K4D Strengthening Cross-sector Learning for Education and FCAS - Freed, Danielle (2022)
This K4D Impact Story shares how the K4D’s Education in Fragile and Conflict Affected States (FCAS) Learning Journey supported the UK Government’s and global partners’ understanding of the subject, facilitated dialogue and learning, and equipped advisors with evidence and ideas that promote ongoing stability. This case study was made possible through the contribution of the K4D Programme team, staff at the Foreign, Commonwealth and Development Office, and others who engaged with the resources and K4D Programme.
Accepted: 2022-10-23T17:03:31Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.159 2129771:AASHRTQH 4869029:63J8U4LX

Kano Heat Islands (HIs) through Remotely Sensed Biophysical Parameters - Tudunwada, I.Y.; Aduojo, A.; Dakagan, J.B. (African Journal of Earth and Environmental Sciences, 2021)
Keywords: ⛔ No DOI found

Karlan and Leiden (2014)

Kaufman's Clinical Neurology for Psychiatrists - E-Book - Kaufman, David Myland; Geyer, Howard L.; Milstein, Mark J.; Rosengard, Jillian (Elsevier Health Sciences, 2022)
The only reference to focus on the must-know aspects of neurology for psychiatrists, Kaufman's Clinical Neurology for Psychiatrists, 9th Edition, brings you up to date with the knowledge you need to excel on the American Board of Psychiatry and Neurology and other examinations. It fully covers the exam topics you’ll encounter, along with new content, high-quality illustrations, and multiple-choice questions. In addition, this book prepares you for clinical work in the 21st century. Discusses timely, clinically-relevant topics such as chronic and acute traumatic brain injury, Alzheimer’s disease, correctible causes of dementia, violence, neurologic illnesses that present with symptoms of autism, illicit drug use, stroke, migraine, Parkinson’s disease, tardive dyskinesia current treatments, and more. Includes nearly 2,000 multiple-choice questions both in print and online—all written to help you succeed on the ABPN certifying exam. Features new content, new and improved clinical illustrations: life-like patient sketches, anatomy line drawings, CTs, MRIs, and EEGs. Explains each condition's neurologic and psychiatric features, easily performed office and bedside examinations, appropriate tests, differential diagnosis, and management options. Correlates neurologic illnesses with the DSM-5.
Google-Books-ID: 0jxZEAAAQBAJ KerkoCite.ItemAlsoKnownAs: 4804264:RJ3U4KK8
Keywords: Final_citation; Medical / Neurology; Medical / Psychiatry / General

Keep Kenya Learning: Helping Caregivers Support Learning at Home Sprint 1. - Mbatha, FaithMbithe; Crook, Rebecca; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org Our research indicates that guidance and resources are necessary but insufficient in equipping caregivers to support their children’s learning. In Sprint 1, caregiver confidence and community emerged as important enablers of home learning. In our interviews, caregivers communicated how they felt limited by their lack of or outdated education. Global interventions indicate that reinforcing a sense of community for caregivers and enabling them to learn from modelling by trusted messengers are pathways to building greater engagement. Caregivers in both rural and urban communities expressed a willingness to engage with SMS (short message service) and online educational resources. However, it is clear that resource design must be: Accessible and understandable Credible and trusted Relevant and actionable.
PreviousDOI: 10.5281/zenodo.4747301 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4928926 2405685:A2D9FVTA KerkoCite.ItemAlsoKnownAs: 2405685:A2D9FVTA zotzenLib.CopiedFrom: 2405685:A2D9FVTA
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

Keeping children engaged and achieving in mathematics - Education Review Office (2018)
EdTechHub.ItemAlsoKnownAs: 2129771:BGVQ2RRP

Keeping on: How ALP Brings Disaffected Youth Back to School in Liberia. - von Hahmann, Gail; Tengbeh, Josephine FD (International Journal on School Disaffection, 2008)
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 10.18546/IJSD.05.2.03 2129771:4PNP7MZI 2486141:8SL7NJT5
Keywords: _AcademicRecoveryOECS

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

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

Kenya National Qualifications Framework Act (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:LK23SSIH

Kenya National Qualifications Framework Act Nº 22 - Government of Kenya (2014)
AN ACT of Parliament to establish the Kenya National Qualifications Authority; to provide for the development of a Kenya Qualifications Framework and for connected purposes
UA-c7caea3d-31e5-4518-894a-f2a923cf3c88 KerkoCite.ItemAlsoKnownAs: 2129771:YYI2DH67 2317526:L8PU5BJQ
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Qualification Framework; publicImportV1

Kenya's ICT Policy in Practice: The Effectiveness of Tablets and E-readers in Improving Student Outcomes - Piper, Benjamin; Jepkemei, Evelyn; Kwayumba, Dunston; Kibukho, Kennedy (FIRE: Forum for International Research in Education, 2015)
Kenya is investing in information and communication technology (ICT) to improve children’s learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.
KerkoCite.ItemAlsoKnownAs: 10.18275/fire201502011025 2129771:GZKEZQ7R 2486141:NB2RBEP9

Kenya's ICT policy in practice: the effectiveness of tablets and e-readers in improving student outcomes - Piper, Benjamin; Jepkemei, Evelyn; Kwayumba, Dunston; Kibukho, Kennedy (FIRE: Forum for International Research in Education, 2015)
Kenya is investing in information and communication technology (ICT) to improve children's learning outcomes. However, the literature on ICT is pessimistic about the ability of ICT alone to improve outcomes, and few ICT programs have created the instructional change necessary to increase learning. The Primary Math and Reading (PRIMR) Initiative implemented a randomized controlled trial of three ICT interventions to enhance learning outcomes: tablets for instructional supervisors, tablets for teachers, and e-readers for students. All three showed significant impacts in English and Kiswahili above the results of the control group. The impacts of the three interventions were not statistically significantly different from each other. Based on the findings, we recommend that Kenyan policy makers embed ICT interventions in a larger instructional reform, using ICT to support particular instructional improvement challenges. We also suggest that policy makers incorporate empirically derived cost-effectiveness analysis into investment decisions, to ensure that ICT provides value for money.
Publisher: Lehigh University Library and Technology Services, 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015 KerkoCite.ItemAlsoKnownAs: 10.18275/fire201502011025 2534378:73A9DFAH 2534378:8Y5PJAGB 2534378:P2EJKSKD Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1895972841?accountid=9851
Keywords: African Languages; Control Groups; Cost Effectiveness; ERIC; Current Index to Journals in Education (CIJE); Educational Policy; Educational Practices; Elementary Secondary Education; English (Second Language); Experimental Groups; Foreign Countries; Handheld Devices; Intervention; Kenya; Literacy; Outcomes of Education; Program Effectiveness; Randomized Controlled Trials; Reading Achievement; Student Improvement; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2096974; ___working_potential_duplicate; __finaldtb

Key Barriers to Girls’ Education in the ASEAN and Pacific Region - Price, Roz (2020)
This rapid review explores the barriers to girls’ education, with a focus on the most marginalised and why. The report focuses on the East Asia and Pacific region, with a focus on Cambodia, Fiji, Indonesia, Lao PDR, Malaysia, Papua New Guinea, Philippines, Solomon Islands, Thailand, Vanuatu and Vietnam. The fundamental right to education is clearly acknowledged in the United Nations Convention on the Rights of the Child, and education is vital to meeting the Sustainable Development Goals (SDGs), with SDG 4– ensuring inclusive and equitable education for all by 2030 – recognising its importance. SDG 4 emphasises learning outcomes, skills acquisition, and equity in both development and emergency settings. Education in the EAP region has received a lot of attention in the past 20 years and there is a plethora of information and reports out there, and the evidence base is vast.
Accepted: 2020-10-30T11:57:31Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:KHN6N5AL 4869029:YF52Q5FQ
Keywords: ⛔ No DOI found

Key design factors in durable instructional technology professional development - Wells, J G (Journal of Technology and Teacher Education, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:5ANP6TH6 261495:38AZSUFP
Keywords: ⛔ No DOI found

Key design factors in durable instructional technology professional development - Wells, J.G. (Journal of Technology and Teacher Education, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:PSMBFKBM 261495:UHAWPIM8
Keywords: ⛔ No DOI found

Key stage 1 and phonics screening check attainment, Academic year 2022/23 - ONS (2023)
This publication provides the attainment of pupils in the 2023 phonics screening check and key stage 1 (KS1) national curriculum teacher assessments (TA). It includes statistics for pupils in schools in England: at national level, broken down by the following pupil characteristics: gender, disadvantage, free school meal eligibility, ethnicity, special educational need status, first language and month of birth; at national level, broken down by the following school characteristics: school type, school phase, cohort size and school religious character; at regional and local authority level, broken down by gender. Pupils take the phonics screening check at the end of year 1, typically aged 6. Pupils who do not meet the expected standard take the check again at the end of year 2, typically aged 7. Pupils are assessed at the end of key stage 1 (year 2) in reading, writing, maths and science. There were no assessments in 2020 and 2021 due to the pandemic. End of KS1 assessments will become non-statutory from the 2023/24 academic year onwards. Optional assessments will still be offered, but these statistics will not be published in 2023/24. The phonics screening check attainment section of this publication will continue to be published to the same schedule. All gaps and percentage point differences are calculated from unrounded figures.
KerkoCite.ItemAlsoKnownAs: 2129771:9ZG9I9IK 2486141:QLYYKRC6

Key stage 2 attainment, Academic year 2022/23 - ONS (2023)
This publication provides revised attainment and progress statistics for key stage 2 national curriculum assessments in England. It is an update to the provisional statistics published on 12 September 2023 and extends the Key stage 2: National headlines statistics published on 11 July 2023. Progress measures of pupils between key stage 1 and key stage 2 are included. These statistics cover attainment in assessments taken by pupils at the end of year 6, when most are age 11. It includes results for pupils in schools in England: at national level, broken down by the following pupil characteristics: gender, disadvantage, free school meal eligibility, ethnicity, special educational need status, first language and month of birth; at national level, broken down by the following school characteristics: school type, school phase, cohort size and school religious character; at regional and local authority level, broken down by pupil characteristics: gender, disadvantage, free school meal eligibility, ethnicity, special educational need status and first language; at local authority district, school location and pupil residency broken down by disadvantage, free school meal eligibility and school type. Some of these breakdowns are not discussed in the text but can be accessed via the table tool or by downloading the data files. All gaps and percentage point differences are calculated from unrounded figures.
KerkoCite.ItemAlsoKnownAs: 2129771:9MF9TFDU 2486141:JV6ENTGV

Key stage 4 performance, Academic year 2022/23 - ONS (2023)
This statistical release focuses on the GCSE results of pupils at the end of Key Stage 4 (KS4) attending state-funded schools in England. This provisional release includes pupil characteristic breakdowns such as disadvantage status, free school meal status, special educational needs status and ethnicity. In 2022/23 there was a return to pre-pandemic standards for GCSEs, AS and A levels, with protection built into the grading process to recognise the disruption that students have faced. For VTQs that are taken alongside, or instead, of GCSEs and A levels, there was also a return to pre-pandemic standards in 2022/23. More information on qualification grading approaches in 2023 and in 2022 can be found at Exam results 2023: 10 things to know about GCSE, AS and A level grades - The Ofqual blog and Vocational and technical qualifications grading in 2023   - The Ofqual blog and Ofqual’s announced approach to grading assessments in summer 2022. The KS4 performance measures reported in this release, and on the performance tables website, for the 2022/23 academic year have been affected by the following factors:   The return to pre-pandemic grading in 2022/23, with some protections.  2022/23 performance measures may include some qualification grades that were awarded in 2021/22 using a different grading approach. Results achieved between January 2020 and August 2021, by pupils included in 2022/23 measures, are not included in the calculations. The ongoing uneven impacts of the pandemic on different schools/colleges and pupils. For more information on how we calculate performance measures, and the factors affecting measures for 2022/23, please see the KS4 technical guide. Throughout this release, comparisons are made with 2022 and with 2019. The more meaningful comparison is with 2019, the last year that summer exams were taken before the pandemic, as 2023 saw a return to pre-pandemic grading, with some protections. In 2022 outcomes broadly reflected a mid-point between 2019 and 2021, to take account of the impact of the pandemic and in line with Ofqual’s approach to grading in 2022. It is expected that performance in 2023 will generally be lower than in 2022. For this reason, users need to exercise extreme caution when considering comparisons over time, as they may not reflect changes in pupil performance alone. To find out more about this, please visit our secondary accountability measures guide.
KerkoCite.ItemAlsoKnownAs: 2129771:WT3A9YSX 2486141:TCPBS2XA

Keyword inventory - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoé; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub, 2019)
EdTechHub.Source: 2405685:LSEETV6K KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523935 2129771:NB3WMPDJ 2339240:B5AIHWDZ 2405685:LSEETV6K
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _C:Abkhazia XABKH; _C:Afghanistan AFG; _C:Albania ALB; _C:Algeria DZA; _C:Andorra AND; _C:Angola AGO; _C:Antigua and Barbuda ATG; _C:Argentina ARG; _C:Armenia ARM; _C:Artsakh XARTH; _C:Australia AUS; _C:Austria AUT; _C:Azerbaijan AZE; _C:Bahamas BHS; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Barbados BRB; _C:Belarus BLR; _C:Belgium BEL; _C:Belize BLZ; _C:Benin BEN; _C:Bhutan BTN; _C:Bolivia BOL; _C:Bosnia and Herzegovina BIH; _C:Botswana BWA; _C:Brazil BRA; _C:Brunei Darussalam BRN; _C:Bulgaria BGR; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Catalan Republic XCATA; _C:Central African Republic CAF; _C:Chad TCD; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Comoros COM; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Congo; Republic COG; _C:Costa Rica CRI; _C:Croatia HRV; _C:Cuba CUB; _C:Cyprus CYP; _C:Czech Republic CZE; _C:Denmark DNK; _C:Djibouti DJI; _C:Dominica DMA; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Equatorial Guinea GNQ; _C:Eritrea ERI; _C:Estonia EST; _C:Ethiopia ETH; _C:Federated States of Micronesia FSM; _C:Fiji FJI; _C:Finland FIN; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Grenada GRD; _C:Guatemala GTM; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Guyana GUY; _C:Haiti HTI; _C:Holy See VAT; _C:Honduras HND; _C:Hungary HUN; _C:Iceland ISL; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Iraq IRQ; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Ivory Coast CIV; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kazakhstan KAZ; _C:Kenya KEN; _C:Kiribati KIR; _C:Korea XKOR

