A Commonwealth Guide to Ocean Climate Finance: A Guidance Document for Policy-Makers and Ocean Advocates - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
Drawing from a wide range of resources on ocean climate finance, this guide is intended to support practitioners, policy-makers and ocean advocates to understand the ‘seascape’ of ocean climate finance, and empower them to design and develop more successful ocean climate finance applications. It introduces the special characteristics of ocean-based mitigation and adaptation projects, explains the diffferent sources and types of finance available, and equips readers with a practical understanding of the priorities of different funding groups from both the public and private sectors. The global ocean is a critically important component of the Earth’s biosphere and climate system, but it faces tremendous threats from the impacts of climate change, including warming, acidification, pollution and development. While the global landscape of climate finance is growing quickly, funding for ocean-based climate mitigation and adaptation projects remains disproportionately small. In this context, the guide provides a clear and practical guide for project design and development, including best practices for securing finance and a wealth of tools and resources for those seeking funding for ocean-based initiatives. These include decision trees to identify the best funding match for your project; checklists for finance applications; and perhaps most importantly, a long-term, strategic approach to project development that is focused on building communities of practice and partnerships between governments, the private sector, public institutions, civil society organisations and communities. It also includes summaries of funding sources and investment models, as well as case studies and examples of best practice. The guide encourages project proponents to pursue long-term planning for crosscutting projects that deliver multiple integrated goals, both environmental and social. Recognising and addressing the unique features and opportunities of ocean-based projects, and the barriers to them, can contribute to realistic and impactful project design. Furthermore, proactively building partnerships with the private sector allows project proponents to access the largest source of finance in the global economy as well as its associated skills and resources.

Addressing Online Violence Against Women and Girls in the Commonwealth Africa Region: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
This report provides a summary of the phenomenon of online violence against women in various African Commonwealth membercountries and describes the legal frameworks and their limitations and the challenges these present. The report also makes suggestions on how totackle these issues in order to find solutions to the problem of online violence against women and girls.

Addressing Online Violence Against Women and Girls in the Commonwealth Asia Region: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
Online violence is increasing rapidly and is emerging as one of the biggest threats facing the online world today. Acts of online violence take multiple forms, including cyberstalking, cyberbullying, sexual harassment, sex trolling, doxing, hate speech, public shaming and intimidation. Broadly speaking, online violence against women and girls and the victimisation pattern in Commonwealth Asia member countries are consistent with the overall global trend. However, given unique formal and informal institutions in these countries, perpetration and victimisation related to OVAWG have many significant aspects that are different from most other countries in the world. As a result of underdeveloped regulations and regulatory infrastructure related to OVAWG, it is difficult to arrest, prosecute and convict the perpetrators in most of these countries. Meanwhile, societal norms tend to make victims of OVAWG feel devalued and excluded.

Addressing Online Violence Against Women and Girls in the Commonwealth Caribbean and the Americas: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
The purpose of this report is to map the prevalence of online violence against women and girls, with a particular focus on so-called innocent bystanders and the state of laws, institutions, policies and practices within the Caribbean and Americas regionof the Commonwealth (Canada). Cyberviolence against women and girls in the Commonwealth countries of the Caribbean and Americas (Canada) is recognised as a serious problem, and measures are being taken to address it. The prevalence of cyberviolence in terms of its root causes and impacts is gender based, with a disproportionate impact on females and marginalised individuals where there is also intersectionality of race, ethnicity, religion, sexual orientation, poverty, disability and other socioeconomic factors. Similar types of violence against women and girls often occur in both offline and online spheres or originate in one sphere and carried through into the other. In the most serious cases, cyberviolence can lead to physical assaults and even suicide.

Addressing Online Violence Against Women and Girls in the Commonwealth Europe Region: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
This report contributes to the Commonwealth study on online violence against women and girls (OVAWG) and considers the prevalence of online violence and the role of bystanders as well as therelevant laws, institutions, policies and practices to address the problem in the European region of the Commonwealth, namely Cyprus, Malta and the United Kingdom of Great Britain (England, Scotland and Wales) and Northern Ireland (UK). The report highlights the complex nature of OVAWG and the difficulties associated with differences in terminology resulting in inconsistent data collection and varied legal responses across the European region of the Commonwealth. It also details the role of bystanders and their criminal or civil liability that, it argues, are relatively new considerations in the OVAWG space. An understanding of the nature and presentation ofOVAWG is required by bystanders, including the impact on victims to drive action.

Addressing Online Violence Against Women and Girls in the Commonwealth Pacific Region: The Role of Bystanders - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
This report focuses on the role of online bystanders in reducing online violence against women and girls (VAWG), including consideration of any related policies or laws. Given the relatively recent emergence of bystanders as potential facilitators and exacerbators of online crime, policy responses have tended to focus on the virtual versions of existing physical crimes, such as ‘cyber’ bullying and ‘cyber’ stalking, and/or the dissemination of intimate images online (when previously they might have been posted on a physical bulletin board). Moreover, these policy responses have tended to focus on capturing perpetrators, but not bystanders, within a legislative framework.

Bridging the Human Rights Implementation Gap: A Commonwealth Survey - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
In January 2022, the Commonwealth Secretariat launched a survey of national frameworks for the implementation of international human rights obligations in Commonwealth member states. The primary objectives of the survey were to: a. Contribute to the body of knowledge, such as studies conducted by the Office of the United Nations High Commissioner for Human Rights (OHCHR) and other organisations, on the role and effectiveness of National Mechanisms for Implementation, Reporting and Follow-up (NMIRFs). Recent OHCHR studies have shown that NMIRFs are vital for improved implementation and reporting on human rights. They have identified several essential ‘capacities’ for enhanced performance, including engagement, co-ordination, consultation and information management. b. Map existing national systems for implementation, reporting and follow-up to understand how they implement their mandates, and thereby facilitate an exchange of good practice and lessons learnt. c. Understand specific needs for further technical assistance for Commonwealth member states to establish and/or strengthen NMIRFs. d. Provide information to be used in advocacy for formulating common guiding principles on NMIRFs.

Early Childhood Care and Education (ECCE) Toolkit: Long form version - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
High-quality and accessible Early Childhood Care and Education (ECCE) lays the foundation for healthy and well-functioning societies. Effective ECCE systems equip young children with the means to develop to their fullest potential during their formative years, in a safe and inspiring environment, nurtured by well trained professional teachers and carers. The Commonwealth’s ECCE Toolkit has been designed as a resource for Ministers of Education and officials to increase access to quality ECCE services, for ages 0 to 8 years, using a multi-sectoral approach. This toolkit outlines five features to support this approach, covering topics including conducting situational ECCE sector analyses, planning and implementing quality services,methods to expand access, and monitoring and evaluating ECCE systems. In addition, it aims to assist governments in ensuring these services are responsive to the rights, needs, and capabilities of children, their families and their communities.

Environmental, Social and Governance Practices for Value Creation in the Commonwealth - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
The concept of ESG is used to effectively assess longer-term environmental, social and governance risks and opportunities for firms. It has gained traction in recent years with the public sector and with international finance institutions. Three key challenges remain to ensure effective ESG sector outcomes and growth. First, the most common criticism of ESG is that it provides opportunities for companies to engage in ‘greenwashing’ – inflating their sustainability credentials while continuing business-as-usual. Second, the application of ESG lacks a clear or standardised definition or assessment methodology. This results in high uncertainty around scoring and impact. Finally, although ESG has been growing in all regions, the maturity of regulatory and policy frameworks is highly unequal.

Fiscal Policy Options for Resilient and Sustainable Development - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
Creating enabling environments and the capacity to access and generate multidimensional financing for development, climate change and enhanced resilience, remains challenging amid global pressures. One feasible approach is to revisit the criteria for financing allocation and the management of earmarked international transfers and debt relief. This paper focuses on fiscal policy options for resilient and sustainable development. An appropriate design and mix of national taxes would help raise revenues efficiently, reduce the cost of doing business and the barriers to exports, and encourage economic integration to counteract disruptions in global value chains.

Parametric Climate Insurance Using Blockchain Technology: A Feasibility Study on Technical and Economic Viability in Fiji - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
Blockchain technology has the potential to drive efficiencies throughout the insurance value chain. This study aimed to investigate the likely customer demand for, technical feasibility and economic viability of blockchain-based climate catastrophe insurance (BBCCI) in Fiji. The report analysed BBCCI’s application in the context of Fiji by undertaking a technical feasibility assessment, which was followed by an economic feasibility assessment. Based on these assessments, a roadmap for the implementation of BBCCI in Fiji is recommended.

Realising Article 24 of the Convention on the Rights of Persons with Disabilities: Case Studies in Mainstreaming and Inclusive Education - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
As part of an ongoing commitment to support the development of a more inclusive education system across Commonwealth countries, the Commonwealth Secretariat commissioned documentation to support good policy and practice, particularly on including students with disabilities in mainstream education. This has been prepared with the objective of initiating a wider dialogue on inclusive practices for mainstreaming disability.This document provides examples from 11 Commonwealth countries, highlighting the process of change that is underway in these countries and the evolution of policies and strategies to improve access to education for children with disabilities.It additionally provides models and self-assessment tools to support policy-makers and education professionals as they work towards achieving Sustainable Development Goal (SDG) 4 to ensure inclusive andequitable quality education and promote lifelong learning opportunities for all.

Respect in the Commonwealth: A toolkit for building relationships, generating new ideas and increasing respect - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
This 'project in a box' on building resilience and inter-community dialogue encompasses detailed instructions, illustrations, and inspiration. The toolkit focuses on how to deliver workshops on inter- and intra-community relationship building, and aims to improve global citizenship literacy, awareness of tools and learning of skills to build socially cohesive and tolerant communities that are resilient to violent extremism. This toolkit is for anyone who feels motivated to improve relationships and respect in the community, the workplace and even among friends and family. You can use it to improve respect generally or to tackle a specific issue, such as hate speech or inter-ethnic conflict. Depending on your level of experience of bringing people together, and the kinds of issues you are working with, you will find a range of different tools to apply. Whether you are experienced in facilitating change or are just starting out, this toolkit has been designed and tested for you.

The researchED Guide to The Curriculum: An evidence-informed guide for teachers - Sealy, Edited by Clare (John Catt, 2020)
researchED is an educator-led organisation with the goal of bridging the gap between research and practice.This accessible and punchy series, overseen by founder Tom Bennett, tackles the most important topics in education, with a range of experienced contributors exploring the latest evidence and research and how it can apply in a variety of classroom settings.In this edition, Clare Sealy explores how schools can get the most out of a rich curriculum, editing contributions from a wide range of writers, including: Neil Almond; Andrew Percival; Doug Lemov and Emily Badillo; Sonia Thompson; Christine Counsell; Michael Young; Ruth Ashbee; and Aurora Reid.

Teacher CPD: International trends, opportunities and challenges - Scutt, Cat; Baeyer, Sarah (Chartered College of Teaching, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:KMFUHVJ8 2405685:36UKQ92L
Keywords: C:International

The Proposal for a LTSN Project Grant - Scribe, Richard Atkinson Birmingham-; Haßler, Björn; Quinney, Douglas (Proceedings of the Undergraduate Mathematics Teaching, 2001)
R. Atkinson, M. Barry, B. Haßler, D. Quinney, “A research proposal on diagnostic testing”, Proceedings of the Undergraduate Mathematics Teaching Conference 2001, Birmingham University.
EdTechHub.ItemAlsoKnownAs: 2129771:QABR396C
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Listening to Young Lives at Work in Ethiopia - Scott, Douglas; Favara, Marta; Porter, Catherine (Oxford Department of International Development, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:HBXKKTW5

The classroom goes hybrid - Scott, Craig (AV Magazine, 2020)
Craig Scott, chief technology officer of ViewSonic, explores post-Covid-19 education and preparing for a world of hybrid learning and teaching.
Section: Comment KerkoCite.ItemAlsoKnownAs: 2129771:S8XDTB9Z 2486141:3EBHAGWF

Global perspectives on teacher learning: improving policy and practice - Schwille, Jack; Dembelé, Martial (UNESCO-IIEP, 2007)
This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate
KerkoCite.ItemAlsoKnownAs: 2405685:E54PCBBP 2534378:Q4HM2RDT
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Global perspectives on teacher learning: improving policy and practice - Schwille, J.; Dembélé, M. (UNESCO: International Institute for Educational Planning, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:HWW8Q4W8 2129771:R5FQ338D 2405685:XX6H8UUD 261495:627CXNWB
Keywords: C:International

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

Learner-centred education in international perspective - Schweisfurth, Michele (Journal of International and comparative Education, 2013)
KerkoCite.ItemAlsoKnownAs: 10.14425/00.45.70 10/gfw2md 2129771:XA3LV525 261495:N4QCNPI6

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning - Schweisfurth, Michele (International Journal of Educational Development, 2015)
Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2014.10.011 10/f65t73 2129771:P3WMASAB 2339240:7FAWYW8S 2405685:ISKC55X6 2534378:ENK8YVXP 261495:MKR85MV3
Keywords: Learner-centred education; Pedagogy; Post-2015; ___working_potential_duplicate

Modernisation Of Vocational Education And Training – The International Consultancy Adopted By BIBB - Schwarz, Michael; Janssen, Bettina; Cáceres-Reebs, Diana; Medrikat, Ilona (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:HUGAARRB 2317526:24LJ89CM
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; CC:Germany; CLL:en; publicImportV1

Modernisierung beruflicher Bildung: der internationale Beratungsansatz des BIBB - Schwarz, Michael; Janssen, Bettina; Cáceres-Reebs, Diana; Medrikat, Ilona (Bundesinstitut für Berufsbildung, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:BPRBZGEM 2129771:WVSSDDUP 2317526:IPT9FYVX
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; CLL:de; publicImportV1

Indoor Air Quality and Overheating in UK Classrooms–an Archetype Stock Modelling Approach - Schwartz, Y.; Korolija, I.; Symonds, P.; Godoy-Shimizu, D.; Dong, J.; Hong, S. M.; Mavrogianni, A.; Grassie, D.; Mumovic, D. (Journal of Physics: Conference Series, 2021)
Abstract. Children spend a large part of their waking lives in school buildings. There is substantial evidence that poor indoor air quality (IAQ) and thermal discomfort can have detrimental impacts on the performance, wellbeing and health of schoolchildren and staff. Maintaining good IAQ while avoiding overheating in classrooms is challenging due to the unique occupancy patterns and heat properties of schools. Building stock modelling has been extensively used in recent years to quantify and evaluate performance of large numbers of buildings at various scales. This paper builds on an archetype stock modelling approach which represents the diversity of the school stock in England through an analysis of The Property Data Survey Programme (PDSP) and the Display Energy Certificates (DEC) databases. The model was used for simulating Indoor-to-Outdoor pollution ratios to estimate indoor air pollution levels (NO2, PM2.5 and CO2) and thermal comfort (overheating) in two climate areas in England: London and the West Pennines. analysis highlighted variations in classrooms’ indoor CO2 levels in different seasons and explored the risk of overheating in relation to a classroom’s orientation.
Issue: 1 KerkoCite.ItemAlsoKnownAs: 10.1088/1742-6596/2069/1/012175 2129771:MKP2LJW2 4682641:MIIGV4GG
Keywords: BE:RELEVANT

