Ethical Considerations of Conducting Systematic Reviews in Educational Research - Suri, Harsh (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
Ethical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-3-658-27602-7_3 2129771:4QHX9CG3 2129771:Q7NBQFZK

Estimation of Thermal Comfort Parameters of Building Occupants Based on Comfort Index, Predicted Mean Vote and Predicted Percent of Dissatisfied People in the North- West Zone of Nigeria - Adekunle, Adebayo; Arowolo T.A; Adeyemi O.A; Kolawole O.A (2020)
Thermal comfort varies significantly between individuals and regions depending on factors such as activity level, clothing, space temperature and relative humidity. This study considers the estimation of thermal comfort parameters such as air temperature, mean radiant temperature, air velocity, emissivity of space, metabolic rates, and heat transfer coefficients to determine comfort index, predicted mean vote, and predicted percent of dissatisfied people. Several equipment were employed to measure thermal comfort parameters indoor of the buildings considered. Results show that Katsina state recorded the least overall comfort index when compared to the remaining states which was attributed to reduced air temperature and relative humidity recorded. Majority of the buildings considered have high mean radiant temperatures and high space diameters which suggests that occupants in this environment are most likely to experience some sort of discomfort especially during summer. Comparing all the thermal comfort of occupants based on Fanger theory, 33.3% felt hot, 26.7% felt warm, 20% felt slightly warm, 13.33% felt slightly cool, 6.7% felt cool, and 0% felt cold which indicates that occupants in this region and Geopolitical zone contend with more of heat than coldness.
KerkoCite.ItemAlsoKnownAs: 10.35629/5252-0205809826 2129771:N6CMPR75 4682641:3YVZT7MI 4682641:7BM443SB
Keywords: BE:LMIC; BE:RELEVANT; ⚠️ Invalid DOI; ⛔ No DOI found

Estimating Level of Engagement from Ocular Landmarks - Yücel, Zeynep; Koyama, Serina; Monden, Akito; Sasakura, Mariko (International Journal of Human–Computer Interaction, 2020)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/10447318.2020.1768666 2129771:AXSCFDCB
Keywords: __C:filed:1

Estimates of the impact of COVID-19 on global poverty - Sumner, Andy; Hoy, Chris; Ortiz-Juarez, Eduardo; UNU-WIDER (UNU-WIDER, 2020)
Abstract: In this paper we make estimates of the potential short-term economic impact of COVID-19 on global monetary poverty through contractions in per capita household income or consumption. Our estimates are based on three scenarios: low, medium, and high global contractions of 5, 10, and 20 per cent; we calculate the impact of each of these scenarios on the poverty headcount using the international poverty lines of US$1.90, US$3.20 and US$5.50 per day. Our estimates show that COVID-19 poses a real challenge to the UN Sustainable Development Goal of ending poverty by 2030 because global poverty could increase for the first time since 1990 and, depending on the poverty line, such increase could represent a reversal of approximately a decade in the world’s progress in reducing poverty. In some regions the adverse impacts could result in poverty levels similar to those recorded 30 years ago. Under the most extreme scenario of a 20 per cent income or consumption contraction, the number of people living in poverty could increase by 420–580 million, relative to the latest official recorded figures for 2018.
KerkoCite.ItemAlsoKnownAs: 10.35188/UNU-WIDER/2020/800-9 2129771:7WEDDGRK

Essays in development economics, human capital and external validity - Angrist, N. (University of Oxford, 2020)
This thesis comprises three papers under the overarching theme of external validity – a question of how the effectiveness of interventions or policies translate across contexts. I focus on interventions that aim to improve human capital, specifically health and education, in developing countries. To address the topic of external validity, we need comparable interventions and outcomes as well as identification of causal mechanisms that drive intervention effectiveness across contexts. My three papers contribute to each aspect. Two of my papers focus on constructing and comparing outcomes to measure education and human capital globally. In a third paper, I conduct a large-scale randomized controlled trial of a sex education intervention in Botswana in a third of the country. This trial builds on a prior trial showing a similar intervention reduced teenage pregnancy by 28% in Kenya ten years prior. The study in Botswana provides replicable evidence across contexts, showing reductions in pregnancy of up to 40%. The trial also deepens understanding of the underlying mechanism driving behavior by testing novel dimensions, such as the degree to which the messenger delivering the sex education message matters. I find the messenger makes-or-breaks the intervention: while near-peer educators reduce pregnancy, government teachers have a null effect and appear to induce a teenage rebellion response. This contrast is striking, suggesting that an underexplored dimension on which external validity turns – the messenger – might matter more than dimensions which traditionally get more attention, such as time and geography.

Erwerbsmigration über die Westbalkanregelung: Hohe Nachfrage und gute Arbeitsmarktintegration - Brücker, Herbert; Falkenhain, Mariella; Fendel, Tanja; Promberger, Markus; Raab, Miriam (IAB-Kurzbericht, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:E2TP8TGV 2486141:XPPDEY7W

Error rates of human reviewers during abstract screening in systematic reviews - Wang, Zhen; Nayfeh, Tarek; Tetzlaff, Jennifer; O’Blenis, Peter; Murad, Mohammad Hassan (PLOS ONE, 2020)
Background Automated approaches to improve the efficiency of systematic reviews are greatly needed. When testing any of these approaches, the criterion standard of comparison (gold standard) is usually human reviewers. Yet, human reviewers make errors in inclusion and exclusion of references. Objectives To determine citation false inclusion and false exclusion rates during abstract screening by pairs of independent reviewers. These rates can help in designing, testing and implementing automated approaches. Methods We identified all systematic reviews conducted between 2010 and 2017 by an evidence-based practice center in the United States. Eligible reviews had to follow standard systematic review procedures with dual independent screening of abstracts and full texts, in which citation inclusion by one reviewer prompted automatic inclusion through the next level of screening. Disagreements between reviewers during full text screening were reconciled via consensus or arbitration by a third reviewer. A false inclusion or exclusion was defined as a decision made by a single reviewer that was inconsistent with the final included list of studies. Results We analyzed a total of 139,467 citations that underwent 329,332 inclusion and exclusion decisions from 86 unique reviewers. The final systematic reviews included 5.48% of the potential references identified through bibliographic database search (95% confidence interval (CI): 2.38% to 8.58%). After abstract screening, the total error rate (false inclusion and false exclusion) was 10.76% (95% CI: 7.43% to 14.09%). Conclusions This study suggests important false inclusion and exclusion rates by human reviewers. When deciding the validity of a future automated study selection algorithm, it is important to keep in mind that the gold standard is not perfect and that achieving error rates similar to humans may be adequate and can save resources and time.
Publisher: Public Library of Science KerkoCite.ItemAlsoKnownAs: 10.1371/journal.pone.0227742 2129771:2URBJNMF 2129771:I8BUSJXC 2405685:VUCXTFY8 2486141:3E2S7D8J 2486141:VT9P82V4
Keywords: Automation; Cardiovascular medicine; Citation analysis; Database searching; Health screening; Mental health and psychiatry; Primary care; Systematic reviews

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

Equity in Secondary Career and Technical Education in the United States: A Theoretical Framework and Systematic Literature Review - Kim, Elisabeth H.; Flack, Clare Buckley; Parham, Katharine; Wohlstetter, Priscilla (Review of Educational Research, 2021)
Career and technical education (CTE) has become increasingly popular in U.S. secondary schools, but equity has not always been a focus of federal legislation or state and local policies and programs. This literature review of trends in CTE research between 1998 and 2019 uses a novel equity framework to examine whether and how secondary CTE programs affect educational equity. A total of 123 sources were reviewed. Findings revealed that CTE research most commonly addresses access and participation, measured by high school graduation rates and GPA. Few studies disaggregate outcome measures by student subgroups to better assess equity. Furthermore, a dearth of large-scale, comparative, and longitudinal research limits generalizability. Most extant research on secondary CTE programs in the United States examines a single state, district, or school. This article identifies promising policies and practices for enhancing equity in CTE conveyed by extant literature and recommends important directions for future research.
Publisher: American Educational Research Association
Keywords: equity; high schools; vocational education

Equitable learning with ICT: study of an intervention at scale for underserved students in India - Chandran, M.G.; Sarangapani, P. (2021)
KerkoCite.ItemAlsoKnownAs: 2405685:94XX23CS 2534378:RKB8G5HH

Epidemiologic and Spatiotemporal Study on Access To Snakebite Care in Northern Nigeria - Halliru, Naziru; Badamasi, Murtala M.; Tudunwada, I.Y.; Dajel, Titus B.; Abubakar, Saidu B.; Hamza, Auwalu S.; Oluwashola, Sandra B.; Nalado, Nasiru K.; Dahiru, Muhammad; Na’abdu, Ibrahim; Saleh, Umar N.; Daiyab, Abdulhakim M.; et al. (Toxin Reviews, 2023)

Environmental, Social and Governance Practices for Value Creation in the Commonwealth - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
The concept of ESG is used to effectively assess longer-term environmental, social and governance risks and opportunities for firms. It has gained traction in recent years with the public sector and with international finance institutions. Three key challenges remain to ensure effective ESG sector outcomes and growth. First, the most common criticism of ESG is that it provides opportunities for companies to engage in ‘greenwashing’ – inflating their sustainability credentials while continuing business-as-usual. Second, the application of ESG lacks a clear or standardised definition or assessment methodology. This results in high uncertainty around scoring and impact. Finally, although ESG has been growing in all regions, the maturity of regulatory and policy frameworks is highly unequal.