Keyword inventory for: Berufsbildung in Sub-Sahara Afrika - Eine systematische Aufarbeitung des Forschungsstandes - Haßler, Björn (Zenodo, 2019)
Keyword inventory for the literature review described in: Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Watson, J., Marsden, M., Gordon, R., Damani, K. (2019). Berufsbildung in Subsahara-Afrika: Eine systematische Aufarbeitung des Forschungsstandes. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. Creative-Commons-Lizenz CC BY 4.0. URN: urn:nbn:de:0035-vetrepository-775510 -9. VET Repository: https://lit.bibb.de/vufind/Record/DS-184013. Also available here: https://zenodo.org/record/3334690
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3595604 2129771:BIKE35W3
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:d

Keyword Inventory for Systematic Literature Review: Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils - Haßler, Björn; McBurnie, Chris; Walker, Hannah; Klune, Christopher (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10697638 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1075 ZenodoArchiveConcept: 10697637
Keywords: Internal; _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Keyword inventory with country statistics - Haßler, Björn; Adam, Taskeen; Allier-Gagneur, Zoe; Khalayleh, Abdullah; McBurnie, Chris; McIntyre, Nora (EdTech Hub, 2020)
Keyword inventory with country statistics (Updated July 2020)
EdTechHub.Source: 2405685:55A44ZRB EdTechHub.Source: 2405685:55A44ZRB KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3908363 2129771:ACGUWMNN 2339240:BFHYXP48 2405685:55A44ZRB
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; __C:filed:1; _r:ImportedToMyEducationEvidence; _yl:s; _zenodoODE; publishPDF

Kidscreen quality-of-life measure for children and adolescents - Ravens-Sieberer, U; Gosch, A; Erhart, M; Bruil, J; Duer, W; Auquier, P; Power, M; Abel, T; Czemy, L; Mazur, J; Czimbalmos, A; Tountas, Y; et al. (Expert Review of Pharmacoeconomics & Outcomes Research, 2005)
the European KIDSCREEN Group KerkoCite.ItemAlsoKnownAs: 10.1586/14737167.5.3.353 2129771:AIRB5JEP 2486141:P3WXPN6U
Keywords: Done:ReferenceFixed; eCubed

King Arthur's Round Table: How collaborative conversations create smart organizations - Perkins, D. (Wiley, 2003)
KerkoCite.ItemAlsoKnownAs: 2129771:H6GRZW6G 261495:5DCNT5WZ

Knowledge and identity: An African Vision of Higher Education Transformation - Makgoba, Malegapuru; Seepe, Sipho (Towards an African Identity of Higher Education, 2004)
KerkoCite.ItemAlsoKnownAs: 2129771:W97H39RG

Knowledge extraction and applications utilizing context data in knowledge graphs - Do ̈rpinghaus, J; Stefan, A (Proceedings of the federated conference on computer science and information systems, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:R3JA9G97 2486141:2L3LMYYC
Keywords: ⛔ No DOI found

Knowledge hiding behavior in higher education institutions: a scientometric analysis and systematic literature review approach - Fauzi, Muhammad Ashraf (Journal of Knowledge Management, 2022)
Purpose The purpose of this paper is to systematically review knowledge hiding (KH) behavior in higher education institutions (HEIs). KH is regarded as an unethical and antisocial behavior by many scholars, which should not be prevalent in HEIs. Design/methodology/approach A two-phase analysis through quantitative scientometric analysis and qualitative systematic literature review method through the preferred reporting items for systematic reviews and meta-analyses (PRISMA) model was applied. In phase 1,174 articles were analyzed using the VOSviewer through co-word and co-citation analyses. In Phase 2, 20 related studies on KH in HEIs were qualitatively analyzed on the fundamental concept of KH. The main themes were determined based on current research findings, through the identification of relevant gaps in the context of higher education. Findings In Phase 1, co-word and co-citation analyses resulted in six and three clusters, respectively. Subsequently, in Phase 2, five themes were discovered: terminology of KH, scale of KH, cultural and geographical context, KH among academics and students and relevant theories. Further, discussion on the institutional factors of individuals, organizations, technology and culture is presented. Practical implications This review lays out a practical guide to facilitate HEIs in managing KH behavior among academics, employees, and students. Strategies can be planned and implemented to foster and inculcate knowledge sharing behavior to circulate knowledge while at the same time diminishing KH behavior in HEIs. Originality/value To the best of the author’s knowledge, this study is the first to review KH behavior in the context of HEIs through quantitative and qualitative analysis.
Keywords: Academics; Higher education institution; Knowledge hiding; Knowledge sharing; Students

Knowledge is beautiful - McCandless, David (Harper Design, an imprint of HarperCollinsPublishers, 2014)
Keywords: Curiosities and wonders; Pictorial works

Knowledge management in higher education: a literature review and further research avenues - Quarchioni, Sonia; Paternostro, Sergio; Trovarelli, Francesca (Knowledge Management Research & Practice, 2020)
Despite the growing interest in knowledge management (KM) for Higher Education Institutions (HEIs), research on this topic is still fragmented and loosely focused. This paper adds to this research by providing a state-of-the-art of the current literature and outlining overlooked areas of investigation in order to address further studies towards bridging this gap. To this purpose, through a systematic review process, 121 articles have been coded and analysed according to distinct dimensions. Findings reveal that, despite the growing trend of papers on the topic, research on KM in HEIs is still in its embryonic stage with high levels of heterogeneity and lack of wider theoretical constructs. Furthermore, a thematic analysis highlights six main research concepts, from which this paper derives a comprehensive framework integrating the key issues from the literature and suggesting new possible research avenues in the field.
Publisher: Taylor & Francis _eprint: https://doi.org/10.1080/14778238.2020.1730717
Keywords: Knowledge management; higher education; intellectual capital; systematic literature review; universities

Knowledge mobilisation in sub-Saharan Africa: an impact evaluation of CPDL in improving primary school children’s performance - Mason, Miriam; Galloway, David (Journal of Professional Capital and Community, 2021)
Purpose A non-governmental organisation (NGO) with schools in Sierra Leone prioritises admission of the most disadvantaged children but nevertheless achieves high educational and social standards. These schools were asked to provide continuing professional development and learning (CPDL) for other schools. This paper aims to report the design, development and delivery of CPDL which aimed to mobilise effective practices more widely. It also reports the design and results of an impact evaluation. Design/methodology/approach It was recognised that CPDL delivered by foreigners would be (1) unaffordable in this impoverished West African country and (2) culturally inappropriate. It was therefore delivered by local teachers from the NGO's own schools. Most had obtained no formal teaching qualification. They were trained to collect data using a quasi-experimental design for an impact evaluation of children's attendance and literacy. A total of five schools participated in the CPDL, with ten control schools. Findings A largely unqualified team succeeded in mobilising knowledge in the experimental schools. Children's attendance in experimental schools improved over that in control schools. Performance in literacy also improved significantly and was maintained at follow-up. Research limitations/implications Findings of the impact evaluation are seen as indicative rather than causal because a quasi-experimental study was conducted rather than a randomised controlled trial. Originality/value This lies in (1) teachers in schools with a severely disadvantaged intake providing a structured programme of CPDL for teachers in other schools; (2) school improvement through knowledge mobilisation in CPDL; (3) an impact evaluation with a quasi-experimental design showing improvement in children's performance.
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 10.1108/JPCC-09-2020-0074 4869029:5BPDUKRR 4869029:9VXPD2PG 4869029:SH64FGRZ 4869029:WYD89XDB 4893635:AVYKQFV4 4893635:GAJKHRPK
Keywords: Continuing professional development; Donors and NGOs; Equity; Inclusive education; Knowledge mobilisation; Professional learning networks; School improvement; Standards of attainment; Student attendance; Student financial support; Sub-Saharan Africa; Teacher education; _C:Sierra Leone; _authorsString:Second; A.B.; _checkedWith:AERD; _research:Quantitative; _type:Peer-reviewed article

Knowledge Pack : Digital Teaching and Learning - , EdTech Team (World Bank, 2022)

Knowledge Production in the Knowledge Economy: Higher Education Institutions and the Application of Innovations in ICT for Capacity Development in Africa - Evoh, CJ; Mugimu, Christopher; Chavula, Hopestone (2014)
[FRGMNT] … 16.7 101.6 34.1 6 6.1 0 20 40 60 80 100 120 Pre-primary Primary secondary TVET Tertiary Fig. 1. Education Access in Sub-Saharan Africa (% GER), 2011. Sources: Nsapato, Limbani (2012). Knowledge Production in the Knowledge Economy 295 Page 12 … [...]… RESEARCH METHODOLOGY Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … [...]… Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … 120 Pre-primary Primary secondary TVET Tertiary Fig …
KerkoCite.ItemAlsoKnownAs: 2129771:VZPVMDHI 2317526:52LF3UGR
Keywords: -FullBiblioUHMLgen; -RRQ:LOW; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Kenya; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:access; P:economy; P:measurement; P:production; Q:ICT; Q:higher education; R:case study; R:qualitative; R:research method; T:TVET; _C:Uganda UGA; publicImportV1; ⛔ No DOI found

Konnect- My School - Konnect Portal (Konnect, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:ELVQVDSV ELVQVDSV

KS-TVET Life Skills Course: Needs Analysis Report - El-Serafy, Yomna; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392530 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1014 ZenodoArchiveConcept: 8392529
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

KS-TVET Life Skills Course: Process Report - El-Serafy, Yomna; Macharia, Grace; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/

KS-TVET Life Skills Course: Process Report - El-Serafy, Yomna; Macharia, Grace; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10200829 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1029 ZenodoArchiveConcept: 10200828
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

KS-TVET Life Skills Course Progress Report - El-Serafy, Yomna; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/

KS-TVET Life Skills Course Progress Report - El-Serafy, Yomna; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8413609 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1022 ZenodoArchiveConcept: 8413608
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

KS-TVET Life Skills Course: Project Brief - Klune, Christopher; El-Serafy, Yomna; Macharia, Grace (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/

KS-TVET Life Skills Course: Project Brief - Klune, Christopher; El-Serafy, Yomna; Macharia, Grace (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10200839 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1030 ZenodoArchiveConcept: 10200838
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

KS-TVET Life Skills Course: Validation Report - El-Serafy, Yomna; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/

KS-TVET Life Skills Course: Validation Report - El-Serafy, Yomna; Klune, Christopher (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 10047822 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1026 ZenodoArchiveConcept: 10047821
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

L’avenir du travail en Afrique - Choi, Jieun; Dutz, Mark Andrew; Usman, Zainab (World Bank Group, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1596/978-1-4648-1685-7 2129771:5QZWF44G
Keywords: _yl:b

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

La formation professionnelle en secteur informel - ou Comment dynamiser l’économie des pays en développement? Les conclusions d’une enquête terrain dans sept pays africains. - Walther, Richard; Filipiak, Ewa (Agence Française de Développmement, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:2RLDNXMH 2317526:DEESIG58
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQv:f2-H-fr; C:Angola; C:Benin; C:Cameroun; C:Ethiopia; C:Morocco; C:Senegal; CLL:fr; publicImportV1

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

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

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

La trascendencia de la Realidad Aumentada en la motivación estudiantil. Una revisión sistemática y meta-análisis - García, Gerardo Gómez; Jiménez, Carmen Rodríguez; Marín, José Antonio Marín (Alteridad: revista de educación, 2020)
Publisher: Universidad Politécnica Salesiana KerkoCite.ItemAlsoKnownAs: 2129771:329JQ4QE 2129771:6BU267PH
Keywords: __C:filed:1; ⛔ No DOI found

Labeled LDA: A supervised topic model for credit attribution in multi-labeled corpora - Ramage, Daniel; Hall, David; Nallapati, Ramesh; Manning, Christopher D. (Proceedings of the 2009 conference on empirical methods in natural language processing, 2009)
Keywords: ⛔ No DOI found

Labor Market Returns to an Early Childhood Stimulation Intervention in Jamaica. - Gertler, Paul; Heckman, James; Pinto, Rodrigo; Zanolini, Arianna; Vermeersch, Christel; Walker, Susan; Chang, Susan M.; Grantham-McGregor, Sally (Science, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:Q4EZ83HT 2129771:S8P8CH43

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

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

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: 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 - 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: 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

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

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

'Lady Marina: Proposed Skyscraper in Lagos Nigeria', Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2014)

Lagu Nusantara: Android Role Playing Game for Elementary School Music Learning - Nugraha, R. Gita Ardhy; Florentinus, Totok Sumaryanto; Utomo, Kamsidjo Budi (Journal of Primary Education, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:C3XD4NC3 2129771:XM76PTYB
Keywords: _C:Indonesia IDN; _C:Korea XKOR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

LagunTest: A NLP Based Application to Enhance Reading Comprehension - Bengoetxea, Kepa; Gonzalez-Dios, Itziar; Aguirregoitia, Amaia (Proceedings of the 1st Workshop on Tools and Resources to Empower People with REAding DIfficulties (READI), 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:USC7Z59C
Keywords: _C:Belgium BEL; _C:Catalan Republic XCATA; _C:France FRA; _C:Spain ESP; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Land and the “Gradient Forces” of Religion and Urbanism: The Gospel Town - Ajadi, S.B. (IFRA-Nigeria, 2017)

Land Quality Assessment in the Dalili Sector of Kano River Irrigation Project - Tudunwada, I.Y. (Second International Conference on Drylands, 2016)
Keywords: ⛔ No DOI found

'Landscape Lull' Sunday Sun (National - Ajadi, S.B. (November, 2010)
Place: Ajadi, S.B
Keywords: ⛔ No DOI found

Landscape report on early grade literacy - Kim, Y.-S.G.; Boyle, H.; Zuilkowski, S.S.; Nakamura, P. (USAID, 2017)

Landscape Review: Education in Conflict and Crisis - How Can Technology Make a Difference? | INEE - Dahya, Negin (2016)
Conflict and crisis are among the biggest obstacles to ensuring inclusive and quality education for all (Sustainable Development Goal 4). The use of information and communication technology (ICT) has the potential to support, enhance, and enable education for the most marginalized, affected by war, natural disasters, and the rapid spread of disease. Across these different contexts, tools like radio, mobile phones, mobile projectors, e-readers and tablets, laptops and computers can facilitate teaching and learning in a range of different ways. The term “mobility” with regard to learning is highly relevant in this landscape: it recognizes that learning should not stop as people move, and that people on the move are focused on continuing their education. This landscape aims to identify major trends, patterns, and lessons learned about the use of mobile technologies in crisis and conflict settings, and also to define gaps in our existing knowledge base.