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

Design Thinking for Educators - Designers Workbook (Arabic) - Schurr, Michael (2020)
WrongDOI:10.5281/zenodo.3552082 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3701368 2129771:6C29V955 2292090:6BPDR7IP
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Designers Workbook (English/Arabic) - Schurr, Michael (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3733139 2129771:IBXYN87I 2292090:VYFQYW6J
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Toolkit (Arabic) - Schurr, Michael (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3229155 2129771:ZXNWN29J 2292090:SYDTZ77Y
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Toolkit (English/Arabic) - Schurr, Michael (2020)
DOI_for_Arabic: 10.5281/zenodo.3229155 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3552082 2129771:AQ34Y769 2129771:P3JFFVZV 2292090:L73VUUAN 2292090:Q2YMRHS2
Keywords: _r:ImportedToMyEducationEvidence

Final Evaluation Report: Evaluation of Africa Educational Trust’s Speak Up II in South Sudan - Schulze, Charles (2019)
EdTechHub.ItemAlsoKnownAs:2129771:4KGVFBW7

Why Governments Should Invest More to Educate Girls - Schultz, T.Paul (World Development, 2002)

Innovation durch Kooperation: Ausbildungspartnerschaften im Bausektor - Schultz, Susanne U. (2021)
Diese explorative Studie zu den Fachkräftebedarfen und Kooperationsinteressen von Unternehmen im Baubereich in Nordrhein-Westfalen beleuchtet die Potenziale einer partnerschaftlichen Zusammenarbeit zur länderübergreifenden, beruflichen Ausbildung mit Ghana.
Publisher: Bertelsmann Stiftung KerkoCite.ItemAlsoKnownAs: 10.11586/202111610.11586/2021116 2129771:W9I8BQ3F 2486141:LTF4KTIE 2486141:UHG4APRC
Keywords: Baubranche; Berufsausbildung; Fachkräftebedarf; Migration; Transnationale Qualifizierungs- und Mobilitätspartnerschaft; Zuwanderung; ⚠️ Invalid DOI

Inequitable Dispersion: Mapping the Distribution of Highly Qualified Teachers in St. Louis Metropolitan Elementary Schools - Schultz, Lyndsie Marie (Education Policy Analysis Archives, 2014)
The No Child Left Behind (NCLB) Act of 2001 required all schools, including those located in historically disadvantaged areas, to employ highly qualified teachers. Schools in areas with higher levels of poverty and students of color have historically employed a higher percentage of less qualified teachers (Clotfelter, Ladd, & Vidgor, 2005, 2006; Hill & Lubienski, 2007; Lankford, Loeb, & Wyckoff, 2002). This study examines the distribution, location, and exceptions to highly qualified teachers in St. Louis metropolitan elementary schools. Using Geographic Information Systems (GIS), this study demonstrates how the distribution of highly qualified teachers remains relevant to urban education policy discussions.
Publisher: Colleges of Education at Arizona State University and the University of South Florida
Keywords: Educational Legislation; Elementary School Teachers; Elementary Schools; Federal Legislation; Lebanon_event_2021; Minority Group Students; Poverty; Predictor Variables; Socioeconomic Status; Teacher Certification; Teacher Effectiveness; Teacher Qualifications; Urban Education; Urban Schools; _C:Argentina ARG; _C:Bolivia BOL; _C:Brazil BRA; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:India IND; _C:Mexico MEX; _C:Peru PER; _C:Portugal PRT; _C:Spain ESP; _C:United States USA; _C:Venezuela VEN; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Implementing Inclusive Education - Schuelka, Matthew J. (2018)
This rapid review synthesises evidence and literatures on the key elements of successful implementation of inclusive education. This includes a clear concept and definition of inclusive education. Second element is concrete inclusive education targets, indicators, measures, and outcomes. Third, an understanding of existing structural, educational, and cultural challenges to successful implementation. Fourth, a well-designed implementation strategy that includes a clear plan, evaluation, and school review process. Fifth, providing inclusive education training, sustained support, and resources for all teachers and school leaders. Final element is national leadership on inclusive education policy, education management information systems, curricular-reform, and coordinating social systems such as inclusive education and inclusive employment. In addition to this, this review also identifies that inclusive education is a continuous process of educational transformation, and a clear set of equity indicators – such as from UNESCO (2017) – can support inclusive education implementation. Measuring the success of inclusive education should go beyond merely counting students to evaluate access, but should include measures of educational quality, outcomes, and experiences. It also finds that the barriers to inclusive education are well-understood now, and include inadequacies in policy and legal support, resources and facilities, specialised staff, teacher training, pedagogical techniques, flexible curricula, supportive leadership, and cultural attitudes. However, current thinking suggests that it is perhaps more useful to think about ways in which existing successful inclusive education practices can be identified and scaled up, rather than focusing attention on deficiencies. In summary, key factors in inclusive education implementation include school and classroom level implementation such as school reviews and plans; training and supporting all teachers in inclusive practices, not just ‘specialised’ ones; and supporting school leadership to enact an inclusive vision for their schools. National-level implementation requires enabling policy to clearly articulate and support inclusive education; having strong systems to data collection and management; providing flexibility in curriculum; and coordinating with other aspects of society in which inclusive education factors, such as employment.
Accepted: 2019-01-04T15:44:28Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:L9I9FL78 4869029:K6XZ9F8D
Keywords: ⛔ No DOI found

A Knowledge Development Perspective on Literature Reviews: Validation of a New Typology in the IS Field - Schryen, Guido; Wagner, Gerit; Benlian, Alexander; Paré, Guy (Communications of the AIS, 2020)
Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory.
KerkoCite.ItemAlsoKnownAs: 2129771:RL878DF9 2129771:Z662SPQU 2405685:2NRF8SJX 2486141:MDDDQ8AI 2486141:QA8SSXX8
Keywords: ⛔ No DOI found

Teacher leadership: A systematic review, methodological quality assessment and conceptual framework - Schott, Carina; van Roekel, Henrico; Tummers, Lars G. (Educational Research Review, 2020)
Publisher: Elsevier

Rensvandeschoot/software-overview-machine-learning-for-screening-text - schoot, Rens van de (2023)
The repository aims to create an overview and comparison of software used for systematically screening large amounts of textual data using machine learning.
original-date: 2022-02-17T18:40:05Z KerkoCite.ItemAlsoKnownAs: 2129771:DBXDY7RW 2405685:H75KUGV8 2486141:DYRPSJRR
Keywords: _Added-ailr-2024; active-learning; machine-learning; software-development; systematic-reviews

How to Construct a Mixed Methods Research Design - Schoonenboom, Judith; Johnson, R. Burke (Kolner Zeitschrift Fur Soziologie Und Sozialpsychologie, 2017)
This article provides researchers with knowledge of how to design a high quality mixed methods research study. To design a mixed study, researchers must understand and carefully consider each of the dimensions of mixed methods design, and always keep an eye on the issue of validity. We explain the seven major design dimensions: purpose, theoretical drive, timing (simultaneity and dependency), point of integration, typological versus interactive design approaches, planned versus emergent design, and design complexity. There also are multiple secondary dimensions that need to be considered during the design process. We explain ten secondary dimensions of design to be considered for each research study. We also provide two case studies showing how the mixed designs were constructed.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11577-017-0454-1 2129771:VBK55B9D 4502395:E7W2JXVJ

Professional Development Framework for Digital Learning (South Africa) - SchoolNet South Africa (schoolnet, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:YFU7Y5V5 5242966:LZK97PBB

GraphoGame Teacher Training Service: evaluation report - School-to-School International (STS) (Agora Center, University of Jyväskylä, Finland, 2017)
KerkoCite.ItemAlsoKnownAs: 2405685:8P66C3HW 2534378:UCQXQMML 2534378:WG2ZS8CL
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425917; ___working_potential_duplicate; __finaldtb

A Narrative Literature Review of Natural Language Processing Applied to the Occupational Exposome - Schoene, Annika Marie; Basinas, Ioannis; Tongeren, Martie van; Ananiadou, Sophia (International Journal of Environmental Research and Public Health, 2022)
The evolution of the Exposome concept revolutionised the research in exposure assessment and epidemiology by introducing the need for a more holistic approach on the exploration of the relationship between the environment and disease. At the same time, further and more dramatic changes have also occurred on the working environment, adding to the already existing dynamic nature of it. Natural Language Processing (NLP) refers to a collection of methods for identifying, reading, extracting and untimely transforming large collections of language. In this work, we aim to give an overview of how NLP has successfully been applied thus far in Exposome research.We conduct a literature search on PubMed, Scopus and Web of Science for scientific articles published between 2011 and 2021. We use both quantitative and qualitative methods to screen papers and provide insights into the inclusion and exclusion criteria. We outline our approach for article selection and provide an overview of our findings. This is followed by a more detailed insight into selected articles.Overall, 6420 articles were screened for the suitability of this review, where we review 37 articles in depth. Finally, we discuss future avenues of research and outline challenges in existing work.Our results show that (i) there has been an increase in articles published that focus on applying NLP to exposure and epidemiology research, (ii) most work uses existing NLP tools and (iii) traditional machine learning is the most popular approach.
openalex: W4285495954 KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph19148544 2129771:VVDDYJRJ 5072953:V7ISYJ2U
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Topic modeling as a strategy of inquiry in organizational research: A tutorial with an application example on organizational culture - Schmiedel, T.; Müller, O; Brocke, J. (Organizational Research Methods, 2019)
KerkoCite.ItemAlsoKnownAs: 10.1177/1094428118773858 2129771:2RW9TMQV 2129771:LYTIPNYH 2405685:E5FNF8J8 2486141:L8RC8FY4
Keywords: _Added-ailr-2024

Praxishandbuch Wirtschaft in Afrika - Schmidt, Thomas; Pfaffenberger, Kay; Liebing, Stefan (Springer Gabler, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:FIGKTAAI 2317526:P4RFZUTI
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; CLL:de; publicImportV1

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

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

Contrasting Screen-Time and Green-Time: A Case for Using Smart Technology and Nature to Optimize Learning Processes - Schilhab, Theresa S. S.; Stevenson, Matt P.; Bentsen, Peter (Frontiers in Psychology, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2018.00773 10/gf62g7 2129771:J527PZUV
Keywords: _C:Denmark DNK; _C:Norway NOR; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

Higher education and development: Critical issues and debates - Schendel, Rebecca; McCowan, Tristan (Education and international development: an introduction, 2015)
Publisher: Bloomsbury London
Keywords: ⛔ No DOI found

The perils of preprints - Schalkwyk, May C. I. van; Hird, Thomas R.; Maani, Nason; Petticrew, Mark; Gilmore, Anna B. (BMJ, 2020)
Their use and platforms require greater scrutiny
Publisher: British Medical Journal Publishing Group Section: Editorial

Why Programs Fail: Lessons for Improving Public Service Quality from a Mixed-Methods Evaluation of an Unsuccessful Teacher Training Program in Nepal - Schaffner, Julie; Glewwe, Paul; Sharma, Uttam (2021)
Using a randomized control trial embedded within a mixed-methods evaluation, we find that an at-scale government teacher training program, of a common but seldom-evaluated form, has little or no impact on student learning. We then document five challenges that the policy’s design failed to address, related to: oversight of training sessions, school-level difficulties in releasing teachers for training (lack of substitute teachers), deficits in teachers’ subject knowledge, deficits in teachers’ post-training accountability and support, and students’ needs for differentiated instruction. We discuss implications for the literatures on teacher training program design and on good governance for public service provision
KerkoCite.ItemAlsoKnownAs: 10.22004/ag.econ.316663 4804264:7MC73GN5
Keywords: Community/Rural/Urban Development; Final_citation; Public Economics; Teaching/Communication/Extension/Profession; cited; existing

Artificial intelligence-based conversational agents for chronic conditions: systematic literature review - Schachner, Theresa; Keller, Roman; v Wangenheim, Florian (Journal of medical Internet research, 2020)
Publisher: JMIR Publications Toronto, Canada

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

Connecting early language and literacy to later reading disabilities: Evidence, theory, and practice - Scarborough, H S (Handbook for research in early literacy, 2001)
KerkoCite.ItemAlsoKnownAs: 2129771:VERQIZ8A

Zoom Around the World: Using Videoconferencing Technology for International Trainings - Scanga, Lauren Hrncirik; Deen, Mary Katherine Y.; Smith, Suzanne R.; Wright, Kevin (Journal of Extension, 2018)
This article describes an innovative model of educational programming used by our team of U.S. Extension educators for an international development project in Burundi, Africa. Our team designed a model to provide ongoing professional development trainings at a distance using Zoom, a videoconferencing platform. Over a 2-year period, we conducted 18 Zoom trainings with Burundian educators. On the basis of participant evaluation data and the literature, we present key principles for using distance technology in international development projects. Given the current economy and budget cuts in Extension, videoconferencing provides an opportunity for Extension to remain engaged internationally.
KerkoCite.ItemAlsoKnownAs: 2129771:QD88QEWF 2317526:ZJ4EQHT2
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:Burundi; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:economy; P:technology; R:evaluation; T:Ausbildung; Z:international development; Z:professional development; Z:school gardens; Z:videoconferencing; publicImportV1; ⛔ No DOI found

Meta-Analysis With Complex Research Designs: Dealing With Dependence From Multiple Measures and Multiple Group Comparisons - Scammacca, Nancy; Roberts, Greg; Stuebing, Karla K. (Review of Educational Research, 2014)
Previous research has shown that treating dependent effect sizes as independent inflates the variance of the mean effect size and introduces bias by giving studies with more effect sizes more weight in the meta-analysis. This article summarizes the different approaches to handling dependence that have been advocated by methodologists, some of which are more feasible to implement with education research studies than others. A case study using effect sizes from a recent meta-analysis of reading interventions is presented to compare the results obtained from different approaches to dealing with dependence. Overall, mean effect sizes and variance estimates were found to be similar, but estimates of indexes of heterogeneity varied. Meta-analysts are advised to explore the effect of the method of handling dependence on the heterogeneity estimates before conducting moderator analyses and to choose the approach to dependence that is best suited to their research question and their data set.

