Role of Technical Teachers in Public Relations towards Optimizing Students’ Enrollment in Technical and Vocational Education Training in Nigeria - Gowon Kerter Eric; Auta Mohammed Adamu; Ibeneme Ogochukwu (International Journal of Social Sciences & Educational Studies, 2019)
This study was undertaken to investigate the role of technical teachers in public relations towards optimizing students’ enrolment in TVET programmes in Nigeria. Two specific objectives and corresponding research questions were generated with a null hypothesis formulated respectively to guide the study. Descriptive survey design approach was adopted for the study. A 30 item questionnaire structured in a five point rating scale was used to collect data for the study. The instrument was face validated by three experts and a reliability coefficient of 0.79 was obtained with Cronbach’s Alpha coefficient method. The population of this study was 216 respondents made up of 36 technical teachers teaching in the three Government Science and Technical Colleges, Federal Science and Technical Colleges and a Vocational Centre within the study area, 180 NTC III and NVC III students of the colleges/centre. The population for this study was manageable; hence, there was no sampling and sampling techniques in this study. The entire population was used as sample in the study. Data were analyzed using mean and standard deviation to answer the research questions, while z-test statistics was used to test the hypothesis at 0.05 level of significance. The findings of this study revealed among others the public relation activities practiced by technical teachers in Adamawa State colleges/centre such as; granting audience to the press on TVET programmes; creating awareness of TVET through community organizations, reaching parents through newsletter and contacts of technical teachers with alumni members. Strategies such as technical teachers visiting religious and social gathering to create public awareness on the need for TVET enrollment with gender equity, exhibits departmental work displayed at stores, fairs and festivals were revealed as those public relation role which technical teachers can play to improve students’ enrollment. Consequently, it was recommended among others that technical teachers should be actively involved in public relations activities to inform the school and the larger community on the career viability of the range of TVET programmes offered, so men and women can make informed vocational selection.
KerkoCite.ItemAlsoKnownAs: 10.23918/ijsses.v5i4p140 2129771:6VXUQU2R 2129771:VPI4SX3V

Roles and student identities in online large course forums: Implications for practice - Baxter, Jacqueline Aundree; Haycock, Jo (The International Review of Research in Open and Distributed Learning, 2014)
The use of large online discussion forums within online and distance learning continues to grow. Recent innovations in online learning such as the MOOC (massive open online course) and concomitant growth in the use of online media for the delivery of courses in traditional campus based universities provide both opportunity and challenge for online tutors and learners alike. The recognition of the role that online tutors and student identity plays in the field of retention and progression of distance learners is also well documented in the field of distance learning. Focusing on a course forum linked to a single Level 2 undergraduate module and open to over 1,000 students, this ideographic case study, set in a large distance learning university, uses qualitative methodology to examine the extent to which participation in a large forum can be considered within community of practice (COP) frameworks and contributes to feelings of efficacy, student identity, and motivation. The paper draws on current theory pertaining to online communities and examines this in relation to the extent to which the forum adds to feelings of academic and social integration. The study concludes that although the large forum environment facilitates a certain degree of academic integration and identity there is evidence that it also presents a number of barriers producing negative effects on student motivation and online identity.
shortDOI: 10/ghgn5q KerkoCite.ItemAlsoKnownAs: 10.19173/irrodl.v15i1.1593 10/ghgn5q 2129771:8N92DBJR 2405685:ZWM6856B
Keywords: C: United Kingdom; e-learning; higher education; online forums; online identities; online learning

Roll Call: Getting Children Into School (Policy Bulletin, 2017)
Individual Evaluations Cited Abdul Latif Jameel Poverty Action Lab (JPAL)

Roll Call: Getting Children into School - J-PAL (2017)
KerkoCite.ItemAlsoKnownAs: 2129771:49Z7QGQR
Keywords: ⛔ No DOI found

Rolling Out a National Virtual Learning Environment - Adam, Taskeen; McBurnie, Chris; Haßler, Björn (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:X3R6F4VQ
Keywords: Final_citation; existing

Rolling out a national virtual learning environment - Adam, Taskeen; McBurnie, Chris; Haßler, Björn (2020)
EdTechHub.Source: 2405685:KWJRW62J KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3406132 10.5281/zenodo.3406132EdTechHub.ItemAlsoKnownAs: 2129771:3H8JIJ9T 2129771:MG4TM5B3 2339240:EG4V9NYX 2339240:T37Q6QE6 2405685:KWJRW62J 2405685:QFMSIUXQ 2486141:TAPS8LVP
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; F: Helpdesk response; H:Online learning; LP: English; _EdTechHub_Output; __C:filed:1; __C:scheme:1; ___duplicate_item; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

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

Roof Lighting with Recycled Plastic Bottles - Valera Terreros, Nancy; Espinoza Díaz, Daniel (Energy Efficiency and Sustainable Lighting, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:Z3ENVD2R 2486141:2BKQ8H7K

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

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

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

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

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

Rules for a Flat World - Hadfield, Gillian K. (Oxford University Press, 2020)
Technology and globalization are uprooting and reshaping daily life. Global supply chains are now deeply embedded, and digital platforms connect almost everyone in complex networks of data and exchange. This "flat world" is one of tremendous possibility, but it also poses challenges to stability and shared prosperity. In Rules for a Flat World, Gillian Hadfield argues that the legal rules that currently guide global integration are no longer working. They are too slow, costly, and localized for increasingly complex advanced economies, and fail to address issues such as poverty, instability, and oppression for the billions living in the developing world. Hadfield proposes a new set of rules that enhance complex societies and economic interdependence and makes the case for building a more agile infrastructure. In this paperback edition, she presents a new prologue to her sweeping historical overview and vision of the relationship between law and economic and social prosperity.
KerkoCite.ItemAlsoKnownAs: 2129771:N6MZ69HA

runnio (Open Development & Education, 2023)
API access to runn.io
original-date: 2023-08-24T10:24:42Z

Rural development: Putting the last first - Chambers, Robert (Routledge, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:VJUWRBSI

SABER-ICT Framework Paper for Policy Analysis : Documenting National Educational Technology Policies Around the World and Their Evolution over Time. - Trucano, Michael (World Bank Education, 2016)
The systems approach for better education results (SABER) - information and communication technology (ICT) policy framework is designed to help policymakers make better informed decisions about how best to use ICTs in pursuit of core developmental objectives in the education sector. It aims to aid and inspire education policymakers as they draft, re-consider, and evaluate key policies related to the use of ICT, especially within the formal education sector at the primary and secondary (K-12) level. The framework was constructed by analyzing and synthesizing policy documents from over 80 countries. The vast majority of these policies relate to formal schooling at the primary and secondary level; related official policy guidance for other parts of an education system, including at the level of early childhood development, technical, and vocational education (TVET) and higher education, as well as pertain to out-of-school and life-long learning, is comparatively rare. While the SABER-ICT framework was constructed through an analysis of national ICT and education policies, it is expected that it may be useful when attempting to analyze and benchmark related sub-regional policies (that is, at the provincial or state level) as well.
KerkoCite.ItemAlsoKnownAs: 2129771:Y5QYSW6Y 2292090:9429UDZY

Safe Handling of Agricultural Chemicals: An Introductory Manual for Agricultural Extension Workers - Tudunwada, I.Y. (ISBN, 2004)
Publisher: Gidan Dabino Publishers Limited Kano
Keywords: ⛔ No DOI found

Safe Schools course: Assessment materials for modules 1, 2, and 3 - Biscette, Clendon; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10277852 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1056 ZenodoArchiveConcept: 10277851
Keywords: _internal; _r:AddedByMyEducationEvidence

Safe Schools course. Module 1: Creating safer schools - Biscette, Clendon; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10277844 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1053 ZenodoArchiveConcept: 10277843
Keywords: _internal; _r:AddedByMyEducationEvidence

Safe Schools course. Module 2: Managing emergencies in safe schools - Biscette, Clendon; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10277848 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1054 ZenodoArchiveConcept: 10277847
Keywords: _internal; _r:AddedByMyEducationEvidence

Safe Schools course. Module 3: Education continuity and disaster resilient education - Biscette, Clendon; Vijil-Morin, Alejandra; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10277850 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1055 ZenodoArchiveConcept: 10277849
Keywords: _internal; _r:AddedByMyEducationEvidence

SAI International School: In Pursuit of Academic Happiness - Bhutoria, Aditi; Mukhopadhyay, Bhaswati (2022)
Publisher: Indian Institute of Management Calcutta Case Research Center
Keywords: ⛔ No DOI found

Saint Lucia - Sheldon, AnnaMarie L (stateuniversity.com, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:DKD22AH8 2486141:46UJI5WP

SAINT LUCIA Voluntary National Review Report on the implementation of the 2030 Agenda for Sustainable Development - MoEIGRSD (Ministry of Education, Innovation, Gender Relations and Sustainable Development, 2019)
KerkoCite.ItemAlsoKnownAs: 2129771:HWZ6H9LU 2486141:Z7TNLJT8

Sandbox Handbook V.2.0 - EdTech Hub (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 4426965:DK6N5CLX 4804264:IJCFJPQF
Keywords: Final_citation; cited; existing

Sandbox Handbook V.2.0 - EdTech Hub (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:YH3QMK5Y 4426965:DK6N5CLX

Sanitary products, absenteeism and psychosocial well-being: Evidence from a three-arm cluster randomized controlled feasibility study in Western Kenya - Benshaul-Tolonen, Anja; Zulaika, Garazi; Nyothach, Elizabeth; Odour, Clifford; Mason, Linda; Obor, David; Alexander, Kelly T.; Laserson, Kayla F.; Phillips-Howard, Penelope A. (Columbia Center for Development Economics and Policy, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:WWME5LQ4
Keywords: ⛔ No DOI found

SAVE THE CHILDREN INTERNATIONAL - Wc, London (2020)
An estimated 99% of children worldwide – or more than 2.3 billion children – live in one of the 186 countries that have implemented some form of restrictions due to COVID-191. Although children are not at a high risk of direct harm from the virus, they are disproportionately affected by its hidden impacts.
KerkoCite.ItemAlsoKnownAs: 2129771:JSPRMIFS
Keywords: ⛔ No DOI found

Save the Children Sierra Leone - Boisvert, Kayla (UNHCR Accelerated Education Working Group, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:SYFNBF3N 2486141:2FEGXPYI
Keywords: _Added to LR; _C:Sierra Leone SLE; _T:reviewed

Scaling Access & Impact Realizing the Power of EdTech - Omidyar Network (2019)
KerkoCite.ItemAlsoKnownAs: 4804264:CRY9ZRYX
Keywords: Final_citation; existing

