher education and learning - T-TEL (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:STGNQILB 2339240:MJM6PHCK 2405685:UMGJ8LUJ
Keywords: _C:Ghana GHA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Sierra Leone Multiple Indicator Cluster Survey - UNICEF (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:2P9NEZ9I 2405685:6T7FE548
Keywords: _C:Sierra Leone SLE

Competence and TVET Innovation in Sub-Saharan Africa: The Case of Rwanda - van Halsema, Wybe (Competence-based Vocational and Professional Education: Bridging the Worlds of Work and Education, 2017)
In many African countries, technical and vocational education and training (TVET) is considered a means to stimulate strategic economic growth. In order to render TVET more in line with market demands, governments increasingly promote the competence-based education (CBE) approach. In this chapter, the Central African country Rwanda is studied as an exemplary case for sub-Saharan Africa in how they apply CBE. Through competence-based curriculum development and teacher training, a centralised form of workforce planning is envisaged that would shape the TVET reform in the Central African country.In Rwanda, the Belgian Technical Cooperation (BTC) follows a systems approach to implement CBE in TVET. Having done so over the past 4 years, it becomes apparent that in the transitional phases of the systems, there is much ‘transitional noise’ that hampers implementation. This fact challenges the centralist view on CBE and its scope for national workforce planning. However, some positive features emerge from CBE implementation in that it stimulates practical learning and creativity in TVET.It is argued that by adapting the concept of competence to a more decentralised, intrinsic and generic form of TVET, a more capable, innovative and employable workforce can be formed. Government should thereby not just focus on formal employment but follow a diversified and inclusive approach of TVET for youth employment in all segments of the economy.
KerkoCite.ItemAlsoKnownAs: 2129771:TAF5U3YI 2317526:X95943S2 LOCAL-WOS:000398946600027
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; Competence Development; Competency Statement; Informal Sector; Master Trainer; Pilot School; T:TVET; publicImportV1

The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature - Wenner, Julianne A.; Campbell, Todd (Review of Educational Research, 2017)
In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity.
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Israel ISR; _C:Singapore SGP; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Mobile learning in schools: Key issues, opportunities and ideas for practice - Wishart, Jocelyn (Routledge, 2017)
EdTechHub.ItemAlsoKnownAs: 2129771:LXIQ529R
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Brunei Darussalam BRN; _C:Canada CAN; _C:China CHN; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Italy ITA; _C:Jamaica JAM; _C:Japan JPN; _C:Korea XKOR; _C:Lebanon LBN; _C:Malaysia MYS; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Portugal PRT; _C:Qatar QAT; _C:Singapore SGP; _C:Slovenia SVN; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Sweden SWE; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

The Informal Apprenticeship Miracle: A Case for Mbare-Magaba Informal Industry, Zimbabwe - Wonder, M; Tenson, M (Eastern Africa Social Science Research Review, 2017)
The economic turbulences faced by Zimbabwe in the first decade of the 21st century culminated in almost total demise of the formal industry. Concomitantly, this resulted in the emergence and proliferation of the informal industry as an alternative solution. This study explored the training strategies and approaches employed in the informal manufacturing industry. The study adopted the qualitative research paradigm to collect, present and analyse data. Findings from the study point to the efficacy of the informal apprenticeship in terms of human capital development and hence this skills training approach becomes the main trajectory to economic recovery for Zimbabwe.
KerkoCite.ItemAlsoKnownAs: 10.1353/eas.2017.0008 10/gf62z9 2129771:B2Z82EGH 2317526:6MAWR5BQ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:artist; P:manufacture; P:social; T:Lehrlingsausbildung; T:apprenticeship training; publicImportV1

Sierra Leone - Multiple Indicator Cluster Survey 2017 - World Bank (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:C6I7P6ZI 2339240:693W742X 2405685:4ULW3LMX
Keywords: _C:Sierra Leone SLE

Open Educational Resources Guide for Colleges of Education - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:3B42MMRX
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 6: Leadership for Learning (Coordinators) - Swaffield, Sue; MacBeath, J. (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:3PJ3UD5Z
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 6: Leadership for Learning (Tutors) - Swaffield, Sue; MacBeath, J. (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:2J3EWDD6
Keywords: Author:Haßler; Author:OpenDevEd; _C:Chad TCD; _C:Ghana GHA; _C:Greece GRC; _C:United Kingdom GBR; _C:Uruguay URY; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence

Improvement Needs of Teachers in Developing Instruments for Measuring Activity-Based Learning in Colleges of Education in South-South, Nigeria - Isaac, Okeme; Blessing, Anam (European Journal of Alternative Education Studies, 2016)
The study determines the Improvement Needs of Lecturers in Developing Instruments for Measuring Activity-based Learning in Colleges of Education in South-south, Nigeria. The study was guided by one research question using descriptive survey design with a population of 174 Lecturers drown from 16 Colleges of Education in South-south, Nigeria. A 35 multiple choice items was developed with Simpson’s Psycho-motor domain taxonomy to collect data using Kidder-Richardson (K-R20) to determine the internal consistency of the instrument and yielded a coefficient of 0.87. The data were analysed using Mean and Improvement Needs Index (INI) to determine the Improvement needs of the Lecturers. The result revealed that the lecturers need improvement in the entire in developing evidence-based instrument in all the levels of Simpson's taxonomy of the psychomotor domain. Based on the findings, recommendations were made. Article visualizations:
openalex: W2488328876 mag: 2488328876 id: openalex:W2488328876 keywords: , , , , , KerkoCite.ItemAlsoKnownAs: 2129771:8ZIGRPGH 2486141:M3CBWE4B
Keywords: openalex:import

The Abolishment of Teachers⿿ Training Colleges and its Implications on ELT in Nigeria - Okpe, Agnes Ada; Onjewu, Martha Ada (Procedia - Social and Behavioral Sciences, 2016)
ELT like any other venture is confronted with diverse challenges globally. Effective training of personnel is the bedrock for success in any endeavour. Where there is dearth of trained hands, effective teaching of English, especially as a second language, can be grossly inhibited. This study is based on empirical data from interviews conducted among about 100 ESL teachers/educators who were randomly selected. The paper chronically explicates the conscientious training of teachers in Teachers⿿ Colleges before the segment was abolished as against the current practice. The aim of the study therefore, is to show the difference between the performance of trained ESL teachers and those that are not; and the outcome of their performance. The research reveals a general decline in students⿿ performance after the abolishment of teachers⿿ colleges. The analysis among other things, shows that teachers who went through teachers⿿ training colleges are better equipped and produce better students, show more commitment to duty, deliberately chose teaching English as a career, more innovative at teaching, more keen on personal development, and above all, more sensitive to learners⿿ needs and more apt at providing solutions to those problems. Based on these findings, the paper recommends that for ESL to be effective in any region, the teachers must be consciously trained from the onset. Also, to tackle poor performance in English Language, those currently handling the course must be trained.
openalex: W2533149196 mag: 2533149196 id: openalex:W2533149196 keywords: , KerkoCite.ItemAlsoKnownAs: 10.1016/j.sbspro.2016.10.026 2129771:CQPX8FAG 2486141:NZ9BVJGI
Keywords: openalex:import

Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of “Teaching at the Right Level” in India - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukherji, Shobhini; Shotland, Marc; Walton, Michael (National Bureau of Economic Research, 2016)
Previous randomized studies have shown that addressing children’s current learning gaps, rather than following an over-ambitious uniform curriculum, can lead to significant learning gains. In this study, we evaluate a series of efforts to scale up the NGO Pratham’s approach to teaching children according to their actual learning level, in four Indian States. While this approach was previously shown to be extremely effective when implemented with community volunteers outside of school, the objective of these new scale-up evaluations was to develop a model that could be implemented within the government school system. In the first two instances (Bihar and Uttarakhand), the methodology was not adopted by government schoolteachers, despite well-received training sessions and Pratham support. Motivated by the quantitative and qualitative analysis of these early attempts, we adapted the approach and designed large-scale experiments in the states of Haryana and Uttar Pradesh to test two new scale-up models. In Haryana, teachers received support from government resource persons trained by Pratham, and implemented the approach during a dedicated hour. In Uttar Pradesh, Pratham volunteers implemented high-intensity, short-burst “learning camps” for 40 days, in school and during school hours, with additional 10-day summer camps. Both models proved effective, with gains in language of 0.15 standard deviation in Haryana, and 0.70 standard deviations in Uttar Pradesh, on all students enrolled in these schools at baseline. These two models provide blueprints that can be replicated inside other government systems.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w22746 2129771:4SI8CL4K 2129771:IJ484UVX 2129771:JP65D9ZN 2129771:QHBP9EXP 2129771:WAVMVLKN 2405685:LEGZTSPV 2486141:KZKGLZ26
Keywords: C:India; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Nepal NPL; _C:Pakistan PAK; _C:Tanzania TZA; _C:Uganda UGA; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Theme 5: Teaching and learning materials (Coordinators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:ZRAHWN9Y 2129771:ZTBKVLZS
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 5: Teaching and Learning Materials (Tutors) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:DWV2WHF4 2129771:JEMU8JGF
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