Language and other background factors affecting secondary pupils' performance in Mathematics in South Africa - Howie, Sarah J. (African Journal of Research in Mathematics, Science and Technology Education, 2003)
KerkoCite.ItemAlsoKnownAs: 10.1080/10288457.2003.10740545 2129771:LFEULWR2

Language, literacy, and learning in primary schools: Implications for teacher development programs in Nigeria - Adekola, O. A. (The World Bank, 2007)
96 KerkoCite.ItemAlsoKnownAs: 2129771:J2AU79PJ 261495:HTIT4MCB

Language Models are Few-Shot Learners - Brown, Tom B.; Mann, Benjamin; Ryder, Nick; Subbiah, Melanie; Kaplan, Jared; Dhariwal, Prafulla; Neelakantan, Arvind; Shyam, Pranav; Sastry, Girish; Askell, Amanda; Agarwal, Sandhini; Herbert-Voss, Ariel; et al. (arXiv, 2020)
Recent work has demonstrated substantial gains on many NLP tasks and benchmarks by pre-training on a large corpus of text followed by fine-tuning on a specific task. While typically task-agnostic in architecture, this method still requires task-specific fine-tuning datasets of thousands or tens of thousands of examples. By contrast, humans can generally perform a new language task from only a few examples or from simple instructions - something which current NLP systems still largely struggle to do. Here we show that scaling up language models greatly improves task-agnostic, few-shot performance, sometimes even reaching competitiveness with prior state-of-the-art fine-tuning approaches. Specifically, we train GPT-3, an autoregressive language model with 175 billion parameters, 10x more than any previous non-sparse language model, and test its performance in the few-shot setting. For all tasks, GPT-3 is applied without any gradient updates or fine-tuning, with tasks and few-shot demonstrations specified purely via text interaction with the model. GPT-3 achieves strong performance on many NLP datasets, including translation, question-answering, and cloze tasks, as well as several tasks that require on-the-fly reasoning or domain adaptation, such as unscrambling words, using a novel word in a sentence, or performing 3-digit arithmetic. At the same time, we also identify some datasets where GPT-3's few-shot learning still struggles, as well as some datasets where GPT-3 faces methodological issues related to training on large web corpora. Finally, we find that GPT-3 can generate samples of news articles which human evaluators have difficulty distinguishing from articles written by humans. We discuss broader societal impacts of this finding and of GPT-3 in general.
arXiv:2005.14165 [cs]
Keywords: Computer Science - Computation and Language

Lant Pritchett on 5 Ways We Can Learn From Biology to Shift Education Systems - Pattillo, Kat (Medium, 2020)
An intro to “The Rebirth of Education” — the most important book on why ed reforms in the Global South fail and what we can do about it.
KerkoCite.ItemAlsoKnownAs: 2129771:QKTCUDJN

Large coverage fluctuations in Google Scholar: a case study - Martín-Martín, Alberto; López-Cózar, Emilio Delgado (arXiv:2102.07571 [cs], 2021)
Unlike other academic bibliographic databases, Google Scholar intentionally operates in a way that does not maintain coverage stability: documents that stop being available to Google Scholar's crawlers are removed from the system. This can also affect Google Scholar's citation graph (citation counts can decrease). Furthermore, because Google Scholar is not transparent about its coverage, the only way to directly observe coverage loss is through regular monitorization of Google Scholar data. Because of this, few studies have empirically documented this phenomenon. This study analyses a large decrease in coverage of documents in the field of Astronomy and Astrophysics that took place in 2019 and its subsequent recovery, using longitudinal data from previous analyses and a new dataset extracted in 2020. Documents from most of the larger publishers in the field disappeared from Google Scholar despite continuing to be available on the Web, which suggests an error on Google Scholar's side. Disappeared documents did not reappear until the following index-wide update, many months after the problem was discovered. The slowness with which Google Scholar is currently able to resolve indexing errors is a clear limitation of the platform both for literature search and bibliometric use cases.
arXiv: 2102.07571 KerkoCite.ItemAlsoKnownAs: 2129771:XT6UQWA6
Keywords: Computer Science - Digital Libraries; ⛔ No DOI found

Large Learning Gains in Pockets of Extreme Poverty: Experimental Evidence from Guinea Bissau - Fazzio, Ila; Eble, Alex; Lumsdaine, Robin; Boone, Peter; Bouy, Baboucarr; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Johnson, Simon; Silva, Ana Filipa (National Bureau of Economic Research, 2020)
Children in many extremely poor, remote regions are growing up illiterate and innumerate despite high reported school enrollment ratios. Possible explanations for such poor outcomes include demand – for example, low perceived returns to education compared to opportunity cost; and supply – poor state provision and inability of parents to coordinate and finance better schooling. We conducted a cluster-randomized trial in rural Guinea Bissau to understand the effectiveness and cost of concerted supply-based interventions in such contexts. Our intervention created simple schools offering four years of education to primary-school aged children in lieu of the government. At endline, children receiving the intervention scored 58.1 percentage points better than controls on early grade reading and math tests, demonstrating that the intervention taught children to read and perform basic arithmetic, from a counterfactual condition of very high illiteracy. Our results provide evidence that particularly needy areas may require more concerted, dramatic interventions in education than those usually considered, but that such interventions hold great potential for increasing education levels among the world’s poorest people.
KerkoCite.ItemAlsoKnownAs: 10.3386/w27799 2129771:SEJMGZ2U

Large-scale comparison of bibliographic data sources: Scopus, Web of Science, Dimensions, Crossref, and Microsoft Academic - Visser, Martijn; van Eck, Nees Jan; Waltman, Ludo (arXiv:2005.10732 [cs], 2021)
We present a large-scale comparison of five multidisciplinary bibliographic data sources: Scopus, Web of Science, Dimensions, Crossref, and Microsoft Academic. The comparison considers scientific documents from the period 2008-2017 covered by these data sources. Scopus is compared in a pairwise manner with each of the other data sources. We first analyze differences between the data sources in the coverage of documents, focusing for instance on differences over time, differences per document type, and differences per discipline. We then study differences in the completeness and accuracy of citation links. Based on our analysis, we discuss strengths and weaknesses of the different data sources. We emphasize the importance of combining a comprehensive coverage of the scientific literature with a flexible set of filters for making selections of the literature.
arXiv: 2005.10732
Keywords: Computer Science - Digital Libraries; ⛔ No DOI found

Large-Scale Simulation Study of Active Learning models for Systematic Reviews - Teijema, Jelle J.; de Bruin, Jonathan; Bagheri, Ayoub; van de Schoot, Rens (PsyArXiv. November, 2023)
KerkoCite.ItemAlsoKnownAs: 5440726:PMS6A7GP
Keywords: ⛔ No DOI found

Large-Scale Simulation Study of Active Learning models for Systematic Reviews - Teijema, Jelle Jasper; de Bruin, Jonathan; Bagheri, Ayoub; van de Schoot, Rens (2023)
The active learning methods for prioritising systematic reviews have undergone significant progress and innovation in recent years. This rapid development, however, has inadvertently highlighted the disparity between the rapid development of these methodologies and their rigorous evaluation, stemming from constraints in simulation size, lack of infrastructure, and the use of few datasets. We embark on a large-scale simulation study involving over 27 thousand simulations and over 156 million datapoints, designed to provide robust empirical evidence of active learning methodologies performance. We evaluate 13 combinations of different classification models and feature extraction techniques across high-quality datasets sourced from the SYNERGY dataset. We run a single simulation for each possible combination of selected classification model, feature extraction technique, dataset, and relevant document. The spectrum of performance varies considerably, from marginally better than random reading to near flawless results. Still, every single model-feature extraction combination outperforms random screening. Results are publicly available for analysis and replication. This study advocates for large-scale simulations as the gold standard for assessing active learning methods; it underscores the importance of comprehensive testing to reduce reporting bias and enhance result reliability. It also highlights the need for curating diverse datasets for systematic review literature.
Publisher: PsyArXiv KerkoCite.ItemAlsoKnownAs: 10.31234/osf.io/2w3rm 2129771:DWE4XYJU 2405685:QH5K46LQ 2486141:PSU8KBB4
Keywords: _Added-ailr-2024

Large-scale studies of holistic professional competence in vocational education and training (VET). The case of Norway - Lahn, Leif Chr; Nore, Hæge (International Journal for Research in Vocational Education and Training, 2019)
© 2019 European Research Network Vocational Education and Training. All rights reserved. Context: In this paper, we review and discuss the piloting in Norway of a German methodology for competence diagnostics in vocational education and training: the Competence Development and Assessment in TVET (COMET) project. Our overarching theme is determining to what extent such large-scale assessment systems are valid for international comparisons in this sector. Method: We present the theoretical underpinnings of the COMET model and position our discussion within the broader context of the concept of “professional competence” (berufliche Kompetenz) and methodological guidelines for its measurement. Terminology from psychometrics on “measurement equivalence” is described and serves as a template for identifying challenges in using the Norwegian data for comparative purposes. Our pilot included students and apprentices in health care, industrial mechanics and electricians and was designed as a three-year follow-up study from the second year of upper secondary school through two years of apprenticeship. Each year, a test on professional competence and a context survey were administered. Similar studies have been conducted in Germany, China and South Africa. Results: In line with the results from these countries, the Norwegian participants had low scores, particularly the electricians. However, the diagnostic instrument was sensitive to the development of professional competence, and progress on the assessment was influenced by the quality of the learning support in the companies, as reported by apprentices in the context survey. Conclusions: The COMET platform may be a viable prototype for the development of diagnostic tools, which may support the monitoring of quality factors at different levels and inspire local improvement projects in schools, companies and training offices. Such an objective would be in line with the latest summaries of the COMET project, in which its contribution to a model for international large-scale assessment is toned down and replaced by a stronger emphasis on its potential for measuring competence development, evaluating contextual factors and generating data for didactic innovations.
KerkoCite.ItemAlsoKnownAs: 10.13152/IJRVET.6.2.2 2129771:CGSIEETK 2129771:EVDC4PCL

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

LDA*: a robust and large-scale topic modeling system - Yut, Lele; Zhang, Ce; Shao, Yingxia; Cui, Bin (Proceedings of the VLDB Endowment, 2017)
We present LDA*, a system that has been deployed in one of the largest Internet companies to fulfil their requirements of "topic modeling as an internal service" —relying on thousands of machines, engineers in different sectors submit their data, some are as large as 1.8TB, to LDA* and get results back in hours. LDA* is motivated by the observation that none of the existing topic modeling systems is robust enough —Each of these existing systems is designed for a specific point in the tradeoff space that can be sub-optimal, sometimes by up to 10×, across workloads. Our first contribution is a systematic study of all recently proposed samplers: AliasLDA, F+LDA, LightLDA, and WarpLDA. We discovered a novel system tradeoff among these samplers. Each sampler has different sampling complexity and performs differently, sometimes by 5×, on documents with different lengths. Based on this tradeoff, we further developed a hybrid sampler that uses different samplers for different types of documents. This hybrid approach works across a wide range of workloads and outperforms the fastest sampler by up to 2x. We then focused on distributed environments in which thousands of workers, each with different performance (due to virtualization and resource sharing), coordinate to train a topic model. Our second contribution is an asymmetric parameter server architecture that pushes some computation to the parameter server side. This architecture is motivated by the skew of the word frequency distribution and a novel tradeoff we discovered between communication and computation. With this architecture, we outperform the traditional, symmetric architecture by up to 2×. With these two contributions, together with a carefully engineered implementation, our system is able to outperform existing systems by up to 10× and has already been running to provide topic modeling services for more than six months.

