Getting evidence into education: Evaluating the routes to policy and practice - Gorard, Stephen (Routledge, 2020)

Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone - Belfield, Sophie; Mathur, Meenu; Caine, Ellie (FCDO - GEC, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:7PSBTMG4 2339240:GMMKRGS8 2405685:79GPUNG4
Keywords: _C:Sierra Leone SLE

Getting girls into school: Evidence from a scholarship program in Cambodia - Filmer, Deon; Schady, Norbert (Economic Development and Cultural Change, 2008)

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

Getting the Right Teachers into the Right Schools: Managing India's Teacher Workforce - Ramachandran, Vimala; Béteille, Tara; Linden, Toby; Dey, Sangeeta; Chatterjee, Prerna Goel (World Bank Publications, 2017)
India's landmark Right of Children to Free and Compulsory Education Act (2009) guarantees education to all children aged 6-14 years. The Act mandates specific student-teacher ratios and emphasizes teacher quality. Writing this into legislation took seven years, but the seven years since has proven that ensuring effective teachers are recruited and placed in all schools in a time-bound manner is considerably more challenging. This report takes a detailed look at the complexity of the teacher management landscape in elementary and secondary schools in nine Indian states. On a daily basis, the administrative machinery of these states has to manage between 19,000 to nearly a million teachers in different types of schools and employment contracts, and cope with recruiting thousands more and distributing them equitably across schools. This report examines the following issues: official requirements for becoming a schoolteacher in India; policies and processes for teacher recruitment, deployment and transfers; salaries and benefits of teachers; professional growth of teachers; and grievance redressal mechanisms for teachers. For the first time in India, this report compares and contrasts stated policy with actual practice in teacher management in the country, using a combination of primary and secondary data. In so doing, the report reveals the hidden challenges and the nature of problems faced by administrators in attempting to build an effective teacher workforce which serves the needs of all of India’s 200 million school children. The report examines states with varying characteristics, thus generating knowledge and evidence likely to be of interest to policy makers and practitioners in a wide range of contexts.
Google-Books-ID: SQpADwAAQBAJ
Keywords: Education / General; Education / Professional Development

Ghana government invests 500m in TVET (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:MW999DPB

Ghana RECOVR Survey Analysis - Innovations for Poverty Action (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:A8IY7D4K 2339240:MW6JRU38

Ghana signs agreement with Germany for TVET support (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:WDMKWZ32

Ghana TVET project voucher launched in Western Region (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:TTAFWQGT

' Ghosts of the Primitives - Ajadi, S.B. (2012)

'Ghosts of the Primitives: The Predicament of X - Ajadi, S.B. (Y, Z in Nigerian Architecture II' Sunday Sun (National) April 8, 2012)

Girl-focused life skills interventions at a distance - Rafaeli, Tal (Institute of Development Studies, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:M7CX7E4R 2405685:HQGB6ICQ

Girl-focused Life Skills Interventions at a Distance - Rafaeli, Tal (2020)
This rapid review explores the evidence and lessons learned about engaging girls in life skills interventions at a distance (i.e. through mobile, online, radio or other) both in emergency and nonemergency settings. The purpose of the review is to assist programmes in identifying relevant and effective ways to continue and build girls’ life skills remotely during the widespread school closures and quarantine of the COVID-19 crisis (Albrectsen and Giannini, 2020). The main interest of the review is emergency contexts, however, the limited evidence as well as the potential for learning from programmes from non-emergency settings, led to the inclusion of non-emergency settings in the review. As evidence is scarce in this area, the report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to ensure relevant insights are captured. The lack of rigorous studies on the impact of remote life skills interventions in general and specifically those focused on adolescent girls demonstrates a clear evidence gap. The review did identify relevant evidence when reviewing literature on several other topics, mainly shifting gender norms using media and communications and remote Sexual and Reproductive Health (SRH) approaches (most of which focus on HIV). The literature reviewed explored many modes of remote programme delivery, including – radio, magazines, TV, social media, mobile phones, interactive apps and hotlines. Some of the interventions reviewed were ones that require significant planning and preparation, such as TV and radio soap operas (Sugg, 2014; World Bank, 2017). To increase the applicability to the COVID-19 response, the review put greater emphasis on interventions that could be developed and implemented quickly.
Accepted: 2020-04-30T13:19:57Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:V5VIEMES 4869029:RAGFMZJC
Keywords: ⛔ No DOI found

Girl power: cash transfers and adolescent welfare. Evidence from a cluster‐randomized experiment in Malawi - Baird, Sarah J.; Chirwa, Ephraim; Hoop, Jacobus De; Özler, Berk (Chapter in NBER book African Successes, Volume II: Human Capital, 2016)

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

Girls' education and COVID-19 in Pakistan - Malala Fund (Malala Fund, 2020)
In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences.
KerkoCite.ItemAlsoKnownAs: 2339240:DG6S3PKT 2405685:AYKYWR8J

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:EZB37W4S
Keywords: Final_citation; cited; existing

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.
PreviousDOI: 10.5281/zenodo.3958002 PreviousDOI: 10.5281/zenodo.4477168 PreviousShortDOI: 10/ghgnfc Publisher: Zenodo Version Number: 1 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3958002 10.5281/zenodo.3958002 10.5281/zenodo.4477168 10.5281/zenodo.4556939 10.5281/zenodo.4737460 2259720:36F6CWBU 2339240:23GW5XQ8 2339240:9CAC5BI5 2339240:ABKFKG4Q 2339240:GZYWFIHI 2339240:L326GM9E 2339240:MQ8QSK5B 2339240:PB295ID7 2339240:TIVTGHAA 2339240:TYYDMDPR 2339240:VFBZXUEM 2339240:VFBZXUEM; 2339240:WVUDHTHF 2405685:6PE7ANUL 2405685:ALEXQL2P 2405685:BLT5KKXG 2405685:CZBRW85R 2405685:E4TFYPYP 2405685:NMXFFTIB 2405685:RTIHY6H8 2405685:V7VESTKX 2405685:WR37F768 2405685:YHERHZKV 2405685:YNMUHK9S 2534378:5794CXFP 2534378:5GTJL9K7
Keywords: L:Gender and education; LP: English; _EdTechHub_Output; _L:English UXZJW5DR; _P:Evidence review VCMFM9ZD; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:P:Girls ED5GMBNU; ___working_potential_duplicate; _cover:v3; _zenodoETH; _zenodoETH:submitted; ⛔ No DOI found

Girls' education and gender equality - Unterhalter, Elaine; North, Amy; Arnot, Madeleine; Lloyd, Cynthia; Moletsane, Lebo; Murphy-Graham, Erin; Parkes, Jenny; Saito, Mioko (Department for International development, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:3HUFEXSF 2129771:ICZU39G6
Keywords: ⛔ No DOI found

Girls Education Challenge: Thematic Review (Education Technology) - DFID (DFID, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:KJJSGCBR 2405685:WQ3F6U6S

Girls' Education in Dominica - Ventura, Joseph (The Borgen Project, 2018)
Girls’ education in Dominica is a success story among the broader educational initiatives enacted in the country.
KerkoCite.ItemAlsoKnownAs: 2129771:RRQCPL29 2486141:6P9QPI74

Girls’ Education Programmes in the ASEAN region - Sims, Kate; Thuo, Sarah (2020)
This non-standard research exercise identified and mapped girls’ education programmes and interventions across Asia and the Pacific. The study primarily focused on interventions that benefit girls, including those that support the transition to secondary school and school completion. The following areas of technical and thematic focus were of particular interest: Accelerated learning, Girls’ education post-Covid-19, Non-formal education, Supplementary education, Female empowerment (i.e. girls’ clubs, life skills programmes, economic empowerment), Climate change, Education Technology (EdTech), and Inclusion of the most marginalised. This mapping study follows a K4D report outlining key barriers to girls’ education in the ASEAN and Pacific region (Price, 2020). It included active programmes and those that finished between 2015 and 2020, with a particular focus on programmes in Cambodia, Laos, Viet Nam, Myanmar, Indonesia, the Philippines, East Timor (Timor-Leste) and Papua New Guinea. Three days of researcher time was allocated to this study, so the exercise was therefore limited in identifying and mapping a large number of applicable programmes. The study relied on publicly available information, so may not have captured all relevant current and previous programming.
Accepted: 2020-11-04T09:30:50Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:RBFD8R6H 4869029:GYR3TD5Q
Keywords: ⛔ No DOI found

Girls’ Educational Needs in Libya - Carter, Becky (2018)
Girls’ – and boys’ – education in Libya has been affected by the ongoing conflict. Seven years on from the 2011 crisis, three governments compete for power, with deep divisions along political, geographic, religious and ethnic lines (Freedom House, 2018; OCHA, 2017, pp. 7-8). Fighting continues in populated areas, and there is an environment of deepening vulnerability for the population at large with a proliferation of weapons and autonomous militias, and a rapidly deteriorating economy and public sector (Freedom House, 2018; OCHA, 2017, p. 7). The protracted crisis has damaged vital education infrastructure, and impacted on the education system’s delivery, outreach, coverage, retention and quality. In 2017 the majority of households with school-aged children (87.3%) reported facing no barrier to accessing education; IDP households were more likely to report barriers. For those that did report barriers, the most common challenges were the distance to school and not being able to afford educational services. Girls are particularly vulnerable to violence and insecurity in Libya. Their educational needs are shaped by multiple, intersecting factors such as location, tribal affiliation, presence of armed militias and organised crime, social norms driving gendered experiences including harmful practices such as child marriage, and the lack of adequate school WASH facilities, among others (Larsson and Mannergren, 2014, p. 21).
Accepted: 2018-09-13T11:03:10Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:SRPCU2T5 4869029:XGBNZMVB
Keywords: ⛔ No DOI found

Girls’ Schooling and Women’s Literacy: Schooling targets alone won’t reach learning goals (CGD Policy Paper 104) - Pritchett, Lant; Sandefur, Justin (Washington, DC: Center for Global Development, 2017)
Keywords: ⛔ No DOI found

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

GIS Based Suitable Site Selection and Road-map Preparation for Equitable Distribution of Secondary Schools of Amhara Region, Ethiopia - Ayel, Leykun; Wondim, Yirga; Abebe, Abiyu (2018)
The main objective of this study is to select suitable sites for high school construction and prepare 10 years Road-map plan for the equitable distribution of secondary schools in Amhara Region, Ethiopia. The school site selection analysis is done by Multi-Criteria Analysis Method (MCAM) using Arc GIS software and GIS models. Three models: Restriction Model, Suitability Model and Integrated Suitable Sites Model were developed. First, Restriction Model was developed to identify areas excluded from suitability site analysis. Constraints or restrictions considered in this study includes: the area covered by roads, 150-meter noise level buffer along roads, 5-kilometer radius area around existing high schools, ecologically sensitive areas (parks and conservation areas), lakes and dams, and gorges of major rivers. Having Restriction Model results, Suitability Model was developed to identify suitable areas for high school construction. The major criteria used were: number of students in each school and their spatial distribution, slope, access to road, power access, drinking water access and telecommunication access. Finally, the integrated suitable sites model was developed to combine the restricted areas and suitable areas. The combination gives the final suitable sites for construction of new high schools. The finding of high school suitability sites of Amhara Region indicated that 235,903.67ha (2.1%), 2,551,599.57ha (22.3%), 7,518,477.63ha (65.8), 1,127,206.72ha (9.9%) of the areas of the Region were least suitable, marginally suitable, moderately suitable and highly suitable respectively. Finally, prioritization was done by clustering the primary schools according to the number of students, nearness to each other and considering geographical barriers. In general, about 902 school sites were selected and prioritized for the construction of new high schools in the coming 10 years. In connection, a 10-year road-map plan was prepared so as to achieve a reasonable high school coverage in Amhara region.
KerkoCite.ItemAlsoKnownAs: 2129771:89E7GE75 2129771:Z42PHB85
Keywords: ⛔ No DOI found

