Tanzania Weather & Climate - Natural habitat adventures (2022)
Tanzania has a generally comfortable climate year-round. Browse this month by month break down of weather and climate in Tanzania.
KerkoCite.ItemAlsoKnownAs: 2129771:6NSGMVM4 4682641:SN6WXZXP

Loans and scholarships in Africa’s higher education finance: a comparative analysis of capitation, policy and recoveries in eleven countries. - Nayame-Chirwa, Ireen; Masaiti, Gift; Mwale, Nelly; Mkandawire, Sitwe Benson; Mulenga, Innocent Mutale; Sichula, Noah Kenny (2022)
Publisher: British Journal of Education, 10 (16), 67-88
Keywords: ⛔ No DOI found

EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone - Nicolai, Susan; Jefferies, Kate; Lockhart, Ashley Stepanek (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:T6FMMLTA
Keywords: Final_citation; cited; existing

EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone - Nicolai, Susan; Jefferies, Kate; Stepanek Lockhart, Ashley (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7074857 ZenodoArchiveConcept: 7074856 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6326179 10.5281/zenodo.7074857 10.53832/edtechhub.0114 2129771:VN6G6ARB 2405685:K5BJUBRE 2405685:U6G7C62D
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Teaching and learning of mathematics in the context of the National Numeracy Programme: Finding from a rapid in-depth qualitative study - Oliveira, Andre Correa de; Kanyoza, Charity; Boilo, Violet; Chidothi, Emmanuel; Kadzamira, Esme; Mpoola, Dorothy; McBurnie, Chris; Phiri, Magret; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7568301 ZenodoArchiveConcept: 7568300 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7568301 10.53832/edtechhub.0177 2405685:2AN8XVIA
Keywords: Author:OpenDevEd; _forthcoming; _r:AddedByZotZen

Teaching Digital Ethics in Information Systems - Paltiel, Minna; Cheong, Marc; Coghlan, Simon; Lederman, Reeva (2022)
Keywords: ⛔ No DOI found

Girls’ education and climate change: A critical review of the literature - Pankhurst, Camilla (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:CBWZTHE2 5072953:H8GVVHIV
Keywords: selected_for:effects of climate ch...on learning...LMICs 2024

Development of special needs classroom prototypes to respond to the sensory needs of students with exceptionalities - Patel, Tina; Dorff, Juliann; Baker, Allison (Archnet-IJAR: International Journal of Architectural Research, 2022)
Publisher: Emerald Publishing Limited

Assessment of school Learning Continuity Plan (LCP) implementation: Basis for policy formulation - Peregrino, Lilia P.; Javillonar, Mark G.; Caballes, Dennis G.; Necio, Chona R.; Ramirez, Amor B. (Journal of Social, Humanity, and Education, 2022)
KerkoCite.ItemAlsoKnownAs: 10.35912/jshe.v2i3.967 2129771:XNHZ7GWK

Poor indoor climate: Its impact on health and life satisfaction, as well as its wider socio-economic costs - Phillips, William; Janta, Barbara; Gehrt, Daniel; Flemons, Lillian; Gkousis, Evangelos; Cole, Sam; Smith, Pamina; Hafner, Marco (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:GLCGM6ZP 4682641:NHR73DX9
Keywords: BE:Annotated; BE:RELEVANT

Blueprint for Inclusive Research & Development in Education: A Data-Driven Approach to Organize and Articulate Research Data Needs for Equitable Evaluation - Pratihast, Susmita; Mote, Erin (2022)
In the field of education, there is a gap between research and practice. Lack of data standardization and collection inhibits comparability and generalizability of findings in the context of population heterogeneity. Mapping of education research inquiries to local heterogeneous data representations from different repositories is expensive and creates barriers for content comprehensiveness in research. The paper focuses on design and usability of the Blueprint, an organizing data framework that summarizes key elements to represent education data needs to improve articulation of data needs and allow practitioners to be part of an inclusive research and development process in collaboration with the research community. The design process included an exhaustive landscape analysis of established data standards, conceptual frameworks in education domains as well as publicly available databases and indicators. This was supported by the analysis of current evidence and research base with the use of natural language processing techniques and topic modeling approaches. This methodology was used to validate and inform the inclusion of different elements in the Blueprint. A large stakeholder review process was adopted to further enhance and refine the Blueprint. With a generalizability score of 77% across multiple pilot studies, the paper focuses on the results of the pilot studies and demonstrates the real-world use cases for widespread applicability and scalability in the sector.
KerkoCite.ItemAlsoKnownAs: 10.54808/ICSIT2022.01.19 2129771:DQMC8R7B 4426965:EBSY8SPP 4426965:ZKSZ4YV5

Design for Scale - Principles of Digital Development (Principles for Digital Development, 2022)
Achieving scale requires adoption beyond an initiatives pilot population and often necessitates securing funding or partners that take the initiative to new communities or regions.
KerkoCite.ItemAlsoKnownAs: 4804264:KNYN657I
Keywords: Final_citation; cited; existing

Policies and interventions to remove gender-related barriers to girls' school participation and learning in low- and middle-income countries: A systematic review of the evidence - Psaki, Stephanie; Haberland, Nicole; Mensch, Barbara; Woyczynski, Lauren; Chuang, Erica (Campbell Systematic Reviews, 2022)
Background Gender disparities in education continue to undermine girls' opportunities, despite enormous strides in recent years to improve primary enrolment and attainment for girls in low- and middle-income countries (LMICs). At the regional, country and subnational levels gender gaps remain, with girls in many settings less likely to complete primary school, less likely to complete secondary, and often less likely to be literate than boys. The academic and policy literatures on the topic of gender-related barriers to girls' education are both extensive. However, there remain gaps in knowledge regarding which interventions are most likely to work in contexts with different combinations of barriers. Objectives This systematic review identified and assessed the strength of the evidence of interventions and exposures addressing gender-related barriers to schooling for girls in LMICs. Search Methods The AEA RCT Registry, Africa Bibliography, African Education Research Database, African Journals Online, DEC USAID, Dissertation Abstracts, EconLit, ELDIS, Evidence Hub, Global Index Medicus, IDEAS-Repec, Intl Clinical Trials Registry, NBER, OpenGrey, Open Knowledge Repository, POPLINE, PsychINFO, PubMed, Research for Development Outputs, ScienceDirect, Sociological Abstracts, Web of Science, as well as relevant organization websites were searched electronically in March and April of 2019. Further searches were conducted through review of bibliographies as well as through inquiries to authors of included studies, relevant researchers and relevant organizations, and completed in March 2020. Selection Criteria We included randomized controlled trials as well as quasi-experimental studies that used quantitative models that attempted to control for endogeneity. Manuscripts could be either published, peer-reviewed articles or grey literature such as working papers, reports and dissertations. Studies must have been published on or after 2000, employed an intervention or exposure that attempted to address a gender-related barrier to schooling, analyzed the effects of the intervention/exposure on at least one of our primary outcomes of interest, and utilized data from LMICs to be included. Data Collection and Analysis A team of reviewers was grouped into pairs to independently screen articles for relevance, extract data and assess risk of bias for each included study. A third reviewer assisted in resolving any disputes. Risk of bias was assessed either through the RoB 2 tool for experimental studies or the ROBINS-I tool for quasi-experimental studies. Due to the heterogeneity of study characteristics and reported outcome measures between studies, we applied the GRADE (Grading of Recommendation, Assessment, Development and Evaluation) approach adapted for situations where a meta-analysis is not possible to synthesize the research. Results Interventions rated as effective exist for three gender-related barriers: inability to afford tuition and fees, lack of adequate food, and insufficient academic support. Promising interventions exist for three gender-related barriers: inadequate school access, inability to afford school materials, and lack of water and sanitation. More research is needed for the remaining 12 gender-related barriers: lack of support for girls' education, child marriage and adolescent pregnancy, lack of information on returns to education/alternative roles for women, school-related gender-based violence (SRGBV), lack of safe spaces and social connections, inadequate sports programs for girls, inadequate health and childcare services, inadequate life skills, inadequate menstrual hygiene management (MHM), poor policy/legal environment, lack of teaching materials and supplies, and gender-insensitive school environment. We find substantial gaps in the evidence. Several gender-related barriers to girls' schooling are under-examined. For nine of these barriers we found fewer than 10 relevant evaluations, and for five of the barriers—child marriage and adolescent pregnancy, SRGBV, inadequate sports programs for girls, inadequate health and childcare services, and inadequate MHM—we found fewer than five relevant evaluations; thus, more research is needed to understand the most effective interventions to address many of those barriers. Also, nearly half of programs evaluated in the included studies were multi-component, and most evaluations were not designed to tease out the effects of individual components. As a result, even when interventions were effective overall, it is often difficult to identify how much, if any, of the impact is attributable to a given program component. The combination of components varies between studies, with few comparable interventions, further limiting our ability to identify packages of interventions that work well. Finally, the context-specific nature of these barriers—whether a barrier exists in a setting and how it manifests and operates—means that a program that is effective in one setting may not be effective in another. Authors' Conclusions While some effective and promising approaches exist to address gender-related barriers to education for girls, evidence gaps exist on more than half of our hypothesized gender-related barriers to education, including lack of support for girls' education, SRGBV, lack of safe spaces and social connections, inadequate life skills, and inadequate MHM, among others. In some cases, despite numerous studies examining interventions addressing a specific barrier, studies either did not disaggregate results by sex, or they were not designed to isolate the effects of each intervention component. Differences in context and in implementation, such as the number of program components, curricula content, and duration of interventions, also make it difficult to compare interventions to one another. Finally, few studies looked at pathways between interventions and education outcomes, so the reasons for differences in outcomes largely remain unclear.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/cl2.1207 KerkoCite.ItemAlsoKnownAs: 2129771:3QB864LP 2129771:QGX3RJ8Q

Year long monitoring of indoor air quality and ventilation in school classrooms in Victoria, Australia - Rajagopalan, Priyadarsini; Andamon, Mary Myla; Woo, Jin (Architectural Science Review, 2022)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/00038628.2021.1988892 2129771:JYKTZFVU 4682641:7VMXIBCD
Keywords: BE:RELEVANT

MOLDOVA – DIGITAL EDUCATION READINESS ASSESSMENT 2021-22 - Rajasekaran, Subhashini; Casap, Lucia (World Bank Group, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:CCMRTN9Y 4804264:CZ8Q2EKC 4804264:R5WK3K53
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Kenya Digital Master Plan 2022-2032 - Republic of Kenya ICT Authority (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:FFGGH75Q 5242966:K4DDRZZZ

RTAC 4C3A Factsheet - Research Technical Assistance Center (Research Technical Assistance Center, 2022)
NORC at the University of Chicago KerkoCite.ItemAlsoKnownAs: 2129771:L8Z8J8W3

RTAC Communication Products - Research Technical Assistance Center (Research Technical Assistance Center, 2022)
NORC at the University of Chicago KerkoCite.ItemAlsoKnownAs: 2129771:FN9GPIAU

RTAC Plan - Research Technical Assistance Center (Research Technical Assistance Center, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:8BA9MTCQ 2129771:KLUU32K6
Keywords: ⛔ No DOI found

RTAC Stakeholder Analysis - Research Technical Assistance Center (Research Technical Assistance Center, 2022)
NORC at the University of Chicago KerkoCite.ItemAlsoKnownAs: 2129771:BAC2W33S

RTAC Toolkit: Troubleshooting Guide - Research Technical Assistance Center (Research Technical Assistance Center, 2022)
NORC at the University of Chicago KerkoCite.ItemAlsoKnownAs: 2129771:XAXC3LKA

DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes - Riina, Vuorikari; Stefano, Kluzer; Yves, Punie (Publications Office of the European Union, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:IMTEZ37V 5242966:FUE6JI2S

Sustainability and science and technology teacher education: A review of the literature - Rocksén, Miranda; Vhurumuku, Elaosi; Svensson, Maria (Science and Technology Teacher Education in the Anthropocene, 2022)
To introduce the theme of this book, in this chapter, we report the results from a review of the pertinent research literature, from South Africa and Sweden, focusing on approaches to sustainable development in science and technology teacher education. The 25 studies, selected for content analysis, were categorised into six approaches: (1) studies with content-focus, (2) studies of interdisciplinary approaches, (3) approaches proposing significant changes in teaching practices, (4) approaches challenging educational paradigms, (5) approaches developing theoretical models and (6) approaches towards effective integration of sustainable development in curricula. Although papers from both countries agree that contemporary challenges emanating from unsustainable exploitation of the environment and earth's resources necessitate reorientation in science and technology teacher education, there are differences in the ways in which this is approached. In Sweden, the emphasis has been on understanding and developing teachers’ and learners’ sustainability competencies, while in South Africa, the major focus has been on developing teachers’ pedagogical practices and implementation of policies and curricula.
Num Pages: 20 KerkoCite.ItemAlsoKnownAs: 2129771:DCPXWJFL
Keywords: _genre:LR-literature_review

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

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

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

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

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)

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

Localización de la demanda insatisfecha de instituciones educativas. Una propuesta metodológica basada en sala de cuatro (4) años de nivel inicial en Argentina - Sendón, María Alejandra (2022)
KerkoCite.ItemAlsoKnownAs: 2405685:46KQBBWV 4042040:TH2JHXFY

Remote sensing and AI for building climate adaptation applications - Sirmacek, Beril; Vinuesa, Ricardo (Results in Engineering, 2022)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 2129771:CIJ7A7WG 2129771:QZQCI2BK

Early Grade Reading in South Africa - Spaull, Nic; Pretorius, Elizabeth (Oxford University Press, 2022)
Keywords: ⛔ No DOI found

Early Grade Reading and Mathematics Interventions in South Africa - Interventions - Spaull, Nic; Taylor, Stephen (Oxford University Press, 2022)

What Is Web3? - Stackpole, Thomas (Harvard Business Review, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:DGML3FPT
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions - Su, Jiahong; Zhong, Yuchun (Computers and Education: Artificial Intelligence, 2022)
Publisher: Elsevier
Keywords: ❓ Multiple DOI

Educando en multi-emergencias: Un estudio cualitativo sobre el bienestar en docentes nicaragüenses - , SUMMA (SUMMA - KIX LAC, 2022)

TPD@Scale Compendium. Foundation for Information Technology Education and Development. - TPD@Scale Coalition for the Global South (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:A9USXK2I

Covid-19 and disadvantage gaps in England 2021 - Tuckett, Sam; Hunt, Emily; Robinson, David; Cruikshanks, Robbie (2022)
The Education Policy Institute has published a major report, funded by the Nuffield Foundation, examining disadvantage gaps in England during 2021. The “disadvantage gap” – the gap in grades between disadvantaged students and their peers – is a leading measure…Read more Covid-19 and disadvantage gaps in England 2021 ›
KerkoCite.ItemAlsoKnownAs: 2129771:A9CQ3PEA 2486141:ZFAGRPL6
Keywords: _Not used in LR

Flood Vulnerability Mapping and Prediction for Early Warning in Jigawa State, Northern Nigeria, Using Geospatial Techniques - Tudunwada, I.Y.; Abbas, A. (International Journal of Disaster Risk Reduction, 2022)

A Proof-of-Concept Study of Can't Wait to Learn: A Digital Game-Based Learning Program for Out-of-School Children in Lebanon - Turner, Jasmine S.; Taha, Karine; Ibrahim, Nisreen; Neijenhuijs, Koen I.; Hallak, Eyad; Radford, Kate; Stubbé-Alberts, Hester; de Hoop, Thomas; Jordans, Mark J. D.; Brown, Felicity L. (Journal on Education in Emergencies, 2022)
Evaluations of education technology (ed tech) interventions in humanitarian settings are scarce. We present a proof-of-concept study of Can’t Wait to Learn, a digital game-based learning program that combines an experiential, active learning design with meaningful, competency-appropriate, and contextually relevant content. We assessed the feasibility of using this program to address the current education gap in Lebanon by implementing its mathematics component in basic literacy and numeracy classes (n=30) with out-of-school children (N=390) ages 10-14. We estimated changes in numeracy competency and psychosocial wellbeing and conducted focus group discussions (n=16) and key informant interviews (n=19) with children, facilitators, parents, and partner staff members to understand the lived experience, perceived impact, and implementation challenges of the program. Our findings support the feasibility of using ed tech programs to meet the needs of out-of-school children, as we saw significant improvements in numeracy, psychological symptoms, and selfesteem; positive reported experiences with the program; increased motivation among the children; and overall ease of implementation. Our suggested improvements to the game design and implementation model will support ongoing program adaptation and implementation, with the goal of increasing access to quality education for children living in humanitarian settings. Our findings will inform future studies that seek to conclusively determine the program’s effectiveness.

