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

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

Benefits of using ISSB in school buildings - Nambatya, Mauricia (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
CallNumber: opendeved.1034 ZenodoArchiveID: 10257225 ZenodoArchiveConcept: 10257224 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1034 2129771:3KUTI3BB
Keywords: _r:AddedByMyEducationEvidence

The importance of climate-friendly school buildings in Africa - Nambatya, Mauricia (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257528 ZenodoArchiveConcept: 10257527 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1039 2129771:RTMQSBV6
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Building a More Sustainable Future in Uganda: One Brick at a Time - Nambatya, Margret Mauricia (2022)
Keywords: ⛔ No DOI found

Caring for children with neurodevelopmental disability: Experiences from caretakers and health workers in rural eastern Uganda - Namazzi, Gertrude; Hanson, Claudia; Nalwadda, Christine; Tetui, Moses; Nampijja, Margaret; Waiswa, Peter; Tumwine, James K.; Hildenwall, Helena (Plos one, 2020)
Publisher: Public Library of Science San Francisco, CA USA

ChatGPT’s ability to classify virtual reality studies in cardiology - Nakaya, Yuichiro; Higaki, Akinori; Yamaguchi, Osamu (European Heart Journal - Digital Health, 2023)
We recently published a novel categorization of studies related to virtual reality (VR) in your journal, European Heart Journal—Digital Health.1 Our categorization is based on the usage of VR devices, where type A studies refer to those in which healthcare providers use VR devices and type B studies refer to those in which patients use them. Using this simple definition, we clarified the study trends and characteristics of the two research directions. In this study, we used a classical natural language processing (NLP) methodology, specifically ‘term frequency–inverse document frequency’ to develop an automatic abstract categorizer, which is available as a web application at https://ahigaki-vr-categorizer-str-app-gb1m6v.streamlit.app. Meanwhile, ChatGPT, a conversational artificial intelligence (AI) system launched by OpenAI, has had a significant impact on the field of NLP.2 Several proposed uses of ChatGPT as a scholarly tool, including systematic review literature searches, have already been suggested.3 Therefore, we sought to test whether ChatGPT can also perform the classification task that we previously conducted using traditional NLP methods.

AI language tools risk scientific diversity and innovation - Nakadai, Ryosuke; Nakawake, Yo; Shibasaki, Shota (Nature Human Behaviour, 2023)
Number: 11 Publisher: Nature Publishing Group KerkoCite.ItemAlsoKnownAs: 10.1038/s41562-023-01652-3 2129771:BU5A6U3F 2405685:QIX9ZW5M 2486141:LHWYJQUZ
Keywords: Cultural evolution; Scientific community

An Introduction to Adaptive Interventions and SMART Designs in Education - Nahum-Shani, Inbal; Almirall, Daniel; Buckley, Jacquelyn (2020)
Education practice often requires teachers and other school personnel to adapt interventions over time in order to address between-student heterogeneity in response to intervention (e.g., what works for one student may not work for the other) or within-student heterogeneity (e.g., what works now may not work in the future for the same student). An adaptive intervention allows education practitioners to do this in a prespecified, systematic, and replicable way through a sequence of decision rules that guides whether, how, and when to modify interventions. In an adaptive intervention, the practitioner modifies the dosage or type of intervention, or the mode of delivery to meet the unique and changing needs of students as they progress over time. The sequential, multiple assignment, randomized trial (SMART) is one type of multistage, experimental design that can help education researchers build high-quality adaptive interventions. Despite the critical role adaptive interventions can play in various domains of education, research about adaptive interventions and about the use of SMART designs to develop effective adaptive interventions in education is in its infancy. This paper defines an adaptive intervention and reviews the components of this design, discusses the key features of the SMART, and introduces common research questions for which SMARTs may be appropriate.
KerkoCite.ItemAlsoKnownAs: 4804264:V2SF9P8S 4804264:Y9JLDGWH
Keywords: Final_citation; existing; ⛔ No DOI found

Pareto optimality and game theory approach for optimal deployment of DG in radial distribution system to improve techno-economic benefits - Nagaballi, Srinivas; Kale, Vijay S. (Applied Soft Computing, 2020)
This paper discusses the application of nature-inspired swarm intelligence methods for optimal allocation and sizing of distributed generation (DG) in the radial distribution system (RDS). Introducing DG units in the RDS will enhance the technical and economic benefits if they are optimally deployed. The objective functions considered are to improve the technical aspects and net economical saving cost with DG units integration on RDS. In this paper, a weighted multi-objective index considers a wide range of technical issues such as active and reactive power losses of the system, voltage profile, line loading, and the voltage stability, these are assumed as technical improvement aspects in the RDS. A recent optimization method, i.e. improved raven roosting optimization (IRRO) algorithm has been implemented for optimal deployment of DG in RDS. The state of the art of IRRO algorithm parameters will improve the ability for exploration and prevent premature convergence. Pareto optimality is used in making a set of the best solutions between two conflicting objectives considered, i.e. technical and economical aspects. The main contribution in this paper is to utilize a game theory based (minimax) algorithm in taking the best decision from a set of non-dominated solutions obtained by Pareto optimality criteria. IEEE 33-bus and 69-bus RDS’s are considered as the test systems for verifying the effectiveness of the IRRO algorithm. A comparative analysis with other nature-inspired swarm optimization techniques such as particle swarm optimization (PSO), modified teaching learning based optimization (MTLBO), Jaya algorithm (JAYA), and grey wolf optimizer (GWO) is also presented in this work. The simulation results of IRRO are compared with similar existing papers. It is observed that the IRRO algorithm can produce better results for the considered multi-objective functions. The MATLAB software is employed for the purpose. The novelty of the paper lies in the use of Pareto optimal and game theory in obtaining better results to the problem of optimal deployment of DG in RDS to improve technical as well as economic benefits.
Keywords: Distributed generation; Game theory; Improved raven roosting optimization; Pareto optimality; Radial distribution system; Swarm intelligence algorithms; Technical and economical issues

Article processing charges are stalling the progress of African researchers: a call for urgent reforms - Nabyonga-Orem, Juliet; Asamani, James Avoka; Nyirenda, Thomas; Abimbola, Seye (BMJ Global Health, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1136/bmjgh-2020-003650 2129771:PTXPBVSN

Inclusion of GIS in student teacher training and its significance in higher education in southern African countries - Mzuza, Maureen Kapute; Westhuizen, Christo Van der (International Research in Geographical and Environmental Education, 2020)
Studies have been carried out on the use of geographical information systems (GIS) in teacher training, especially in the developed countries. In southern African countries, nevertheless, the scenario is different because GIS education appears to be a rather new field of study. This study therefore used systematic review to collect data. This method assists in finding and understanding the outcomes of other research conducted within the same field of study. The results reveal that only three countries (South Africa, Botswana and Malawi) teach GIS at their teacher-training universities and secondary schools. In Lesotho, GIS are only taught in secondary schools. In other countries, such as Zambia, Namibia and Zimbabwe, GIS are not taught at all at teacher-training universities and secondary schools but only at universities or departments that do not train teachers. There is no inclusion of GIS at the universities in Angola, Mozambique, Swaziland and Lesotho. Countries that use GIS have demonstrated that the course helps with decision-making, critical thinking and inquiry-based and learner-centred learning, which have the ability to improve the quality of education. Educators and policy-makers are encouraged to reinforce the inclusion of GIS and use of relevant pedagogical skills in teacher-training universities.
Publisher: Routledge _eprint: https://doi.org/10.1080/10382046.2019.1684660
Keywords: Southern Africa; _C:Angola AGO; _C:Botswana BWA; _C:Canada CAN; _C:Finland FIN; _C:India IND; _C:Italy ITA; _C:Kenya KEN; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Netherlands NLD; _C:Portugal PRT; _C:Rwanda RWA; _C:South Africa ZAF; _C:Tanzania TZA; _C:Turkey TUR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1; geographical information systems (GIS); geography; motivation tool; technology

A systematic mapping review of augmented reality applications to support STEM learning in higher education - Mystakidis, Stylianos; Christopoulos, Athanasios; Pellas, Nikolaos (Education and Information Technologies, 2022)
While there is an increasing interest in Augmented Reality (AR) technologies in Primary and Secondary (K-12) Education, its application in Higher Education (HE) is still an emerging trend. This study reports findings from a systematic mapping review, based on a total of forty-five (n = 45) articles published in international peer-reviewed journals from 2010 to 2020, after evaluating the use of AR applications that support Science, Technology, Engineering and Mathematics (STEM) subjects’ learning in HE settings. This review’s results highlighted the lack of research across the STEM spectrum, especially in the Technology and Mathematics subfields, as well as the scarcity of location-based and markerless AR applications. Furthermore, three augmentation techniques, suitable for STEM learning, were identified and analysed: augmentation of laboratory specialised equipment, physical objects and course handbooks or sheets. The main contribution of this article is a taxonomy of instructional models and the discussion of applied instructional strategies and techniques in STEM fields focused on HE settings. In addition, we provide visualisations of the present state of the area, which aim at encouraging and scaffolding educators’ efforts based on specific classification criteria to develop AR experiences and conduct further research to enhance STEM learning.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-021-10682-1 2129771:EZALTF8H
Keywords: _genre:LR-literature_review

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

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

Foundation and large language models: fundamentals, challenges, opportunities, and social impacts - Myers, Devon; Mohawesh, Rami; Chellaboina, Venkata Ishwarya; Sathvik, Anantha Lakshmi; Venkatesh, Praveen; Ho, Yi-Hui; Henshaw, Hanna; Alhawawreh, Muna; Berdik, David; Jararweh, Yaser (Cluster Computing, 2023)
Publisher: Springer
Keywords: ⛔ No DOI found

Mapeo y análisis de programas EdTech en América Latina y el Caribe - Myers, Christina; Wyss, Natalie; Villavicencio Peralta, Xuzel; Coflan, Caitlin (EdTech Hub, 2022)
Este documento se elaboró ​​en respuesta a una solicitud de la Oficina Regional de UNICEF para América Latina y el Caribe al Servicio de Asistencia de EdTech Hub en octubre de 2021. El equipo de UNICEF solicitó una lista seleccionada de programas de EdTech en la región de América Latina y el Caribe (ALC) y un análisis de un conjunto de programas preseleccionados con la intención de explorar su potencial para la implementación y el impacto a escala. Este informe no pretende cubrir todos los programas EdTech innovadores en la región de ALC. Más bien, presenta una lista de programas EdTech prometedores y analiza su diseño e implementación con el fin de explorar su relevancia y potencial para lograr un impacto a gran escala. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7306712 ZenodoArchiveConcept: 7306711 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7306712 10.53832/edtechhub.0132 2405685:ACLTCQV2 2405685:XIIQ4FSE
Keywords: _r:AddedByZotZen

Mapping and Analysing Digital Learning Platforms in Latin America and the Caribbean - Myers, Christina; Wyss, Natalie; Villavicencio Peralta, Xuzel; Coflan, Caitlin (EdTech Hub, 2022)
This document was produced in response to a request from the UNICEF Latin America and Caribbean Regional Office (LACRO) submitted to the EdTech Hub Helpdesk in October 2021. The UNICEF team requested a curated list of digital learning platforms in the Latin America and Caribbean (LAC) region and an analysis of a shortlisted series of platforms intending to explore their potential for at-scale implementation and impact. This report does not aim to cover every leading and innovative digital learning platform in the LAC region. Rather, it presents a list of promising platforms and discusses their design and implementation to explore their relevance and potential for at-scale impact. An output of the EdTech Hub, https://edtechhub.org
ZenodoArchiveID: 7023230 ZenodoArchiveConcept: 7023229 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.7023230 10.5281/zenodo.7038003 10.53832/edtechhub.0111 2405685:E2R8AXSA 2405685:SMH62I7W 2405685:VINQBTJ5
Keywords: _r:AddedByZotZen