Scaling and ‘systems thinking’ in education: reflections from UK aid professionals - Gibbs, Emma; Jones, Charlotte; Atkinson, Jess; Attfield, Ian; Bronwin, Rona; Hinton, Rachel; Potter, Amy; Savage, Laura (Compare: A Journal of Comparative and International Education, 2021)
Publisher: Routledge _eprint: https://doi.org/10.1080/03057925.2020.1784552

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

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

Scaling up an early childhood development programme through a national multisectoral approach to social protection: lessons from Chile Crece Contigo - Helia Molina Milman (The BMJ, 2018)

Scaling up behavioral science interventions in online education - Kizilcec, René F.; Reich, Justin; Yeomans, Michael; Dann, Christoph; Brunskill, Emma; Lopez, Glenn; Turkay, Selen; Williams, Joseph Jay; Tingley, Dustin (Proceedings of the National Academy of Sciences, 2020)
Significance Low persistence in educational programs is a major obstacle to social mobility. Scientists have proposed many scalable interventions to support students learning online. In one of the largest international field experiments in education, we iteratively tested established behavioral science interventions and found small benefits depending on individual and contextual characteristics. Forecasting intervention efficacy using state-of-the-art methods yields limited improvements. Online education provides unprecedented access to learning opportunities, as evidenced by its role during the 2020 coronavirus pandemic, but adequately supporting diverse students will require more than a light-touch intervention. Our findings encourage funding agencies and researchers conducting large-scale field trials to consider dynamic investigations to uncover and design for contextual heterogeneity to complement static investigations of overall effects. , Online education is rapidly expanding in response to rising demand for higher and continuing education, but many online students struggle to achieve their educational goals. Several behavioral science interventions have shown promise in raising student persistence and completion rates in a handful of courses, but evidence of their effectiveness across diverse educational contexts is limited. In this study, we test a set of established interventions over 2.5 y, with one-quarter million students, from nearly every country, across 247 online courses offered by Harvard, the Massachusetts Institute of Technology, and Stanford. We hypothesized that the interventions would produce medium-to-large effects as in prior studies, but this is not supported by our results. Instead, using an iterative scientific process of cyclically preregistering new hypotheses in between waves of data collection, we identified individual, contextual, and temporal conditions under which the interventions benefit students. Self-regulation interventions raised student engagement in the first few weeks but not final completion rates. Value-relevance interventions raised completion rates in developing countries to close the global achievement gap, but only in courses with a global gap. We found minimal evidence that state-of-the-art machine learning methods can forecast the occurrence of a global gap or learn effective individualized intervention policies. Scaling behavioral science interventions across various online learning contexts can reduce their average effectiveness by an order-of-magnitude. However, iterative scientific investigations can uncover what works where for whom.
KerkoCite.ItemAlsoKnownAs: 10.1073/pnas.1921417117 2129771:VYTZ8HG4 4426965:MHN92VAU

Scaling Up Successfully: Lessons from Kenya’s Tusome National Literacy Program. - Piper, B.; Destefano, J.; Kinyanjui, E.M. (Journal of Educational Change, 2018)

Scaling up successfully: Lessons from Kenya’s Tusome national literacy program - Piper, Benjamin; Destefano, Joseph; Kinyanjui, Esther M.; Ong’ele, Salome (Journal of Educational Change, 2018)
Many successful piloted programs fail when scaled up to a national level. In Kenya, which has a long history of particularly ineffective implementation after successful pilot programs, the Tusome national literacy program—which receives funding from the United States Agency for International Development—is a national-level scale-up of previous literacy and numeracy programs. We applied a scaling framework (Crouch and DeStefano in Doing reform differently: combining rigor and practicality in implementation and evaluation of system reforms. International development group working paper no. 2017-01, RTI International, Research Triangle Park, NC, 2017. https://www.rti.org/publication/doing-reform-differently-combining-rigor-and-practicality-implementation-and-evaluation) to examine whether Tusome’s implementation was rolled out in ways that would enable government structures and officers to respond effectively to the new program. We found that Tusome was able to clarify expectations for implementation and outcomes nationally using benchmarks for Kiswahili and English learning outcomes, and that these expectations were communicated all the way down to the school level. We noted that the essential program inputs were provided fairly consistently, across the nation. In addition, our analyses showed that Kenya developed functional, if simple, accountability and feedback mechanisms to track performance against benchmark expectations. We also established that the Tusome feedback data were utilized to encourage greater levels of instructional support within Kenya’s county level structures for education quality support. The results indicated that several of the key elements for successful scale-up were therefore put in place. However, we also discovered that Tusome failed to fully exploit the available classroom observational data to better target instructional support. In the context of this scaling framework, the Tusome literacy program’s external evaluation results showed program impacts of 0.6–1.0 standard deviations on English and Kiswahili learning outcomes. The program implemented a functional classroom observational feedback system through existing government systems, although usage of those systems varied widely across Kenya. Classroom visits, even if still falling short of the desired rate, were far more frequent, were focused on instructional quality, and included basic feedback and advice to teachers. These findings are promising with respect to the ability of countries facing quality problems to implement a coherent instructional reform through government systems at scale.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10833-018-9325-4 4804264:36C342RX
Keywords: Evaluation; Final_citation; Implementation; Literacy; National; Reading; Reform; Systems; cited; existing

School: a second home for the children - Warwocki, Pawel (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257503 ZenodoArchiveConcept: 10257502 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1037 2129771:NW5NJAGB
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

School and system improvement: A narrative state-of-the-art review - Hopkins, David; Stringfield, Sam; Harris, Alma; Stoll, Louise; Mackay, Tony (School Effectiveness and School Improvement, 2014)
KerkoCite.ItemAlsoKnownAs: 10.1080/09243453.2014.885452 10/gfj8f3 2129771:AJDJ2C98 261495:348Z97QL

School-based mathematics teacher professional learning: A theoretical position on the lesson study approach - Mhakure, Duncan (South African Journal of Education, 2019)
ISBN: 2076-3433

School-based physical activity interventions and physical activity enjoyment: A meta-analysis - Burns, Ryan D.; Fu, You; Podlog, Leslie W. (Preventive Medicine, 2017)
The purpose of this meta-analysis was to examine the effectiveness of school-based physical activity interventions on increasing students' physical activity enjoyment. An internet search with several databases using the keywords “Adolescents”, “Children”, “Enjoyment”, “Physical Activity”, and “Schools” was performed yielding over 200 published studies. Studies were eliminated based on the lack of experimental manipulation (i.e., non-intervention studies), no assessment of physical activity enjoyment as an outcome variable, a lack of a control or comparison group, and no reporting of the effect estimate's variability (i.e., standard deviation, standard error, etc.). This procedure resulted in 10 studies being examined in the meta-analysis. Data were analyzed in the state of Utah, USA in 2017. The Hartung-Knapp-Sidak-Jonkman method for a random effects meta-analysis was employed with studies being weighted by inverse variance. The pooled Standardized Mean Difference=0.38 (95% C.I. [0.10–0.65], p=0.011). Cochran's Q test showed statistical significance (p<0.001) and the I2=76.6%, suggesting large heterogeneity across the 10 studies. Egger's regression model yielded an intercept coefficient that was statistically significant (bias=3.28, 95% C.I. [0.21–6.36], p=0.039), indicating the presence of small-study effects. This meta-analysis provides evidence that school-based physical activity interventions can be effective in increasing physical activity enjoyment in children and adolescents. However, the magnitude of the pooled effect was small-to-moderate and there was evidence for publication bias and large between-study heterogeneity.
Keywords: Adolescent; Child; Exercise; Meta-analysis; Schools

School-based professional development in a developing context: Lessons learnt from a case study in Zambia - Haßler, Björn; Hennessy, S.; Cross,, A. (Professional Development in Education, 2014)
This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all.
00015 EdTechHub.Copy: 2405685:RUTXQFGV KerkoCite.ItemAlsoKnownAs: 10.1080/19415257.2014.938355 10/gfv5xw 2129771:7RVZCL3K 2129771:GA2J43XP 2129771:NAPYJ8MD 2129771:TU868QEN 2129771:Y2CH4MCW 2405685:RUTXQFGV 257089:F5UDH5X5 261495:VMEXDVG4
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Iran IRN; _C:Italy ITA; _C:Malawi MWI; _C:Namibia NAM; _C:Nigeria NGA; _C:South Africa ZAF; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:a

School based restorative practices as alternative to punitive practices in influencing positive behaviour in deviant pupils in Zambia. - Muleya, Gistered; Kapembwa, Ruth; Simuyaba, Eunifridah; Njobvu, Tommy; Simui, Francis (2020)
Publisher: International Journal of Education and Research Vol. 8 No. 12
Keywords: ⛔ No DOI found

School-based teacher development in Sub-Saharan Africa: building a new research agenda - Moon, Bob (The Curriculum Journal, 2007)
This article explores and analyses the context of school-based teacher development in Sub-Saharan Africa. The argument is made that many aspects of the teacher problem in these regions mirror those in the rest of the world, but the size and scale of the need makes the challenge of providing schools and teachers to achieve ‘Education for All’ (EFA) one of the world's biggest educational problems. As such, a response from the global community, parallel to similar initiatives in health, is required. The context of the problem is set out, particularly the inevitability of creating new school-based modes of teacher development. The analysis draws extensively on the work of the Teacher Education in Sub-Saharan Africa (TESSA) research programme. The article then goes on to suggest: (1) the revolution in communication technologies provides an opportunity radically to reassess the forms and modes of teacher development, particularly in rural areas; and (2) there is a need for research and development activity to provide the foundation upon which such potential can be realized. In this context a new ‘architecture for teacher development’ needs putting in place, a process that should be a mainstream concern for the world's education research community.
KerkoCite.ItemAlsoKnownAs: 10.1080/09585170701590007 10/cdnf7g 2129771:CZ2RVZ64 261495:5HIE35B3

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

School buildings and indoor environmental quality in Nigerian elementary schools and their potential health effects on students - Toyinbo, Oluyemi (Itä-Suomen yliopisto, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:4KZHYNXS 4682641:5F54ZTDJ 4682641:L466LHM6
Keywords: BE:LMIC; BE:RELEVANT

School bus routing problem: Contemporary trends and research directions - Ellegood, William A.; Solomon, Stanislaus; North, Jeremy; Campbell, James F. (Omega, 2020)
The school bus routing problem (SBRP) is a challenging operations research problem that has been studied by researchers for almost 50 years. SBRP publications address one or more operational sub-problems, including: bus stop selection, bus route generation, bus route scheduling, school bell time adjustment, and strategic transportation policy issues. This paper reviews 64 new SBRP research publications and analyzes them by sub-problem type, problem characteristics and solution approach. The impact of key SBRP characteristics (number of schools, mixed load, fleet mix, service environment, objective and constraints) are discussed and the different solution approaches to the SBRP are summarized by sub-problem type and methodology. We found in recent years, SBRP researchers are examining more complex real-world problem settings, adopting both evolutionary-based and trajectory-based metaheuristic solution approaches, and considering ridership and travel time uncertainty. This review documents recent trends in SBRP research and highlights research gaps and promising opportunities for future SBRP research.