Effect of Campus Built Environment on Students’ Sustainable Activities - Unah, M.O.; Ali, S.M.; Jaafar, G.A. (BIMA, Journal of Science and Technology, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:WSQ4MAE4 2129771:X9MZRPMK 2486141:4YYG4F6H
Keywords: ⛔ No DOI found

Artificial intelligence and digital transformation: competencies for civil servants - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:LAZEHLEV 5242966:SKP8E494

Pulse Check on Digital Learning - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:5W278JTU
Keywords: Final_citation

Pulse Check on Digital Learning - UNICEF (2022)
On Digital Learning
KerkoCite.ItemAlsoKnownAs: 4804264:QILIXLDF
Keywords: Final_citation; cited; existing

The 12 Transferable Skills from UNICEF’s Conceptual and Programmatic Framework - UNICEF (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:X9XHJ863 2486141:IK64WM3A

Trends in digital personalized learning in low- and middle-income countries: Executive Summary - UNICEF (UNICEF, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:CETJJQB7 4426965:97VHCI3I

Assuring and improving quality public digital learning for all - United Nations (United Nations, 2022)
Publisher: United Nations KerkoCite.ItemAlsoKnownAs: 4804264:TVKZT89C
Keywords: Final_citation

World Population Prospects 2022 - United Nations (United Nations, Department of Economic and Social Affairs, Population Division, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:NKUD26V6
Keywords: Final_citation

A journal of the Environmental and Social Sciences - University, Bayero; Savanna, Kano Nigeria; Ali, S.M.; Martinson, D.B.; Al-Maiyah, S. (Savanna, 2022)
Place: Kano, Nigeria. BIMA Publisher: journal of Science and Technology KerkoCite.ItemAlsoKnownAs: 2129771:BSWM39XW 2129771:EWVN4H88 2129771:XISZKN6G
Keywords: ⛔ No DOI found

Educational Technology Rapid Cycle Evaluations - USA Department of Eduction (Office of Educational Technology, 2022)
With more classrooms connected to high-speed Wi-Fi, it is imperative to create an evidence-based process to determine the effectiveness of technology apps used in the classroom. Why RCE? Rapid-Cycle tech evaluations are designed to assist school leaders in making evidence-based decisions regarding ed tech acquisitions. Traditional research approaches do not meet the needs of evaluating […]
KerkoCite.ItemAlsoKnownAs: 2129771:B2UW6JVK 4426965:C42WY8Z8

Occupants’ responses to window views, daylighting and lighting in buildings: A critical review - Vasquez, Natalia Giraldo; Rupp, Ricardo Forgiarini; Andersen, Rune Korsholm; Toftum, Jørn (Building and Environment, 2022)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2022.109172 2129771:ACWLIE85 4682641:BBG374H3
Keywords: BE:RELEVANT

Future opportunities for education technology in England - Vicentini, Letizia; Day, Laurie; Gill, Valdeep; Lillis, Johnny; Komers, Selina; Olausson, Niklas (Department for Education, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:E7LUZE5F 2486141:DNXF9YVY

Enseñando con sentido: Una guía práctica de lectoescritura para transitar de preescolar a primaria - Vijil-Morin, Alejandra; Mairena, Dánea (TallerLEI, 2022)
Una guía práctica de lectoescritura para transitar de preescolar a primaria La presente guía pretende llevar experiencias regionales exitosas a su aula de clase, ofreciéndole una serie de recursos prácticos. Fue hecha pensando en los retos que enfrentamos a diario en el aula como educadores y basada en un estudio realizado con
KerkoCite.ItemAlsoKnownAs: 2486141:9MRWSCBM
Keywords: Author:OpenDevEd

DigComp 2.2, The Digital Competence framework for citizens: with new examples of knowledge, skills and attitudes - Vuorikari, Riina; Kluzer, Stefano; Punie, Yves (Publications Office of the European Union, 2022)
Digital skills for work and for life are at the top of the European Policy Agenda. The EU digital skills strategy and related policy initiatives have the objective of enhancing digital skills and competences for the digital transformation. The European Skills Agenda, of 1 July 2020, supports digital skills for all, including by supporting the objectives of the Digital Education Action Plan, which has the objectives of i) en-hancing digital skills and competences for the digital transformation while ii) fostering the development of a high-performing digital education system. The Digital Compass and the European Pillar of Social Rights Action Plan set the ambitious policy targets of reaching a minimum of 80% of the population with basic digital skills and having 20 million ICT specialists by 2030
OCLC: 1314329693 KerkoCite.ItemAlsoKnownAs: 2129771:BU3NE6BK 5242966:E3EXDXHQ

‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris (Open Development & Education, 2022)
Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […]
KerkoCite.ItemAlsoKnownAs: 2129771:3UV4LJFT 2339240:75HR9DSN 2405685:FBHX876D
Keywords: _C:Sierra Leone SLE

ARTIREV: an integrated bibliometric tool to efficiently conduct quality literature reviews - Walsh, Isabelle; Renaud, Alexandre; Jeanneret Medina, Maximiliano; Baudet, Cedric; Mourmant, Gaetan (Systèmes d’information et management, 2022)
Publisher: Cairn/Cairn KerkoCite.ItemAlsoKnownAs: 5440726:34DGYANU
Keywords: ⛔ No DOI found

The Importance of Boundary Objects in Industry-Academia Collaborations to Support Evidencing the Efficacy of Educational Technology - Weatherby, Kristen; Clark-Wilson, Alison; Cukurova, Mutlu; Luckin, Rose (TechTrends, 2022)
Abstract The context of a 2.5 year academia-led programme for the educational technology sector in the United Kingdom is used to explore the role of logic models as boundary objects to support the programme objectives. The programme provided educational research training and mentoring to participants from 252 small and medium-sized enterprises to support them with the use of existing and self-generated evidence of the efficacy of their educational technologies. Participants from a deliberate sample of six enterprises were interviewed to elicit their perceptions of the process through which the creation and use of a logic model for their product or service did or did not become a useful tool to support their research and business goals. The results suggest that logic models have vital roles as boundary objects in this context, such as supporting communication, learning, and product development. The study offers a first-case example of how logic models can be used in the design of educational technology, responding to the call for research in this area. A discussion on the challenges associated with the use of the logic model in the context of the project concludes the article.
KerkoCite.ItemAlsoKnownAs: 10.1007/s11528-022-00705-0 2129771:Z3KFYP73 4426965:SY29HYXE

TPD@Scale: Designing teacher professional development with ICTs to support system-wide improvement in teaching - Wolfenden, F (Foundation for Information Technology Education and Development., 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:KE7JPMN7

Understanding Multidimensional Determinants of Disability-Inclusive Education: Lessons from Rwanda, Sierra Leone, and Zambia - World Bank (World Bank, 2022)
Keywords: _C:Sierra Leone SLE

Guide for Learning Recovery and Acceleration: Using the RAPID Framework to Address COVID-19 Learning Losses and Build Forward Better - World Bank; Bill and Melinda Gates Foundation; FCDO; UNESCO; UNICEF; USAID (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:BF3KNNSC
Keywords: Final_citation; cited; existing

The State of Global Learning Poverty: 2022 Update - World Bank; UNESCO; UNICEF; FCDO; USAID; Bill and Melinda Gates Foundation (2022)
KerkoCite.ItemAlsoKnownAs: 2486141:WI8GSWEX

Global Risks Report 2022 - World Economic Forum (World Economic Forum, 2022)
World Economic Forum: This year's Report, shares the results of the latest Global Risks Perception Survey (GRPS) in the context of the current global outlook, followed by an analysis of growing divergences in the areas of climate transition, cybersecurity, mobility, and outer space.
KerkoCite.ItemAlsoKnownAs: 4804264:AA3QVUGS
Keywords: Final_citation; existing

Pedagogical design of K-12 artificial intelligence education: A systematic review - Yue, Miao; Jong, Morris Siu-Yung; Dai, Yun (Sustainability, 2022)
Publisher: MDPI

Academia's responses to crisis: A bibliometric analysis of literature on online learning in higher education during COVID-19 - Zhang, Ling; Carter Jr., Richard Allen; Qian, Xueqin; Yang, Sohyun; Rujimora, James; Wen, Shuman (British Journal of Educational Technology, 2022)
This paper aimed to provide a holistic view of research that investigated online learning in higher education around the globe during COVID-19 utilizing a bibliometric analysis. The researchers used co-citation analysis and text mining afforded by VOSviewer to document and analyze research patterns and topics reported in peer-reviewed documents published between January 2020 and August 2021. Findings of this study indicated that scholars from 103 countries or regions from the Global North and Global South investigated a wide array of topics, such as use of various technologies and strategies, redesigned curriculum, student perceptions and psychological impacts of the pandemic-imposed online learning. Many researchers applied technology acceptance theories and structural equation modeling to investigate factors associated with adoption and impacts of the pandemic-imposed online learning. Of the large quantity of research, medical education and chemical education were the most investigated disciplines. Inquiry-based learning, discovery learning, hands-on learning and collaborative learning emerged as instructional approaches frequently discussed or utilized across the target studies. This paper discussed (a) ongoing and emerging challenges to online higher education, (b) placing innovative pedagogies at the forefront of online learning, and (c) rapid, but imbalanced distribution of evolving literature based on the findings. Practitioner notes What is already known about this topic Online learning had attracted growing traction as a flexible and affordable means to complement traditional higher education prior to COVID-19. Higher education institutions (HEIs), faculty and students around the globe have encountered various challenges and opportunities regarding online teaching and learning during COVID-19. What this paper adds A bird's-eye-view perspective of how HEIs around the globe responded to the pandemic-imposed online teaching and learning using the bibliometric methodology. Identifications of a large body of research (n = 1061 documents) conducted by scholars from 103 countries or regions that investigated the pandemic-imposed online higher education, indicating an unprecedented level of participation in this area. An analysis of distinct themes arising from research on the pandemic-imposed online learning, such as medical education and psychological impact, chemistry curriculum and laboratory-based instruction and technology acceptance model. Implications for practice and/or policy The large corpus of studies on online higher education from different aspects can provide cross-disciplinary information guiding future research and design of online learning. With technology often conceptualized as the solution to support online learning, it is imperative to put innovative pedagogy at the forefront of the design of online teaching and learning.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13191
Keywords: COVID-19; bibliometric analysis; innovative pedagogical strategies; online higher education; technology

Pakistan Digital Learning Landscape Analysis - Zubairi, Asma; Khalayleh, Abdullah; Baloch, Imdad; Mazari, Haani; Kaye, Tom; Groeneveld, Caspar (EdTech Hub, 2022)

The Meaning of Contemplation for Social Qualitative Research: Applications and Examples - Konecki, Krzysztof T. (Routledge, 2021)
This book offers an account of contemplative reflection in qualitative social research. Focusing on the experiences of the researcher – including sensory and emotional experiences – and the work of the mind in the investigative process, it considers the means by which the researcher’s basic assumptions can be analyzed and bracketed, so as to shed light on the process by which knowledge is produced. Through an exploration of the methods of meditation, auto-observation and self-reports, epoché, "contemplative memo-ing," and the contemplative diary, the author explores the essential role of subjectivity in qualitative research, providing inspiration for more mindful research. As such, it will appeal to scholars of sociology, anthropology, and geography with interests in phenomenology, research methods, and the role of the mind in the research process.
KerkoCite.ItemAlsoKnownAs: 2129771:G8JKBV8D 2129771:M7ASSNTH
Keywords: Social Science / Methodology; Social Science / Research

Encouraging Community Action Against Teacher Absenteeism: A Mass Media Experiment in Rural Uganda - Wilke, Anna M.; Green, Donald P.; Tan, Benjamin (The Journal of Development Studies, 2021)
Chronic teacher absenteeism is widespread in Uganda, with approximately one-third of public school teachers absent on any given day. Absenteeism and other problems that arise in Uganda’s public education system are often attributed to a lack of public oversight and parental involvement. In an effort to develop a scalable method of encouraging community engagement on this issue, the present study assesses the extent to which entertainment-education videos increase willingness among Ugandans to take action against absenteeism. Working in collaboration with Ugandan screenwriters and local actors, we developed video dramatisations that depicted the problem of absenteeism and how parents mobilised to address it. We assess the persuasive effects of these dramatisations both under lab-like conditions, to gauge immediate effects, and in the field, to gauge effects two months and eight months after a placebo-controlled media campaign attended by over 10,000 Ugandans in 112 villages. Although the persuasive effects are weaker in the field than the lab setting, the former remain substantial even after eight months. The demonstrated ability of entertainment-education to change public views on this issue sets the stage for policy experiments that test whether entertainment-education campaigns have downstream effects on absenteeism and public school performance more generally.
Publisher: Routledge _eprint: https://doi.org/10.1080/00220388.2021.2008367 KerkoCite.ItemAlsoKnownAs: 10.1080/00220388.2021.2008367 2129771:MEAS58AG 4556019:Z9A72XEC
Keywords: Africa; access to education; education quality

ASSESS TOOLS (Schools2030, 2021)
Tools
KerkoCite.ItemAlsoKnownAs: 2129771:NNZE2NHL

A short review on passive strategies applied to minimise the building cooling loads in hot locations - Al-Yasiri, Qudama; Szabó, Márta (Analecta Technica Szegedinensia, 2021)
Cooling and air-conditioning systems are responsible for the highest energy consumption in buildings located in hot areas. This high share does not only increase the building energy demand cost but also increases the environmental impact, the topmost awareness of the modern era. The development of traditional systems and reliance on renewable technologies have increased drastically in the last century but still lacks economic concerns. Passive cooling strategies have been introduced as a successful option to mitigate the energy demand and improve energy conservation in buildings. This paper shed light on some passive strategies that could be applied to minimise building cooling loads to encourage the movement towards healthier and more energy-efficient buildings. For this purpose, seven popular passive technologies have been discussed shortly: multi-panned windows, shading devices, insulations, green roofing, phase change materials, reflective coatings, and natural ventilation using the windcatcher technique. The analysis of each strategy has shown that the building energy could be improved remarkably. Furthermore, adopting more passive strategies can significantly enhance the building thermal comfort even under severe weather conditions.
Number: 2
Keywords: Passive strategies; cooling load reduction; energy saving; insulations; thermal mass

Research in International Transfer of Vocational Education and Training – A Systematic Literature Review - Toepper, Miriam; Zlatkin-Troitschanskaia, Olga; Kühling-Thees, Carla (International Journal for Research in Vocational Education and Training, 2021)
Context: The transfer of vocational education and training (VET) has a long tradition and can be based on various conceptual and methodical approaches. Transfer process and success can be influenced by numerous factors at different levels (systemic, institutional and individual). However, the existing research on the challenges and success factors of VET transfer is very heterogenous and fragmented. Method: To provide a comprehensive and structured overview of the current state of the international research on transfer in the context of VET, we conducted a literature review, which is presented here. Using the method of systematic literature review, a total of 231 studies were found and 41 studies were selected based on the defined criteria for full text analysis. Findings: Various specific research foci and analytical approaches used on the included studies were identified and documented. The transfer of a dual VET system or its elements is based on different approaches and perspectives of the recipient country and the transferee. Major challenges for the transfer of dual VET systems include the social reputation of VET in the recipient countries and (language- and culture-related) communication difficulties between the involved parties. For a successful transfer of VET, a deeper knowledge of the contextual conditions in the recipient country are of particular importance, as well as a close, longstanding cooperation between the involved parties. Conclusion: The generated knowledge about key contextual conditions at the individual, company and systemic level in the context of VET transfer can provide a valuable basis for future VET cooperation.
Number: 4
Keywords: Literature Review; Professional Competence; Success Factors; Transfer; VET; Vocational Education and Training

A Decade of MOOCs: A Review of MOOC Stats and Trends in 2021 - Shah, Dawal (The Report by Class Central, 2021)
In 2021, 10 years after it burst on the scene, the MOOC ecosystem has reached 220M learners and 19.4K courses.
KerkoCite.ItemAlsoKnownAs: 4804264:F8ZVAJDU
Keywords: Final_citation; cited; existing