Gender equality and edtech: what are the barriers and enablers to enhance equity in and through edtech? - Myers, Christina; Jordan, Katherine; Zubairi, Asma (2023)
Publisher: UNESCO
Keywords: ⛔ No DOI found

Implementation of the Free Education Policy in Primary Schools in Kafue District: Is It a Compromise on Quality of Education in Zambia? - Mwanza, Christine; Silukuni, Darious (European Journal of Education Studies, 2020)

Indigenisation of the School Curriculum: Connecting Classroom and Community Experiences - Mwanza, Christine; Changwe, Robert (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2021)
Keywords: ⛔ No DOI found

Teacher collaboration in curriculum design teams: prospects and challenges in the Zambian education system - Mwanza, Christine; Changwe, Robert (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2020)
Keywords: ⛔ No DOI found

Strengthening Education Management Information Systems (EMIS) and Data for Increased Resilience to Crisis: country case study: South Soudan - Mwaniki, David (UNESCO, 2021)
KerkoCite.ItemAlsoKnownAs: 2339240:7D7FDU2K 4804264:C2EZ83CR
Keywords: Final_citation; cited; existing

Dynamic Effect of Rapid Urbanization on City Logistics: Literature Gleened Lessons for Developing Countries - Mwamba, Evans; Masaiti, Gift; Simui, Francis (Journal of City and Development, 2021)
Keywords: ⛔ No DOI found

A Comparative Analysis of the Perceptions of Primary and Secondary School Teachers of Lesson Observation by Education Standards Officers in Zambia - Muzata, Kenneth Kapalu; Banja, Madalitso Khulupilika; Mulenga, Innocent Mutale; Njobvu, Tommie (Zambia Interdisciplinary Journal of Education (ZIJE) Online-ISSN 2710-0715, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:35PGW85A 2129771:PXEA7M4Y
Keywords: ⛔ No DOI found

Student Teachers School Experience in Zambia: Experiences and Challenges - Mutale Mulenga, Innocent; Bwalya, Katongo (EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES, 2022)
The purpose of this study was to establish challenges and experiences faced by student teachers during teaching practice in Zambia. The study employed the concurrent embedded design. Data was collected from 280 respondents including 200 student teachers, 30 host school deputy head teachers and 50 lecturers. The study employed a questionnaire, focus group discussion and an interview to collect data from the respondents. The study established some challenges which can serve as learning points for teacher educators and administrators in institutions of higher learning that are running teacher education programs. The challenges include the struggle of maintaining low costs while having a high quality school experience, lecturers hurrying through the supervision process, the tendency to involve non-lecturers to supervise students and students lack of adequate support during the school experience period. The school experience period was adequate and students had a number of benefits from it although some institutions had it at the end of the program. It was therefore recommended that school experience be continually evaluated by both the Ministry of Education and institutions that provide teacher education programs in Zambia and that the length of the school experience period be maintained so as to enhance the benefits that student teacher drew from it. It was further recommended that institutions preparing teachers should make sure that school experience is done during the teacher education period and not at the end of it so that students and their lecturers evaluate the experience before the end of the program.

Developing Skills to Unlock Kenya’s industrial Growth: The Influence of Provision of Modern Teaching and Learning Equipment in TVET in Kenya - Musyimi, Caroline (Journal of Learning for Development, 2021)
This study explores the influence of modern teaching and learning equipment on improving vocational education quality and employment rates and its long-term effect on Kenya’s journey to achieve industrialisation by the year 2030. The study adopted a cross-sectional survey research design. Stratiﬁed random sampling was used to sample 172 students. Data was collected using questionnaires and analysed through the theoretical lenses of globalisation and vocationalism. The results show that the provision of modern equipment has improved Kenyan TVET classrooms to meet industrial standards and allowed the development of essential skills. Also, there has been improved collaboration between TVET institutions and local industries, exposing TVET students to the real labour market while still in college. The TVET students had also improved confidence in themselves and they had acquired employability skills. The findings of this study further revealed that the government of Kenya has increased its efforts in revitalizing the TVET institutions with modern teaching and learning equipment to improve the quality of training in those institutions.
Number: 1 KerkoCite.ItemAlsoKnownAs: 2129771:STMDXKHP
Keywords: Technical Vocational Education and Training; _genre:PR-primary_research; industrial standards; teaching and learning equipment; vocational education quality; ⛔ No DOI found

The Use of Active Teaching Pedagogical Approaches in Teaching Civic Education in Secondary Schools in Kasama and Luwingu District of Zambia - Musonda, Chewe; Masaiti, Gift; Mwila, Kennedy; Njobvu, Tommie (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2020)
Keywords: ⛔ No DOI found

COVID-19 and emergency eLearning: Consequences of the securitization of higher education for post-pandemic pedagogy - Murphy, Michael P. A. (Contemporary Security Policy, 2020)
The COVID-19 pandemic quickly led to the closure of universities and colleges around the world, in hopes that public health officials’ advice of social distancing could help to flatten the infection curve and reduce total fatalities from the disease. Drawing on Copenhagen school securitization theory and analyzing 25 declarations of emergency eLearning at American universities, I argue that in addition to COVID-19 being framed as a general threat, face-to-face schooling was also presented as a threat through these policies. A review of securitization theory—with particular attention to the question of advocacy and the relationship of desecuritization to emancipation—grounds the investigation theoretically. I argue that securitization theory is an important tool for educators not only for observing (and understanding) the phenomenon of emergency eLearning, but also for advocating the desecuritization of schooling after the COVID-19 crisis passes.
Publisher: Routledge _eprint: https://doi.org/10.1080/13523260.2020.1761749 KerkoCite.ItemAlsoKnownAs: 10.1080/13523260.2020.1761749 2129771:NX7XZ24B
Keywords: COVID-19; Securitization; __C:filed:1; desecuritization; emancipation; state of exception

Comparative Analysis of Comfort Temperature of School Children and Their Teachers - Munonye, Charles; Ngobili, Michael; Umeora, Chukwunonso; Oluchi, Ifebi; Maduka, Nkechi; Onwuzuligbo, Chijioke (Research & Development, 2023)
Thermal comfort in learning environments influences the student’s focus and learning productivity. This study aims to evaluate and compare the adaptive thermal comfort of schoolchildren and their teachers in naturally ventilated primary schools in some selected cities in Imo State Nigeria. To achieve these objectives, the study analyzed the data collected from 330 pupils and 44 teachers in six surveyed classrooms in two types of classroom buildings. The recorded data in the surveyed classrooms consisted of four environmental factors and two personal factors. At the same time, the subjects filled out the questionnaires asking them about thermal sensation and thermal preferences against the classrooms’ thermal requirements. The results of the measurements showed that the indoor mean air temperature, relative humidity, and air velocity were 29.1°C, 71.2%, and 0.19m/s, respectively. The mean thermal sensation votes of the children were +0.16 while that of their teachers was +0.58. The preferred temperatures were 27.4°C and 29.4°C for the schoolchildren and the teachers, respectively. Furthermore, the comfort range of the students was between 25.8°C - 31.6°C, and that of the teachers was between 28.0°C - 29.9°C. Based on the results of this study conducted in primary school buildings located in warm and humid climates, the thermal comfort perception of children and adults differ. This information will serve as a guide to professionals in the built environment, especially architects when designing primary school buildings in the warm and humid climates.
openalex: W4380897799 KerkoCite.ItemAlsoKnownAs: 10.11648/j.rd.20230401.15 2129771:J9TERRN6 5072953:FP8NL8Q5 5072953:ZFR6WRQW
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; oa:keyword:comfort temperature; oa:sdg:13 Climate action; oa:topic:T10121 Building Energy Efficiency and Thermal Comfort Optimization; openalex:n:1; openalex:yes

The Effect of Mathematical Self-Efficacy on High Order Thinking Accelerated Learning Learning Inferentialism Approach - Mulyono; Ramadan, Yoshida Agung; Masrukan (Atlantis Press, 2020)
The purpose of this study was to determine the effect of mathematical self-efficacy on higher- order thinking skills with the accelerated learning model inferentialism approach. The study was conducted using a type of combination research in which the design taken was sequential exploratory. The research subjects were based on the results of the self-efficacy questionnaire which were categorized into three namely subjects for the high, medium and low categories, each chosen 2 subjects who could explain the settlement well. The results showed that mathematical self-efficacy influences students' higher-order thinking skills where subjects with high categories have higher-order thinking skills with good analysis, good evaluation and create new ones well. While the subject is still lacking in solving higher-order thinking skills where the subject is still unable to create something. The subjects with low self-efficacy have higher- order thinking skills who are less able to analyze and create but can evaluate. Then all subjects in learning accelerated learning approach inferentialism with the differences in mathematical self-efficacy, the score of each category for high and medium are the same but subjects with low categories are still.
ISSN: 2352-5398 KerkoCite.ItemAlsoKnownAs: 10.2991/assehr.k.200620.071 2129771:A3ZYJR5P 2339240:ID3JSGI6 2486141:NHQYAB5L
Keywords: LMIC; _AcademicRecoveryOECS; content; pedadgogy

The application of artificial intelligence on different types of literature reviews-A comparative study - Müller, Henry; Pachnanda, Simran; Pahl, Felix; Rosenqvist, Christopher (2022 international conference on applied artificial intelligence (ICAPAI), 2022)
KerkoCite.ItemAlsoKnownAs: 5440726:7LZBFT9U

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

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

EdTech in Sierra Leone: A Rapid Scan - Mullan, Joel; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert.
previousshortDOI: 10/ghgnd3 previousDOI: 10.5281/zenodo.3903213 shortDOI: 10/ghgnd3 KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3903213 10.5281/zenodo.3903213 10.53832/edtechhub.0038 10/ghgnd3 2129771:YRBISV4P 2339240:NJVI79X2 2339240:VJKBU72Y 2405685:C5MWWQI2 2405685:D25NXEFY
Keywords: C:Sierra Leone; LP: English; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Curriculum Reform and Building Back Better - Mullan, Joel; Chuang, Rachel (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:4WIFI3RX

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

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

Civic education teaching resources and teacher preparedness for secondary school competency-based curriculum in Lusaka, Zambia - Mulenga, Innocent Mutale; Ng’andu, Moonga (East African Journal of Education and Social Sciences (EAJESS), 2022)

Curriculum Implementation Strategies of Education Standards Officers in Choma District of Zambia: A Critique of their Effectiveness - Mulenga, Innocent Mutale; Mooya, Eugine (Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL)(ISSN-Print: 2706-7416, Online: 2709-1864), 2021)
Keywords: ⛔ No DOI found

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

Appropriateness and adequacy of teaching and learning resources and students’ industrial attachment in public colleges of technical and vocational education in Zambia. - Mulenga, Innocent Mutale; Chileshe, Edward King (2020)
Publisher: East African Journal of Education and Social Sciences

Student Teachers School Experience in Zambia: Experiences and Challenges - Mulenga, Innocent Mutale; Bwalya, Katongo (East African Journal of Education and Social Sciences, 2022)

Rethinking quality assurance in curriculum development and implementation for higher education in Africa. - Mulenga, Innocent Mutale (2020)

Teacher education versus teacher training: epistemic practices and appropriate application of both terminologies. - Mulenga, Innocent Mutale (2020)
Publisher: Journal of Lexicography and Terminology
Keywords: ⛔ No DOI found

Maverick Citizen: Access to water and sanitation in South Africa: A renewed call for more action - Mudombi, Shakespear (Daily Maverick, 2020)
While the main discourse in accessing basic services such as water and sanitation focuses on universal access, in reality such access – as highlighted so starkly as the country attempts to halt the spread of the coronavirus – is not equitable.
Library Catalog: www.dailymaverick.co.za KerkoCite.ItemAlsoKnownAs: 2129771:RD4465HR

An integrated model for teacher continuing professional learning in Zimbabwean primary schools - Mtetwa, David KJ; Ndemo, Zakaria (African Journal of Teacher Education and Development, 2022)

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

A Literature Review of E-Learning and E-Teaching in the Era of Covid-19 Pandemic - Mseleku, Zethembe (2020)
The emergence of Covid-19 pandemic undoubtedly resulted in devastating socio-economic challenges across the world. In attempt to manage the contagion, many countries have implemented restrictive measures to reduce social gatherings and to promote social distancing. This meant the closure of higher learning institutions and a major shift from traditional classroom-based teaching and learning to virtual approach. While higher education may have transformed and moved to online due to Covid-19, it is unknown whether this transformation produces positive teaching and learning outcomes. This literature review is conducted to elicit relevant evidence on E-learning and E-teaching outcomes, challenges and opportunities in the era of Covid-19 pandemic.