GIS for Education Working Group - the Education Commission (the Education Commission, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:PEEHJ6D6
Keywords: _yl:a

GIS for Education Working Group launches to promote data-driven decision-making - the Education Commission (the Education Commission, 2021)
Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?
Section: Updates KerkoCite.ItemAlsoKnownAs: 2129771:5XRHZSJ4
Keywords: _yl:b

GIS FOR SCHOOL LIBRARIES EMERGENCY PLANNING - Kuzucuoğlu, Alpaslan (journals University of Alberta Libraries, 2018)
Geographic Information Systems (GIS) are a means of providing great contributions to users in decision making processes based on location. It presents the information to the users serves and provides data collecting, storing, processing, managing, analyzing, querying. GIS ensures that a lot of data are layered on the architectural plans of school libraries. A data that is not well evaluated due to the data intensity in the analysis studies may prevent both the delay and the accuracy of the desired diagnosis for solution. For this reason, GIS technology is used in places where intensive data usage. GIS, which has been started to be used by different disciplines together with technological developments, enables the storage and processing of all kinds of data to be analyzed. It is a system consisting of necessary hardware and software and users for these processes. It is a tool that enables effective management of data. Complex data is easily analyzed by users in a database by GIS software. It is also concernedwith the association of spatial data and non-graphical (verbal) data. GIS is able to compare measurement results successfully according to conventional measurement evaluation methods. There are also a number of projects where GIS has been implemented in interior areas. School libraries can also serve in many areas or more than one floor. The GIS layers must be shown on floor plans as emergency exit doors, location of emergency intervention tools (fire extinguisher, fire hose, hydrant, fire alarm buttons, electric panel, gas valve, first aid kit etc.), nearest emergency service centers (fire brigade, police, ambulance, etc.), evacuation routes leading to emergency assembly area, external, main and service ladders, building non structural materials. As there are many people in schools and school libraries as a number of users, in case of fire, their evacuation must also be fast. GIS will also provide effective planning for rapid evacuation of schools and school libraries. Digital data obtained from service providers such as municipalities, water, natural gas companies can also be used as separated GIS layers. All building elements in the building can be classified in different colors and typologies for each floor (Balcony, wall, threshold, hall, stairs, room, window, shelves etc.). Emergency lighting kits should be installed in school libraries. Sensors, which are part of the fire alarm system, must also be located in the GIS layers. Furniture and furnishings used in the floors can also be shown on the GIS. Routes to be used by disabled users in emergency situations should be specified in these plans and physical arrangements such as ramps should be implemented. Area names in the school and in the school library should also be included in the GIS layers. The joint meetings should be held with the school library experts working in this field in the world, problems should be discussed, national and international networks should be established.
Keywords: ⛔ No DOI found

GIS in Education Planning: The Kenyan School Mapping Project - Mulaku, G. C.; Nyadimo, E. (Survey Review, 2013)
School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision...
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1179/003962611X13117748892155 2129771:D7LGKELW 2129771:EG8QF9R9
Keywords: _C:Ethiopia ETH; _C:France FRA; _C:India IND; _C:Ireland IRL; _C:Kenya KEN; _C:State of Palestine PSE; _C:Thailand THA; _C:Uganda UGA; __C:filed:1; __C:scheme:1

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

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

Giving Children a Better Start: Preschool Attendance and School-Age Profiles. - Berlinski, Samuel; Galiani, Sebastian; Manacorda, Marco (Journal of Public Economics, 2008)

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

Global Education Learning Series: Disability Inclusive Education Successes and Lessons Learned - USAID (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:MBBPT8HG

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO (UNESCO, 2020)
KerkoCite.ItemAlsoKnownAs: 2339240:CHMAUW76 2405685:WZKDEGGG 2534378:5ZB7EYDJ

Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? - GEM Report UNESCO (GEM Report UNESCO, 2023)
KerkoCite.ItemAlsoKnownAs: 10.54676/UZQV8501 4804264:XMSIAXMR
Keywords: Final_citation

Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? - GEM Report UNESCO (GEM Report UNESCO, 2023)

Global education trends and research to follow in 2022 - Gustafsson-Wright, Emily; Hadani, Helen Shwe; Hirsh-Pasek, Kathy; Jalbout, Maysa; King, Elizabeth M.; ODonoghue, Jennifer L.; Olsen, Brad; Shapiro, Jordan; Vegas, Emiliana; Winthrop, Rebecca (2022)
Publisher: Brookings Institution KerkoCite.ItemAlsoKnownAs: 4804264:H5U6GHQI
Keywords: Final_citation; ⛔ No DOI found

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

Global Gender and Environment Outlook - UNEP (UN Environment, 2016)
ISBN: 978-92-807-3581-9

Global Health and Development in Early Childhood. - Aboud, Frances E.; Yousafzai, Aisha K. (Annual Review of Psychology, 2015)

Global Landscape of Teacher Professional Development Programs: The Gap between Evidence and Practice - Popova, Anna; Evans, David K.; Breeding, Mary E.; Arancibia, Violeta (Population and Development Review, 2018)
Keywords: ⛔ No DOI found

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

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

Global policy agendas and the Education Sustainable Development Goal: Perspectives from sub-Saharan African research and researchers - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (BAICE Conference, York, 2018)
Keywords: ⛔ No DOI found

Global Public Goods: Example document for licensing and publishing documents - Haßler, Björn (2018)
This is an example document to illustrate licensing and publishing, including upload to Zenodo.
EdTechHub.Source: 2405685:8FBS8XA8 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.1201612 2129771:NCQCUJ4Z 2339240:NKJDCS7P 2405685:8FBS8XA8
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; _yl:d; ⛔ No DOI found

Global Report on Teachers - Addressing teacher shortages and transforming the profession - UNESCO; Education 2030 (2024)

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

Global school feeding sourcebook: lessons from 14 countries - Drake, Lesley; Woolnough, Alice; Bundy, Donald; Burbano, Carmen (world scientific, 2016)
KerkoCite.ItemAlsoKnownAs: 2129771:HU4RL3MI 4502395:887MQ8JC 4502395:B2YNI7E5

Global Skill Partnerships: a proposal for technical training in a mobile world - Clemens, Michael A. (IZA Journal of Labor Policy, 2015)
Skilled workers emigrate from developing countries in rising numbers, raising fears of a drain on the human and financial resources of the countries they leave. This paper critiques existing policy proposals to address the development effects of skilled migration. It then proposes a new kind of ex ante public-private agreement to link skill formation and skilled migration for the mutual benefit of origin countries, destination countries, and migrants: ‘Global Skill Partnerships’. The paper describes how such an agreement might work in one profession (nursing) and one region (North Africa), and offers design lessons from related initiatives around the world.
KerkoCite.ItemAlsoKnownAs: 10.1186/s40173-014-0028-z 2129771:TKRM4LCP 2486141:8GAFKUU8
Keywords: Aging; Brain drain; Development; Education; Eldercare; Finance; Health; Migration; Mobility; Nurse

Global Teacher Status Index 2018 - Dolton, Peter; Marcenaro, Oscar; De Vries, Robert; She, Po-Wen (Varkey Foundation, 2018)
KerkoCite.ItemAlsoKnownAs: 2405685:2WNEVKAW 2534378:5DF2C2QB

Global Views - Policy Research; Data on Policy Research Described by Researchers at Makerere University (Technical and Vocational Education and Training In Uganda: a Critical Analysis) (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:DFDJS5VZ

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

Globalization, Mass Education and Technical and Vocational Education and Training: the influence of UNESCO in Botswana and Namibia - Preckler Galguera, Miriam (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:V5JSDCLQ 2317526:YBDPHP2I

Going digital: How learning and employment records shape access to quality education and jobs - Milman, Allyson Parco, Rohan Carter-Rau, Jessa Henderson, Kazumi Homma, Ani Meliksetyan, and Natalie, Annelies Goger (Brookings, 2022)
New research draws from three case studies on implementing and governing new digital education assets to help create more equitable learning and employment pathways.
KerkoCite.ItemAlsoKnownAs: 4804264:LIBGEPIZ
Keywords: Final_citation; existing

Going digital on low-cost mobile phones in Bangladesh - Walsh, Christopher; Power, Tom (Proceedings of the Annual International Conference on Education & e-Learning (EeL), 7-8 November 2011, Singapore, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:D5NL9W79 261495:E3CWCCP8
Keywords: ⛔ No DOI found

Good Practice Report: Blended Learning. - Partridge, Helen; Ponting, Deborah; McCay, Meryl (Australian Learning and Teaching Council (ALTC), 2011)
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on blended learning. The report contains: a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships; a literature review of the good practices and key outcomes for teaching and learning from national and international research; the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships; identifies areas in which further work or development are appropriate.
OCLC: 7831821412 KerkoCite.ItemAlsoKnownAs: 2129771:Z3XHSGR7 2405685:CBHXFBX7
Keywords: C:Australia

Google Scholar as a data source for research assessment - López-Cózar, Emilio Delgado; Orduña-Malea, Enrique; Martín-Martín, Alberto (Springer handbook of science and technology indicators, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:UBUJNM9J

Google Scholar as a source for scholarly evaluation: a bibliographic review of database errors - Orduña Malea, Enrique; Martín-Martín, Alberto; Delgado-López-Cózar, Emilio (Revista española de documentación científica, 2017)
Publisher: Departmento de Publicaciones del CSIC KerkoCite.ItemAlsoKnownAs: 2129771:QS97IZS2
Keywords: ⛔ No DOI found

Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: a multidisciplinary comparison of coverage via citations - Martín-Martín, Alberto; Thelwall, Mike; Orduna-Malea, Enrique; Delgado López-Cózar, Emilio (Scientometrics, 2021)
New sources of citation data have recently become available, such as Microsoft Academic, Dimensions, and the OpenCitations Index of CrossRef open DOI-to-DOI citations (COCI). Although these have been compared to the Web of Science Core Collection (WoS), Scopus, or Google Scholar, there is no systematic evidence of their differences across subject categories. In response, this paper investigates 3,073,351 citations found by these six data sources to 2,515 English-language highly-cited documents published in 2006 from 252 subject categories, expanding and updating the largest previous study. Google Scholar found 88% of all citations, many of which were not found by the other sources, and nearly all citations found by the remaining sources (89–94%). A similar pattern held within most subject categories. Microsoft Academic is the second largest overall (60% of all citations), including 82% of Scopus citations and 86% of WoS citations. In most categories, Microsoft Academic found more citations than Scopus and WoS (182 and 223 subject categories, respectively), but had coverage gaps in some areas, such as Physics and some Humanities categories. After Scopus, Dimensions is fourth largest (54% of all citations), including 84% of Scopus citations and 88% of WoS citations. It found more citations than Scopus in 36 categories, more than WoS in 185, and displays some coverage gaps, especially in the Humanities. Following WoS, COCI is the smallest, with 28% of all citations. Google Scholar is still the most comprehensive source. In many subject categories Microsoft Academic and Dimensions are good alternatives to Scopus and WoS in terms of coverage.
arXiv: 2004.14329 KerkoCite.ItemAlsoKnownAs: 10.1007/s11192-020-03690-4 2129771:G3H58PSL 2129771:IWZPRDY7 2129771:XUN8HY6M 2129771:Z9YDWKR6
Keywords: Computer Science - Digital Libraries