School Choice and the Polarization of Public Schools in A Global City: A Bourdieusian GIS Approach - Yoon, Ee-Seul; Marmureanu, Cosmin; Brown, Robert S. (Peabody Journal of Education, 2020)
Over the past three decades, urban sociologists have shed light on the intensifying social inequality between the wealthiest and poorest neighborhoods in global cities; yet limited research has been done to illuminate the relationships between urban polarization and school choice (i.e., where parents choose schools for their children). This study sociospatially examines the patterns of secondary school choice in the global city of Toronto to illuminate the relationship between urban polarization and school choice. In doing so, this study combines Pierre Bourdieu’s sociospatial theory with a geographic information systems (GIS) approach. Overall, we found that popular schools and schools with specialized choice programs tend to be located in high-status neighborhoods, defined as neighborhoods with residents in the top 20% of family income, home prices, education attainment, and representation from the dominant culture. We also show that mobile students who choose popular schools or highly sought-after specialized programs tend to come from advantaged neighborhoods. Meanwhile, local students who choose a regular school in their neighborhood tend to come from low-status neighborhoods. With a new interdisciplinary approach, this study contributes to a more spatialized understanding of how social inequality and polarization account for school choice.
Publisher: Routledge _eprint: https://doi.org/10.1080/0161956X.2020.1776071

School Choice: Digital Prints and Network Analysis - Ivaniushina, Valeria; Williams, Elena (Digital Transformation and Global Society, 2018)
We apply social network analysis to examine school choice in the second-largest Russian city Saint-Petersburg. We use online data (“digital footprints”) of between-schools comparisons on a large school information resource shkola-spb.ru. This resource allows to identify clusters of city schools that have been compared to each other more often and thus reflect choice preferences of students and parents looking for a school. Network analysis is conducted in R (‘igraph’ package). For community detection, we employed fast-greedy clustering algorithm (Good et al. 2010). The resulting communities (school clusters) have been placed on a city map to identify territorial patterns formed according to choice preferences.Network analysis of the district school networks based on between-schools online comparisons reveals two main factors for community formation. The first factor is territorial proximity: users compare schools that are relatively close to each other and not separated by wide streets, parks, industrial areas, rivers, etc. The second grouping principle is the type of school: private schools always form a separate cluster which shows that they are not being compared with public schools. In one district there was also a cluster of elite or academically challenging public schools grouped together.
Keywords: Digital prints; Network analysis; School choice; _C:Germany DEU; _C:Russian Federation RUS; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

School closure, COVID-19 and lunch programme: Unprecedented undernutrition crisis in low-middle income countries - Mayurasakorn, Korapat; Pinsawas, Bonggochpass; Mongkolsucharitkul, Pichanun; Sranacharoenpong, Kitti; Damapong, Sa-nga (Journal of Paediatrics and Child Health, 2020)
The coronavirus disease 2019 pandemic has affected nearly 70% of children and teenagers around the world due to school closure policies. School closure is implemented widely in order to prevent viral transmission and its impact on the broader community, based on preliminary recommendations and evidence from influenza. However, there is debate with regard to the effectiveness of school closures. Growing evidence suggests that a child's SARS-CoV-2 infection is often mild or asymptomatic and that children may not be major SARS-CoV-2 transmitters; thus, it is questionable if school closures prevent transmission significantly. This question is important as a majority of children in low- and middle-income countries depend on free school meals; unexpected long-term school closure may adversely impact nutrition and educational outcomes. Food insecurity is expected to be higher during the pandemic. In this viewpoint, we argue for a more thorough exploration of potential adverse impacts of school closures in low- and middle-income countries and recommend actions to ensure that the health and learning needs of vulnerable populations are met in this time of crisis.
_eprint: https://onlinelibrary.wiley.com/doi/pdf/10.1111/jpc.15018 KerkoCite.ItemAlsoKnownAs: 10.1111/jpc.15018 2129771:UEMIK445
Keywords: __C:filed:1

School closure in response to epidemic outbreaks: Systems-based logic model of downstream impacts [version 1; peer review: awaiting peer review] - Kneale, D.; O'Mara-Eves, A.; Rees, R.; Thomas, J. (F1000Research, 2020)
Background: School closures have been a recommended non-pharmaceutical intervention in pandemic response owing to the potential to reduce transmission of infection between children, school staff and those that they contact. However, given the many roles that schools play in society, closure for any extended period is likely to have additional impacts. Literature reviews of research exploring school closure to date have focused upon epidemiological effects; there is an unmet need for research that considers the multiplicity of potential impacts of school closures. Methods: We used systematic searching, coding and synthesis techniques to develop a systems-based logic model. We included literature related to school closure planned in response to epidemics large and small, spanning the 1918-19 ‘flu pandemic through to the emerging literature on the 2019 novel coronavirus. We used over 170 research studies and a number of policy documents to inform our model. Results: The model organises the concepts used by authors into seven higher level domains: children’s health and wellbeing, children’s education, impacts on teachers and other school staff, the school organisation, considerations for parents and families, public health considerations, and broader economic impacts. The model also collates ideas about potential moderating factors and ethical considerations. While dependent upon the nature of epidemics experienced to date, we aim for the model to provide a starting point for theorising about school closures in general, and as part of a wider system that is influenced by contextual and population factors. Conclusions: The model highlights that the impacts of school closures are much broader than those related solely to health, and demonstrates that there is a need for further concerted work in this area. The publication of this logic model should help to frame future research in this area and aid decision-makers when considering future school closure policy and possible mitigation strategies.
Publisher: F1000 Research Ltd KerkoCite.ItemAlsoKnownAs: 10.12688/f1000research.23631.1 2129771:EKEMB9T5
Keywords: __C:filed:1

School clusters and teacher resource centres (IIEP-UNESCO, 2019)
In the context of Education for All, teacher resource centres and school cluster strategies are increasingly incorporated into programmes to improve the quality of education. But what are they meant to achieve at the school level? School clusters and resource centres aim to channel education resources more effectively by making them available to groups of schools rather than individual schools.

School counseling in the time of the coronavirus - Meyers, Laurie (Counseling Today, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:YXXATP3J 2486141:MEKSDBHQ

School Counselors and COVID-19 - Boudreau, Emily (Harvard Graduate School of Education, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:BUIVZ8MN 2486141:5SHIW9ZI

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

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

School Enrollment, Selection and Test Scores. - Filmer, D.; Schady, N. (2009)
KerkoCite.ItemAlsoKnownAs: 2129771:6BU97WKR 2129771:FEGNW82Q
Keywords: ❓ Multiple DOI

School enrolment and learning outcomes for children with disabilities: findings from a household survey in Pakistan - Singal, Nidhi; Sabates, Ricardo; Aslam, Monazza; Saeed, Sahar (International Journal of Inclusive Education, 2020)
This paper presents findings from household data collected as part of the Annual Survey of Education conducted in rural Punjab in 2015, which included questions on disability developed by the Washington Group on Disability Statistics. Data reported here focuses on the disability status of children aged 5 to 16 years, their access to school and learning outcomes on basic reading and maths tasks. Our findings highlight that children who were identified by their carer/mothers as having moderate to severe disabilities were less likely to be attending school and had lower levels of learning on basic reading and maths tasks, than their peers who were not identified as having any difficulties in functioning. More importantly, our findings also suggest that being a co-resident/sibling in a household with a child with moderate to severe disabilities was associated with lower levels of basic reading and numeracy for the co-residents/siblings compared to other children. We conclude by highlighting important policy considerations and identifying areas of future research.
Publisher: Routledge _eprint: https://doi.org/10.1080/13603116.2018.1531944 KerkoCite.ItemAlsoKnownAs: 10.1080/13603116.2018.1531944 2129771:T9ES7FIT
Keywords: Disability; Pakistan; enrolment; household survey; learning outcomes; primary schooling

School Facet Through Surrounding Factors: A Geospatial Analysis of Community Social Capital Impacting Elementary Schools - Budhwani, Sajjid (University of Denver, 2020)
School performance rating is an important factor which not only provides a quick snapshot of how the students are performing on various measurement indicators but also decides a school’s future course of actions, strategies, resources, and its existence. Despite its significant importance, the school performance framework does not consider where the schools are geographically located and the surrounding factors within which they operate. The researcher of this study presented a landscape of the surrounding factors and its impact on the elementary schools within Denver Public Schools district. In this study, the surrounding factors are geospatially analyzed to determine the extent of spatial variation in the availability and accessibility of community social capital resources to the elementary schools. Using geospatial research methods, the researcher created three service area models for each elementary school to access community social capital resources that are available within its surrounding environment. Spatial concepts, tools, and inferential statistics were used to analyze spatial pattern and the relationship between the forms of community social capital resources and the elementary schools. As a result of this relationship analysis, a new term was conceptualized: School Facet through Surrounding Factors [SF]2.
ISBN: 9798678177995
Keywords: Community resources; Community social captial; Education and GIS; School surrounding; Social capital; Spatial equity; _C:Canada CAN; _C:China CHN; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Israel ISR; _C:Jordan JOR; _C:Mexico MEX; _C:Netherlands NLD; _C:Philippines PHL; _C:Sweden SWE; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

School feeding in east and southern Africa: Improving food sovereignty or photo opportunity - Tomlinson, Mark (Health Systems Research Unit, Medical Research Council. Equinet Discussion Paper, 2007)
KerkoCite.ItemAlsoKnownAs: 2129771:GNITKZVE 4502395:A8SCL66S 4502395:ZGDFAMZA
Keywords: ⛔ No DOI found