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

Covid- 19 and the future of practicum in teacher education in Zimbabwe: Rethinking the ‘new normal’ in quality assurance for teacher certification - Moyo, Nathan (Journal of Education for Teaching, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1080/02607476.2020.1802702 2129771:N9USNSSI 4502395:83EVNLIA

Module 4: Diagnosing adaptive challenges - Moustafa, Nariman; Walker, Hannah; Lurvink, Anne-Fleur; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386666 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1006 ZenodoArchiveConcept: 8386665
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Education 2.0: A Vision for Educational Transformation in Egypt - Moustafa, Nariman; Elghamrawy, Ebtehal; King, Katherine; Hao, Yu (Claire); Hao, Yu (Education to Build Back Better: What Can We Learn from Education Reform for a Post-pandemic World, 2022)
Abstract This chapter presents a comprehensive description and analysis of Egypt’s Education 2.0 (EDU. 2.0) reform plan for grades K-2. The reform’s five key components are described including the new multidisciplinary curriculum, technology integration, school management Continuous Professional Development (CPD), access and infrastructure, and reformed assessment. We analyze this reform from five perspectives and conclude that a cultural shift, high-quality CPD, and a robust accountability system are imperative to sustainable educational reform in Egypt. This cannot be achieved without a shared vision and engagement between teachers, parents, and Egypt’s Education Ministry.
KerkoCite.ItemAlsoKnownAs: 2486141:AQJ8FK3E 2486141:BHDTC79I 2486141:E5VU7PVJ 2486141:EPFVK6ZQ 2486141:PIL76ZYK
Keywords: Author:OpenDevEd

Tackling coloniality and re-storying EdTech - Making your offering inclusive and socially just - Moustafa, Nariman; Adam, Taskeen (OpenDevEd, 2023)
ZenodoArchiveID: 7946855 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0291 ZenodoArchiveConcept: 7946854
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Decolonising Open Educational Resources (OER): Why the focus on ‘open’ and ‘access’ is not enough for the EdTech revolution - Moustafa, Nariman (EdTech Hub, 2022)
Open Educational Resources have offered a number of promises and opportunities, primarily in terms of customising learning to students' needs, pace, and interests.
Keywords: Author:OpenDevEd

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

Professional Development for Primary School Teachers in Cameroon: Is the Cascade PD Model Effective? - Moulakdi, André; Bouchamma, Yamina (Creative Education, 2020)
Teacher professional development (TPD), a constant concern on the minds of education leaders, is conducted in various ways in education systems around the world. Using Guskey’s professional development assessment model, we evaluated a cascade model of teacher professional development in Cameroon’s primary education system by examining the responses of the teachers who experienced these activities. Our findings indicate that the professional growth activities undertaken in cascade format, particularly professional development (PD) days, teacher evaluations, demonstration and group lessons did not adequately address the teachers’ training needs and expectations and this because this model of training is not suitable to improve teaching practices in the context.

WhatsApp supported language teacher development: A case study in the Zataari refugee camp - Motteram, Gary; Dawson, Susan; Al-Masri, Nazmi (Education and Information Technologies, 2020)
This paper explores the possibilities and challenges of using the social media tool WhatsApp to support language teacher development in the Zataari refugee camp in Jordan. It takes a sociocultural perspective on teacher development where WhatsApp is a mediating tool in the broader sociocultural landscape. A thematic analysis of the postings and exchanges from the WhatsApp group revealed three main uses of the WhatsApp chat: for interpersonal interactions, for professional development, and for organisational purposes. The analysis suggests the WhatsApp group contributed to the teachers’ English language knowledge, provided a platform for them to share and discuss issues related to the challenges of their particular context, enabled them to contribute to the development of some teaching materials and begin to address some of the issues they had in a meaningful way. It also raises issues of participation, access, equity and sustainability. We conclude by suggesting there is good potential for the use of social media tools such as WhatsApp for teacher development in challenging contexts, despite the contextual constraints observed and described. While this specific case involves language teachers, the general findings can potentially be applied to any teacher education or training context where access to training or education might be curtailed for a number of reasons, including the most recent changes enforced by the global COVID-19 pandemic.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10639-020-10233-0 4804264:E8LJNNER
Keywords: Distance learning; Final_citation; Fragile and challenging contexts; Language teacher development; Mobile learning; WhatsApp; cited; existing

Mathematical knowledge for teaching in Africa 2014–2021: A review of literature - Mosvold, Reidar (African Journal of Teacher Education and Development, 2022)
Publisher: AOSIS

Toolkit for Designing a Comprehensive Distance Learning Strategy - Morris, Emily; Tan, Yvette (USAID, 2021)
BACKGROUND TO THE TOOLKIT ........................................................................................................1 INTRODUCTION TO DISTANCE LEARNING......................................................................................3 What is distance learning? ...................................................................................................................................... 3 How does distance learning work? ...................................................................................................................... 3 Who is the intended audience for distance learning? ...................................................................................... 4 What are the overarching instructional goals for distance learning? ........................................................... 6 What are the key requirements for successful distance learning?................................................................ 6 What are the different ways technology may be used in distance learning? .............................................. 7 OVERVIEW OF A COMPREHENSIVE DISTANCE LEARNING STRATEGY .................................10 What is a comprehensive distance learning strategy?.................................................................................... 10 How does a comprehensive distance learning strategy support resilience to crises? ........................... 13 What are the phases for operationalizing a comprehensive distance learning strategy? ...................... 14 OUTLINE OF A COMPREHENSIVE DISTANCE LEARNING STRATEGY DOCUMENT..........16 COMPONENT 1: ANALYZE THE EXISTING DISTANCE LEARNING LANDSCAPE AND DEVELOP A STRATEGIC VISION.............................................................................................................18 COMPONENT 2: DESIGN A DISTANCE LEARNING APPROACH...............................................36 COMPONENT 3: DEVELOP A MONITORING, EVALUATION, AND LEARNING PLAN ......43 COMPONENT 4: CREATE A BUDGET ..................................................................................................53 CONCLUSION ...............................................................................................................................................60 REFERENCES ...................................................................................................................................................61 ANNEXES ........................................................................................................................................................67 Annex A. Roadmap for Measuring Distance Learning ................................................................................... 67 Annex B: Key terms and definitions................................................................................................................... 68

A Roadmap for Measuring Distance Learning: A Review of Evidence and Emerging Best Practices - Morris, Emily; Farrell, Anna; Venetis, Emma (USAID, 2021)
As countries around the world have closed learning institutions in response to the COVID-19 pandemic, teaching and learning have pivoted from in-person instruction to distance learning. Simultaneously, there has been a surge in efforts to promote access to distance learning programming. Distance learning is commonly used to reach learners who need flexible learning opportunities, as well as to reach groups excluded from formal education institutions. As countries and education agencies take up distance learning, it is important to design and implement evidence-based strategies for monitoring and evaluation to measure whether distance learning efforts are serving the intended communities and achieving intended objectives. The purpose of this review is to support education practitioners, donors, implementers, non-governmental organizations (NGOs), civil society organizations, and other stakeholders in applying best practices to monitor and evaluate distance learning initiatives designed for diverse learners and implemented both within and outside of learning institutions. Broad input, review and feedback on early drafts of this toolkit were solicited and incorporated from the education sector in Washington, D.C. and Missions.
KerkoCite.ItemAlsoKnownAs: 2129771:EZSRY9S6 2129771:P7YWCRB4 2129771:UTMME86C
Keywords: _genre:LR-literature_review; ⛔ No DOI found

Collective impacts on a global education emergency: The power of network response - Moriarty, Kate (Prospects, 2020)
Publisher: Springer

Studying How to Apply Chatbots Technology in Higher-Education: First Results and Future Strategies - Mora, Antonio M.; Guillén, Alberto; Barranco, Francisco; Castillo, Pedro A.; Merelo, Juan J. (International Conference on Human-Computer Interaction, 2021)
Keywords: ⛔ No DOI found

Education Standards Officers Supervision Roles of Curriculum Implementation in Choma District in Zambia: What do Teachers Think? - Mooya, Eugine; Mulenga, Innocent Mutale (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2021)
Keywords: ⛔ No DOI found

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

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

8 common problems with literature reviews and how to fix them - Moodie, Gavin (Impact of Social Sciences, 2020)
Literature reviews are an integral part of the process and communication of scientific research. Whilst systematic reviews have become regarded as the highest standard of evidence synthesis, many l…
KerkoCite.ItemAlsoKnownAs: 2129771:P3WJCRZL

Social Studies Curriculum at the Crossroads: Implementation of the Secondary School Social Studies Curriculum in Chingola District of Zambia - Moobola, Larry; Mulenga, Innocent Mutale (European Journal of Education Studies, 2020)
Keywords: ⛔ No DOI found

Difference and Similarities: Digitization, Digitalization, and Digital Transformation - Monton, Aryne Leigh (GlobalSign, 2022)
Digitization, Digitalization, and Digital Transformation are critical for modern businesses. Know their similarities, differences, and how they benefit businesses in this blog.
KerkoCite.ItemAlsoKnownAs: 4804264:935NSD2Y 4804264:D4ZQH826
Keywords: Final_citation; anystyle; existing

Encouraging natural ventilation to improve indoor environmental conditions at schools. Case studies in the north of Spain before and during COVID - Monge-Barrio, Aurora; Bes-Rastrollo, Maira; Dorregaray-Oyaregui, Sara; González-Martínez, Purificación; Martin-Calvo, Nerea; López-Hernández, Dolores; Arriazu-Ramos, Ainhoa; Sánchez-Ostiz, Ana (Energy and Buildings, 2022)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.enbuild.2021.111567 2129771:VV68XHRE 4682641:HVQK4BR6
Keywords: BE:RELEVANT