Lessons in School Improvement from Sub-Saharan Africa: Developing Professional Learning Networks and School Communities - Mason, Miriam; Galloway, David (Emerald Group Publishing, 2021)
Why do programmes of continuing professional development and Learning (CPDL) for teachers so frequently fail to deliver sustained improvement in children’s social behaviour and academic performance? How can schools that prioritise the most disadvantaged children in one of the world’s poorest countries consistently achieve among the best academic results in the country? How can teachers in these schools, most of whom have received little or no formal training, provide CPDL that leads to improvement in other schools? These questions are as relevant in high income countries as in Sierra Leone, where the research for this book was carried out. Lessons in School Improvement from Sub-Saharan Africa addresses them head-on by describing the planning, delivery and evaluation of a school improvement programme in which development of professional learning networks (PLNs) was a key component. The evaluation showed that children whose teachers had taken part in the programme made significantly more progress in attendance, literacy and behaviour than children in control schools. The book’s professional relevance is strengthened by an accompanying Practitioners’ Manual with full details of the CPDL. This enables replication of the results and provides a guide for future school improvement programmes and PLNs, both in low and high income countries.
Google-Books-ID: 1HxREAAAQBAJ KerkoCite.ItemAlsoKnownAs: 4869029:I78Q9W5I
Keywords: Education / Administration / General; Education / Educational Policy & Reform / General; Education / Professional Development; Education / Teaching / General

Back Doors, Trap Doors, and Fourth-Party Deals: How You End up with Harmful Academic Surveillance Technology on Your Campus without Even Knowing - Caines, Autumm; Silverman, Sarah (The Journal of Interactive Technology and Pedagogy, 2021)
KerkoCite.ItemAlsoKnownAs: 4578719:V28WBCSP 4804264:9XNPJXVV 4804264:NWC3YIX8 4804264:Q6M5PE5Y
Keywords: Final_citation; Issue Twenty; anystyle; existing; ⛔ No DOI found

Mapping the education data ecosystem in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:L2EF6P65 4804264:QG9FG2U5
Keywords: Final_citation; cited; existing

Mapping the education data ecosystem in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652942 10.53832/edtechhub.0068 2129771:SYUMIUV3 2339240:HHY6M835 2405685:EE9QCGHI 2405685:RN79UTQY
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Burkina Faso: Why some West African architects are choosing mud over concrete (National Geographic) (Barza Wire, 2021)
A group of architects in West Africa are pushing to use mud over concrete to build houses. In countries such as Burkina Faso, as people have become wealthier, they have transitioned to using …
KerkoCite.ItemAlsoKnownAs: 2129771:I2X77XHN

Progress Towards Meaningful Women’s Participation in Conflict Prevention and Peacebuilding Decision-making - Lenhardt, Amanda (2021)
The Women, Peace and Security or Gender Peace and Security (WPS/GPS) agenda has expanded significantly over the 20+ years of concerted efforts at many levels to expand the role of women in conflict resolution and peacebuilding. Yet many authors note that the expansion of international agreements and national plans to support greater women’s participation in decision-making have yet to translate into concrete changes. This report examines progress in promoting women’s meaningful participation in decision making processes in conflict prevention and peacebuilding, with a focus on changes since 2018. Evidence on women’s meaningful participation in decision-making tends to focus on a small range of measurable outcomes with some studies considering the outcomes of women’s involvement in those processes to determine the extent to which they might be ‘meaningful’. Few studies examine differential outcomes of such initiatives for different groups of women, and most data does not allow for the disaggregation of intersecting identities between gender, ethnicity, race, disability, migration status and other key factors. Evidence collected for this report suggests that policies and programmes seeking to support greater women’s participation in decision-making in conflict prevention and peacebuilding often struggle to address the broader structural factors that inhibit women’s empowerment. Tackling longstanding and often deeply embedded harmful social norms has proven challenging across sectors, and in conflict or post-conflict settings with highly complex social dynamics, this can be especially difficult. Many of the issues highlighted in the literature as hindering progress on the WPS agenda relate to cross-cutting issues at the heart of gender inequality. Multiple authors from within women’s movements in conflict and post-conflict settings emphasise the need for policies and programmes that support women to act as agents of change in their own communities and which amplify their voices rather than speak on their behalf. Recent achievements in South Sudan and the Pacific region are indicative of the potential of women’s movements to affect change in conflict prevention and peacebuilding and suggest progress is being made in some areas, though gender equality in these processes may be a long way off.
Accepted: 2022-05-03T12:44:23Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.044 2129771:M5GQ4Y2Q 4869029:U6YZPPKZ

A survey of bedroom ventilation types and the subjective sleep quality associated with them in Danish housing - Liao, Chenxi; Akimoto, Mizuho; Bivolarova, Mariya Petrova; Sekhar, Chandra; Laverge, Jelle; Fan, Xiaojun; Lan, Li; Wargocki, Pawel (Science of The Total Environment, 2021)
We performed a survey of the types of bedroom ventilation in Danish dwellings (January–February 2020) and the associated subjective sleep quality. Five hundred and seventeen people responded. Their median age was 33 years old and 55.4% of them were males. We used an online questionnaire and collected information on the type of bedroom ventilation, bedroom airing behaviour by the respondents, the bedroom environment, building surroundings and location, and sleep disturbance caused by stuffy air, noise, and the thermal environment. Subjective sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI); its median among respondents was >5 indicating reduced sleep quality. 35.4% of the bedrooms had mechanical, 24.6% exhaust, and 40.0% natural ventilation. Sleeping in a bedroom with mechanical ventilation tended to reduce sleep disturbance. The absence of mechanical ventilation and the presence of carpet in the bedroom were all associated with stuffy air causing sleep disturbance, which was the second most sleep disturbing factor. PSQI increased significantly with increased sleep disturbance. People who reported that their sleep was disturbed by stuffy air or “too warm” conditions opened windows frequently during the day or night, but no association was found between PSQI and bedroom airing behaviours. Our results are valid for the heating season and the survey would have to be repeated in the non-heating season to permit generalization of the findings. The results present associations and are qualitative, so field measurements are necessary to validate the present observations and provide further explanations.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.scitotenv.2021.149209 2129771:5DU85DEJ 4682641:W4ZVX6EJ
Keywords: BE:RELEVANT; Noise; Occupant behaviour; PSQI; Sleep disturbance; Stuffy air; Thermal comfort

Queer identity and theory intersections in mathematics education: a theoretical literature review - Moore, Alexander S. (Mathematics Education Research Journal, 2021)
Researchers have become aware of a need to focus on the continued development of gender and sexuality research in mathematics education, as frameworks and conceptual perspectives have been difficult to operationalize, particularly outside of the heteronormative categories of cis-male and cis-female studies. Early pioneers of this work have proposed intersectionality theory (e.g., Leyva, 2017) and queer theories (e.g., Dubbs 2016; Esmonde 2011; Sheldon and Rands 2013) as promising lenses for conceptualizing such research, as they allow for critical postmodern engagement by avoiding many of the structuralist gender commitments that have previously prevented it. In this paper, I build on this work by employing the notion of mathematical identity. I perform a systematic, theoretical review of the literature to articulate a basis for the intersection of mathematical identity and queer identity. I articulate the theoretical basis for this intersection of identities by building a framework that illustrates the intersectional nature of mathematical and queer identities and gives scholars a tool for conceptualizing future work in this area. This paper issues a call to the field to embrace the uncertainty of this new research borderland, because it is only through a radical vision of identity research in mathematics education—such as is offered here—that researchers can begin to situate students’ participation in mathematics within larger social and economic systems that have yet to be analyzed in depth with respect to queer identity.

A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts - Yeung, Kam Leung; Carpenter, Shana K.; Corral, Daniel (Educational Psychology Review, 2021)
Rapid advances in technology during the last few decades have provided a multitude of new options for teaching and learning. Although technology is being widely adopted in education, there is a shortage of research on the effects that this technology might have on student learning, and why those effects occur. We conducted a comprehensive review of the literature on various uses of digital technology in educational settings, and the effects of that technology on students’ objective learning outcomes. We interpret these effects within the context of empirical research on effective principles of learning, and the extent to which the affordances of technology permit opportunities for increased engagement with the material, retrieval practice, and spacing. Results revealed that technology is neither beneficial nor harmful for learning when used primarily as a means of presenting information (e.g., information viewed on a computer screen vs. on paper), but can be beneficial when it involves unique affordances that leverage effective learning principles. We discues these findings in light of the ever-increasing availability of technology in education, and the importance of evidence-guided criteria in decisions about adoption and implementation.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10648-020-09592-4 4804264:FHBBRX8L
Keywords: Classroom; Cognitive Science; Effective Learning Principles; Final_citation; Learning; Technology; cited; existing

Curriculum Implementation Strategies of Education Standards Officers in Choma District of Zambia: A Critique of their Effectiveness - Mulenga, Innocent Mutale; Mooya, Eugine (2021)
Effective curriculum implementation by teachers is recognised as a lynchpin for achieving educational goals of any education system that leads to improved learner outcomes. In this article, authors make a critique of the effectiveness of Education Standards Officers’ (ESOs) curriculum implementation strategies that were used to support teachers’ effective teaching and learning in Choma district of Zambia. They set the arguement by riding on the six premises of Fullan’s curriculum implementation model against the contemporary backdrop and knowledge that ESOs monitoring and evaluation roles are critical to effective curriculum implementation in schools. In this qualitative study, researchers identified and critiqued strategies that were employed by ESOs in the contemporary milieu of Choma district. Using interview guides and focus group discussions guides, data was collected from head teachers and teachers in five, public secondary schools. Additionally, interview guides were also used to collect information from ESOs themselves. Findings pointed to the fact that curriculum implementation strategies such as formation of subject associations, follow-up visits and the recommendations from ESOs and the use of common schemes of work in schools did not yield desired results in terms of supporting teachers to improve their teaching based on what ESOs identified as areas of need during their school visits. In fact, it was also noted that ESOs missed a golden opportunity to practice clinical supervision and to make lesson demonstrations as they interacted with teachers. Arising from the factors which led to this scenario, researchers make two main recommendations. They first and foremost suggest that the Ministry of Education needs to provide sufficient funding to aspects of curriculum implementation at both the district and school levels. Researchers also recommend that ESOs should consult teachers and their administrators as they come up with curriculum implementation strategies in order to have them aligned with the realities of the schools.
Keywords: ⛔ No DOI found

Lessons Learned from Education Initiatives Implemented During the First Wave of COVID-19: A Literature Review - Sims, Kate (2021)
It is important to assume that the learning crisis caused by COVID-19 is not over. As highlighted by 2021 school closures in response to the Delta variant, lessons learned from school closures in 2020 are required and applicable. There is therefore a need for reflection and a consolidation of lessons learned to protect education outcomes. Lessons include the need for parental engagement and support, the mobilisation of community actors, and inclusive and accessible remote learning approaches (Kapur, 2020, p. 38). This literature review seeks to better understand what worked and what did not work in education interventions during the first wave of COVID-19, in order to support planning on current and future school closures and/or disruptions to education systems. It focuses on three key areas: 1. Support to teachers to continue teaching during school closures, and the role of teachers in supporting marginalised learners; 2. Approaches to ensure the continuation of learning; and 3. Approaches to reach the most marginalised learners.
Accepted: 2022-01-06T14:29:17Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.134 2129771:X2KXBG56 4869029:6G8GUDMR

Rewired Global Declaration on Connectivity for Education - UNESCO (2021)

Editorial: Learning for Development – Discourse and Practice - Panda, Santosh (Journal of Learning for Development, 2021)
Number: 3
Keywords: _genre:PR-primary_research; discourse; learning for development; practice; ⛔ No DOI found

Barriers to the Quality of Emergency Online Pedagogies in Higher Education during the COVID-19 Pandemic: A Case Study from the University of Namibia: - Kadhila, Ngepathimo; Nyambe, John (Journal of Learning for Development, 2021)
Using the TIPEC framework, this study undertook a critical literature analysis, and student survey to explore challenges experienced by higher education institutions during emergency online pedagogies because of disruptions from the COVID-19 outbreak. The study revealed that most higher education institutions are still grappling with getting technicalities in place such as reliable network connectivity, IT capacity, clear navigation to learning content, timetabling, and session scheduling, and reliable hardware and software required to access online learning platforms to keep teaching and learning afloat. However, little attention is placed on the provision of quality online learning. Therefore, there is a need to move towards enabling epistemological access through the use of online tools in a pedagogically sound and inclusive manner to enable students to develop critical thinking skills. The current quality assurance practices also need to transform to effectively respond to the learning needs of the new normal. Students also need to be equipped with skills that will empower them to effectively use the online system.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:6G97D7PE
Keywords: Africa; COVID-19; Namibia; _genre:PR-primary_research; higher education institutions; online pedagogies; quality assurance; ⛔ No DOI found

The Influence of Covid-19 on Students’ Learning: Access and Participation in Higher Education in Southern Africa - Mphahlele, Ramashego; Seeletso, Mmabaledi; Muleya, Gistered; Simui, Francis (Journal of Learning for Development, 2021)
Recent experiences of institutions in COVID 19 have heightened the need for research on its impact on higher education institutions globally. This article’s authors are from higher learning institutions in Botswana, South Africa and Zambia, which used a blended learning model before COVID 19. The majority of their students used the traditional part of blended learning, depending on the print, postal service, and face-to-face. These students’ access and participation in learning during COVID 19 were negatively affected. Using Digital Equity as a framework, this paper explores the influence of COVID 19 on students’ access and participation in online learning. There seem to be significant disparities in access and participation in high-quality technologies and severe educational inequities. This digital inequality impact calls for civic awareness in digital literacy among the citizenry if the gap between the rural and urban, have and have not digital immigrants and digital natives are to be bridged.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:WGY9RCDE
Keywords: Access; _genre:PR-primary_research; digital awareness; digital equity; digital knowledge; digital literacy; online earning; ⛔ No DOI found

Reimagining Digital Learning for Sustainable Development: - Passos, Rosario (Journal of Learning for Development, 2021)
Book review
Number: 3
Keywords: Educational Technology Digital Learning; _genre:PR-primary_research; ⛔ No DOI found

Open and Innovative Schooling: An Implementation Experience in Fifteen Secondary Schools across Mozambique - Cossa, Sérgio Paulo; Nakala, Lurdes Patrocínia Matavela; Cherinda, Nilsa Adelaide Issufo Enoque Pondja (Journal of Learning for Development, 2021)
This case study explores the open and innovative schooling model piloted in fifteen secondary schools across all regions of Mozambique in the period 2018 to 2020. The model involved provision of access to curriculum-based digital Open Educational Resources (OER) using an Aptus device to enable sharing offline. Learning support centres offering access to some ICT as well as opportunities for individual use or structured tutorials were established in fifteen schools around the country. A mixed methods tracer study was designed and implemented using quantitative analysis to ascertain student enrolment, retention and success and then used qualitative focus surveys and focus groups to gauge the satisfaction of students, teachers and managers with the OIS model to inform future planning. While the pilot was generally considered successful in augmenting existing secondary schooling provision, access to devices, teacher development and support and expansion of curriculum coverage were all found to be in critical need of improvement if the model is to be scaled.
Number: 3
Keywords: Aptus; OER; _genre:PR-primary_research; learing support; open schooling; secondary schooling; tracer study; ⛔ No DOI found

Revisiting Brainstorming within an Educational Context: A Meta-Thematic Analysis - Doğan, Yunus; Batdı, Veli (Journal of Learning for Development, 2021)
An increase in research on teaching of creativity in learning environments is being witnessed as more studies continue to reveal its effects on learning outcomes and academic achievement. Thus, any investigative attempt to examine the relevant approaches to teaching of creative thinking skills is appreciated within the creativity literature. However, it is evident that the research on brainstorming as a creativity-promoting technique within educational context has been overlooked for a while. Therefore, this research sythesis tried to recombine and reinterpret the results of some qualitative studies on the impacts of brainstorming technique on learners’ achievement. To this end, 34 studies were reached and 7 of them were found to be conducive to the meta-thematic analysis. The results of the meta-thematic analysis suggest that the brainstorming technique has positive effects on learners’ cognitive skills and affect. It is believed that designing instruction with brainstorming could foster students’ creativity, by directing them to solving problems via critical thinking. The study further dwells on the reported drawbacks that are encountered during the implementation of this technique within classroom, and discusses some possible solutions as implications.
Number: 3
Keywords: academic achievement; brainstorming; creativity; meta-thematic analysis; thinking skills; ⛔ No DOI found