Exploring How Preschoolers Use IPads to Develop Phonemic Awareness: A Case Study - Scalf, Patricia Pounds (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:7JRLN7CC
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Croatia HRV; _C:Germany DEU; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

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

Meta‐analysis examining the effects of electronic storybooks on language and literacy outcomes for children in grades Pre‐K to grade 2 - Savva, Marilena; Higgins, Steve; Beckmann, Nadin (Journal of Computer Assisted Learning, 2022)
Background: The array of availability of diverse digital reading applications, the mixed results emerging from small-scale experimental studies, as well as the long-standing tradition and range of known positive developmental outcomes gained from adultchild storybook reading warrant an investigation into electronic storybooks (e-books) by performing a meta-analysis, which includes recent studies.
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12623 2129771:JWLRZDEL 4820891:4ME8FHSQ 4820891:5SQ8T6XV 4820891:A9IVD7B8
Keywords: _Import_to_OpenDevEd_EvLib

Digital media and youth: A primer for school psychologists - Savina, Elena; Mills, Jennifer L.; Atwood, Kelly; Cha, Jason (Contemporary School Psychology, 2017)
00003 KerkoCite.ItemAlsoKnownAs: 10.1007/s40688-017-0119-0 10/gc82gh 2129771:F37CPX9X 2129771:LW765DD7
Keywords: __C:filed:1

Averting an Education Catastrophe for the World’s Children - Save Our Future (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M3JMIDZW

Impact Report - Save Our Future (2020)

Research Methods for Business Students Eight Edition - Saunders, M. N. K.; Lewis, Philip; Thornhill, Adrian (QualitativeMarket Research: An International Journal, 2019)
Keywords: ⛔ No DOI found

Transnationale Qualifizierungs- und Mobilitätspartnerschaften (tQMP): - Sauer, Michael; Volarevic, Jurica (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:UHFUE5CR 2486141:RHPMF3M2
Keywords: ⛔ No DOI found

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

Reading Audrey Watters: A reflection on personalised learning via education technology through a decolonial lens - Sarwar, Moizza Binat (EdTech Hub, 2022)
At EdTech Hub, we’ve been reflecting on how coloniality is embedded in the work we do: from the colonial roots of the international development sector, to colonial practices embedded in research methods, to “core-to-periphery” design and deployment of EdTech interventions.
KerkoCite.ItemAlsoKnownAs: 4804264:UGSEC5JA 4804264:VE6S57Y9
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Five lessons learnt from Bangladesh's experience responding to COVID-19 - Sarwar, Mohammad Afzal Hossain; Hossain, Iqbal; Kaye, Tom (EdTech Hub, 2020)
In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a […]
KerkoCite.ItemAlsoKnownAs: 2129771:ES7HENP6 2339240:PISQI3AG 2405685:PH8ICW77
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Text classification using deep learning techniques: a bibliometric analysis and future research directions - Sarin, Gaurav; Kumar, Pradeep; Mukund, M. (Benchmarking: An International Journal, 2023)
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/BIJ-07-2022-0454 2129771:FUCK8KIM 2405685:9AAKZ7EL 2486141:J6KNBKMH 2486141:KMNV7QKL
Keywords: Bibliometric analysis; Classification; Data mining; Deep learning; Text analytics; _Added-ailr-2024

Professional learning communities and the diffusion of pedagogical innovation in the Chinese education system - Sargent, Tanja Carmel (Comparative Education Review, 2015)
ISBN: 0010-4086 Publisher: University of Chicago Press Chicago, IL

Psychological Framework for Quality Technical and Vocational Education and Training in the Twenty-First Century - Sarfo, FK (Learning, Design, and Technology, 2016)
To cope with the rapid changes in the real world of work and to prepare the workforce to enter the twenty-first century, there is a paradigm shift in the modern Technical and Vocational Education and Training (TVET) toward competency-based training (CBT) or vocational pedagogy. However, there is the lack of literature/research in TVET education that reveals the fundamental understanding and roles of contemporary learning theories in instructional psychology for creating successful competency-based learning environments for quality TVET teaching and learning. To contribute to the solution, this paper argues that there are significant relationships between (1) knowledge and skills and their associated learning processes required of modern TVET and (2) learning outcomes and their associated learning processes of the contemporary learning theories. In accordance with this assertion, an integrated learning theories for quality TVET education is proposed. The logic is that, supported by consistent empirical evidence as discussed in this paper, the conditions and instructional methods of the learning theories could be successfully used to design powerful competency-based learning environments to promote the development of technical and vocational expertise in TVET teaching and learning for the twenty-first century.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-17727-4_65-1 10/gf622m 2129771:PFKXJ28J 2317526:2X7AQQ3N UTI-61077B51-DB52-3D8E-A2D1-A8D7C4EFFC99
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:TVET; T:Training; _C:Ghana GHA; publicImportV1

An insight into cultural competence and ethics in K-12 artificial intelligence education - Sanusi, Ismaila Temitayo; Olaleye, Sunday Adewale (2022 IEEE global engineering education conference (EDUCON), 2022)

Análise de programas estruturadores de saúde do Estado de Minas Gerais por meio de indicadores finalísticos - Santos, Geovana Maria Carmo; Silveira, Mauro César; Oliveira, Andre Correa de (Revista do Serviço Público, 2016)
O presente artigo visa analisar a relação entre o gasto nos programas estruturadores da área de saúde, do Governo de Minas Gerais, com os indicadores finalísticos da referida área, entre os anos de 2004 a 2013. Este estudo justifica-se pela possibilidade de se sinalizar a efetividade da alocação de recursos orçamentários, no âmbito da saúde, em face do modelo de Gestão para Resultados adotado pelo governo do estado. Os resultados encontrados sugerem uma forte correlação entre as variáveis, a despeito de três correlações consideradas não significativas, pelos cálculos estatísticos, e de uma das correlações que sinalizou uma relação contrária ao esperado. A análise de regressão confirmou a relação linear entre as variáveis, para os casos que se comportaram conforme a hipótese deste trabalho. A partir das entrevistas realizadas com dois gestores estaduais, apreende-se que, embora os indicadores não influam diretamente sobre a alocação de recursos, estes orientam o processo de implementação das políticas, sob uma perspectiva de priorização, e consistem, também, em importantes mecanismos para aperfeiçoamento do processo de gestão.
Number: 3 KerkoCite.ItemAlsoKnownAs: 10.21874/rsp.v67i3.713 2129771:MEJYRJEW
Keywords: Author:OpenDevEd

Epistemologies of the South: Justice Against Epistemicide - Santos, Boaventura de Sousa (Routledge, 2014)
This book explores the concept of 'cognitive injustice': the failure to recognise the different ways of knowing by which people across the globe run their lives and provide meaning to their existence. Boaventura de Sousa Santos shows why global social justice is not possible without global cognitive justice. Santos argues that Western domination has profoundly marginalised knowledge and wisdom that had been in existence in the global South. She contends that today it is imperative to recover and valorize the epistemological diversity of the world. Epistemologies of the South outlines a new kind of bottom-up cosmopolitanism, in which conviviality, solidarity and life triumph against the logic of market-ridden greed and individualism.
KerkoCite.ItemAlsoKnownAs: 2129771:5TVA48L4

Repositories of Open Educational Resources: An Assessment of Reuse and Educational Aspects - Santos-Hermosa, Gema; Ferran-Ferrer, Núria; Abadal, Ernest (The International Review of Research in Open and Distributed Learning, 2017)
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v18i5.3063 2129771:E75YWSPF
Keywords: OER; evaluation; higher education; open educational resources; repositories; reuse

"Creo en la tecnología en la escuela pero hemos de poner las necesidades del alumno por delante de los dispositivos" - Santodomingo, Rodrigo (El Diario de la Educación, 2021)
Es una de las voces más autorizadas a nivel global sobre la integración de las TIC en la escuela. Autor de un largo listado de estudios, Björn Hassler muestra especial interés por el aprendizaje con dispositivos móviles. Últimamente, sobre todo, en el África sub-sahariana. Entusiasmo y crítica se funden en su visión sobre la fiebre …
Section: Nuevas tecnologías KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4486389 2129771:XLP9Q4F7

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

Mobile learning bridging the gap in agricultural extension service delivery: Experiences from Sokoine University of Agriculture, Tanzania - Sanga, C; Mlozi, M; Haug, R; Tumbo, S (International Journal of Education and Development using Information and Communication Technology, 2016)
The ubiquitous nature of mobile phones offers a noble environment where farmers can learn informally anywhere, anytime and at any location. This is an innovative way to address some of the weakness of conventional agricultural extension service. Few empirical studies have reported on the development of mobile phone application to support blended learning for smallholder farming communities in developing countries. This study adopted a participatory action research method to develop innovative communication pathways in dissemination of agricultural information, agricultural knowledge and proven agricultural technologies from either extension agents or agricultural research centres or universities to farmers. The respondents who tested the system were selected random from 19 villages in Kilosa District, Tanzania. The developed systems support blended learning using mobile learning (m-learning) and electronic learning (e-learning). The findings from this study show that the systems can provide innovative mobile agricultural extension service to more than 380 smallholder farmers via web- and mobile-phone-based farmers’ advisory information systems.
KerkoCite.ItemAlsoKnownAs: 2129771:8ITNR724 2317526:QJP4S2HT UTI-58288E2E-A7C1-3BBC-8FF2-B93729779CF7
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:agricultural; P:agriculture; P:economy; P:services; Q:ICT; Q:mobile learning; T:Training; T:continuing education; publicImportV1; ⛔ No DOI found

Adoption of AI-Chatbots to Enhance Student Learning Experience in Higher Education in India - Sandu, Nitirajsingh; Gide, Ergun (2019 18th International Conference on Information Technology Based Higher Education and Training (ITHET), 2019)
Today, every organisation depends on Information and Communication Technology (ICT) for the efficient service delivery and cost-effective application of technological resources. With growing preference towards faster services and acceptance of Artificial Intelligence (AI) based tools in business operations globally as well as in India, the global Chatbot market is going to accelerate in the next decade. In the era of AI, the Chatbot market is witnessing extraordinary growth with the increased demand for smartphones and increased use of messaging applications. In the past few years, the food delivery business, finance and the E-commerce industry have embraced Chatbot technology. One of the industries which can really benefit from using this technology is the educational sector. Education can benefit from Chatbot development. It can improve productivity, communication, learning, efficient teaching assistance, and minimize ambiguity from interaction. A new education platform can solve next-level problems in education using this technology as the engagement tool. The aim of this research paper is to find out the factors which affect the adoption of Chatbot technology in order to enhance the student learning experience in the Indian higher education sector. In this research, a Quantitative method is used through data collection from surveys of some of the prominent higher education institutes using Chatbot technology in India. It is expected that the research outcome will help Chatbot developers and higher education providers to better understand the requirements of students while providing an interactive learning and communication platform for them.
ISSN: 2380-1603
Keywords: Artificial Intelligence; Artificial intelligence; Chatbot; Communication channels; Education; India; Student-centred learning; Task analysis; Time factors; higher education

Managing the human–chatbot divide: how service scripts influence service experience - Sands, Sean; Ferraro, Carla; Campbell, Colin; Tsao, Hsiu-Yuan (Journal of Service Management, 2020)
Publisher: Emerald Publishing Limited

Design and Implementation of a Chatbot in Online Higher Education Settings. - Sandoval, Zoroayka V. (Issues in Information Systems, 2018)
Keywords: ⛔ No DOI found

Conjecture Mapping: An Approach to Systematic Educational Design Research - Sandoval, William (Journal of the Learning Sciences, 2014)
Design research is strongly associated with the learning sciences community, and in the 2 decades since its conception it has become broadly accepted. Yet within and without the learning sciences there remains confusion about how to do design research, with most scholarship on the approach describing what it is rather than how to do it. This article describes a technique for mapping conjectures through a learning environment design, distinguishing conjectures about how the design should function from theoretical conjectures that explain how that function produces intended outcomes.
Publisher: Routledge _eprint: https://doi.org/10.1080/10508406.2013.778204

Context-driven entrepreneurial education in vocational schools - Sandirasegarane, S; Sutermaster, S; Gill, A (International Journal for Research in Vocational Education and Training, 2016)
Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is proposed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.
KerkoCite.ItemAlsoKnownAs: 10.13152/IJRVET.3.2.3 10.13152/ijrvet.3.2.3 2129771:ECRXUQXI 2129771:HXBEX8S3 2317526:5KPNRHLP 2317526:I4TIDQ6U
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Botswana; C:Guinea; C:Kenya; C:Mozambique; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:achievement; T:Lehrlingsausbildung; T:TVET; T:dual TVET; T:vocational school; _C:Uganda UGA; publicImportV1

Beyond Short-Term Learning Gains: The Impact of Outsourcing Schools in Liberia after Three Years - Sandefur, Justin; Romero, Mauricio (Center for Global Development, 2019)
After three years, outsourcing management of public schools to private providers raised test scores by 0.21 standard deviations in math and 0.16 standard deviations in English (equivalent to 4 words per minute additional reading fluency for the cohort that started in first grade). Looking beyond learning gains, the program reduced corporal punishment (by 4.6 percentage points from a base of 51%), but increased dropout (by 3.3 percentage points from a base of 15%) and failed to reduce sexual abuse. Results vary by provider: some produced uniformly positive results, while others present stark trade-offs between learning gains and other outcomes.
Keywords: ⛔ No DOI found

Girls' Schooling is Good, Girls' Schooling with Learning is Better - Sandefur, Justin; Oye, Mari; Pritchett, Lant (Background paper for the International Commission on Financing Global Education Opportunity, 2016)

Schooling for All - Feasible Strategies to Achieve Universal Education - Sandefur, Justin (Center for Global Development, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:CEEQ745N

Moving beyond the predictable failure of Ed-Tech initiatives - Sancho-Gil, Juana M.; Rivera-Vargas, Pablo; Miño-Puigcercós, Raquel (Learning, Media and Technology, 2019)
The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.
EdTechHub.Source: 2405685:Q2EVH3HK KerkoCite.ItemAlsoKnownAs: 10.1080/17439884.2019.1666873 10/ggcdkp 2129771:L5ZJ7VXE 2339240:CXEEHC7A 2339240:WW9JKI74 2405685:Q2EVH3HK 503888:KMSWRW3A
Keywords: Educational change; digital technology corporations; educational challenges; educational policies; school improvement

Enseñar y aprender con eScholarium: un estudio de caso sobre la implementación del proyecto en un CEIP de Comunidad de Extremadura - Sánchez Miranda, Sofía; Torres Carvalho, José Luis (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:6KCXVVHW 2129771:F8CTU5BU 2129771:XGWU58ES
Keywords: _C:Australia AUS; _C:Austria AUT; _C:Cuba CUB; _C:Germany DEU; _C:Israel ISR; _C:Portugal PRT; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Actividades y dinámicas implementadas con la tableta en un centro de educación básica de España - Sánchez-Martínez, Cristina; Ricoy, María-Carmen; Feliz-Murias, Tiberio (Educação e Pesquisa, 2018)
The permanent evolution of Information and Communication Technologies (ICT) goes hand in hand with the generalization, relocation and globalization of the worldwide movement, as well as in favor of using these resources in different areas, including education. However, the development of experiences and researches about the use of tablets in classroom continues to be scarce in contexts where, in addition to other factors, there are difficulties to access or obtain the technology. Therefore, this case study aims to know the typology of activities related to the use of tablets, in the context of Elementary School and the resulting dynamics with the pupils of three classes of 1st, 3rd, and 5th grades (aged 6 through 11 years old) of an educational center located in Northwest Spain. This work is part of a qualitative research based on ethnographic-narrative approach; data collection utilized the observation technique and discussion groups. The results and conclusions show that the practices with tablets are episodic and influenced by the activities associated with traditional teaching. However, the researchers were able to detect some innovative dynamics based on the very tools provided by such devices, originating different indagating, ludic activities. On the other hand, the results point to small group work pattern (mainly in pairs) as the one mostly used when tablets are employed in the classroom.
KerkoCite.ItemAlsoKnownAs: 10.1590/s1678-4634201844183309 10/gf62gk 2129771:PVJ8JSSD 2129771:V3AT7USE
Keywords: __C:filed:1

Activities and dynamics with tablets in an Elementary School in Spain - SÁNCHEZ-MARTÍNEZ, Cristina; RICOY, María-Carmen; FELIZ-MURIAS, Tiberio (Educação e Pesquisa, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:ZQ9S2NPJ
Keywords: __C:filed:1; ⛔ No DOI found