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

The Use of Modern Educational Technologies in Remote Learning in Higher Education During a Pandemic: the Case of COVID-19 in Cameroon - Moluayonge, Gracemary (Journal of Learning for Development, 2020)
Abstract: In March 2020, the first case of COVID-19 was discovered in Cameroon. This led to the Higher Education Institutions resorting to remote learning to ensure continued teaching and learning. The researcher thus set out to bring to the limelight some recommendations for the use of educational technologies for remote learning in Cameroon and propose some suggestions to the government, the policy makers, the stakeholders and the teachers for more effective implementation of E-learning in Higher Education Institutions in Cameroon.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:KRTPBURM
Keywords: COVID 19; Educational Technologies; Higher Education; remote learning; ⛔ No DOI found

Accelerated Middle School Programs: Preliminary Indicators of Long-Term Academic Benefits for Over-age Youth - Mollette, M.; Villa, B.; Cate, D. (Journal of Education for Students Placed at Risk, 2020)
According to the National Center for Education Statistics, dropping out is a persistent problem among 15- to 24-year-olds. Researchers have noted school districts that have been able to improve graduation rates have often done so through the “development of innovative models and pathways that help young people get back on track to graduation” One such innovative model, an accelerated middle school intervention, is currently implemented across five middle schools in a large southeastern school district. The program targets students at-risk for dropping out based on characteristics such as age, mobility, poverty and previous retention in grade and allows them to complete both 8th and 9th grade requirements within one school year. To date, about 88% of students who completed the intervention during their last year of middle school were able to transition to high school as 10th grade students. This study presents findings from the students who completed this intervention between 2011–12 and 2015–16, representing the first five years the program was in existence. A quasi-experimental design is used to analyze outcomes related to attendance, course completion and graduation. Results indicate that students who complete the intervention are 34% more likely to graduate high school than the matched comparison group. However, no significant differences existed in student attendance rates while in high school. The findings indicate this program has the potential to improve graduation rates for students at-risk of dropping out provided the intervention occurs early enough in their academic career. © 2020, © 2020 Taylor & Francis Group, LLC.
Publisher: Routledge KerkoCite.ItemAlsoKnownAs: 10.1080/10824669.2020.1757453 2129771:LQJGM2ZT 2339240:QRYQUHL6 2486141:GIXHKTDU
Keywords: Marginalised; _AcademicRecoveryOECS

COVIBOOK - Molina Cruz, Manuela (n.p., 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:J7PVQ4TP 2486141:YFHMQ797

The evaluation of chatbot as a tool for health literacy education among undergraduate students - Mokmin, Nur Azlina Mohamed; Ibrahim, Nurul Anwar (Education and Information Technologies, 2021)
This study discussed and evaluated the usefulness, performance, and technology acceptance of a chatbot developed to educate users and provide health literacy. A semi-structured interview and analytic sessions were provided on Google Analytics dashboard, and the users’ acceptance toward the technology was measured using the Unified Theory of Acceptance and Use of Technology 2 (UTAUT2). A total of 75 undergraduate students were involved over a total period of two months. Each respondent explored the health chatbot actively to get advice from it with a phrase that matched the chatbot’s intents via mobile devices. The evaluation results showed that 73.3% of the respondents found that the chatbot can help understand several health issues and provide a good conversation. The performance evaluation also showed that the chatbot contributed a low percentage of exit, where less than 37% of users exited the application. The overall assessment showed that the developed chatbot has a significant potential to be used as a conversational agent to increase health literacy, especially among students and young adults. However, more research should be done before the technology can replace humans in a real setting.
Publisher: Springer KerkoCite.ItemAlsoKnownAs: 2129771:26CN8GPS 2129771:YQUFKCMU

Boycott e-learning until all students are brought on board - Sascoc - Mokhoali, Veronica (2020)
The move to migrate to learning online has been met with a backlash from student organisations; with many accusing institutions of side-lining those from disadvantaged backgrounds.
Library Catalog: ewn.co.za KerkoCite.ItemAlsoKnownAs: 2129771:V82TUXBC

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

Application of Multitemporal Landsat Data in Mapping of Saline Soil in Kano River Irrigation Scheme (KRIS) - Mohammed, Dahiru; Maina, M. M.; Audu, I.; Tudunwada, I. Y.; Nasiru, N. K.; Nasidi, N. M.; Umar, S. E. (FUDMA JOURNAL OF SCIENCES, 2023)
Soil salinization is becoming a more serious issue threatening agricultural production and the sustainable use of land resources. Crop roots are unable to absorb water from the soil when exposed to saline conditions. This study explored the potential of Landsat imagery in detecting and mapping saline soil in the Kano River Irrigation Scheme (KRIS). Samples of soil were collected from thirty-nine (39) sectors of the KRIS for ground truthing on 20th – 25th April, 2020. Electrical Conductivity (EC) of field samples were correlated with band values of satellite images and salinity indices in order to determine their relationship and assess their effectiveness in predicting soil salinity. Using a geospatial approach, the data was analyzed and maps of salt-affected areas were generated. ArcGIS 10.6 was used as the primary package for modeling and running functions. The result has shown that the EC values over the entire study area are greater than 1.3 dS/m. However, the mean value of EC is approximately 1.91 dS/m. The implication is that, most of the vegetables such as Onion, Carrot, and Beans grown in the KRIS will experience yield reduction without appropriate management practice as their threshold value has been exceeded.

Theorising Evidence-Informed Learning Technology Enterprises: A Participatory Design-Based Research Approach - Moeini, Anissa (UCL (University College London), 2020)
The goal of this doctoral work was to build a bridge between academia and small and medium-sized enterprises (SMEs) in the educational technology (edtech) sector by bringing the rigour of academic research methods to start-up and scale-up environments so that they can conceptualise and realise products that are built with evidence from the learning sciences. The overall research question, What theoretical framework supports edtech enterprises to build evidence-informed products and services? is answered through a design-based research methodology with six Cycles of research, grouped into three Phases, each with goals that evolve in an iterative way. A design-based research approach was chosen after a highly exploratory Phase surveying London’s edtech ecosystem prior to Cycle 1. Part 1 (Cycles 1 and 2) focused on developing the construct in question (a practical framework for building research-minded edtech enterprises) through a participatory design process with key Participants. Part 2 (Cycles 3 and 4) focused on evaluating the new construct with Participants. Part 3 (Cycles 5 and 6) validated the framework developed in Parts 1 and 2 with edtech enterprises both from the EDUCATE programme and also the greater global ecosystem. The theoretical contribution of this study is the ELTE construct and its 7 Sub-Constructs, including Learning Culture, Leadership Vision, Sense of Purpose, Teamwork, Research Know-How and Action Orientation; the ELTE Survey outlining all facets each Sub-Construct in the framework; and the ELTE Sub-Construct Hierarchy Model, introducing Sub-Construct dependencies. Methodological contributions of this study include the ELTE Action Model, an effective boundary object for researchers when approaching edtech enterprises to understand how the ELTE framework has uniquely manifested within the structures of their organisations, and ELTE Hallmark Questions, an introductory tools for researchers to give context to enterprises regarding the ELTE model prior to a workshop, line of inquiry, or discussion regarding the model’s particular manifestation enterprise context. The contributions of this study represent an intellectual advancement in our understanding of evidence-informed design and development within the edtech sector, and it provides a tool of practical use to edtech SMEs that want to become Evidence-informed Learning Technology Enterprises.
Conference Name: UCL Meeting Name: UCL Pages: 1-244 Publication Title: Doctoral thesis, UCL (University College London). KerkoCite.ItemAlsoKnownAs: 2129771:3G2SWI79 4426965:YQEKEBY5

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

Redesigning the Education Workforce: A Design Thinking Approach Background Paper: Transforming the Education Workforce - Mlambo, Yeukai; Neilsen, Ann; Silova, Iveta; Wolfenden, Freda; Rafaeli, Tal; Jones, Charlotte (2020)
The Education Workforce Initiative (EWI) was established in response to a recommendation from the Education Commission’s Learning Generation report to explore new ways of diversifying and strengthening the education workforce. The Transforming the Education Workforce report is one of EWI’s key contributions to catalyzing this thinking. It draws on recent evidence and provides thought leadership on how to rethink the education workforce. For the full report and other supporting documents, please visitEducationWorkforce.org. The Transforming the Education Workforce report was originally commissioned as a set of sequential background papers and thus each paper infuenced and references the others. The background papers are written by different authors and cover the rationale for rethinking the education workforce, the design of the education workforce, how it can be strengthened, and political economy and fnancial considerations. This background paper focuses on redesigning the education workforce using a design thinking approach to propose design options for the workforce needed now and in the future.
Publisher: The Education Commission KerkoCite.ItemAlsoKnownAs: 2129771:3SFIBTD4

Effects of Internet Access During Examinations - Mitra, Sugata; Dangwal, Ritu (Journal of Learning for Development, 2022)
The scores obtained by students in examinations where internet access was allowed during the examination were compared with the scores obtained in traditional examinations where no assistance was allowed. These scores were then compared with those obtained in a standardised school examination on the same topic or subject, taken by the same students a year before. We observed that scores dropped by over 70% within a year of taking a traditional examination but could be significantly improved if internet access is allowed in the later examination. We further observed that scores in examinations where internet access was allowed were consistently higher than where internet access was not allowed. Finally, we report an analysis by rank and observe that student rankings change both over time and whether internet access was allowed or not. This leads us to suggest that use of the internet during examinations measures abilities that are different and more meaningful to our times than those that are measured by traditional examinations based on memorisation and unassisted recall.
Number: 1
Keywords: assessment; cheating; examination; internet access; memory; ⛔ No DOI found

Children and the Internet: Learning, in the Times to Come - Mitra, Sugata (Journal of Learning for Development, 2020)
It is proposed that the purpose of education is to enable people to live happy, healthy and useful lives — now and in the future. A curriculum and framework for children’s education is derived from the above purpose. Using the results of over twenty years of research, the pedagogical and physical environments required that will enable children to learn are discussed in the post-pandemic world. Scenarios for schools and homes are presented with a special emphasis on the role of the Internet in children’s learning. New methods for assessment and certification are described to complete a framework for children’s education that is fit for purpose for our times.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:CH3DGJZT
Keywords: Internet; SOLE; assessment; certification; children’s education; curriculum; learning environments; pandemic; pedagogy; self-organization; ⛔ No DOI found

Education research in sub-Saharan Africa: Quality, visibility, and agendas - Mitchell, Rafael; Rose, Pauline; Asare, Samuel (Comparative Education Review, 2020)
Publisher: The University of Chicago Press Chicago, IL

Transforming Education for Sustainable Futures in Africa: Researching education, poverty and sustainability in the context of Covid-19 - Mitchell, Rafael; Kaya, Hassan O.; Kulundu-Bolus, Injairu; Tusiime, Michael (2020)
Keywords: ⛔ No DOI found

African education research: patterns in publishing and collaboration - Mitchell, Rafael (2020)
Keywords: ⛔ No DOI found

Cost-Effective EdTech Paper 1: A position piece on how the sector can make progress - Mitchell, Joel; D'Rozario, Jonny (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 4804264:MHVDI7G5
Keywords: Final_citation; cited; existing

Education in Emergencies: A Rapid Evidence Review - Mitchell, Joel; Ashlee, Amy; Clericetti, Giulia; Gladwell, Jessica; Torrance, Rebecca (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:ZS3E4JTC
Keywords: Final_citation; cited; existing