Learning Development’s Role in Supporting Academic Synergies through Co-evolution of Teaching Excellence and Practice - Donnelly, Roisin (Journal of Learning for Development, 2021)
This report from the field discusses a new approach taken to the co-evolution of teaching excellence and evidence-based practice in the context of Learning Development in a Technological University in Ireland. It explores supporting faculty in their exploration of pedagogic inquiry and teaching excellence and how this can co-evolve to generate synergies in academic productivity (the core activity sets of the faculty). A key part of this Learning Development work is understanding how integrating inquiry and teaching can drive excellence and pedagogic innovation in practice.
Number: 3
Keywords: co-evolution; pedagogic inquiry; scholarship; teaching excellence; ⛔ No DOI found

From Modernisation, Dependency and Soft Power Toward a Commonwealth of Learning - Evans, Terry; Jakupec, Victor (Journal of Learning for Development, 2021)
This article reflects on some influential theories, concepts and institutions that have shaped the nature and substance of international development since the mid-20th century. In particular, theories of modernisation and dependency are deployed to reflect on the ways in which the International Financial Institutions, such as, the World Bank and the Asian Development Bank have adopted a ‘Washington Consensus’ concerning the social and economic development of ‘developing’ nations. ‘Soft power’ national agencies, such as, the British Council and USAID are brought into consideration, especially, for their interests and influences over matters of learning for development. The multi-national Commonwealth of Learning’s particular contribution to learning for development is discussed with suggestions made for developing member nations’ capacities to produce new local knowledge and to bring their existing local knowledge to the fore to share as part of a (Lockean) ‘commonwealth of learning’.
Number: 3
Keywords: dependency theory; learning for development; modernisation theory; soft power; the Washington Consensus.; ‘commonwealth of learning’; ⛔ No DOI found

Factors Inhibiting Sports Lecturer’s Publication Productivity in International Journals - Hanief, Yulingga Nanda; Haqiyah, Aridhotul; Winarno, Mashuri Eko; Pratama, Budiman Agung; Sinulingga, Albadi (Journal of Learning for Development, 2021)
Scientific publication is an essential part of research dissemination, irrespective of the productivity effects on lecturers' careers. Therefore, this study aims to determine the internal and external factors inhibiting the productivity of sports lecturers' publication in international journals. This is qualitative descriptive research with a survey method and questionnaire used to collect data from 74 sports lecturers in Indonesia by using Google form. The data were further analyzed to reduce the number of the original variables using the factor analysis method with the validity tests includes KMO (Kaiser Meyer Olkin), Bartlett, and MSA (Measure of Sampling Adequacy) used for reliability. The results showed that the sports lecturer’s writing ability and cost are responsible for inhibiting publications' productivity in international journals as opposed to gender analysis. The majority had limited time to write because most of their activities were carried out in the field. Grants offered by both the government and universities are expected to be absorbed to support the sports lecturers' publication activities in Indonesia. Further studies need to be carried out by analyzing the college type, academic position, and age as considerations for stakeholders to take strategic steps to overcome publication challenges.
Number: 3
Keywords: inhibitors; lectures; publications; sports; ⛔ No DOI found

Implementation of Problem Based Learning to Increase Scientific Explanation Skill in Biology Learning about the Environment - Laksmi, Monika Lintang; Sari, Dewi Puspita; Rinanto, Yudi; Sapartini, Raden Rara (Journal of Learning for Development, 2021)
This research aimed to describe and find out whether implementation of Problem-Based Learning can improve scientific explanation skills in biology learning about the environment. The research method was Classroom Action Research through the implementation of Problem-Based Learning. This classroom action research consisted of two cycles, which were concluded by planning, acting, observing and reflecting. The research subject was a natural science class consisting of thirty four students. Data were collected by essay test, observation method, interviews and documentation. Data were validated by the triangulation technique consisting of three components: data reduction, data presentation and conclusion. The research results showed improvement in the scientific explanation skills of students on the implementation of Problem Based Learning. The percentage improvement of students' scientific explanation was 61% in claim, 53% in evidence, and 51% in reasoning.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:Z42TTNWE
Keywords: Biology Education; Classroom Action Research; Problem Based Learning; Scientific Explanation; _genre:PR-primary_research; ⛔ No DOI found

Effects of Demo Kit on Remediating Senior School Students’ Misconceptions in Mitosis and Meiosis in Ilorin, Nigeria - Luwoye, Akindeyi; Bello, Ganiyu; Adeoye, Gabriel Ademakinwa (Journal of Learning for Development, 2021)
This study investigated the effects of demo kit on remediating misconceptions held by senior school students’ in mitosis and meiosis. The quasi-experimental design of the pre-test, post-test, non-equivalent control group was adopted for the study. Multistage sampling technique was used to select 60 male and female biology students from two senior secondary schools in Ilorin metropolis. The instruments used for data collection was Mitosis and Meiosis Achievement Test (MMAT). Frequencies and chi-square were used to answer the research questions and test the null hypothesis respectively. The findings revealed that biology students’ held misconceptions on mitosis and meiosis before and after instructions. However, there was a significant difference in the number of misconceptions held by students taught using demo kit and those taught with the conventional method. It was recommended that biology teachers adopt the use of the demo kit for remediating students pre- and post-instructional misconceptions on mitosis and meiosis.
Number: 3
Keywords: Keywords: remediate; demo kit; meiosis; misconceptions; mitosis; ⛔ No DOI found

Leadership for Development: Re-shaping Higher Education Futures and Sustainability in Africa - Makoe, Mpine; Olcott, Don (Journal of Learning for Development, 2021)
Leading change in higher education has been a major challenge in countries of limited resources, such as those in Sub-Saharan Africa. Most African universities have struggled with this transition mainly due to lack of the requisite information and communication technology (ICT) infrastructure, inadequate expertise for online pedagogies and inability to provide computers to their students and staff. When faced with the recent changes, caused mainly by the COVID-19 pandemic that forced every person to work and learn remotely, many academic leaders were completely ill-prepared to deal with changes of this magnitude. The aim of this paper is to provide recommendations for shaping the future of higher education in Africa going forward. This will be done by analysing trends and opportunities created by these changes with the aim of accentuating the need for a renewed Pan-African Ubuntu that embraces the future, respects the unique dignity, cultures, languages and heritage of nations pre- and post-colonialism, and inspires the African Union Agenda 2063, The Africa we Want.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:PWQ9F2W9
Keywords: Africa; Higher Education; Leadership; Ubuntu; _genre:PR-primary_research; digital technologies; ⛔ No DOI found

Teachers’ Perceptions of Open Educational Resources: The Case of Open Resources for English Language Teaching (ORELT) in Kenya - Orwenjo, Daniel Ochieng; Erastus, Fridah Kanana (Journal of Learning for Development, 2021)
The use of Open Educational Resources (OERs) in the teaching and learning of various subjects is a relatively new innovation in the Kenyan school system. With the advent and subsequent liberalization of ICT, material developers are subsequently shifting away from the traditional modes of material development in the form of textbooks and other “canonical” formats which require the teacher to use them as they are handed down without any input or modification. The Open Resources for English Language Teaching (ORELT) is one such educational innovation. This paper reports the findings of a baseline survey conducted in Kenya with a view to finding out the views and perceptions of Kenyan Junior Secondary School Teachers with regard to the adoption of open resources for the teaching of English language in Kenyan secondary schools. Sixty (60) JSS teachers of English from rural and urban schools and of mixed gender were invited for a four day ORELT in-service induction workshop at the Kenyatta University Conference Centre. The teachers were then given ORELT materials in form of CDs and textbooks for use in teaching English in their schools. They were also registered on the online ORELT platform and each given log in credentials to enable them access freely access the materials and freely interact with fellow teachers throughout the commonwealth. The study reports that whereas teachers are ready to embrace the use of open resources, they have varying perceptions on the suitability and potential efficacy of open resources in Kenyan classrooms. It also emerges that such differing perceptions are constrained by institutional, cultural, pedagogical and personal factors. Accordingly, the study recommends a more structured, inclusive bottoms up approach to any educational innovation as a means of ensuring success.
Number: 3
Keywords: ESL; Education Innovation; Kenya; ORELT; Perceptions; Teacher Education; _genre:PR-primary_research; ⛔ No DOI found

Transnational Black Feminism and Qualitative Research: Black Women, Racialization and Migration - Burkhard, Tanja J. (2021)

Rayyan - AI Powered Tool for Systematic Literature Reviews (2021)
Rayyan is an intelligent research collaboration platform that saves you time completing literature reviews and systematic reviews. Intuitive, scalable, fast.
KerkoCite.ItemAlsoKnownAs: 2129771:664NA7S6 2405685:DFTNNFWJ 2486141:3P8XGBYL
Keywords: _Added-ailr-2024

The Lancet and Financial Times Commission on governing health futures 2030: growing up in a digital world - Kickbusch, Ilona; Piselli, Dario; Agrawal, Anurag; Balicer, Ran; Banner, Olivia; Adelhardt, Michael; Capobianco, Emanuele; Fabian, Christopher; Gill, Amandeep Singh; Lupton, Deborah; Medhora, Rohinton P.; Ndili, Njide; et al. (The Lancet, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(21)01824-9 4804264:2LNIW538
Keywords: Final_citation

scite: A smart citation index that displays the context of citations and classifies their intent using deep learning - Nicholson, Josh M.; Mordaunt, Milo; Lopez, Patrice; Uppala, Ashish; Rosati, Domenic; Rodrigues, Neves P.; Grabitz, Peter; Rife, Sean C. (Quantitative Science Studies, 2021)
Citation indices are tools used by the academic community for research and research evaluation that aggregate scientific literature output and measure impact by collating citation counts. Citation indices help measure the interconnections between scientific papers but fall short because they fail to communicate contextual information about a citation. The use of citations in research evaluation without consideration of context can be problematic because a citation that presents contrasting evidence to a paper is treated the same as a citation that presents supporting evidence. To solve this problem, we have used machine learning, traditional document ingestion methods, and a network of researchers to develop a “smart citation index” called scite, which categorizes citations based on context. Scite shows how a citation was used by displaying the surrounding textual context from the citing paper and a classification from our deep learning model that indicates whether the statement provides supporting or contrasting evidence for a referenced work, or simply mentions it. Scite has been developed by analyzing over 25 million full-text scientific articles and currently has a database of more than 880 million classified citation statements. Here we describe how scite works and how it can be used to further research and research evaluation.

Voices and Evidence from End-Users of the GLTV and GLRRP Remote Learning Programme in Ghana: Insights for inclusive policy and programming - Hodor, Raymond; Owusu, Ernest Adu; Ofori-Davis, Lucy; Afram, Alexander; Sefa-Nyarko, Clement (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:D4MRXU2L 4804264:KZ3RKJ3P
Keywords: Final_citation; cited; existing

Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education - Müller, Claude; Mildenberger, Thoralf (Educational Research Review, 2021)
Higher education institutions are trying to provide more flexibility and individualization, which is mainly realized through the use of new technologies and implemented in online or blended learning designs. This systematic review aims to investigate the impact of replacing classroom time with an online learning environment. The meta-analysis (k = 21 effect sizes) applied strict inclusion criteria concerning research design, measurement of learning outcomes and implementation of blended learning. The estimated effect size (Hedge's g) was positive, although not significantly different from zero and the confidence interval [-0.13, 0.25], suggesting that overall differences between blended and conventional classroom learning are small, and, at best, very small negative or moderate positive effects are plausible. This means that despite a reduction in classroom time between 30 and 79 per cent, equivalent learning outcomes were found. Consequently, blended learning with reduced classroom time is not systematically more or less effective than conventional classroom learning.
Keywords: Blended learning; Flexible learning; Higher education; Learning effectiveness; Meta-analysis

Comparative Education Review Guide to Searching for World Literature 2021 - Anderson-Levitt, Kathryn (Comparative Education Review, 2021)
Publisher: The University of Chicago Press Chicago, IL KerkoCite.ItemAlsoKnownAs: 2129771:MLPM6SBN 2129771:NTAHU7H6

Perception of gender in children's voices - Barreda, Santiago; Assmann, Peter F. (The Journal of the Acoustical Society of America, 2021)
Publisher: Acoustical Society of America KerkoCite.ItemAlsoKnownAs: 10.1121/10.0006785 2129771:HI6VSIF4

Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review - De la Calle, Ana Maria; Pacheco-Costa, Alejandra; Gomez-Ruiz, Miguel Ángel; Guzman-Simon, Fernando (MDPI Journals, 2021)
Due to the global COVID-19 pandemic, ICT has been urgently introduced in education systems in a generalised manner. In this context, it is essential for teachers to master a spectrum of basic digital competencies and manifest digital leadership in the classroom. In addition, it is necessary to consider the relationship between digital competence development and social sustainability, that is, social and cultural heritage, and to what extent they contribute to improving social cohesion and living conditions in a community. This study presents a systematic review of research on teacher digital competence and social sustainability based on the PRISMA model and a review of 22 studies indexed in SCOPUS. The review reveals that most are intended to measure the digital competence level of teachers, usually in compulsory stages of the educational system and through quantitative studies based on virtual questionnaires comprised of closed-ended questions. However, the studies tend to ignore questions related to social sustainability (access to resources, heritage culture, intergenerational transmission, employability, or gender equality). It is therefore urgent to develop research committed to a sustainable society that is oriented towards social justice.
KerkoCite.ItemAlsoKnownAs: 10.3390/su132313283 2339240:KETKPSD6 2405685:GWCW5FRL

Mapping education data in sub-Saharan Africa: Our experience from the Unlocking Data campaign and Sierra Leone - Unlocking Data (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:IVNL5DT5 2339240:HAKTFJKU 2405685:YPE9D2W3
Keywords: _C:Sierra Leone SLE

Integration of Technology in Education for Marginalised Children in an Urban Slum of Dhaka City During the Covid-19 Pandemic - Islam, Touhidul; Hussain, Maria; Shimul, Shafiun Nahin; Rupok, Rifat Islam; Orthy, S. R. Khan (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:UPXDN5K7 4804264:266QPMP3
Keywords: Final_citation; cited; existing

Global emergency remote education in secondary schools during the COVID-19 pandemic - Bond, Melissa; Bergdahl, Nina; Mendizabal-Espinosa, Rosa; Kneale, Dylan; Bolan, Faye; Hull, Poppy; Ramadani, Fjolla (Open Science Framework, 2021)
Global emergency remote education in secondary schools during the COVID-19 pandemic
KerkoCite.ItemAlsoKnownAs: 10.31219/osf.io/7k59g 2129771:RLYLQR4X
Keywords: _genre:LR-literature_review; stress

Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana - Afoakwah, Edmund; Carballo, Francisco; Caro, Alex; D’Cunha, Samantha; Dobrowolski, Stephanie; Fallon, Alexandra (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:HWNJC3V3 4804264:USBA82KN
Keywords: Final_citation; cited; existing

Evidence collection (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:E6IEA3AF
Keywords: ___duplicate_item

Study Behavior in Computing Education—A Systematic Literature Review - Lorås, Madeleine; Sindre, Guttorm; Trætteberg, Hallvard; Aalberg, Trond (ACM Transactions on Computing Education, 2021)
As the field of computing education grows and matures, it has become essential to unite computing education and higher education research. Educational research has highlighted that how students study is crucial to their learning progress, and study behaviors have been found to play an important role in students’ academic success. This article presents the main results of a systematic literature review intended to determine what we know about the study behaviors of computing students and the role of educational design in shaping them. A taxonomy of study behaviors was developed and used to clarify and classify the definitions of study behavior, process, strategies, habits, and tactics as well as to identify their relationship to the educational context. The literature search resulted in 107 included papers, which were analyzed according to defined criteria and variables. The review of study behavior terminology found that the same terms are used to describe substantially different study behaviors, and the lack of standard terminology makes it difficult to compare findings from different papers. Furthermore, it was more common for papers to use study behaviors to explain other aspects of students rather than exploring and understanding them. Additionally, the results revealed a tendency to focus on specific educational contexts, predominantly introductory programming courses. Although computing education as a field is well equipped to expand the knowledge about both study behaviors and their connection to the educational context, the lack of common terminology and theories limits the impact. The taxonomy of study behaviors in computing education proposed in this article can contribute to contextualizing the research in such a way that researchers and educators across institutional borders can compare and utilize results. Last, the article outlines some areas for future research and recommendations for practice.
Keywords: Computing education; educational context; study behavior; study habits; study process; study strategies; study tactics