933 Impact of first aid training on the first aid knowledge and skills capacity of primary school teachers in Ibadan, Nigeria - Ibrahim, Abdulmumin; Sam‐Agudu, Nadia A.; Omaye, Ugbede; Ushie, Boniface Ayanbekongshie; Olumide, Adesola; Omotade, Olayemi O. (2016)
Background Acute illness and injury are major causes of child morbidity and mortality. Young children are prone to injury, and schools in developing countries are often not optimally child-proofed. In Nigeria, primary schoolteachers supervise students in an often injury-prone environment, with poor access to emergency services. First Aid (FA) can make a significant difference in outcome for a young child injured at school. This study was conducted to assess FA knowledge and skills in a cohort of primary school teachers and evaluate the effect of a training program on the cohort’s FA capacity. Methods We randomly selected 151 teachers from 16 primary schools in Ibadan. A 26-point survey and simulated scenarios graded on an 18-point scale assessed FA knowledge and skills, respectively. Based on identified gaps, a training program was developed and applied to a randomly selected subset of 70 of the 151 teachers, assigning them to intervention (N = 36) and control (N = 34). Controls were given an HIV education talk. FA knowledge and skills were measured immediately and 3 months post-intervention. FA knowledge was rated poor (<13), fair (13–17) and good (>17); skills were rated poor (<9), fair (9–11) and good (>11). Chi-square, t-test and ANOVA were used to compare means and to test for associations. Results Respondents’ mean age was 41.44 ± 9.90 years, and 95.4% had poor baseline knowledge. There was no difference in mean FA knowledge between intervention (7.69 ± 1.97) and control (7.29 ± 2.47) at baseline (p = 0.49). Mean baseline FA skills scores between intervention (0.5 ± 2.27) and control (0.65 ± 1.28) were similar (p = 0.59). Compared to baseline, there was a significant increase in mean FA knowledge immediately (20.83 ± 1.00, p < 0.001) and 3 months post intervention (18.24 ± 2.00, p < 0.001). Mean FA skills scores also improved from baseline, immediately (12.72 ± 1.80, p < 0.001) and 3 months post intervention (9.64 ± 2.03, p < 0.001). There were no significant changes in FA knowledge or skills in the control group. Conclusions First aid knowledge and skills among primary school teachers in Ibadan was poor. The training program led to a significant and sustained improvement in teachers’ FA capacity. Primary school teachers can be trained and retrained to provide appropriate and timely basic care for students injured at school.
openalex: W2513396093 mag: 2513396093 id: openalex:W2513396093 keywords: , , KerkoCite.ItemAlsoKnownAs: 10.1136/injuryprev-2016-042156.933 2129771:W6YW4BKX 2486141:FUR7TUTW
Keywords: openalex:import

Training the theatre arts teacher in Nigerian colleges of education: problems and prospects - Asen, Marcellinus Aondohemba (EJOTMAS Ekpoma Journal of Theatre and Media Arts, 2016)
This article seeks to identify and proffer solutions to the problems confronting the theatre arts teacher training in Nigerian colleges of education. It also advances the prospects of effective theatre arts teacher training in the educational sector and the society at large. In doing these, the researcher adopts the interview, focus group discussion (FGD) and observation methods to collect data. Given that many colleges of education in Nigeria offer theatre arts as a course, the researcher narrows down the scope of the research to Katsina-Ala and Oju Colleges of Education in Benue State. The major finding of the study is that, the theatre arts teacher training programme is confronted with numerous problems which militate against its effective execution, thereby making the aim of the programme to be almost defeated. It argues that the theatre arts teacher occupies a central place in equipping school children with creative and imaginative skills, which are capable of building their lives through the teaching of drama, creative arts and music in primary and post primary school levels. It is in view of this that the study recommends that the government, college management and lecturers of theatre arts in colleges of education should show a high sense of commitment in improving the quality of theatre arts teachers trained at that level of tertiary education.Keywords: Theatre arts teacher, Nigerian colleges of education, Learning, NCCE, NUC, Theatre arts
openalex: W2510462104 mag: 2510462104 id: openalex:W2510462104 keywords: , , , KerkoCite.ItemAlsoKnownAs: 10.4314/ejotmas.v5i1-2.8 2129771:GM363P26 2486141:UX9XSHRG
Keywords: openalex:import

The Obstacles of Geographical Information System (GIS) Development: A Study of Teachers' Distribution in Sukabumi, Indonesia - Yani, Ahmad; Rosita, Rosita (Atlantis Press, 2016)
Geographical Information System (GIS) is an application used to process data in form of thematic maps which is arranged overlapping to produce informations needed by the user. Employing descriptive method, this study indicated that basically the GIS deve
ISSN: 2352-5428
Keywords: Lebanon_event_2021; _C:Indonesia IDN; _C:Kenya KEN; __C:filed:1; __C:scheme:1