Environmental Factors that Affect the Academic Performance of Senior High School Students during COVID-19 Pandemic - Ragpala, Eric (International Journal of Social Sciences: Current and Future Research Trends, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:RMIDK8QY 4682641:MQQMTVXV
Keywords: BE:RELEVANT; ⛔ No DOI found

Environmental education outcomes for conservation: A systematic review - Ardoin, Nicole M.; Bowers, Alison W.; Gaillard, Estelle (Biological Conservation, 2020)
Effective environmental education represents more than a unidirectional transfer of information: rather, this suite of tools develops and enhances environmental attitudes, values, and knowledge, as well as builds skills that prepare individuals and communities to collaboratively undertake positive environmental action. Environmental education also facilitates connections between actionable research findings and on-the-ground practices, creating synergistic spaces where stakeholders collaborate to address dynamic environmental issues over time. Because of this commitment to application and iteration, environmental education can result in direct benefits to the environment and address conservation issues concretely. Yet, the path to achieving those tangible impacts can be winding, with robust data documenting changes challenging to produce. To better understand the research-implementation spaces where those environmental education outcomes occur, are measured, and are reported, we undertook a systematic review of research on environmental education's contributions to conservation and environmental quality outcomes. Given the variation in research designs and data, we used a mixed-methods approach to the review; analysis of the 105 resulting studies documented strongly positive environmental education outcomes overall and highlighted productive research-implementation spaces. Chi-square analyses revealed that programs reporting direct outcomes, compared with those reporting indirect outcomes, differed on primary topic addressed. A narrative analysis indicated that environmental education programs documenting direct impacts included: a focus on localized issues or locally relevant dimensions of broader issues; collaboration with scientists, resource managers, and/or community organizations; integrated action elements; and intentional measurement/reporting structures. Those themes suggest program development and documentation ideas as well as further opportunities for productive research-implementation spaces.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.biocon.2019.108224 2129771:QXB53UAF
Keywords: Conservation social sciences; Environmental education; Environmental management; Public engagement; Research-implementation spaces; Systematic review

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

Enriching the scholarly metadata commons with citation metadata and spatio-temporal metadata to support responsible research assessment and research discovery - Nüst, Daniel; Yücel, Gazi; Cordts, Anette; Hauschke, Christian (2023)
In this article, we focus on the importance of open research information as the foundation for transparent and responsible research assessment and discovery of research outputs. We introduce work in which we support the open research information commons by enabling, in particular, independent and small Open Access journals to provide metadata to several open data hubs (Open Citations, Wikidata, Open Research Knowledge Graph). In this context, we present The OPTIMETA Way, a means to integrate metadata collection, enrichment, and distribution in an effective and quality-ensured way that enables uptake even amongst small scholar-led publication venues. We have designed an implementation strategy for this approach in the form of two plugins for the most widely used journal publishing software, Open Journal Systems (OJS). These plugins collect, enrich, and automatically deliver citation metadata and spatio-temporal metadata for articles. Our contribution to research assessment and discovery with linked open bibliographic data is threefold. First, we enlarge the open research information data pool by advocating for the collection of enriched, user-validated metadata at the time of publication through open APIs. Second, we integrate data platforms and journals currently not included in the standard scientometric practices because of their language or lack of support from big publishing houses. Third, we allow new use cases based on location and temporal metadata that go beyond commonly used discovery features, specifically, the assessment of research activities using spatial coverage and new transdisciplinary connections between research outputs.
Publisher: [object Object] Version Number: 1
Keywords: Digital Libraries (cs.DL); FOS: Computer and information sciences; H.0

Enquête téléphonique sur la crise du Covid au Sénégal - Le Nestour, Alexis; Mbaye, Samba; Moscoviz, Laura (Center for Global Development, 2020)
Keywords: ⛔ No DOI found

Enough of the ‘lost generation’. Instead, let’s reimagine school for our children | Peter Hyman (the Guardian, 2021)
The return to class is a chance to put young people’s wellbeing at the heart of education
Section: Opinion

Enhancing the review process in global environmental assessments: The case of the IPCC - Palutikof, Jean; Boulter, Sarah; Field, Christopher B.; Mach, Katharine J.; Manning, Martin; Mastrandrea, Michael D.; Meyer, Leo M.; Minx, Jan; Pereira, Joy Jacqueline; Plattner, Gian‐Kasper; Ribeiro, Suzana Kahn; Sokona, Youba; et al. (Environmental Science & Policy, 2023)
External review is a fundamental component of Global Environmental Assessments, ensuring their processes are comprehensive, objective, open and transparent, and are perceived as such. Here, we focus on review of Intergovernmental Panel on Climate Change (IPCC) Assessment Reports. The review process has received little scrutiny, although review comments and author responses are public. Here we analyse review documents from the Fourth and Fifth Assessments, focusing primarily on Working Group II. We address three questions: Is the review representative? Is it comprehensive? Is it insightful? Overall we found the review process to be fit for purpose, although there are outstanding issues. First, the overwhelming majority of reviewers are from developed countries, although evidence suggests participation by developing country reviewers increased between the Fourth and Fifth Assessments. Second, earlier sections of chapters are more densely reviewed than later ones. This is true even when executive summaries are removed from analysis. In consequence, some sections on specialised topics may escape in-depth review. Thirdly, those review comments which are received make a valid and valuable contribution to the scientific development of chapters. We suggest how outstanding issues could be addressed, including through enhanced reviewer recognition, a wider role for review editors, adherence to mandated page lengths from early in the process, reviewer training, and consistency in reporting to allow systematic evaluation. Making such changes will result in more transparent, consistent and representative processes delivering reviews which effectively contribute to the credibility and legitimacy of future Global Environmental Assessments and, ultimately, their recognition and contribution.
openalex: W4309079633 KerkoCite.ItemAlsoKnownAs: 10.1016/j.envsci.2022.10.012 2129771:J3WRV9FH 5072953:5QI7GAJU
Keywords: openalex:citedBy; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

Enhancing climate resilience in businesses: the role of artificial intelligence - Singh, Shivam; Goyal, Manish Kumar (Journal of Cleaner Production, 2023)
Publisher: Elsevier

Enhancement of Productivity Using Chatbots - Balatamoghna, B.; Nagajayanthi, B. (Futuristic Communication and Network Technologies, 2022)