Examples, Good Practices and Recommendations for Engaging Girls in Sudan With E-learning - AlSheikh Theeb, Thaer (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5574342 2129771:HQNWXEGI 2405685:TSND6EBB
Keywords: Helpdesk Response; _r:AddedByZotZen

Desk Review: Virtual learning environments and learning management systems - OECS Commission (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0205 2129771:DEJH6DF4
Keywords: Author:OpenDevEd

LMS Selection and Implementation Tool Kit An Agile Delivery Approach - OECS Commission (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0206 2129771:ZUDWNBIN
Keywords: Author:OpenDevEd

Ministerial Roundtable - “Digitalizing daily life: government services and content driving digital transformation” – Part 1 - ITU Telecom World - ITU (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:7K3R6H8E
Keywords: Final_citation

Students’ online information use and learning progress in higher education – A critical literature review - Zlatkin-Troitschanskaia, Olga; Hartig, Johannes; Goldhammer, Frank; Krstev, Jan (Studies in Higher Education, 2021)
Learning using the Internet has become a vital factor for academic success in higher education. Students increasingly rely on the Internet as their main information source. However, related research is still an emerging and highly fragmented field. Therefore, this study aims to provide a comprehensive and integrative review of research literature on student learning vis-à-vis using the Internet. The review encompasses research on students' strategies for searching, evaluating, and selecting online information, the use of this information for domain-specific learning, and the influence of the characteristics of both online information sources and learners on searching, evaluating, and selecting online information. Moreover, research on how this information-related behavior develops and affects learning outcomes is considered. The literature research, conducted in 2020, employed the database Education Resources Information Center (ERIC) and the search engine Google Scholar. Based on relevant search phrases and keywords, over 500 publications were found. After a second search, 55 fitting publications from 2009 onwards were identified. The review reveals a lack of research on the characteristics of online information, how these characteristics affect student learning in higher education, and how student learning can be fostered by improving students' information-related strategies. Research integrating these different perspectives is even scarcer.
Publisher: Routledge _eprint: https://doi.org/10.1080/03075079.2021.1953336
Keywords: Online learning; higher education; meta-analysis; online media use

Advancing the Global Agenda for Human Rights, Vulnerable Populations, and Environmental Sustainability - Alfred, Mary V.; Robinson, Petra A.; Roumell, Elizabeth A. (IAP, 2021)
For over 70 years, the United Nations has worked to advance human conditions globally through its historic agenda for a more peaceful, prosperous, and just world. Through the work of the General Assembly and other programs like the UNESCO World Conferences on Adult Education, the organization has taken a leading role in bringing world leaders together to dialogue on world issues and to set agendas for advancing social and economic justice among and within the regions of the world. The underlying themes of the United Nations’ agenda over the years have been world peace, economic justice, addressing the needs of the world’s most vulnerable populations, and protecting the environment. We draw from the two last two declarations from which the Millennium Development Goals (September 2000) and the Sustainable Development Goals (September 2015) were adopted by world leaders with a focus on addressing the needs of the most vulnerable populations. In this declaration, world leaders committed to uphold the long-standing principles of the organization and to combat extreme poverty, hunger, disease, illiteracy, environmental degradation and discrimination and violence against women. The overall objective of the book is to highlight the conditions of vulnerable populations from various contexts globally, and the role adult and higher education can play (and is playing) in advancing the United Nations agenda of social and economic justice and environmental sustainability. Adult education, through research, teaching, and service engagements is contributing to this ongoing effort but as many scholars have noted, our work remains invisible and undocumented. Therefore, this book highlights adult education’s critical partnership in addressing these global issues. It will also begin to fill the void that exists in adult education literature on internationalization of the field.
Google-Books-ID: ZU9PEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 2129771:P2CMZ4CI
Keywords: Education / Adult & Continuing Education; Education / Philosophy; Theory & Social Aspects; Education / Schools / Levels / Higher

An IoT-based deep learning approach to analyse indoor thermal comfort of disabled people - Brik, Bouziane; Esseghir, Moez; Merghem-Boulahia, Leila; Snoussi, Hichem (Building and Environment, 2021)
Monitoring the thermal comfort of building occupants is crucial for ensuring sustainable and efficient energy consumption in residential buildings. Existing studies have addressed the monitoring of thermal comfort through questionnaires and activities involving occupants. However, few studies have considered disabled people in the monitoring of thermal comfort, despite the potential for impairments to present thermal requirements that are significantly different from those of an occupant without a disability. Additionally, people with disabilities can experience difficulties in expressing their thermal comfort, which further complicates assessment and monitoring. To overcome this, we propose the development of a new learning model using a deep neural network. Our model can predict the indoor thermal comfort of differently abled people in real time to facilitate remote monitoring. We generated our real dataset using a new Internet of Things (IoT) architecture. Our architecture also includes a data collection scheme to ensure an efficient collection process, enabling the collection of targeted data before transferring them to cloud servers for further data analysis. Experimental results illustrate the reliability of our data collection scheme in gathering useful and targeted data, as well as the efficiency of our deep learning-based model, which achieved an accuracy of 94% and a precision and recall of 98% and 97%, respectively.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2021.108056 2129771:ZRVWRNN9
Keywords: Building sustainability; Deep learning; Disabled people; Indoor thermal comfort prediction and monitoring; Internet of Things (IoT)

The outcomes of sexting for children and adolescents: A systematic review of the literature - Doyle, Caoimhe (Journal of Adolescence, 2021)
Introduction Given associated risks, sexting among children and adolescents has yielded significant interest in recent years. Several previous reviews have examined data on the prevalence, determinants, and correlates of sexting behaviour, however, in an ever-changing digital media context, a comprehensive overview of findings regarding its outcomes is warranted. This novel review aimed to systematically identify and conduct a narrative synthesis of empirical evidence regarding the outcomes of sexting involvement for children and adolescents. Methods Four databases were searched for peer-reviewed literature on sexting, and 54 articles were identified for inclusion in the review. The quality of included studies was appraised using Dixon-Woods et al. (2006) five question prompts. Results Four ‘outcomes’ categories were derived, namely, psychological (victimisation; sexual abuse/victimisation; mental health and quality of life; and emotional outcomes), behavioural (sexual activity, risk behaviours, and perpetration of abuse and harassment), relational (personal connections with others & reputational outcomes), and systems-level (distribution/public exposure of sexting content). Conclusions Findings indicate that the outcomes of sexting for children and adolescents (aged ≤19 years) are wide-ranging, some positive and desirable, others negative and unwanted. Furthermore, identified outcomes were located along a continuum spanning benefits for adolescents’ well-being and relationships, stigma and associated difficulties, and serious harm or trauma. Limitations (e.g., methodological constraints of studies) and implications (e.g., informing harm prevention/intervention initiatives; further large-scale and replication studies) are discussed within.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.adolescence.2021.08.009 4804264:2KJ7294X 4804264:RBW96XKI
Keywords: Adolescents; Children; Cybersex; Final_citation; Review; Sexting; anystyle; existing

Meta-analysis of 35 studies examining the effect of indoor temperature on office work performance - Porras-Salazar, Jose Ali; Schiavon, Stefano; Wargocki, Pawel; Cheung, Toby; Tham, Kwok Wai (Building and Environment, 2021)
Several relationships between air temperature and work performance have been published. We reanalysed the one developed in 2006 by Seppänen et al.; which is probably the best known. We found that even when significant, its prediction accuracy is very low (R2 = 0.05, MAE = 1.9%, RMSE = 3.1%). We consequently reviewed the literature and found 35 studies on the effects of temperature on office work performance. We used Seppänen et al.’s approach to normalise the data reported in these studies and explored the feasibility to develop a new relationship using regression models, models based on the Maximal Adaptability framework, and machine learning. We could not find a relationship between temperature and office work performance neither for the range of temperatures measured in most of the office buildings (20 °C–30 °C) or a wider range (18 °C–34 °C). Plausible reasons are discussed including the variety of methods used to assess performance, the multiple uncontrolled confounders, and the fact that temperature alone may not fully describe how the thermal environment affects building occupants. We do not recommend the use in practice of any of the models relating temperature to office work performance examined in the present study. The lack of relationships does not necessarily refute that temperature affects the performance of office work. Coordinated research predicated on a shared protocol enabling integrated analysis in the modelling of the relationships between the indoor thermal environment and office work performance is proposed to be carried out before using them in practice. We made the database open-source and developed an application for data exploring.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.buildenv.2021.108037 2129771:3WB6E2E4 4682641:B4RYFHC6 4682641:PEAZCXFI
Keywords: BE:RELEVANT; Cognitive performance; Indoor air temperature; Offices; Productivity; Thermal environment

Optimizing thermal comfort and energy use for learning environments - Taylor, Mary; Brown, Nathan C.; Rim, Donghyun (Energy and Buildings, 2021)
Thermal comfort is a critical component of indoor environments, especially in schools where learning is the main objective. However, thermal comfort comes at a price that many schools are unable to afford. Therefore, it is critical to determine a method to lower the energy costs of a building while still maintaining occupant thermal comfort. The objective of this study is to investigate how three indoor environmental parameters of air speed, humidity, and air temperature influence energy and thermal comfort in classroom environments. We employed a multi-objective optimization method that considers all three thermal parameters in the design and operation of a classroom. This method is demonstrated for three distinct climate locations (very hot and humid, cold and humid, warm and marine). Overall, our findings demonstrate significant energy savings from 1.3 to 9.1 kWh/year/m2 for cases where energy reduction is achieved. These values are for cases where the total annual number of hours that more than 10% of people are dissatisfied in a space are 0 to 42 in Miami and San Francisco and 26 to 49 in Boston. This translates to a cost savings of $3,000 to $12,800 per year for the entire building at current market rates. Note that for all locations, there were also cases where the number of hours that more than 10% of people were dissatisfied were reduced from the baseline value while still reducing energy use. This optimization framework shows promise for building mechanical designers seeking to maintain increased levels of thermal comfort throughout the year while lowering energy use.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111181 2129771:JGWBQ9ZN 4682641:MNJ28P67 4682641:VRCRT79Y
Keywords: Air speed; BE:RELEVANT; Building energy; Classroom; Humidity; Multi-objective optimization; Thermal comfort

Commonwealth Secretariat Strategic Plan 2021/22 – 2024/25 - Commonwealth Secretariat (2021)

Training of Teachers on Assistive Technologies and Interactive Digital Textbooks in Kenya, Uganda and Rwanda | UNESCO - UNESCO (2021)

Black Caribbean girls in England ‘twice as likely to be excluded from schools as white girls’ - Mohdin, Aamna (The Guardian, 2021)
Data also shows that school exclusions for girls are growing at higher rate than for boys
Keywords: Education; Exclusions; Inequality; Race; Schools; UK news; Women

Understanding Barriers to Girls’ Access and Use of EdTech in Kenya During Covid-19 - Tembey, Lara; Baier, Jasmin; Ogolla, Concilia; Mohan, Prithika (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:EUI5EZPL 4804264:F6DRNVXC
Keywords: Final_citation; cited; existing

Future of Testing in Education: Artificial Intelligence (Center for American Progress, 2021)
Technology and artificial intelligence can vastly improve the types of assessments teachers use to guide students in their learning.
KerkoCite.ItemAlsoKnownAs: 2486141:NMMPJJBP

Learning from Experience: A post-Covid-19 data architecture for a resilient education data ecosystem in Sierra Leone - Fab Inc. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.5498054 10.5281/zenodo.5498054 2129771:RHCG2CAA 2339240:5S4BZY48 2339240:SRWI5WQJ 2405685:JR65CZU2 2405685:JTKTA5X5 2405685:VQ3F9NQ7
Keywords: _C:Sierra Leone SLE; _DOILIVE; _r:AddedByZotZen; _zenodo:submitted

To truly ‘build back better’ we must reimagine what prosperity looks like - Moore, Henrietta (Financial Times, 2021)
Focusing on GDP and physical infrastructure is futile without real-life benefits for people living in left-behind towns

SFL praxis in U.S. teacher education: a critical literature review - Accurso, Kathryn; Gebhard, Meg (Language and Education, 2021)
This literature review analyzes the influences of systemic functional linguistics (SFL) in U.S. teacher education from 2000 to 2019. First, we describe how SFL has been contextualized in United States in response to changing demographics, new technologies, policies, and the impacts of globalization. Second, we outline our methodology, which yielded 136 publications from the fields of literacy research, teacher education, and applied linguistics. Third, we present four findings: (1) the main vehicles for introducing U.S. teachers to SFL theory and practice are grant-funded university-school partnerships, courses in colleges of education, and self-contained professional development workshops; (2) most interventions focused on introducing teachers to functional metalanguage and text analysis, with fewer focusing on multimodality; (3) SFL interventions positively influenced teachers’ level of semiotic awareness and ability to design focused disciplinary literacy instruction. Teachers’ critical awareness and confidence for literacy instruction were influenced to a lesser extent; and (4) more sustained investments in teacher professional development led to greater gains in teacher learning as well as a critical awareness of the relationship between disciplinary literacy practices and ideologies at work in K-12 schools. Based on these findings, we conclude with three recommendations for the future of critical SFL praxis in teacher education.
Publisher: Routledge _eprint: https://doi.org/10.1080/09500782.2020.1781880
Keywords: Systemic functional linguistics; critical language awareness; disciplinary literacies; pedagogical knowledge; teacher professional development

Biometric applications in education - Hernandez-de-Menendez, Marcela; Morales-Menendez, Ruben; Escobar, Carlos A.; Arinez, Jorge (International Journal on Interactive Design and Manufacturing (IJIDeM), 2021)
Educational institutions are acquiring novel technologies to help make their processes more efficient and services more attractive for both students and faculty. Biometric technology is one such example that has been implemented in educational institutions with excellent results. In addition to identifying students, access control, and personal data management, it has critical applications to improve the academic domain's teaching/learning processes. Identity management system, class attendance, e-evaluation, security, student motivations, and learning analytics are areas in which biometric technology is most heavily employed. A literature review is performed to present an overview of biometric technology applications for educational purposes, challenges that must overcome to implement biometric technology, and potentially foreshadowing trends effectively. The future seems promising for biometric technology; the biometric technology market is expected to reach a value of USD 94 billion by 2025 at a compound annual growth rate of 36%. New characteristics are under development for commercial applications, such as vascular pattern recognition, ear shape recognition, facial thermography, odor sensing, gait recognition, heartbeat authentication, brain waves, and human body bioacoustics. The biggest challenge this technology must overcome is security and privacy issues, which must be addressed to fully develop the technology to its full potential. It is desirable that this literature review can provide researchers with a sound vision of the potential that biometric technology will have in education.
KerkoCite.ItemAlsoKnownAs: 10.1007/s12008-021-00760-6 4804264:42GLTGBW 4804264:UXCAC6R3
Keywords: Biometrics; Educational innovation; Final_citation; Higher education; State of the art; anystyle; existing

Education during the COVID-19 crisis Opportunities and constraints of using EdTech in low-income countries - Jordan, Katy; David, Raluca; Phillips, Toby; Pellini, Arnaldo (Revista de Educación a Distancia (RED), 2021)
Dates: 13-11-2020 — Actualizado el 09-01-2021 KerkoCite.ItemAlsoKnownAs: 10.6018/red.453621 2405685:IVHRNTQ7 2405685:L7Y5JD68
Keywords: _EdTechHub_Output

Immersive Virtual Reality in K-12 and Higher Education: A systematic review of the last decade scientific literature - Pellas, Nikolaos; Mystakidis, Stylianos; Kazanidis, Ioannis (Virtual Reality, 2021)
There has been an increasing interest in applying immersive virtual reality (VR) applications to support various instructional design methods and outcomes not only in K-12 (Primary and Secondary), but also in higher education (HE) settings. However, there is a scarcity of studies to provide the potentials and challenges of VR-supported instructional design strategies and/or techniques that can influence teaching and learning. This systematic review presents a variety of studies that provide qualitative and/or quantitative data to investigate the current practices with VR support focusing on students’ outcomes, performance, alongside with the benefits and challenges of this technology concerning the analysis of visual features and design elements with mobile and desktop computing devices in different learning subjects. During the selection and screening process, forty-six (n = 46) articles published from the middle of 2009 until the middle of 2020 were finally included for a detailed analysis and synthesis of which twenty-one and twenty-five in K-12 and HE, respectively. The majority of studies were focused on describing and evaluating the appropriateness or the effectiveness of the applied instructional design processes using various VR applications to disseminate their findings on user experience, usability issues, students’ outcomes, and/or learning performance. This study contributes by reviewing how instructional design strategies and techniques can potentially benefit students’ learning performance using a wide range of VR applications. It also proposes some recommendations to guide and lead effective instructional design settings in several teaching and learning contexts to outline a more accurate and up-to-date picture of the current state of literature.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10055-020-00489-9 4804264:YA75UGAS
Keywords: Final_citation; Human–computer interface; Immersive technologies; Simulations; Systematic review; Virtual reality; cited; existing