Educational technology in Abu Dhabi public schools: teaching with interactive whiteboards (IWBs) - Samsonova, Olga (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:69SFGJ7H
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Cyprus CYP; _C:Jordan JOR; _C:Sweden SWE; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Elementary Teachers’ Uses and Perceptions of Interactive Whiteboards for Instruction - Samsonova, Olga (International Journal of Learning, Teaching and Educational Research, 2018)
KerkoCite.ItemAlsoKnownAs: 10.26803/ijlter.17.8.2 2129771:FWJYRTY5
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Canada CAN; _C:France FRA; _C:Malaysia MYS; _C:Netherlands NLD; _C:North Cyprus XNCYP; _C:Sweden SWE; _C:Turkey TUR; _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

Managing database overlap in systematic reviews using Batch Citation Matcher: case studies using Scopus - Sampson, Margaret; McGowan, Jessie; Cogo, Elise; Horsley, Tanya (Journal of the Medical Library Association, 2006)
KerkoCite.ItemAlsoKnownAs: 2129771:8FYHCNH5 2129771:SPTUIY5G

Training Teachers at a Distance: Perceptions and Challenges of Open and Distance Learning (ODL) in Teacher Education the Zimbabwean Experience - Samkange, Wellington (Turkish Online Journal of Distance Education, 2013)
Zimbabwe like most developing countries continues to experience shortages in skills. One such area that has experienced skills shortages is education. This has resulted in governments and education institutions coming up with innovative ways to improve the training of of teachers. Such innovative models include the Open & Distance Learning (ODL) model in the development of skills. In some instances, there has been a combination of the conventional model and the ODL model. The purpose of the study was to examine the different methods used in the training of teachers and the role of ODL in addressing skills shortages. The study used the qualitative methodology and the case study design. The respondents were purposively selected. Data was collected through lesson observations, document analysis and open-ended questionnaires that were administered to senior teachers, deputy school heads and school heads. These gave a total of twenty respondents from different schools. At the same time twenty trainee teachers in different programmes with the Zimbabwe Open University (ZOU) were observed teaching and were assessed. The study also examined views, attitudes and perceptions about the training of teachers. From the data it could be concluded that the model being used by teachers' colleges (2-5-2) was more inclined to ODL than the 'conventional' model, thus demonstrating that indeed teachers can be trained through ODL. Whilst there were mixed feelings about the role of universities in the training of pre-service teachers, it could be concluded that universities had a role in the training of teachers regardless of the mode of delivery they used. The study noted that the lack of resources and lack of understanding between different stakeholders was negatively affecting the success of the ODL model of training teachers at the Zimbabwe Open University (ZOU).
KerkoCite.ItemAlsoKnownAs: 2129771:7V79AP65 2317526:56BUMTPF
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:Zimbabwe; CA:AandC; CL:en; CL:fr; CL:pt; 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:teaching; P:measurement; P:service industry; P:teacher education; P:teacher training; P:teachers; Q:ODEL; Q:distance education; Q:distance learning; R:case study; R:observation; R:qualitative; R:questionnaire; T:Ausbildung; T:trainee; Z:Zimbabwe Open University (ZOU); Z:distance education; Z:teacher training; publicImportV1; ⛔ No DOI found

PDIA toolkit: A DIY Approach to Solving Complex Problems - Samji, Salimah; Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Center for International Development at Harvard University, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:GBLLAZ5S 4804264:XZM3LSDQ
Keywords: Final_citation; cited; existing

PDIA toolkit: A DIY Approach to Solving Complex Problems - Samji, Salimah; Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Center for International Development at Harvard University, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:VLYAZJ5X 4426965:9XDS5WDJ 4804264:XZM3LSDQ

Factors affecting youth entrepreneurship development within Kibera, Kenya: The perspective of entrepreneurship education - Sambo, Wise (Problems and Perspectives in Management, 2016)
© Wise Sambo, 2016. All over the world there has been an increased interest in entrepreneurship education and the society in general. Kenya was among the first countries in Africa to introduce aspects of entrepreneurship education in its education and training systems. Entrepreneurship and business creation are a growing alternative for young people in different economies whose age group often faces a labor market with double digit unemployment rates. This study seeks to investigate and report on the factors affecting youth entrepreneurship development with specific reference to entrepreneurship education in Kibera, a district of Kenya. Two objectives are identified, namely (i) to determine the government's provision and access to the entrepreneurship education and training among the Kenyan youth, and (ii) to determine whether there is a relationship between the level of education, training and development of youth entrepreneurship. A sample of three hundred entrepreneurs (aged 18-35) within the Kibera district in Kenya is drawn to participate in this study. Structured survey questionnaires are used to collect primary data from business owners in the Kibera district. Findings revealed a strong positive correlation between the provision of entrepreneurship education and development of youth entrepreneurship and the level of education has a very weak positive correlation to youth entrepreneurship development. This study concludes with recommendations on how youth entrepreneurship can be improved in Kibera and the rest of Kenya. A total of 300 questionnaires were administered via emails with a total response rate of 83.3% (250) returned for analysis.
KerkoCite.ItemAlsoKnownAs: 10.21511/ppm.14(2-2).2016.09 2129771:9CEXBYJS 2129771:S2TWSBPJ 2317526:9UTQC4YM 2317526:P3X659PV
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; P:economy; R:questionnaire; R:survey; T:Training; T:entrepreneurship education; Z:Entrepreneurship education; Z:Kibera; Z:Unemployment; Z:Youth entrepreneurship; publicImportV1; ❓ Multiple DOI

Errors in search strategies used in systematic reviews and their effects on information retrieval - Salvador-Oliván, José Antonio; Marco-Cuenca, Gonzalo; Arquero-Avilés, Rosario (Journal of the Medical Library Association : JMLA, 2019)
Objectives Errors in search strategies negatively affect the quality and validity of systematic reviews. The primary objective of this study was to evaluate searches performed in MEDLINE/PubMed to identify errors and determine their effects on information retrieval. Methods A PubMed search was conducted using the systematic review filter to identify articles that were published in January of 2018. Systematic reviews or meta-analyses were selected from a systematic search for literature containing reproducible and explicit search strategies in MEDLINE/PubMed. Data were extracted from these studies related to ten types of errors and to the terms and phrases search modes. Results The study included 137 systematic reviews in which the number of search strategies containing some type of error was very high (92.7%). Errors that affected recall were the most frequent (78.1%), and the most common search errors involved missing terms in both natural language and controlled language and those related to Medical Subject Headings (MeSH) search terms and the non-retrieval of their more specific terms. Conclusions To improve the quality of searches and avoid errors, it is essential to plan the search strategy carefully, which includes consulting the MeSH database to identify the concepts and choose all appropriate terms, both descriptors and synonyms, and combining search techniques in the free-text and controlled-language fields, truncating the terms appropriately to retrieve all their variants.
KerkoCite.ItemAlsoKnownAs: 10.5195/jmla.2019.567 2129771:HC848YKD

Teacher governance reforms and social cohesion in South Africa: from intention to reality - Salmon, Thomas; Sayed, Yusuf (Education as Change, 2016)
Publisher: University of Johannesburg
Keywords: _C:Netherlands NLD; _C:Rwanda RWA; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sudan SDN; __C:filed:1; __C:scheme:1

COVID's Lessons for Global Higher Education: Coping with the Present While Building a More Equitable Future. - Salmi, Jamil (Lumina foundation, 2020)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:MB8M8YIP
Keywords: Final_citation; ⛔ No DOI found

Education recovery chief quits in English schools catch-up row - Sally Weale (the Guardian, 2021)
Sir Kevan Collins said to be dismayed that his long-awaited £15bn proposals were watered down to a £1.4bn package
Section: Politics

Labour flags concern over outsourcing of England catch-up tuition - Sally Weale (the Guardian, 2021)
Contract worth £25m given to giant HR conglomerate with ‘little tutoring experience’, says Labour
Section: Politics

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

Human Resources for Health Challenges in Nigeria and Nurse Migration - Salami, Bukola; Dada, Foluke O.; Adelakun, Folake E. (Policy, Politics, and Nursing Practice, 2016)
© 2016, © The Author(s) 2016. The emigration of sub-Saharan African health professionals to developed Western nations is an aspect of increasing global mobility. This article focuses on the human resources for health challenges in Nigeria and the emigration of nurses from Nigeria as the country faces mounting human resources for health challenges. Human resources for health issues in Nigeria contribute to poor population health in the country, alongside threats from terrorism, infectious disease outbreaks, and political corruption. Health inequities within Nigeria mirror the geographical disparities in human resources for health distribution and are worsened by the emigration of Nigerian nurses to developed countries such as the United States and the United Kingdom. Nigerian nurses are motivated to emigrate to work in healthier work environments, improve their economic prospects, and advance their careers. Like other migrant African nurses, they experience barriers to integration, including racism and discrimination, in receiving countries. We explore the factors and processes that shape this migration. Given the forces of globalization, source countries and destination countries must implement policies to more responsibly manage migration of nurses. This can be done by implementing measures to retain nurses, promote the return migration of expatriate nurses, and ensure the integration of migrant nurses upon arrival in destination countries.
KerkoCite.ItemAlsoKnownAs: 10.1177/1527154416656942 10/gf62zt 2129771:L9QF72FB 2317526:S78FFQ3Q
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:policy; P:economy; P:environment; P:health; P:health professionals; P:nurse; T:career; T:trainee; Z:foreign-trained nurses; Z:human resources for health; Z:immigrant nurses; Z:internationally educated nurses; Z:migration; publicImportV1

School location analysis by integrating the accessibility, natural and biological hazards to support equal access to education - Sakti, Anjar Dimara; Rahadianto, Muhammad Ario Eko; Pradhan, Biswajeet; Muhammad, Hubbi Nashrullah; Andani, I. Gusti Ayu; Sarli, Prasanti Widyasih; Abdillah, Muhammad Rais; Anggraini, Tania Septi; Purnomo, Andhika Dimas; Ridwana, Riki (ISPRS International Journal of Geo-Information, 2021)
Abstract: This study proposes a new model for land suitability for educational facilities based on spatial product development to determine the optimal locations for achieving education targets in West Java, Indonesia. Single-aspect approaches, such as accessibility and spatial hazard analyses, have not been widely applied in suitability assessments on the location of educational facilities. Model development was performed based on analyses of the economic value of the land and on the integration of various parameters across three main aspects: accessibility, comfort, and a multinatural/biohazard (disaster) risk index. Based on the maps of disaster hazards, higher flood-prone areas are found to be in gentle slopes and located in large cities. Higher risks of landslides are spread throughout the study area, while higher levels of earthquake risk are predominantly in the south, close to the active faults and megathrusts present. Presently, many schools are located in very high vulnerability zones (2057 elementary, 572 junior high, 157 senior high, and 313 vocational high schools). The comfort-level map revealed 13,459 schools located in areas with very low and low comfort levels, whereas only 2377 schools are in locations of high or very high comfort levels. Based on the school accessibility map, higher levels are located in the larger cities of West Java, whereas schools with lower accessibility are documented far from these urban areas. In particular, senior high school accessibility is predominant in areas of lower accessibility levels, as there are comparatively fewer facilities available in West Java. Overall, higher levels of suitability are spread throughout West Java. These distribution results revealed an expansion of the availability of schools by area: senior high schools, 303,973.1 ha; vocational high schools, 94,170.51 ha; and junior high schools, 12,981.78 ha. Changes in elementary schools (3936.69 ha) were insignificant, as the current number of elementary schools is relatively much higher. This study represents the first to attempt to integrate these four parameters—accessibility, multi natural hazard, biohazard, comfort index, and land value—to determine potential areas for new schools to achieve educational equity targets. Keywords: school location; natural and biological hazards; accessibility model; COVID-19; West Java Province; Indonesia
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 4682641:CB8PKGK6

Wired citizenship: youth learning and activism in the Middle East - Sakr, Rehab; Herrera, Linda (2014)
"Wired Citizenship examines the evolving patterns of youth learning and activism in the Middle East and North Africa (MENA). In todays digital age, in which formal schooling often competes with the peer-driven outlets provided by social media, youth all over the globe have forged new models of civic engagement, rewriting the script of what it means to live in a democratic society. As a result, state-society relationships have shifted never more clearly than in the MENA region, where recent uprisings were spurred by the mobilization of tech-savvy and politicized youth.Combining original research with a thorough exploration of theories of democracy, communications, and critical pedagogy, this edited collection describes how youth are performing citizenship, innovating systems of learning, and re-imagining the practices of activism in the information age. Recent case studies illustrate the context-specific effects of these revolutionary new forms of learning and social engagement in the MENA region"–
OCLC: 871782052

Not just for special occasions: supporting the professional learning of teachers through critical reflection with audio-visual information - Saito, Eisuke; Khong, Thi Diem Hang (Reflective Practice, 2017)
Despite increased use of professional learning communities in the teacher education field, they do not necessarily guarantee change in teachers’ daily practice. This study is a multiple case study of three school leaders in Vietnam to connect their teachers’ learning and practice by utilising visual records. In the cases studied, we see a progression of models of joint reflection based on visual information, from only occasional reflection to daily critical reflection, the latter of which the authors call ‘vide-flection’ referring to a process for people to consider their actions, thoughts, or experiences by utilising video-recorded images. For joint vide-flection, school leaders visit every classroom for several minutes every day to observe the wellbeing and learning of pupils and video-record struggles or breakthroughs in children’s learning; they share those images with teachers to jointly reflect on the situations. Through this vide-flection, teachers develop more detailed awareness of pupils needs. [ABSTRACT FROM PUBLISHER]
KerkoCite.ItemAlsoKnownAs: 10.1080/14623943.2017.1361921 2534378:8GYBJJ8Z 2534378:R2HCJDDM Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=bri&AN=126003617&site=ehost-live&scope=site
Keywords: ADULTS; AUDIOVISUAL aids in education; AUDIOVISUAL materials; CRITICAL thinking studies; DATA analysis software; DESCRIPTIVE statistics; EDUCATION; FOCUS groups; INTERVIEWING; PROFESSIONAL education; PROFESSIONAL employee training; REFLECTION (Philosophy); RESEARCH funding; Reflective practice; SCHOOL administrators; TEACHER training; TEACHING; THEMATIC analysis; VIETNAM; Vietnam; __:import:01; __:match:final; __:matched; __:study_id:2099873; __finaldtb; critical reflection; professional learning; teacher professional development; vide-flection