School Feeding Interventions in Humanitarian Responses - Tull, Kerina; Plunkett, Róisín (2018)
School feeding interventions aim to support food and nutrition security, improved learning and educational outcomes, and social needs and social safety nets in humanitarian crises. Evidence about their impact is limited and mixed. In terms of the value added by school feeding initiatives when combined with other social protection programmes, evidence suggests that programmes operating cash transfers provide greater opportunities for improving school participation, but generally tend not to improve learning outcomes although some individual programmes have demonstrated positive results. The main findings in the literature on school feeding programmes specifically in humanitarian contexts that we were able to identify in the time available for this report are: - Children’s access to food and protection from deprivation are elementary and primary functions of emergency school feeding (Hatløy & Sommerfelt, 2017:5). - Nutritional impacts of school feeding in humanitarian contexts are less often documented, in part because the age group reached directly is less at risk of undernutrition than younger (pre-school) children (Gentilini, 2016). - In crisis settings, increased school attendance and reduction in school-drop out objectives are regularly met by school feeding and Food for Education (FFE) programmes (Gentilini, 2016). - Protection (against child labour, recruitment into armed forces, and early marriage) cannot be a stand-alone objective of a humanitarian intervention, but must be a co-objective, alongside aims to improve children’s food access, nutrition and educational access (Hatløy & Sommerfelt, 2017:35). In a case in South Sudan, school feeding ‘pulled’ children from other schools to the schools supported by school meals, which resulted in some children walking longer distances to school and which could result in protection risks (UNICEF SSEC, 2018:13). - When responding to natural disasters or economic or political shocks, relationships with governments from the national to the local level are key to successful school feeding programmes (Berger-Fenning & Keylock, 2017), especially as there is a tendency to favour local purchase of food for ‘home grown’ programmes which support local (smallholder) agriculture as well as reduce costs. - Food for Education (FFE) is considered a safety net during times of crisis, but is not a substitute for a well-organised education system and teacher performance (Alderman and Bundy, 2011:213). FFE programmes can only be effective in education terms if combined with quality education programmes (Alderman and Bundy, 2011:213). - The school feeding system is potentially an important base for shock-response and humanitarian assistance. Despite concerns about capacity, FFE has proven flexible in response to crises. However, the flexibility in the system is currently provided by WFP and its partners. Governments can only adjust their own school meals programme to respond to an emergency if they handle two capacity requirements that this would impose: additional material resources and timely financing (O’Brien et al., 2018:31). - School feeding programmes (SFPs) often provide more food, and food of higher nutritional quality, than take-home ration (THR) programmes (Alderman et al., 2012:193). In general, both SFP and THR programmes perform similarly well; for example, significant positive impacts on attendance in both in-school meals and THR programmes have been reported in Internally Displaced Person (IDP) camps in Northern Uganda. However, school meals may have the unintended effect of increasing the time taken to complete primary school because the child is motivated to attend through the provision of meals and may place less emphasis on the learning environment (Alderman et al., 2012:190-192).
Accepted: 2018-10-16T09:40:23Z Publisher: IDS KerkoCite.ItemAlsoKnownAs: 2129771:PLQAM4SJ 4869029:3I9PLIYC
Keywords: ⛔ No DOI found

School feeding programs and development: are we framing the question correctly? - Alderman, Harold; Bundy, Donald (The World Bank Research Observer, 2012)
Publisher: Oxford University Press KerkoCite.ItemAlsoKnownAs: 10.1093/wbro/lkr005 2129771:U6A6WCB7 4502395:4L3H8ERD 4502395:AFFWM7ZR

School Finance in Latin America: A Conceptual Framework and a Review of Policies - Bertoni, Eleonora; Elacqua, Gregory; Marotta, Luana; Martínez, Matias; Soares, Sammara; Santos, Humberto; Vegas, Emiliana (Education Division Social Sector: Inter-American Development Bank, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:CNSRWMQC 2129771:RCB7Z72C
Keywords: ⛔ No DOI found

School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools - Duflo, E.; Dupas, P.; Kremer, M. (Journal of Public Economics, 2015)

School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (Journal of Public Economics, 2015)
Keywords: ⛔ No DOI found

School Hits the Airwaves: Sierra Leone Turns to Education Radio as a Response to COVID-19 - World Bank (The World Bank, 2021)
Sierra Leone's experience with education radio during the 2014 Ebola outbreak has helped strengthen its radio programming during school closures caused by the COVID-19 pandemic.
KerkoCite.ItemAlsoKnownAs: 2129771:MLQ2ECBX 2339240:TQTHH2MX 2405685:55GPK4S9
Keywords: _C:Sierra Leone SLE

School in a Box in Low Resource Primary School in Mozambique: Practical Application of Zone of Proximal Development in Teacher Training with Mobile Technology - O'Sullivan, Linda; Seabra, N. Miguel (International Journal of Mobile and Blended Learning (IJMBL), 2016)
00000 KerkoCite.ItemAlsoKnownAs: 10.4018/ijmbl.2016040104 10/gf5f6n 2129771:MHDPZHQV 2129771:YQNWRC27
Keywords: __C:filed:1

School Leaders’ Preferences on School Location in Sierra Leone: An individual and school-level study - Espinoza-Revollo, Patricia; Ramirez, Ana; Atherton, Paul; Mackintosh, Alasdair (EdTech Hub, 2022)
Attracting qualified teachers to remote areas is a challenge in Sierra Leone. The pupil-to-qualified-teacher ratio in rural areas is 76:1, rising to 83:1 for schools located more than 15 km away from urban centres — well above the national target of 40:1. As equitable teacher deployment is crucial to ensure high-quality education, the Teaching Service Commission (TSC) aims to increase the deployment of qualified teachers to the most remote areas of the country. This paper describes a quantitative survey of school leaders’ perceptions of what shapes school location preferences and what factors need to be in place (i.e., incentives) to address the imbalanced distribution of qualified teachers in the country. We used data from a text message survey sent to school leaders around the country. This paper accompanies a qualitative inquiry on the same topic: What Matters Most for Teacher Deployment? A case study on teacher school choice preferences in Sierra Leone. Together with the qualitative study, our findings aim to address a gap in empirical evidence on teacher school preferences in Sierra Leone and contribute to a growing literature on teachers’ preferences in low- and middle-income countries. An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6958056 10.53832/edtechhub.0106 2129771:BNM5JIWY 2405685:MFH269TU
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

School leadership and social justice: Evidence from Ghana and Tanzania - Bosu, R.; Dare, A.; Dachi, H.; Fertig, M. (International Journal of Educational Development, 2011)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijedudev.2010.05.008 10/dvb529 2129771:9JQ5QLND 261495:MQUZ4RN6

School Lessons Will Be Broadcast on Radio & TV Ahead of Exams - Makanda, Simbongile (Careers Portal, 2020)
In efforts to prepare learners for June exams, the SABC and the department of Basic Education have launched radio and television programmes to broadcast educational material. Broadcasting is scheduled to start on April 9 2020.
Last Modified: 2020-04-08T15:06+02:00 Library Catalog: www.careersportal.co.za KerkoCite.ItemAlsoKnownAs: 2129771:CUWKS6RZ

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

School mapping and decision-making - GEM Report UNESCO (GEM Report UNESCO, 2023)

School Mapping and Micro-planning in Primary Education (Tanzania) - International Development Center of Japan (2005)
KerkoCite.ItemAlsoKnownAs: 2129771:THDCVZTZ
Keywords: __C:filed:1; __C:scheme:1

School Participation And Pupil Performance: Baseline Survey - Chiuye, Grace; Selemani-Meke, Elizabeth; Kadzamira, Esme (2012)
Publisher: Center For Educational Research And Training (CERT) KerkoCite.ItemAlsoKnownAs: 2129771:C66EPJHI 4752638:PJPHW2LS
Keywords: _C:Malawi MWI; ⛔ No DOI found

School Policies as a Determinant for Selection of Home Science Subject: The Belvedere of the Kenyan Secondary School - Chelagat, Abigael; Kitainge, Kisilu; Were, Gertrude (African Journal of Education,Science and Technology, 2018)
Home Science is a subject that facilitates acquisition of knowledge, skills and attitudes meant to improve lives of everyone yet very few students choose to pursue it in secondary school. This study sought to establish the influence of school policies on enrolment in Home Science subject in secondary school in 3 Sub-Counties of Elgeyo Marakwet County. It was guided by the following specific objectives: to identify the various school policies on subject selection in secondary schools in Elgeyo Marakwet County and to investigate how school policies on subject selection influenced enrolment of Home Science in secondary schools. The research design adopted was a descriptive survey. Purposive sampling technique was used to select all the six (6) county secondary schools offering Home Science subject at Kenya Certificate of Secondary Education (KCSE) level. This was to ensure a homogenous group for the study with the aim of curbing extraneous variables. Six (6) Home Science teachers were also purposively selected together with the six (6) Principals of all the purposively sampled county secondary schools. This study had a total of twelve (12) respondents. Data from the Home Science teachers was collected using questionnaires and interview schedules were used to collect data from the Principals. The sample size was deemed adequate due to their respective positions in the sampled schools. Data was analyzed descriptively. The study established that most schools did not have policies thus low enrolment in Home Science subject. Also, schools had streaming practices with a class being set specifically for Home Science thus limiting number of students choosing the subject. The study recommends that Home Science related professionals should market the subject through career talks and curriculum developers should review the curriculum for the sake of re-introducing the Home Science subject at primary school for learners to have prior knowledge to undertake the subject at Secondary school. These interventions will increase student enrolment in Home Science subject.
KerkoCite.ItemAlsoKnownAs: 2129771:EGRWP5NR 2317526:GW4ZDA8S
Keywords: ⛔ No DOI found

School Program of In-service Training for the Term (SPRINT) Programme in Zambia -A Case of Collaboration Towards Self-Reliant Education Development - Mubanga, Ruth (Collaboration toward Greater Autonomy in Educational Development, 2012)
KerkoCite.ItemAlsoKnownAs: 2129771:BN7RXG6G 261495:Q5AN7HX8

School readiness and later achievement - Duncan, Greg J; Dowsett, Chantelle J; Claessens, Amy; Magnuson, Katherine; Huston, Aletha C; Klebanov, Pamela; Pagani, Linda S; Feinstein, Leon; Engel, Mimi; Brooks-Gunn, Jeanne; Sexton, Holly; Duckworth, Kathryn; et al. (Developmental Psychology, 2007)
Using 6 longitudinal data sets, the authors estimate links between three key elements of school readiness–school-entry academic, attention, and socioemotional skills–and later school reading and math achievement. In an effort to isolate the effects of these school-entry skills, the authors ensured that most of their regression models control for cognitive, attention, and socioemotional skills measured prior to school entry, as well as a host of family background measures. Across all 6 studies, the strongest predictors of later achievement are school-entry math, reading, and attention skills. A meta-analysis of the results shows that early math skills have the greatest predictive power, followed by reading and then attention skills. By contrast, measures of socioemotional behaviors, including internalizing and externalizing problems and social skills, were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behavior. Patterns of association were similar for boys and girls and for children from high and low socioeconomic backgrounds.
KerkoCite.ItemAlsoKnownAs: 10.1037/0012-1649.43.6.1428 2129771:UNTDGBU8 2486141:9HT4A5RK

School-Related Violence - Thompson, Stephen (2016)
Violence against children is a global problem. It includes physical violence, psychological violence such as insults and humiliation, discrimination, neglect and maltreatment. It has short- and long-term repercussions that are often grave and damaging for children (Pinheiro 2006). Bullying, gender-based violence, accidental violence, discrimination and violence, sexual assault or harassment, physical violence and psychological violence, describe some of the most prevalent forms of school-based violence (South African Human Rights Commission 2006). The evidence base on school-related violence must be improved to inform policies (Antonowicz 2010). To assess the evidence that does exist, this helpdesk report presents a non-systematic review of the evidence on school-related violence. It is based on the evidence found through a rapid internet search and through consultation with experts in this field. The report is broken down into four sections: reducing and preventing school-related violence; safe, inclusive and violence-free schools; cyber bullying; and school-related gender-based violence. It is recognised that the topic of school-related violence is complex and multifaceted. While this report aims to offer a useful synthesis of the evidence available, as well as relevant case studies and policy recommendations, it only scratches the surface of a very large and pressing global problem.
Accepted: 2017-10-06T13:57:06Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:DQUS7CJ4 4869029:ERSGE67L
Keywords: ⛔ No DOI found

School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010 - Glewwe, P.W.; Hanushek, E.; Humpage, S.D.; Ravina, R. (University of Chicago Press, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:5A6XNWA5 2129771:PQW9XJ35

School’s Out: Experimental Evidence on Limiting Learning Loss Using “Low-Tech” in a Pandemic - Angrist, Noam; Bergman, Peter; Matsheng, Moitshepi (National Bureau of Economic Research, 2020)
Schools closed extensively during the COVID-19 pandemic and occur in other settings, such as teacher strikes and natural disasters. This paper provides some of the first experimental evidence on strategies to minimize learning loss when schools close. We run a randomized trial of low-technology interventions – SMS messages and phone calls – with parents to support their child. The combined treatment cost-effectively improves learning by 0.12 standard deviations. We develop remote assessment innovations, which show robust learning outcomes. Our findings have immediate policy relevance and long-run implications for the role of technology and parents as partial educational substitutes when schooling is disrupted.