English WAEC BECE Exam Syllabus - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745440 2129771:9CGPKHNL
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 4, Term 2 SeniorSecondarySchool, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745270 2129771:YQAQHCT5
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 4, Term 2, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745314 2129771:TTQUN6KS
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 4, Term 2 MS0723, teachers guide - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745416 2129771:SWBWTWVJ
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 4, Term 1 SeniorSecondarySchool, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745268 2129771:GPGD72GN
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 4, Term 1, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745312 2129771:QHHSU9NQ
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 4, Term 1 MS0723, teachers guide - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745414 2129771:VJSMAI3B
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 4, Term 02 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745338 2129771:EUYTPL2S
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 4, Term 01 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745336 2129771:XK55XTGP
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 3, Term 3 SeniorSecondarySchool, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745266 2129771:AV2NB6EN
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 3, Term 3, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745310 2129771:UPQGVIH4
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 3, Term 3 MS0722, teachers guide - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745412 2129771:QSC9IPFB
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 3, Term 2 SeniorSecondarySchool, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745264 2129771:XBWQ52NV
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 3, Term 2, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745308 2129771:7KPSBKY2
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 3, Term 2 MS0722, teachers guide - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745410 2129771:LYBP3EDA
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 3, Term 1 SeniorSecondarySchool, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745262 2129771:IAEEYT7S
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 3, Term 1, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745306 2129771:RZFA8PW6
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 3, Term 1 MS0722, teachers guide - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745408 2129771:LNRM3ZQ7
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 3, Term 03 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745334 2129771:L3443FQQ
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 3, Term 02 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745332 2129771:DA83SCEZ
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 3, Term 01 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745330 2129771:E5A9TX45
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 2, Term 3 SeniorSecondarySchool, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745260 2129771:CJNKIJM2
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 2, Term 3, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745304 2129771:QWQRVB4D
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 2, Term 3 MS0722, teachers guide - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745406 2129771:WS8ESCBJ
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 2, Term 2 SeniorSecondarySchool, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745258 2129771:DH37LZV8
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 2, Term 2, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745302 2129771:9278HNXV
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 2, Term 2 MS0722, teachers guide - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745404 2129771:QRSTYN48
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 2, Term 1 SeniorSecondarySchool, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745254 2129771:783FMDXJ
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 2, Term 1, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745300 2129771:DRCH92CA
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 2, Term 1 MS0722, teachers guide - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745400 2129771:MDNPN76N
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 2, Term 03 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745328 2129771:LHS9ECTN
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 2, Term 02 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745326 2129771:C7WZE3RD
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 2, Term 01 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745324 2129771:H8L2G74C
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 3 SeniorSecondarySchool, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745252 2129771:CMNJVMIT
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 3, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745298 2129771:6L7F3BQH
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 3 MS0722, teachers guide - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745398 2129771:GNETPRAG
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 2 SeniorSecondarySchool, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745250 2129771:MJSI2Z37
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 2, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745296 2129771:AUK67RFP
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 2 MS0722, teachers guide - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745396 2129771:IEDAA2RI
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 1 SeniorSecondarySchool, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745248 2129771:BWQR74K7
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 1, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745294 2129771:E744KZ2M
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 1 MS0722, teachers guide - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745394 2129771:K2L9VFAS
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 03 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745320 2129771:2NNACSQS
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 02 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745318 2129771:KZZN77XR
Keywords: SSEIP; _C:Sierra Leone SLE

English, Senior Secondary School, Year 1, Term 01 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745316 2129771:IS8TDI66
Keywords: SSEIP; _C:Sierra Leone SLE

ENGLISH LANGUAGE - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745444 2129771:YMZCQS7A
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 09, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745171 2129771:EBAN9SQS
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 09, Term 03 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745210 2129771:4ASWZUTB
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 09, Term 02 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745208 2129771:KA36LRQ3
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 09, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745167 2129771:PK9PIWNE
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 09, Term 01 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745206 2129771:3XU8A8MP
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 08, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745165 2129771:9267C68M
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 08, Term 03 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745204 2129771:5QMDNWP5
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 08, Term 02, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745163 2129771:VPU8AYJJ
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 08, Term 02 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745202 2129771:6JURBC9X
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 08, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745161 2129771:UPPTLQPS
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 08, Term 01 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745200 2129771:RKBEBC6H
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 07, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745159 2129771:V964FYNF
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 07, Term 03 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745198 2129771:8EFDHYE8
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 07, Term 02, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745157 2129771:2EQ3NSCV
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 07, Term 02 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745196 2129771:E79AJ9JW
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 07, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745155 2129771:MMG8UDG5
Keywords: SSEIP; _C:Sierra Leone SLE

English Class 07, Term 01 Full, pupil handbook - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745194 2129771:QT9TV93W
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 06, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745084 2129771:A6LIC8N2
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 06, Term 02, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745082 2129771:VX6HPQGI
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 06, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745080 2129771:ERJNSG3A
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 05, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745078 2129771:9Z9CJZX9
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 05, Term 02, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745076 2129771:BGYEPP5W
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 05, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745074 2129771:AAQQSV3B
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 04, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745072 2129771:F2379T65
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 04, Term 02, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745070 2129771:6CDIDFID
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 04, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745068 2129771:P7KQJGK2
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 03, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745066 2129771:H3ZN6RK2
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 03, Term 02, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745064 2129771:XJACEB2W
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 03, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745062 2129771:TDT9WIVH
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 02, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745060 2129771:YTWV4LZW
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 02, Term 02, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745058 2129771:HXBDJXR9
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 02, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745056 2129771:I5NR3LPR
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 01, Term 03, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745054 2129771:JDSF535N
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 01, Term 02, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745052 2129771:ZKWKD3KC
Keywords: SSEIP; _C:Sierra Leone SLE

English, Class 01, Term 01, lesson plan - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.3745050 2129771:AMU6VMDD
Keywords: SSEIP; _C:Sierra Leone SLE

Engaging the private sector for stronger, more dynamic education - Creative (Creative -, 2020)
Engaging and working in coordination with the private sector on education delivery can strengthen education systems and better serve students, writes Creative's Semere Solomon.
Section: Africa KerkoCite.ItemAlsoKnownAs: 4804264:FLG9SI4X 4804264:SHZKHMKD
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Engaging Teachers in Dialogic Teaching as a Way to Promote Cultural Literacy Learning: A Reflection on Teacher Professional Development - Hofmann, Riikka; Vrikki, Maria; Evagorou, Maria (Dialogue for Intercultural Understanding, 2021)
Abstract Effective teacher professional development (PD) is an important part of successfully implementing educational innovations. However, research has shown that not all PD is effective, largely because it has not been developed based on theoretical understandings around teacher professional learning, such as reflective practice, teacher collaboration and teacher agency and inquiry. This chapter concerns the PD program developed as part of the DIALLS project. The chapter places particular emphasis on the ways in which the PD program was informed by the literature on teacher professional learning and effective features of PD, as well as the literature on promoting dialogic pedagogy.

Engaging Girls with E-Learning: A curated list of good practices - AlSheikh Theeb, Thaer (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
KerkoCite.ItemAlsoKnownAs: 10.5281/zenodo.5574342 10.5281/zenodo.5604677 10.5281/zenodo.5761966 10.53832/edtechhub.0069 2129771:89JUUXCG 2129771:BRS2ZXPB 2405685:CPP3A2WM 2405685:PXUQJZTH 2405685:TSND6EBB 2486141:HZ2EY6EB 2486141:MTR5Y5P5
Keywords: Helpdesk Response; _r:AddedByZotZen

End the killing of children in armed conflict, UN committee urges (2023)
GENEVA (20 November 2023) – With one out of every five children worldwide living within armed conflict zones, the UN Committee on the Rights of the Child marks World Children’s Day in a sombre mood and calls for ceasefires and a return to basics of humanitarian law to safeguard all children. The Committee today issued the following statement:
KerkoCite.ItemAlsoKnownAs: 4804264:CI5JW367 4804264:LQYHTR5N
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

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

Enablers and Barriers to the Successful Delivery of Accelerated Learning Programmes - Fitzpatrick, Rachael (2020)
This review identified enablers and barriers to the successful delivery of accelerated learning programmes and complementary education. The policy environment is identified as being an overarching factor that can behave as both an enabler and a barrier, with contexts that integrate non-formal education into policy texts being among the most enabling. Other enablers and barriers are explored in relation to programme delivery, followed by a brief exploration of learners transitioning into the formal education system. The report identified inconsistencies in the terminology surrounding accelerated learning and complementary learning programmes, and has therefore adopted the most common language used: accelerated education programmes (AEPs). A key reflection from this review is on the tension that exists between successful AEPs integrating effectively with national systems, whilst also remaining independent enough to overcome the barriers faced by those same systems.
Accepted: 2020-08-13T08:38:33Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 2129771:B3IQC8AZ 4869029:PVYYVADK
Keywords: ⛔ No DOI found

En Route to Implementation Science 3.0 - Albers, Bianca; Shlonsky, Aron; Mildon, Robyn (Implementation Science 3.0, 2020)

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

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

Emerging Issues in East Africa for Girls’ Education in East Africa - Booth, Rachel (2022)
Despite progress on girls’ education in the past 25 years, many girls in East Africa are still facing profound education challenges. When combined with gender norms, poverty, location, and disability, girls are likely to struggle with accessing and remaining in education. External pressures such as the COVID-19 pandemic, climate-related disasters, and conflict all exacerbate existing inequalities This report draws together evidence on the current status of girls’ education in Somalia, Sudan, Kenya, Ethiopia, Tanzania, Uganda, Rwanda, and South Sudan, based on 15 days of desk-based research and key informant interviews. Using a combination of education systems thinking and the socio-ecological model, it examines and emphasises the importance of feedback loops, relationships between different actors in the education system and social norms and power which influence education systems and girls’ educational outcomes. The countries covered in this study are at different stages of education system evolution. Further detailed research is needed to find specific entry points for girls’ education support by country. Entry points for potential support have emerged as common themes across the four FCDO priority countries. These are System strengthening, creating Enabling Environments, and Investment in Girls Agency.
Accepted: 2022-01-21T14:05:54Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2022.007 2129771:IJ2H9WS3 4869029:V49HDXN2
Keywords: ⚠️ Invalid DOI