Supporting Change in Literacy Instruction in Malawi - Sailors, Misty; Hoffman, James V.; Pearson, P. David; McClung, Nicola; Shin, Jaran; Phiri, Liveness Mwale; Saka, Tionge (Reading Research Quarterly, 2014)
In this study, we examined the effectiveness of an innovative approach to literacy instruction in Malawi on teachers' perceptions, attitudes, and instructional practices. Two groups participated in the study: Treatment teachers received complementary teaching and learning materials, workshops, and directive coaching, and control teachers received no intervention. After this five-month intervention, treatment teachers were significantly more comfortable with their languages of instruction and were more positive about their teaching ability, beliefs about the learning materials in their classroom, and beliefs about the culture of reading in their communities than control teachers were. There were no significant differences between groups when we analyzed their teaching practices or the engagement of their students. The coaching model proved to be associated with changes in teachers' beliefs and perceptions on many of our variables. These findings suggest that the program under examination was successful in promoting the conditions for success (teacher beliefs and perceptions). Further, the findings suggest that the implementation of coaching was an important source of support in implementing changes.
shortDOI: 10/ggvk3t KerkoCite.ItemAlsoKnownAs: 10.1002/rrq.70 10/ggvk3t 2129771:7UI2KR9V 2339240:FPRQN6RV 2405685:IVTVDACJ
Keywords: Adult; C:Malawi; Childhood; Coaching; Decoding; Discussion; Early childhood; English as a second language; English for speakers of other languages; English language learners; English learners; Experimental; Fairy tales; Family literacy; Home language; Home-school connections; In-service; Instructional models; Language learners; Literature; Literature-based instruction; Oral language; Parental involvement; Phonics; Program evaluation; Reading strategies; Research methodology; School based; Sight words; Sociocultural; Socioeconomic factors; Strategies; Supplementary resources; Teacher education; Textbooks; _C:Botswana BWA; _C:Fiji FJI; _C:France FRA; _C:Israel ISR; _C:Kenya KEN; _C:Malawi MWI; _C:Singapore SGP; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; and materials; folk tales; methods; phonemic awareness; phonological awareness; professional development; quasi-experimental; word recognition

Digital learning in schools: What does it take beyond digital technology? - Sailer, Michael; Murböck, Julia; Fischer, Frank (Teaching and Teacher Education, 2021)
We investigated how often teachers apply digital technology in their teaching and which student learning activities teachers initiate. Further, we analyzed factors relating to technology use. 410 teachers in our sample, representative for the state of Bavaria (Germany), reported that they spend a substantial amount of time using digital technologies in a typical lesson. Results indicated that rather teachers’ basic digital skills and technology-related teaching skills than digital technology resources are crucial. Even though a certain threshold level of digital technology is necessary in school, our results suggest shifting the focus from equipping schools to teachers’ skills using technologies effectively.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.tate.2021.103346 2129771:WY5VJ8ZE 4426965:JKWTNHUA
Keywords: Digital technologies; Structural equation modeling; Student learning activities; Teachers’ skills; Technology use in classroom

unarXive 2022: All arXiv Publications Pre-Processed for NLP, Including Structured Full-Text and Citation Network - Saier, Tarek; Krause, Johan; Färber, Michael (2023 ACM/IEEE Joint Conference on Digital Libraries (JCDL), 2023)
Large-scale data sets on scholarly publications are the basis for a variety of bibliometric analyses and natural language processing (NLP) applications. Especially data sets derived from publication's full-text have recently gained attention. While several such data sets already exist, we see key shortcomings in terms of their domain and time coverage, citation network completeness, and representation of full-text content. To address these points, we propose a new version of the data set unarXive. We base our data processing pipeline and output format on two existing data sets, and improve on each of them. Our resulting data set comprises 1.9 $\mathrm{M}$ publications spanning multiple disciplines and 32 years. It furthermore has a more complete citation network than its predecessors and retains a richer representation of document structure as well as non-textual publication content such as mathematical notation. In addition to the data set, we provide ready-to-use training/test data for citation recommendation and IMRaD classification. All data and source code is publicly available at https://github.com/IlIDepence/unarXive.
Conference Name: 2023 ACM/IEEE Joint Conference on Digital Libraries (JCDL) ISBN: 9798350399318 Place: Santa Fe, NM, USA Publisher: IEEE

Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes - Saidu, Arthur; Casado, Eusebio Rincon; Shergill, Maggie; McBurnie, Chris (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707910 2129771:R8LRYX3A 2405685:7HCBSU4P
Keywords: _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; ___working_potential_duplicate; _zenodoETH

Will the pandemic change schools? - Sahlberg, Pasi (Journal of Professional Capital and Community, 2020)
Purpose This essay offers a perspective for practitioners and decision-makers to look beyond short-term recovery from the COVID-19 pandemic and consider longer-term consequences that it may have on schools. Design/methodology/approach In this essay, I discuss some general observations about education during the pandemic and then provide a perspective to some issues related to educational inequalities and learning from home during the pandemic. The essay is informed by recent media articles and reports of national and international institutions. Findings This essay makes three claims: Despite high hopes, there is only a little chance schools will change as a consequence of this pandemic without bold and brave shifts in mindset in how that change happens. The COVID-19 pandemic has exacerbated the effects of preexisting social and educational inequalities; fixing these would be an important consequence of the pandemic. During school closures, learning from home has been mostly based on the old logic of consuming information and knowledge rather than creating or cocreating new ideas and solutions to real-life problems. Research limitations/implications This is an essay that offers evidence-informed perspectives to current development in education, and it should not be treated as a research-based article. Originality/value This essay will contribute to the evolving public conversation and professional debate on the future of school education. It will be part of the series of essays that will support those who are seeking to not just adapt to meet the pandemic but also to step back and consider the medium to longer-term implications.
KerkoCite.ItemAlsoKnownAs: 10.1108/JPCC-05-2020-0026 2129771:EEBKLVBQ
Keywords: COVID-19; Professionalism; School change; __C:filed:1

Teaching Science to Visually Impaired Students: A Small-Scale Qualitative Study. - Sahin, Mehmet; Yorek, Nurettin (Online Submission, 2009)
Publisher: ERIC
Keywords: ⛔ No DOI found

“Give courage to the ladies”: Expansive apprenticeship for women in rural Malawi - Safford, K.; Cooper, D.; Wolfenden, F.; Chitsulo, J. (Journal of Vocational Education & Training, 2013)
Apprenticeship in developed and industrialised nations is increasingly understood and practised as learning which connects workplace activity and formal study. The concept of 'expansive apprenticeship' defines frameworks for workforce development where participants acquire knowledge and skills which will help them in the future as well as in their current roles; 'restrictive' apprenticeships limit opportunities for wider, lifelong learning. In developing world economies, apprenticeships are a traditional route to learning and employment, but tend to reflect a restrictive approach characterised by narrowly defined roles and weak educational outcomes. This paper examines the apprenticeship opportunities in a large scale Access to Teaching Scholarship in Malawi. The programme's study materials and support structures are designed to move participants from restrictive to expansive contexts for learning and to develop hybrid roles as students, community workers and apprentice teachers. The authors examine data from the first cohort of participants and consider the extent to which the Scholarship offers an innovative model of expansive apprenticeship to address barriers to female continuing education and chronic teacher shortages in Sub-Saharan Africa. © 2013 Copyright The Vocational Aspect of Education Ltd.
KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2012.755213 10/gf62pr 2129771:W7A3AETF 2317526:J9QU3SAQ
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Malawi; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing world; F:access; F:gender; F:learning; F:motivation; F:outcomes; F:teaching; F:women; P:economy; P:measurement; P:teacher education; P:teacher training; P:teachers; Q:certificate; Q:distance education; Q:lifelong learning; T:Lehrlingsausbildung; T:TVET; T:Training; T:apprentice; T:career; T:continuing education; T:workplace education; Z:Access to Education; Z:Adult Education; Z:Apprenticeships; Z:Barriers; Z:Career aspirations; Z:Continuing Education; Z:Distance Education; Z:Distance education; Z:Donors and NGOs; Z:Economic Development; Z:Elementary Schools; Z:Female empowerment; Z:Females; Z:Foreign Countries; Z:Gender Issues; Z:Mentors; Z:Rural Areas; Z:Teacher Certification; Z:Teacher Education; Z:Teacher Shortage; Z:Teacher education; Z:Teacher motivation; Z:VET and development; Z:VET and economic development; Z:Vocational Education; Z:Vocational education and training; Z:Women Faculty; Z:Workplace Learning; Z:adult learning; Z:gender and learning; Z:learning in life &; Z:philosophy of VET; Z:teacher training; Z:training; Z:vocational education &; Z:work transitions; Z:workplace learning; publicImportV1

Why schools shouldn't use Whatsapp - Safeguarding In Schools - Safeguarding In Schools (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:ADPGPPA8
Keywords: Final_citation; cited; existing

The Mutual Construction of Statistics and Society - Saetnan, Ann Rudinow; Lomell, Heidi Mork; Hammer, Svein (2010)

Co-creation of OER by teachers and teacher educators in Colombia - Sáenz Rodríguez, María del Pilar; Pino, Ulises Hernandez; Hernández, Yoli Marcela (Adoption and impact of OER in the Global South, 2017)
This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.
KerkoCite.ItemAlsoKnownAs: 2405685:IE3G3WQ2 2534378:5D4ABB2L 2534378:5MYHLPNC
Keywords: __:import:02; __:match:final; __:matched; __:study_id:3123702; __finaldtb

Systematic Review using a Spiral approach with Machine Learning - Saeidmehr, Amirhossein; Steel, Piers; Samavati, Faramarz (2023)
With the accelerating growth of the academic corpus, doubling every nine years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with Logistic Regression, TF-IDF for vectorization, and Maximum Probability for prioritization. Results demonstrate up to a 90% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.
KerkoCite.ItemAlsoKnownAs: 10.21203/rs.3.rs-2497596/v1 2129771:3TJ8PRTF 2405685:RINZQERU 2486141:SJ799IB8
Keywords: _Added-ailr-2024

Systematic review using a spiral approach with machine learning - Saeidmehr, Amirhossein; Steel, Piers David Gareth; Samavati, Faramarz F. (Systematic Reviews, 2024)
Abstract With the accelerating growth of the academic corpus, doubling every 9 years, machine learning is a promising avenue to make systematic review manageable. Though several notable advancements have already been made, the incorporation of machine learning is less than optimal, still relying on a sequential, staged process designed to accommodate a purely human approach, exemplified by PRISMA. Here, we test a spiral, alternating or oscillating approach, where full-text screening is done intermittently with title/abstract screening, which we examine in three datasets by simulation under 360 conditions comprised of different algorithmic classifiers, feature extractions, prioritization rules, data types, and information provided (e.g., title/abstract, full-text included). Overwhelmingly, the results favored a spiral processing approach with logistic regression, TF-IDF for vectorization, and maximum probability for prioritization. Results demonstrate up to a 90% improvement over traditional machine learning methodologies, especially for databases with fewer eligible articles. With these advancements, the screening component of most systematic reviews should remain functionally achievable for another one to two decades.
KerkoCite.ItemAlsoKnownAs: 10.1186/s13643-023-02421-z 5440726:7V4PYGH5

Indoor air quality and health in schools: A critical review for developing the roadmap for the future school environment - Sadrizadeh, Sasan; Yao, Runming; Yuan, Feng; Awbi, Hazim; Bahnfleth, William; Bi, Yang; Cao, Guangyu; Croitoru, Cristiana; De Dear, Richard; Haghighat, Fariborz; Kumar, Prashant; Malayeri, Mojtaba; et al. (Journal of Building Engineering, 2022)
Several research studies have ranked indoor pollution among the top environmental risks to public health in recent years. Good indoor air quality is an essential component of a healthy indoor environment and significantly affects human health and well-being. Poor air quality in such environments may cause respiratory disease for millions of pupils around the globe and, in the current pandemic-dominated era, require ever more urgent actions to tackle the burden of its impacts. The poor indoor quality in such environments could result from poor management, operation, maintenance, and cleaning. Pupils are a different segment of the population from adults in many ways, and they are more exposed to the poor indoor environment: They breathe in more air per unit weight and are more sensitive to heat/cold and moisture. Thus, their vulnerability is higher than adults, and poor conditions may affect proper development. However, a healthy learning environment can reduce the absence rate, improves test scores, and enhances pupil/teacher learning/teaching productivity. In this article, we analyzed recent literature on indoor air quality and health in schools, with the primary focus on ventilation, thermal comfort, productivity, and exposure risk. This study conducts a comprehensive review to summarizes the existing knowledge to highlight the latest research and solutions and proposes a roadmap for the future school environment. In conclusion, we summarize the critical limitations of the existing studies, reveal insights for future research directions, and propose a roadmap for further improvements in school air quality. More parameters and specific data should be obtained from in-site measurements to get a more in-depth understanding at contaminant characteristics. Meanwhile, site-specific strategies for different school locations, such as proximity to trans portation routes and industrial areas, should be developed to suit the characteristics of schools in different regions. The socio-economic consequences of health and performance effects on children in classrooms should be considered. There is a great need for more comprehensive studies with larger sample sizes to study on environmental health exposure, student performance, and indoor satisfaction. More complex mitigation measures should be evaluated by considering energy efficiency, IAQ and health effects.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jobe.2022.104908 2129771:NTBFI4GF 5072953:SMX87LLQ
Keywords: _z:class:countries

A continuum of teachers'e-learning practices - Sadeck, Osman (International Conference on e-Learning, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:NQYDJCXP
Keywords: _C:South Africa ZAF; _C:United States USA; __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

Gemeinsam Gestalten: Migration aus Afrika nach Europa - Sachverständigenrat deutscher Stiftungen für Integration und Migration (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:RI23SWS9 2486141:SMWYQNAY

The Development Dictionary: A Guide to Knowledge as Power - Sachs, Wolfgang (2010)

The Development dictionary: a guide to knowledge as power - Sachs, Wolfgang (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:66LHHS76 2129771:WCXTM838

Understanding the External Social Benefits of Education in Ethiopia: A Contextual Analysis Using Young Lives - Sabates, Ricardo; Zhao, Yiran Vicky; Mitchell, Rafael; Ilie, Sonia (Journal of Education Finance, 2021)
Publisher: University of Illinois Press KerkoCite.ItemAlsoKnownAs: 2129771:AETKVZAP
Keywords: ⛔ No DOI found

Cost-effectiveness with equity: Raising learning for marginalised girls through Camfed's programme in Tanzania - Sabates, Ricardo; Rose, Pauline; Delprato, Marcos; Alcott, Benjamin (Policy Paper No. 18/2 (REAL Centre, University of Cambridge, 2018), 2018)
This policy paper provides a cost-effectiveness analysis of Camfed’s programme in Tanzania. Camfed’s programme adopts a multidimensional approach that is aimed at reaching marginalised girls at risk of dropping out from secondary schools by using interventions that are aimed at both increasing their chances of staying in school and learning.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1247315 2339240:844SXSWR 2405685:VQQK7F6G

School drop out in Bangladesh: Insights using panel data - Sabates, Ricardo; Hossain, Altaf; Lewin, Keith M. (International Journal of Educational Development, 2013)
This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4–15, was selected across six districts for a household survey focusing on children's school access and experiences. Two groups of children were identified: those who were enrolled in school in both 2007 and 2009 and those who dropped out by 2009. Using a multivariate logit model, results show age and gender, together with financial constraints, such as lack of income and school expenditure, as the top predictors of school drop out. Two other important predictors are lack of parental support for children's school work and school absenteeism. This paper identifies some possible interventions that could reduce school drop out. These include campaigns to reduce late entry and overage enrolment, reductions in direct costs of schooling, and more support for low achieving children to compensate for lack of educational support at home.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2012.09.007 2129771:TCYI69QF
Keywords: Bangladesh; Educational exclusion; Educational support; Household survey