Google Scholar, Web of Science, and Scopus: A systematic comparison of citations in 252 subject categories - Martín-Martín, Alberto; Orduna-Malea, Enrique; Thelwall, Mike; López-Cózar, Emilio Delgado (Journal of informetrics, 2018)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.joi.2018.09.002 2129771:ZKFZRYUP

Google Scholar, Web of Science, and Scopus: Which is best for me? (Impact of Social Sciences, 2019)
Being able to find, assess and place new research within a field of knowledge, is integral to any research project. For social scientists this process is increasingly likely to take place on Google…
KerkoCite.ItemAlsoKnownAs: 2129771:8FJ9V695

Governance and Accountability in Nigeria: A Gender Analysis - Lawan, Mahmoud M.; Abdul-Ismail, Aisha; Dukku, Aminu (Democracy and Governance in Nigeria: Challenges and Prospects, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:26CFBUFG 2129771:9Y9SNCV2 2486141:IYLTFY94

Governance and Change in Educational Policy Systems in Technical Vocational Education - Oluwafemi, CO; Martins, OR; Adebiaye, HO (2015)
From time immemorial, people have been controlled (ruled) by others in order to maintain law and order. This process is what is called governance. Governance is the act of exercising power and making decisions for a group of people by a selected few granted the authority to do so. Different human era called for different ‘curricular’ of teaching since it is believed that the needs of the society are one of the major determinants of the content of the curriculum. The authorities at each of such times only help to articulate the curriculum and provide the environment for teaching and learning to take place. In this pursuit, the Nigerian government has not been an exception. Over the years, the Governments have brought in one change or the other to the educational sector all with the utmost aim of making the nation better through her educational processes. This paper through the methodology of literature review and the authors’ observations focuses on some of the changes brought into the sector particularly in Technical Vocational Education. It looked at how these changes have benefited or otherwise affected the country and makes suggestions based on the findings.
KerkoCite.ItemAlsoKnownAs: 2129771:XWDKZE4R 2317526:ZYPADVAW
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:policy; P:administration; Q:distance learning; T:TVET; publicImportV1; ⛔ No DOI found

Government Decision-Making on Education in Low- and Middle-Income Countries: Understanding the Fit among Innovation, Scaling Strategy, and Broader Environment - Olsen, B. (2023)
Place: Brookings KerkoCite.ItemAlsoKnownAs: 4804264:4XT9HE46
Keywords: Final_citation; anystyle; existing

Government of Sierra Leone Education Data Hub - Directorate of Science, Technology and Innovation (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:TWXIHHM2 2339240:8BAXTEYI 2405685:46EQS5JF
Keywords: _C:Sierra Leone SLE

Government of Sierra Leone Education Data Hub: A User Research Report - Freiermuth, Sophie; Bedoui, Claire; Middleton, Emily; Taddese, Abeba (EdTech Hub, 2020)
Report on the Government of Sierra Leone Education Data Hub
previousDOI: 10.5281/zenodo.3960140 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3960140 10.53832/edtechhub.0027 2129771:V823UWZQ 2339240:6E8ZDLYB 2339240:Z28GJH3E 2405685:6TJ92NFH 2405685:6XEEQHVU 2405685:8CB5PTUQ 2405685:EERE25UX 2405685:K4DEZSCM 2405685:L4ULUSCB 2405685:NTMUHEW9 2405685:S4VEIC5W 2405685:W7SY73AT
Keywords: C:Sierra Leone; ES:Educational data; LP: English; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Government of St Lucia deprives 8,000 students ‘one-laptop-per child programme’ - Editorma (Caribbean News Global, 2020)
Section: Technology KerkoCite.ItemAlsoKnownAs: 2129771:ZJI2E8S8 2486141:F9WU5468

Government spending €500m for TVET projects (2020)
The government is investing over 500 million Euros to promote Technical and Vocational Education and Training (TVET) in the country.
KerkoCite.ItemAlsoKnownAs: 2129771:7N4WBFYB

GPT-4 Technical Report - OpenAI; Achiam, Josh; Adler, Steven; Agarwal, Sandhini; Ahmad, Lama; Akkaya, Ilge; Aleman, Florencia Leoni; Almeida, Diogo; Altenschmidt, Janko; Altman, Sam; Anadkat, Shyamal; Avila, Red; et al. (arXiv, 2023)
We report the development of GPT-4, a large-scale, multimodal model which can accept image and text inputs and produce text outputs. While less capable than humans in many real-world scenarios, GPT-4 exhibits human-level performance on various professional and academic benchmarks, including passing a simulated bar exam with a score around the top 10% of test takers. GPT-4 is a Transformer-based model pre-trained to predict the next token in a document. The post-training alignment process results in improved performance on measures of factuality and adherence to desired behavior. A core component of this project was developing infrastructure and optimization methods that behave predictably across a wide range of scales. This allowed us to accurately predict some aspects of GPT-4's performance based on models trained with no more than 1/1,000th the compute of GPT-4.
arXiv:2303.08774 [cs]
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computation and Language

GPT-NeoX-20B: An Open-Source Autoregressive Language Model - Black, Sid; Biderman, Stella; Hallahan, Eric; Anthony, Quentin; Gao, Leo; Golding, Laurence; He, Horace; Leahy, Connor; McDonell, Kyle; Phang, Jason; Pieler, Michael; Prashanth, USVSN Sai; et al. (arXiv, 2022)
We introduce GPT-NeoX-20B, a 20 billion parameter autoregressive language model trained on the Pile, whose weights will be made freely and openly available to the public through a permissive license. It is, to the best of our knowledge, the largest dense autoregressive model that has publicly available weights at the time of submission. In this work, we describe \model{}'s architecture and training and evaluate its performance on a range of language-understanding, mathematics, and knowledge-based tasks. We find that GPT-NeoX-20B is a particularly powerful few-shot reasoner and gains far more in performance when evaluated five-shot than similarly sized GPT-3 and FairSeq models. We open-source the training and evaluation code, as well as the model weights, at https://github.com/EleutherAI/gpt-neox.
arXiv:2204.06745 [cs]
Keywords: Computer Science - Computation and Language

GPTeach: Interactive TA Training with GPT-based Students - Markel, Julia Mae; Opferman, Steven G.; Landay, James A.; Piech, Chris (EdArXiv, 2023)
Interactive and realistic teacher training is hard to scale. This is a key issue for learning at scale, as inadequate preparation can negatively impact both students and teachers. What if we could make the teacher training experience more engaging and, as a downstream effect, reduce the potential for harm that teachers-in-training could inflict on students? We present GPTeach, an interactive chat-based teacher training tool that allows novice teachers to practice with simulated students. We performed two studies to evaluate GPTeach: one think-aloud study and one A/B test between our tool and a baseline. Participants took the role of a teaching assistant conducting office hours with two GPT-simulated students. We found that our tool provides the opportunity for teachers to get valuable teaching practice without the pressures of affecting real students, allowing them to iterate their responses both during and across sessions. Additionally, participants enjoyed flexibility in tailoring their responses according to the varied personas, needs, and learning goals. In this paper, we provide quantitative results and qualitative observations to inform future work in this area. We conclude with a discussion of actionable design ideas for such systems, as well as other ways to use this tool for evaluating teachers and students. GPTeach has recently been deployed into the teacher training component of an online course with over 800 novice teachers.
KerkoCite.ItemAlsoKnownAs: 2129771:HGU76IFB 2129771:ZBGCDHK7

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

Great teachers: How to raise student learning in Latin America and the Caribbean - Bruns, Barbara; Luque, Javier (World Bank Group, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:LR5JEH7V 2405685:IWC7GUBK 2405685:XIDFUBL9
Keywords: C:Latin America and the Carribeans

Great Teaching Toolkit: Evidence Review - Coe, Rob; Rauch, C.J.; Kime, Stuart; Singleton, Dan (Evidence Based Education, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:HCJCS3F2 2405685:4IL87MTM
Keywords: C:England/International

Greening Technical and Vocational Education and Training: A Practical Guide for Institutions - UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany) (UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. UN Campus, Hermann-Ehlers-Strasse 10, 53113 Bonn, Germany. Tel: +49-228-8150-100; Fax: +49-228-8150-199; e-mail: info@unevoc.unesco.org; Web site: https://unevoc.unesco.org/go.php?q=UNEVOC%20Publications, 2017)
This "Guide" describes the macro need for [technical and vocational education and training] (TVET) reform in conformity with the Sustainable Development Goals, the Global Action Programme (GAP) on Education for Sustainable Development (ESD), and other United Nations, UNESCO and national initiatives. The "Guide" also provides specific practical help for institutional greening transition teams to plan and carry out the changes that are deemed necessary. It is essential that all such greening undertakings have a clear vision, are known to all those concerned, follow a strategic plan, set targets and milestones, and include a monitoring/assessment tool. The concept of shared vision and team reformation combined with the support of senior leaders is evident throughout this "Guide." A major goal is that greening will grow into an ongoing process which is eventually infused into the culture of each institution. Specifically included in this "Guide" is a rubric or framework designed for most TVET institutions. The rubric/framework is designed as both an assessment tool and a learning instrument, as it contains clear descriptions of possible goals and destinations. Since TVET institutions and programmes are so varied, these suggested assessment goals are also designed for discussion and adaptation to the specific situation on each site, while modifications are encouraged. The central theme is Greening the Institution, while also embracing the broader concept of education for sustainable development (ESD). In particular the focus is on the role of TVET in delivering a crucial element of the GAP. By having local teams of leaders, faculty, students and community experts working in concert and infusing the concepts of related educational initiatives, the institution will transition itself into an even more effective and meaningful greening agent for its graduates, its communities and all who are associated with the institution.
OCLC: 8061967730

Grundlagen beruflicher Bildung: Mitgestalten der Arbeitswelt - Rauner, Felix (wbv, 2017)
Schlanke Organisationsstrukturen in der Arbeitswelt erfordern mitdenkende Arbeitnehmer und Arbeitnehmerinnen, die die Prozesse der Arbeitswelt mitgestalten. Die berufliche Bildung setzt diese Anforderungen in einem neuen Leitbild um. Felix Rauner zeichnet in seinem Buch die Grundlagen für das neue Zusammenspiel von Arbeit, Technik und Bildung nach. Er zeigt, welchen Einfluss die Leitidee von der Mitgestaltung der Arbeitswelt auf die Berufsbildungsplanung und -forschung sowie auf die Gestaltung beruflicher Bildungsprozesse hat. Dabei spannt er den Bogen vom Beginn der 1980er-Jahre bis heute und erfasst das Wissen aus zahlreichen nationalen und internationalen Projekten zur beruflichen Bildung.
Google-Books-ID: pkieDwAAQBAJ zotzenLib.CopiedFrom: 2317526:4DSGEP43 KerkoCite.ItemAlsoKnownAs: 2129771:KRW2FNZG 2317526:4DSGEP43
Keywords: Education / Adult & Continuing Education

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

Guidance for Teachers and Counselors during COVID-19 and Other Crises - Rock, Sarah; Gilgoff, Rachel (Rock Results, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XBM84IDN 2486141:NGLMKGK2