ERICC Evidence Review in Nigeria_The evidence for improving education in conflict-affected areas of Nigeria and existing gaps - Mishra, A.; Oyinloye, B.; Mkwananzi, F.; Watts, M.; Adesina, Adedoyin; Akogun, O.; S., Salmon- Letelier; M.; Diazgranados Ferrans, S. (2024)
Pages: – 24231040 KerkoCite.ItemAlsoKnownAs: 2129771:EWUGERAJ 2129771:I6M4XK3L 2486141:26DPLWCX

Emergency Transition to Virtual Education during COVID-19: Lessons and Opportunities for Experiential Learning and Practice Socialization - Mintz, Joel; Wahood, Waseem; Meghani, Salimah; Rajput, Vijay (MedEdPublish, 2020)
Published article by Vijay Rajput at MedEdPublish
KerkoCite.ItemAlsoKnownAs: 10.15694/mep.2020.000144.1 2129771:MEMG5WAL
Keywords: __C:filed:1

Ministry of Information and Communications | Home - Ministry of Information and Communications (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:KJ4CSE7U 2405685:MV5RWXEF

2020/21 Education Statistical Yearbook - Ministry of Education (Rwanda) (2022)

Ministry of Education Proud of Students Steady and Progressive Performance in the West African Senior Secondary Examinations (WASSCE) - Ministry of Education, Liberia (2020)

National guidelines for school re-entry in early learning and basic education - Ministry of Education (Population Council, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:E5SL84PN 2129771:UNIYDIXY

COVID-19 Education Emergency Response Plan - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:TK93PBJQ 2405685:XV46GE39

EMIS | Education Management Information System - Ministry of Basic and Senior Secondary Education (Sierra Leone) (2020)
Library Catalog: mbsse.gov.sl KerkoCite.ItemAlsoKnownAs: 2129771:VHB75LAY 2405685:WDHKTX4J

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

2020 Annual School Census Report - Ministry of Basic and Senior Secondary Education (2021)
KerkoCite.ItemAlsoKnownAs: 2129771:B2LSMY5K 2486141:GIGZMEHQ

West African Senior School Certificate Examination: Sierra Leone Results Analysis - Ministry of Basic and Secondary Education (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:P4P34Q78 2339240:2WY3SC9N 2405685:YKA8Y8DM
Keywords: _C:Sierra Leone SLE

Machine learning for geographically differentiated climate change mitigation in urban areas - Milojevic-Dupont, Nikola; Creutzig, Felix (Sustainable Cities and Society, 2021)
Publisher: Elsevier

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

Education Policies and Teacher Deployment in Northern Ireland: Ethnic Separation, Cultural Encapsulation and Community Cross-Over - Milliken, Matthew; Bates, Jessica; Smith, Alan (British Journal of Educational Studies, 2020)
Education is a key mechanism for the restoration of inter-community relations in post-conflict societies. The Northern Ireland school system remains divided along sectarian lines. Much research has been conducted into the efficacy of initiatives developed to bring children together across this divide but there has been an absence of studies into the impact of educational division on teachers. A number of policies, separately and in combination, restrict teachers’ options to move across and between the divided school sectors. The recruitment of teachers is excepted from fair employment legislation; details of teachers’ community identity are consequently not collected, and little is known about the impact that ethnic identity, educational policies and sectoral practices have had on teacher deployment. This quantitative project investigates the extent to which the deployment of teachers in mainstream schools in Northern Ireland reflects the enduring community divide. It is observed that, whilst primary schools are staffed mainly by community-consistent teachers, there has been an increase in cross-over teachers in post-primary schools – particularly in the grammar sector. Around one-in-five teachers have had no educational experience outside of their community of origin; this cultural encapsulation may contribute to a reluctance to engage with contentious issues in reconciliation programmes.
Publisher: Routledge _eprint: https://doi.org/10.1080/00071005.2019.1666083
Keywords: Northern Ireland; _C:Ireland IRL; _C:Poland POL; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; community division; cultural encapsulation; post-conflict education; teacher identity

Education and Stability Learning Journey: Lessons Learned and Emerging Issues - Millican, Juliet (2021)
This document brings together key findings from a Foreign, Commonwealth and Development Office (FCDO) Learning Journey designed to explore the relationship between education, conflict, and stability. Prepared by the Knowledge, Evidence and Learning for Development Programme (K4D), it responds to questions from FCDO on how education interventions can build peace and stability, drawing together research and lessons from FCDO posts, and input from leading academics. The Key messages are: 1) Education matters for peace. 2) At the same time, education can exacerbate conflict. 3) All education interventions need to be grounded in robust political economy and conflict analyses. 4) To avoid instrumentalising education simply as a tool for security. 5) Taking a pragmatic inter-sectoral approach to maximise opportunities. 6) Recogniseing the links between education and inclusive economic development 7) Acknowledging unavoidable trade-offs in meeting the needs of different groups. 8) Aiming for nationally owned systemic change rather than piecemeal interventions 9) To consider the importance of different educational sectors, 10) Recognising that the recommendations set out by the global education agenda are difficult to achieve in situations of extreme instability.
Accepted: 2022-02-03T12:18:22Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.013 2129771:Y7Q8BLJS 4869029:NYZE9GI4

Feasibility of satellite image and GIS sampling for population representative surveys: a case study from rural Guatemala - Miller, Ann C.; Rohloff, Peter; Blake, Alexandre; Dhaenens, Eloin; Shaw, Leah; Tuiz, Eva; Grandesso, Francesco; Mendoza Montano, Carlos; Thomson, Dana R. (International Journal of Health Geographics, 2020)
Population-representative household survey methods require up-to-date sampling frames and sample designs that minimize time and cost of fieldwork especially in low- and middle-income countries. Traditional methods such as multi-stage cluster sampling, random-walk, or spatial sampling can be cumbersome, costly or inaccurate, leading to well-known biases. However, a new tool, Epicentre’s Geo-Sampler program, allows simple random sampling of structures, which can eliminate some of these biases. We describe the study design process, experiences and lessons learned using Geo-Sampler for selection of a population representative sample for a kidney disease survey in two sites in Guatemala.
Keywords: Guatemala; Population-representative study; Sample selection; Sampling frame; Simple random sample

Understanding Sustainable Exit Strategies of Voluntary Development Organisations. Amical Break-Up or Messy Divorce? - Mil, Anne-Fleur Lurvink, Imke van, Sara Kinsbergen (The Rise of Small-Scale Development Organisations, 2023)
Over the past decade, the changing aid architecture has been at the center of attention in development studies. The increasing number of established development actors and the influx of alternative development actors are attracting the attention of academic research. At the same time, still relatively little attention is being given to organisations exiting the field. In this chapter, we present a new framework to study sustainable exist strategies. We apply the framework on the ending of the partnership of two Dutch voluntary, small-scale development organisations (Private Development Initiatives, PDI) with their Indonesian local counterparts. Through a case-study approach, we study why and how partnerships are ended and how this impacts the sustainability of development interventions. We argue that the emotional connection between the PDI and its local counterpart is key feature in understanding their exits.
Num Pages: 16

Relevant Journals for Identifying Implementation Science Articles: Results of an International Implementation Science Expert Survey - Mielke, Juliane; Brunkert, Thekla; Zullig, Leah L.; Bosworth, Hayden B.; Deschodt, Mieke; Simon, Michael; De Geest, Sabina (Frontiers in Public Health, 2021)
In implementation science (IS), conducting well-targeted and reproducible literature searches is challenging due to non-specific and varying terminology that is fragmented over multiple disciplines. A list of journals that publish IS-relevant content for use in search strings can support this process. We conducted a cross-sectional online survey of 56 Australian, European, and North American IS experts to identify and prioritize relevant journals that publish IS articles. Journals' relevance was assessed by providing each with a list of 12 journals, to which they were encouraged to add additional journal names and comments as free text. We also assessed which journals had published special IS-focused issues—identified via PubMed and Google searches—over the last 20 years. Data were analyzed descriptively. Between February 28 and March 15, 2020, a purposive sample of 34/56 experts participated in the survey (response rate: 60.7%). Implementation Science and BMC Health Services Research were perceived as relevant by 97.1% of participants; other journals' relevance varied internationally. Experts proposed 50 additional journals from various clinical fields and health science disciplines. We identified 12 calls and 53 special issues on IS published within various journals and research fields. Experts' comments confirmed the described challenges in identifying IS literature. This report presents experts' ratings of IS journals, which can be included in strategies supporting searches of IS evidence. However, challenges in identifying IS evidence remain geographically and interdisciplinary. Further investment is needed to develop reproducible search strings to capture IS evidence as an important step in improving IS research quality.
KerkoCite.ItemAlsoKnownAs: 10.3389/fpubh.2021.639192 2129771:GVP2NX6N 4869029:9WRKHXVH

COVID-19 and the Digital Transformation of Education: What Are We Learning on 4IR in South Africa? - Mhlanga, David; Moloi, Tankiso (Education Sciences, 2020)
The study sought to assess the influence of the COVID-19 pandemic in motivating digital transformation in the education sector in South Africa. The study was premised on the fact that learning in South Africa and the rest of the world came to a standstill due to the lockdown necessitated by COVID-19. To assess the impact, the study tracked the rate at which the Fourth Industrial Revolution (4IR) tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote (online) learning. These observations reflect that South Africa generally has some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, it has presented an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.
Publisher: MDPI KerkoCite.ItemAlsoKnownAs: 10.3390/educsci10070180 2129771:FZ72LCBN 2129771:KGMAPFPF
Keywords: 4IR; COVID-19; South Africa; __C:filed:1; digital transformation; education

COVID-19 and the Digital Transformation of Education: What We Are Learning in South Africa - Mhlanga, David; Moloi, Tankiso (2020)
The study sought to gauge the impact of COVID-19 pandemic in unleashing digital transformation in the education sector in South Africa. In order to gauge the impact, the study tracked the rate at which the 4IR tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources, mainly newspaper articles, magazines and peer-reviewed journals. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote learning (online learning). These observations point to the fact that South Africa generally has, some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, there is an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.
Publisher: Preprints KerkoCite.ItemAlsoKnownAs: 10.20944/preprints202004.0195.v1 2129771:XL2TPA77
Keywords: __C:filed:1

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

A review about COVID-19 in the MENA region: environmental concerns and machine learning applications - Meskher, Hicham; Belhaouari, Samir Brahim; Thakur, Amrit Kumar; Sathyamurthy, Ravishankar; Singh, Punit; Khelfaoui, Issam; Saidur, Rahman (Environmental Science and Pollution Research, 2022)

A systematic literature review to identify evidence-based principles to improve online environmental education - Merritt, Eileen G.; Stern, Marc J.; Powell, Robert B.; Frensley, B. Troy (Environmental Education Research, 2022)
Many environmental educators shifted to online programs in the midst of the COVID-19 pandemic. We conducted a systematic literature review to identify program characteristics from digital environmental education experiences that are associated with one or more elements of environmental literacy. After reviewing 153 candidate articles, 32 articles that evaluated 47 diverse programs met our selection criteria. For each of these programs, we systematically coded the articles to identify guiding theories, program types, program characteristics, and outcomes assessed. We also identified the authors’ explanations and empirical evidence for program characteristics that led to positive outcomes. In this paper, we synthesize the results and present 12 guiding principles that show promise in enhancing outcomes related to environmental literacy in online programs for K-12 students. These principles, which are defined and illustrated with examples from the literature, include: social-ecological connections, relevance, social interactions, role models, autonomy, active involvement, challenge, use of multiple modalities, positive framing, preparation, feedback and reflection.
Publisher: Routledge _eprint: https://doi.org/10.1080/13504622.2022.2032610 KerkoCite.ItemAlsoKnownAs: 10.1080/13504622.2022.2032610 2129771:K74T9WSY
Keywords: Distance learning; STEM; _genre:LR-literature_review; environmental literacy; literature review; online learning; virtual field trips