Education Systems for Girls’ Education in the Indo-Pacific Region - Newman, Lorenzo; Pelosi, Alice; Zino, Giovanni; Crespi, Silvia; Gordon, Rebecca (2021)
Despite substantial progress over the last two decades, girls in many parts of the world experience worse educational outcomes than boys, particularly at the secondary and tertiary levels. The COVID-19 pandemic appears to have exacerbated this learning gap in many regions, making research on the relationship between girls’ education outcomes and education systems increasingly urgent. This rapid review explores the determinants of girls’ education outcomes in a specific group of Indo-Pacific countries. It examines the education system determinants of these outcomes such as government investment, teacher training, water, sanitation, and hygiene (WASH) infrastructure in schools, school-related gender-based violence, and indirect costs of education, drawing from pre-COVID-19 data. It also investigates societal determinants such as political factors, poverty rates, labour market participation trends, and child marriage rates. By attempting to explain differences in learning outcomes for girls, it also achieves a typology of countries in the region and suggests ideas for further research and FCDO programming.
Accepted: 2021-09-08T10:32:40Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.114 2129771:C76A4PKM 4869029:UWNCAT3B

Education and International Development: An Introduction - McCowan, Tristan; Unterhalter, Elaine (Bloomsbury Publishing, 2021)
Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.
Google-Books-ID: ju85EAAAQBAJ
Keywords: Education / Comparative; Education / Multicultural Education

LAC Reads Capacity Program: Curriculum coding schemes - D’Angelo, Sophia; Regis, Callista; Megha-Bongnkar, Ghislaine; McBurnie, Chris; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0209 2129771:IX96CIPY
Keywords: Author:OpenDevEd

LAC Reads Capacity Program: Mid-term report - McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0212 2129771:24FYFK9R
Keywords: Author:OpenDevEd

The use of virtual learning environments and learning management systems during the COVID-19 pandemic - McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0203 2129771:S7SC6REF
Keywords: Author:OpenDevEd; ___duplicate_item

Final report: Beta testing and recommendations for scaling - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Gonsalves, Sarah-Lee; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0214 2129771:VHLFWHHB
Keywords: Author:OpenDevEd

LAC Reads Capacity Program: Capacity strengthening report - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Gonsalves, Sarah-Lee; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0215 2129771:T4Q5I92Z
Keywords: Author:OpenDevEd

LAC Reads Capacity Program - Final report - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Gonsalves, Sarah-Lee; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0213 2129771:CV4GUYZ6
Keywords: Author:OpenDevEd; ___duplicate_item

LAC Reads Capacity Program: Outputs register - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Gonsalves, Sarah-Lee; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0216 2129771:PYEZTVZI
Keywords: Author:OpenDevEd

Inception Report - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0207 2129771:N8NT47NN
Keywords: Author:OpenDevEd

LAC Reads Capacity Program: Audit of content repositories for early-grade literacy - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0208 2129771:NMYVR3QF
Keywords: Author:OpenDevEd

Rolling out a national virtual learning environment - Megha-Bongnkar, Ghislaine; McBurnie, Chris; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0204 2129771:D6HWERM2
Keywords: Author:OpenDevEd; ___duplicate_item

LAC Reads Capacity Program: Teacher categorisation inputs - Regis, Callista; Megha-Bongnkar, Ghislaine; McBurnie, Chris; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0210 2129771:FLLKKXY5
Keywords: Author:OpenDevEd

LAC Reads Capacity Program: User testing resuts - Regis, Callista; Megha-Bongnkar, Ghislaine; McBurnie, Chris; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0211 2129771:LYEE4WYI
Keywords: Author:OpenDevEd

Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges - the Education Commission (the Education Commission, 2021)
As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most...
Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:QDUZU3YQ
Keywords: _yl:c

World Bank EdTech Readiness Index (ETRI) - World Bank Group (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:3UHXCDJ5 4426965:SCZV2RN6

Educational building retrofit under climate change and urban heat island effect - Akkose, Gizem; Meral Akgul, Cagla; Dino, Ipek Gursel (Journal of Building Engineering, 2021)
Climate change (CC) and urban heat island (UHI) are important environmental forces that have serious consequences for the existing buildings, such as increased resource consumption and environmental footprint, adverse human health effects and reduced occupant comfort. In this context, educational buildings represent a critical category amongst other building typologies, due to their high energy use, high occupant density, atypical daily/annual occupancy patterns, and their occupants’ high vulnerability to heat. Poor indoor conditions can reduce the health and productivity of students and teachers, worsen learning performance and reduce attendance. Retrofitting educational buildings is an effective solution to tackle this challenge. This study investigates the impact of CC&UHI on educational building performance and demonstrates the effectiveness of passive retrofit scenarios targeting CC&UHI mitigation and adaptation. These investigations are based on a systematic approach that consists of (i) the generation and analyses of CC&UHI-modified weather datasets, and (ii) simulation-based comparative analyses of the as-is building and various retrofit scenarios. An existing secondary school building in Ankara, Turkey is selected as a case study for evaluations of the selected performance indicators including energy use, global warming potential (GWP) and thermal comfort. Obtained results indicate that total energy consumption can be reduced up to 50% with retrofit, whereas possible reductions in indoor discomfort are even more pronounced, underlining the significance of selecting the optimal combination of passive measures for maximum impact towards the adaptation of the existing educational buildings to the changes in climatic conditions.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jobe.2021.102294 2129771:Z63QZFRM 2486141:KJ7D7CVS
Keywords: Climate change; Educational building; Energy efficiency; Retrofit; Thermal comfort; Urban heat island

Health impact assessment and climate change: A scoping review - Ammann, Priska; Dietler, Dominik; Winkler, Mirko S. (The Journal of Climate Change and Health, 2021)
Climate change has various adverse impacts on public health, ranging from heat-related illness to an increased risk of undernutrition in low-income countries. Health impact assessment (HIA) has been advocated as a valuable tool to systematically identify and quantify the effects of climate change on public health and to inform and evaluate the impact of disease-specific adaptation measures as well as health co-benefits of mitigation measures. We conducted a scoping review to map out peer-reviewed literature on HIA in the context of climate change. Web of Science, Scopus and PubMed were searched without language or time restriction. Publications were included in the full text screening that presented or discussed the application of HIA for investigating health impacts of climate change, or associated adaptation and mitigation measures. In total, 76 peer-reviewed publications from 26 countries were included and characterized. There was a paucity of studies on HIA in the context of climate change from low- and middle-income countries. The most investigated climate change effects were related to temperature and air-pollution. Consequently, associated health impacts, such as respiratory or cardiovascular morbidity and mortality, were examined most frequently. Research-driven HIAs with a quantitative methodological approach were the predominant choice to assess health impacts of climate change. Only one in five publications applied a classical step-by-step HIA approach. While quantitative assessment of health impacts associated with climate change seems to be a well established field of research, the few publications applying a step-by-step HIA approach to systematically anticipate potential health impacts of climate change in a given context point at a missed opportunity for strengthening intersectoral collaboration to maximize health (co-) benefits of climate mitigation and adaptation measures. To promote the use of step-by-step HIA in regions that are most affected by climate change, HIA teaching and training efforts are urgently needed.
openalex: W3197500705 mag: 3197500705 KerkoCite.ItemAlsoKnownAs: 10.1016/j.joclim.2021.100045 2129771:4LUAJUSI 5072953:H6PGYGQT
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Adjusting the use of preprints to accommodate the ‘quality’ factor in response to COVID-19 - Teixeira da Silva, Jaime A. (Journal of Taibah University Medical Sciences, 2021)
Preprints are typically crude precursors of peer-reviewed papers that are placed almost immediately, save for some superficial screening, on an open-access repository to allow the information to reach readers quickly, circumventing the long-drawn process typically associated with processing in peer-reviewed journals. For early-career researchers who might be enthusiastic about obtaining some recognition for their efforts, or wanting open and public input about their work, preprints are certainly a useful publication choice. However, if health-related data and information have not been carefully scrutinised, they may pose a risk and may even serve as a source of public health misinformation. Surging growth and competition among preprint servers, coupled with a massive volume of COVID-19-related preprints, mainly on bioRxiv and medRxiv, as well as select indexing now being tested on PubMed, suggests that preprints are being increasingly used in the biomedical sciences. Stronger and more robust ethical policies are needed to screen preprints before they are released to the public, and even if this implies a slight delay in publication, it may increase academics' trust in this form of scientific information and communication. Clear and stringent ethical policies need to be urgently introduced by ethics groups such as COPE and the ICMJE, whose many member journals allow preprints to be posted before traditional peer review. Stringent ethical guidelines that treat misconduct equally in preprints and peer-reviewed papers will boost the integrity of academic publishing.
Keywords: Ethics policies; Health policies; Peer review

Midterm Report: OECS Learning Hub - McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (2021)
zotzenLib.CopiedFrom: 2486141:IR94DN2K KerkoCite.ItemAlsoKnownAs: 2129771:UVSXC2TM 2486141:IR94DN2K
Keywords: Author:OpenDevEd

OECS Instructional Content and Engagement Framework - OECS Commission; McBurnie, Chris; Megha-Bongnkar, Ghislaine (2021)
zotzenLib.CopiedFrom: 2486141:XLA2EQNW KerkoCite.ItemAlsoKnownAs: 2129771:KTGBGFBZ 2486141:XLA2EQNW
Keywords: Author:OpenDevEd

Learning Loss, Learning Gains and Wellbeing: A Rapid Evidence Assessment - Page, Ella; Leonard-Kane, Rosie; Kashefpakdel, Elnaz; Riggall, Anna; Guerriero, Sonia (Education Development Trust, 2021)
As schools begin reopening around the world, education systems are faced with the challenge of mitigating learning lost during the pandemic, designing and implementing remedial or accelerated learning programmes, remote learning and next year's curriculum. Effective teachers are a crucial part of supporting learning recovery. School closure during COVID-19 has left many teachers uncertain about their role, worried about their working conditions and their health, safety and wellbeing, unable to use technology effectively, and unprepared for classroom challenges when schools reopen. Teachers will need to respond to students' academic losses (and gains), but also to their socio-emotional wellbeing. United Nations Educational, Scientific and Cultural Organisation (UNESCO) and Education Development Trust have undertaken this study to provide information to help teachers, schools and governments understand how to support teachers to best support students as they return to school. This research is designed to allow to focus on the available existing evidence, and focuses on the most marginalised students and include research from previous crisis and disaster contexts to examine broadly what is know about actions to mitigate and recover learning loss, not just related to the current global pandemic but in a broader sense. The key research questions for this Rapid Evidence Assessment (REA) are grouped into two sections. Firstly, questions about learning loss, gain and impact on student wellbeing. The second group of questions focus on the experience of teachers and the literature around the skills and support required for teachers to recover learning and wellbeing themselves and in students as they return to school. The REA is a companion to a review of policy and grey literature which focuses more on commentary and guidance literature. These papers are the first stage in a wider research project which will look at how teachers support learning recovery post COVID-19. [For "Learning Loss, Learning Gains and Wellbeing: A Review of Policy and Grey Literature," see ED615067.]
Publication Title: Education Development Trust KerkoCite.ItemAlsoKnownAs: 2129771:48FYSB2R 2129771:KVBA2FHD
Keywords: 21st Century Skills; Access to Computers; Access to Education; Achievement Gains; At Risk Students; COVID-19; Conflict; Educational Needs; Elementary Secondary Education; Emotional Response; Foreign Countries; Health Promotion; Intervention; Mental Health; Natural Disasters; Pandemics; Research; School Closing; Social Influences; Socioeconomic Influences; Teacher Competencies; Teacher Role; Technological Literacy; War; Well Being; ⛔ No DOI found

Silenced by an Unknown Language? Exploring Language Matching during Transitions from Complementary Education to Government Schools in Ghana - Daly, Kieran; Carter, Emma; Sabates, Ricardo (Compare: A Journal of Comparative and International Education, 2021)
Mother tongue-based education has been central to the promotion of early literacy skills in many multilingual contexts of the Global South. However, learners in such environments may face significant linguistic challenges when changing language of instruction during schooling. In particular, the linguistic distance between mother tongue and official language may be a significant barrier to learners. This paper provides an empirical approach to this issue by employing language matching based on linguistic distance between languages to explore changes in literacy scores for learners who change language of instruction. Findings show that the greater the linguistic distance between two languages, the larger the loss in foundational literacy. We conclude that language matching could be introduced as a tool to identify at-risk learners during transitions and, if possible, as a tool for linguistic allocation of students who have the possibility of selecting between schools with different languages for instruction.
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2021.1941772 KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2021.1941772 2129771:37FHTZ9B
Keywords: Ghana; Mother tongue education; language matching; literacy; multilingualism

Getting all children into school: The Sierra Leone story (ArcGIS StoryMaps, 2021)
Harness the power of maps to tell stories that matter. ArcGIS StoryMaps has everything you need to create remarkable stories that give your maps meaning.
Keywords: _C:Sierra Leone SLE

Assessing student–teacher relationship quality in cross-cultural contexts: Psychometric properties of student–teacher relationship drawings - Chen, Mengdi; Zee, Marjolein; Roorda, Debora L. (European Journal of Developmental Psychology, 2021)
The present study examined the psychometric properties of Student–Teacher Relationship Drawings (STRDs) to assess student–teacher relationship quality in a cross-cultural context. A sample of upper elementary school students from both the Netherlands (N = 752) and China (N = 574) was included. Results showed sufficient inter-rater reliabilities of all drawing dimensions for both the Dutch (.68 < ICC < .84) and Chinese samples (.72 < ICC < .85). Multiple group analyses supported partially strong invariance of STRD-dimensions across the Dutch and Chinese samples. Relationship drawing dimensions also showed moderate associations with student-reported relationship quality and engagement across both the Dutch and Chinese sample. Future cross-cultural research may therefore employ STRDs to assess students’ relationship experiences.
Publisher: Routledge _eprint: https://doi.org/10.1080/17405629.2021.1952862 KerkoCite.ItemAlsoKnownAs: 10.1080/17405629.2021.1952862 2129771:PGDZREX2 2486141:ULZ3624B
Keywords: Cross-cultural research; measurement invariance; student–teacher relationship drawings; student–teacher relationships

Meta-framework of digital literacy: a comparative analysis of 21st-century skills frameworks - Martínez, María Cristina; Sádaba, Charo; Serrano-Puche, Javier (Revista Latina de Comunicacion Social, 2021)
Introduction: Faced with an imminent digital era marked by globalization and technological innovation, different organizations raised the importance of innovating education with the so-called 21st-century competencies. The need for new skills to participate in digital culture is highlighted in the different proposals, where digital competence is fundamental to live, work and participate in Knowledge Society. Methodology: This work aims to generate an integrated proposal of digital literacy through a comparative analysis of digital competence in eight frameworks of 21st-century skills (ATCS, enGauge, Naep, Nets, OECD, P21, UNESCO, European Union), which they are studied in three main thematic blocks: a) definition, b) objectives and vision, c) competencies and abilities. Results: Digital literacy encompasses a holistic approach, nurtured by different literacies, from which a meta-framework with nine competencies is built: three direct competencies, 1) information and data, 2) communication and collaboration, and 3) technical; five transversal competencies, 4) problem solving, 5) global citizenship and multicultural awareness, 6) interpersonal, 7) future thinking, 8) creative thinking and 9) critical thinking; and 53 cognitive, critical, technical, social, emotional and projective digital skills. Conclusions: Multidimensional digital literacy consolidates the techno-social perspective for empowerment and technological appropriation, which exceeds the operational use of tools and guarantees the broad, meaningful, and innovative use of technology for the construction of an equitable society, decent employment, social participation, among other purposes that are connected with the Sustainable Development Goals.
KerkoCite.ItemAlsoKnownAs: 2129771:7Z6WTN9P
Keywords: ⛔ No DOI found