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

The role of education in the uptake of preventative health care: The case of cervical screening in Britain - Sabates, Ricardo; Feinstein, Leon (Social Science & Medicine, 2006)
This paper reports findings on the relationship between education and the take-up of screening for cervical cancer, as an example of preventative health-care activity. Theoretically, education can enhance the demand for preventative health services by raising awareness of the importance of undertaking regular health check-ups and may also improve the ways in which individuals understand information regarding periodical tests, communicate with the health practitioner, and interpret results. Furthermore, education enhances the inclusion of individuals in society, improving self-efficacy and confidence. All these factors may increase service uptake. The empirical analysis uses data from the British Household Panel Survey (BHPS) and applies techniques for discrete panel data to estimate the parameters of the model. Results show that adult learning leading to qualifications is statistically associated with an increase in the uptake of screening. The marginal effect indicates that participation in courses leading to qualifications increases the probability of having a smear test between 4.3 and 4.4 percentage points. This estimate is strongly robust to time-invariant selectivity bias in education and the inclusion of income, class, occupation, and parental socio-economic status. These findings enrich existing evidence on the socio-economic determinants of screening for cervical cancer and enable policy makers to better understand barriers to service uptake.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.socscimed.2005.11.032 2129771:XHHR6ICB
Keywords: Britain; Cancer; Education; Screening

Can maternal education sustain or enhance the benefits of early life interventions? Evidence from the Young Lives Longitudinal Study - Sabates, Ricardo; Di Cesare, Mariachiara (Compare: A Journal of Comparative and International Education, 2021)
This paper provides evidence on the predicted benefits of maternal education, in terms of reduced child malnutrition at ages 1 and 5, focusing specifically on the complementarities with early life interventions across contexts. Using data from the Young Lives Longitudinal Study for Ethiopia, India, Peru and Vietnam, results show the expected association of maternal education with reduced likelihood of malnutrition both at ages 1 and 5. However, the benefits of maternal education via access to an early life intervention (antenatal care), are found only in some countries and for some levels of maternal education. Inequalities in the risk of malnutrition between those with the highest endowments of maternal education and access to antenatal services, and those without these, are significant within countries. We conclude that programmes which aim to reduce the risks of malnutrition should consider local knowledge and realities in order to understand more fully the expected benefits.
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2019.1653171 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2019.1653171 2129771:WSICB8HM
Keywords: Maternal education; Young Lives; antenatal care; child nutrition; quantitative methods

Using educational transitions to estimate learning loss due to COVID-19 school closures: The case of Complementary Basic Education in Ghana - Sabates, Ricardo; Carter, Emma; Stern, Jonathan M. B. (International Journal of Educational Development, 2021)
Learning loss is expected for millions of children who have been out of school as a result of the current COVID-19 pandemic. Unfortunately, it is uncertain how much learning will be lost and how wide the gaps may be for disadvantaged children. This paper uses a unique longitudinal dataset to estimate learning loss during a three-month transition from Complementary Basic Education to government schools in Ghana. Our results show an average learning loss of 66 % of previous learning gains in foundational numeracy during this transition period. More importantly, we estimate widening gaps in learning loss according to lack of home learning support, as well as lack of home learning resources. Our results have implications for the provision of learning activities and support at home, not just during current school closures due to COVID-19, but also during transitions between academic years.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2021.102377 2129771:GJKUCPKG
Keywords: COVID-19 school closure; Equity; Ghana; Learning; Literacy; Numeracy

Schooling responses to income changes: Evidence from unconditional cash transfers in Rwanda - Sabates, Ricardo; Bhutoria, Aditi; Sabates-Wheeler, Rachel; Devereux, Stephen (International Journal of Educational Research, 2019)
Publisher: Elsevier

School Drop out: Patterns, Causes, Changes and Policies - Sabates, R.; Westbrook, J.; Akyeampong, K.; Hunt, F. (United Nations Educational, Scientific and Cultural Organisation (UNESCO), 2010)
This background paper for the UNESCO GMR team draws on a range of resources to provide a synthesis on drop out. The paper focuses on patterns of participation, age-specific drop out rates, equity in drop out rates, and the link between over age enrolment and drop out rates. The paper outlines the main causes of drop out and provides two country case studies, Ghana and Tanzania, to highlight the potential strategies that could be used to address drop out. The paper concludes with our main policy messages.
Num Pages: 25 Publication Title: United Nations Educational, Scientific and Cultural Organisation (UNESCO): Paris, France. KerkoCite.ItemAlsoKnownAs: 2129771:GCMSM5KV

Tackling Poverty-migration Linkages: Evidence from Ghana and Egypt - Sabates-Wheeler, Rachel; Sabates, Ricardo; Castaldo, Adriana (Social Indicators Research, 2008)
Are migrants able to use the migration experience to their benefit, that is to improve their livelihoods, and is this result nuanced by whether migrants are poor or non-poor? This paper explores these questions quantitatively using data on migrants and non-migrants from Ghana and Egypt. It describes the main challenges in the empirical literature and introduces a conceptual model to explore the links between migration and poverty. The empirical model accounts for the direct effects of migration on poverty and for the role of migration in moderating the dynamics of poverty. Results show the selectivity of migration with respect to subjective poverty and that migration can have a significant impact on helping people improve their livelihoods. The paper further finds that selectivity with respect to human capital depends on ‘reasons for migration’ and visa status. These findings enrich existing empirical studies by providing a clear estimation of sequential events and enable policymakers to better understand the processes behind migration and poverty.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11205-007-9154-y 2129771:JNUBQHQX
Keywords: Migration; Poverty; Subjective poverty

Low-Cost Private Schools in Tanzania: A Descriptive Analysis - Sabarwal, Shwetlena; Sununtnasuk, Celeste; Ramachandran, Deepika (Research on Improving Systems of Education (RISE), 2020)
This paper discusses the potential role of low-cost private secondary schools in Tanzania. The share of private enrollment has been negatively correlated with the availability of public schools. With the 2016 Fee-Free Basic Education Policy, the public secondary education system is experiencing significant demand pressures. The government has limited resources to address these pressures. Using micro-data from the Morogoro region, the paper finds that private schools have excess capacity that can allow for absorption of additional students at relatively low cost through potential public-private partnerships. The paper finds no evidence that service delivery or student performance is worse in private schools relative to their public counterparts. These findings provide empirical evidence on some key enabling conditions for potential public-private partnerships for secondary education in Tanzania.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2020/044 2129771:TFZ72NQD

The Permanent Input Hypothesis : The Case of Textbooks and (No) Student Learning in Sierra Leone - Sabarwal, Shwetlena; Evans, David; Marshak, Anastasia (World Bank, 2014)
zotzenLib.CopiedFrom: 2486141:I9HUDQR5 KerkoCite.ItemAlsoKnownAs: 2129771:9NIZEZZI 2486141:I9HUDQR5
Keywords: _C:Sierra Leone SLE

The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone - Sabarwal, Shwetlena; Evans, David K.; Marshak, Anastasia (Washington, DC : World Bank, Education Global Practice Group & Africa Region, Office of the Chief Economist, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:MVW7YCWN 2405685:QFBK2Z4L
Keywords: _C:Sierra Leone SLE

The permanent textbook hypothesis: School inputs and student outcomes in Sierra Leone - Sabarwal, S.; Evans, D.; Marshak, A. (Compare: A Journal of Comparative and International Education, 2013)
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

The Permanent Textbook Hypothesis: School Inputs and Student Outcomes in Sierra Leone [Policy Research Working Paper] - Sabarwal, S.; Evans, D.; Marshak, A. (World Bank, 2014)
Keywords: _C:Sierra Leone SLE

COVID-19 and the Learning Crisis in Latin America and the Caribbean: How Can We Prevent a Tragedy? - Saavedra, Jaime; Di Gropello, Emanuela (2021)
zotzenLib.CopiedFrom: 2486141:ACM6UHC5 KerkoCite.ItemAlsoKnownAs: 2129771:RHAASP59 2486141:ACM6UHC5

An Analysis of ResNet50 Model and RMSprop Optimizer for Education Platform Using an Intelligent Chatbot System - Saadna, Youness; Boudhir, Anouar Abdelhakim; Ben Ahmed, Mohamed (Networking, Intelligent Systems and Security, 2022)
A chatbot is a software (or machine) that has the ability to talks with a user: it is a virtual assistant that can answer a number of user questions, and providing the correct responses. In the last few years, the use of chatbots is very popular in various fields, such as health care, marketing, educational, supporting systems, cultural heritage, entertainment, and many others. This paper proposes an intelligent chatbot system that can give a response in the form of natural language or audio to a natural language question or image input in different domains of education and will support multiple languages (English, French, and Arabic). To realize this System, we used different deep learning architectures (CNN, LSTM, Transformers), computer vision, transfer learning to extract image features vector, and natural language processing techniques. In the end, after the implementation of the proposed model, a comparative study was conducted in order to prove the performance of this system using image-response model and question-response model using accuracy and BLEU score metrics.
Keywords: Artificial intelligence; Chatbot; Education

The June 16 Soweto Youth Uprising | South African History Online - SA History Online (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:J2DKEAVN

Comparison of Thermal Comfort Levels of Learning Spaces during Mid-season in Bayero University, Kano - S.M. Ali (AJEES, African Journal of Earth and Environmental Sciences, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:T47VFXVL 2129771:XGMVDQHJ 2486141:GZ99E4DN
Keywords: ⛔ No DOI found

Evaluating Neutral, Preferred and Comfort Range Temperatures and Computing Adaptive Equation for Kano Region - S.M. Ali (ARCHICULTURE, An International Journal that Promotes the Architecture of Human Culture with the Culture of Architecture. A publication of the Department of Architecture, Faculty of Environmental Sciences, 2021)
Place: Nigeria Publisher: University of Jos KerkoCite.ItemAlsoKnownAs: 2129771:7IW98W3K 2129771:9UP4SZ6P 2129771:HE44LB77 2129771:UV2TY3LB 2129771:WHTP6I6Y 2486141:QU7FP9D6 2486141:YCDDHB3J
Keywords: ⛔ No DOI found

Fallacy of summer overheating in the hot-dry climate: a case study of learning environments in Kano, Nigeria - S.M. Ali (AJEES, African Journal of Earth and Environmental Sciences, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:23HNYEEM 2129771:XKT3SMEA 2486141:GRWJ6L4Y
Keywords: ⛔ No DOI found

Indoor Environmental Quality (IEQ) in Hot-Dry Regions of Sub-Saharan Africa - S.M. Ali (BUK Press, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:ANDPTX52 2129771:PA2M2PAP 2486141:XP7DL92J

Investigating Acoustic and Indoor Air Qualities of Learning Environments in Bayero University, Kano - S.M. Ali (2021)
Place: Nigeria Publisher: University of Jos KerkoCite.ItemAlsoKnownAs: 2129771:3HK33LJ7 2129771:J92IE3TZ 2486141:BYY2S9GP
Keywords: ⛔ No DOI found

Measured and perceived visual qualities of learning environments in Bayero University, Kano Nigeria. Savanna, A journal of the Environmental and Social Sciences - S.M. Ali (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PXTETYRP 2129771:RLJSFHZA 2486141:ISV74JPD
Keywords: ⛔ No DOI found

The educational perception on artificial intelligence by elementary school teachers - Ryu, Miyoung; Han, Seonkwan (Journal of The Korean Association of Information Education, 2018)
Publisher: Korea Association of Information Education

Development of artificial intelligence education system for K-12 based on 4P - Ryu, Hyein; Cho, Jungwon (Journal of Digital Convergence, 2021)
Publisher: The Society of Digital Policy and Management
Keywords: ⛔ No DOI found

The intrinsic shape of spiral galaxies in the 2mass large galaxy atlas - Ryden, Barbara S. (The Astrophysical Journal, 2006)
Publisher: IOP Publishing KerkoCite.ItemAlsoKnownAs: 10.1086/500497 2129771:RNB8AMV6
Keywords: __C:filed:1

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

“If I can be a helper, one day I be a boss”–A case study of informal apprenticeship in Lusaka - Ryan, S (2015)
Despite recent high levels of economic growth, many young people in Zambia are trapped by poverty, unemployment or underemployment, and lack of access to skills development opportunities. Vocational training institutions cannot accommodate the vast numbers of school leavers every year, and often charge fees that are prohibitive to young people from poorer families. Young people remain significantly overrepresented in Zambia’s unemployment statistics. For those that do manage to secure work, it is predominantly in the informal economy, which currently accommodates over 90 of employed Zambians. Zambia faces a clear challenge to translate the economic gains of the past few years into improved livelihood conditions and decent work outcomes. With over 46 per cent of the population being under the age of 15, there is an urgent need for programs that provide young people in particular with skills development and employment opportunities. In this climate, informal apprenticeships may offer young people access to both affordable training and future employment. Informal apprenticeship, as defined by the International Labour Organization (ILO), is a written or oral training agreement under which a master craftsperson (MC) provides an apprentice (a young person) with training in all skills relevant to a trade. An apprentice gains tacit skills by working alongside a master craftsperson in a micro or small enterprise in the informal economy. Informal apprenticeships are anchored in the norms and traditions of a society, which shape the obligations and incentives for MCs to train others, and for apprentices to seek this kind of training. Costs and benefits are shared between the apprentice and master craftsperson (ILO, 2012). This study seeks to identify the norms and characteristics of informal apprenticeship in Zambia’s capital city, Lusaka. The study aims to provide guidance on how informal apprenticeships in Zambia can be supported and strengthened within the ILO’s mandate to improve the quality of apprenticeships within the informal economy. The study also aims to contribute to ILO’s body of knowledge on informal apprenticeship, describing both the local specificities of informal apprenticeship in urban Zambia, and how the training relates to ILO’s broader findings on informal apprenticeship in Africa. This study found that training within the informal economy is widely undertaken in the Lusaka region. However, the informal institutional framework for apprenticeships in Lusaka’s informal economy is currently less well established, compared to informal apprenticeships in West Africa. Written contracts were found to be non-existent, and verbal training agreements were considerably undefined. There is no specific term used for apprentices within the informal economy – young people join businesses as othandiza (helpers), but this term may apply both to those in an apprenticeship role, and casual workers brought in for temporary work. This study also determined a variety of training arrangements within the informal economy including fluid models of group-based learning, whereby a young person may learn from several experienced craftspeople in a ‘cluster’ of selfemployed operators. Despite these issues, vast numbers of Zambian young people still gain skills through working and learning in informal economy enterprises. The majority of apprentices reported that they join businesses with the key objective of acquiring all relevant trade skills - training within an informal enterprise was also found to be the primary source of skills development for MCs. While the lack of clear norms surrounding informal apprenticeship may be seen as problematic, many MCs and apprentices felt that the flexibility of terms supported, rather than hindered the apprentice - for instance, by the apprentice being able to progress quickly through the learning process. Incentive and obligation operate as strong binding mechanisms for both MCs and apprentices to complete the training in the absence of fixed institutional frameworks. Furthermore, the fluid nature of Zambian informal apprenticeships may mean that any future targeted interventions may be incorporated more easily. There is currently an enabling institutional environment for upgrading informal apprenticeship in Zambia. With the 2011 election of the Patriotic Front (PF) party to government, there is a renewed focus on the issues of youth, job creation, skills training, self-employment opportunities and the quality of jobs. The PF government has stated that they seek to involve youths in national development by ‘expanding educational facilities and vocational training to absorb all school leavers’, ‘collaborating with industry to provide learnership/apprenticeship practical training’, and ‘facilitating access to finance and to markets’ for young people (The Patriotic Front, 2011). Considering informal apprenticeship as a mode of vocational training in Zambia would clearly support government’s aim of creating a vocational training system capable of absorbing all school leavers. Recognition of informal training is further supported by reforms in TEVET policy, which call for a greater focus on training within and for the informal sector, and seek to diversify the modes in which training is delivered. Key interventions are required to upgrade informal apprenticeship to a robust mode of vocational training leading to gainful and decent employment for young people in Zambia. This report argues that TEVET policy needs to become more responsive to the informal economy, with the Apprenticeship Act revitalized, trade testing promoted more effectively, and informally acquired skills recognized. The quality of training needs to be improved, such as through providing MCs with skills development opportunities, introducing competency assessment measures, and strengthening training agreements. Decent work outcomes also need to be strengthened through supporting trade associations, providing greater access to finance for MCs and graduating apprentices, improving health and safety outcomes, and creating greater links between the formal and informal training and employment sectors.
KerkoCite.ItemAlsoKnownAs: 2129771:28YFYBHE 2317526:AESRQWBS
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; A:West Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; F:policy; HDR25; P:economy; R:case study; T:Ausbildung; T:Formal apprenticeship; T:Lehrlingsausbildung; T:TVET; T:Training; publicImportV1; ⛔ No DOI found