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

Emergency remote education experiment amid COVID-19 pandemic - Toquero, Cathy Mae (IJERI: International Journal of Educational Research and Innovation, 2021)
Number: 15 KerkoCite.ItemAlsoKnownAs: 10.46661/ijeri.5113 2129771:7B7JU7RW
Keywords: __C:filed:1; remote teaching

Embracing digital skills: Now and tomorrow (Policy Brief) - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),; UNESCO Regional Office for Southern Africa; Education, Open Development and (OpenDevEd, 2022)
ZenodoArchiveID: 6647604 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0280 ZenodoArchiveConcept: 6647603
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Embracing digital skills: Now and tomorrow (infographic) - Centre for Research and Integrated Development (Ministry of Primary and Secondary Education, Zimbabwe),; UNESCO Regional Office for Southern Africa; Open Development and Education (OpenDevEd, 2022)
ZenodoArchiveID: 6647606 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0281 ZenodoArchiveConcept: 6647605
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

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

Elimu Scholarship Programme 2021 - Elimu Centre (Elimu Centre, 2020)
Elimu scholarship programme is sponsored by Kenya government, Equity Bank and World Bank. The programme benefits students from poor background

Eliminating global learning poverty: The importance of equalities and equity - Crouch, Luis; Rolleston, Caine; Gustafsson, Martin (International Journal of Educational Development, 2021)
This paper explores the quantitative relationships between average levels of learning achievement across countries, changes in average levels of learning achievement, the inequality of distribution of achievement (akin to income or wealth inequality in general development analysis), and the proportion of students learning at or below an absolute minimum (akin to poverty in general development analysis). The paper uses a variety of data from cross-national and national assessments: aggregate data, micro (student-level) data, school-level data, and time-series data. The paper shows how various factors such as gender or wealth impact learning levels, but also shows that ‘systems-related’ inequality, not directly related to such factors, is typically much larger than inequality associated with any of those factors. The paper shows that countries progress from very low average levels of achievement to middle levels more by reducing the percentage of students with very low scores (that is, by paying attention to the ‘bulging’ left-hand tail of the distribution) than by increasing the percentage of high performing students. The availability of micro data from a particular case allows exploration of the relationship between inequality measures and measures of the percentage of students below a low level of achievement and shows that, at least in that case, the reduction in inequality that accompanies improvements in the average levels takes place mostly through a reduction in the percentage below a low level. Unlike in the case of income, where vast reductions in income poverty seem possible without reducing income inequality, the evidence presented here suggests that this typically does not happen with learning levels: inequality reduction, reductions in percentages below a low level, and improvements in the averages are all empirically connected. More work is needed to show whether that connection is also causal.
Keywords: Learning crisis; Learning equity; Learning inequality; Learning poverty; SDGs

Elementary Classroom Teachers’ Perceptions of Redesigned Classroom Space: A Qualitative Case Study - Pender, Kristin Lee (Old Dominion University, 2021)
KerkoCite.ItemAlsoKnownAs: 2129771:I3X8WJ6T 4682641:6ZUFWNZP
Keywords: BE:RELEVANT

Eight Reasons Why EdTech Doesn’t Scale: How sandboxes are designed to counter the issue - Simpson, Lea; Carter, Alice; Rahman, Asad; Plaut, Daniel (EdTech Hub, 2021)
KerkoCite.ItemAlsoKnownAs: 4804264:ZDTKEKLY
Keywords: Final_citation; existing

Efficacy of Social Networking Sites for Sustainable Education in the Era of COVID-19: A Systematic Review - Cavus, Nadire; Sani, Abdullahi S.; Haruna, Yusuf; Lawan, Abdulmalik A. (Sustainability, 2021)
The sudden advent of the COVID-19 pandemic and the associated containment measures require educational institutions of all sizes to adopt eLearning as the only option for sustainable education. Despite the numerous Learning Management Systems, the rapid migration to eLearning posed numerous challenges that negatively affect the effectiveness and sustainability of the educational activities. The current study systematically reviewed recent articles that recognized the value and feasibility of using Social Networking Sites (SNSs) in education. The study highlighted the current eLearning challenges and illustrated effective strategies for the sustainable educational use of SNSs by both institutions, teachers, and students. Thus, solutions to the problems experienced in education during the COVID-19 period were highlighted based on SNS-supported strategies.
Number: 2 Publisher: Multidisciplinary Digital Publishing Institute KerkoCite.ItemAlsoKnownAs: 10.3390/su13020808 2129771:8Q4P3QRG
Keywords: COVID-19; _genre:LR-literature_review; eLearning; education; social media; social networking sites

Effects of thermal sensation and acclimatization on cognitive performance of adult female students in Saudi Arabia using multivariable-multilevel statistical modeling - Ahmed, Riham; Ucci, Marcella; Mumovic, Dejan; Bagkeris, Emmanouil (Indoor air, 2022)
Publisher: Wiley Online Library KerkoCite.ItemAlsoKnownAs: 10.1111/ina.13005 2129771:UE8PMH8F 4682641:XU7Y5YK5
Keywords: BE:RELEVANT

Effects of Scaffolding in Digital Game-Based Learning on Student’s Achievement: a Three-Level Meta-analysis - Cai, Zhihui; Mao, Peipei; Wang, Dandan; He, Jinbo; Chen, Xinjie; Fan, Xitao (Educational Psychology Review, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1007/s10648-021-09655-0 4804264:5VH9G4FA
Keywords: Final_citation; cited; existing

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

Effects of Free Day Secondary Education Policy on Academic Performance of Rural Public Day Secondary Schools in Kilifi County, Kenya - Olang'o, Jorry; Malechwanzi, Joseph; Murage, Susan; Amuka, Lorna (Journal of Learning for Development, 2021)
The purpose of the study was to investigate the influence of Free Day Secondary Education (FDSE) policy on academic Performance of Rural Public Day Secondary Schools (RPDSS) in Kilifi County, Kenya. The study adopted descriptive survey research design and a sample of 375 subjects was considered sufficient. Structured questionnaires and interview schedules were used to collect data from principals, teachers, and education directors. Data on performance and enrolment were collected through document analysis. Reliability of the instruments was ascertained through test and retest method that yielded a correlation coefficient of 0.83, an indication of reliable instruments. The study found out that there was a decrease in school mean score between 2003-2007 and 2013-2017. There was a strong positive correlation (r = 0.93) between enrollment and poor performance. Further, learning resources and student finances were inadequate. The study recommends a reduction in class size, timely disbursement and increased students’ capitation.
Number: 1
Keywords: educational policies; enrolment; school performance; school resources; ⛔ No DOI found

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

Effects of Classroom Environment on Learning - Blaker, Andrew; Andrew, Blaker (甲南大学マネジメント創造学部HSMR編集委員会, 2020)
KerkoCite.ItemAlsoKnownAs: 10.14990/00003653 2129771:BUCLTNKF 4682641:5NU6IRQS
Keywords: BE:RELEVANT

Effects of Classroom Air Quality on Learning in Schools - Wargocki, Pawel (Handbook of Indoor Air Quality, 2021)
This chapter describes the evidence of the effects of indoor air quality (IAQ) on learning of children and gives an overview of the size of the effects expected. The results from the published experiments on the effects of classroom air quality on the performance of schoolwork do confirm that these effects are systematic and show that improving classroom air quality will have a significant positive effect on some aspects of learning, both on cognitive skills and academic attainment, as well as academic achievements and absence rates. Present studies show that to ensure classroom IAQ conducive to learning, CO2 levels (indicating the adequacy of ventilation) should be kept below 900 ppm at all times. It should be ensured that windows can be opened when needed, to improve classroom IAQ, and CO2 sensors should be installed to indicate when windows must be open (or any other measure to improve IAQ must be executed) if the CO2 concentration is too high and when they should be closed to conserve energy.
KerkoCite.ItemAlsoKnownAs: 10.1007/978-981-10-5155-5_65-1 2129771:AVPCAPN4 4682641:8UQUYEVQ 4682641:A8NCT2AH 5072953:9CRAFA2J
Keywords: Absence rate; BE:RELEVANT; Carbon dioxide; Learning; Schools; Sleep; Ventilation