Guidance Note 10 Prioritising effective and appropriate teacher training From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
ZenodoArchiveID: 5652081 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652081 10.5281/zenodo.4706041 10.5281/zenodo.4684335 2339240:FX4YE46B 2339240:GHL6MEA3 2339240:LB4BCD79 2405685:7E62A3FM 2405685:JBRS94SA 2405685:UKL5P7WM 2534378:35MTF3B9 previousDOI: 10.5281/zenodo.4706041 previousZenodoArchiveID: 4706041
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Guidance Note 3 Digital technologies and girls’ education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:QSPCTJDI 2339240:4SBZJHY4
Keywords: _EdTechHub_Output; _cover:other:ok; _zenodoETH

Guidance Note on Education Data Mapping in Sub-Saharan Africa: Moving from theory to practice - Selwaness, Irene; Adam, Taskeen; Lawson, Laté; Heady, Lucy (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:KHJ7AYDH
Keywords: Final_citation; cited; existing

Guidance Note on Qualitative Research in Education: Considerations for Best Practice - DeJaeghere, J; Morrow, V; Richardson, D; Schowengerdt, B; Hinton, R; Muñoz Boudet, A (Department for International Development, prepared for Building Evidence in Education (BE2), 2020)
This guidance note presents examples of qualitative research on education, privileging those from low and middle-income countries when available; however, the content of the note is not exclusive to research in one sector or income level, and the main principles and processes outlined apply across research topics and locations. The research examples provided in this note meet the criteria for strong evidence and present evidence-based guidance based on qualitative research. These studies included at minimum: a solid explanation of the study purpose and the methodology used; a detailed account of the data collection process, including sampling and/or selection of participants; an explanation of the analysis process and how data were analyzed to arrive at findings; and findings that are supported by a detailed description of data.
KerkoCite.ItemAlsoKnownAs: 2129771:4JZZY8T9 2129771:B8MUAHU7 2129771:DPDRQ3LD 2129771:VIA7PZ9F

Guidance note on using implementation research in education - Alison, Christine (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:LYJAJX2X 2486141:W65BQMYY

Guidance note on using implementation research in education - Allison, C. (London: Foreign, Commonwealth & Development Office, prepared for Building Evidence in Education (BE2), 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:V6II42S9 2129771:V7SJPNUZ

Guidance on Community Mobilisation for Girls’ Education - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396237 10.53832/edtechhub.0086 2129771:WDV4KW5E 2129771:XHI37L2Y 2405685:FVSQD8MB 2486141:JGXENK82 2486141:T2852Q5P
Keywords: F: Helpdesk response; _r:AddedByZotZen

Guidance on Conducting a Systematic Literature Review - Xiao, Yu; Watson, Maria (Journal of Planning Education and Research, 2017)
Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.
KerkoCite.ItemAlsoKnownAs: 10.1177/0739456X17723971 10.1177/0739456x17723971 10/gcskzk 2129771:BLTTLZBP 2129771:J8G86BNT 2249382:QJPY7PT8 2317526:3SKJWG4Q 2486141:4SIG3DBK UA-d9aa2d10-8bc8-4d4f-9aed-df221513881c
Keywords: CitedIn:BIBBTVET

Guidance on Pre-Assessment for Establishing E-Learning Centres - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5813529 10.53832/edtechhub.0084 2129771:3PBKWR9E 2129771:JW83H57Z 2405685:DPWSAA9Z 2486141:BCH2RP5A 2486141:SBEMDZ3X
Keywords: _r:AddedByZotZen

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

Guide: Roof paint, shading, and sound insulation - Regime Projects Tanzania; Open Development & Education (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10666750 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1072 ZenodoArchiveConcept: 10666749
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Guide: Technical specifications for applying local white paint on schools’ roofs - Regime Projects Tanzania; Open Development & Education (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10666717 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1071 ZenodoArchiveConcept: 10666716
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Guide to measuring information and communication technologies (ICT) in education. - UNESCO Institute for Statistics (UNESCO Institute for Statistics, 2009)
OCLC: 709814737 KerkoCite.ItemAlsoKnownAs: 2129771:AUYLZZMR 2129771:QDPXDS34

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research and Development, 2011)
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.)
Publisher: Routledge, Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106 Cam URL: https://ezp.lib.cam.ac.uk/login?url=https://search.proquest.com/docview/964187791?accountid=9851 KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 2405685:FNNHR2FS 2534378:88QV3D8K 2534378:CYTXXWCR
Keywords: Asia; ERIC; Current Index to Journals in Education (CIJE); Education Majors; Europe; Foreign Countries; Foreign Students; Higher Education; Interaction; Latin America; Masters Degrees; Middle East; Multicultural Education; Personal Narratives; Private Sector; Southeast Asia; Student Teachers; Teacher Education Programs; United Kingdom; Virtual Classrooms; __:import:01; __:match:final; __:matched; __:study_id:2097655; __finaldtb

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research & Development, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1080/07294360.2011.598453 4804264:CH6BPK4K
Keywords: Final_citation; cited; existing

Guidelines and Procedures for the Establishment of Private Technical and Technological Institutions - Government of Nigeria (2014)
KerkoCite.ItemAlsoKnownAs: 2129771:8WBLVZR9 2317526:GRWQEZKP
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1

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

Guidelines for Establishment and Operation of Production Unit in Technical College - Government of Nigeria (2006)
KerkoCite.ItemAlsoKnownAs: 2129771:G5YIKFHX 2317526:Q8UPWPZS
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1

Guidelines for Establishment and Operation of Production Unit in Technical Colleges (2006)
KerkoCite.ItemAlsoKnownAs: 2129771:M2GXMUDI

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

Guidelines for performing systematic literature reviews in software engineering - Kitchenham, B; Charters, S (Technical report, EBSE Technical Report EBSE-2007-01, 2007)
00987 KerkoCite.ItemAlsoKnownAs: 2129771:7UU7DENA 2129771:VYFKNNVK 2317526:HSIWMWZ4 2486141:YSV3TTBZ
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; P:Methods; publicImportV1

Guidelines for performing systematic literature reviews in software engineering - Kitchenham, BA; Charters, S (EBSE Technical Report, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:7RP54LK8 2129771:G45N5C6G 2405685:ETPE564Y 2486141:KVCIQUQU

Guidelines for Registration of Training Providers - Government of Kenya (2016)
KerkoCite.ItemAlsoKnownAs: 2129771:74AGI8EH 2317526:R5RUMKJQ
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; publicImportV1

Guidelines, recommendations and tool for non-formal learning methods - Hassinen, Sirje (Quaderni di Comunità: persone, educazione e welfare nella società 5.0: 1, 2023, 2023)
Publisher: Eurilink KerkoCite.ItemAlsoKnownAs: 4804264:46X6H7PL
Keywords: Final_citation; ⛔ No DOI found

Gut zu wissen: Technologiegestütztes Lernen während der Arbeit - Kempter, Guido; Jost, Patrick; Künz, Andreas (Zukunft der Arbeit–Perspektive Mensch, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:9LYYEHHB 2129771:G2L857J8 2129771:JQIJEU2X
Keywords: __C:filed:1

Guthrie FOUNDATIONS OF CLASSROOM CHANGE IN DEVELOPING COUNTRIES Vol.1 Evidence 2021 - Guthrie, Gerard (2021)

Hackathons as a means of accelerating scientific discoveries and knowledge transfer - Ghouila, Amel; Siwo, Geoffrey Henry; Entfellner, Jean-Baka Domelevo; Panji, Sumir; Button-Simons, Katrina A.; Davis, Sage Zenon; Fadlelmola, Faisal M.; Participants, The DREAM of Malaria Hackathon; Ferdig, Michael T.; Mulder, Nicola; Bensellak, Taoufik; Ghansah, Anita; et al. (Genome Research, 2018)
Scientific research plays a key role in the advancement of human knowledge and pursuit of solutions to important societal challenges. Typically, research occurs within specific institutions where data are generated and subsequently analyzed. Although collaborative science bringing together multiple institutions is now common, in such collaborations the analytical processing of the data is often performed by individual researchers within the team, with only limited internal oversight and critical analysis of the workflow prior to publication. Here, we show how hackathons can be a means of enhancing collaborative science by enabling peer review before results of analyses are published by cross-validating the design of studies or underlying data sets and by driving reproducibility of scientific analyses. Traditionally, in data analysis processes, data generators and bioinformaticians are divided and do not collaborate on analyzing the data. Hackathons are a good strategy to build bridges over the traditional divide and are potentially a great agile extension to the more structured collaborations between multiple investigators and institutions.
Company: Cold Spring Harbor Laboratory Press Distributor: Cold Spring Harbor Laboratory Press Institution: Cold Spring Harbor Laboratory Press Label: Cold Spring Harbor Laboratory Press Publisher: Cold Spring Harbor Lab KerkoCite.ItemAlsoKnownAs: 10.1101/gr.228460.117 2129771:XL2XEHRM

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

Handbook of implementation science for psychology in education - Kelly, Barbara; Perkins, Daniel F. (Cambridge University Press, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:ZRWZNWL7

Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training - Wang, Victor X. (IGI Global, 2009)
KerkoCite.ItemAlsoKnownAs: 10.4018/978-1-60566-739-3 2129771:V24DHUGB 2317526:6TJZE4G6

Handbook of Social Justice Interventions in Education - Mullen, Carol A. (Springer International Publishing, 2021)
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-030-35858-7 2129771:AI5F7IND

Handbook of Technical and Vocational Education and Training Research - Rauner, Felix; Maclean, Rupert (Springer Netherlands, 2008)
Technical and vocational education and training (TVET) research has become a recognized and well-defined area of interdisciplinary research. This is the first handbook of its kind that specifically concentrates on research and research methods in TVET. The book’s sections focus on particular aspects of the field, starting with a presentation of the genesis of TVET research. They further feature research in relation to policy, planning and practice. Various areas of TVET research are covered, including on the vocational disciplines and on TVET systems. Case studies illustrate different approaches to TVET research, and the final section of the book presents research methods, including interview and observation methods, as well as of experimentation and development. This handbook provides a comprehensive coverage of TVET research in an international context, and, with special focus on research and research methods, it is a cutting-edge resource and reference.
KerkoCite.ItemAlsoKnownAs: 2129771:IUEM2BN8 2317526:H2JCVTDI
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Handbook of Vocational Education and Training : Developments in the Changing World of Work - McGrath, Simon; Mulder, Martin; Papier, Joy; Suart, Rebecca (Springer International Publishing, 2019)
This handbook brings together and promotes research on the area of vocational education and training (VET). It analyzes current and future economic and labor market trends and relates these to likely implications for vocational education and training. It questions how VET engages with the growing power of human development approaches and with the sustainable development agenda. Equity and inclusion are discussed in a range of ways by the authors and the consideration of the construction of these terms is an important element of the handbook. It further addresses both the overall notion of system reform, at different scales, and what is known about particular technologies of systems reform across a variety of settings. Vocational learning and VET teacher/trainer education are discussed from a comparative perspective. National and comparative experiences are also shared on questions of equity and efficiency in funding in terms of those that fund and are funded, and for a range of funding methodologies. As well as reviewing existing gaps, this handbook is looking forward in identifying promising new directions in research and environment.Areas covered:The Changing World of Work | Editors: Margarita Pavlova and Salim AkoojeeSkills for Sustainable Human Development | Editor: Lesley PowellPlanning and Reforming Skills Systems | Editor: Robert PalmerPrivate Training Markets | Editors: Michael Gessler, Larissa Freund and Susanne PetersVocational Learning | Editors: Karen Evans and Natasha KershCompetence and Excellence | Editor: Kirby BarrickMeasuring Learning and Instructional Performance | Editor: Esther WintherSupporting Learners | Editor: Joy PapierVET Teacher/Trainer Education | Editor: Volker Wedekind
zotzenLib.CopiedFrom: 2317526:FJCUUSAE KerkoCite.ItemAlsoKnownAs: 2129771:U8WCR42W 2317526:FJCUUSAE