The Online Interface and Social Inclusion: A MOOC Study in Turkey - Meri-Yilan, Serpil (Journal of Interactive Media in Education, 2020)
One of the virtues of Massive Open Online Courses (MOOCs) is that, because of their scalability, temporal flexibility and digital mediation, they have the potential to increase learner numbers in higher education, boosting their general level of social inclusion. Whether a MOOC actually succeeds in enhancing students’ social inclusion, however, is shaped by two elements of the course: 1) the features of the online interface – the embedded linguistic, pedagogical and interactive features that direct students’ engagement with the course materials, the educator and their peers; and 2) the knowledge content of the course, especially its relevancy for equipping learners to be able to engage meaningfully with the world after completion of the MOOC. With this in mind, this paper focuses on the first element, exploring Turkish students’ experiences of taking a MOOC and their perceptions of how the MOOC interface shaped their sense of social inclusion. Fifteen university-level students registered for a five-week MOOC on how to improve their English language writing skills. They then completed a questionnaire about their views on the learning experience. Nine of the students also kept diaries reflecting on their learning through the MOOC. Findings reveal that these students had a positive view of the MOOC, with different elements of the online interface playing important roles in improving digital, educational and social inclusion. The paper ends by recommending that researchers should further investigate the relationship between social inclusion and MOOCs; that course designers should rethink the role of online interfaces within MOOCS; and that Turkish higher education institutions should develop more MOOCs with locally relevant features embedded within them.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.558 2129771:X4EZDARY 2447227:KXNQF22K
Keywords: MOOC; Turkey; higher education; online interface; social inclusion

Synergizing education, research, campus operations, and community engagements towards sustainability in higher education: a literature review - Menon, Shalini; Suresh, M. (International Journal of Sustainability in Higher Education, 2020)
Purpose The UN proclamation of 2005–2014 as the decade of education for sustainable development has been instrumental in creating awareness and driving higher education institutions (HEIs) in integrating sustainability into their system. The purpose of this paper is to explore and encapsulate practices adopted by universities and colleges across the globe in integrating sustainability in education (here refers to curriculum and pedagogy), research, campus operations and outreach programs. Design/methodology/approach The review analyzed 229 peer-reviewed research studies in the time period 2005–2018 selected from 44 journals. The literature review was done in phases. The first phase was the selection of the database, the second phase was refining the database by eliminating irrelevant studies and the last phase was distributing selected studies on the basis of the journal, year and country of publication, research paradigm, sustainability integration in higher education, teaching techniques adopted by HEIs and research focus in publications. Findings This study contributes to the literature review of sustainability in higher education. From the literature review, it is evident that sustainability has made inroads into HEIs, but only a few universities have been successful in implementing it holistically, integrating all the triple bottom line dimensions in balance. Practical implications The study has practical implications for HEIs planning to integrate sustainability into teaching and learning and other aspects of educational practices. The findings and the examples of successful implementation of sustainable education by institutions around the world would help universities and colleges in formulating policies, strategies and practices that would promote sustainability on campuses. Originality/value The literature reviews on sustainability in higher education so far have focused either on curricula, pedagogical approaches, assessment and reporting or barriers and solutions. This study attempts to offer a comprehensive view of the initiatives adopted by the institutions in incorporating sustainability in education, research, campus operations and outreach programs.
Publisher: Emerald Publishing Limited
Keywords: Campus operations; Higher education; Outreach programs; Sustainability; Sustainable education and research

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

An artificial intelligence based virtual assistant using conversational agents - Mekni, Mehdi (Journal of Software Engineering and Applications, 2021)
Publisher: Scientific Research Publishing

A critical approach to humanizing pedagogies in online teaching and learning - Mehta, Rohit; Aguilera, Earl (The International Journal of Information and Learning Technology, 2020)
Purpose In this paper, the authors draw on theories of critical pedagogy to interrogate recent trends in online education scholarship, calling for more humanizing pedagogies. By using vignettes from their own teaching experiences, the paper illustrates tensions between autonomous and ideological visions of humanizing approaches, particularly how they apply to issues of inclusion in online teaching and learning. Design/methodology/approach The authors draw on critical theory to interrogate the framings of humanizing online teaching. Sharing three illustrative vignettes from their own reflexive teaching practice, the authors demonstrate how a critically framed approach to humanizing digital pedagogies can promote the design and enactment of more inclusive learning environments across online contexts. Findings Based on the pedagogical cases presented, the authors demonstrate (1) how methods promoted in autonomous models of humanizing pedagogy can present challenges for inclusive design, (2) how participatory media production activities can still intersect with issues of racialization, and (3) how humanizing pedagogical commitments by individual instructors can be constrained by material, structural, and institutional realities. Practical implications While critical framings of pedagogy necessarily resist prescriptive recommendations, the authors conclude the article by underscoring the importance of critically interrogating the ideological dimensions of humanizing pedagogies, the need to grapple with social inequities even as educational contexts are increasingly digitized; the importance of considering structural issues of power and privilege that produce and constrain pedagogical possibilities. Originality/value The authors offer a critical framing of humanizing pedagogies in online education that runs counter to the often-autonomous framings of these approaches, highlighting issues of power, privilege, and ideology that can be overlooked in online educational contexts, especially at the level of institutional, instructional design and support.
KerkoCite.ItemAlsoKnownAs: 10.1108/IJILT-10-2019-0099 2129771:2MGLKIQD 2129771:KTD89SWY

The Effect of Technology-mediated Reading Comprehension Tasks on Autonomy and Metacognitive Strategy Use by Iranian EFL Intermediate Learners - Mehri Ghahfarokhi, Marzieh; Tavakoli, Mansoor (Journal of Modern Research in English Language Studies, 2020)
Publisher: Imam Khomeini International University KerkoCite.ItemAlsoKnownAs: 2129771:M2ANPNEQ
Keywords: _C:Canada CAN; _C:China CHN; _C:Iran IRN; _C:Turkey TUR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The “Improving learning through classroom experience” study - Megogo Bokamba, Tania (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10257522 ZenodoArchiveConcept: 10257521 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1038 2129771:MBPHUZIR
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

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

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

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

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

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

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

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

TVET and Digitalization - Literature Review - Megha-Bongnkar, Ghislaine; Haseloff, Gesine; Haßler, Björn (OpenDevEd, 2022)
ZenodoArchiveID: 6615086 ZenodoArchiveConcept: 6615085 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.278 2129771:HWQJK37N
Keywords: Author:OpenDevEd; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Policy Makers and Girls’ Education in Emergencies in Kenya - Megha-Bongnkar, Ghislaine; Gichuhi, Loise; Khalayleh, Abdullah (2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5110135

Policy Makers and Girls' Education in Emergencies in Kenya: Initial findings from first round of interviews - Megha-Bongnkar, Ghislaine; Gichuhi, Loise; Khalayleh, Abdullah (2021)

Coronavirus 'could undo 30 years of UK's international development work' - McVeigh, Karen (The Guardian, 2020)
Impact of pandemic could be felt by world’s poorest for years to come, international development secretary tells MPs
KerkoCite.ItemAlsoKnownAs: 2129771:6I53V9HK
Keywords: Aid; Anne-Marie Trevelyan; Department for International Development (DfID); Foreign policy; Global development; Humanitarian response

Embedding Social Justice in Teacher Education and Development in Africa - McNaught, Carmel; Gravett, Sarah (Routledge, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:BRH2C5JG 2129771:E2Q73NBN 2129771:EPYMVB2W 2405685:SM8RY6F9
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; STC-TLC; _bjoern_cv; _yl:a; docs.opendeved.net

Digital trust: Why it matters for businesses | McKinsey - McKinsey (2022)
KerkoCite.ItemAlsoKnownAs: 4804264:9F6SYMPJ
Keywords: Final_citation; existing

A Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs. - McIntyre, Nora; Sabates, Ricardo; Eberhardt, Molly Jamieson (2021)
[No description available.]
Publisher: Zenodo KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.4575561 2129771:XJTFUXWF

Youth Employment and Productivity: Medium-term Experimental Evidence from Rwanda - McIntosh, Craig; Zeitlin, Andrew (2022)
Keywords: ⛔ No DOI found

Vocational education and training for African development: a literature review - McGrath, Simon; Ramsarup, Presha; Zeelen, Jacques; Wedekind, Volker; Allais, Stephanie; Lotz-Sisitka, Heila; Monk, David; Openjuru, George; Russon, Jo-Anna (Journal of Vocational Education & Training, 2020)
The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a “hidden hand”. Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals’ and communities’ views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible.
Publisher: Routledge _eprint: https://doi.org/10.1080/13636820.2019.1679969 KerkoCite.ItemAlsoKnownAs: 10.1080/13636820.2019.1679969 2129771:7Z66FVXB 2129771:XGUWRPRD
Keywords: Africa; Development; VET; _genre:LR-literature_review; interesting

Vocational education and training for African development: a literature review - McGrath, Simon; Ramsarup, Presha; Zeelen, Jacques; Wedekind, Volker; Allais, Stephanie; Lotz-Sisitka, Heila (Journal of Vocational Education & Training, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:E8GI9GPU 2486141:IMADTBDE

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

Digital transformation in education: A mixed methods study of teachers and systems - McCarthy, Aidan (Murdoch University, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:YRGITEBS
Keywords: _C:Australia AUS; _C:Finland FIN; _C:Malaysia MYS; _C:Myanmar MMR; _C:New Zealand NZL; _C:Singapore SGP; _C:Spain ESP; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Module 3: Case Study Evidence Pack - McBurnie, Chris; Walker, Hannah; Lurvink, Anne-Fleur; Moustafa, Nariman; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386653 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1004 ZenodoArchiveConcept: 8386652
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Module 3: Case Study Scenarios - McBurnie, Chris; Walker, Hannah; Lurvink, Anne-Fleur; Moustafa, Nariman; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386658 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1005 ZenodoArchiveConcept: 8386657
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Codebook for Systematic Literature Review: Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils - McBurnie, Chris; Walker, Hannah; Haßler, Björn (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10697640 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1076 ZenodoArchiveConcept: 10697639
Keywords: Internal; _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:6Y9XNNMV 2129771:9LSPJG52 2486141:AEED5965
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE

Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward - McBurnie, Chris; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6497554 2129771:S33JRRK6 2405685:KAZQRPA7
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Sierra Leone Series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health - McBurnie, Chris; Swaray, Abdulai; Kamara, Prince (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4584801 2129771:ARN5G6A2 2129771:AUZKK7ID 2339240:F47KL5P7 2339240:VJ2SHXTR 2405685:DJHAECID 2405685:JV4FPSJW
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodoETH; dode_eth-src-eth

Sierra Leone Series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health - McBurnie, Chris; Swaray, Abdulai; Kamara, Bai (EdTech Hub, 2021)
ZenodoArchiveID: 5652005 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652005 2129771:DGE5S596 2405685:RT5H8XNG
Keywords: _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen

Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes - McBurnie, Chris; Saidu, Arthur; Rincon Casado, Eusebio; Shergill, Maggie (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4584801 2129771:AUZKK7ID 2129771:DCMCMN8A 2339240:F47KL5P7 2339240:VJ2SHXTR 2405685:DJHAECID 2405685:JV4FPSJW
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodoETH; dode_eth-src-eth