Effects of airing behaviours on bedroom air pollutants during sleep - Liao, Chenxi; Fan, Xiaojun; Petrova Bivolarova, Mariya; Mainka, Anna; Sekhar, Chandra; Laverge, Jelle; Lan, Li; Akimoto, Mizuho; Wargocki, Pawel (CLIMA 2022 conference, 2022)
Higher ventilation rates were verified to have a positive impact on indoor air quality and therefore benefit sleep quality. However, how does ventilation influence bedroom air quality if the outdoor air quality is poor? Whilst ventilation helps to reduce indoor pollution it inadvertently brings outdoor pollution indoors, such as NO2, which is from vehicular emission. In this study, we collected the info of window and door status during sleep and measured carbon dioxide (CO2), nitrogen dioxide (NO2), volatile organic compounds (VOCs) and particulate matter (PM2.5 and PM10) among 38 bedrooms while occupants were sleeping during nights. Meanwhile, the air change rate (ACR) was calculated. The experiments were conducted in the heating season (September to December 2020) in the capital region of Denmark. The median values were 981.8 ppm (mean CO2 level during sleep), 0.6 h-1 (ACR), 3.4 µg·m−3 (NO2), 166.2 µg·m−3 (VOCs), 11.0 µg·m-3 (PM10) and 2.8 µg·m-3 (PM2.5). CO2 levels were positively correlated with VOCs levels, whereas negatively correlated with NO2 levels in bedrooms. ACR was also negatively correlated with VOCs. CO2 levels were significantly higher whereas NO2 levels were lower with both window and door closed compared to them with either window or door open. With higher ventilation rates, while occupants would be less exposed to indoor pollution of VOCs, they would be increasingly exposed to NO2. Future studies of bedroom ventilation and sleep quality should consider outdoor air quality.
Publisher: CLIMA 2022 conference KerkoCite.ItemAlsoKnownAs: 10.34641/CLIMA.2022.128 2129771:L2WIZ7XM 4682641:WH92LGZX
Keywords: BE:RELEVANT

Effects of a Scalable Home‐Visiting Intervention on Child Development in Slums of Urban India: Evidence from a Randomised Controlled Trial. - Andrew, Alison; Attanasio, Orazio; Augsburg, Britta; Day, Monimalika; Grantham‐McGregor, Sally; Meghir, Costas; Mehrin, Fardina; Pahwa, Smriti; Rubio‐Codina, Marta (Journal of Child Psychology and Psychiatry, 2020)
Background An estimated 63.4 million Indian children under 5 years are at risk of poor development. Home visits that use a structured curriculum to help caregivers enhance the quality of the home stimulation environment improve developmental outcomes. However, achieving effectiveness in poor urban contexts through scalable models remains challenging. Methods Using a cluster randomised controlled trial, we evaluated a psychosocial stimulation intervention, comprising weekly home visits for 18 months, in urban slums of Cuttack, Odisha, India. The intervention is complementary to existing early childhood services in India and was run and managed through a local branch of a national NGO. The study ran from August 2013 to July 2015. We enrolled 421 children aged 10–20 months from 54 slums. Slums were randomised to intervention or control. Primary outcomes were children's cognitive, receptive language, expressive language and fine motor development assessed using the Bayley-III. Prespecified intent-to-treat analysis investigated impacts and heterogeneity by gender. Trial registrations: ISRCTN89476603, AEARCTR-0000169. Results Endline data for 378 (89.8%) children were analysed. Attrition was balanced between groups. We found improvements of 0.349 of a standard deviation (SD; p = .005, stepdown p = .017) to cognition while impacts on receptive language, expressive language and fine motor development were, respectively, 0.224 SD (p = .099, stepdown p = .184), 0.192 SD (p = .085, stepdown p = .184) and 0.111 (p = .385, stepdown p = .385). A child development factor improved by 0.301 SD (p = .032). Benefits were larger for boys. The quality of the home stimulation environment also improved. Conclusions This study shows that a potentially scalable home-visiting intervention is effective in poor urban areas.
_eprint: https://acamh.onlinelibrary.wiley.com/doi/pdf/10.1111/jcpp.13171 KerkoCite.ItemAlsoKnownAs: 2129771:IA4HGYX8 2129771:KV4WF4NS
Keywords: Child development; home visiting; parent–child interaction

Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review - Wilcha, Robyn-Jenia (JMIR Medical Education, 2020)
Background: In December 2019, COVID-19 emerged and rapidly spread worldwide. Transmission of SARS-CoV-2, the virus that causes COVID-19, is high; as a result, countries worldwide have imposed rigorous public health measures, such as quarantine. This has involved the suspension of medical school classes globally. Medical school attachments are vital to aid the progression of students’ confidence and competencies as future physicians. Since the outbreak of COVID-19, medical schools have sought ways to replace medical placements with virtual clinical teaching. Objective: The objective of this study was to review the advantages and disadvantages of virtual medical teaching for medical students during the COVID-19 pandemic based on the current emerging literature. Methods: A brief qualitative review based on the application and effectiveness of virtual teaching during the COVID-19 pandemic was conducted by referencing keywords, including medical student virtual teaching COVID-19, virtual undergraduate medical education, and virtual medical education COVID-19, in the electronic databases of PubMed and Google Scholar. A total of 201 articles were found, of which 34 were included in the study. Manual searches of the reference lists of the included articles yielded 5 additional articles. The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching. Results: The strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education. Conclusions: In the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms.
Company: JMIR Medical Education Distributor: JMIR Medical Education Institution: JMIR Medical Education Label: JMIR Medical Education Publisher: JMIR Publications Inc., Toronto, Canada KerkoCite.ItemAlsoKnownAs: 10.2196/20963 2129771:F9FPSVS2
Keywords: _genre:LR-literature_review

Effectiveness of online learning: a multi-complementary approach research with responses from the COVID-19 pandemic period - Batdı, Veli; Doğan, Yunus; Talan, Tarık (Interactive Learning Environments, 2021)
Publisher: Taylor & Francis KerkoCite.ItemAlsoKnownAs: 10.1080/10494820.2021.1954035 2129771:Z3EIY9HN

Effectiveness of Multimodal Microlearning for In-service Teacher Training - Allela, Melisa Achoko; Ogange, Betty Obura; Junaid, Muhammad Ibn; Charles, Prince Brainard (Journal of Learning for Development, 2020)
To meet the growing demand for continuing professional development of practising teachers, the integrated in-service teacher training (INSET) programme aims at making permanent improvements on the quality of teaching and learning for Junior Secondary School (JSS) Teachers in Sierra Leone. Within this context, a toolkit for School-Based Teacher Development was created and microlearning identified as an ideal mode to deliver the toolkit content. In this paper, we present the design considerations that informed this decision as well as challenges and lessons learned from the first implementation of the INSET project for junior secondary school teachers in Sierra Leone. A multimodal approach was considered and implemented to mitigate Internet access challenges and to expand learning opportunities. These include a mobile app version of the Toolkit, offline access to microlearning resources on the TeacherFutures platform via the Moodle mobile app, a mobile app version of one INSET module, an e-portfolio to be used by participants in sharing their learnings as demonstrated and practised during a face-to-face roll-out seminar, and finally, WhatsApp groups in which different schools engaged in discussions based on the questions on the Toolkit. Preliminary findings indicate a strong preference among participants for the use of WhatsApp as the main channel of communication within the communities of practice; and very limited use of the main e-learning Moodle platform and e-Portfolio. This necessitates a need to critically evaluate the effectiveness of the design of a multimodal approach for delivering microlearning content. From this, we seek to establish a set of design considerations, capacity building and technical support issues derived from analysis of data emerging from the ongoing project rollout. This will inform future integration of Microlearning resources in the teacher training project.
Number: 3 KerkoCite.ItemAlsoKnownAs: 2129771:VC36IXXY
Keywords: _C:Sierra Leone SLE; micro-learning; multi-modal; teacher training; ⛔ No DOI found