Handbuch Berufsbildungsforschung - Rauner, Felix (Bertelsmann, 2006)
OCLC: 179861245 KerkoCite.ItemAlsoKnownAs: 2129771:IIRXGUT7 2129771:Z9D4QPZM
Keywords: Architecture / Study & Teaching; Education / Administration / General; Education / Vocational

Handbuch Berufsbildungsforschung - Rauner, Felix; Grollmann, Philipp (UTB, 2018)
Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden
EdTechHub.ItemAlsoKnownAs: 2129771:E5JWMKXR

‘Happier in his own clothes’: Post-pandemic Possibilities for Education for Children with Special Educational Needs and Disabilities: Perspectives from parent carers - Shepherd, Jacqui; Durrant, Claire; Hancock, Christina (University of Sussex, 2021)
This research examined the perspectives of parent carers of children with SEND and their experiences of their children returning to school in September 2020 and undertaking home-learning during the January/February 2021 lockdown. While celebrating the achievements of schools in supporting children with SEND back into school last September and improving the quality and provision of home learning during the second lockdown, the report also exposes some of the significant limitations in the education system - not least in meeting the fundamental needs of children with SEND, but also in enabling them to flourish and achieve. Some children did thrive during lockdown without the stress and anxiety of school and the pressure of social interaction but many did not. ‘Happier in his own clothes’ was a comment made by a parent about one of the positives of lockdown in not having to wear school uniform, but we also use it as a metaphor here for how school could be for children with SEND - and indeed all children if we can seize this opportunity to learn from lockdown. We make recommendations, based on the learning from the positive and negative experiences of the last year, for a more reflexive and recalibrated school system which works better for all children – especially those with SEND.
KerkoCite.ItemAlsoKnownAs: 2129771:CT9D4CLD 2486141:HLMZ2QW4

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

Harnessing Open Educational Resources to the Challenges of Teacher Education in Sub-Saharan Africa. - Thakrar, Jayshree; Zinn, Denise; Wolfenden, Freda (International Review of Research in Open & Distance Learning, 2009)
KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v10i4.705 10/gf5f4z 2129771:SYHXU78A 261495:386IRT53

Harnessing technical and vocational education and training and entrepreneurship education to address unemployment in Lusaka province, Zambia. - Mubanga, Phillip; Hock, Oo Yu; Karim, Asif Mahbub; Senteri, Zulkifli; Mulenga, Innocent Mutale; Preckler, Miriam (2019)
Publisher: Scientific Research Publishing

Has artificial intelligence become alchemy? - Hutson, M. (Science, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1126/science.360.6388.478 2129771:FD78U8QM 2486141:87LRLABI

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

Health impact studies of climate change adaptation and mitigation measures – A scoping review - Luyten, Axel; Winkler, Mirko S.; Ammann, Priska; Dietler, Dominik (The Journal of Climate Change and Health, 2023)
Climate change affects both mental and physical health. Besides limiting the extent and consequences of climate change, mitigation and adaptation measures can have additional and potentially unintended health impacts. This scoping review outlines how health effects of climate mitigation and adaptation measures have been studied in the scientific literature. We conducted a systematic literature search in the databases PubMed, Scopus and Web of Science without time restriction. All peer-reviewed articles reporting quantified health impacts linked to specific climate change adaptation and mitigation measures were included. Overall, the 89 included articles considered only a narrow range of health determinants and health outcomes. Adaptation- and mitigation-related articles most frequently investigated the environmental health determinants air temperature and air pollution, respectively. Non-communicable diseases were predominantly studied while other relevant health outcome categories, such as mental health, food- and nutrition-related issues, and communicable diseases were rarely reported. The scarcity of studies focusing on the social health determinants and providing stratified health impacts among vulnerable population groups in assessments points to an inadequate consideration of health equity aspects. Increased efforts to quantify health impacts more comprehensively and to identify underlying vulnerability factors among specific population groups seem needed. This information could provide policymakers with more accurate evidence to address health equity aspects, limit adverse health impacts and promote health co-benefits of climate change adaptation and mitigation measures.
openalex: W4308629203 KerkoCite.ItemAlsoKnownAs: 10.1016/j.joclim.2022.100186 2129771:2CP88CBV 5072953:E5467XAS
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Heat impact on schoolchildren in Cameroon, Africa: potential health threat from climate change - Dapi, Léonie N.; Rocklöv, Joacim; Nguefack-Tsague, Georges; Tetanye, Ekoe; Kjellstrom, Tord (Global Health Action, 2010)
Background: Health impacts related to climate change are potentially an increasing problem in Cameroon, especially during hot seasons when there are no means for protective and adaptive actions. Objective: To describe environmental conditions in schools and to evaluate the impact of heat on schoolchildren’s health during school days in the Cameroon cities of Yaounde´ and Douala. Methods: Schoolchildren (N0285) aged 12Á16 years from public secondary schools completed a questionnaire about their background, general symptoms, and hot feelings in a cross-sectional study. In Yaounde´, 50 schoolchildren were individually interviewed during school days about hourly symptoms (fatigue, headache, and feeling very hot) and performance. Lascar dataloggers were used to measure indoor classroom temperatures and humidity. Results: There was a significant correlation between daily indoor temperature and the percentages of schoolchildren who felt very hot, had fatigue, and headaches in Yaounde´. A high proportion of schoolchildren felt very hot (48%), had fatigue (76%), and headaches (38%) in Yaounde´. Prevalences (%) were higher among girls than boys for headaches (58 vs 39), feeling ‘very hot overall’ (37 vs 21), and ‘very hot in head’ (21 vs 18). Up to 62% were absentminded and 45% had slow writing speed. High indoor temperatures of 32.58C in Yaounde´ and 36.68C in Douala were observed in school. Conclusions: Headache, fatigue, and feeling very hot associated with high indoor air temperature were observed among schoolchildren in the present study. Longitudinal data in schools are needed to confirm these results. School environmental conditions should be improved in order to enhance learning.
KerkoCite.ItemAlsoKnownAs: 10.3402/gha.v3i0.5610 2129771:JKKRXQIQ 4682641:KCUYHQPZ 5072953:ANTFHA7P
Keywords: BE:LMIC; BE:RELEVANT

Heidegger's Hammer - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
Heidegger’s discussion of the way that tools and technology enter into experience has had a profound impact on the philosophy of technology. In this chapter, we look at the implications for design that follow from his account. We interrogate Heidegger’s criticism of modern technology, which he argues ‘enframes’ us and cuts us off from a more authentic and nourishing relationship with ‘Being’. We find that while Heidegger described modern technology as a danger, he also recognised it as an opportunity for a different kind of human future. Heidegger’s analysis of how technologies can shape our world and our understanding of it is relevant to understanding not only how we use everyday craft tools like hammers, but also to understanding the educational potential of networked digital technologies like global social media and Generative AI.
Num Pages: 14

Height and body-mass index trajectories of school-aged children and adolescents from 1985 to 2019 in 200 countries and territories: a pooled analysis of 2181 population-based studies with 65 million participants - Rodriguez-Martinez, Andrea; Zhou, Bin; Sophiea, Marisa K; Bentham, James; Paciorek, Christopher J; Iurilli, Maria LC; Carrillo-Larco, Rodrigo M; Bennett, James E; Di Cesare, Mariachiara; Taddei, Cristina; Bixby, Honor; Stevens, Gretchen A; et al. (The Lancet, 2020)
Background Comparable global data on health and nutrition of school-aged children and adolescents are scarce. We aimed to estimate age trajectories and time trends in mean height and mean body-mass index (BMI), which measures weight gain beyond what is expected from height gain, for school-aged children and adolescents.
KerkoCite.ItemAlsoKnownAs: 10.1016/S0140-6736(20)31859-6 2129771:B23MY78C 2129771:B23MY78C 2129771:H5NQM44F 2129771:JFFMUW8Y 2129771:H5NQM44F 2129771:JFFMUW8Y

Hello, I’m Björn, Director of Research – The EdTech Hub - Haßler, Björn (EdTech Hub Research and Innovation to fulfill the potential of EdTech, 2019)
EdTechHub.Source: 2405685:3IM8DBXI KerkoCite.ItemAlsoKnownAs: 2129771:NPLNWHCZ 2129771:XKQV2EDS 2405685:3IM8DBXI 3IM8DBXI
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:r

Helping teachers to respond to COVID-19 in the Eastern Caribbean: issues of readiness, equity and care - Leacock, Coreen J.; Warrican, S. Joel (Journal of Education for Teaching, 2020)
Education in the Eastern Caribbean has been heavily influenced by the colonial history of the sub-region. In recent years though, in recognition of the fact that the traditional approaches to teaching and learning are no longer meeting the needs of present-day students, there have been calls for change to more student-friendly ones, with electronic technology playing a significant role. However, the resistance to certain types of devices in the classroom has contributed to the slow uptake of widespread use of electronic technology and the online environment as a mode for teaching and learning. The closure of schools due to the advent of COVID-19 pandemic forced education systems in the region to turn to the online environment to engage students in educational activities. Students, teachers and other education officials had to face their apprehensions and venture into this space for schooling. This paper describes actions taken by the Eastern Caribbean Joint Board of Teacher Education to help teachers cope with this different learning environment, guided by the concepts of teacher readiness, equity relating to access of resources and providing caring support for all affected.
Publisher: Routledge _eprint: https://doi.org/10.1080/02607476.2020.1803733 KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1803733 2129771:BQNUYWX4 2486141:U6I5ICMK
Keywords: Covid-19; Eastern Caribbean; _Added to LR; _G:reviewed; equity; readiness; teacher education

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

High fidelity simulation evaluation studies in nursing education: A review of the literature - Hanshaw, Shannon L.; Dickerson, Suzanne S. (Nurse Education in Practice, 2020)
Simulation is an experiential learning process which provides a safe environment for learning, preventing the risk of patient harm. A review of the literature was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses approach to explore the question: What is the state of the science on the evidence of learning outcomes in high-fidelity simulation in undergraduate nursing education? This synthesis included 20 research studies focusing on evaluating outcomes of high-fidelity simulation in undergraduate pre-licensure baccalaureate nursing students. Studies were excluded if they did not use high-fidelity simulation for the intervention group, or they evaluated faculty outcomes. Simulation design and practices are identified and discussed regarding dose and fidelity. Outcome measures reviewed include increasing levels of thinking: Remembering/Understanding/Applying (knowledge/skills), Analyzing/Perception, and Evaluating/Creating outcomes. Design of high-fidelity simulation in the nursing literature is being grounded in outcome variables with increasing levels of thinking (Bloom's Taxonomy) and based in pedagogical and nursing judgment theoretical frameworks. Reliable measurement tools are used. There is a need for a more comprehensive measurement of clinical competence that extends evaluation to clinical practice outcomes. Additional research is needed on retention of simulation learning over time and assessing transference of simulation learning into clinical nursing practice.