A Learning Design for Deep Learning for a Distance Teacher Education Programme - Bose, Sutapa (Journal of Learning for Development, 2021)
Self-learning materials (SLM) generally lack the mechanisms for ensuring deep learning but help address the learning needs of large number of learners. Hence, it was retained as the key instructional component for a distance in-service teacher education programme offered by the Indira Gandhi National Open University (IGNOU), India. However, for the programme’s personal contact programme, a learning design was developed with the aim of addressing the SLM’s pedagogic limitations. This study aimed to determine how learners were using the SLM for learning while the design was being implemented at multiple units of analysis. It used the case-study method, and the findings suggested that the learning design encouraged deep learning processes that included the use of workplace learning as a context for interrogating the SLM and evaluating their relevance. Findings of qualitative studies are not generally generalisable. Nevertheless, this study will help in making informed decisions favouring ‘learning designs’ instead of instructional designs for IGNOU’s future teacher education programmes.
Number: 2
Keywords: Distance teacher education; deep learning; learning design; pedagogy; self learning material; ⛔ No DOI found

The Global Micro-credential Landscape: Charting a New Credential Ecology for Lifelong Learning - Brown, Mark; Mhichíl, Mairéad Nic Giolla; Beirne, Elaine; Lochlainn, Conchúr Mac (Journal of Learning for Development, 2021)
This article offers a global overview of the burgeoning field of micro-credentials and their relationship to lifelong learning, employability and new models of digital education. Although there is no globally accepted definition of micro-credentials, the term indicates smaller units of study, which are usually shorter than traditional forms of accredited learning and courses leading to conventional qualifications such as degrees. The paper aims to provide educators with a helicopter view of the rapidly evolving global micro-credential landscape, with particular relevance to higher education leaders, industry stakeholders and government policy-makers. It addresses five questions: (i) what are micro-credentials? (ii) why micro-credentials? (iii) who are the key stakeholders? (iv) what is happening globally? and (v) what are some of the key takeaways? Drawing on a European-wide perspective and recent developments in The Republic of Ireland, the paper concludes that micro-credentials are likely to become a more established and mature feature of the 21st Century credential ecology over the next five years. While the global micro-credential landscape is currently disconnected across national boundaries, more clarity and coherence will emerge as governments around the world increasingly align new credentialing developments with existing national qualification frameworks. The micro-credentialing movement also provides opportunities for governments and higher education institutions in partnership with industry to harness new digital learning models beyond the pandemic.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:C3TSQ4HL
Keywords: Credentials; Digital Badges; Employability; Micro-credentials; Transversal Skills; _genre:PR-primary_research; ⛔ No DOI found

Open Pedagogy: A Systematic Review of Empirical Findings - Clinton-Lisell, Virginia (Journal of Learning for Development, 2021)
Open licensing used in open educational resources allows for teaching and learning practices that are not possible with traditional copyright. There is a growing body of empirical research on open pedagogy. However, definitions and instantiations of open pedagogy vary in the literature. The purpose of this review was to systematically search and synthesize empirical findings on open pedagogy. In this, the definitions of open pedagogy across empirical reports were examined. Generally, open pedagogy was defined in the context of open licensing affordances; however, there were exceptions particularly when examining faculty experiences with open pedagogy. Synthesized findings may be used by faculty to inform use of open pedagogy especially when considering issues with student confusion and changing power dynamics.
Number: 2
Keywords: open education; open pedagogy; systematic review; ⛔ No DOI found

Scaling Smallholder Farmer Empowerment: Lessons from the Lifelong Learning Program in Uganda - Kalibwani, Rebecca; Kakuru, Medard; Carr, Alexis; Tenywa, Moses (Journal of Learning for Development, 2021)
An evaluation study of the Lifelong Learning for Farmers (L3F) program was undertaken in two sites; in the central and northern regions of Uganda. Propensity Score Matching (PSM) was used to measure the impact of the program on crop and household income, as well as the empowerment levels of its participants. The two sites had differences not only in geographical location but in historical background and implementation of the program, which may have influenced the livelihood outcomes. Despite these differences, the results of the study confirm the potential of the L3F approach to raise participants’ crop and household income relative to non-L3F counterparts, significantly so for women participants. There is also sufficient evidence to confirm that L3F positively contributes to farmer empowerment, and, subsequently, their livelihood. The paper draws lessons for scaling the empowerment process using the lifelong learning for farmers’ model in Uganda.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:57S95N2P
Keywords: Empowerment; Lifelong learning for farmers; Propensity Score Matching; Uganda; _genre:PR-primary_research; ⛔ No DOI found

Technology Enabled Delivery of Medical Programmes through ODL : A Case of Training Medical Doctors in Geriatric Medicine - Kuba, Ruchika (Journal of Learning for Development, 2021)
COVID-19 provided an opportunity to experiment with alternative delivery mechanisms for a medical education programme offered through open and distance learning with face-to-face training as an essential component of the programme. Non-availability of hard copies of the course material (92%) and lack of communication from the university (32%) as well as training centres (42%) were some of the challenges faced by students of the Geriatric Medicine programme of the Indira Gandhi National Open University (IGNOU) during the COVID pandemic. Around 90% were willing to attend online classes and 65% to 77% were willing to present cases online for discussion. A programme-specific web portal containing all resource material and information was visited by 85% of students. Most students attended the online classes and 68% attempted the formative assessments based on the online classes. Online classes were recorded and uploaded and were found useful by 90% of students. The experiment successfully demonstrated the feasibility and acceptance of delivering practical skills using online technological tools. Further integrating technology to complement some of the face-to-face component could be used as a permanent and effective delivery strategy, which could also reduce resource requirements.
Number: 2
Keywords: formative assessments; geriatric medicine; online classes; open and distance learning; ⛔ No DOI found

Postgraduate Students’ Perception of the Use of E-portfolios as a Teaching Tool to Support their Learning in an Open and Distance Education Institution - Modise, Mphoentle Puleng (Journal of Learning for Development, 2021)
E-portfolios have been used for decades in education; however, it is still a new trend in some developing countries as they continue to adopt e-learning practices. The study investigated postgraduate students’ experiences and perceptions of using an e-portfolio as a teaching tool to support their learning in an open and distance e-learning (ODeL) university in South Africa. A sample of 74 students registered for an online module were selected and an online questionnaire administered via Lime Survey. The results show that more than half of the respondents (71%) were using the e-portfolio for the first time. The study also revealed the contrasting views of the support received from the lecturer and institution for the e-portfolio platform, especially with technical issues. This study suggests that distance education institutions that are using e-portfolios need to strategically choose user-friendly technology tools and design appropriate student support strategies for delivering online modules. Higher education institutions that are planning to implement e-portfolios may find the results of this paper useful; however, further investigation of the learners’ needs, and available tools may assist with creative and appropriate designs of support strategies for their contexts.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:YD42YYYK
Keywords: COVID-19; Community of Inquiry (CoI); Mahara; Open Distance Learning (ODL); _genre:PR-primary_research; e-learning; e-portfolio; student support; ⛔ No DOI found

COVID-19 and Technology Enhanced Teaching in Higher Education in sub-Saharan Africa: A Case of the University of Dar es Salaam, Tanzania - Mtebe, Joel S.; Fulgence, Katherine; Gallagher, Michael (Journal of Learning for Development, 2021)
This article aims to share an experience on the process taken by the University of Dar es Salaam to adopt and deliver technology-enhanced teaching and learning during the COVID-19 crisis. The university started by forming a team which conducted an audit to identify existing ICT infrastructure, skills gaps amongst instructors, and information systems that could be quickly adopted to deliver various courses during the COVID-19 crisis. The Moodle system, Zoom video conferencing system, and Postgraduate Information Management System were identified and recommended. After the audit, 340 instructors were trained on identified systems and 369 new courses were developed. Although face-to-face classes resumed a few months after the training and preparations, postgraduate courses continued to be offered via the blended mode with the Zoom and Moodle systems being used. The experience gathered from this study contributes towards knowledge of ICT integration in teaching and learning and can be integrated into teaching during the COVID-19 crisis in resource-constrained universities in sub-Saharan Africa and beyond.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:6LN9VHQ4
Keywords: CoVID-19 Pandemic; _genre:PR-primary_research; online learning; technology enhnaced teaching and learning; ⛔ No DOI found

Sustaining Work-based Learning During COVID 19 Pandemic: - Namjoshi, Revati; Pani, Soumya; Despande, Ujjwala; Ranade, Amit (Journal of Learning for Development, 2021)
Sustaining Work-based Learning during the COVID-19 pandemic became a challenge since access to working-cum-learning places for students of a work-based degree programme was depleted. Socio-economic challenges needed to be addressed as students came from economically weaker sections of society. Also critical were the pedagogic challenges in terms of validating the sustenance and spirit of the work-based learning (WBL) model. This case study presents a special initiative of digital freelancing offering virtual workplaces as well as livelihoods to work-based learning students during the pandemic. Merits, limitations, potential spinoffs of the WBL model for higher education and learning for development are discussed.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:QWC8THSL
Keywords: Digital Freelancing; Livelihoods; Nai Talim; Pedagogy; WBL; Work-based Learning; _genre:PR-primary_research; sustainability; ⛔ No DOI found

Review: Southgate, E. (2020). Virtual Reality in Curriculum and Pedagogy: Evidence from Secondary Classrooms. Routledge. - Neal, Terry (Journal of Learning for Development, 2021)
Number: 2
Keywords: immersive virtual reality; pedagogy technology; ⛔ No DOI found

Reports from the Field: Secondary School in Hong Kong Integrating the Spirit of Humanities into STEAM Education - Ng, Sin Fai Eric; Ng, Chin Hung (Journal of Learning for Development, 2021)
A small project of STEAM education called “Innovation for Love and Care” was implemented in a local secondary school in Hong Kong. Four seventh-grade students participated from November 2020 to February 2021. The project aims to integrate humanism into the traditional STEAM curriculum to stimulate the students’ innovation in a people-oriented approach. The project consisted of three modules implemented by means of both online teaching and face-to-face lessons due to the COVID-19 pandemic. The responses of the students were very positive. The overall performance has been recognised by the school management team. For the next step, the project team plans to expand the project to all seventh-grade students.
Number: 2
Keywords: Hong Kong; STEAM education; humanities; interdisciplinary approach; ⛔ No DOI found

The Perception of Educational Stakeholders on Utilization of E-learning Technology for Quality Instructional Delivery in Universities in Rivers State, Nigeria - Owo, Offia; Udoka, Isaac (Journal of Learning for Development, 2021)
The study was conducted in Rivers State, South-South, Nigeria. Descriptive survey design was adopted for the study, which comprised 168 subjects (44 lecturers and 124 students). Two research questions were posed by the researchers to guide the study. The study used questionnaires to elicit information from respondents. Mean and standard deviation were descriptive statistical tools used to answer the research questions. The findings of the study revealed, amongst others, that many universities in Nigeria lacked digital facilities for quality e-teaching and learning and, again, university lecturers and students required core digital skills for effective e-learning. Based on these findings, it was recommended, amongst others, that the Nigerian government, in collaboration with university authorities, should ensure adequate provision of ICT equipment and facilities in universities for quality e-teaching and learning. Furthermore, adequate ICT training programmes should be set up for the training of lecturers and students in digital technology in order to realise effective e-learning in the Nigerian university system.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:9VQXCZA2
Keywords: ICT facilities; _genre:PR-primary_research; digital skills development.; e-learning; e-teaching; university education; ⛔ No DOI found

Editorial: Researching Technology-Enabled Teaching, Learning and Training - Panda, Santosh (Journal of Learning for Development, 2021)
Editorial
Number: 2
Keywords: learning; teaching; technology-enabled; training; ⛔ No DOI found

Developing Partnerships to Acquire Impact: The Role of Three Regional Centres’ Capacity Building Efforts for ODL Adoption in the Emerging World - Perris, Kirk; McGreal, Rory (Journal of Learning for Development, 2021)
Partnerships are central to the awareness, implementation and development of open and distance learning (ODL). It is an attribute that is distinct in the higher education sector, where ODL has made a large footprint by dispelling the notion that university enrolment is reserved for a narrow and elite demographic. The Commonwealth of Learning (COL) operates to advance the uptake of ODL amongst the 54 member states of the Commonwealth. COL leverages its work through various channels, and the COL Regional Centres play a pivotal role as partners to COL and, in turn, to acquire new partners that may benefit from COL’s technical expertise. The Regional Centres, strategically located across the Commonwealth, engage primarily in capacity building for ODL. Their constituents include governments, institutions, and individual learners. This paper explores the role of COL Regional Centres to grow existing partnerships and to form new ones in the pursuit of ODL expansion. The formation of partnerships is understudied in the ODL space, yet it has been pivotal in augmenting the visibility and importance of ODL around the world. Drawing on data from an evaluation of three COL Regional Centres conducted at the end of 2019, and reporting on follow-up activities to the mid-point of 2021, this paper highlights how the RCs are achieving their mandate to engage partners and, in the process, have achieved short- and long-term outcomes since 2018. Findings provide insight into the effectiveness of RC activities, relative to the number of institutions and individuals reached, complemented with inputs from RC stakeholders, mostly comprised of RC staff. Recommendations are offered, with the paper positing that the role of the Regional Centres should continue and expand to other areas of the Commonwealth premised on their ability to build and sustain partnerships through capacity building efforts.
Number: 2
Keywords: ODL; Partnerships; Regional Centres; _genre:PR-primary_research; ⛔ No DOI found

Review: Cleveland-Innes, M. F., & Garrison, D. R. (Eds.), (2021). An introduction to distance education: Understanding teaching and learning in a new era (2nd ed.). New York, N.Y.: Routledge. - Porter, David Alexander (Journal of Learning for Development, 2021)
Number: 2
Keywords: distance education; ⛔ No DOI found

Contradictions in Learner Interactions in a Blended-Learning Writing Course in the ODL Context: An Activity Theory Analysis - Pullenayegem, Judy; Silva, K. Radhika M. De; Buddhini, Gayathri Jayatilleke (Journal of Learning for Development, 2021)
This paper reports on the use of Engeström’s (1987) Activity Theory (AT) framework to gain insights into the contradictions that emerge within the activity system of the online component of an advanced writing skills course, delivered in a blended-learning mode using the Process Approach. Activity theory, with its principle of contradictions, has been used successfully to identify tensions that arise in interactions between and among participates in online environments. The focus of this mixed-method study was to identify challenges participants experienced due to externally imposed conditions when engaging in the online activities. Data was collected through semi-structured interviews and the online log reports from the Learning Management System (LMS). Contradictions emerged between and among the elements of two activity triangles within the activity system of the online writing course. Implications of these contradictions were noted to take steps to improve the design of the online component of the writing course.
Number: 2
Keywords: Activity theory; Open and Distance learning; _genre:PR-primary_research; advanced writing skills; blended learning; contradictions; ⛔ No DOI found

Achieving Community Development through an Agricultural Extension Programme: Technology Dissemination for Mushroom Farmers - Silva, Nilantha De; Wijeratne, Mahinda (Journal of Learning for Development, 2021)
Mushroom production is a small-scale business unit in rural areas. The Life Long Learning for Farmers (L3F) Programme aims to enhance the socio-economic conditions for them, increasing their access to and use of knowledge and technology. This study evaluates the outcomes of the L3F Programme at the community level. Data were collected through a pre-tested questionnaire survey. The sample consisted of 30 L3F farmers. Farmers’ achievement was assessed by the Farmer Performance Index (FPI). Results indicate that mushroom farmers have scaled up their production; have improved their productivity; designed new experiments to minimise the impact of pests and diseases; focused on environmental sustainability and scientific mushroom production; and improved the quality of packaging. The mobile app Bimmal Govi, blended with Information and Communication Technology, helped them to move with the latest technological advancements. The L3F Programme has increased the standards of mushroom production, helping the farmers become promising entrepreneurs.
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:A36LZWPK
Keywords: Agricultural extension; L3F programme; _genre:PR-primary_research; community development; mushroom; ⛔ No DOI found