Effectiveness of educational technology in early mathematics education: A systematic literature review - Verbruggen, Sandy; Depaepe, Fien; Torbeyns, Joke (International Journal of Child-Computer Interaction, 2021)
Despite the general agreement regarding the importance of stimulating young children’s early mathematical skills, mathematical learning opportunities in preschool are limited. Educational technology (ET) may be an effective tool to address this problem. Taking into account the weaknesses of previous reviews, we conducted a systematic and comprehensive review of the research literature on the effectiveness of ET in early mathematics education, critically analyzing the findings of studies adhering to a media comparison approach (comparing an ET condition to a non-ET condition or another ET condition) versus studies following a value-added approach (comparing at least two ET conditions which only differ with respect to one feature in the ET or in its implementation). Reviewing 54 studies, we systematically analyzed (1) the effectiveness of ET, (2) the features of the ET and ET implementation associated with ET effectiveness, and (3) child characteristics associated with ET effectiveness. Our analyses indicated that media comparison studies comparing an ET to a non-ET condition provide evidence for the effectiveness of ET for enhancing young children’s mathematical competencies. Second, value-added studies pointed to ET implementation features associated with ET effectiveness, namely teacher support during ET use and an individual grouping structure. Finally, both media comparison and value-added studies revealed that ET effectiveness is associated with children’s performance in the ET and with their prior knowledge. To further advance the field, value-added studies on features of the ET and its implementation are required, as well as studies focusing on important child characteristics that are associated with ET effectiveness.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.ijcci.2020.100220 2129771:3TW2GJAM 2486141:HTZLGV8V
Keywords: Early mathematics education; Educational technology; Media comparison approach; Systematic literature review; Value-added approach

Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis - Benavides-Varela, Silvia; Callegher, Claudio Zandonella; Fagiolini, Barbara; Leo, Irene; Altoè, Gianmarco; Lucangeli, Daniela (Computers & Education, 2020)
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103953 4804264:6L4XX3L3
Keywords: Final_citation; cited; existing

Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis - Benavides-Varela, Silvia; Zandonella Callegher, Claudio; Fagiolini, Barbara; Leo, Irene; Altoè, Gianmarco; Lucangeli, Daniela (Computers & Education, 2020)
The purpose of this work was to meta-analyze empirical evidence about the effectiveness of digital-based interventions for students with mathematical learning difficulties. Furthermore, we investigated whether the school level of the participants and the software instructional approach were decisive modulated factors. A systematic search of randomized controlled studies published between 2003 and 2019 was conducted. A total of 15 studies with 1073 participants met the study selection criterion. A random effects meta-analysis indicated that digital-based in terventions generally improved mathematical performance (mean ES ¼ 0.55), though there was a significant heterogeneity across studies. There was no evidence that videogames offer additional advantages with respect to digital-based drilling and tutoring approaches. Moreover, effect size was not moderated when interventions were delivered in primary school or in preschool.
KerkoCite.ItemAlsoKnownAs: 10.1016/j.compedu.2020.103953 2129771:LM4QWEVI 2486141:X5V4U994 4820891:LNZPX8UL
Keywords: Mathematics; SEND; _Import_to_OpenDevEd_EvLib; learning difficulties

Effective teacher education in low-connectivity settings: a curated resource list - Koomar, Saalim; Allier-Gagneur, Zoé; McBurnie, Chris (2020)
EdTechHub.Source: 2405685:UQSMRFBF KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3407498 10.5281/zenodo.3407498 2129771:I74BBZ7B 2129771:U3XSZB5F 2339240:CRCGCNE9 2339240:W544HT9Q 2405685:UQSMRFBF 2405685:ZG4RSENH
Keywords: Author:OpenDevEd; __C:filed:1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Effect of Gypsum Board Ceiling on Temperature Reduction in a Room using Finite Element Method - Baroniya, R; Rathore, R; Agrawal, A (2021)
The present study describes the use of the finite element method to determine the effect of the gypsum board ceiling on room temperature. A simulation of air particles coming from air conditioners is carried out in a large room and the simulation is repeated after providing a gypsum board ceiling in the room, to identify its effect on room temperature. A three-dimensional computer-aided design (CAD) model of a large room with three air conditioners was made and the flow behaviour of air particles is analyzed using ANSYS fluent V15 software. The simulation process is done considering both possibilities, one is which room acts as an open system and the air is allowed to flow through the door of the room and the second as a closed system, in which air flows inside the room only. The analysis is also done with the same model after providing a gypsum board ceiling in the room. The difference generated in room temperature due to the gypsum board ceiling is determined. It is a challenging task to provide a ceiling in the CAD model with different thermal properties than the wall surface. It is necessary to understand the effect of these properties of gypsum on heat transfer in the room. The results suggest that by providing a gypsum board ceiling, a temperature reduction of 3-4 °C can be easily achieved. This reduction in temperature provides thermal comfort for the people living in the room. It also reduces the total cost required for air conditioning.
Keywords: ⛔ No DOI found

Effect of design and operational strategies on thermal comfort and productivity in a multipurpose school building - Kükrer, Ergin; Eskin, Nurdil (Journal of Building Engineering, 2021)
Publisher: Elsevier KerkoCite.ItemAlsoKnownAs: 10.1016/j.jobe.2021.102697 2129771:JDR4V5F8 4682641:XZHUTQW6
Keywords: BE:RELEVANT

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

EEF Evidence Database Coding Guide – Main Data Extraction - Education Endowment Foundation; Durham University (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:NYKWCQ8P
Keywords: _yt:a

EEF Evidence Database Coding Guide – Effect Size Data Extraction - Education Endowment Foundation; Durham University (2022)
KerkoCite.ItemAlsoKnownAs: 2129771:JZPK5PYP
Keywords: _yt:b

Educational Television: A Rapid Evidence Review - Watson, Joe; McIntyre, Nora (EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:3VSCHPVK
Keywords: Final_citation; cited; existing

Educational Technology to Improve Capacity – Integrating Adaptive Education Programmes in Public School in Kenya - Kaye, Tom (Trust, Accountability and Capacity in Education System Reform, 2020)

Educational Technology Research Patterns in the Realm of the Digital Knowledge Age - Bozkurt, Aras (Journal of Interactive Media in Education, 2020)
Educational technology (EdTech) is a dynamic, evolving field and as such, in identifying and mapping research patterns in this field, a systematic approach is required. Starting from when the World Wide Web became publicly available, this study conducts a systematic review of educational technology research patterns. The review showed that after 1993, there was a sudden increase in the number of educational technology publications, and that in terms of subject areas, social sciences dominate the field, which suggests that there is a need for more interdisciplinary research. Regarding the geographical distribution of the research, the review found that most of the contributions come from the same developed countries. The following themes from over the course of almost three decades were identified: 1993–1999 multimedia learning and instructional design; 2000–2004 convergence of educational technology, distance education and online learning environments, and educational technology integration in traditional learning settings; 2005–2009 revising curriculum for educational technology, educational technology in higher education and distance education, and the bottleneck of the significant differences in educational technology research; 2010–2014 online learning and higher education, integration of ICT and full potential of educational technology; and 2015–2019 data-driven, smart educational technology, big data, and learning analytics. While critical views are increasing, this study also observed that some discourse, such as arguments that EdTech will change education and replace teachers, are constantly articulated throughout the literature.
Number: 1 Publisher: Ubiquity Press KerkoCite.ItemAlsoKnownAs: 10.5334/jime.570 4804264:7QUZP3LR 4804264:NUKARZRG
Keywords: Final_citation; anystyle; existing

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

Educational technology in Abu Dhabi public schools: teaching with interactive whiteboards (IWBs) - Samsonova, Olga (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:69SFGJ7H
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Cyprus CYP; _C:Jordan JOR; _C:Sweden SWE; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review - Lynch, Paul; Singal, Nidhi; Francis, Gill Althia (Educational Review, 2022)
KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2022.2035685 4804264:QXLBRG3Y
Keywords: Final_citation; cited; existing

Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review - Lynch, Paul; Singal, Nidhi; Francis, Gill Althia (Educational Review, 2022)
Educational Technology (EdTech) plays a significant role in enabling learners with disabilities to access learning at school and reduce educational and social exclusion. It also enables them to enjoy the benefits of a full school curriculum and to participate in activities in different educational arrangements. The purpose of this review was to address the existing evidence of how EdTech is being used to support learners with disabilities in order to inform future research and policymaking. It sought to contribute to an evidence base of ways to reduce barriers to learning drawing on a systematic methodology to gather evidence pertaining to access to EdTech for primary school learners with disabilities aged 6–12 years. After a thorough examination of the literature, the final sample comprised 51 published articles (43 peer-review and 8 conference papers). The review revealed examples of positive outcomes of EdTech interventions being used, particularly in special schools; however, the evidence of their efficacy is weak. The use of EdTech for learners with disabilities in low- and middle-income countries requires further, robust and long-term research that considers the involvement of learners, pedagogy and curriculum design in order to understand its impact on improving educational experiences of children with disabilities.
Publisher: Routledge _eprint: https://doi.org/10.1080/00131911.2022.2035685 KerkoCite.ItemAlsoKnownAs: 10.1080/00131911.2022.2035685 2129771:DBTMM7U4
Keywords: Educational technology; _genre:LR-literature_review; assistive technology; disability; inclusive education; low- and middle-income countries; primary education