School-to-school mobility patterns and retention rates of payroll teachers in Sierra Leone - Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Beoku-Betts, Iman; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7421516 ZenodoArchiveConcept: 7421515 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7421516 10.53832/edtechhub.0143 2129771:4HUI65EI 2405685:DE7XUSMJ
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

School-to-School Mobility Patterns and Retention Rates of Payroll Teachers in Sierra Leone - Espinoza-Revollo, Patricia; Ali, Yusuf; Garrod, Oliver; Atherton, Paul; Mackintosh, Alasdair; Beoku-Betts, Iman; Haßler, Björn (EdTech Hub, 2023)
This report is one of several on the research project on the Impact of GIS-Supported Teacher Allocation in Sierra Leone. Recent studies from this series have shown that being put on the government payroll can incentivise teachers to relocate to remote areas of the country. There is a concern, however, that being put on the payroll does not necessarily ensure the retention of teachers in these areas and that teachers will soon move to locations they consider more favourable. As there is no data on teacher mobility patterns and schools’ teacher retention rates, policies tend to be based on anecdotal evidence. This paper aims to fill this evidence gap by exploring teachers’ school-to-school mobility trends and retention rates using the Annual School Census (ASC) data from 2015 to 2021. Using data on teachers’ individual characteristics, as well as geospatial location data of each school, the paper explores whether mobility patterns vary by teachers’ gender or qualifications and whether the teaching workforce is urbanising. While studies have looked at teacher retention, this study is the first in a low-income country to use school census data to create a panel dataset to study teachers’ movements and school retention rates over time. Keywords: teacher mobility; teacher retention rates; mobility patterns; teacher deployment; Sierra Leone; education An output of the EdTech Hub https://edtechhub.org

Schooling and Labor Market Consequences of School Construction in Indonesia: Evidence from an Unusual Policy Experiment. - Duflo, Esther (National Bureau of Economic Research (NBER) Working Paper, 2000)
Keywords: ⛔ No DOI found

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

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

Schools and Emergency Remote Education during the COVID-19 Pandemic: A Living Rapid Systematic Review - Bond, Melissa (Asian Journal of Distance Education, 2020)
The COVID-19 pandemic in 2020 has had an unprecedented impact on education around the world. In order to understand and face this challenge, educators and researchers undertook a range of research, however the time that teachers have to undertake professional development and seek out such literature to inform their practice has been sorely lacking. Furthermore, literature exploring the wider variety of stakeholder experiences has been suggested to be missing. This living rapid systematic review synthesises K-12 research on teaching and learning during the COVID-19 pandemic, published in English and indexed in 5 international databases. 89 studies were included for synthesis in the present article, and the results are discussed against a bioecological model of student engagement. The results indicate that the majority of research was conducted in Europe and Asia, predominantly focused on teachers, with more studies undertaken in high schools. Online surveys were the most used method, although future research must include all study design information. Recommendations from the literature include providing further funding for professional development and equipment, prioritising equity, designing collaborative activities, and using a combination of synchronous and asynchronous technology. Gaps in the literature are highlighted and practical tips for teachers are provided.
Publisher: Asian Society of Open and Distance Education KerkoCite.ItemAlsoKnownAs: 2129771:A93NCNTC 2129771:RMI4JBYE
Keywords: Bibliometrics; COVID-19; Distance Education; Educational Change; Educational Environment; Educational Research; Educational Technology; Electronic Learning; Elementary Secondary Education; Faculty Development; Family Influence; Foreign Countries; Learner Engagement; Literature Reviews; Pandemics; Peer Influence; Research Methodology; School Closing; Teacher Influence; Technology Uses in Education; _genre:LR-literature_review; ⛔ No DOI found

Schools going mobile: A study of the adoption of mobile handheld technologies in Western Australian independent schools. - Pegrum, M., Oakley, G., & Faulkner, R. (Australasian Journal of Educational Technology, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:FRV5EY6P 257089:PCFPUJPX

Schools ICT project - Universal Access Development Fund (Sierra Leone) (2020)
Library Catalog: uadf.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:PMQHZDC7 2405685:UXGCRKTI

Schools in the Digital Age: How might things be otherwise? - Selwyn, Neil; Nemorin, Selena; Bulfin, Scott; Johnson, Nicola F. (Everyday Schooling in the Digital Age: High School, High Tech?, 2018)
00000 KerkoCite.ItemAlsoKnownAs: 2129771:5AMP3QWG 2129771:HQUI3Z8I
Keywords: __C:filed:1

Schools, skills, and learning: The impact of COVID-19 on education - Burgess, Simon; Sievertsen, Hans Henrik (VoxEU.org, 2020)
The global lockdown of education institutions is going to cause major (and likely unequal) interruption in students’ learning; disruptions in internal assessments; and the cancellation of public assessments for qualifications or their replacement by an inferior alternative. This column discusses what can be done to mitigate these negative impacts.

Schools2030 Toolkit - Walker, Hannah (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10964209 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1131 ZenodoArchiveConcept: 10964208
Keywords: Coming soon; Internal; _r:AddedByMyEducationEvidence

Science Education for Students with Special Needs in Indonesia: From Definition, Systematic Review, Education System, to Curriculum - Maryanti, Rina; Nandiyanto, Asep Bayu Dani; Hufad, Achmad; Sunardi, S. (Indonesian Journal of Community and Special Needs Education, 2021)
The purpose of this study is to determine the teaching, curriculum, and methods used by teachers in the science learning process for students with special needs in Indonesia. We use qualitative research methods. The subjects in this study are students with special needs (children with visual impairments, children with hearing impairments, children with intellectual disabilities, and children with physical impairments) at one of the special schools (SLB) in Kuningan, Indonesia. The results show that most of the teachers use the curriculum from teacher books provided by the government. In addition, some teachers used the lecture and question and answer method in the science learning process. The results in low student achievement because students with special needs need concrete media and methods that accommodate student needs.
Number: 1
Keywords: Curriculum; Science education; Students with special needs; Teaching; Teaching method

Scientists at DSTI go the extra mile to make it easier for children to get to school - Directorate of Science, Technology & Innovation (Sierra Leone) (2020)
Mike Fabrikant, a software developer from Washington D.C., is embedded within the data science team at the Directorate of Science, Technology, and Innovation (DSTI) to support systems delivery. His workRead More
Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:AHVZTQF6 2405685:9K5VWY7C

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

Scope and Sequence English Class 01 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745125 2129771:RIUVVQ3C
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 02 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745127 2129771:MJUDZSN9
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 03 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745129 2129771:V5HEISJ4
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 04 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745131 2129771:JCHZKX47
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 05 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745133 2129771:XDWVBFBQ
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 06 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745135 2129771:M4F7UWVY
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 07 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745230 2129771:4IDNNLDR
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 08 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745232 2129771:ZDFYEXZ3
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 09 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745234 2129771:3DXSVQ9Q
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence English Class 09 UNAPPROVED - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745236 2129771:2ZLMCEMV
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 01 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745137 2129771:PDMDY6DQ
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 02 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745139 2129771:LUNZZXIZ
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 03 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745141 2129771:H96CHCTP
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 04 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745143 2129771:RTJGJTNK
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 05 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745145 2129771:MYFEENMD
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 06 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745147 2129771:AXWFTR3A
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 07 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745238 2129771:FXLVJGG3
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 08 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745240 2129771:ZABB2M4A
Keywords: SSEIP; _C:Sierra Leone SLE

Scope and Sequence Maths Class 09 - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745242 2129771:4568QN8T
Keywords: SSEIP; _C:Sierra Leone SLE

Scopus AI Beta: functional analysis and cases - Aguilera Cora, Elisenda; Lopezosa, Carlos; Codina, Lluís (2024)
Academic databases are a fundamental source for identifying relevant literature in a field of study. Scopus contains more than 90 million records and indexes around 12,000 documents per day. However, this context and the cumulative nature of science itself make it difficult to selectively identify information. In addition, academic database search tools are not very intuitive, and require an iterative and relatively slow process of searching and evaluation. In response to these challenges, Elsevier has launched Scopus AI, currently in its Beta version. As the product is still under development, the current user experience is not representative of the final product. Scopus AI is an artificial intelligence that generates short synthesis of the documents indexed in the database, based on instructions or prompts. This study examines the interface and the main functions of this tool and explores it on the basis of three case studies. The functional analysis shows that the Scopus AI Beta interface is intuitive and easy to use. Elsevier's AI tool allows the researcher to obtain an overview of a problem, as well as to identify authors and approaches, in a more agile search session than conventional search. Scopus AI Beta is not a substitute for conventional search in all cases, but it is an accelerator of academic processes. It is a valuable tool for literature reviews, construction of theoretical frameworks and verification of relationships between variables, among other applications that are actually impossible to delimit.
Accepted: 2024-01-09T15:30:03Z KerkoCite.ItemAlsoKnownAs: 2129771:6UEDVQGB 2405685:ELXBVWUQ 2486141:2DKDU6LF
Keywords: ⛔ No DOI found

Screen Time Can Be Dangerous for Kids’ Mental & Physical Health - Beurkens, Nicole (2017)
00000 EdTechHub.ItemAlsoKnownAs: 2129771:WBR6SFD7
Keywords: __C:filed:1

Scripted and narrowed curriculum reform in urban schools - Milner, H.R. (Urban Education, 2014)