Identifying and prioritizing strategies to strengthen climate resilience of education systems - Ryan, Benjamin; Garner, Shelby; Flynnn, Rachael (2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10912284 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1128 ZenodoArchiveConcept: 10912283
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Marrakesh Treaty (MT) in Summary for Rwanda and its Organisations of Persons with Disabilities - Rwanda Union of the Blind (2022)

Competency-based curriculum - Summary of curriculum framework pre-primary to upper secondary - Rwanda Ministry of Education; Rwanda Education Board (2015)
KerkoCite.ItemAlsoKnownAs: 2486141:WVCJ7H38

Do extra hours of tutoring payoff? Evaluation of a community education programme in Bangladesh - Ruthbah, Ummul; Rabbani, Atonu; Hossain, Salim; Sarwar, Golam (Journal of Development Effectiveness, 2016)
Primary school dropout rate in Bangladesh is very high. Both the government and the NGOs have taken many initiatives to raise the quality of education and reduce the dropout rate. In this study we explore the impacts of supplementary tutoring provided to primary school students in different districts of Bangladesh. The goal of this programme is to reduce dropouts and to improve the class performance of the primary school students. We find that after-hour tutoring, offered to Grade 2 students, helped them to continue up to Grade 5. However, it did not exhibit any significant impact on test scores.
KerkoCite.ItemAlsoKnownAs: 10.1080/19439342.2015.1111922 2129771:F3LZCL6Z 2486141:CWJZE2NH
Keywords: _Added to LR; _G:reviewed

Use and Impact of Artificial Intelligence on Climate Change Adaptation in Africa - Rutenberg, Isaac; Gwagwa, Arthur; Omino, Melissa (African Handbook of Climate Change Adaptation, 2021)
Abstract Although Climate Change is a global phenomenon, the impact in Africa is anticipated to be greater than in many other parts of the world. This expectation is supported by many factors, including the relatively low shock tolerance of many African countries and the relatively high percentage of African workers engaged in the agricultural sector. High-income countries are increasingly turning their focus to climate change adaptation, and Artificial Intelligence (AI) is a critical tool in those efforts. Algorithms using AI are making better predictions on the short- and long-term effects of climate change, including predictions related to weather patterns, floods and droughts, and human migration patterns. It is not clear, however, that Africa is (or will be) maximally benefitting from those AI tools, particularly since they are largely developed by highly developed countries using data sets that are specific to those same countries. It is therefore important to characterize the efforts underway to use AI in a way that specifically benefits Africa in climate change adaptation. These efforts include projects undertaken physically in Africa as well as those that have Africa as their focus. In exploring AI projects in or about Africa, this chapter also looks at the sufficiency of such efforts and the variety of approaches taken by researchers working with AI to address climate change in Africa.
KerkoCite.ItemAlsoKnownAs: 2129771:QETNHH33 2129771:UWQS9ERY

Artificial Intelligence: A Modern Approach - Russell, SJ; Norvig, P (Pearson Education Limited, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:LT65NU9Z 2486141:9HFCRNYK

Automated vulnerability detection in source code using deep representation learning - Russell, Rebecca; Kim, Louis; Hamilton, Lei; Lazovich, Tomo; Harer, Jacob; Ozdemir, Onur; Ellingwood, Paul; McConley, Marc (2018 17th IEEE international conference on machine learning and applications (ICMLA), 2018)
KerkoCite.ItemAlsoKnownAs: 10.1109/ICMLA.2018.00120 4804264:397BVUGS
Keywords: Final_citation

Theories and research methodologies for design-based implementation research: Examples from four cases - Russell, Jennifer Lin; Jackson, Kara; Krumm, Andrew E.; Frank, Kenneth A. (Teachers College Record, 2013)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/016146811311501401 2129771:JULINTLU

2Dsearch: Facilitating reproducible and valid searching in evidence synthesis - Russell-Rose, T; Shokraneh, F (BMJ Evidence-Based Medicine, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:MZP7LJH2 2129771:NTIKMARG 2405685:N4IU2ZAD 2486141:NFPZ7TMZ
Keywords: ⛔ No DOI found

AI-Supported Simulation-Based Learning: Learners’ Emotional Experiences and Self-Regulation in Challenging Situations - Ruokamo, Heli; Kangas, Marjaana; Vuojärvi, Hanna; Sun, Liping; Qvist, Pekka (AI in Learning: Designing the Future, 2023)
This study explores learners’ emotional experiences and self-regulation and how they overcome stressful situations in a simulation-based learning environment (SBLE). We also examine what kinds of situations an AI tutor could be used to facilitate simulation-based learning. We will first present the theoretical background of the research dealing with self-regulated learning, followed by positive and negative emotions and situations in simulation-based learning. The research questions of the study are as follows: (1) What kinds of emotions do learners experience in simulation-based learning situations? (2) Through what kinds of SRL operations do learners aim to overcome challenging situations during simulation-based learning? and (3) In what kinds of situations could an AI tutor be used to facilitate simulation-based learning? To collect data, a 1-week experiment was conducted in August 2021. The data was collected using online observations, video recordings, and delayed stimulated recall interviews. The interview data was analyzed through a deductive thematic analysis process. The results of the study show that learners experienced various positive and negative emotions and emotions are deeply connected with learning. We need to do more research to describe these connections in more detail. According to the results, an AI tutor can provide help for decision-making and visualizing critical points and help learners ask questions to check vital points in the system.
Keywords: AI tutor; Challenging situations; Emotion; Self-regulation; Simulation-based learning

Scaling Learning Analytics up to the national level: the experience from Estonia and Uruguay - Ruiz-Calleja, Adolfo; Garcıa, Sofıa; Tammets, Kairit; Aguerrebere, Cecilia; Ley, Tobias (2019)
This paper analyzes the key aspects in the implementation of national-level LA and the limitations that current initiatives present. With this purpose, we present a multiple case study that describes six national-level LA projects in Uruguay and Estonia. By means of a data value chain, we synthesize the steps followed by the LA projects to extract meaning out of data and discusses the main issues related to scaling up LA. We found out that these LA projects are driven by political and not so much by educational- aspects. We also saw that integrating personal data from diﬀerent educational institutions is a key step in these projects, which entails technical, legal and administrative issues. We also see a big potential in national-level LA to provide a macro perspective that supports teachers, students, parents or school leaders to take evidence-based decisions.
KerkoCite.ItemAlsoKnownAs: 4804264:XXJNYITR
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Mapping National Digital Learning Platforms: Full Dataset - Rui, Tingting; Chuang, Rachel; Thinley, Sangay; AlSheikh Theeb, Thaer; Villavicencio, Xuzel; Hasiniavo, Rasolohery (EdTech Hub, 2023)
The dataset provided here as a link to a spreadsheet presents raw data from a global mapping exercise of 471 national digital platforms across 184 countries conducted by EdTech Hub as part of a Helpdesk request from UNICEF. The mapping exercise examined three key areas of availability, usability, and inclusivity of national digital learning platforms. Analysis from the dataset was used to generate a report on national digital learning platforms. The datasheet includes the authors’ organisation of the dataset under key indicators. Readers can use the datasheet to replicate or conduct their own analysis. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 10256767 ZenodoArchiveConcept: 10256766 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.10256767 10.53832/edtechhub.0178 2405685:SPWJF5UR
Keywords: _r:AddedByZotZen

Policy Implications for Teaching during the Health Emergency - Rudder, Roderick (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:L89GKITE 2486141:VE5Y4IEW
Keywords: _Added to LR; _T:reviewed

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

USAID/Kenya Primary Math and Reading (PRIMR) Initiative: Final Report - RTI International (RTI International, 2014)
PRIMR-USAID (final) KerkoCite.ItemAlsoKnownAs: 2129771:ELH5JF8U 261495:QHFCGZVU

The EdTech Report 2019/20 - The Growth of Technology in Education | RS Components - RS (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:VDFE45JF

(untitled) - Roy, Paramita (International Journal of Innovative Knowledge Concepts, 2018)
Keywords: ⛔ No DOI found

‘It’s destroyed me completely’: Kenyan moderators decry toll of training of AI models - Rowe, Niamh (The Guardian, 2023)
Employees describe the psychological trauma of reading and viewing graphic content, low pay and abrupt dismissals
KerkoCite.ItemAlsoKnownAs: 2486141:NHJ56NLX
Keywords: Artificial intelligence (AI); ChatGPT; Computing; Kenya; Meta; OpenAI; Technology

The importance of theoretical positioning and the relevance of using bibliometrics for literature reviews - Rowe, Frantz; Kanita, Nada; Walsh, Isabelle (Journal of Decision Systems, 2023)
The theoretical positioning of a review is of the utmost importance in terms of its contribution to knowledge. This paper clarifies the significance of this design principle for different types of review i.e. for describing, understanding, explaining or testing purposes. Furthermore, new tools now mean that it is both possible and relevant for bibliometrics novices to use bibliometrics to support literature reviews. Applying the BIBGT method and combining two bibliometric techniques – co-citation analysis of references and bibliographic coupling of documents – can enhance the efficiency of the first three types of literature review. This paper provides examples of published works that apply BIBGT to each of these types of review and highlights the bibliometric software used. It concludes with a survey of promising applications for all researchers and makes recommendations for both experienced literature review researchers and literature review novices.
KerkoCite.ItemAlsoKnownAs: 10.1080/12460125.2023.2217646 2129771:NBJDCCYV 2405685:HGQ8Z5G8 2486141:AH357B5B
Keywords: _Added-ailr-2024

GIS in Northern Ireland secondary schools: mapping where we are now - Roulston, Stephen (International Research in Geographical and Environmental Education, 2013)
A number of studies suggest that integrating Geographical Information Systems (GIS) into Geography teaching in schools has been and is challenging, and it seems that much of the early promise for the technology supporting learning in Geography has not been realised. This paper examines the progress made in Northern Ireland in implementing GIS in secondary schools. The deployment of a centrally procured entry-level GIS, in the context of a programme of centralised provision of information and communication technology (ICT) services to all schools, is examined and the results of an online survey of 85 Geography teachers provides an insight into how effective that provision has been. This combination of a regional strategy on GIS, curriculum changes and increased access to computers seems to have ensured that GIS is being used in many Geography classrooms. There is evidence that a range of GI systems are being used in schools and in a number of different ways, but mostly for teacher rather than for pupil use at present. Teachers expressed a need for coordinated training in order to make full use of the hardware and software available.
Publisher: Routledge _eprint: https://doi.org/10.1080/10382046.2012.759437
Keywords: C2k; Geographic Information Systems; Northern Ireland; _C:Australia AUS; _C:Germany DEU; _C:Ireland IRL; _C:Singapore SGP; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; geography education

WAYZ: a co-designed touch-ready game for children with special needs to assess and improve visual perception skills - Rougnant, Alexis; Gelsomini, Mirko; Garzotto, Franca (2017 IEEE 25th International Requirements Engineering Conference Workshops (REW), 2017)
00001 KerkoCite.ItemAlsoKnownAs: 10.1109/rew.2017.40 10/gf62hc 2129771:8GB9IX59 2129771:W27MZW5C
Keywords: __C:filed:1; __C:scheme:1

Transnational Skills Partnerships between Ghana and North Rhine-Westphalia - Rother, Stefan; Setrana, Mary B. (2021)
This exploratory study discusses the potential for a transnational skills partnership in the construction sector between Ghana and the German state of North Rhine-Westphalia (NRW). Ghana is considered to be a particularly suited partner country due to its young workforce, democratic and economic stability and high regard for technical and vocational education and training (TVET). This high regard, though, is not matched yet by a high level of formal training. This study recommends a type of partnership, where the TVET sector could benefit from further development in terms of standards, employability and balancing practical and theoretical aspects of formal education. This would be a significant addition to the established benefits of the triple-win approach where the destination would benefit from the supply of skilled labour while the country of origin and the migrants themselves would benefit from upskilling and remittances.
KerkoCite.ItemAlsoKnownAs: 2129771:YSBTVRFD 2486141:8TMTV6JS

Democracy on the Move? The Potential Link Between Circular Migration and Democratization - Rother, Stefan (2016)
This chapter argues that circular migration may contribute to transformation in areas that have so far been rarely touched upon in the debate. Besides the transfer of financial remittances and professional skills, political and (un)democratic attitudes and practices may also be diffused through temporary or circular migration. Based on a survey among 1000 Philippine return migrants from six destinations and qualitative research, this chapter shows that at an individual level, the migration experience may have a positive or negative influence on the democratic attitudes of migrants. This effect might be enforced through circular migration, because it provides the migrant with a regular “reality check” in comparing home and destination country. The findings are discussed with reference to a clearly democratic country (Japan), a clearly authoritarian state (Saudi Arabia) and the “special case” of Hong Kong. For policy makers, the case studies allow to draw a conclusion that opens up new vistas: If circular migrants should contribute to the development in their home countries, it is of utmost importance to provide them with opportunities for organizing and political participation while being abroad.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-319-28896-3_10 2129771:XI7XT3U4 2486141:YC8UH4AJ

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

Epistemic mediation: Video data as filters for the objectification of teaching by teachers - Roth, Wolff-Michael (Video Research in the Learning Sciences, 2007)
Learning science researchers attempting to understand situated human practices traditionally have relied on ethnographic observation and field notes recorded after the events have occurred. However, as Jordan and Henderson articulated in the opening quote, they are faced with the gap between accounts of action and (situated) ac-tions themselves. The problem is heightened when learning science researchers become themselves participants in the setting under study. Thus, a number of learning science researchers-including Magdalene Lampert, Jim Minstrell, David Hammer, and myself-conducted research on cognition and instruction all the while teaching the lessons that are the focus of their studies. Furthermore, an increasing number of teachers continue their formal education and become learning science researchers and teach at elementary and secondary schools. Teacher-researchers are confronted with particular challenges arising from the fact that they are participants in rather than onlookers to the situation to be analyzed and theorized. They are interested rather than disinterested participants, and therefore have something at stake, which harbors particular dangers for the quality of the analyses of learning and instruction in their classrooms that accompany the analytic advantages that derive from their insider role (Roth & Tobin, 2002). Video, as the second quote shows, provides opportunities to teacher-researchers to see themselves and their experiences differently, even pertaining to their own actions. In the second quote, Christina described how watching herself on videotape allowed her notice that she was standing a lot next to the chalkboard even when it was not used during interactions with students. That is, by means of the video, she became aware of her own actions in a different way.
KerkoCite.ItemAlsoKnownAs: 2129771:D4TXLE5U 2405685:MSWLJ5Z6