Sierra Leone Series: Plan International and the importance of community support for distance teacher professional development programmes - McBurnie, Chris; Saidu, Arthur; Rincon Casado, Eusebio; Shergill, Maggie (EdTech Hub, 2021)
ZenodoArchiveID: 5652007 KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5652007 2129771:TF3VJYTG 2405685:KZ6FTNMC
Keywords: _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; ___working_potential_duplicate; _cover:analysis:nopdf; _r:AddedByZotZen

Continuous professional development in Sierra Leone: Scoping Phase Overview - McBurnie, Chris; Plaut, Daniel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4774318 2129771:YE8VL5V7 2405685:EKMQD8WQ
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Sierra Leone series: Freetown Teachers College and its multimodal approach to teacher professional development - McBurnie, Chris; Moriba, Sambo; Brainard, Prince (EdTech Hub, 2021)
Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector. In week two, we connected with Dr Samba Moriba and Prince Brainard from Freetown Teachers…
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4584801 2129771:AUZKK7ID 2339240:F47KL5P7 2339240:VJ2SHXTR 2405685:DJHAECID 2405685:JV4FPSJW
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _r:AddedByZotZen; _zenodoETH; dode_eth-src-eth

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

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

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

EdTech Fellowship Residential: Day 1 - McBurnie, Chris; Hassan, Syed Mustafa (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
ZenodoArchiveID: 8392546 ZenodoArchiveConcept: 8392545 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1016 2129771:S7J9TC7H
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Empathising with Education Stakeholders - McBurnie, Chris; Hassan, Mustafa Syed; Moustafa, Nariman; Walker, Hannah; Lurvink, Anne-Fleur; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386681 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1008 ZenodoArchiveConcept: 8386680
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Introduction to Design Challenges - McBurnie, Chris; Hassan, Mustafa Syed; Moustafa, Nariman; Walker, Hannah; Lurvink, Anne-Fleur; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386675 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1007 ZenodoArchiveConcept: 8386674
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Prototyping - McBurnie, Chris; Hassan, Mustafa Syed; Moustafa, Nariman; Walker, Hannah; Lurvink, Anne-Fleur; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386687 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1010 ZenodoArchiveConcept: 8386686
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

User Journey Mapping and Ideation - McBurnie, Chris; Hassan, Mustafa Syed; Moustafa, Nariman; Walker, Hannah; Lurvink, Anne-Fleur; Macharia, Grace; Haßler, Björn (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
ZenodoArchiveID: 8386685 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1009 ZenodoArchiveConcept: 8386684
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Geodata in Education - an annotated bibliography - McBurnie, Chris; Haßler, Björn (Education Commission GIS in Education Working Group, 2021)
This annotated bibliography summarises uses of geospatial data in education.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4482766 2129771:8B68G7IK
Keywords: Author:Haßler; Author:OpenDevEd

Is there learning continuity during the COVID-19 pandemic? Six Lessons - McBurnie, Chris; Haßler, Björn (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3930934 2129771:A4N8WK7U
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; ___duplicate_item; _r:ImportedToMyEducationEvidence

The impact GIS-supported teacher allocation in Sierra Leone: Inception Report - McBurnie, Chris; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5896640 2129771:SMVFRCNY 2405685:HT8ZGKAB
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

The impact of GIS-supported teacher allocation in Sierra Leone: Inception Report - McBurnie, Chris; Haßler, Björn (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5896640 2129771:MUPACN2Q
Keywords: _C:Sierra Leone SLE

Report on research outcomes - McBurnie, Chris; Godwin, Katy; Vijil, Alejandra; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6320778 10.53832/edtechhub.0082 2405685:KT9PMHDT
Keywords: _r:AddedByZotZen

Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? - McBurnie, Chris; Godwin, Katie; Haßler, Björn (2022)
This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender, family status, and experience to influence school choice preferences. This set of factors — and their interaction with certain teacher characteristics — continues to shape preferences as teachers move up the career ladder.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6817992 2129771:7N48R3PH
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? - McBurnie, Chris; Godwin, Katie; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6817992 2129771:DUAVS9AV 2405685:KAAC2B78
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

When teachers are asked to deploy other teachers, we learn a lot about teacher preferences - McBurnie, Chris; Godwin, Katie; Bernard-Jones, Lydia (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:QJ86VAKD

What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman; Bernard-Jones, Lydia; Haßler, Björn (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6530321 10.53832/edtechhub.0095 2129771:G2ULWZXN 2405685:8GN4RWMR
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman; Bernard-Jones, Lydia (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0095 2129771:IZ2H9WQW
Keywords: _C:Sierra Leone SLE

The impact of GIS-supported teacher allocation in Sierra Leone: High-level findings on teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman (EdTech Hub, 2022)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6504993 2129771:38B3CUIM
Keywords: _C:Sierra Leone SLE

The impact of GIS-supported teacher allocation in Sierra Leone: High-level findings on teacher preferences in Sierra Leone - McBurnie, Chris; Godwin, Katie; Beoku-Betts, Iman (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6504993 2129771:7AXGA8UK 2405685:SE5JPCX2
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Advancing Data-driven Decision-making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (MBSSE, EdTech Hub, Leh Wi Lan, 2021)
An output of the EdTech Hub, https://edtechhub.org
zotzenLib.CopiedFrom: 2486141:UIV8NJ9M KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4896502 10.53832/edtechhub.0066 2129771:IPKSMS3Z 2129771:Q85KZGW8 2129771:U8L38F6S 2405685:MPRD5RKR 2486141:UIV8NJ9M 4556019:IGJQDXZM
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _EdTechHub_Output; _MELA_seen; _r:AddedByZotZen

Mapping the education data ecosystem in Sierra Leone - McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.53832/edtechhub.0068 2129771:DGXEEM2R
Keywords: _C:Sierra Leone SLE

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

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

Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C) - McBurnie, Chris; Allier-Gagneur, Zoe; Haßler, Björn (2020)
EdTechHub.Source: 2405685:KXY7Q6VT EdTechHub.Source: 2405685:KXY7Q6VT KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3873460 2129771:3AV78BC7 2339240:FE5LM4QS 2405685:KXY7Q6VT
Keywords: Author:Haßler; Author:OpenDevEd; E:Pedagogy; E:Teacher education (pre-service and in-service); LP: English; _EdTechHub_Output; __C:filed:1; _cover:v1; _forthcoming; _r:ImportedToMyEducationEvidence; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Is there Learning Continuity during the COVID-19 Pandemic? A Synthesis of the Emerging Evidence. - McBurnie, Chris; Adam, Taskeen; Kaye, Tom (Journal of Learning for Development, 2020)
Since the onset of COVID-19, governments have launched technology-supported education interventions to ensure children learn. This paper offers a narrative synthesis of emerging evidence on technology-based education to understand the current experiences of learners, teachers and families. Studies find that few students in low- and middle-income countries have access to technology-supported learning with the most marginalised children appearing to have the least educational opportunities. As such, the education response to COVID-19 could widen existing inequalities.
KerkoCite.ItemAlsoKnownAs: 2129771:59B8X7K8 2129771:5PVILI5V 2129771:JDXX277U
Keywords: Author:OpenDevEd; Bangladesh; COVID-19; Ecuador; Ethiopia; Ghana; Kenya; Mongolia; Senegal; Vietnam; access to education; educational technology; learning continuity; ⛔ No DOI found

Zero-Rating Educational Content in Low- and Middle-Income Countries - McBurnie, Chris; Adam, Taskeen; Kaye, Thomas; Haßler, Björn (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:BDCSN97S
Keywords: Final_citation; cited; existing

Zero-rating educational content in low- and middle-income countries - McBurnie, Chris; Adam, Taskeen; Kaye, Thomas; Haßler, Björn (2020)
EdTechHub.Source: 2405685:F4PCMTZB EdTechHub.Source: 2405685:F4PCMTZB KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3784940 2129771:4W3D35BT 2339240:7VJMDZGM 2339240:RSJNXIC6 2405685:DX5RMV6U 2405685:F4PCMTZB
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; LP: English; _C:Afghanistan AFG; _C:Benin BEN; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:Egypt EGY; _C:Ghana GHA; _C:India IND; _C:Jamaica JAM; _C:Jordan JOR; _C:Kenya KEN; _C:Korea (Republic of) KOR; _C:Korea XKOR; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Paraguay PRY; _C:Rwanda RWA; _C:Senegal SEN; _C:Somalia SOM; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _bjoern_cv; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Expert Consultation: Radio-based Education in the Philippines - McBurnie, Chris (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3469739 2129771:IGCN5KBD 2405685:25G275PG 2405685:YRC7UKWE 2339240:4DKQGFTT
Keywords: Author:OpenDevEd; C:Philippines; F: Helpdesk response; H:Radio; LP: English; _EdTechHub_Output; _r:ImportedToMyEducationEvidence; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Monitoring and evaluating radio in education - McBurnie, Chris (2020)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4283503 2129771:E77BS5IR 2405685:PLW5MPU5
Keywords: Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone - McBurnie, Chris (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.4430545 2129771:4LIQQUDW 2129771:5UVWHG6S 2129771:VFG8KQPH 2339240:94IZR4ET 2339240:TST2YB8H 2405685:FEXGB4IJ 2405685:ZGYUEEZQ 4426965:S8FRGESP
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _cover:v3; _zenodoETH; dode_eth-src-dode; dode_eth-trf2-dode

Outputs Register: The impact of GIS-supported teacher allocation in Sierra Leone - McBurnie, Chris (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.6396199 2129771:KC58MGKU 2405685:WXBISTFE
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

The role of interactive radio instruction in the coronavirus (COVID-19) education response - McBurnie, Chris (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Every week that passes we see the number of classrooms closed due to COVID-19 increase. During these unprecedented times, the Hub’s mission — to increase the use of evidence-based decisions around EdTech — is more important than ever. We must make sure learning goes on. […]
KerkoCite.ItemAlsoKnownAs: 2129771:BPYBULER 2129771:QA4YWNRB 2405685:5ZVJ2YZ5
Keywords: Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

The Role of Interactive Radio Instruction in the COVID-19 Education Response - McBurnie, Chris (Open Development & Education, 2020)
At a time when the COVID-19 pandemic has forced over 1.5 billion students out of school, governments in resource-constrained countries have looked to interactive radio instruction (IRI) to ensure educational continuity. In the past week, we spoke with the Rising Academy Network to consider what an IRI programme could look like and why policymakers have …
Library Catalog: opendeved.net Section: blog KerkoCite.ItemAlsoKnownAs: 2129771:47UH82JI 47UH82JI
Keywords: Author:OpenDevEd

The use of virtual learning environments and learning management systems during the COVID-19 pandemic - McBurnie, Chris (2020)
EdTechHub.Source: 2405685:53YEZE6A KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3805843 2129771:DQLDNQGU 2339240:IWW8CJZN 2339240:N5RG3WT2 2405685:53YEZE6A 2405685:WBNK52L7
Keywords: Author:OpenDevEd; COV:COVID and reopening of schools; COVID-19; Distance learning; EdTech; F: Helpdesk response; H: Distance education; LP: English; Learning management system; Remote learning; Virtual learning environment; _C:Afghanistan AFG; _C:Armenia ARM; _C:Bangladesh BGD; _C:China CHN; _C:Congo XCO; _C:Congo; Democratic Republic COD; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Iraq IRQ; _C:Italy ITA; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Kyrgyzstan KGZ; _C:Mexico MEX; _C:Myanmar MMR; _C:Nigeria NGA; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Senegal SEN; _C:Spain ESP; _C:Syrian Arab Republic SYR; _C:Tajikistan TJK; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _EdTechHub_Output; __C:filed:1; __C:scheme:1; ___duplicate_item; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Using Interactive Radio Instruction to Mitigate the Educational Impact of Covid-19: A curated resource list - McBurnie, Chris (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:Y8CEB3LK
Keywords: Final_citation; cited; existing