SDG Digital Investment Framework A Whole-of-Government Approach to Investing in Digital Technologies to Achieve the SDGs - Dial (2019)
KerkoCite.ItemAlsoKnownAs: 4804264:V8L3JA4A
Keywords: Final_citation; cited; existing

Search Engine Overlaps : Do they agree or disagree? - Bailey, J.; Zhang, C.; Budgen, D.; Turner, M.; Charters, S. (Second International Workshop on Realising Evidence-Based Software Engineering (REBSE '07), 2007)
Secondary studies, such as systematic literature reviews and mapping studies, are an essential element of the evidence-based paradigm. A critical part of the review process is the identification of all relevant research. As such, any researcher intending to conduct a secondary review should be aware of the strengths and weakness of the search engines available. Analyse the overlap between search engine results for software engineering studies. Three independent studies were conducted to evaluate the overlap between multiple search engines for different search areas. The findings indicate that very little overlap was found between the search engines. To complete a systematic review, researchers must use multiple search terms and search engines. The lack of overlap might also be caused by inconsistent keyword selection amongst authors.
KerkoCite.ItemAlsoKnownAs: 10.1109/REBSE.2007.4 2129771:PFZBT9RD
Keywords: Aggregates; Computer science; Data analysis; Databases; Mathematics; Protocols; Publishing; Search engines; Software design; Software engineering

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

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

Secondary Education in Africa - Mastercard Foundation (Mastercard Foundation, 2020)
KerkoCite.ItemAlsoKnownAs: 10.15868/socialsector.35972 2129771:NKEK3U9I

Secondary Education Provision and Impacts of Low Secondary Uptake on Wider Societal Outcomes - Fitzpatrick, Rachael (2022)
This report explores the current uptake and completion of secondary education globally, with a particular focus on sub-Saharan Africa. The report also explores the wider societal benefits of increased secondary completion rates, and the financial considerations that are needed to increase uptake and completion. Using data from UIS (2022) and UNESCO WIDE (2022), the report identified disparities in net enrolment, attendance and completion between primary and both levels of secondary education, particularly upper secondary. In sub-Saharan African countries, achievements in net enrolment at primary level are rarely met with high enrolment levels at either lower or upper secondary level, with this difference even more stark when observing completion rates. Currently, both lower and upper secondary education is not a funding priority amongst many countries in sub-Saharan Africa. Of the 27 countries included in analysis, only one country (Mauritius) spent a higher proportion on secondary education compared to other levels (UIS, 2022). Some countries were found to spend a higher proportion of GDP on tertiary education compared to other education levels, with over double the amount spent on tertiary compared to both lower and upper secondary education combined in some instances (Ethiopia, Sierra Leone, South Sudan) (UIS, 2022).
Accepted: 2022-09-23T08:22:15Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.122 2129771:IVWQ2I5P 4869029:RTUXRK9R

Secondary Prevention in an RTI Model: A Step Toward Academic Recovery - Friedman, Esther Klein (The Reading Teacher, 2010)
The secondary level of a Response to Intervention system, sometimes referred to as Tier II intervention, targets students who experience inadequate response to good classroom instruction for 10–15 weeks of validated small-group instruction. The twin purposes of secondary prevention are to (a) prevent the development of long-term reading difficulty and (b) assess whether a more intensive level of intervention (i.e., tertiary prevention, sometimes delivered under the auspices of special education) is necessary to ensure that the student exits school with the reading competence necessary for success. In this article, the author discusses a secondary prevention initiative that began in the New York City Public Schools in 2004; describes the resulting academic intervention toolkit with options for RTI assessment methods and instructional interventions; and discusses challenges to secondary prevention including building staff capacity, keeping parents informed, and the costs.
_eprint: https://ila.onlinelibrary.wiley.com/doi/pdf/10.1598/RT.64.3.8 KerkoCite.ItemAlsoKnownAs: 10.1598/rt.64.3.8 2129771:33ACGIRI 2129771:4XWSTUV3 2486141:AVQFRHDC 2486141:ENBMFTX9
Keywords: _Not used in LR; _T:reviewed; article; assessment; childhood; early adolescence; intervention; protocols; remediation; standardized; standards; struggling

Secondary Vocational Education in South Africa: Can We Learn From Portugal? - Engelbrecht, Mardine; Cape Peninsula University of Technology, South Africa, Cape Town; Tome, Eduardo; Spencer, John (2019)
The economy of Europe, and Portugal in particular, is doing well, with tourism as the driver! The same tourism-phenomenon took place in South Africa after the end of apartheid in 1994. However, despite tourism programmes being accredited in both countries, there exists a perceived problem in South Africa, not shared in Portugal, that the vocational programmes do not meet the specific needs on the tourism industry. Therefore, by introducing vocational tourism education, both Portugal and South Africa needed to use this specific system to respond to identified shortages of occupational skills within the Portuguese, and definitely the South African, labour markets. The National Certificate Vocational (NCV) tourism programme was introduced in 2007 at Technical, Vocational Education, and Training colleges (TVET) in South Africa. This study specifically chose Portugal because the secondary vocational system, reintroduced in that country in 1983 after almost completely disappearing for a decade and a half (after the abolition of technical education), is proving to be a viable alternative to "formal' education, certainly in combating unemployment in the tourism sector. The secondary education curriculum in Portugal was reformed in 2004, creating technological courses, which facilitated integration into the employment market. The initial South African research (2014-2017) compared vocational education in South Africa to other European countries (specifically Switzerland and Germany), identifying the need for a properly administered and controlled dual vocational education system in South Africa, as is currently followed in Portugal. This paper focuses on how the present NCV tourism programme in TVET colleges in South Africa may be improved by following the present Portuguese vocational education model. The NCV tourism programme was designed to provide both theoretical and practical knowledge of the tourism industry in South Africa, aiming to improve the employment possibilities for NCV tourism in graduates in the wider tourism labour market in the Western Cape Province of South Africa. This paper also supports the notion that an updated NCV tourism programme could learn from the Portuguese system on how to apply vocational tourism education, by including more practical and structured industry exposure. A literature review established that Portugal's secondary vocational education is thriving and their primary goal is the development of young employees' vocational training, which allows the development of specific skills indispensable to an occupation, such as tourism, as can be seen in the breakdown of the programmes discussed in the 'results' section. The original research on the NCV tourism programme was conducted in the Western Cape in the form of an empirical survey to gather information using research questionnaires, and this paper proposes the use of both quantitative and qualitative methodologies, to also include a comparison on the guidelines, investments and results on the Portuguese and the South African experience on the last years.
KerkoCite.ItemAlsoKnownAs: 2129771:VF5I5BG8
Keywords: ⛔ No DOI found

SECT: The standardized early childhood development costing tool - Gustafsson‐Wright, Emily; Boggild‐Jones, Izzy; Gardiner, Sophie (2017)
Keywords: ⛔ No DOI found

Sector Policy for Learners and Trainees with Disabilities - Kenya Ministry of Education (2018)

Secularism and The Secular State - Aisha Abdu-Ismail (International Journal of Islamic Thought, 2014)
KerkoCite.ItemAlsoKnownAs: 2129771:RCM6KXPF 2129771:YNHMEGA2 2486141:PM7HJVPF
Keywords: ⛔ No DOI found

Secularism, Democracy and Human Rights: The Islamic Dimension” - T.M., Bande; Muhammad, S.S.; Zagga, I.M.B.; Aisha Abdu-Ismail (Islamic Political Thoughts and Applications, 2011)
KerkoCite.ItemAlsoKnownAs: 2129771:9UYCQH84 2129771:NA8QUCZW 2486141:KYNDZHVP

Seeing, thinking and acting against malaria - A new aprroach to health worker training in rural Gambia - Dawson, Angela; Joof, Balla Musa (Education for Health: Change in Learning and Practice, 2005)
Context: In the Gambia, West Africa, Malaria is a major cause of death among children in rural areas. It has been estimated that in one division in the country malaria accounts for 40% of all deaths in children aged between one and 4 years. Most malaria cases are managed at home assisted by primary healthcare workers. The strategic plan of Gambia's National Malaria Control Programme includes improved training and supervision of all health care providers, at all levels, and increased community awareness in order to reduce the malaria burden by 50% before 2007. Issue: A malaria in-service training program for Community Health Nurses (CHNs) working at village level was piloted in 2004. The program includes a computer-based training (CBT) package, the first of its kind for health professionals in Gambia. The education program is part of a larger initiative, funded by the Gates Malaria Partnership, that aims to increase community involvement in malaria control. The objective of the course is to enable CHNs to facilitate the change process. The curriculum was informed by a reference group and stakeholder input. Interviews and evaluation forms were used to gather information about learner experience and learning preferences. Analysis: The CBT package was well received. Learners reported wanting more computer instruction, but felt they had gained confidence. There was resistance from other health professionals regarding the development of information technology skills in CHNs. This related to the perceived role and status of CHNs, as well as confidence in their ability. Some modifications of the CBT package were necessary, including the reworking of some activities and language. Lessons learned: There are issues related to sustainability and resource implications that need to be addressed. Opportunities exist to expand e-learning in the Gambia for preservice CHNs and other professionals. An investigation into the viability of reproducing this module as a generic planning tool for allied health workers and other extension workers at community level will be undertaken. © 2005 Taylor & Francis.
KerkoCite.ItemAlsoKnownAs: 10.1080/13576280500307264 10/bfh3zx 2129771:KLEWJXLA 2317526:E2YJ43S8
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Gambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing context; F:curriculum; F:learning; P:health; P:health professionals; P:nurse; Q:ICT; Q:e-learning; R:evaluation; R:interview; T:Ausbildung; T:Training; T:work-based learning; Z:Community health nurses; Z:Computer based training developing contexts; Z:Health worker education and training; Z:computer based training developing contexts; Z:health worker education and training; publicImportV1

Seeking out clear and unique Information Systems Concepts: a natural language processing approach - Hassan, N.R.; Prester, J; Wagner, G. (Proceedings of the European conference on information systems (eds MLF Rowe and R El Amrani, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:GVRZZNN6 2486141:LLMN8KCG
Keywords: ⛔ No DOI found