Le guide REL pour les écoles - Haßler, Björn; Alexandre, Sofia (African Virtual University, 2015)
EdTechHub.ItemAlsoKnownAs: 2129771:8V7DSL2C
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

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

Leadership development for technical and vocational education and training college leaders in South Africa: A post-graduate curriculum framework - Robertson, Catherine A; Du Plessis, CA (2015)
ENGLISH ABSTRACT: The South African public technical and vocational education and training (TVET) colleges have experienced considerable change in the past 20 years. Recently, these colleges have become the focal point of education and training, ever since the publication of the Green Paper on Post-School Education and Training in 2012, transferring the colleges to the higher education and training system. These colleges are expected to increase their enrolments from 650 000 to 2.5 million by 2030. Leaders in these institutions have been faced with constant challenges in a rapidly changing environment. It has been internationally acknowledged that in order for leaders at all levels of vocational education and training institutions to be capable of and effective in transforming their institutions, leadership development is essential. Even though a leadership development programme was advocated in the Green Paper on Further Education and Training in South Africa (RSA, 2012), this training was not mentioned specifically in the subsequent White Paper (RSA, 2014). This lack of leadership development prioritisation of leaders in this sector differs from governments in other countries where customised leadership development in this complex sector has not only been prioritised but has become a matter of urgency. The purpose of this study was thus to develop a leadership development curriculum framework specifically for leaders, present and future, of public TVET colleges in South Africa. These colleges have also been examined as activity systems with their cultural and historical influences, according to Engeström’s (1987) version of activity theory. Through interactive qualitative analysis (IQA), an interpretive methodology grounded in systems theory (Northcutt & McCoy, 2004) which uses an interpretive approach by means of focus group and individual interviews with different constituency populations, an attempt was made to gain an understanding of what challenges these college leaders face and what knowledge, skills, attributes and attitudes they may need to achieve the mandate of the White Paper (RSA, 2014). AFRIKAANSE OPSOMMING: Die openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika het die afgelope 20 jaar groot veranderings ervaar. Hierdie kolleges het onlangs die hoof-fokuspunt van onderwys en opleiding geword vandat die Groenskrif vir Na-skoolse Onderwys en Opleiding in 2012 gepubliseer is, wat die kolleges verskuif het na die hoër onderwys-en-opleidingstelsel met die verwagting om teen 2030 inskrywings van 650 000 tot 2.5 miljoen te vermeerder. Leiers in hierdie instellings ondervind voortdurende uitdagings in ’n vinnig-veranderende omgewing. Daar word internasionaal erken dat om leiers op alle vlakke by beroepsgerigte onderwys-en-opleidingsinstellings in staat te stel om hierdie instellings effektief te transformeer, leierskapontwikkeling essensieel is. Al word leierskapontwikkeling in die Groenskrif vir Na-skoolse Onderwys en Opleiding voorgestel, word daar nie vir hierdie opleiding in die daaropvolgende Witskrif (2014) voorsiening gemaak nie, wat verskil van die optrede van regerings in ander lande wat leierskapsontwikkeling in hierdie komplekse sektor prioritiseer. Gepaste leierskapskwalifikasies en -programme is oral ter wêreld vir leiers in dié sektor beskikbaar, maar nie in Suid-Afrika nie. Hierdie kolleges is ook as aktiwiteitstelsels ondersoek en daardeur is ’n analise van die kulturele en historiese invloede gemaak volgens Engeström (1987) se weergawe van Aktiwiteitsteorie. Die doel van hierdie studie was dus om ’n leierskapkurrikulumraamwerk vir huidige en toekomstige leiers van openbare tegniese en beroepsgerigte onderwys-en-opleidingskolleges in Suid-Afrika te ontwikkel. Deur interaktiewe kwalitatiewe analise, ’n interpretatiewe metodologie wat sy basis in stelselsteorie het (Northcutt & McCoy, 2004) en wat ’n interpretatiewe benadering toepas, is daar gepoog om deur middel van fokusgroep- en individuele onderhoude vas te stel wat leiers in die sektor glo in so ’n kurrikulumraamwerk ingesluit moet word, sodat die mandaat van die Witskrif (RSA, 2014) uitgeoefen kan word.
KerkoCite.ItemAlsoKnownAs: 2129771:HQTXPUGS 2317526:DKF7G2VI UTI-CACA454E-39E3-3CEB-BAB8-A2EFFDF58548
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:T; F:curriculum; F:leadership; T:TVET; publicImportV1; ⛔ 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

Leadership, Task Load And Job Satisfaction: A Review Of Special Education Teachers Perspective - Abdullah, Ahmad Shakani bin; Rahim, Iklima Husna Binti Abdul; Jeinie, Mohammad Halim bin; Zulkafli, Muhammad Shakir Bin; Nordin, Mohd Norazmi bin (Turkish Journal of Computer and Mathematics Education (TURCOMAT), 2021)
There are studies that prove that, leadership affects every thing in an organization. There are even opinions stating that leadership is a mirror to the organization it leads. In determining the success or failure of an organization, leadership is also one of the key factors. So it is undeniable that, leadership is also what determines the workload and also the job satisfaction of a staff in the organization. Discussions on leadership do not stop in a large organization, but are also widely discussed within the scope of a school. Previous studies have shown that the influence of leadership is very large in determining the climate of a school. There are also studies that lead to a more focused part of the school that is special education. This survey was conducted to examine the influence between the leadership of head teachers, workload and job satisfaction of special education teachers. The findings of this study are expected to provide a more focused picture of special education.
Number: 11
Keywords: C:Malaysia; _C:Malaysia MYS; _genre:LR-literature_review; ⛔ No DOI found

Leadership team coaching: Developing collective transformational leadership - Hawkins, Peter (Kogan Page Publishers, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:WUBRDLE7
Keywords: Final_citation

Leading professional change through research (ing): Conceptual tools for professional practice and research - Hofmann, Riikka (Transformative Doctoral Research Practices for Professionals, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:4Z8HJBYY
Keywords: __C:filed:1

Lean Impact: How to Innovate for Radically Greater Social Good - Chang, Ann Mei (John Wiley & Sons, 2018)
Despite enormous investments of time and money, are we making a dent on the social and environmental challenges of our time? What if we could exponentially increase our impact? Around the world, a new generation is looking beyond greater profits, for meaningful purpose. But, unlike business, few social interventions have achieved significant impact at scale. Inspired by the modern innovation practices, popularized by bestseller The Lean Startup, that have fueled technology breakthroughs touching every aspect of our lives, Lean Impact turns our attention to a new goal - radically greater social good. Social change is far more complicated than building a new app. It requires more listening, more care, and more stakeholders. To make a lasting difference, solutions must be embraced by beneficiaries, address root causes, and include an engine that can accelerate growth to reach the scale of the need. Lean Impact offers bold ideas to reach audacious goals through customer insight, rapid experimentation and iteration, and a relentless pursuit of impact. Ann Mei Chang brings a unique perspective from across sectors, from her years as a tech executive in Silicon Valley to her most recent experience as the Chief Innovation Officer at USAID. She vividly illustrates the book with real stories from interviews with over 200 organizations across the US and around the world. Whether you are a nonprofit, social enterprise, triple bottom line company, foundation, government agency, philanthropist, impact investor, or simply donate your time and money, Lean Impact is an essential guide to maximizing social impact and scale.
Google-Books-ID: S8h1DwAAQBAJ
Keywords: Business & Economics / Development / Sustainable Development; Business & Economics / General; Business & Economics / Nonprofit Organizations & Charities / Management & Leadership; Social Science / Philanthropy & Charity

Lean Impact: How to Innovate for Radically Greater Social Good - Chang, Ann Mei (Wiley, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:HF9CSAFV 4426965:IGJF7ZF7 4804264:JBQKV3PP

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

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

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

Learner orientation through professional development of teachers? Empirical results from cascade training in Anglophone Cameroon - Lange, Sarah (Compare: A Journal of Comparative and International Education, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/03057925.2013.841027 10/gfvv7x 2129771:95VP3EV5 2129771:E4373A25 2317526:8DZUAC7R
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Cameroon; CA:AandC; CCZ:Cameroon; CL:en; CL:fr; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:low-income country; F:attitude; F:learning; F:teaching; P:measurement; P:service industry; P:teacher training; P:teachers; R:quantitative; T:Ausbildung; T:trainee; T:work-based learning; Z:cascade training; Z:learner orientation; Z:professional development; Z:sub-Saharan Africa; Z:teachers; publicImportV1

LearnIn Implementation Plan 2020 - 2025 - UNCEF ECARO (2021)
KerkoCite.ItemAlsoKnownAs: 4804264:2AYDVKZN
Keywords: Final_citation; cited; existing

Learning-Adjusted Years of Schooling (LAYS): Defining a New Macro Measure of Education - Filmer, Deon; Rogers, Halsey; Angrist, Noam; Sabarwal, Shwetlena (Economics of Education Review, 2020)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.econedurev.2020.101971 2129771:JD9NMALA 2129771:XKPBPV8V

Learning-adjusted years of schooling (LAYS): Defining a new macro measure of education - Filmer, Deon; Rogers, Halsey; Angrist, Noam; Sabarwal, Shwetlena (Economics of Education Review, 2020)
The standard summary metric of education-based human capital used in macro analyses is a quantity-based one: The average number of years of schooling in a population. But as recent research shows, students in different countries who have completed the same number of years of school often have vastly different learning outcomes. We therefore propose a new summary measure, the Learning-Adjusted Years of Schooling (LAYS). This measure combines quantity and quality of schooling into a single easy-to-understand metric of progress, revealing considerably larger cross-country education gaps than the standard metric. We show that the comparisons produced by this measure are robust to different ways of adjusting for learning and that LAYS is consistent with other evidence, including other approaches to quality adjustment. Like other learning measures, LAYS reflects learning, and barriers to learning, both inside and outside of school; also, cross-country comparability of LAYS rests on assumptions related to learning trajectories and the validity, reliability, and comparability of test data. Acknowledging these limitations, we argue that LAYS nonetheless improves on the standard metric in key ways.
Keywords: Education; Human capital; Learning; Returns to education; Schooling; Test Scores

Learning and teaching with mobile devices: an approach in higher secondary education in Ghana - Grimus, Margarete; Ebner, Martin (International Journal of Mobile and Blended Learning, 2015)
While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods–specifically those involving the use of mobile-phones for both formal and informal learning–hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.
Publisher: IGI Global, 701 East Chocolate Avenue, Hershey, PA 17033 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2015040102 2534378:5KLKWTMM 2534378:KZNNQLJ5 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1871575620?accountid=9851
Keywords: ERIC; Current Index to Journals in Education (CIJE); Educational Technology; Faculty Development; Feedback (Response); Foreign Countries; Ghana; Handheld Devices; Online Surveys; Secondary Education; Semi Structured Interviews; Student Attitudes; Teacher Attitudes; Technical Education; Technology Uses in Education; Telecommunications; Workshops; __:import:03; __:match:final; __:matched; __:study_id:2096257; ___working_potential_duplicate; __finaldtb

Learning as peripheral participation in communities of practice: a reassessment of key concepts in workplace learning - Fuller, Alison; Hodkinson, Heather; Hodkinson, Phil; Unwin, Lorna (British Educational Research Journal, 2005)
KerkoCite.ItemAlsoKnownAs: 10.1080/0141192052000310029 10/dh2t47 2129771:UWPXNSF6 261495:WTXXFZ47

Learning at scale: interim report | Unesco IIEP Learning Portal - Stern, Jonathan; Jukes, Matthew; Piper, Benjamin; DeStefano, Joseph; Mejia, Jessica; Dubeck, Peggy; Carrol, Bidemi; Punjabi, Maitri; Harris-Van Keuren, Christine; Tufail, Fatima (RTI, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:32HJYWK3
Keywords: Final_citation; cited; existing

Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: Are videos superior to pictures? A randomized controlled trial - Iserbyt, Peter; Charlier, Nathalie; Mols, Liesbet (Resuscitation, 2014)
00001 KerkoCite.ItemAlsoKnownAs: 10.1016/j.resuscitation.2014.01.018 10/f562g7 2129771:PJ2YNAJP 257089:BEG3GNCN

Learning by Doing? Reflections on Conducting a Systematic Review in the Field of Educational Technology - Bedenlier, Svenja; Bond, Melissa; Buntins, Katja; Zawacki-Richter, Olaf; Kerres, Michael (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
Drawing on an example of a large systematic review that was conducted on the use of educational technology and student engagement in higher education, we provide practical insights into how we proceeded throughout the review phases. Readers and researchers embarking on a systematic review themselves might find the contents of this chapter useful, in order to better prepare themselves for issues that can arise when undertaking such an endeavour.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_7 2129771:BN3PRFKA

Learning Career Knowledge: Can AI Simulation and Machine Learning Improve Career Plans and Educational Expectations? - Chen, I-Chien; Bradford, Lydia; Schneider, Barbara (AI in Learning: Designing the Future, 2023)
As AI and machine learning permeates every area of life, its use to ameliorate educational inequities becomes of great interest. One important application of machine learning within education is to help students increase their alignment of career choice, educational attainment, and projected salary. Alignment theory has shown that having alignment yields higher educational attainment for students. Using the app, Init2Winit, which has students play a game which gives them points for correct alignment, this chapter explores how machine learning, in particular using a decision tree, can give insights into game use and its relation to educational expectations. This model builds a basis for the improvement of Init2Winit to increase student educational expectations through counselor interventions and how other educational applications could use machine learning for insights to improve educational outcomes. The model can decrease educational inequities by increasing educational attainment for those in underrepresented minorities.
Keywords: Alignment; Artificial intelligence (AI); Career knowledge; Decision trees; Supervised machine learning algorithms

Learning Clinical Reasoning Through Gaming in Nursing Education: Future Scenarios of Game Metrics and Artificial Intelligence - Koivisto, Jaana-Maija; Havola, Sara; Mäkinen, Henna; Haavisto, Elina (AI in Learning: Designing the Future, 2023)
The COVID-19 pandemic has challenged healthcare professionals’ clinical reasoning, which can have serious consequences for patients. So far, the use of artificial intelligence (AI) in nursing education has been limited. Artificial intelligence (AI) is one solution for ensuring quality decision-making in demanding clinical situations in two ways. First, AI applications can support healthcare professionals’ clinical decisions. Second, AI techniques can be used to support learning clinical reasoning (CR) in healthcare education and training. This chapter focuses on the potential of exploiting AI through game metrics in nursing education. Previously, simulation games have proven effective for learning clinical reasoning skills. However, game metrics have not been commonly utilized in nursing simulation games, although research in other disciplines has shown that game metrics are suitable for demonstrating the achievement of learning outcomes. This chapter discusses the possibilities of using game metrics to develop adaptive features for nursing simulation games. Personalization and adaptivity in simulation games can enable meaningful learning experiences and enable nursing students to achieve good CR skills for their future work in constantly challenging clinical situations.
Keywords: Artificial Intelligence; Clinical reasoning; Game metrics; Gaming; Nursing education