Using Interactive Radio Instruction to mitigate the educational impact of COVID-19: a curated resource list - McBurnie, Chris (2020)
EdTechHub.Source: 2405685:A3T2DQ4D EdTechHub.Source: 2405685:A3T2DQ4D KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3762228 2129771:QQWNSYJR 2129771:U4Q6CU8B 2339240:45F2G56T 2405685:A3T2DQ4D 2405685:WB97BS9V
Keywords: Author:OpenDevEd; COV:COVID and reopening of schools; F: Helpdesk response; H:Radio; LP: English; _C:Liberia LBR; _C:Pakistan PAK; _C:Sierra Leone SLE; _C:Sudan SDN; _C:Tanzania TZA; _C:Zambia ZMB; _EdTechHub_Output; __C:filed:1; __C:scheme:1; ___duplicate_item; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - McAleavy, Tony; Joynes, Chris; Gibbs, Emma; Sims, Kate (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:338VHJRA 2486141:DC37I6JB
Keywords: ⛔ No DOI found

Teacher and Parental Perceptions of Performance Pay in Education: Evidence from Tanzania - Mbiti, Isaac; Schipper, Youdi (Research on Improving Systems of Education (RISE), 2020)
This paper presents evidence on teacher opinions regarding performance pay from a large experimental evaluation that included three interventions: a school grants program, a teacher performance pay program, and a combination of both programs. The experimental evaluation was conducted in a nationally representative sample of 350 public primary schools in Tanzania. We report four sets of results. First, approximately 96 percent of teachers support the idea of teacher performance pay, while 61 percent favor at least some performance linked element in a future salary increase. Further, 80 percent of head teachers support performance pay. Second, we find that exposure to a performance pay program has a limited positive impact on teacher support. Third, contrary to arguments from performance pay critics that such programs adversely affect the work environment in schools, we find that teachers in all the experimental arms report higher satisfaction with the work environment and job support. Fourth, we find that a majority of parents (55 percent) prefer performance pay over school grants, but exposure to the experimental programs does not change this preference.
KerkoCite.ItemAlsoKnownAs: 10.35489/BSG-RISE-WP_2020/037 2129771:JDTT2BKK

The impact of COVID-19 measures on children with disabilities and their families in Uganda - Mbazzi, Femke Bannink; Nalugya, Ruth; Kawesa, Elizabeth; Nimusiima, Claire; King, Rachel; Van Hove, Geert; Seeley, Janet (Disability & Society, 2020)
Publisher: Taylor & Francis
Keywords: ⛔ No DOI found

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

Solid waste recycling within higher education in developing countries: a case study of the University of Lagos - Mbama, Charles A.; Otegbulu, Austin; Beverland, Iain; Beattie, Tara K. (Journal of Material Cycles and Waste Management, 2023)
To create a truly circular economy requires a shift from the traditional view of waste disposal to one of resource management. This is particularly important in developing countries, where municipal waste generation is increasing, and efficient recovery of economic value from waste is rarely achieved. Conducted in the University of Lagos (UoL), Nigeria, this study investigated the efficiency of a recycling scheme with the goal of making recommendations to improve the process. UoL’s recycling policy centers around source segregation of waste into color-coded bins. Waste audit was carried out using the output method and interviews were conducted with staff from the waste management team to understand practices on campus. Substantial contamination of colored bins with non-target material was observed. Organics (30%), mixed plastics (28%) and paper (24%) were the most abundant materials, hence have the greatest potential for recovery, and income generation, if segregation rates could be improved. Despite its recycling policy and infrastructure, 99% of UoL waste was going to landfill. Poor policy implementation results in low recovery rates. Targeted waste reduction and increased material recovery would enhance efficiency. Improved awareness of recycling benefits, in addition to policy enforcement, could serve as tools to increase stakeholder participation in recycling.
KerkoCite.ItemAlsoKnownAs: 10.1007/s10163-022-01569-5 2129771:X8BH3929 2486141:GNQIVMDB
Keywords: Municipal solid waste; Recycling; Waste characterization

A systematic review of the deployment of indigenous knowledge systems towards climate change adaptation in developing world contexts: implications for climate change education - Mbah, Marcellus; Ajaps, Sandra; Molthan-Hill, Petra (Sustainability, 2021)
Countries in the developing world are increasingly vulnerable to climate change effects and have a lesser capacity to adapt. Consideration can be given to their indigenous knowledge systems for an integrated approach to education, one which is more holistic and applicable to their context. This paper presents a systematic review of the indigenous knowledge systems (IKSs) deployed for climate change adaptation in the developing world and advances implications for climate change education. A set of inclusion criteria was used to screen publications derived from two databases and grey literature searches, and a total of 39 articles constituted the final selection. Postcolonial theory’s lens was applied to the review of the selected publications to highlight indigenous people’s agency, despite IKSs’ marginalization through colonial encounters and the ensuing epistemic violence. The categories of social adaptation, structural adaptation, and institutional adaptation emerged from the IKS-based climate change adaptation strategies described in the articles, with social adaptation being the most recurrent. We discussed how these strategies can be employed to decolonise climate change education through critical, place-based, participatory, and holistic methodologies. The potential outcome of this is a more relatable and effective climate change education in a developing world context.
Publisher: MDPI openalex: W3158575593 KerkoCite.ItemAlsoKnownAs: 10.3390/su13094811 2129771:I3QLNKWW 5072953:NSRVHAFX
Keywords: C:Bangladesh; C:Benin; C:Bolivia; C:Brazil; C:Colombia; C:Ethiopia; C:Fiji; C:Ghana; C:India; C:Indonesia; C:Iran; C:Malawi; C:Malaysia; C:Namibia; C:Nepal; C:Nigeria; C:Peru; C:Philippines; C:South Africa; C:Tanzania; C:Uganda; C:Vietnam; C:Zimbabwe; _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:keyword:climate change adaptation; oa:keyword:indigenous knowledge systems; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T12656 Impact of Climate Change on Human Migration; oa:topic:T14007 Place-Based Education in Rural Communities; openalex:n:1; openalex:yes

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

Supporting Teachers Moving Online, Using a MOOC, During the COVID-19 Pandemic - Mays, Tony John; Ogange, Betty; Naidu, Som; Perris, Kirk (Journal of Learning for Development, 2021)
Following campus closures due to the COVID-19 pandemic, many Ministries of Education around the world requested teachers to move their teaching online. This case study reflects on how the Commonwealth of Learning responded to requests from two countries to provide support in pedagogical and curricular change for online learning in this process. A Massive Open Online Course (MOOC) platform was used to upskill 11,568 teachers in two regions of the Commonwealth. Analytics from within the course, together with pre-, mid- and end- course surveys of participants’ perceptions indicated that while there was, and is scope for improvement, the short course largely reached its objective of providing immediate support on an introductory level and that the approach adopted was largely appropriate for the purpose.
Number: 1
Keywords: COVID-19; MOOC; OER; online; teaching; ⛔ No DOI found

Improving Education Outcomes in Low- and Middle-Income Countries: Outcomes-Based Contracting and Early Grade Literacy - Mawoyo, Monica; Vally, Zaahedah (Journal of Learning for Development, 2020)
Fifty-three percent of Grade 4 learners cannot read for meaning in low- and middle-income countries despite an investment of between 33-49% of education expenditure on primary education. Teaching children to read in the early grades is fundamental to building resilient education systems, as the ability to read early in life is a great predictor for education success, and will minimise learning loss during education emergencies similar to COVID-19 school closures, for children who can read for meaning can carry on learning outside of school buildings. Further, the predicted financing gaps in the next few years, as a result of COVID-19, will require governments to utilise limited financial resources effectively and efficiently by implementing literacy programmes proven to be impactful, using financial instruments like outcomes-based contracting that can mobilise and coordinate non-traditional educational finance and incentivise service providers to improve results by paying for achievement of agreed outcomes.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:JWGN3MRW
Keywords: early grade literacy; education outcomes; outcomes-based contracting; ⛔ No DOI found

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

OpenCitations Meta - Massari, Arcangelo; Mariani, Fabio; Heibi, Ivan; Peroni, Silvio; Shotton, David (2023)
OpenCitations Meta is a new database that contains bibliographic metadata of scholarly publications involved in citations indexed by the OpenCitations infrastructure. It adheres to Open Science principles and provides data under a CC0 license for maximum reuse. The data can be accessed through a SPARQL endpoint, REST APIs, and dumps. OpenCitations Meta serves three important purposes. Firstly, it enables disambiguation of citations between publications described using different identifiers from various sources. For example, it can link publications identified by DOIs in Crossref and PMIDs in PubMed. Secondly, it assigns new globally persistent identifiers (PIDs), known as OpenCitations Meta Identifiers (OMIDs), to bibliographic resources without existing external persistent identifiers like DOIs. Lastly, by hosting the bibliographic metadata internally, OpenCitations Meta improves the speed of metadata retrieval for citing and cited documents. The database is populated through automated data curation, including deduplication, error correction, and metadata enrichment. The data is stored in RDF format following the OpenCitations Data Model, and changes and provenance information are tracked. OpenCitations Meta and its production. OpenCitations Meta currently incorporates data from Crossref, DataCite, and the NIH Open Citation Collection. In terms of semantic publishing datasets, it is currently the first in data volume.
Publisher: [object Object] Version Number: 1
Keywords: Digital Libraries (cs.DL); FOS: Computer and information sciences

The role of the household in the social inclusion of children with special needs in Uganda–a photovoice study - Masquillier, Caroline; De Bruyn, Sara; Musoke, David (BMC pediatrics, 2021)
Publisher: Springer

Catering for Diversity in Psychosocial and Learning Needs in a Low-Income Country - Mason, Miriam; Galloway, David; Joyce-Gibbons, Andrew (Diversifying Learner Experience: A kaleidoscope of instructional approaches and strategies, 2020)
This chapter reviews the work of three largely residential schools run by EducAid, a small NGO in Sierra Leone. Thousands of children had missed out on schooling following the rebel war (1991–2002). Marginalised children included child soldiers, children whose parents had died in the fighting and children returning from refugee camps. The post-conflict context was one in which many students had been exposed to violence, trauma and tragedy. The challenge was to provide a loving, learning community with appropriate teaching and learning methods for a wide range of ages, educational experience, competence and confidence. Some students have missed years of schooling, but others arrive at EducAid having missed little or none of their education. Consequently, some teenagers are illiterate on admission, with attainments below those of much younger children. EducAid, therefore, devised a personalised learning system that encourages children to take responsibility for their own learning, and to learn with and from peers, supported by teachers. Progression depends on reaching a specified standard in each module. The purpose-written modules cover the content of the national exams but provide opportunities for students to interact with each other in ways that challenge their previous negative and violent experiences. In other words, catering for diversity in learning can not be carried out independently of diversity in psychosocial experiences.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-15-9861-6_11 4869029:Y5AL5U74
Keywords: Low-income country; Marginalised children; Non-government organisation; Personalised learning

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

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