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

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

Higher education, developmental leadership and good governance - Fontana, Giuditta (2017)
The last decade has witnessed renewed interest in the social benefits of higher education, with recent research suggesting that universities have a role in nurturing developmental leaders who enable positive change and better governance in low-income and conflict-affected countries (Brannelly et al, 2011b). This review summarises available evidence on the relationship between higher education, developmental leadership and good governance in developing and conflict-affected countries. It draws on examples from a variety of countries, including Ghana, the Philippines, Oman, Lebanon, Cote d’Ivoire and Botswana among others. Most of the literature considered in this report is academic. A large proportion was produced by the Developmental Leadership Programme (DLP) based at the University of Birmingham, which is currently in the process of publishing a summary report.
Accepted: 2017-09-15T15:29:17Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:WZST375I 4869029:4XJUP93U
Keywords: ⛔ No DOI found

Higher education institutions and the use of online instruction and online tools and resources during the COVID-19 outbreak - An online review of selected U.S. and SA's universities - Chaka, Chaka (In Review, 2020)
Abstract This online quasi-scoping review set out to review how 64 U.S. and 21 South African universities pivoted to online course delivery and used online tools and resources as one of their collective responses to continue their teaching and learning activities during the COVID-19 pandemic. The review was conducted on five online search engines, six online databases and two online social networking sites. Generally, all of the U.S and South African universities investigated transitioned to online classes and temporarily relinquished their in-person, campus-based classes. Additionally, all of these universities transiently opted for a strong form of social distancing and embraced emergency remote online pedagogy. Moreover, four online delivery typologies, with their attendant multiple permutations, emerged from these two sets of universities. Furthermore, when both U.S. and South African universities temporarily pivoted their classes to online delivery during the COVID-19 pandemic outbreak, they embraced and adopted certain online tools and resources more than the others. For instance, pertaining to 64 U.S. universities, Zoom was the most preferred tool, with video conferencing and LMS platforms emerging as the two dominant platforms. As regards the 21 South African universities, Blackboard (Collaborate) emerged as the most preferred tool, with both LMS and video conferencing platforms emerging as the two dominant platforms. Overall, Zoom, Blackboard (Collaborate) and institutional LMSes were the three common tools to which both sets of universities pivoted during the pandemic. Finally, the two sets of universities only embraced low-tech versions of the 4IR technologies such as video-conferencing, social media technologies, and cloud computing.

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

Hindrance to Technologically Guided Education in Kenya Secondary Schools: A Case Study of Embakasi Girls’ School: - Onesmus, Gicheru (Journal of Learning for Development, 2020)
Covid-19 epidemic has forced education managers and teachers to begin or enhance e-learning mode of education across the world. Kenya have not been left behind. This article is geared towards identification of challenges that face technologically based / supported education. First is the accessibility question. The availability and actual use of ICT tools/ system for learning is a mirage to many. Availability of ICT system and devices is limited to most learners, teachers, and parents due to their socioeconomic status. Even for the cases where gadgets and platforms are availability, the drive and preference of the owners of devices / system towards the education material is not guaranteed. There is also a question of digital divide, most of Kenya parents and schools do not have internet or smart phones for the same. Secondly, is the issue of pedagogy –this implies practice and methodology that best fit the teaching of youthful students. Use of technologies in teaching should be done in a professional way by adhering to how instructional materials are prepared, dissemination of the same materials and then fusing it to technology for effective teaching and learning. There are few programs that are professional done towards this aspect in Africa. The screenshot below is an indication of factors that may hinder the eLearning education. It was taken from online training of Machakos University tutors. A survey was done where the participants indicated challenges that they may face in their teaching. Clearly, pedagogy and access was their main concern as shown from the percentages of each challenges.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:HRSTQISU
Keywords: Accessibility; Availability; Blended Education; Digital; Pedagogy; Professional; Technological; ⛔ No DOI found

HLAEquity: Examining biases in pan-allele peptide-HLA binding predictors - Conev, Anja; Fasoulis, Romanos; Hall-Swan, Sarah; Ferreira, Rodrigo; Kavraki, Lydia E. (iScience, 2024)
Publisher: Elsevier
Keywords: Computational bioinformatics; Human Geography; Immune system; Machine learning

Holistic Design of a Mobile Peer Tutoring Application based on Learning and User Needs Analysis - Tan, Seng Chee; Chung, Sheng Hung; Cheung, Yin Ling; Looi, Chee Kit; Wong, Wai Hoe (Association for the Advancement of Computing in Education (AACE), 2020)
Research has shown that peer tutoring at the university level could improve students’ performance and, enhance their motivation and learning, increase self-determination and learner autonomy, and reinforce conceptual knowledge by providing opportunities for reapplication of concepts. This paper describes the development of a mobile peer tutoring application – Mobile Education Networked Tutoring On Request (MENTOR). We start with a review of literature to identify the relevant affordances that this mobile app should possess. In addition, questionnaires were administered with students...
KerkoCite.ItemAlsoKnownAs: 4804264:ZTMYQUEG
Keywords: Final_citation; cited; existing

Holistic Learning Versus Instrumentalism in Teacher Education: Lessons from Values Pedagogy and Related Research - Lovat, Terence (Education Sciences, 2020)
This article constitutes a literature review, focusing on the idea of holistic learning, as found in key sources, and its essential contrasting with instrumentalist approaches to learning. It will move to explore updated research on holistic learning factors, with special attention to insights gleaned from values pedagogy and the research that underpins it. The article will juxtapose those insights with the instrumentalism that, it will allege, too often dictates teacher education directions. The article will conclude with an argument that teacher education has become, in modern times, a service industry, too often serving the agendas of governments and teacher unions, rather than preparing teachers to follow the guidelines provided by the latest research into student wellbeing and societal betterment. The article will focus especially on a number of Australian examples to mount the argument that nonetheless applies more generally across Western domains.
Number: 11 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/educsci10110341 2129771:KPBHQ2YF 2486141:2MRH4T2C
Keywords: Australian education; holistic learning; instrumentalism; teacher education; values pedagogy

Holistic Model for Designing a Climate Service Application on the KaiOS Platform - Myllynpää, Ville; Haakana, Jani; Virtanen, Julius; Sutinen, Erkki (Extended Abstracts of the 2020 CHI Conference on Human Factors in Computing Systems, 2020)
Interest towards building and operating climate services is constantly growing globally, especially regarding utilization of mobile technologies in those services in the Global South, in order to reach rural farmers effectively. However, multiple issues are currently limiting the design and development of these services for reaching their full impact. Based on a recent field study, we present the criteria for a mobile climate service app for small-scale farmers in Namibia. It will be based on the KaiOS "smart feature phone" platform, and combines holistically climate, weather and agricultural information in a form that guides the farmer through the agricultural cycle. The app is currently in its early development phase, with a set of pre-selected features being built. Further field work with the local farmers will define the final set of features and the eventual user interface (UI) design of the app.
Keywords: agriculture; climate services; co-design; global south; hci4d; ictd; mobile applications

Horizontal refraction of gravity waves in a global ray tracing experiment - Haßler, Björn; Warner, CD (Geophysical Research Abstracts, 2006)
EdTechHub.ItemAlsoKnownAs: 2129771:GA585NVN
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

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

How Accessible are Journal Articles on Education Written by Sub-Saharan Africa-based Researchers? - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (Development and Change, 2021)
Publisher: Wiley Online Library

How Africa's first heat officer is protecting women in Sierra Leone - Bah, Saidu (BBC Future Planet, 2023)
Africa's first heat officer is helping women keep cool in Sierra Leone's capital Freetown.

How Big Are Effect Sizes in International Education Studies? - Evans, David K.; Yuan, Fei (Educational Evaluation and Policy Analysis, 2022)
A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We identify a median effect size of 0.10 standard deviations on learning and 0.07 standard deviations on access among randomized controlled trials. Effect sizes are similar for quasi-experimental studies. Effects are larger and demonstrate higher variance for small-scale studies than for large-scale studies. The distribution of existing effects can help researchers and policymakers to situate new findings within current knowledge and design new studies with sufficient statistical power to identify effects.
Publisher: American Educational Research Association KerkoCite.ItemAlsoKnownAs: 10.3102/01623737221079646 4804264:JU9GBCXN
Keywords: Final_citation; cited; existing

How Big Are Effect Sizes in International Education Studies? - Evans, David K.; Yuan, Fei (Educational Evaluation and Policy Analysis, 2022)
A growing literature measures the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But how should one contextualize the size of impacts? This article provides the distribution of standardized effect sizes on learning and access from 234 studies in low- and middle-income countries. We identify a median effect size of 0.10 standard deviations on learning and 0.07 standard deviations on access among randomized controlled trials. Effect sizes are similar for quasi-experimental studies. Effects are larger and demonstrate higher variance for small-scale studies than for large-scale studies. The distribution of existing effects can help researchers and policymakers to situate new findings within current knowledge and design new studies with sufficient statistical power to identify effects.
KerkoCite.ItemAlsoKnownAs: 10.3102/01623737221079646 2129771:7ITFXBL2 2129771:ZLMTIUI7 4426965:WXRZL6EX 4804264:JU9GBCXN

How big are effect sizes in international education studies? - Evans, David; Yuan, Fei (Center for Global Development, 2020)
In recent years, a growing literature has measured the impact of education interventions in low- and middle-income countries on both access and learning outcomes. But interpretation of those effect sizes as large or small tends to rely on benchmarks developed by a psychologist in the United States in the 1960s. In this paper, we demonstrate the distribution of standardized effect sizes on learning and access from hundreds of studies from low- and middle-income countries.
KerkoCite.ItemAlsoKnownAs: 2339240:XIF4HX7N 2405685:E288WQPR

How Can EdTech Support Primary School Learners with Disabilities in LMICs? Recommendations for Policy - Lynch, Paul; Singal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 2129771:2PXIXEEE 2129771:K4IQ4CKF 2405685:UXWEBRCC
Keywords: _EdTechHub_Output; _cover:v3; _r:AddedByZotZen; _yl:b; _zenodoETH

How can education systems rise up to the climate challenge? - Beardmore, Sarah; Martinez, Raphaelle; Tammi, Anna-Maria (Global Partnership for Education, 2022)
The climate crisis adds another layer to the existing learning crisis and calls for building education systems that can prepare for crises, ensure continued access to education during unpredictable times, and prevent and mitigate their negative impacts as much as possible.
KerkoCite.ItemAlsoKnownAs: 2129771:Y9R36QZR 2486141:SW2Y8WPG

How Can Education Systems Structure Virtual Communities of Practice for Teachers Most Effectively? - Bedoya, Guadalupe; Belyakova, Yulia; Cilliers, Jacobus; Deeb, Antoine; Evans, David K; Jeon, Youngkwang; Kelly, Emma (2022)
Keywords: ⛔ No DOI found

How can machine learning help in understanding the impact of climate change on crop yields? - Sidhu, Balsher Singh; Mehrabi, Zia; Ramankutty, Navin; Kandlikar, Milind (Environmental Research Letters, 2023)
Publisher: IOP Publishing

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

How Can Middle-income Countries Improve Their Skills Systems Post- COVID-19? - Herbert, George (2021)
Vocational training systems in middle-income countries are going to face multiple challenges in the post-COVID era, notably, challenges related to (1) automation; (2) the transition to a green economy, and (3) demographic pressures. Of these, automation - linked to the burgeoning ‘fourth industrial revolution’ that is set to transform the global economy - represents the most serious challenge and is the only one of the three challenges discussed in any depth in this paper. Whilst estimates of the likely scale of automation in the coming years and decades vary widely, it appears likely that waves of automation will lead to a dramatic decline in many kinds of jobs that largely involve routine, repetitive tasks. These trends pre-date COVID-19, but the disruption caused by the pandemic provides an opportunity to prepare for these challenges by implementing vocational training system reforms as part of the Build Back Better agenda. Reforms to vocational training systems will be crucial to ensuring middle-income countries respond appropriately to accelerating labour market changes. However, they should only form a limited part of that response and need to be integrated with a wide range of other policy measures. Vocational training reform will need to occur in the context of major reforms to basic education in order to ensure that all workers are equipped with the cross-cutting cognitive and socio-emotional skills they will require to perform hard-to-automate tasks and to be able to learn and adapt rapidly in a changing economy. Middle-income countries will also likely need to progressively expand social protection schemes in order to provide a safety net for workers that struggle to adapt to changing labour market requirements.
Accepted: 2021-05-20T07:54:32Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.082 2129771:LM98FBGS 4869029:E7VULX5A