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

Educational attainment gap: Regional disparities - Winchester, Nicole (2022)
Following the release of this year’s GCSE and A-level results, some commentators have raised concerns that the educational attainment gap between the north and south of England has widened. This issue is the focus of an upcoming question for short debate in the House of Lords. In preparation for the debate, this briefing looks at recent commentary on the issue and provides an overview of this year’s results.
Keywords: ⛔ No DOI found

Education Workforce Supply and Needs in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Workforce Initiative, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:23HCCGWI 2129771:6QUWDNYH 2129771:8MNC2N4I 2129771:NVEG4QQ7 2129771:X4L45EA5 2339240:2KB28MDX 2405685:52ZGRDGR 2405685:8MIWRFD2 2486141:SXAGH5JI 2601447:ZQXDP3AD 4556019:J9ZYVZC6
Keywords: _C:Canada CAN; _C:Chile CHL; _C:Finland FIN; _C:Ghana GHA; _C:Korea; Republic KOR; _C:Malawi MWI; _C:Nigeria NGA; _C:Peru PER; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; _yl:c; ⛔ No DOI found

Education Workforce Supply and Needs in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Mason-Sesay, Miriam; Bart-Williams, Claudius (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:W6L9HMLM 2486141:Z5XKF8WG

Education Workforce Spatial Analysis in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Workforce Initiative, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:352YTJXA 2129771:B6HL4K8H 2129771:IDUHPLI9 2129771:KY2Y4AEB 2129771:PDLNHLL4 2129771:RZJA4ZWV 2339240:Q42KZNBD 2339240:V7GZZAMR 2405685:2HRVB9KF 2405685:B5LNLGZL 2405685:FS263PV6 2486141:JNVMUL8V 2601447:VTLIFB9A 4042040:ZQNXW7RV
Keywords: _C:India IND; _C:Sierra Leone SLE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Education Workforce Spatial Analysis in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:XF3I7T7Y 4556019:S386467K
Keywords: _yl:a; ⛔ No DOI found

Education Workforce Spatial Analysis in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:TX9AQNGV 2486141:LT3RDHM5

Education Workforce Recruitment and Matching in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:CW55SAM3 2129771:SLC5ADTU 2339240:8YVNU64V 2405685:KZBP674C
Keywords: _C:Bangladesh BGD; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Malawi MWI; _C:Mexico MEX; _C:Sierra Leone SLE; _C:Tanzania TZA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Education Workforce Recruitment and Matching in Sierra Leone - Mackintosh, Alasdair; Ramírez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2JR2FXVK 4556019:S8AD6237
Keywords: _yl:b; ⛔ No DOI found

Education Workforce Management in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:2U4XHCEW 2129771:4JVXKYSH 2129771:8GWCPEXT 2129771:C4BFMJUQ 2339240:28FQ3DS8 2405685:QEWLRFDX 2601447:YEE5ED32
Keywords: _C:Australia AUS; _C:Chile CHL; _C:China CHN; _C:Eritrea ERI; _C:France FRA; _C:Gambia GMB; _C:Iceland ISL; _C:India IND; _C:Italy ITA; _C:Kenya KEN; _C:Lebanon LBN; _C:Lesotho LSO; _C:Mozambique MOZ; _C:Netherlands NLD; _C:Nigeria NGA; _C:Pakistan PAK; _C:Senegal SEN; _C:Sierra Leone SLE; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Education Workforce Management in Sierra Leone - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:IV26KZP6 2601447:YEE5ED32 4556019:CKJFZ4XX
Keywords: _yl:d

Education Workforce Initiative: Sierra Leone - Education Commission (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:L43YHEKI 2601447:2N45I2BU 4556019:K5E7QGU8

Education Workforce Costed Options Paper - Mackintosh, Alasdair; Ramirez, Ana; Atherton, Paul; Collis, Victoria; Mason-Sesay, Miriam; Bart-Williams, Claudius (Education Commission, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:BSJCUVG2
Keywords: _C:Sierra Leone SLE; __C:filed:1; __C:scheme:1

Education technology in developing countries: A systematic review - Rodriguez-Segura, D (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:IIM2UEGJ
Keywords: _genre:LR-literature_review

Education Technology for Effective Teachers - Evans, David K. (2021)
Publisher: World Bank, Washington, DC

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

Education 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

Education service transformation in Sierra Leone: Where policy meets the people | Blog | Global Partnership for Education - Sengeh, David Moinina (2020)
As GPE prepares to launch a new five-year strategic plan responding to partner countries’ demands for transformative change, GPE Board Member and Minister of Basic and Senior Secondary Education David Moinina Sengeh shares learnings from his first year of office on what transforming education means to the people of Sierra Leone.
KerkoCite.ItemAlsoKnownAs: 2129771:EFIQDYW2 2339240:DE8NBSA7 2405685:TJT9ZI8V
Keywords: _C:Sierra Leone SLE

Education service transformation in Sierra Leone: Where policy meets the people - Sengeh, David (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:GWGDR5N4 2339240:Y5AL4GBH 2405685:CL5T3HVF
Keywords: _C:Sierra Leone SLE

Education Sector Diagnosis - School safety assessment for six CDEMA Member States - Vijil Morin, Alejandra; Villavicencio Peralta, Xuzel Ana; Sheldon, Ayeisha; Haßler, Björn (OpenDevEd, 2022)
ZenodoArchiveID: 6670339 ZenodoArchiveConcept: 6670338 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.0282 2129771:JSB9CSW7
Keywords: Author:OpenDevEd; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Education Sector Contingency Plan: Guidelines and Templates - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10264102 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1047 ZenodoArchiveConcept: 10264101
Keywords: _internal; _r:AddedByMyEducationEvidence

Education Sector Contingency Plan: Guidelines and Templates - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/

Education Sector Analysis of the Republic of Sierra Leone, Assessing the enabling environment for gender equality - UNICEF (UNICEF, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:F3TVHD2G 2486141:VIFDXZEG

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

Education research in conflict and protracted crisis – Research Agenda – Report - Akogun, O.; Diazgranados Ferrans, S.; Njobdi, S.; Adesina, Adedoyin (2023)
KerkoCite.ItemAlsoKnownAs: 2129771:AAZ2GTYN 2129771:KKXHMTVX 2486141:PZELCDG7

Education research in conflict and protracted crisis - Akogun, O.; Adesina, A.; Watts, M. (2022)

Education research in conflict and protracted crisis - Akogun, O.; Adesina, Adedoyin; Watts, M. (2022)

Education research designed for uptake: Co-constructing an actionable research agenda for Education Research in Conflict and Protracted-Crisis (ERICC - Adesina, Adedoyin; Akogun, Oladele B (Paper Presentation. 67th Annual Meeting of the Comparative and International Education Society (CIES, 2022)
KerkoCite.ItemAlsoKnownAs: 2129771:AL5CGB5F 2129771:ATE7ACAD 2129771:PT58Q3KX 2129771:ZESC7H7L 2486141:3BA3KCLA 2486141:74C5F4V2
Keywords: ⛔ No DOI found

Education recovery chief quits in English schools catch-up row - Sally Weale (the Guardian, 2021)
Sir Kevan Collins said to be dismayed that his long-awaited £15bn proposals were watered down to a £1.4bn package
Section: Politics

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 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

Education in Africa: What Are We Learning? [preprint] - Evans, David; Acosta, Amina Mendez (2020)
Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64 percent of the studies evaluate government implemented programs, 36 percent include detailed cost analysis, and 35 percent evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).
KerkoCite.ItemAlsoKnownAs: 2129771:2QDW8DPS 2339240:I9QLRLND 2405685:BUVF2SY4
Keywords: ⛔ No DOI found

Education in Africa: What Are We Learning? [journal paper] - Evans, David K; Mendez Acosta, Amina (Journal of African Economies, 2021)
Countries across Africa continue to face major challenges in education. In this review, we examine 145 recent empirical studies (from 2014 onward) on how to increase access to and improve the quality of education across the continent, specifically examining how these studies update previous research findings. We find that 64% of the studies evaluate government-implemented programs, 36% include detailed cost analysis and 35% evaluate multiple treatment arms. We identify several areas where new studies provide rigorous evidence on topics that do not figure prominently in earlier evidence syntheses. New evidence shows promising impacts of structured pedagogy interventions (which typically provide a variety of inputs, such as lesson plans and training for teachers together with new materials for students) and of mother tongue instruction interventions, as well as from a range of teacher programs, including both remunerative (pay-for-performance of various designs) and non-remunerative (coaching and certain types of training) programs. School feeding delivers gains in both access and learning. New studies also show long-term positive impacts of eliminating school fees for primary school and positive impacts of eliminating fees in secondary school. Education technology interventions have decidedly mixed impacts, as do school grant programs and programs providing individual learning inputs (e.g., uniforms or textbooks).
KerkoCite.ItemAlsoKnownAs: 10.1093/jae/ejaa009 2129771:6ZQ7Y9II
Keywords: _genre:LR-literature_review