Teachers Learning Together: Large-scale approaches to teacher communities of practice - Rossignoli, Serena; Amenya, Donvan; Kamana, Dieudonne; Tiganescu, Andrea; Kudenko, Irina (Education Development Trust, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:U44EAVHV 2405685:KJU6N64C 2405685:WFJZTGQZ
Keywords: C:Kenya / Rwanda; _C:Kenya KEN; _C:Rwanda RWA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

The political economy of teacher management reform in Indonesia - Rosser, Andrew; Fahmi, Mohamad (International Journal of Educational Development, 2018)
Indonesia faces serious problems in the number, cost, quality and distribution of teachers. In recent years, its central government has introduced a range of reforms to address these problems but they have produced modest results. This paper suggests that this outcome reﬂects the way in which predatory political and bureaucratic elites have used the school system for decades to accumulate resources, distribute patronage, mobilize political support, and exercise political control rather than promote improved learning outcomes. Eﬀorts to reduce teacher numbers, enhance teacher quality, and improve teacher distribution have accordingly constituted an assault on the interests of these elites, provoking powerful, if often subterranean, resistance. Broadly, reform has only occurred where the central government has employed policy instruments that have disciplined local governments and maintained a commitment to these instruments in the face of resistance. The paper concludes by assessing the implications for Indonesian education.
Keywords: _C:Australia AUS; _C:Indonesia IDN; _C:Netherlands NLD; _C:Singapore SGP; _C:Thailand THA; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

Un modèle dédié à la conception et l’analyse de ressources numériques visant leur appropriation par les élèves - Rosillo, Taïma del Carmen Pérez (Université de Lyon, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:6TQI38HG 2129771:8A5QUNPL 2129771:98U7KFIX 2129771:YU76DWWY
Keywords: _C:Argentina ARG; _C:Australia AUS; _C:Brazil BRA; _C:Canada CAN; _C:France FRA; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Proposal to the Spencer Foundation: Research Grants on Education: School’s Out For . . . Spring? Understanding the Response of School Districts in the United States to COVID-19-Related Disruptions - Rosenberg, Joshua; Rutherford, Teomara; Anderson, Daniel; White, Rachel S.; Nguyen, Ha; Kimmon, Royce (Open Science Framework, 2020)
There is no doubt that public education has suffered as a result of the COVID-19 pandemic. Researchers are comparing the COVID slide to summer learning loss, noting this loss could be much worse for those already underserved by U.S. schools (Kuhfeld & Tarasawa, 2020). In order to understand who this loss impacts and how, we need data on school, district, and statewide responses to the pandemic as it unfolded. Luckily, these data are available, as school districts across the country updated their communities about plans for spring 2020. To capture these updates, our team uses multiple approaches for collecting COVID-19-related information via school district websites and social media to create a new, nationwide dataset of district responses.We also analyze how these responses relate to contextual characteristics of districts and their surrounding communities, which will provide a picture of how district characteristics may drive disparities in access to and quality of schooling during the pandemic. Identifying these associations are critical for understanding and disrupting the reproduction and deepening of educational inequality caused by the COVID-19 crisis. The resulting dataset will provide researchers with the information necessary to understand how education during the pandemic may impact students for years to come.
KerkoCite.ItemAlsoKnownAs: 10.31219/osf.io/9j2cu 2129771:H88X8NN8

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

Identifying Disability In Household Surveys: Evidence On Education Access And Learning For Children With Disabilities In Pakistan - Rose, Pauline; Singal, Nidhi; Bari, Faisal; Malik, Rabea; Kamran, Sahar (REAL Centre, Faculty of Education, University of Cambridge, 2018)
This policy brief presents key findings from data on education of children with disabilities in Pakistan with respect to both access and learning. It draws on data from on-going research as part of the ESRC-DFID funded Teaching Effectively All Children (TEACh) project, along with data from ASER Pakistan.
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.1247087 2129771:2TPHN282 2339240:88XND2WW 2405685:WUWYE7JH
Keywords: _zenodoOTHER

Targeted and Multidimensional Approaches to Overcome Inequalities in Secondary Education for Adolescent Girls: The Impact of the Campaign for Female Education (CAMFED) Program in Tanzania and Zimbabwe - Rose, Pauline; Sabates, Ricardo; Delprato, Marcos; Alcott, Ben (Comparative Education Review, 2022)
In many low- and lower-middle-income countries, key barriers to girls’ secondary school access and learning include poverty, school inaccessibility, poor school quality, and lack of gender-sensitive practices in the classroom. The nongovernmental organization, Campaign for Female Education (CAMFED), provides a range of financial, pedagogical, and community-supported interventions aimed at removing these barriers in government secondary schools in Tanzania and Zimbabwe. Using longitudinal data, we adopt quasi-experimental methods to examine the impact of the CAMFED program on reducing secondary school dropout and improving test scores in English and mathematics. Results suggest that the CAMFED program has a significant effect on both improving access and learning for the most disadvantaged adolescent girls. However, low-performing learners remain particularly at risk of dropout, necessitating further consideration and support for these girls.
Publisher: The University of Chicago Press KerkoCite.ItemAlsoKnownAs: 10.1086/721849 2129771:WJ5MNQCB

Launch of the African Education Research Database - Rose, Pauline; Mitchell, Rafael; Asare, Samuel (2018)
Keywords: ⛔ No DOI found

Mapping the landscape of education research by scholars based in sub-Saharan Africa Insights from the African Education Research Database - Rose, Pauline; Downing, Pheobe; Asare, Samuel; Mitchell, Rafael (Zenodo, 2019)
This report outlines key features of education research undertaken by scholars based in sub-Saharan Africa, as represented in the African Education Research Database. The database catalogues social science research with implications for education policy and practice in sub-Saharan Africa, published in reputable journals and written by at least one researcher based in the region. In exclusively cataloguing research conducted by researchers based in sub-Saharan Africa, the African Education Research Database is a unique resource for educational development research and policy in the region.
KerkoCite.ItemAlsoKnownAs: 2129771:FN3TL7BJ 2129771:JEFYLQ87
Keywords: ⛔ No DOI found

Analysing Digital Literacy Frameworks - Rosado, Eliana; Belisle, Claire (2006)
This paper presents the comparative analysis of ten frameworks for ICT and Education. These frameworks have been selected as representative of the different policies and strategies deployed by governments from the turn of the century to 2005 to address the digital literacy educational challenge. The analysis focuses on the characteristics of these frameworks, and on the ultimate results that have been attributed to them. A more detailed description of each one can be found in the accompanying information files that make up the annexes. Résumé : Ce document comporte une analyse comparative de dix programmes-cadres pour l'intégration des technologies de l'information et de la communication dans l'éducation. Ces programmes ont été sélectionnés en tant que représentatifs des différentes politiques et stratégies d'éducation mises en oeuvre par les gouvernements ces dix dernières années pour répondre au défi de la litéracie numérique. Cette analyse porte principalement sur les caractéristiques de ces programmes et sur les résultats qui leur ont été attribués. Une description plus complète de chaque programme est accessible dans le document annexe.
KerkoCite.ItemAlsoKnownAs: 2129771:BA4RBJCT
Keywords: ⛔ No DOI found

A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university - Rooyen, Carina Van; Marais, Ingrid Estha (Scholarship of Teaching and Learning in the South, 2018)
In a highly unequal society such as South Africa, higher education is seen as having a social justice mandate to widen participation, and using technology is one way to achieve this. One university in South Africa made mobile devices compulsory for all first-year students since 2014. This article, drawing on data collected from first-year Humanities students at this university, attempts to understand whether the use of mobile devices for learning met requirements for a socially just pedagogy. We used a sequential mixed methods research design, first surveying the first-year Humanities students in late 2015, and then followed up with focus group discussions in 2016 and early 2017. We utilise Nancy Fraser’s idea of ‘participatory parity’ to unpack a socially just pedagogy, and specifically focus on the component of access to resources. We found that most students had functional access to devices and on-campus data. The manner in which these were accessed was affirmative, rather than transformative. By extending the notion of access beyond just opportunity (functional access as owning or having access to a device and data), to also knowing how to use the opportunity (digital access through digital literacies and fluencies), we found that our case study fell short of being socially just pedagogy. We urge that lecturers take up a central role in enabling students to use their devices for transformative learning. How to cite this article:VAN ROOYEN, Carina; MARAIS, Ingrid Estha. A socially just pedagogy in the use of mobile devices in higher education? The case of Humanities first-year students at a South African university. Scholarship of Teaching and Learning in the South v. 2, n. 2, p. 53-70, Sept. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=66 This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
Publisher: University of Johannesburg KerkoCite.ItemAlsoKnownAs: 10.36615/sotls.v2i2.66 2129771:3H667WQZ
Keywords: _C:France FRA; _C:India IND; _C:Saudi Arabia SAU; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

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

Baseline Study for Distance Technical and Professional Education in Mozambique - Romiszowski, A (2015)
This baseline study has been undertaken to describe and analyse the current situation with respect to TVET, in order to evaluate the needs and the viability of employing open and distance Learning (ODL), and in particular eLearning in a flexible and blended approach. The main focus of the study is directed to that part of the system that is under the responsibility of the National Directorate for Technical and Professional Education (DINET) – namely the pre-tertiary level public-sector TVET institutions. These institutions are classified into three levels, equivalent to the subdivisions of the general education system: elementary, basic and medium, the last being equivalent to high school – the 11th and 12th grades. Elementary level courses are offered in 36 technical schools, 28 offer basic level courses and 19 offer courses at the medium level, a total of 85.
KerkoCite.ItemAlsoKnownAs: 2129771:EI9BPEQX 2317526:UK28UYUK
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Mozambique; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:manufacture; P:teachers; P:technology; Q:ICT; Q:ODEL; Q:distance education; Q:open education; T:Ausbildung; T:Educação Profissional Técnica de Nível Médio; T:TVET; T:competency-based training; T:professional and vocational education; T:trainee; publicImportV1

Tackling Climate Change with Machine Learning - Rolnick, David; Donti, Priya L.; Kaack, Lynn H.; Kochanski, Kelly; Lacoste, Alexandre; Sankaran, Kris; Ross, Andrew Slavin; Milojevic-Dupont, Nikola; Jaques, Natasha; Waldman-Brown, Anna; Luccioni, Alexandra Sasha; Maharaj, Tegan; et al. (ACM Computing Surveys, 2023)
Climate change is one of the greatest challenges facing humanity, and we, as machine learning (ML) experts, may wonder how we can help. Here we describe how ML can be a powerful tool in reducing greenhouse gas emissions and helping society adapt to a changing climate. From smart grids to disaster management, we identify high impact problems where existing gaps can be filled by ML, in collaboration with other fields. Our recommendations encompass exciting research questions as well as promising business opportunities. We call on the ML community to join the global effort against climate change.
KerkoCite.ItemAlsoKnownAs: 2129771:SM92Q9NL 2129771:SU4ITE8G

Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study - Rolleston, C.; Hoddinott, J.; Dawit, T.; Sabates, R.; Woldehanna, T. ((RISE Working Paper Series 21/071). Research on Improving Systems of Education (RISE): Oxford, UK. (2021), 2021)
Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N= 3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls
Issue: 21/071 Num Pages: 35 Number: 21/071 Place: Oxford, UK Publisher: Research on Improving Systems of Education (RISE) KerkoCite.ItemAlsoKnownAs: 2129771:3HTC7DZW

P for Platform. Architectures of large-scale participatory design - Roland, Lars Kristian; Sanner, Terje Aksel (2017)
Participatory Design (PD) has traditionally been committed to extensive interaction between developers and situated users to mitigate the disempowering consequences of computerization, such as the deskilling of labour workers. However, the widespread adoption of off-the-shelf software and the emergence of complex information system architectures with interdependencies across user groups and organizations challenge the applicability of traditional custom PD. Pressure is put on PD to scale with initiatives that span an increasing number and distribution of heterogeneous settings, developers, users and uses over time. In this article, we follow a PD project that started out in post-apartheid South Africa more than two decades ago. The project, which centres on the development of a software product for decentralised public health care management, has since grown into a venture with a significant footprint in the Global South. In order to problematise the scaling of key aspects of PD, such as the politics of design, the nature of participation and participatory design techniques, we first review extant literature and develop a classification of four different types of PD with respect to scale. We then apply the typology to our empirical case to discuss PD in relation to architectural traits at different stages of project scale. We contribute to PD literature by addressing the exploratory research question: What role does architecture play in large scale PD? Specifically, the study highlights how an emergent platform architecture and its surrounding ecosystem co-constitute a platform for participation in design.

6. ORACY AND LITERACY IN THE MAKING - ROJAS-DRUMMOND, SYLVIA; MÁRQUEZ, ANA MARÍA; HOFMANN, RIIKKA; MAINE, FIONA; RUBIO, ANA LUISA; HERNÁNDEZ, JOSÉ; GUZMÁN, KISSY (Open Spaces for Interactions and Learning Diversities, 2016)
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 10.1007/978-94-6300-340-7_6 2129771:JE8AUXQT
Keywords: __C:filed:1

Oracy and Literacy in the Making: Collaborative Talk and Writing in Grade 6 Mexican Classrooms - Rojas-Drummond, Sylvia; María, Márquez Ana; Riikka, Hofmann; Fiona, Maine; Luisa, Rubio Ana; José, Hernández; Kissy, Guzmán (Open Spaces for Interactions and Learning Diversities, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:VEIVJHU5 2129771:YVNPCHV3
Keywords: __C:filed:1

Impact of childhood screening for disability/impairment on education and learning - Rohwerder, Brigitte (2017)
Evidence indicates that disability is a leading cause of marginalisation in education, with enrolment, primary school completion and literacy rates consistently falling below those of non-disabled children, as children with disabilities are ‘less likely to attend or remain in school, have lower transition and completion rates and do not achieve the levels of results of their peers’ (Wapling, 2016, p. 3). A number of screening tools have been used in low and middle income countries, including in schools, to identify children at risk of disability and to direct them to appropriate help. However, as many children with disabilities are out of school, screening which takes place solely in schools may miss them. New and innovative screening technologies and tools are being developed, with the aim of overcoming some of the challenges faced in low and middle income countries. However, there appears to be very little evidence which looks at the impact of screening on education and learning outcomes of children with disabilities. A systematic review of education for children with disabilities in low and middle income finds that there is relatively little formal research which assesses strategies for ensuring quality education for children with disabilities, including in relation to impairment identification (Wapling, 2016, p. 3).
Accepted: 2017-11-23T17:16:51Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:I3Q7YQNJ 4869029:QQ9YXHHM
Keywords: ⛔ No DOI found

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (International Review of Research in Open and Distance Learning, 2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i6.2033 4804264:4EYU4CBF
Keywords: Access to education; Digital Divide; Distance learning; Education; Final_citation; MOOCs; Socioeconomic factors; cited; existing

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (International Review of Research in Open and Distance Learning, 2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v16i6.2033 2129771:49G4433U 2129771:X3FHYJG2 2339240:TMLV4IRN
Keywords: Access to education; Digital Divide; Distance learning; Education; MOOCs; Socioeconomic factors