Semi-automatic mapping of pre-census enumeration areas and population sampling frames - Qader, Sarchil; Lefebvre, Veronique; Tatem, Andrew; Pape, Utz; Himelein, Kristen; Ninneman, Amy; Bengtsson, Linus; Bird, Tomas (Humanities and Social Sciences Communications, 2021)
Enumeration Areas (EAs) are the operational geographic units for the collection and dissemination of census data and are often used as a national sampling frame for various types of surveys. In many poor or conflict-affected countries, EA demarcations are incomplete, outdated, or missing. Even for countries that are stable and prosperous, creating and updating EAs is one of the most challenging yet essential tasks in the preparation for a national census. Commonly, EAs are created by manually digitising small geographic units on high-resolution satellite imagery or physically walking the boundaries of units, both of which are highly time, cost, and labour intensive. In addition, creating EAs requires considering population and area size within each unit. This is an optimisation problem that can best be solved by a computer. Here, for the first time, we produce a semi-automatic mapping of pre-defined census EAs based on high-resolution gridded population and settlement datasets and using publicly available natural and administrative boundaries. We demonstrate the approach in generating rural EAs for Somalia where such mapping is not existent. In addition, we compare our automated approach against manually digitised EAs created in urban areas of Mogadishu and Hargeysa. Our semi-automatically generated EAs are consistent with standard EAs, including having identifiable boundaries for field teams to follow on the ground, and appropriate sizing and population for coverage by an enumerator. Furthermore, our semi-automated urban EAs have no gaps, in contrast, to manually drawn urban EAs. Our work shows the time, labour and cost-saving value of automated EA delineation and points to the potential for broadly available tools suitable for low-income and data-poor settings but applicable to potentially wider contexts.
Number: 1 Publisher: Palgrave

Séminaire sur l’employabilité des diplômés organisé par la CITEF (AUF, 2018)
KerkoCite.ItemAlsoKnownAs: 2129771:TUU3UEVD 2317526:ZL4JGX4R

Semiprivate space and access to online education during COVID-19: Empirical tests from China - Gu, Jiafeng (Online Information Review, 2021)
Publisher: Emerald Publishing Limited KerkoCite.ItemAlsoKnownAs: 2129771:JBX9DNWQ
Keywords: ⛔ No DOI found

SemOpenAlex: The Scientific Landscape in 26 Billion RDF Triples - Färber, Michael; Lamprecht, David; Krause, Johan; Aung, Linn; Haase, Peter (2023)
Abstract We present SemOpenAlex , an extensive RDF knowledge graph that contains over 26 billion triples about scientific publications and their associated entities, such as authors, institutions, journals, and concepts. SemOpenAlex is licensed under CC0, providing free and open access to the data. We offer the data through multiple channels, including RDF dump files, a SPARQL endpoint, and as a data source in the Linked Open Data cloud, complete with resolvable URIs and links to other data sources. Moreover, we provide embeddings for knowledge graph entities using high-performance computing. SemOpenAlex enables a broad range of use-case scenarios, such as exploratory semantic search via our website, large-scale scientific impact quantification, and other forms of scholarly big data analytics within and across scientific disciplines. Additionally, it enables academic recommender systems, such as recommending collaborators, publications, and venues, including explainability capabilities. Finally, SemOpenAlex can serve for RDF query optimization benchmarks, creating scholarly knowledge-guided language models, and as a hub for semantic scientific publishing. Data and Services: https://semopenalex.org https://w3id.org/SemOpenAlex Code: https://github.com/metaphacts/semopenalex/ Data License: Creative Commons Zero (CC0) Code License: MIT License
Book Title: The Semantic Web – ISWC 2023 ISBN: 9783031472428 9783031472435 Place: Cham Publisher: Springer Nature Switzerland

Senior Secondary I, II, III, IV English (Accelerated Teaching Syllabi) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745390 2129771:VCMP3KNW
Keywords: SSEIP; _C:Sierra Leone SLE

Senior Secondary I, II, III, IV Literature in English (Accelerated Teaching Syllabi) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745388 2129771:795GGLGX
Keywords: SSEIP; _C:Sierra Leone SLE

Senior Secondary I, II, III, IV Mathematics (Accelerated Teaching Syllabi) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745392 2129771:NX7CKDU3
Keywords: SSEIP; _C:Sierra Leone SLE

Senior Secondary School, Scope and Sequence , English (Revised) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745384 2129771:EJUWX6JV
Keywords: SSEIP; _C:Sierra Leone SLE

Senior Secondary School, Scope and Sequence , Maths - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745386 2129771:XY9BECIT
Keywords: SSEIP; _C:Sierra Leone SLE

Sensor Sripboard (v1) - Haßler, Björn (Open Development & Education, 2023)
original-date: 2023-05-26T21:42:45Z
Keywords: _r:ImportedToMyEducationEvidence

Sensorboard for use with Raspberry Pi GPIO / Raspberry Pi Zero - Haßler, Björn (Open Development & Education, 2023)
original-date: 2023-07-02T18:34:24Z KerkoCite.ItemAlsoKnownAs: 2129771:ESH93VPP 2129771:MTELHIJ6
Keywords: _r:ImportedToMyEducationEvidence

Sensors OpenSCAD: An OpenSCAD library for common environmental sensors - Haßler, Björn (Open Development & Education, 2023)
original-date: 2023-05-29T22:31:22Z
Keywords: _r:ImportedToMyEducationEvidence

Sequence to sequence model performance for education chatbot - Palasundram, Kulothunkan; Sharef, Nurfadhlina Mohd; Nasharuddin, Nurul; Kasmiran, Khairul; Azman, Azreen (International journal of emerging Technologies in Learning (iJET), 2019)
Publisher: International Journal of Emerging Technology in Learning

Sequential, Multiple Assignment, Randomized Trial - American Institute for Research (2018)
KerkoCite.ItemAlsoKnownAs: 4426965:ERZ6N3PF 4804264:87AEAYLU
Keywords: Final_citation; cited; existing

Serious Concerns About Racial Disparity Among Girls ‘Kicked Out’ of School - Agenda Alliance (Agenda Alliance, 2022)

Serious games as new educational tools: how effective are they? A meta-analysis of recent studies: Serious games as educational tools - Girard, C.; Ecalle, J.; Magnan, A. (Journal of Computer Assisted Learning, 2013)
KerkoCite.ItemAlsoKnownAs: 10.1111/j.1365-2729.2012.00489.x 4804264:VXGV3L7T
Keywords: Final_citation; cited; existing

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

Shades of Grey: Guidelines for Working with the Grey Literature in Systematic Reviews for Management and Organizational Studies - Adams, Richard J.; Smart, Palie; Huff, Anne Sigismund (International Journal of Management Reviews, 2017)
This paper suggests how the ‘grey literature’, the diverse and heterogeneous body of material that is made public outside, and not subject to, traditional academic peer-review processes, can be used to increase the relevance and impact of management and organization studies (MOS). The authors clarify the possibilities by reviewing 140 systematic reviews published in academic and practitioner outlets to answer the following three questions: (i) Why is grey literature excluded from/included in systematic reviews in MOS? (ii) What types of grey material have been included in systematic reviews since guidelines for practice were first established in this discipline? (iii) How is the grey literature treated currently to advance management and organization scholarship and knowledge? This investigation updates previous guidelines for more inclusive systematic reviews that respond to criticisms of current review practices and the needs of evidence-based management.
KerkoCite.ItemAlsoKnownAs: 10.1111/ijmr.12102 10/gdg6vq 2129771:LZL88W5I 2317526:EE2A296A UA-98bfbd4a-6e50-4502-8310-d5fef7363a11
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; DL4D cited; __C:filed:1; publicImportV1

Shariah Implementation and Democracy in Nigeria: Expected Problems and Prospects” in Al-Ijtihad - Aisha Abdu-Ismail (The Journal of Islamization of Knowledge and Contemporary Issues, 2005)
KerkoCite.ItemAlsoKnownAs: 2129771:73PPC3VE 2129771:TX583LQK 2486141:CN9HUMGC
Keywords: ⛔ No DOI found

Sharing open deep learning models - Dalgali, A; Crowston, K (Proceedings of the hawaii international conference on system sciences, 2019)
KerkoCite.ItemAlsoKnownAs: 10.24251/HICSS.2019.256 2129771:Q2QG5ZPD 2486141:3U6CZ3BI

Sharing words: Theory and practice of dialogic learning - Flecha, Ramón (Rowman & Littlefield, 2000)
KerkoCite.ItemAlsoKnownAs: 2129771:RZQ24JVU
Keywords: __C:filed:1

Sharma 2014 Borkum and Linden 2013 Wong - Yoshikawa (et al. 2013 Aturupane et al. 2013 Visaria et al. 2016 Ozler et al, 2015)

Shift from open distance learning to open distance e-learning - Ngubane-Mokiwa, Sindile; Letseka, Moeketsi (Open distance learning (ODL) in South Africa, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:DBBWFPFY
Keywords: ⛔ No DOI found

Shifting from government bursaries to a loan scheme in higher education: Exploring the Zambian experience in student financial Aid - Masaiti, Gift; Mwelwa, Kapambwe; Mwale, Nelly (International Journal of African Higher Education, 2015)
Keywords: ⛔ No DOI found

Shifting power to make a difference - Chambers, Robert; Pettit, Jethro (Inclusive aid, 2004)
KerkoCite.ItemAlsoKnownAs: 2129771:RQNMZ8C4

Short and long-term effects of a mathematics tablet intervention for low performing second graders. - Hassler Hallstedt, Martin; Klingberg, Torkel; Ghaderi, Ata (Journal of Educational Psychology, 2018)
KerkoCite.ItemAlsoKnownAs: 10.1037/edu0000264 10/gf62hs 2129771:VVTM7BJ3
Keywords: Author:NotBjörnHaßler; __C:filed:1

Short message service (SMS)–based remote support and teacher retention of training gains in Malawi - Slade, Timothy S.; Kipp, Scott; Cummings, Stirling; Nyirongo, Kondwani; Pouezevara, Sarah (Cultivating dynamic educators: case studies in teacher behavior change in Africa and Asia, 2018)
KerkoCite.ItemAlsoKnownAs: 4804264:57N74ZYG
Keywords: Final_citation; cited; existing

Short report: Summary of findings from an investigative study of abuse of girls in Malawian primary schools - Kadzamira, Esme C. & Lemani Eve (Malawi Journal of Development Education, 2003)
The main objectives of the study were to investigate the nature, pattern and extent of abuse of girls in Malawian primary schools, examine ways in which the schools addressed the issue of abuse, and recommend strategies for reducing its incidence. The study was part of a larger research project covering Ghana and Zimbabwe as well as Malawi, based at the Centre for International Education, University of Sussex, England, funded by the Department for International Development (DFID).
Publisher: University of Malawi KerkoCite.ItemAlsoKnownAs: 10.10520/AJA17290783_7 2129771:JKZ83UL8 4752638:4ZENG45M
Keywords: _C:Malawi MWI; ⚠️ Invalid DOI

Short-run Effects of COVID-19 on U.S. Worker Transitions - Cowan, Benjamin W (National Bureau of Economic Research, 2020)
I use Current Population Survey Data from February and April 2020 to examine how individual workers have transitioned between labor-market states and which workers have been hurt most by the COVID-19 pandemic. I find not only large effects on workers becoming unemployed but also a decline in labor-force participation, an increase in absence from one’s job, and a decrease in hours worked. Generally, more vulnerable populations—racial and ethnic minorities, those born outside the U.S., women with children, the least educated, and workers with a disability—have experienced the largest declines in the likelihood of (full-time) work and work hours.
Series: Working Paper Series KerkoCite.ItemAlsoKnownAs: 10.3386/w27315 2129771:TWXGS99N