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

Learning Environments and Pupils’ Participation in Primary Education in Nairobi Urban Slums: Implications for Sustainable Development - Limboro, Charity Mukiri (MSINGI JOURNAL of the Department of Educational Foundations, 2019)
KerkoCite.ItemAlsoKnownAs: 10.33886/mj.v1i2.108 2129771:7BCUXQZF 4682641:5ZH2Y5RE
Keywords: BE:LMIC; BE:RELEVANT

Learning for all? Second-level education in Ireland during COVID-19 - ESRI; Mohan, Gretta; McCoy, Selina; ESRI; Carroll, Eamonn; ESRI; Mihut, Georgiana; ESRI; Lyons, Seán; ESRI; Mac Domhnaill, Ciarán; ESRI (ESRI, 2020)
KerkoCite.ItemAlsoKnownAs: 10.26504/sustat92.pdf 2129771:N8LL4T4M

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

Learning from Experiments When Context Matters - Pritchett, Lant; Sandefur, Justin (American Economic Review, 2015)
Suppose a policymaker is interested in the impact of an existing social program. Impact estimates using observational data suffer potential bias, while unbiased experimental estimates are often limited to other contexts. This creates a practical trade-off between internal and external validity for evidence-based policymaking. We explore this trade-off empirically for several common policies analyzed in development economics, including microcredit, migration, and education interventions. Based on mean-squared error, non-experimental evidence within context outperforms experimental evidence from another context. This advantage declines, but may not reverse, with experimental replication. We offer four reasons these findings are of general relevance to policy evaluation.
KerkoCite.ItemAlsoKnownAs: 10.1257/aer.p20151016 2129771:DC9X4JYM 2486141:BDP42CUS
Keywords: Corporate Finance and Governance; Depository Institutions; Design of Experiments: General; Banks; Micro Finance Institutions; Mortgages; Economic Development: Financial Markets; Saving and Capital Investment

Learning from Intelligent Social Agents as Social and Intellectual Mirrors - Maples, Bethanie; Pea, Roy D.; Markowitz, David (AI in Learning: Designing the Future, 2023)
The interaction capabilities of Intelligent Social Agents, made possible by advances in artificial intelligence, are eliciting deep emotional bonding with users, leading researchers to reexamine the impact and potential uses of these human-machine relationships in education. In this work, we examine how one best-in-class ISA, Replika, might be affecting users socially, emotionally, and cognitively. Our results indicate that many use Replika as a social and cognitive mirror, facilitating their learning and development this way. The confluence of new functionality, product narrative, and user life stressors make ISAs an emerging tool for not only emotional support, but also cognitive support and development.
Keywords: Anthropomorphism; Chatbot; Digital therapy; Displacement hypothesis; Embodied artificial intelligence; Extended mind; Intellectual mirror; Intelligent social agents; Virtual agents

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

Learning from Second-Hand Experience: Methodology for Extrapolation-Oriented Case Research - Barzelay, Michael (Governance, 2007)
Critics of public management reform complain that governments copy legitimated foreign practices. Recent work by Eugene Bardach helps to explain why: neither government analysts nor academic researchers possess an adequate methodology to examine practices in source sites, with a view toward adaptation in target sites. Rather than complain, Bardach takes steps to develop such a methodology, drawing analogies with reverse engineering. This article offers specific guidance about how researchers can effectively investigate practices in source sites to prepare the ground for disciplined and ingenious extrapolation of practices from source to target sites. The resulting translation is illustrated by an extrapolation-oriented case study.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1468-0491.2007.00369.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1468-0491.2007.00369.x 2129771:C4CWKBG9 2486141:SNGZRDHI

Learning Gains From the KinderTEK® iPad Math Program: Does Timing of a Preventative Intervention Matter? - Cary, Mari Strand; Kennedy, Patrick C.; Shanley, Lina; Clarke, Ben (Journal of Special Education Technology, 2020)
Publisher: SAGE Publications Sage CA: Los Angeles, CA KerkoCite.ItemAlsoKnownAs: 10.1177/0162643420928336 2129771:ULAQGLAI
Keywords: _C:Jordan JOR; _C:United States USA; __C:filed:1; __C:scheme:1

Learning in a mobile age: an investigation of student motivation: Learning in a mobile age - Ciampa, K. (Journal of Computer Assisted Learning, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1111/jcal.12036 10/f5rf5t 2129771:JTR4P68L 257089:ZNI8JCZ7

Learning in One-to-One Laptop Environments: A Meta-Analysis and Research Synthesis - Zheng, Binbin; Warschauer, Mark; Lin, Chin-Hsi; Chang, Chi (Review of Educational Research, 2016)
Over the past decade, the number of one-to-one laptop programs in schools has steadily increased. Despite the growth of such programs, there is little consensus about whether they contribute to improved educational outcomes. This article reviews 65 journal articles and 31 doctoral dissertations published from January 2001 to May 2015 to examine the effect of one-to-one laptop programs on teaching and learning in K–12 schools. A meta-analysis of 10 studies examines the impact of laptop programs on students’ academic achievement, finding significantly positive average effect sizes in English, writing, mathematics, and science. In addition, the article summarizes the impact of laptop programs on more general teaching and learning processes and perceptions as reported in these studies, again noting generally positive findings.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/0034654316628645 2129771:FXFNHFXU 2486141:XVLIUWZ3

Learning in the Time of Ebola - Education Development Center (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:94S7Y4NZ 94S7Y4NZ

Learning inequalities during the Covid-19 pandemic: how families cope with home-schooling - Pensiero, Nicola; Kelly, Anthony; Bokhove, Christian (University of Southampton, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5258/SOTON/P0025 2129771:RHBUIBUX

Learning Loss, a Potential Challenge for Transition to Undergraduate Study Following COVID19 School Disruption - Turner, Kristy L.; Hughes, Michael; Presland, Katayune (Journal of Chemical Education, 2020)
In a normal year approximately 3 months pass between students taking their final examinations in high school or college and beginning an undergraduate course in chemistry. In the months prior to those examinations, students will usually have undertaken an extensive period of revision and consolidation of the key concepts learned throughout their course. Some of this will be supported by their teachers and some will be independent study. The COVID19 pandemic resulted in the cancellation of these examinations in the UK and Ireland, potentially leaving students with a 6-month gap between their last formal study and beginning their undergraduate courses. Insights from the literature and from teachers of students in the 16–18 age range show that it is likely students beginning undergraduate courses in the autumn of 2020 will have weaknesses in subject knowledge compared to previous cohorts. This is likely to be more significant in the areas of synthetic transformations in organic chemistry and core physical chemistry topics. In this communication we present a brief analysis of the potential issues with subject knowledge in order that instructors in higher education may be better informed about the potential challenges in teaching and learning following the COVID19 disruption.
Publisher: American Chemical Society KerkoCite.ItemAlsoKnownAs: 10.1021/acs.jchemed.0c00705 2129771:BIHIBCFG
Keywords: __C:filed:1

Learning “Loss” and Learning “Gain” in Primary School Years: What Do We Know from India That Can Help Us Think Forward in the COVID-19 Crisis? - Banerji, Rukmini (Research on Improving Systems of Education (RISE), 2020)
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-RI_2020/019 2129771:EB9NQ45J

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

Learning, Marginalization, and Improving the Quality of Education in Low-income Countries - Wagner, Daniel A.; Lewis (eds), Nathan M. Castillo and Suzanne Grant (Open Book Publishers, 2022)
Academic publishing of peer-reviewed open access monographs
KerkoCite.ItemAlsoKnownAs: 2129771:GIKMDSRB 2129771:TNM97LYY
Keywords: _r:ImportedToMyEducationEvidence

Learning remotely when schools close: How well are students and schools prepared? Insights from PISA - OECD (OECD, 2020)
As school after school shuts down in the face of the Covid-19 crisis (in now more than 140 countries), online learning opportunities have been elevated from a bonus extracurricular facility to a critical lifeline for education.
KerkoCite.ItemAlsoKnownAs: 4804264:5GEJ7SS4
Keywords: Final_citation; existing

Learning Software Development through Modeling using an Object Oriented Approach with Unified Modeling Language: A Case of an Online Interview System - Kalinga, Ellen Ambakisye (Journal of Learning for Development, 2021)
This paper demonstrates the learning of software engineering through modeling using Object-Oriented Analysis and Design approach with Unified Modeling Language. An online interview management system case project to the whole class was used to develop the software requirement specification. Through modelling, the processes to be considered in software development were also elaborated, where it starts with the identification of major or basic processes of the domain of application, followed by the identification of activities to be performed under each basic process and, finally, transforming the activities highlighted in the functional requirements presentation. Modeling was practised by students through group case projects, and students were active, engaging and focusing on the learning process in such a way that more than 85.9% of students had the courage to attempt design questions during university examinations.
Number: 1
Keywords: Object-Oriented Analysis and Design; Unified Modeling Language; learning through modeling; model-driven approach; software development process.; software engineering; ⛔ No DOI found

Learning technology and disability—Overcoming barriers to inclusion: Evidence from a multicountry study - Hersh, Marion; Mouroutsou, Stella (British Journal of Educational Technology, 2019)
The paper uses data from a 15-country study to discuss the factors which affect the use of information and communication technologies (ICT) and learning technologies by disabled people and consequently their access to education. Significant differences were found both between and within countries: income and language were the main factors affecting availability. Thus, the greatest availability was in the higher income English-speaking countries and the richer European countries. The main barriers to technology use included cost, lack of funding and lack of information. A particular disparity in technology access was found between the English-speaking European population and Aboriginal speakers of indigenous languages in Australia, with considerably greater access by the former than the latter group. A number of recommendations are presented to increase access to learning and assistive technologies by disabled people. They include encouragement for developers to produce free of charge (minority language) technologies, research on more effective provision of technologies and personal assistance, assistive technology centres in all learning institutions, simple funding mechanisms and a fund to support technology provision in poorer countries.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.12737 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.12737 4804264:Y956XD29
Keywords: Final_citation; cited; existing

Learning the master's trade: Apprenticeship and human capital in Ghana - Frazer, Garth; Frazer, Garth (Journal of Development Economics, 2006)
This paper explores the institution of apprenticeship in Ghana. A model is presented where apprenticeship training is idiosyncratic, increasing an individual's productivity in the current firm, but not in any other firm. Still, individuals are willing to fund apprenticeships as they can reap the returns to the specific training of apprenticeship if they manage to acquire the capital required to start their own firms, and replicate the technology and business practice of the apprenticeship firm. Predictions of the model for the productivity and remuneration of different workers are developed and tested using both a linked employer-employee survey of manufacturing firms and a national household survey. © 2006 Elsevier B.V. All rights reserved.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jdeveco.2005.06.006 10/dmcqmr 2129771:3SI4ZNWZ 2317526:FE8I5WXW
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; F:remuneration; P:manufacture; P:technology; Q:masters; R:survey; T:Lehrlingsausbildung; T:Training; T:apprenticeship training; Z:Apprenticeship; Z:Human capital; _C:Ghana GHA; publicImportV1

Learning through play - The LEGO Foundation (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:LK77KZBI 2486141:TS59K9F4

Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) - Watson, Joe (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly difficult in low-income contexts where…
KerkoCite.ItemAlsoKnownAs: 4804264:5N7WJ7J3
Keywords: Final_citation; cited; existing

Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) [EdTech Hub Blog] - Watson, Joe (The EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly …
Library Catalog: edtechhub.org Section: coronavirus KerkoCite.ItemAlsoKnownAs: 2129771:V3QG4GD9 V3QG4GD9

Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) [OpenDevEd Blog] - Watson, Joe (Open Development & Education, 2020)
Written by Joe Watson, research assistant at the University of Cambridge. This blog was first published as part of the coronavirus (COVID-19) and EdTech series on The EdTech Hub website under Creative Commons Attribution 4.0. One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) […]
Library Catalog: opendeved.net EdTechHub.ItemAlsoKnownAs: 2129771:Z9Y353WE

Learning to argue: a study of four schools and their attempt to develop the use of argumentation as a common instructional practice and its impact on students - Osborne, Jonathan; Simon, Shirley; Christodoulou, Andri; Howell-Richardson, Christina; Richardson, Katherine (Journal of Research in Science Teaching, 2013)
This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of science—in particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11- to 16-year-old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning.
Extra URL: http://doi.wiley.com/10.1002/tea.21073

Learning to Improve: How America’s Schools Can Get Better at Getting Better (Carnegie Foundation for the Advancement of Teaching, 2015)
Using ideas borrowed from improvement science, Learning to Improve presents a process of disciplined inquiry that can be combined with the use of networks to
KerkoCite.ItemAlsoKnownAs: 2129771:CK3D95P5

Learning to Improve Learning: Lessons from Early Primary Interventions and Evaluations in India and Sub-Saharan Africa (Hewlett Foundation, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:6GMGIB5M 261495:6FV2XCAR