How can Sierra Leone’s education response after Ebola help with the COVID-19 response? - Bangay, Colin (The Education and Development Forum (UKFIET), 2020)
This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […]
KerkoCite.ItemAlsoKnownAs: 2129771:C5HFDS3J 2339240:D5Q8A77B 2405685:PK7UUFGK
Keywords: _C:Sierra Leone SLE

How Changes in Technology and Automation will Affect the Labour Market in Africa - Millington, A. Kerry (2017)
Estimates of how many jobs are vulnerable to being replaced by machine vary but it is clear that developing countries are more susceptible to automation compared to high-income countries. Traditionally, blue-collar routine jobs have been automated but with the emergence of greatly improved computing power, artificial intelligence and robotics, a much larger scope of occupations are at risk. Vulnerability to automation is now based on whether jobs or tasks are codifiable and whether they are routine or not. Highly-trained and skilled jobs can be more at risk than more varied, lesser skilled jobs. This rapid literature review found that whilst there is evidence, information and discussion of the impact of automation on the labour market in industrialised nations, there is much less on the potential impact in developing countries. The World Development Report 2016 Digital Dividends (World Bank 2016) was an excellent source of data and many of the figures presented are from this report. Whether you are a “techno-optimist” or a “techno-pessimist”, the impact of automation on the labour market will require long-term adjustment and policy changes to ensure the future of work is inclusive and sustainable and addresses increasing income inequality (Gelb and Khan December 2016) in an ever more automated and digital economy.
Accepted: 2017-07-06T10:51:57Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:CQA2P35C 4869029:BA9L2V5K
Keywords: ⛔ No DOI found

How Charts Lie: Getting Smarter about Visual Information - Cairo, Alberto (W. W. Norton & Company, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:4TEKWWNQ 2129771:HCR2D6FF

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

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

How could digital learning at scale address the issue of equity in education? - Laurillard, Diana; Kennedy, Eileen; Wang, Tianchong (Foundation for Information Technology Education and Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2339240:NPGSRKJA 2405685:TKBHHATW 2534378:2SFG4YZU
Keywords: ___working_potential_duplicate; ⛔ No DOI found

“How Dare They Peep into My Private Life?” - Han, Hye Jung (Human Rights Watch, 2022)
The 99-page report, “’How Dare They Peep into My Private Life?’: Children’s Rights Violations by Governments that Endorsed Online Learning during the Covid-19 Pandemic,” is grounded in technical and policy analysis conducted by Human Rights Watch on 165 education technology (EdTech) products endorsed by 49 countries. It includes an examination of 294 companies found to have collected, processed, or received children’s data since March 2021, and calls on governments to adopt modern child data protection laws to protect children online.
KerkoCite.ItemAlsoKnownAs: 4804264:CDT7V2T6 4804264:SXRGHWRZ
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

How do carers of disabled children cope? The Ugandan perspective - Hartley, SOVP; Ojwang, P.; Baguwemu, A.; Ddamulira, M.; Chavuta, A. (Child: care, health and development, 2005)
Publisher: Wiley Online Library

How do higher education institutions promote sustainable development? A literature review - Berchin, Issa Ibrahim; de Aguiar Dutra, Ana Regina; Guerra, José Baltazar Salgueirinho Osório de Andrade (Sustainable Development, 2021)
Higher education institutions (HEIs) have a fundamental role in transforming societies aimed at a more sustainable future. Through knowledge creation and dissemination, research, education and outreach, institutions of higher education lead the path towards sustainable development. The aim of this paper is to identify, based on a review of the literature, how HEIs promote sustainable development. An analysis of both international declarations and the scientific literature on education for sustainable development shows that emphasis is given to discussions on development, education, research, and training. This highlights the need for a stronger role of universities to promote sustainable development paths, expanding and disseminating knowledge, building capacity through training, and working with local communities to increase their resilience.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1002/sd.2219
Keywords: education for sustainable development; environmental education; higher education institutions; sustainable development

How do we address the reproducibility crisis in artificial intelligence? Forbes - Jones, M. (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:SM8CLERA 2486141:2BQQGDCD

How Does Enriched Differentiated Small-Group Instruction At The Middle-School Level Accelerated Learning And Promote Community? - Bernard, Kathleen (School of Education Student Capstone Projects, 2019)
The question addressed in this capstone project was guided by the demanding need for customized differentiated enriched learning experiences at the middle-school level. It documents why providing customized enriched learning experiences through small-group instruction for all students is necessary to help close educational opportunity gaps, improve academic growth and to create stronger communities of understanding and connectedness. It is founded in the learning and understanding of differentiation and self-determination theory. The frame of the project guides middle-school teachers through the process of understanding the importance of small-group instruction, provides them with structural classroom framework options and cultivates time for collaboration to develop enriched differentiated learning experiences. The goal is to strengthen classroom learning communities, but also collaborative professional learning communities.
KerkoCite.ItemAlsoKnownAs: 2129771:2ZWX6ZT9 2339240:TQG5SN5G 2486141:GHY2IH8C
Keywords: Pedagogy; _AcademicRecoveryOECS; ⛔ No DOI found

How does professional development improve teaching? - Kennedy, Mary M. (Review of Educational Research, 2016)
Professional development programs are based on different theories of how students learn and different theories of how teachers learn. Reviewers often sort programs according to design features such as program duration, intensity, or the use of specific techniques such as coaches or online lessons, but these categories do not illuminate the programs’ underlying purpose or premises about teaching and teacher learning. This review sorts programs according to their underlying theories of action, which include (a) a main idea that teachers should learn and (b) a strategy for helping teachers enact that idea within their own ongoing systems of practice. Using rigorous research design standards, the review identifies 28 studies. Because studies differ in multiple ways, the review presents program effects graphically rather than statistically. Visual patterns suggest that many popular design features are not associated with program effectiveness. Furthermore, different main ideas are not differentially effective. However, the pedagogies used to facilitate enactment differ in their effectiveness. Finally, the review addresses the question of research design for studies of professional development and suggests that some widely favored research designs might adversely affect study outcomes.
Publisher: SAGE Publications Sage CA: Los Angeles, CA Extra URL: https://journals.sagepub.com/doi/abs/10.3102/0034654315626800 KerkoCite.ItemAlsoKnownAs: 10.3102/0034654315626800 2405685:T5F8AEJQ 2534378:WFATBSZB

How does school travel time impact children’s learning outcomes in a developing country? - Afoakwah, Clifford; Koomson, Isaac (Review of Economics of the Household, 2021)
Nearly 88% of children in sub-Saharan Africa will not be able to read by the time they complete primary school. We explore this phenomenon by using household data from the Ghana Living Standards Survey to examine the link between school travel time and children’s learning outcomes. Using district variations in school density to resolve endogeneity associated with children’s travel time to school and their learning outcomes, we find that more than 90% of children travel on foot to school and this negatively affects their ability to read and write in English or French as well as their ability to read and write in their native languages. We further show that boys, children in rural areas and those who travel more than the 75th percentile travel time (30 minutes) have poorer learning outcomes. Our findings highlight number of class hours missed and poor health as the main channels through which school travel time affects learning outcomes. Policy initiatives to improve children’s learning should consider reducing the costs associated with their school travel time. Considering that governments have limited resources with competing needs, policies aimed at reducing travel time should generally target children who commute more than 30 minutes to school and those in rural locations.

How ed-tech can help leapfrog progress in education - Vegas, Emeliana; Ziegler, Lauren; Zerbino, Nicolas (Center for Universal Education at The Brookings Institution, 2019)
This brief analyzes the use of ed-tech innovations around the world.
Publisher: ERIC KerkoCite.ItemAlsoKnownAs: 4804264:3WZB7ZQU 4804264:RWN4RA56
Keywords: Final_citation; cited; existing; ⛔ No DOI found

How ed-tech can help leapfrog progress in education - Vegas, Emeliana; Ziegler, Lauren; Zerbino, Nicolas (Brookings, 2019)
This brief analyzes the use of ed-tech innovations around the world.
KerkoCite.ItemAlsoKnownAs: 2129771:L4CI6RZ3 4426965:SLLFFV9Y 4804264:RWN4RA56

How equitable are South-North partnerships in education research? Evidence from sub-Saharan Africa - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (Compare: A Journal of Comparative and International Education, 2020)
Publisher: Taylor & Francis
Keywords: ⛔ No DOI found

How Finland Is Teaching a Generation to Spot Misinformation - Gross, Jenny (The New York Times, 2023)
The Nordic country is testing new ways to teach students about propaganda. Here’s what other countries can learn from its success.
KerkoCite.ItemAlsoKnownAs: 10.2307/jj.1357298 4804264:9A36QEXF 4804264:ZLHHYTMK
Keywords: Education (K-12); Europe; Final_citation; Finland; News and News Media; Open Society Foundations; Rumors and Misinformation; Social Media; Teachers and School Employees; anystyle; existing

How high-achieving countries develop great teachers - Darling-Hammond, Linda; Wei, Ruth Chung; Andree, Alethea (Stanford Center for Opportunity Pollcy in Education, 2010)

How international tests fail to inform policy: The unsolved mystery of Australia’s steady decline in PISA scores - Morsy, Leila; Khavenson, Tatiana; Carnoy, Martin (International Journal of Educational Development, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:22A9H2T5 2129771:QFFYZAQM
Keywords: Educational policies; International tests; Private education; Quality of education; Social class differences

How learning and employment records shape access to quality education and jobs - Goger, Annelies; Parco, Allyson; Carter-Rau, Rohan; Homma, Kazumi; Meliksetyan, Ani; Milman, Natalie (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:CA5WC9QJ 4804264:QVG49FYU
Keywords: Final_citation; existing; ⛔ No DOI found

How Much Can We Generalize From Impact Evaluations? - Vivalt, Eva (Journal of the European Economic Association, 2020)
Impact evaluations can help to inform policy decisions, but they are rooted in particular contexts and to what extent they generalize is an open question. I exploit a new data set of impact evaluation results and find a large amount of effect heterogeneity. Effect sizes vary systematically with study characteristics, with government-implemented programs having smaller effect sizes than academic or non-governmental organization-implemented programs, even controlling for sample size. I show that treatment effect heterogeneity can be appreciably reduced by taking study characteristics into account.
KerkoCite.ItemAlsoKnownAs: 10.1093/jeea/jvaa019 2129771:MKXH9PU3 2486141:A7KW6QEX

How much can we remedy very low learning levels in rural parts of low-income countries? Impact and generalizability of a multi-pronged para-teacher intervention from a cluster-randomized trial in The Gambia - Eble, Alex; Frost, Chris; Camara, Alpha; Bouy, Baboucarr; Bah, Momodou; Sivaraman, Maitri; Hsieh, Pei-Tseng Jenny; Jayanty, Chitra; Brady, Tony; Gawron, Piotr (Journal of Development Economics, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 2129771:5HVYCDL5 2129771:PBZ93585 2129771:QCETCC5P

How much electricity does AI consume? - Vincent, James (The Verge, 2024)
How many watts and joules does it actually take to generate a single Balenciaga pope?