Education, Girls’ Education and Climate Change - Sims, K. (Institute of Development Studies, 2021)
This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones (IPCC, 2012, 2014). Climate change, environmental degradation and climate vulnerability are closely linked (IPCC, 2019). Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change (IPCC, 2019). Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation, and influences how climate change is experienced (Kwauk et al., 2019; Vincent et al., 2014; Muttarak & Lutz, 2014). It is estimated that at least 200 million adolescent girls living in the poorest communities face heightened risk from the effects of climate change (Atkinson & Bruce, 2015). Although this report refers to women and girls throughout, it is important that they are not seen as a homogenous group due to a range of factors that influence identity, including poverty, age, ethnicity, disability, socioeconomic status, geographic location and HIV status, among others (Plan International, 2011; Djoudi et al., 2016). In addition, as this report highlights, women and girls should not be seen as passive victims of climate change, as this can obscure their role as powerful agents of change and may cause misinterpretation of the causes of vulnerability (Ravera et al., 2016). Extreme weather events, such as floods and tropical cyclones, can disrupt learning in a variety of ways. The direct and immediate impacts of extreme weather include damage and/or destruction to education infrastructure; however, indirect and secondary impacts can last much longer (Kousky, 2016; Anderson, 2019). These include, but are not limited to: damage to road and transport links, obstructing access to school and learning; adolescent girls’ unwillingness to attend school if water, sanitation and hygiene (WASH) facilities are not quickly rehabilitated; inability to pay for school fees and/or learning materials; displacement of families; and reduced capacity for learning because of malnutrition or trauma (Kousky, 2016; Anderson, 2019; Nordstrom & Cotton, 2020; Chuang et al., 2018; Siriwardhana et al., 2013). Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises evidence and key commentary around the following themes: 1. Links between education, particularly girls’ education, and climate change. 2. How climate and environment matter for achieving gender equality. 3. Why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.
KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.044 2129771:AU3XTA3Z 5072953:45CF3YPF 5072953:LM8B7YHS 5072953:X9VHZB7F 5440726:NJMR8MNX 5440726:VNV4WHGJ
Keywords: _z:class:countries

Education, Girls’ Education and Climate Change - Sims, Kate (2021)
This Emerging Issue Report (EIR) explores research and evidence on the relationship between education, girls’ education and climate change. There is scientific consensus that climate change is real, manifested through increasing temperatures, changing rainfall patterns and increasing frequency and severity of extreme weather events, including drought, flooding and cyclones. Climate change, environmental degradation and climate vulnerability are closely linked. Climate change exacerbates environmental and land degradation, especially in areas with drylands and permafrost, river deltas and low-lying coastal areas. There is high confidence that people living in areas affected by environmental degradation are experiencing an increase in the negative effects of climate change. Gender, alongside other drivers of vulnerability and exclusion, is a key determinant of an individual’s vulnerability to the effects of climate change and environmental degradation and influences how climate change is experienced. It is estimated that at least 200 million adolescent girls living in the poorest communities face a heightened risk from the effects of climate change. Evidence and commentary on the role of education, and girls’ education, to address climate change through adaptation, resilience and mitigation is limited, albeit growing. This EIR identifies and summarises the evidence and key commentary around the following themes: links between education, particularly girls’ education, and climate change; how climate and environment matter for achieving gender equality; and why securing girls’ education is an important strategy in addressing climate change. The EIR draws on academic research and literature from low- and middle-income countries (LMICs), as well as policy frameworks and grey literature, media articles and blogs from the climate, education and gender fields.
Accepted: 2021-03-30T14:03:40Z Publisher: Institute of Development Studies KerkoCite.ItemAlsoKnownAs: 10.19088/K4D.2021.044 2129771:WC8R9AP9 4869029:ZUNX28FC

Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education ACT TWO (OF THREE): FULL REPORT - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (EdTech Hub, UNESCO, UniTwin, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:AAXNS6HK
Keywords: Final_citation; cited; existing

Education for the most marginalised post-COVID-19: Guidance for governments on the use of digital technologies in education – Act one - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
KerkoCite.ItemAlsoKnownAs: 4804264:CBIEXT7M 4804264:TQY76BUB
Keywords: Final_citation; cited; existing

Education for all in the time of COVID-19: how EdTech can be part of the solution - Chebib, Kinda (GSMA, 2020)
KerkoCite.ItemAlsoKnownAs: 2405685:RNC6E62B 2534378:D86AH99M

Education for All? Complex solutions to complex problems in the Nigerian education sector - Waziri, Nafisa (2020)

Education Finance Watch 2023 - Bend, May; Hu, Yitong; Pan, Yilin; Patrinos, Harry Anthony; Poulsen, Thomas; Rivera-Olvera, Angelica; Tanaka, Nobuyuki; Antoninis, Manos; Murakami, Yuki; Benveniste, Luis (2023)
Publisher: World Bank Group KerkoCite.ItemAlsoKnownAs: 4804264:PKCWD2GS
Keywords: Final_citation; ⛔ No DOI found

Education during the COVID-19: crisis Opportunities and constraints of using EdTech in low-income countries - Jordan, Katy; David, Raluca; Phillips, Toby; Pellini, Arnaldo (Revista de Educación a Distancia (RED), 2021)
KerkoCite.ItemAlsoKnownAs: 10.6018/red.453621 4804264:L7A85VTN
Keywords: Final_citation

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

Education Coverage in Sierra Leone - GRID3 (2020)
KerkoCite.ItemAlsoKnownAs: 2129771:982SWX54
Keywords: _C:Luxembourg LUX; _C:Sierra Leone SLE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Education continuity during the Coronavirus crisis: Sierra Leone and Liberia Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (Rising Academy Network, 2020)
KerkoCite.ItemAlsoKnownAs: 2129771:BQT46MPC 2339240:YUCXSRDK 2405685:U7GMEU2U
Keywords: _C:Sierra Leone SLE

Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP) [zip] - SSEIP (2020)
ZIP file for Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP).
KerkoCite.ItemAlsoKnownAs: 10.5281/ZENODO.3743296 10.5281/zenodo.3743296 2129771:KQEE3GAS
Keywords: SSEIP; _C:Sierra Leone SLE

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

Education buildings: resilience to global climate change and avoidance of inequalities - Wargocki, Pawel (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
ZenodoArchiveID: 10912097 KerkoCite.ItemAlsoKnownAs: 10.53832/opendeved.1126 ZenodoArchiveConcept: 10912096
Keywords: _r:AddedByMyEducationEvidence

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

Education and Management Engineering - Hassan, Malik; Mirza, Tabasum; Hussain, Mirza (International Journal of Education and Management Engineering, 2020)
The world has witnessed a sudden change in the teaching-learning processes due to the ongoing pandemic of COVID-19. The worldwide compulsive lockdown for ensuring the preventive measures to stop the spread of this infection has equally affected education sector as other business sectors. As all of us know that quality education is the only long-term rescue for all the challenges and therefore, the need to find out the alternative solution to the traditional classroom teaching-learning is the concern of all stakeholders and the only option found is online mode of teaching-learning, which was somehow already available and had attracted an intense attention during this period. The aim of the paper is to study the teacher's perspective in India about this mode of learning, challenges and issues faced by them in migration to online platform, experience about online tools/platforms used for instructional delivery and their suggestions to improve the process for effective teaching. This study will help in gaining insight towards the possible improvements in the ongoing mode of online teaching and in future situations also. The results obtained based on sample collection through web based questionnaire clearly gives some information, which could be an eye opener for enhancing the implementation of the online teaching-learning among the learners especially teachers, who can further help in implementation of the large. Although, the online mode was already in place and was utilized in blended form to a substantial level in the developed countries, but in developing countries like India, where teachers are not familiar with online platforms/tools, lack of knowledge and skills to handle the online ICT infrastructure in a challenging situation. The results also give an impression about the need of professional development with special focus on digital literacy skills and awareness among the teacher community about the merits of online platforms for the teaching-learning process.