Learning to Program on KaiOS: a Hands-on Coding School for Developing Climate Service Apps - Myllynpää, Ville; Ntinda, Maria; Haakana, Jani; Sutinen, Erkki (2020 IST-Africa Conference (IST-Africa), 2020)
The demand for short and intense courses intended to teach new or improve existing pragmatic ICT skills, required for solving a given problem in a real context, has been raised especially by the industry. We provide an example where a pragmatic coding school model has been shown to be an effective way to teach new skills and enhance prior knowledge in a short timeframe, among undergraduate computer science students of the University of Namibia (UNAM). This paper presents a coding school for climate service app development, organized jointly by the University of Turku (UTU), Finland, and UNAM, at the UTU satellite campus within the UNAM main campus. We describe the coding school's design and implementation phases, as well as analyze lessons learned, based on which we suggest actions to improve similar schools in the future. Furthermore, we demonstrate a method by which the coding school is linked to the requirements of an international research project demanding local input in its co-design.
ISSN: 2576-8581
Keywords: Conferences; Education; Encoding; KaiOS; Meteorology; Programming; Programming profession; climate services; coding school

Learning to teach in higher education in South Africa - Leibowitz, Brenda; Bozalek, Vivienne; Garraway, James; Herman, Nicoline; Jawitz, Jeff; Muhuro, Patricia; Ndebele, Clever; Quinn, Lynn; Van Schalkwyk, Susan; Vorster, Jo-Anne (2017)
Publisher: Council on Higher Education (South Africa)
Keywords: ⛔ No DOI found

Learning with technology during emergencies: A systematic review of K-12 education [BJET] - Crompton, Helen; Burke, Diane; Jordan, Katy; Wilson, Samuel W. G. (British Journal of Educational Technology, 2021)
Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID-19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K-12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet-based and non-Internet based, with the majority using Internet-based technologies. Practitioner notes What is already known about this topic The COVID-19 pandemic has caused school closures across the globe and prevented in-person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K-12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K-12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K-12 teachers, school leaders policymakers, and funders in the continuing COVID-19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle-income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy.
_eprint: https://bera-journals.onlinelibrary.wiley.com/doi/pdf/10.1111/bjet.13114 KerkoCite.ItemAlsoKnownAs: 10.1111/bjet.13114 2129771:DD83QUXE 2129771:MHS39TU3 2339240:RAP22KJU 2405685:BKMMRYCD 2405685:JE8I8566
Keywords: COVID-19; _EdTechHub_Output; _yl:b; disasters; emergencies; emergency remote education; pandemic

Learning without Schools? Education, Relief, and Government Partnerships during COVID-19 - Skoll Foundation (2020)
Join to hear about how two large school systems, in Pakistan and West Africa, are partnering with governments and NGOs to educate children at home without internet access. This is a case study on how local leaders, including a Skoll Awardee, see the challenge of education, relief, and partnerships during COVID-19. Panel: - Susannah Hares, Center for Global Development - Mushtaq Chhapra, TCF Co-Founder - Riaz Kamlani, TCF EVP - Paul Skidmore, Rising Academy Network Moderator: Shashi Buluswar, UC Berkeley, Institute for Transformative Technologies
EdTechHub.Copy: 2405685:MIE53XIS KerkoCite.ItemAlsoKnownAs: 2129771:X8MZMPUI 2405685:MIE53XIS

Leave No Child Behind: Global report on boys' disengagement from education - Jere, Catherine; Eck, Matthias; Zubairi, Asma (UNESCO, 2022)

Leave no child behind: global report on boys’ disengagement from education - UNESCO (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:NEK42Q62

Lectoescritura inicial (LEI): una transición con sentido - Vijil-Morin, Alejandra (2020)
KerkoCite.ItemAlsoKnownAs: 2486141:7NCDSCYH
Keywords: Author:OpenDevEd

Lecturer Based Supportive Tool Development and Approaches for Learning Material Sharing under Bandwidth Limitation - Kautsar, Irwan Alnarus; Kubota, Shinichiro; Musashi, Yasuo; Sugitani, Kenichi (Journal of Information Processing, 2016)
総合学術電子ジャーナルサイト「J-STAGE」－国内で発行された学術論文全文を読むことのできる、日本最大級の総合電子ジャーナルプラットフォームです。
KerkoCite.ItemAlsoKnownAs: 10.2197/ipsjjip.24.358 10/gf62h4 2129771:GWYEQMHC
Keywords: __C:filed:1

Left behind? The effects of digital gaps on e-learning in rural secondary schools and remote communities across Nigeria during the COVID19 pandemic - Olanrewaju, Gideon Seun; Adebayo, Seun Bunmi; Omotosho, Abiodun Yetunde; Olajide, Charles Falajiki (International Journal of Educational Research Open, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedro.2021.100092 2129771:NNUSB3UF 2129771:PYLFD7QQ
Keywords: auto_merged

Left to their own devices: the everyday realities of one-to-one classrooms - Selwyn, Neil; Nemorin, Selena; Bulfin, Scott; Johnson, Nicola F. (Oxford Review of Education, 2017)
00006 KerkoCite.ItemAlsoKnownAs: 10.1080/03054985.2017.1305047 10/gdm2s7 2129771:4FQ6B745 2129771:TWV3S43V
Keywords: __C:filed:1

Legale Wege nach Europa. Arbeits- und Ausbildungsmöglichkeiten für Personen ohne Schutzperspektive - Institute Europe (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:E23KHEVV 2486141:IKC6N75W

Legislation and Policy Addressing Inequality and Redistribution in Rwanda - Orrnert, Anna (2018)
This report is one of three related K4D helpdesk reports on inequality in Rwanda. The other two examine links between poverty, inequality and exclusion (Carter 2018) and provide data on inequalities (Orrnert 2018). This review summarises key national policies and legislation related to inequality and redistribution2 in Rwanda. Where available, this review provides insights into how these policies perpetuate inequality or work to address it, as well as how effective they are. Undertaken in six days, this review draws largely on policy documents from the Government of Rwanda, and academic studies, as well as some reports by international donors. A comprehensive review of all the relevant policies and legislation is beyond the scope of this study. Thus, the review focuses on key policies and legislation in specific sectors (economic empowerment and agriculture; health; education; housing and infrastructure) as well as policies and legislation targeted at particular groups (the poorest, women and girls, youth and other marginalised groups). The key findings include: there is a lack of systematic evaluation of many Rwandan government policies, including those aimed at tackling extreme poverty and inequality; Evidence suggests that there exists a tension between the government’s competing policy goals of achieving economic growth and decreasing inequality. In some cases (notably agricultural policies), the government prioritises its economic growth objectives, which can have a negative impact on vulnerable segments of the population; and despite efforts to combat inequality on the policy-level, several groups remain significantly disadvantaged, including the poorest, women, persons with disabilities and historically marginalised people (HMP). Furthermore, the study also identified the gaps in policy assessments based on non-standard measures (such as food insecurity and land tenure) that may illuminate relevant insights about experienced inequalities in rural and agricultural communities and the impact of policies on these. It also highlighted the limitation on the evidence of policy impacts on vulnerable communities, including youth, persons with disabilities and HMP and thus, there is a need for data that provides insights into the challenges that interlocking inequalities present to policy-makers working to dismantle inequality.
Accepted: 2018-12-17T15:56:44Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:KTD6STH9 4869029:MM7Z5GGB
Keywords: ⛔ No DOI found

Leh Wi Lan: Improving The Quality Of Secondary Education In Sierra Leone - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:M45ESUCB 2405685:Y7RFFB9I
Keywords: _C:Sierra Leone SLE

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

Length of secondary schooling and risk of HIV infection in Botswana: evidence from a natural experiment - De Neve, Jan-Walter; Fink, Günther; Subramanian, S V; Moyo, Sikhulile; Bor, Jacob (The Lancet Global Health, 2015)
Background An estimated 2·1 million individuals are newly infected with HIV every year. Cross-sectional and longitudinal studies have reported conflicting evidence for the association between education and HIV risk, and no randomised trial has identified a causal effect for education on HIV incidence. We aimed to use a policy reform in secondary schooling in Botswana to identify the causal effect of length of schooling on new HIV infection. Methods Data for HIV biomarkers and demographics were obtained from the nationally representative household 2004 and 2008 Botswana AIDS Impact Surveys (N=7018). In 1996, Botswana reformed the grade structure of secondary school, expanding access to grade ten and increasing educational attainment for affected cohorts. Using exposure to the policy reform as an instrumental variable, we used two-stage least squares to estimate the causal effect of years of schooling on the cumulative probability that an individual contracted HIV up to their age at the time of the survey. We also assessed the cost-effectiveness of secondary schooling as an HIV prevention intervention in comparison to other established interventions. Findings Each additional year of secondary schooling caused by the policy change led to an absolute reduction in the cumulative risk of HIV infection of 8·1 percentage points (p=0·008), relative to a baseline prevalence of 25·5% in the pre-reform 1980 birth cohort. Effects were particularly large in women (11·6 percentage points, p=0·046). Results were robust to a wide array of sensitivity analyses. Secondary school was cost effective as an HIV prevention intervention by standard metrics (cost per HIV infection averted was US$27 753). Interpretation Additional years of secondary schooling had a large protective effect against HIV risk in Botswana, particularly for women. Increasing progression through secondary school could be a cost-effective HIV prevention measure in HIV-endemic settings, in addition to yielding other societal benefits. Funding Takemi Program in International Health at the Harvard T.H.Chan School of Public Health, Belgian American Educational Foundation, Fernand Lazard Foundation, Boston University, National Institutes of Health.

Lenovo Focuses on Digital Inclusion with Launch of Bilingual Keyboard - Lenovo (Lenovo StoryHub, 2023)
Latest evolution of keyboard champions indigenous Māori culture, by enabling Aotearoa New Zealanders to communicate bilingually.
KerkoCite.ItemAlsoKnownAs: 4804264:DNT7ZZCQ
Keywords: Final_citation

Lernen in Arbeitsprozessen - Kompetenzentwicklung - Bremer, Rainer (Handbuch Berufsbildungsforschung, 2005)
KerkoCite.ItemAlsoKnownAs: 2129771:KFJRWXQZ 2317526:4IJZI3FF

Lernprozesse mit digitalen Werkzeugen unterstützen–Perspektiven aus der Didaktik naturwissenschaftlicher Fächer - Meßinger-Koppelt, Jenny; Schanze, S.; Groß, Jorge (Joachim Herz Stiftung Verlag, Hamburg, 2017)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:3FBWNWDK 2129771:4KURGHBT 2129771:7H4BHGYV 2129771:9XYBHTJ6 2129771:NS2DV7WJ 2129771:YPKVC2GJ
Keywords: _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Lesson observation and quality in primary education as contextual teaching and learning processes - O’Sullivan, Margo (International Journal of Educational Development, 2006)
Quality in primary education is currently high on the education agenda in developing countries. What is quality? How can we effectively measure it? How can we achieve it? How can we improve it? The author considers two suggestions to be critical to answering these above questions and engages with them in this article:• place what is happening in the school and classroom, specifically teaching and learning processes, at the top of the quality agenda; and • use lesson observation to answer the questions. The engagement in the article with the term “quality” highlights that six conceptualisations are used in the literature. However, the author argues that only two subsections of one of the conceptualisations are influencing policy, i.e. the input and output definitions of quality. An exploration of the common indicators of quality supports this and the author uses a political economy perspective to consider the reasons for it. This leads to the main section of the paper which seeks to explore the two suggestions bulleted above.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2005.07.016 10/bgmg98 2129771:26379GQU 2129771:GAG3E4YL 261495:PXBFRK9N 503888:V93GFJ5V
Keywords: CitedIn:OER4Schools-HHH3-B; Lesson observation; Primary education; Quality

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

Lessons from the Covid-19 Pandemic: Can Public Primary and Secondary Schools in Lusaka District of Zambia use Blended and Distance Teaching and Learning? - Mulenga, Innocent Mutale; Siluma, V. (Zambia Journal of Distance Education, 2021)
Keywords: ⛔ No DOI found

Lessons from the influx of preprints during the early COVID-19 pandemic - Brierley, Liam (The Lancet Planetary Health, 2021)
Publisher: Elsevier

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

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

Lessons Learned from Education Programmes' Contribution to Peace and Stability - Price, Roz (2019)
Whilst education is most often viewed as central to peace-building, it is important to note that it has two faces. Education can be a strong tool in exacerbating violent conflict whilst on the positive side facilitate peace building through addressing the drivers of a conflict. The review draws from academic research on literature from NGOs and donors showing the links between education, conflict and peace. Education has been considered as a salient feature in emergency response featuring on its role as a peace dividend and an entry point to conflict transformation and peace-building (Smith and Ellison, 2015). However, gaps exist in literature on evidence showing how to programme education to address the needs of refugees and populations in conflict areas. Much of the literature reviewed emphasises the need for context specific conflict analysis with a focus on education for understanding how and under what circumstances education can address conflict and instability.
Accepted: 2019-05-09T15:03:17Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:GUZ2GKS6 4869029:7856XKWQ
Keywords: ⛔ No DOI found

Lessons Learned from Online PLCs of Rural STEM Teachers - Durr, Tony; Kampmann, Jennifer; Hales, Patrick; Browning, Larry (The Rural Educator, 2020)
This exploratory study of a Title II grant funded project analyzed the design and delivery of online professional learning communities (PLC) for rural STEM teachers. This research identified the frequency a video posting, the type of videos posted, and the style of reflection questions, as critical aspects to the engagement to participating teachers. Additionally, teachers showed an increase in teacher efficacy as a result of being part of the online PLCs and they indicated strong enjoyment and value in participation of the program.

Lessons Learned from the Outcomes and Delivery of Girls’ Clubs in Educational Programmes - Page, Ella (2020)
This helpdesk provides a rapid review of the evidence on the outcomes and delivery of girls’ clubs in educational programmes. The review found some evidence of girls’ clubs specific programmes in school settings having positive impacts on educational and life skills outcomes. Girls clubs delivered as part of education programmes can have positive impacts on literacy, numeracy, enrolment and attendance. Although the evidence is limited.Clubs delivered in schools which combine the delivery of life skills training with sports also show promising impact on education. Evaluation of one of such programmes showed that participation had increased their determination to complete their education and girls were more able to express ambition. However, not all the evaluations of girls’ club found for this review showed positive outcomes – for example one evaluation found no impact on school enrolment or other empowerment outcomes.
Accepted: 2020-08-13T08:50:51Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:HXXTPDT3 4869029:STYFU74X
Keywords: ⛔ No DOI found

Lessons Learned from World Bank Education Management Information System Operations - Abdul-Hamid, Husein; Saraogi, Namrata; Mintz, Sarah (2017)
ISBN (paper): 978-1-4648-1056-5 ISBN (electronic): 978-1-4648-1057-2
Keywords: ⛔ No DOI found

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

Let’s face facts, the 2020 school year is lost. So what to do? - Jansen, Jonathan; Jansen, Jonathan (Times Select, 2020)
Covid-19 hasn’t caused the schooling crisis, it has just exposed how huge the inequalities in SA education are
Library Catalog: select.timeslive.co.za KerkoCite.ItemAlsoKnownAs: 2129771:6MSI9MPZ 2129771:932GRL9T

"Let's not leave this problem": exploring inclusive education in rural South Africa - Mitchell, Claudia; De Lange, Naydene; Thuy, Nguyen-Thi Xuan (Prospects: Quarterly Review of Comparative Education, 2008)
Inclusive education represents a new agenda for educational reform that spans a wide range of socio-political, cultural, ethical, personal and interpersonal dimensions. Working towards educational inclusion demands commitments, responsibilities and initiatives on the part of all parties to take into consideration the meanings and purpose of education and social justice, to engage and take collective actions in their struggle to combat the diverse forms of educational and social exclusion. This paper presents an educational initiative to implement inclusive education in rural KwaZulu-Natal, an area of South Africa that is most seriously affected by the pandemic of HIV and AIDS. Through the implementation of participatory video-making projects in two schools, the authors seek to empower the voices and actions of teachers in an effort to cope with the problems of poverty and marginalization facing many children. The outcomes of this type of participatory work with teachers have implications for the policy-making process, which in turn, could change the ways educational policy research is structured and implemented.
Publisher: Springer, 233 Spring Street, New York, NY 10013 KerkoCite.ItemAlsoKnownAs: 10.1007/s11125-008-9057-y 2534378:RJ6ZCAD4 2534378:TTCJ2RZE 2534378:WG3HWTSN Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/61950460?accountid=9851
Keywords: Access to Education; Acquired Immunodeficiency Syndrome (AIDS); Developing Nations; Disabilities; ERIC; Current Index to Journals in Education (CIJE); Education; Education reform; Educational Change; Educational Policy; Foreign Countries; Human immunodeficiency virus–HIV; Inclusive Schools; Mainstreaming; Multicultural education; Policymakers; Poverty; Researchers; Rural Areas; Rural areas; Social Attitudes; Social Bias; Social Isolation; Social Justice; Social activism; South Africa; Special Needs Students; Teacher Attitudes; __:import:01; __:match:final; __:matched; __:study_id:2098725; __finaldtb

Leveraging Hybrid Learning As The Future of Education - Ouya, Angelica (CIO East Africa, 2020)
Isn’t it easy to dream, imagine, envision, and talk about the future of something? Becoming the visionary of that idea or being part of the process and seeing it succeed? Education today is very different from what it was 20 years ago, but it still has room to move. Learning is changing with the times, …
Section: Blog KerkoCite.ItemAlsoKnownAs: 2129771:8WR4HMJY 2486141:YTZEKY87

Leveraging ICT for the Learning Recovery and Acceleration in Bangladesh - Asaduzzaman, T. M.; Geven, Koen Martijn; Oza, Shardul Kinnaresh; Kano, Tsuyoshi Yoshi; Shams, Farzana; Roy, Suparna; Bashir, Amreen; Zubairi, Asma (2023)
Publisher: World Bank Group
Keywords: ⛔ No DOI found

Leveraging the 1: 1 iPad approach for enhanced learning in the classroom - Retalis, Symeon; Paraskeva, Fotini; Alexiou, Aikaterini; Litou, Zoi; Sbrini, Theofili; Limperaki, Youla (Educational Media International, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1080/09523987.2018.1512463 10/gf62hk 2129771:Z4VHSIC4
Keywords: __C:filed:1

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

Life without Covid: the nations that have sidestepped the pandemic so far - The Guardian (the Guardian, 2021)
A handful of countries – most of them islands, most of them remote – remain coronavirus-free, but life has not remained wholly unchanged
Section: World news KerkoCite.ItemAlsoKnownAs: 2129771:UFJ2DFJ2

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

Lifting the education revolution to the next level - Gonsalves, Ralphe (Office of the Prime Minister, 2010)
lifting the education revolution to the next level - Read more about educational, secondary, vincent, primary, facilities and grenadines.
KerkoCite.ItemAlsoKnownAs: 2129771:SWFZ74A8 2486141:II4KEQHQ

Lighting and discomfort in the classroom - Winterbottom, Mark; Wilkins, Arnold (Journal of Environmental Psychology, 2009)
Aspects of classroom lighting and décor that can promote discomfort and impair task performance through glare, and imperceptible 100 Hz flicker from fluorescent lighting, were examined in a sample of UK schools. In 90 classrooms, across eleven secondary schools and six local education authorities variables measured included flicker, illuminance at desks, and luminance of whiteboards. Results showed that 80% of classrooms are lit with 100 Hz fluorescent lighting that can cause headaches and impair visual performance. Mean illuminance (from excessive day- and artificial lighting) was in excess of recommended design illuminance in 88% of classrooms, and in 84% exceeded levels beyond which visual comfort decreases. Lighting could not be adequately controlled due to classroom design and infrastructure. Ceiling-mounted data-projectors directed at whiteboards mounted vertically on the wall resulted in specular reflection from the whiteboard, visible as a glare spot with luminance high enough to cause discomfort and disability glare. The intensity of the glare spot varied between different brands of whiteboard. Ambient lighting, needed for close work at pupils' desks, reduced image contrast. Venetian blinds in 23% of classrooms had spatial characteristics appropriate for inducing pattern glare. There was significant variation between schools and local authorities. These findings may provide insights into small-scale reports linking pupils' attainment, behaviour and learning to classroom lighting, and may also help explain some of the benefits of coloured overlays for pupils' reading.

LIMITATIONS OF OUTCOME BASED ACCOUNTING CURRICULUM IN ETHIOPIA - Mersha, Deresse; Assistant Professor, Jimma University, Ethiopia, Department of Accounting and Finance; Getahun, Mohammed (2019)
The demand for accounting profession is increasing from time to time because of the increase in complexity of the business environment. Education institutions are responsible to produce qualified and ethical accountant required by the accounting profession. Specifically, Technical and Vocational Education and training (TVET) colleges play great role in training lower and middle level accountant in Ethiopia. However, Academicians, practitioners and employers are raising concern on the quality and relevance of education and training given by TVET colleges. The major objective of this study is to examine the limitations of TVET in accounting curriculum in relation to relevance and contents of the competences included. The finding of the study showed that the existing curriculum has a lot of limitations in terms of relevance, coherence and content. As a result, the existing curriculum should be revisited in order to make it better.
KerkoCite.ItemAlsoKnownAs: 2129771:CAT3HJM5 2129771:PCWC876Z
Keywords: ⛔ No DOI found

Lineament Mapping for Groundwater Exploration in Kano State, Nigeria - Tudunwada, I.Y.; Maina, M.M. (International Conference on Civil, Agricultural, Biological and Environmental Sciences (CABES, 2017)
Keywords: ⛔ No DOI found

Linkages Between Poverty, Inequality and Exclusion in Rwanda - Carter, Becky (2018)
This review summarises analysis in the literature that provides more detail behind the quantitative data, exploring the nature of inequalities and exclusion in Rwanda, the drivers of these, and how this shapes Rwandans’ vulnerability to poverty. Undertaken in six days, this review draws largely on academic studies as well as reports by international development agencies (most notably the World Bank). Many of the poverty and development studies include some form of gender analysis; there is also work that focuses solely on women and girl’s situations in Rwanda. There are a few studies looking at the linkages between poverty, exclusion and disabilities in Rwanda. Key findings of this review include few studies looking in-depth at the relationship between poverty and inequality in Rwanda, with a lack of disaggregated analyses or detailed case studies (Dawson 2018). Whilst Rwanda has achieved impressive sustained economic growth since the 1990s, poverty in Rwanda is widespread and Rwanda remains the most unequal country in East Africa. Furthermore, The World Bank’s 2015 poverty assessment finds Rwanda’s high inequality driven by location, education and occupation (Bundervoet et al, 2015) whereby there is a deep rural-urban divide, with those most at risk of poverty dependent on agricultural waged labour or smaller/less productive farms, and household heads with no secondary education. The same assessment finds improvements in agricultural productivity and diversification into non-farm activities the main drivers of consumption growth and poverty reduction for 2006-2011. In contrast, other studies highlight how rapid social transformation leads to winners and losers (in absolute or relative terms), and explores the difficulties faced by many in attempting to escape poverty (Verpoorten, 2014: 4; Abbott et al, 2015). Abbott et al (2015: 932) highlight that about a third of the population face a daily struggle for survival, making it difficult to take advantage of opportunities for empowerment. Finally, Rwanda’s path to development remains controversial, with a sharp contrast between the impressive economic progress and standstill in ‘voice and accountability’ (McKay and Verpoorten, 2016).
Accepted: 2018-12-17T16:07:59Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:DIHIWDBR 4869029:LJNFB6GR
Keywords: ⛔ No DOI found

Linking informal apprenticeship and formal education in South-Eastern Nigeria through market/mechanic village schools - Ogwo, Benjamin (2013)
The Nigerian government as well as international agencies have implemented several informal apprenticeship intervention programmes aimed at improving productivity, trade union leadership and literacy/numeracy of practitioners. One of such interventions is the Education Trust Fund (ETF) intervention in boy-child education within south-eastern Nigeria established by UNICEF. This paper highlights the process, nature, and scope of the ETF intervention in relation to informal apprenticeships. As research meth9odology, the research & development (R&D) design was used for the study. Among other outcomes, the UNICEF market/mechanic village school curriculum was modified using open-learning principles by informal apprenticeship. School is taken to the apprentices rather than the apprentices to school by incorporating formal education into informal apprenticeship thus ensuring certification and enhanced social status for informal apprenticeship graduates.
KerkoCite.ItemAlsoKnownAs: 2129771:UTQZWLF3 2317526:P4HA5X54
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:curriculum; P:mechanic; P:social; Q:certificate; Q:e-learning; R:survey; T:Formal apprenticeship; T:Lehrlingsausbildung; publicImportV1

Linking vocational education and training (VET) progression pathways into the academic route in Tanzania: Case study in electrical and mechanical engineering programmes at Arusha technical college (ATC) - Augustine, S. Mbitila; Richard, J. Masika; Donatha, E. Mwase (International Journal of Vocational and Technical Education, 2017)
The bridging course was designed by the Vocational and Education Training Authority (VETA) in collaboration with three technical Colleges/Institutions: Arusha Technical College, Dar es Salaam Institute of Technology and Mbeya University of Science and Technology under the auspices of National Council for Technical Education (NACTE). The course was an immediate solution to the missing link between the Vocational Education and Training (VET) pathway for graduates and the Tanzanian national education model. Data were collected from a random sample of 350 students, from various parts of the country, to analyze the problem. Comparison tests of performance between students from the bridging course and from other educational routes were conducted. Results demonstrate that, the bridging course is a substantive solution to enabling VET students to progress toward further studies. Bridging courses in Technical Colleges and Institutes of Technology offer a valuable contribution to the vocational training sector if sponsored by both Government and Private sector in terms of fiscal and non-fiscal resources.
KerkoCite.ItemAlsoKnownAs: 2129771:EY27CPFF 2317526:Y8BZ57SA UTI-6E2C391A-E3E5-330F-AE6F-A8A33CEC6B33
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:electro; P:mechanic; R:case study; T:TVET; T:Training; T:vocational training centre; __C:filed:1; publicImportV1; ⛔ No DOI found

Links Between Education and Child Labour - Orrnert, Anna (2018)
According to recent estimates, approximately 152 million children were engaged in child labour globally in 2016 (ILO 2017a: 5). There are many forms of children's work, involving different levels of demand and danger. The International Labour Organisation (ILO) defines child labour as work that is detrimental to children, by depriving them of their childhood, their potential and their dignity. Children's work is sometimes distinguished as being hazardous or more benign (e.g., safe and does not undermine schooling), although this distinction is not relevant in all contexts. In some cases, children's work has the potential for both benefit and harm, and assessing harm and benefit in each context may be more useful than applying generalised standards. The worst forms of child labour (as defined by ILO Convention No. 182) are out of scope for this review. In many cases, work interferes with children's formal education by depriving them of the opportunity to attend school; forcing them to drop out prematurely; or requiring them to balance the competing pressures of schooling and work. Since the launch of the global Education for All (EFA) movement, education is often understood to mean formal schooling. However, this definition excludes non-traditional and informal spaces of learning, as well as significant forms of learning that happen in the workplace. Many children's rights organisations and anti-child labour campaigns believe that child labour and education are incompatible, that children's work is an obstacle to EFA, that child labour should be abolished and that education is a key element in its prevention. With regards to hazardous child labour, this view is widely accepted. However, there is a counterview which argues that not all children's work is bad, that children's labour can be compatible with education and learning and that work can actually enable education. This study examines evidence on the links between child labour and education, including the use of education as a tool to bring children out of child labour, poor quality education pushing children out of the classroom and into work, as well as on children who combine work and school. It is one of a two-part series of reports. The second report examines the evidence on short- and long-term impacts of education interventions targeting working children.
Accepted: 2018-11-01T09:39:16Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:8HI3MREX 4869029:FLZKGNQ8
Keywords: ⛔ No DOI found