How much learning may be lost in the long-run from COVID-19 and how can mitigation strategies help? - Kaffenberger, Michelle (Brookings, 2020)
Library Catalog: www.brookings.edu KerkoCite.ItemAlsoKnownAs: 2129771:68DMTZRP

How newly qualified primary teachers develop: A case study in rural Eritrea - Belay, Abraham; Ghebreab, Freweini; Ghebremichael, Tewolde; Ghebreselassie, Asmerom; Holmes, John; White, Goodith (International Journal of Educational Development, 2007)
This paper reports on the professional development of a small group of newly qualified teachers (NQTs) who began their careers in four rural schools in Eritrea. These teachers were monitored over a period of four years from 2001 to 2004. Their development as primary practitioners was recorded by videoing and observing their classes and by interviews and informal discussions held over the period. The ways in which they developed and the factors involved in this development are analysed and discussed. It is hoped that this research offers an insight into the challenges faced by newly qualified teachers in small rural communities, often very much dependant on their own resources and those of the local community. This indicates ways in which the current programme and on-going in-service provision may be targeted in future. An important point is made that in spite of the unusual circumstances of education in Eritrea this research provides insights that are relevant to other sociocultural contexts.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2006.10.018 2129771:DQPX3SCS
Keywords: African education; Educational quality; Rural education; Teacher development; __C:filed:1

How Outdoor Trees Affect Indoor Particulate Matter Dispersion: CFD Simulations in a Naturally Ventilated Auditorium - Hong, Bo; Qin, Hongqiao; Jiang, Runsheng; Xu, Min; Niu, Jiaqi (International Journal of Environmental Research and Public Health, 2018)
This study used computational fluid dynamics (CFD) models, coupling with a standard k-ε model based on the Reynolds-averaged Navier-Stokes (RANS) approach and a revised generalized drift flux model, to investigate effects of outdoor trees on indoor PM1.0, PM2.5, and PM10 dispersion in a naturally ventilated auditorium. Crown volume coverage (CVC) was introduced to quantify outdoor trees. Simulations were performed on various CVCs, oncoming wind velocities and window opening sizes (wall porosities were 3.5 and 7.0%, respectively, for half and fully opened windows). The results were as follows: (1) A vortex formed inside the auditorium in the baseline scenario, and the airflow recirculation created a well-mixed zone with little variation in particle concentrations. There was a noticeable decrease in indoor PM10 with the increasing distance from the inlet boundary due to turbulent diffusion. (2) Assuming that pollution sources were diluted through the inlet, average indoor particle concentrations rose exponentially with increasing oncoming wind speed. PM10 changed most significantly due to turbulent diffusion and surface deposition reduction intensified by the increased wind velocity. (3) Increasing the window opening improved indoor cross-ventilation, thus reducing indoor particle concentrations. (4) When 2.87 m3/m2 ≤ CVC ≤ 4.73 m3/m2, indoor PM2.5 could meet requirements of the World Health Organization’s air quality guidelines (IT-3) for 24-hour mean concentrations; and (5) average indoor particle concentrations had positive correlations with natural ventilation rates (R2 = 0.9085, 0.961, 0.9683 for PM1.0, PM2.5, and PM10, respectively, when the wall porosity was 3.5%; R2 = 0.9158, 0.9734, 0.976 for PM1.0, PM2.5, and PM10, respectively, when the wall porosity was 7.0%).
KerkoCite.ItemAlsoKnownAs: 10.3390/ijerph15122862 2129771:NU65X5TZ 2486141:VM36U6T4

How physical and built environments impact learning and inclusivity in educational settings: supporting evidence-based practice - Twiss, Trisha Ann (Electronic version published by Vancouver Island University, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:TRUKBTF6 4682641:FKZDRNG7
Keywords: BE:RELEVANT

How plasterboard ceilings improve the comfort of a home - zilla (Knauf Tanzania, 2021)
The materials we use to build our homes can impact their safety and comfort. This is especially true when it comes to weather conditions and the level of

How Research Affects Policy: Experimental Evidence from 2,150 Brazilian Municipalities. - Hjort, Jonas; Moreira, Diana; Rao, Gautam; Santini, Juan Francisco (National Bureau of Economic Research, 2019)
Keywords: ⛔ No DOI found

How Sierra Leone is betting on data to fight the impact of climate change on schools - Momoh, A; Atherton, Paul (Global Partnership for Education, 2022)
Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed.
KerkoCite.ItemAlsoKnownAs: 2129771:AT8FP8ZI 2405685:AVDJP4T3 4042040:AJHHQGBH
Keywords: _C:Sierra Leone SLE

How solar mini-grids can bring cheap, green electricity to rural Africa - Zajicek, Charlie (odi.org, 2019)
Well-suited to small, remote communities, renewable energy mini-grids can be the most cost-effective option for rural electrification in Africa.
KerkoCite.ItemAlsoKnownAs: 2405685:4VUP32WG 2534378:IT6G3AEW

How stop and search is failing black people (2020)
There has been renewed criticism over stop and search in the UK after research found that BAME people are 54% more likely to be fined under coronavirus rules than white people. The subsequent death of George Floyd in the US and the support for the Black Lives Matter movement has brought more scrutiny to the disproportionatality. Black people are 9.7 times more likely than white people to be stopped and searched and 40 times more likely under the controversial section 60 power, which has risen as the government has tried to crack down on knife crime. Some say this points to racism within the police. Does stop and search need reform? The Guardian's crime correspondent, Vikram Dodd, discusses stop and search with 4Front's Temi Mwale and Katrina Ffrench from StopWatch UK Subscribe to Guardian News on YouTube ► http://bit.ly/guardianwiressub Support the Guardian ► https://support.theguardian.com/contr... Today in Focus podcast ► https://www.theguardian.com/news/seri... The Guardian YouTube network: The Guardian ► http://www.youtube.com/theguardian Owen Jones talks ► http://bit.ly/subsowenjones Guardian Football ► http://is.gd/guardianfootball Guardian Sport ► http://bit.ly/GDNsport Guardian Culture ► http://is.gd/guardianculture
KerkoCite.ItemAlsoKnownAs: 2129771:S7I3NDIV

How students digitally age: by gaining or losing? - Altan, Bilge Aslan; Karalar, Halit (İlköğretim Online, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:6MRPU5FG 2129771:TQBPFUXP
Keywords: _C:Iceland ISL; _C:India IND; _C:Iran IRN; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

How students digitally age: by gaining or losing? Öğrenciler teknoloji ile nasıl büyüyor: kazanarak mı kaybederek mi? - Altan, Bilge Aslan; Karalar, Halit (Elementary Education Online, 2018)
EdTechHub.ItemAlsoKnownAs: 2129771:GR8TMIQD
Keywords: _C:Iceland ISL; _C:India IND; _C:Iran IRN; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

How students learn: Science in the classroom - Donovan, M.S.; Bransford, J.D. (National Academies Press, 2005)

How teaching matters: Bringing the classroom back into discussions of teacher quality Policy Information Center Report, Educational Testing Service (ETS) - Wenglinsky, H. (2000)
Keywords: ⛔ No DOI found

How the Accelerated Reader program can become counterproductive for high school students - Thompson, Gail (Journal of Adolescent & Adult Literacy, 2008)
KerkoCite.ItemAlsoKnownAs: 10.1598/JAAL.51.7.3 2129771:4I4UMD6H 2486141:36YFT43L
Keywords: _Added to LR; _G:reviewed

How the Education System Exacerbates Inequality - The Chronicle (The Chronicle of Higher Education, 2020)
A discussion hosted by The Chronicle explored the education system’s underlying assumptions, what counts as high-status knowledge and who has access to it, and what approaches to increasing equity hold promise.
KerkoCite.ItemAlsoKnownAs: 4804264:253ZNVC4 4804264:63JL4YIV
Keywords: Final_citation; anystyle; existing

How the Government of Sierra Leone is improving its Education Data Hub - EdTech Hub (EdTech Hub, 2020)
Sierra Leone’s Education Data Hub, is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and […]
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4707884 10.5281/zenodo.4707888 2129771:E6F3I5MG 2129771:S4SM32SK 2339240:6XDHWICN 2405685:7FQR6GZK 2405685:E2KWWHCK 2405685:LND4UENT 2405685:Y22H6PQD
Keywords: _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _zenodoETH

How to accelerate your internet: a practical guide to bandwidth management and optimisation using open source software - Flickenberg, Rob (INASP/ICTP, 2006)
OCLC: 85221927 KerkoCite.ItemAlsoKnownAs: 2129771:D74J5EC2

How to build an IoT device with low-power sleep - Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 7881014 ZenodoArchiveConcept: 7881013 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1011 2129771:3SCPTDDX 2129771:HUZFX6PG
Keywords: _r:AddedByMyEducationEvidence; _r:AddedByZotZen

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

How to develop and frame impactful review articles: key recommendations - Paré, Guy; Wagner, Gerit; Prester, Julian (Journal of Decision Systems, 2023)
KerkoCite.ItemAlsoKnownAs: 10.1080/12460125.2023.2197701 5440726:974IQMHR

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

How to do your research project: a guide for students in education and applied social sciences - Thomas, Gary (SAGE Publications, 2017)

How to Improve Education Outcomes Most Efficiently? A Comparison of 150 Interventions Using the New Learning-Adjusted Years of Schooling Metric - Angrist, Noam; Evans, David K; Filmer, Deon; Glennerster, Rachel; Rogers, F Halsey; Sabarwal, Shwetlena (World Bank, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:F6N3XLU2 2129771:TKEL6R3I 2129771:TUR7B4UV 2486141:G6IZFHK7
Keywords: ___duplicate_item; ⛔ No DOI found

How to improve education outcomes most efficiently? A Comparison of 150 interventions using the new Learning-Adjusted Years of Schooling metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (2020)
Publisher: World Bank, Washington, DC KerkoCite.ItemAlsoKnownAs: 2129771:2QM62K8E
Keywords: ___duplicate_item

How to improve education outcomes most efficiently? A comparison of 150 interventions using the new Learning-Adjusted Years of Schooling metric - Angrist, Noam; Evans, David K.; Filmer, Deon; Glennerster, Rachel; Rogers, F. Halsey; Sabarwal, Shwetlena (The World Bank, 2020)
Many low- and middle-income countries lag far behind high-income countries in educational access and student learning. Limited resources mean that policymakers must make tough choices about which investments to make to improve education. Although hundreds of education interventions have been rigorously evaluated, making comparisons between the results is challenging. Some studies report changes in years of schooling; others report changes in learning. Standard deviations, the metric typically used to report learning gains, measure gains relative to a local distribution of test scores. This metric makes it hard to judge if the gain is worth the cost in absolute terms. This paper proposes using learning-adjusted years of schooling (LAYS)—which combines access and quality and compares gains to an absolute, cross-country standard—as a new metric for reporting gains from education interventions. The paper applies LAYS to compare the effectiveness (and cost-effectiveness, where cost is available) of interventions from 150 impact evaluations across 46 countries. The results show that some of the most cost-effective programs deliver the equivalent of three additional years of high-quality schooling (that is, schooling at quality comparable to the highest-performing education systems) for just $100 per child—compared with zero years for other classes of interventions.
Extra URL: http://elibrary.worldbank.org/doi/book/10.1596/1813-9450-9450 KerkoCite.ItemAlsoKnownAs: 10.1596/1813-9450-9450 2405685:PJMJJZIG 2534378:RYREI3A2
Keywords: ___working_potential_duplicate