Short summary report for Realdania - Wargocki, Pawel (International Centre for Indoor Environment and Energy, 2020)
Summary of the research on how thermal, air quality, noise reduction, lighting, and daylighting improvements in classrooms benefit children’s educational attainments
KerkoCite.ItemAlsoKnownAs: 2129771:3UVQNI4M 4682641:3X27VCYX

Should touch screen tablets be used to improve educational outcomes in primary school children in developing countries? - Hubber, Paula J.; Outhwaite, Laura A.; Chigeda, Antonie; McGrath, Simon; Hodgen, Jeremy; Pitchford, Nicola J. (Frontiers in psychology, 2016)
00000 KerkoCite.ItemAlsoKnownAs: 10.3389/fpsyg.2016.00839 10/gdm2tc 2129771:UXML7XDQ
Keywords: __C:filed:1

Should we collaborate with AI to conduct literature reviews? Changing epistemic values in a flattening world - Ngwenyama, Ojelanki; Rowe, Frantz (Journal of the Association for Information Systems, 2024)
KerkoCite.ItemAlsoKnownAs: 5440726:N9QK9Y8K

Should we paint all classroom roofs white to improve learning in Tanzania? - Proctor, Jamie (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0122 2129771:7N3WZNRK 2486141:5P89ZDY4

Should We Treat Data as Labor? Moving beyond "Free" - Arrieta-Ibarra, Imanol; Goff, Leonard; Jiménez-Hernández, Diego; Lanier, Jaron; Weyl, E. Glen (AEA Papers and Proceedings, 2018)
In the digital economy, user data is typically treated as capital created by corporations observing willing individuals. This neglects users' roles in creating data, reducing incentives for users, distributing the gains from the data economy unequally, and stoking fears of automation. Instead, treating data (at least partially) as labor could help resolve these issues and restore a functioning market for user contributions, but may run against the near-term interests of dominant data monopsonists who have benefited from data being treated as "free." Countervailing power, in the form of competition, a data labor movement, and/or thoughtful regulation could help restore balance.
KerkoCite.ItemAlsoKnownAs: 10.1257/pandp.20181003 4804264:PNJEPNQJ
Keywords: Computer Programs: General; Equity; Justice; Inequality; and Other Normative Criteria and Measurement; Monopsony; Data Collection and Data Estimation Methodology; Final_citation; Segmented Labor Markets

Should we worry about AI's energy use? - Sparkes, Matthew (New Scientist, 2023)
KerkoCite.ItemAlsoKnownAs: 2129771:GA8CXVKQ 2129771:YA6IVXK4

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

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

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:I7EV28D2
Keywords: Final_citation; cited; existing

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:SG89XZMW 2339240:BRFU9F86 2405685:93KUAPNF 2405685:9APBFG2P 2405685:CXIWGJLQ 2405685:STZ89LHX 2534378:UQINHJH2
Keywords: _C:Sierra Leone SLE

Sierra Leone and Liberia: Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:AP88Z6FH 2339240:XVKVLR6R 2405685:QV99MR4Q
Keywords: _C:Sierra Leone SLE

Sierra Leone CPD Sandbox - Draft Theory of Change - Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4959786 2129771:47RUCMAS 2405685:T7AUREA5
Keywords: _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Sierra Leone Demographic and Health Survey 2008 - Statistics Sierra Leone (Ministry of Health and Sanitation, 2009)
KerkoCite.ItemAlsoKnownAs: 2129771:VN9SZBLW 2405685:XJLGGACD
Keywords: _C:Sierra Leone SLE

Sierra Leone Demographic and Health Survey 2019 - Statistics Sierra Leone (The DHS Program, 2020)
ICF
KerkoCite.ItemAlsoKnownAs: 2129771:H94TRS8B 2339240:J5MWI9UW 2405685:MEUW6R9C 2405685:MZXSNEV5
Keywords: _C:Sierra Leone SLE

Sierra Leone designs online portal to take long wait out of teacher recruitment - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
A new teacher recruitment portal developed at the Directorate of Science, Technology, and Innovation (DSTI) will make it easier and faster for education administrators to hire teachers, and allocate teachersRead More
Library Catalog: www.dsti.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:CJS795T9 2405685:UWP4N7FT
Keywords: _C:Sierra Leone SLE

Sierra Leone | Ebola maps - WHO (2016)
Maps from WHO Ebola Situation Reports: Location of laboratories and ETUs, geographical distribution of cases in Guinea, Liberia, and Sierra Leone.
Library Catalog: www.who.int Publisher: World Health Organization KerkoCite.ItemAlsoKnownAs: 2129771:V76BPIA7 2486141:ABUTI3KW
Keywords: _C:Sierra Leone SLE

Sierra Leone: Economic Development Documents-National Development Plan, 2019-23 - International Monetary Fund (IMF, African Department, 2019)
ISBN: 9781498324960 ISSN: 1934-7685 Issue: 218 Publisher: INTERNATIONAL MONETARY FUND Volume: 2019 KerkoCite.ItemAlsoKnownAs: 10.5089/9781498324960.002.A001 2129771:2MR58KI3 2339240:6RP4BCNR 2405685:LICLRGV3
Keywords: _C:Sierra Leone SLE

Sierra Leone : Economic Development Documents-National Development Plan, 2019-23 - International Monetary Fund. African Dept. (2019)
The Government of Sierra Leone’s new Medium-term National Development Plan (MTNDP) 2019–2023 has been founded on a strong political commitment to deliver devel-opment results that would improve the welfare of Sierra Leone’s citizens. The plan charts a clear path towards 2023 en route to the goal of achieving middle-income status by 2039 through inclusive growth that is sustainable and leaves no one behind. For the next five years, the Free Quality School Education Programme is the government’s flagship programme to provide a solid base to enhance human capital development and to facilitate the transformation of the economy.
9781498324960/1934-7685 KerkoCite.ItemAlsoKnownAs: 2129771:7SQ8YQ8J 2405685:DJ4XD4HB
Keywords: _C:Sierra Leone SLE

Sierra Leone | Education and Literacy - UIS (2019)
...
Last Modified: 2017-04-12 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:745JE8XZ 2486141:9NEK2C2R
Keywords: _C:Sierra Leone SLE

Sierra Leone | Education and Literacy Statistics - UNESCO (2020)
...
Last Modified: 2017-04-12 Library Catalog: uis.unesco.org KerkoCite.ItemAlsoKnownAs: 2129771:FQZ2XEPH 2405685:Y6JYY6Q6
Keywords: _C:Sierra Leone SLE

Sierra Leone Education Attendance Monitoring System - Teaching Service Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XSW486H9 2339240:CLIEEVEU 2405685:XV88ZYD7
Keywords: _C:Sierra Leone SLE

Sierra Leone Education Attendance Monitoring System (SLEAMS) Final Technical Report - Graham, Hannah; Kawa, Muniru; Lee, Philip; Malyon, Stephanie; Hayward, Harry; Conteh, Sheriff; Chandia, Gloria (Charlie Goldsmiths Associates, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:ZPDPUFYQ 2339240:M68LGCE7 2405685:FTT9TD2Y
Keywords: _C:Sierra Leone SLE

Sierra Leone Education Attendance Monitoring System (SLEAMS) Pilot Phase: Inception Report - Kawa, Muniru; Graham, Hannah; Lee, Philip; Murray, Tobias; Malyon, Stephanie (Charlie Goldsmiths Associates, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:YER5RF7X 2339240:EPHMUJLL 2405685:F8XG7GDF
Keywords: _C:Sierra Leone SLE

Sierra Leone: Education Country Status Report: An analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2013)
KerkoCite.ItemAlsoKnownAs: 2129771:BQXDV8SC 2405685:FWX5GT4H
Keywords: _C:Sierra Leone SLE

Sierra Leone: education country status report; an analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone; 2013 (2013)
KerkoCite.ItemAlsoKnownAs: 2129771:FV47UIZ5 2405685:JAEVJQUR
Keywords: _C:Sierra Leone SLE

Sierra Leone Ethics and Scientific Review Committee – APPLICATION GUIDELINES - MoHS (Ministry of Health and Sanitation, 2017)
KerkoCite.ItemAlsoKnownAs: 2129771:4965LF4D 2486141:E3PBCINQ
Keywords: _C:Sierra Leone SLE

Sierra Leone: Human Capital Index - World Bank (2018)
KerkoCite.ItemAlsoKnownAs: 2129771:V6N4LNEI 2486141:XIK2MNX2
Keywords: _C:Sierra Leone SLE

Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes - DSTI Media (Directorate of Science, Technology and Innovation, 2019)
A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More
KerkoCite.ItemAlsoKnownAs: 2129771:A2M8VZC9 2405685:B6TMDRUY
Keywords: _C:Sierra Leone SLE

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

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

Sierra Leone Medium Term National Development Plan (Volume 1) - Ministry of Planning and Economic Development (Sierra Leone) (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:J94ULW4C 2405685:CZE9NFVC
Keywords: _C:Sierra Leone SLE

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

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

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

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

Sierra Leone National Innovation and Digital Strategy - Directorate of Science, Technology & Innovation (Sierra Leone) (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:4PWLI67K 2405685:ALD9DQ6P
Keywords: _C:Sierra Leone SLE

Sierra Leone National Innovation and Digital Strategy (2019-2029): Digitization for all: Identity, Economy, and Governance - Directorate of Science, Technology & Innovation (2019)
KerkoCite.ItemAlsoKnownAs: 2129771:QDFIFWI3 2339240:ZAK6UTWJ 2405685:65CSGZUZ
Keywords: _C:Sierra Leone SLE

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

Sierra Leone : Poverty Reduction Strategy Paper-Progress Report (2005-2007) - International Monetary Fund (2008)
This report describes the progress made in implementing the Poverty Reduction Strategy Paper for Sierra Leone covering the period 2005–07. Efforts to reform the public sector were not successful. Management and Functional Reviews were conducted for several ministries, departments, and agencies but the recommendations were not implemented. A Senior Executive Service program was also developed but government and development partners could not agree on an implementation strategy and therefore the funds required for implementation were not provided.
KerkoCite.ItemAlsoKnownAs: 2129771:AQK3JHM4 2405685:WDN7YDZH
Keywords: _C:Sierra Leone SLE

Sierra Leone research and knowledge systems: a rapid literature review - Tarawallie, Mamoud Idriss (INASP, 2015)
KerkoCite.ItemAlsoKnownAs: 2129771:YBNPSUAZ 2339240:83QNDI62 2405685:8PAQ6CIE
Keywords: _C:Sierra Leone SLE