LIS curriculum in French-speaking West Africa in the age of ICTs: The case of Benin and Senegal - Mêgnigbêto, Eustache (The International Information & Library Review, 2007)
Summary LIS training programme in Africa date from early independence period. In French-speaking West African area, few countries have an LIS school. The existing schools have been created in partnership with either an international organization or a northern country. The curriculum delivered is not always updated as in developed countries. The main objective of this article is to measure the gap between LIS curriculum as actually delivered in developed and developing countries in the age of the information and communication technologies (ICTs). A couple of schools were chosen—English and French-speaking area—from Northern America and Western Europe; their curriculum served as basis for evaluating those in West African French-speaking countries. The conclusion that can be drawn from the study is that LIS curriculum in Africa has changed less since the schools’ first creation and ICTs are not present as in Western countries. This trend brings out the problem of the curriculum pertinence and the competitiveness of the graduate students in the international employment market.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.iilr.2007.02.007 10/d26vb2 2129771:E4284BH5 2317526:8MLC73K9
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:West Africa; C:Benin; C:Senegal; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:Q; CT:T; D:developing country; F:curriculum; Q:ICT; SpecialTopic:Library; T:Training; publicImportV1

Listening to Children with Disabilities: Voices from Uganda and Malawi - Wickenden, Mary (Education and Disability in the Global South: New Perspectives from Africa and Asia, 2018)
Publisher: Bloomsbury Publishing London
Keywords: ⛔ No DOI found

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

Literacy, Equity, and the Employment of iPads in the Classroom: A Comparison of Secure and Developing Readers - Bergeson, Kristi Tamte; Rosheim, Kay (International Journal of Education in Mathematics, Science and Technology, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 10.18404/ijemst.408940 10/gf62gh 2129771:9W2VI77W 2129771:SFSI8HTY
Keywords: _C:France FRA; __C:filed:1; __C:scheme:1; verified

Literacy, Foundation Learning and Assessment in Developing Countries - Nag, Sonali; Chiat, Shula; Torgerson, Carole; Snowling, Margaret J. (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:H97YCZWA 261495:ZJVJ98CZ

Literature Review as Research Methodology: Aid of Ai (Artificial Intelligence) - Pandya, Tamsa Pranshankar (Vidhyayana-An International Multidisciplinary Peer-Reviewed E-Journal-ISSN 2454-8596, 2023)
KerkoCite.ItemAlsoKnownAs: 5440726:FWFKQFHX
Keywords: ⛔ No DOI found

Literature review in mobile technologies and learning - Naismith, Laura; Sharples, Mike; Vavoula, Giasemi; Lonsdale, Peter (2004)
00662 KerkoCite.ItemAlsoKnownAs: 2129771:3BKJ5Q2K 257089:NX7RGZ2Z
Keywords: ⛔ No DOI found

Literature Review in Science Education and the Role of ICT: Promise, Problems and Future Directions - Osborne, J.; Hennessy, S. (Nesta FutureLab, 2003)
KerkoCite.ItemAlsoKnownAs: 2129771:A4LVVMFJ 257089:TAHF9J5N

Literature Review on Professional Standards for Teaching - McMahon, Margery A (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:WGM6G22X
Keywords: ⛔ No DOI found

Literature reviews of educational technology research in low and middle-income countries: an audit of the field - Haßler, Björn; Adam, Taskeen; Brugha, Meaghan; Damani, Kalifa; Allier-Gagneur, Zoe; Hennessy, Sara; Hollow, David; Jordan, Katy; Martin, Kevin; Murphy, Mary; Walker, Hannah (EdTech Hub, 2019)
One of the overall objectives of the EdTech Hub is to conduct a series of literature reviews on the state of educational technology in primary and secondary school settings within low and middle-income countries (LMICs). Given the variety of approaches which can be considered as ‘educational technology’ and the range of settings which are LMICs, the scale of the task presents an initial challenge. Furthermore, it would be valuable to design the initial literature search in such a way that would subsequently support detailed, systematic reviews on particular themes or topics depending upon trends within the body of literature. In order to learn from existing related studies and inform the practical direction of the literature review, a collection of documents was examined and analysed. The collection included seven methodological documents about conducting systematic reviews, and 15 recent systematic reviews, which addressed topics related to the focus of the Hub (including a range of EdTech-related topics or education for development, for example). In this report we have two objectives : 1. Summarise methodologies for systematic literature reviews in the field of educational technology in LMICs. 2. Provide specific methodological recommendations on conducting a systematic literature review of the state of research on educational technology in LMICs. To investigate systematic literature reviews in the field of interest (Objective 1), insights were drawn from an analysis of the sample of documents. The papers selected for inclusion were chosen either because they were existing literature reviews relevant to our theme of EdTech in LMICs, or because they were analyses of specific literature review methodologies. The papers were mapped onto a framework according to their methodological stance, approaches to data gathering, and data analysis. This paper also discusses the implications of the analysis in relation to the work of the EdTech Hub, and how to translate the findings of the analysis into practical considerations for addressing the Hub’s research questions through a systematic literature review (Objective 2). As such, this report also represents a case study in planning a literature review in this context, which may be a useful resource for others intending to undertake similar reviews in the future.
EdTechHub.Source: 2405685:NM6CPLE9 EdTechHub.Source: 2405685:SSWKT2MV KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3523942 10.5281/zenodo.3523943 10.5281/zenodo.3594489 2129771:GNNKPU3C 2129771:K852X3EV 2129771:MSLCS6S7 2129771:T7BUZI5N 2129771:USWMWK73 2129771:YNFZYJN7 2339240:5KS58AH6 2339240:NZDE37HY 2405685:NM6CPLE9 2405685:SSWKT2MV
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; LP: English; R:Literature review; systematic review; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Jordan JOR; _C:Portugal PRT; _C:Russian Federation RUS; _C:Spain ESP; _C:United Kingdom GBR; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _yl:g; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode; educational technology; EdTech; low-income countries; literature review; ⛔ No DOI found

Literature search protocol for the African Education Research Database - Mitchell, Rafael; Rose, Pauline (2018)
Publisher: REAL Centre, University of Cambridge KerkoCite.ItemAlsoKnownAs: 2129771:4INRA5XV 2129771:F7DSZ6NG
Keywords: ⛔ No DOI found

Literature searching for social science systematic reviews: consideration of a range of search techniques - Papaioannou, Diana; Sutton, Anthea; Carroll, Christopher; Booth, Andrew; Wong, Ruth (Health Information & Libraries Journal, 2010)
Background: Literature for a systematic review on the student experience of e-learning is located across a range of subject areas including health, education, social science, library and information science. Objectives: To assess the merits and shortcomings of using different search techniques in retrieval of evidence in the social science literature. Methods: A conventional subject search was undertaken as the principal method of identifying the literature for the review. Four supplementary search methods were used including citation searching, reference list checking, contact with experts and pearl growing. Results: The conventional subject search identified 30 of 41 included references; retrieved from 10 different databases. References were missed by this method and a further 11 references were identified via citation searching, reference list checking and contact with experts. Pearl growing was suspended as the nominated pearls were dispersed across numerous databases, with no single database indexing more than four pearls. Conclusions: Searching within the social sciences literature requires careful consideration. Conventional subject searching identified the majority of references, but additional search techniques were essential and located further high quality references.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1471-1842.2009.00863.x KerkoCite.ItemAlsoKnownAs: 10.1111/j.1471-1842.2009.00863.x 2129771:EMRZDUN2 2129771:GB946YID 2405685:8DNWJW52 2486141:9NRSNVM9 2486141:CSZNDTJB
Keywords: _TBC for use ailr-2024

Live video classroom observation: an effective approach to reducing reactivity in collecting observational information for teacher professional development - Liang, Jiwen (Journal of Education for Teaching: International Research and Pedagogy, 2015)
This paper examines the significance of live video classroom observations of teaching practice to reduce reactivity (the observer effect) so as to obtain more credible observational information for teacher professional development in a secondary school in the largest city in southern China. Although much has been discussed regarding the use of remote live video classroom observation for professional development, the advantage of remote live video classroom observation in reducing reactivity has often been overlooked. Using the case study method, the research reported here focuses on two components: conducting live video classroom observation and the use of the live video classroom observation in reducing reactivity. This paper suggests that live video classroom observation is effective in reducing reactivity and helps avoid subjective judgement and increase feedback sources, thus providing a solution to compensate for the limitations of traditional classroom observations.
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2015.1045314 2534378:69WEYDDC 2534378:6KGYG6GM 2534378:NCYRP586 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/1720065888?accountid=9851
Keywords: Administrator Attitudes; Case Studies; Case studies; China; Classroom Observation Techniques; Classroom observation; ERIC; Current Index to Journals in Education (CIJE); Education; Effectiveness; Faculty Development; Feedback; Feedback (Response); Foreign Countries; Interviews; Principals; Professional development; Qualitative Research; Secondary Education; Secondary School Teachers; Secondary schools; Teacher Attitudes; Teacher education; Teaching; Teaching Methods; Teaching methods; Video; Video Technology; Video recordings; __:import:01; __:match:final; __:matched; __:study_id:2096967; __finaldtb

'Living Discourse': Critical Pedagogic Coaching for Active Student for Active Student Learning in Educational Technology - Jameson, Jill (International Conference on e-Learning, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:6PSG4V43
Keywords: __C:filed:1; ⛔ No DOI found

‘Living Discourse’: Critical Pedagogic Coaching for Active Student Learning in Educational Technology - Jameson, Jill (ICEL 2018 13th International Conference on e-Learning, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:6E3HWR2U
Keywords: __C:filed:1; ⛔ No DOI found

Living systematic reviews: 2 - Thomas, J.; Noel-Storr, A.; Marshall, I. (Combining human and machine effort. Journal of Clinical Epidemiology, 2017)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.jclinepi.2017.08.011 2129771:D7NV9I79 2486141:8YMLDW3K

Llama 2: Open Foundation and Fine-Tuned Chat Models - Touvron, Hugo; Martin, Louis; Stone, Kevin; Albert, Peter; Almahairi, Amjad; Babaei, Yasmine; Bashlykov, Nikolay; Batra, Soumya; Bhargava, Prajjwal; Bhosale, Shruti; Bikel, Dan; Blecher, Lukas; et al. (arXiv, 2023)
In this work, we develop and release Llama 2, a collection of pretrained and fine-tuned large language models (LLMs) ranging in scale from 7 billion to 70 billion parameters. Our fine-tuned LLMs, called Llama 2-Chat, are optimized for dialogue use cases. Our models outperform open-source chat models on most benchmarks we tested, and based on our human evaluations for helpfulness and safety, may be a suitable substitute for closed-source models. We provide a detailed description of our approach to fine-tuning and safety improvements of Llama 2-Chat in order to enable the community to build on our work and contribute to the responsible development of LLMs.
arXiv:2307.09288 [cs]
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computation and Language

LLaMA: Open and Efficient Foundation Language Models - Touvron, Hugo; Lavril, Thibaut; Izacard, Gautier; Martinet, Xavier; Lachaux, Marie-Anne; Lacroix, Timothée; Rozière, Baptiste; Goyal, Naman; Hambro, Eric; Azhar, Faisal; Rodriguez, Aurelien; Joulin, Armand; et al. (arXiv, 2023)
We introduce LLaMA, a collection of foundation language models ranging from 7B to 65B parameters. We train our models on trillions of tokens, and show that it is possible to train state-of-the-art models using publicly available datasets exclusively, without resorting to proprietary and inaccessible datasets. In particular, LLaMA-13B outperforms GPT-3 (175B) on most benchmarks, and LLaMA-65B is competitive with the best models, Chinchilla-70B and PaLM-540B. We release all our models to the research community.
arXiv:2302.13971 [cs]
Keywords: Computer Science - Computation and Language

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

Loans and Scholarships in Africa’s Higher Education Finance: A Comparative Analysis of Capitation, Policy and Recoveries in Eleven Countries - Chirwa, Ireen Nayame; Masaiti, Gift; Mwale, Nelly; Mkandawire, Sitwe Benson; Mulenga, Innocent Mutale; Sichula, Noah Kenny (British Journal of Education, 2022)
Publisher: European-American Journals

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

Local community training and education in southern Tanzania—a case study - Howe, Vicki (Marine Policy, 2001)
Abstract Local coastal communities are highly dependent upon the marine environment not only for protein but also as a primary source of income. In addition, there are growing economic opportunities offered within the coastal zone. As populations increase in these areas there is an increasing demand on coastal resources. This in turn requires effective management initiatives at regional, national and local levels.The Marine Education and Training Programme in Mtwara, southern Tanzania was a small scale capacity building project that incorporated two elements; a primary schools field day education programme and a marine coastal resources course for fishermen and women from the Mtwara District. The programme ran for a period of 1year and during that time 14 schools, 198 children, 34 fishermen, 2 women and 14 villages participated. Results from preliminary evaluation indicated that such education is not only welcome by the local government offices, teachers, village chairmen and fishermen as an expansion of the knowledge base, but is also an important and valuable stepping stone for the local communities to become active in issues regarding the management of coastal resources.
KerkoCite.ItemAlsoKnownAs: 10.1016/s0308-597x(01)00029-x 10/bkddg8 2129771:8F3ZUDIB 2317526:I83Z95UT
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Tanzania; CA:AandC; CCZ:Tanzania; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:women; P:economy; P:environment; P:teachers; R:case study; R:evaluation; T:Training; Z:Capacity building; Z:East Africa; Z:Local community; Z:Marine environmental education; publicImportV1

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