Challenges to the Effective Teaching and Learning of Geography through ODeL at the Zimbabwe Open University - Tanyanyiwa, Vincent Itai; Madobi, Rejoice (Journal of Learning for Development, 2021)
ODeL offers a lot of opportunities and unique challenges for adult learners. In this paper, the authors sought to examine the main problems that influence the effective teaching and learning of geography and environmental studies in Zimbabwe through ODeL as perceived by the students at the ZOU's Harare/Chitungwiza Regional Campus. This single case study employed vital informant semi-structured interviews, documentary analysis and observations to solicit information from ten students and four tutors in the Geography and Environmental Studies Department (DGES) over three months. Thematic analysis and review of qualitative gained insight into the challenges that are faced by ODeL students in the DGES. The study found out that students in the department face personal and socio-economic challenges as well as related institutional challenges. The study recommends that the ZOU DGES should offer more academic support and improve its communication to the students so that they are aware of all university-related developments that impact on their studies. Keywords: challenges, teaching, learning, ODL, ODeL
Number: 2 KerkoCite.ItemAlsoKnownAs: 2129771:BCRJ5JGG
Keywords: _genre:PR-primary_research; ⛔ No DOI found

Academic Silver Linings in a Philippine State University Amid the Early Stages of Pandemic Cases - Toquero, Cathy Mae (Journal of Learning for Development, 2021)
The primary role of the academe is knowledge building, however, due to the prevailing digital divide, some institutions of higher learning were not able to offer even Emergency Online Teaching (EOT) for continuous formal education during the early stages of the pandemic. This article highlights diversified ways that a state university from a developing country (Philippines) responded to the crisis to offer assistance towards the social development of the stakeholders amid the COVID-19 pandemic.
Number: 2
Keywords: COVID-19; Philippines; _genre:PR-primary_research; crisis response strategy; emergency response; higher education; social media; ⛔ No DOI found

A review of opportunities and challenges of chatbots in education - Hwang, Gwo-Jen; Chang, Ching-Yi (Interactive Learning Environments, 2021)
This study explores the trends of chatbots in education studies by conducting a literature review to analyze relevant papers published in the Social Science Citation Index (SSCI) journals by searching the Web of Science (WoS) database. From the analysis results, it was found that the United States, Taiwan and Hong Kong are the top three contributing countries or regions. In addition, most studies adopted quantitative methods in their research design, such as ANOVA (Analysis of variance), descriptive statistics, t test, and correlation analysis. ANCOVA (Analysis of covariance) was the most frequently adopted approach for comparing the performances or perceptions of different groups of students. From the analysis results, the greatest proportion of studies adopted guided learning, followed by no learning activities. It was determined that the studies related to chatbots in education are still in an early stage since there are few empirical studies investigating the use of effective learning designs or learning strategies with chatbots. This implies much room for conducting relevant research to drive innovative teaching in terms of improving the learning process and learning outcomes. Finally, we highlight the research gaps and suggest several directions for future research based on the findings in the present study.
Publisher: Routledge _eprint: https://doi.org/10.1080/10494820.2021.1952615
Keywords: Chatbot; artificial intelligence; chatbot in education; systematic review; trend analysis

Research, resources and client requirements - how can we achieve more widespread adoption of Interlocking Stabilized Soil Blocks (ISSB) - Nambatya, Mauricia; Marsh, Alastair (2021)

Contract Type and Teacher Absenteeism in Benin: The Role of Teacher’s Supplemental Income - Senou, Barthelemy Mahugnon (2021)
Absenteeism is a phenomenon that has been noted in professional circles with consequences on the income of the wage earner as well as the profits of the firm, consequences that led, according to statistics from 2005, to losses in public finance amounting to close to 70 billion francs for the Government of Benin. Despite such losses, very few studies in economics have focused on the subject in order to try and give an understanding of the real causes of absenteeism and its consequences. The objective of this study is to explore the relationship between the status of the teacher, supplemental income of the teacher, and the absenteeism of the teacher. Using data from PASEC-CONFEMEN 2005, that will be applied to a theoretical model that we are developing, and through the use of a Tobit empirical method, after having taken the endogeneity bias on the practice of supplemental income generating activities by the teacher into account, this study demonstrates that the practice of income generating activities by teachers positively influences their absenteeism, with contract teachers being more frequently absent than those who are on permanent and pensionable employment contracts. Through linking the level of prices in a locality with absenteeism behaviours, we make it clear that the reasons for absenteeism are mostly related to low purchasing power in the context of earning relatively meagre salaries. These results elicit a set of recommendations that essentially suggest that there should be an improvement in the salaries and working conditions of teachers.
KerkoCite.ItemAlsoKnownAs: 2129771:G5ULT28D 4556019:RK7QIQGC
Keywords: C:Benin; ⛔ No DOI found

Exploring the dynamics of female rural-urban migration for secondary education in Ethiopia - Yorke, Louise; Gilligan, Robbie; Alemu, Eyerusalem (Compare: A Journal of Comparative and International Education, 2021)
Based on ethnographic fieldwork, we explore the rural-urban migration of 27 girls and young women who leave their rural communities and move to the city to pursue their secondary education, in the ethnically diverse Southern Region of Ethiopia. We consider the nature and extent of the inequalities that they face in rural areas which limit their education opportunities and outcomes and underpin their expected entry into marriage. We compare their experiences in their rural communities with their lives in the city, where they have greater access to resources and greater freedom and decision-making power and the opportunity to continue their secondary education, although their futures are still uncertain. Through our analysis we reveal some of the tensions between the promise of girls’ secondary education promoted at the international and national level and the lived realities of rural girls and women, many of whom are unable to realise this promise.
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2021.1951665 KerkoCite.ItemAlsoKnownAs: 2129771:3GRSIMNZ 2129771:PSDUISSU
Keywords: Ethiopia; Girls’ secondary education; empowerment; female rural-urban migration; marriage

The Quantum Hi-Tech Dreams Of A Rapping African Education Minister - Beaubien, Jason (NPR, 2021)
MIT grad David Moinina Sengeh is shooting for the moon when it comes to Sierra Leone's future, from schools to health-care to ... space travel. Oh, and he makes music on the side.
Keywords: _C:Sierra Leone SLE

Aligning the principles of assessment for learning to learning in physical education: A review of literature - Moura, André; Graça, Amândio; MacPhail, Ann; Batista, Paula (Physical Education and Sport Pedagogy, 2021)
Background: A comprehensive international literature review on alternative assessment in physical education has been provided by López-Pastor et al. ([2013]. “Alternative Assessment in Physical Education: A Review of International Literature.” Sport, Education & Society 18 (1): 57–76). The authors remarked that while more authentic forms of assessment in physical education have been evidenced over the last three decades, the extent to which alternative assessment practices have become common practice in the teaching of physical education is yet to be established.Purpose: This review provides an updated perspective on the prevalence of assessment for learning (AfL) principles in physical education discourse since the 2013 publication. The intent is to inform and consider future AfL practices in school physical education and physical education teacher education (PETE) programmes.Methods: Eligibility criteria for the review required full-text articles written in English or Spanish; published (open access and/or in print) in peer-reviewed, academic and professional journals; and limited to the period 2013–2019. Inclusion criteria required articles to report assessment being used to promote learning in physical education, regardless of making reference to ‘assessment for learning’.Findings: Fifty-two articles met the inclusion criteria. A thematic analysis of these articles resulted in four themes: i) traditional positioning of assessment in physical education; ii) AfL and physical education; iii) the constraints in enacting AfL in physical education; and iv) how to most effectively embed AfL in daily physical education practices.Conclusions: The main conclusions of this review are that i) AfL is a learning-oriented assessment based on socio constructivist theories and integrated into the teaching-learning process, ii) physical education teachers continue to use assessment solely to grade students; iii) physical education teachers do not have the necessary skillset to use AfL in physical education successfully; iv) physical education teachers need to be supported to implement AfL; and v) it is necessary to consider how best PETE programmes can infuse AfL across the programme.
Publisher: Routledge _eprint: https://doi.org/10.1080/17408989.2020.1834528
Keywords: assessment; learning; teacher education; teaching-learning theories

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

The Effects of ALEKS on Mathematics Learning in K-12 and Higher Education: A Meta-Analysis - Sun, Shuyan; Else-Quest, Nicole M.; Hodges, Linda C.; French, Allison M.; Dowling, Rebecca (Investigations in Mathematics Learning, 2021)
As remote learning technologies play an increasingly larger role in education, clear evidence of effectiveness is needed for widely used online learning technologies, such as Assessment and LEarning in Knowledge Spaces (ALEKS). By adapting to individual students’ knowledge states and personalizing interactive practice and feedback, ALEKS may potentially support learning in mathematics, which is foundational for success in science, technology, engineering, and mathematics fields. Given the mixed findings about the effects of ALEKS in previous research, we conducted a meta-analysis to examine if ALEKS was as effective as traditional instruction in mathematics education. Our analysis included 56 independent effect sizes obtained from 9,238 students in K-12 schools and institutions of higher education participating in 33 research studies between 2000 and August 2020. Results indicated that learning performance with ALEKS was comparable to that with traditional instruction (Hedge’s g = 0.05, 95% CI [−0.01, 0.20]) and ALEKS was especially effective when used to supplement traditional instruction (g = 0.43, 95% CI [0.02, 0.83]). These findings have important implications for using ALEKS in mathematics learning across different levels of education.
Publisher: Routledge _eprint: https://doi.org/10.1080/19477503.2021.1926194 KerkoCite.ItemAlsoKnownAs: 10.1080/19477503.2021.1926194 4804264:TCY55VSX
Keywords: ALEKS; Academic achievement; Final_citation; adaptive learning systems; existing; mathematics education; online learning

Building back better to avert a learning catastrophe: Estimating learning loss from COVID-19 school shutdowns in Africa and facilitating short-term and long-term learning recovery - Angrist, Noam; de Barros, Andreas; Bhula, Radhika; Chakera, Shiraz; Cummiskey, Chris; DeStefano, Joseph; Floretta, John; Kaffenberger, Michelle; Piper, Benjamin; Stern, Jonathan (International Journal of Educational Development, 2021)
We model learning losses due to the COVID-19 pandemic and the potential for cost-effective strategies to build back better. Data from Early Grade Reading Assessments in Ethiopia, Kenya, Liberia, Tanzania, and Uganda suggest half to over a year’s worth of learning loss. In modeling losses over time, we found that learning deficits for a child in grade 3 could lead to 2.8 years of lost learning by grade 10. While COVID-19 has stymied learning, bold, learning-focused reform consistent with the literature reviewed in this paper—specifically reform on targeted instruction and structured pedagogy—could improve learning even beyond pre-COVID-19 levels.
KerkoCite.ItemAlsoKnownAs: 2129771:2XDI3FGY 2129771:STJ6QKNQ 2129771:WVS47RMH
Keywords: COVID-19; Education; Foundational skills; Learning loss; Recovery

A literature review of emotional intelligence and nursing education - Dugué, Manon; Sirost, Olivier; Dosseville, Fabrice (Nurse Education in Practice, 2021)
Aim The purpose of this study is to investigate the current state of knowledge about emotional intelligence (EI) in nursing education Background Human relationships and emotions are an integral part of nursing care and contribute to care quality. This part of the profession must be addressed in nursing education to prepare students and deal with their emotions and the patients’s. Research on emotional intelligence (EI) in nursing has been particularly developed recently. A broad understanding of many benefits of EI is crucial to include EI in this training program. Design Systematic literature review Methods Undertaken using electronic database (Cairn; PubMed; Science Direct; Wiley online library) and specific search terms. This research covered articles published in English and French between 2007 and 2021. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines (PRISMA) directed the systematic review process. Results 57 articles are included in this systematic review. The literature focuses on EI and nursing education. The findings categorized into four themes: EI and performances; EI and Physical and mental health; EI and Social Relationship; and EI program. Conclusions This literature review reveals that EI has many benefits in nursing students. Several training programs aimed at developing this concept have proven to be effective in nursing education. We believe that a synthesis of this knowledge will then allow us to better understand the benefits of EI for a further implementation in nursing education. Perspectives and recommendations will also be formulated to enable the implementation of emotional skill development programs in such training.
Keywords: Emotional intelligence; Health; Nursing education; Performances; Social relationships; Training

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

Digital competence in higher education research: A systematic literature review - Zhao, Yu; Pinto Llorente, Ana María; Sánchez Gómez, María Cruz (Computers & Education, 2021)
In the information and knowledge society, where technology develops rapidly and penetrates deeply into our lives, the discussion about digital competence has become a hot topic today. After the emergence of the Coronavirus (Covid-19) and with its huge impact on the education industry, the concern about digital competence has reached a new height. This systematic literature review uses Web of science and Scopus as databases to store and analyze the existing research on digital competence in higher education settings. The purpose of this review is to provide the scholar community with a current overview of digital competence research from 2015 to 2021 in the context of higher education regarding the definition of digital competence, dimensions used to evaluate digital competence, research purposes, methodologies, and results and limitations. Major findings include that the majority of publications cited both research and EU policy in describing the definition of digital competence. The review indicates that most university students and teachers have a basic level of digital competence. Besides, the institutions of higher education are encouraged to focus on the development students and teachers’ digital competence, create relevant learning strategies and use appropriate tools to improve the quality of education.
Keywords: 21st century abilities; Digital competence; Higher education

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

Time to Teach: Teacher Attendance and Time on Task in Primary Schools in Mozambique - Nugroho, Dita; Karamperidou, Despina (UNICEF, 2021)
Teacher attendance is one of the prerequisites on the path toward universal learning in developing countries. Over the past decades, however, studies from across the developing world have found national rates of teacher absenteeism that range from 3 to 27 per cent. Therefore, enhancing teachers' presence in the classroom and ensuring that class time is spent teaching, can contribute significantly to the productivity and inclusive prosperity of a country. This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique. The study uses a mix of qualitative and quantitative research methods to provide critical insights into the factors that underpin the multiple forms of teacher absenteeism and time on task. It also examines how factors vary across countries, school types, gender of teacher and other teacher characteristics. Despite high levels of teacher absenteeism, the study shows that teachers are generally committed and that what is needed is education system strengthening. It is hoped that findings will inform workable solutions and policies that will ensure a motivated teaching force, increase opportunities for children to learn at school and, ultimately, improve their life and work opportunities.
KerkoCite.ItemAlsoKnownAs: 2129771:87AUTI3D 4556019:44PQIP2W 4556019:6P6UPZAV
Keywords: Barriers; C:Mozambique; Developing Nations; Educational Change; Educational Policy; Elementary School Teachers; Employee Absenteeism; Foreign Countries; Gender Differences; Influences; Institutional Characteristics; Rural Urban Differences; Sanctions; Teacher Attendance; Teacher Attitudes; Teacher Characteristics; Teacher Education; Teacher Persistence; Teaching Conditions; Time Management; ⛔ No DOI found

The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — A Roadmap for IGOs - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
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The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — A Roadmap for Ministries - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
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The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Overview - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
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The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Overview - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
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The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Roadmap for Principals - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
previousDOI: 10.5281/zenodo.4940121 previousDOI: 10.5281/zenodo.5306709 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4940121 10.5281/zenodo.5306709 10.53832/opendeved.0253 2129771:K9FG2R6M
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The CDB / CARICOM / OECS Model Learning Recovery and Improvement Programme for Caribbean Schools: Let's REAP! — Roadmap Poster - Caribbean Development Bank; CARICOM; Organisation of Eastern Caribbean States (Open Development & Education, 2021)
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Cost-Effectiveness and EdTech: Considerations and case studies - Chuang, Rachel; Burnett, Nicholas; Robinson, Elizabeth (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:3I7YF8CE 4869029:ZQ2IXR4H

Transition to Federal Health and Education Governance - Bolton, Laura (2021)
This report looks at transition from central to federal responsibilities for health and education in Nepal and Indonesia. Federalism is a complex process and it was outside of the scope of this review to investigate the extent to which it has been developed in these countries and the nature of its functioning. Challenges identified in the literature on transition to federalism and decentralisation include ensuring equitable distribution of finances and resources across states, slow transfer of power and lack of coordination between government levels, lack of capacity at local levels and incoherence in capacity building, ensuring continuity of medical supplies and continuity of health services during transition, and training local level health personnel in procurement. This report also notes some recommendation from experience on transition to decentralisation, including the need to put a clear legislative framework, to make a slowly phased transition is needed to allow for changes and adjustments, to consider conditional grants to ensure that health is not de-prioritised in a federal system.
Accepted: 2021-07-01T11:44:42Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.096 2129771:G9ZCP7AT 4869029:4QZXWSHX

Using Explainability to Help Children UnderstandGender Bias in AI - Melsión, Gaspar Isaac; Torre, Ilaria; Vidal, Eva; Leite, Iolanda (Interaction Design and Children, 2021)

Promises to Keep: Impact of COVID-19 on Adolescents in Kenya - Population Council; Presidential Policy and Strategy Unit (Kenya) (Poverty, Gender, and Youth, 2021)