Automatic Teacher Modeling from Live Classroom Audio - Donnelly, Patrick J.; Blanchard, Nathan; Samei, Borhan; Olney, Andrew M.; Sun, Xiaoyi; Ward, Brooke; Kelly, Sean; Nystran, Martin; D'Mello, Sidney K. (Proceedings of the 2016 Conference on User Modeling Adaptation and Personalization, 2016)
We investigate automatic analysis of teachers' instructional strategies from audio recordings collected in live classrooms. We collected a data set of teacher audio and human-coded instructional activities (e.g., lecture, question and answer, group work) in 76 middle school literature, language arts, and civics classes from eleven teachers across six schools. We automatically segment teacher audio to analyze speech vs. rest patterns, generate automatic transcripts of the teachers' speech to extract natural language features, and compute low-level acoustic features. We train supervised machine learning models to identify occurrences of five key instructional segments (Question & Answer, Procedures and Directions, Supervised Seatwork, Small Group Work, and Lecture) that collectively comprise 76% of the data. Models are validated independently of teacher in order to increase generalizability to new teachers from the same sample. We were able to identify the five instructional segments above chance levels with F1 scores ranging from 0.64 to 0.78. We discuss key findings in the context of teacher modeling for formative assessment and professional development.
KerkoCite.ItemAlsoKnownAs: 2129771:MWMRUTL7 2129771:P5U3LFX7
Keywords: _C:Canada CAN; _C:Congo; Republic COG; _C:United States USA; __C:filed:1; __C:scheme:1; automatic feedback; classroom discourse; dialogic instruction; educational data mining; speech recognition

Education in Emergencies Endline Evaluation Report – Sierra Leone - Sankoh, Didan; Cowan, Emma (Girls' Education Challenge, UK Aid, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:TCAM9TMU 2405685:G2I2A3Y5
Keywords: _C:Sierra Leone SLE

Teachers' attitude, years of teaching experience and self-efficacy as determinants of teachers' productivity in teachers' professional development programme in Ibadan Metropolis, Oyo State, Nigeria - Adesina, Olusola Joseph; Raimi, Sunmaila Oyetunji; Bolaji, Olufemi Akinloye; Adesina, Abiodun Ezekiel (Journal of Emerging Trends in Educational Research and Policy Studies, 2016)
Teaching as a process of education is congruent to individual and national development thus necessitating its continuous professionalism. The teachers' professional Development Programme (TPDP) is a step in the direction of enhancing and empowering teachers. The output of such TPDP impinges on several factors thus this study aimed at determining the effects of selected teachers' variables on primary school teachers' productivity in TPDP cluster meetings in Oyo State, Nigeria. A descriptive type of survey design was adopted for the study. 350 (M = 39; F = 311) primary school teachers in Ibadan metropolis were purposively sampled for the study, using three instruments: Teachers' Attitude to Teaching (r = .83); Teachers' Self-efficacy (r = .68) Scales and Teachers' Productivity Checklist (r = .91). Pearson Product Moment Correlation and Multiple regression were used for data analysis. The results indicated strong relationship between teachers' attitude (r = .86; p < .05) years of teaching experience (r = .69; p < .05); teaching self-efficacy (r = .79; p < .05) and teachers' productivity in PTDP cluster meetings. The predictor variables jointly contributed 43% (F(2,349) = 17.508; R = .66; R2 = .43; p < .05) to teachers' productivity. Therefore, it was recommended among others that teachers of different years of teaching experiences should be selected for TPDP and prompt incentives as token economy given to stimulate the participants' positive attitude and self-efficacy towards the programme productivity.
openalex: W2757231550 mag: 2757231550 id: openalex:W2757231550 keywords: , KerkoCite.ItemAlsoKnownAs: 2129771:UH7LVTBI 2486141:2629BIX9
Keywords: openalex:import

Theme 4: Group Work (Coordinators) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
This handbook is the HANDBOOK FOR PD COORDINATORS for Theme 4, focusing on group work. In many everyday situations people work alongside colleagues, speak and listen to friends, and see what others do and how they do it. This is how we all learn. As we talk to others, we discover new ideas and information. If activities in the college classrooms are centred on the tutor, then the student teachers do not get enough time to be active: they do not have the opportunity to try, to demonstrate their learning or to ask questions. In such situations, some students may only give short answers and some may say nothing at all. In large classes, the situation is even worse, with only a small proportion of students saying anything at all. One reason for doing group work in the classroom is to give students more opportunities to participate. Working in groups and pairs is about learning collaboratively. Collaborative learning means two or more student teachers working together to achieve a shared goal. This includes peer collaboration (for groups of two student teachers), and small group work (for smaller groups). It requires you to interact and talk about what you are thinking with one another in a specific learning context. Questions can be posed, ideas can be challenged and misunderstandings can be heard and investigated.
KerkoCite.ItemAlsoKnownAs: 2129771:CM625AFT 2129771:UMMTA7EM
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 4: Group Work (Tutors) - Haßler, Björn (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2016)
EdTechHub.ItemAlsoKnownAs: 2129771:MKG5RAMB
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence