TY - JOUR TI - Technology Enabled Delivery of Medical Programmes through ODL : A Case of Training Medical Doctors in Geriatric Medicine AU - Kuba, Ruchika T2 - Journal of Learning for Development AB - COVID-19 provided an opportunity to experiment with alternative delivery mechanisms for a medical education programme offered through open and distance learning with face-to-face training as an essential component of the programme. Non-availability of hard copies of the course material (92%) and lack of communication from the university (32%) as well as training centres (42%) were some of the challenges faced by students of the Geriatric Medicine programme of the Indira Gandhi National Open University (IGNOU) during the COVID pandemic. Around 90% were willing to attend online classes and 65% to 77% were willing to present cases online for discussion. A programme-specific web portal containing all resource material and information was visited by 85% of students. Most students attended the online classes and 68% attempted the formative assessments based on the online classes. Online classes were recorded and uploaded and were found useful by 90% of students. The experiment successfully demonstrated the feasibility and acceptance of delivering practical skills using online technological tools. Further integrating technology to complement some of the face-to-face component could be used as a permanent and effective delivery strategy, which could also reduce resource requirements. DA - 2021/07/19/ PY - 2021 DP - jl4d.org VL - 8 IS - 2 SP - 298 EP - 311 LA - en SN - 2311-1550 ST - Technology Enabled Delivery of Medical Programmes through ODL UR - https://jl4d.org/index.php/ejl4d/article/view/485 Y2 - 2022/04/05/12:25:14 KW - formative assessments KW - geriatric medicine KW - online classes KW - open and distance learning KW - ⛔ No DOI found ER - TY - RPRT TI - Putting SDG4 into practice: professional learning communities in education | Unesco IIEP Learning Portal AU - VVOB AB - Inclusive and equitable education provides all learners with the capabilities to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies, and enhance individual wellbeing. This technical brief describes how professional learning communities (PLCs) matter for quality education, as they play an important role in the professional development and motivation of teachers and school leaders. The experiences of VVOB demonstrate how reinforcing the capacities of national and local education authorities to establish and support PLCs is of crucial importance to the success of these communities. DA - 2017/// PY - 2017 SP - 12 LA - English PB - VVOB UR - https://learningportal.iiep.unesco.org/en/library/putting-sdg4-into-practice-professional-learning-communities-in-education Y2 - 2021/06/22/15:19:46 ER - TY - GEN TI - Designing and monitoring distance teaching and learning interventions: A guide for projects and implementers | INEE AU - Girls' Education Challenge AU - EdTech Hub DA - 2021/// PY - 2021 ST - Designing and monitoring distance teaching and learning interventions. UR - https://inee.org/resources/designing-and-monitoring-distance-teaching-and-learning-interventions-guide-projects-and Y2 - 2022/07/08/10:49:47 KW - Author:OpenDevEd KW - _publish ER - TY - JOUR TI - Technology Use for Teacher Professional Development in Low- and Middle-Income Countries: A systematic review AU - Hennessy, Sara AU - D'Angelo, Sophia AU - McIntyre, Nora AU - Koomar, Saalim AU - Kreimeia, Adam AU - Cao, Lydia AU - Brugha, Meaghan AU - Zubairi, Asma T2 - Computers and Education Open AB - Pre-service education and in-service teacher professional development (collectively termed teacher professional development or TPD here) can play a pivotal role in raising teaching quality and, therefore, learning outcomes for children and young people in low- and middle-income countries (LMICs). However, TPD opportunities in LMICs are limited, unsustained, and often not informed by recent research evidence, and outcomes are mixed. Educational technologies offer potential to enhance formally provided programmes and informal peer-learning forms of TPD. We present the first systematic review of the literature pertaining to technology-mediated TPD for educators of school-aged learners in LMICs, aiming to characterise appropriate and effective uses of technology along with specific constraints operating in those contexts. An in-depth synthesis of 170 studies was undertaken, considering macro-, meso- and micro-level factors during TPD design and implementation in the 40 LMICs represented. Volume of publications increased dramatically over the review period (2008–2020), indicating that the field is rapidly developing. Results largely showed benefits for teachers, but evidence for sustainability, cost-effectiveness or tangible impacts on classroom practice and student outcomes was thin. Promising, locally-contextualised forms of technology-mediated TPD included virtual coaching, social messaging, blended learning, video-stimulated reflection, and use of subject-specific software/applications. We report on the variable effectiveness of programmes and limited attention to marginalised groups. To maximise effectiveness of technology-enhanced TPD, the role of facilitators or expert peers is paramount – yet often glossed over – and the interpersonal dimension of teacher learning must be maintained. Recommendations are made for researchers, policymakers, teachers and teacher educators. DA - 2022/// PY - 2022 DO - 10.1016/j.caeo.2022.100080 DP - ScienceDirect VL - 3 SP - 100080 J2 - Computers and Education Open LA - en SN - 2666-5573 ST - Technology Use for Teacher Professional Development in Low- and Middle-Income Countries UR - https://www.sciencedirect.com/science/article/pii/S2666557322000088 Y2 - 2023/01/06/07:28:27 KW - ICT KW - Teacher professional development KW - _EdTechHub_Output KW - _MELA_knowledge_product KW - _MELA_seen KW - _genre:LR-literature_review KW - e-learning KW - low- and middle-income countries (LMICs) KW - pedagogy KW - peer learning KW - teacher training KW - technology ER - TY - BOOK TI - Learning, Marginalization, and Improving the Quality of Education in Low-income Countries AU - Wagner, Daniel A. AU - Lewis (eds), Nathan M. Castillo and Suzanne Grant AB - Academic publishing of peer-reviewed open access monographs DA - 2022/01// PY - 2022 DP - www.openbookpublishers.com LA - English PB - Open Book Publishers SN - 978-1-80064-200-3 978-1-80064-201-0 978-1-80064-202-7 978-1-80064-203-4 978-1-80064-204-1 978-1-80064-205-8 UR - https://www.openbookpublishers.com/product/1423 Y2 - 2022/03/02/18:10:39 KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - A Survey of ICT Capacity in Ghana's Public Colleges of Education AB - The survey of ICT capacity at 40 colleges of education (CoEs) reflects a considerable amount of work, by many people. The National Council for Tertiary Education (NCTE) acknowledges with thanks, Consumer Insights Consult (CiC) research team, Cyprian Ekor, Elvis Akpabli, Emmanuel Mireku, George Asare, Kennedy Amedume, Daniel Amewuda, Philemon Opoku. NCTE staff, Jacob T. Akunor, Anthony Dzidzornu, Emmanuel Attey Yebuah, Ebenezer Osei Adu, Nicholas Ameyaw and Kwaku Gyampoh. Transforming Teaching and Learning in Ghana (T-TEL) staff, Dr. Björn Haßler, Dr. Rosie Lugg, Mr. Charlie Gordon, Ms. Beryl Opong-Agyei, Dr. Rich Tobin and Ms. Caroline Jordan. Particular thanks is extended to Jacob Tetteh Akunor, who led this exercise on behalf of the NCTE and to the Senior managers, ICT tutors, ICT technicians and student teacher participants at all 40 CoE that participated, and gave so generously of their time and expertise. CY - Ghana DA - 2017/10/23/ PY - 2017 PB - Transforming Teacher Education and Learning KW - Author:Haßler KW - _r:ImportedToMyEducationEvidence KW - _zenodoODE KW - docs.opendeved.net ER - TY - BOOK TI - Open Educational Resources Guide for Colleges of Education T2 - T-TEL Professional Development Programme A3 - Haßler, Björn CY - Ghana DA - 2016/12// PY - 2016 ET - Handbook for Professional Development Coordinators VL - 8 NV - 13 PB - Transforming Teacher Education and Learning, Ministry of Education (Ghana) UR - http://oer.t-tel.org KW - Author:Haßler KW - Author:OpenDevEd KW - _r:ImportedToMyEducationEvidence ER - TY - CONF TI - ORBIT and OER4Schools: supporting effective primary and secondary school practice through OER AU - Haßler, Björn AU - Hennessy, Sara AU - Jestaz, Caroline C3 - Proceedings of Cambridge 2012: Innovation and Impact - Openly Collaborating to Enhance Education DA - 2012/// PY - 2012 SP - 311 EP - 317 KW - Author:Haßler KW - Author:OpenDevEd KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Bolivia BOL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Costa Rica CRI KW - _C:Cuba CUB KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Ecuador ECU KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Ivory Coast CIV KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Peru PER KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:Slovenia SVN KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - ⛔ No DOI found ER - TY - RPRT TI - Program Assessment of Kolibri FLY AU - Open Development and Education CN - 0270 DA - 2022/01/10/ PY - 2022 LA - en PB - OpenDevEd UR - https://docs.opendeved.net/lib/V8RPQRWX KW - _r:AddedByZotZen ER - TY - RPRT TI - Towards Systemic EdTech Testbeds: A Global Perspective AU - Vanbecelaere, Stefanie AU - Adam, Taskeen AU - Sieber, Carmen AU - Clark-Wilson, Alison AU - Boody Adorno, Katie AU - Haßler, Björn AB - This document is an output of the Global EdTech Testbeds Network, https://globaledtech.org/. CN - 0285 DA - 2023/01// PY - 2023 LA - en PB - Global EdTech Testbeds Network UR - https://docs.opendeved.net/lib/78XN44TG KW - _r:AddedByZotZen KW - _r:ImportedToMyEducationEvidence ER - TY - BOOK TI - Technology use in teacher preparation and professional development in low-and middle-income countries AU - GEM Report UNESCO DA - 2023/01/01/ PY - 2023 DP - DOI.org (Crossref) PB - GEM Report UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000386082.locale=en Y2 - 2023/10/22/16:19:17 ER - TY - JOUR TI - Acting now to protect the human capital of our children AU - World Bank DA - 2021/// PY - 2021 DP - Zotero SP - 90 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Synthesis of Reviews on Teacher Professional Development in Sub-Saharan Africa AU - Haßler, Björn AU - D’Angelo, Sophia AU - Walker, Hannah AU - Marsden, Melissa CY - Cambridge, UK DA - 2019/10/18/ PY - 2019 LA - en-GB PB - Open Development & Education Y2 - 2019/09/09/10:18:50 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:i ER - TY - RPRT TI - A five-part education response to the COVID-19 pandemic AU - Haßler, Björn AU - Khalayleh, Abdullah AU - McBurnie, Chris CY - Cambridge, UK DA - 2020/05/26/ PY - 2020 M3 - EdTech Hub Helpdesk Response SN - 5 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _C:Ghana GHA KW - _C:India IND KW - _C:Jordan JOR KW - _C:Malawi MWI KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _Not used in LR KW - _T:reviewed KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:i ER - TY - RPRT TI - Structured Pedagogy — How-To Guides and Literature Review AU - Piper, Benjamin DA - 2021/// PY - 2021 M3 - Structured Pedagogy Guide UR - https://scienceofteaching.s3.eu-west-3.amazonaws.com/assets/3RE2wXi13FgNd4Hg_mr0kQNuaOqu8YF39-Structured%20Pedagogy%20How-To%20Guides%20and%20Literature%20Review.pdf Y2 - 2021/02/03/13:31:04 KW - _yl:a ER - TY - RPRT TI - Structured Pedagogy — Guide 2. Designing an Effective Structured Pedagogy Program. AU - Piper, Benjamin DA - 2021/// PY - 2021 M3 - Structured Pedagogy Guide SN - 2 UR - https://scienceofteaching.site/wp-content/uploads/2021/11/SP_2.-Designing-an-Effective-Structured-Pedagogy-Program.pdf Y2 - 2021/02/03/13:31:05 ER - TY - RPRT TI - LAC Reads Capacity Program: Audit of content repositories for early-grade literacy AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - Regis, Callista AU - D’Angelo, Sophia AU - Haßler, Björn CN - 0208 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 4 KW - Author:OpenDevEd ER - TY - CONF TI - Commonwealth Collaboration to Build Back Better AU - Haßler, Björn T2 - 21CCEM C1 - Nairobi, Kenya CN - 0275 DA - 2022/04/27/ PY - 2022 DO - 10.53832/opendeved.0275 UR - https://docs.opendeved.net/lib/DABFT2LD KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _bjoern_cv KW - _yl:c ER - TY - BOOK TI - Early Grade Reading and Mathematics Interventions in South Africa - Interventions A3 - Spaull, Nic A3 - Taylor, Stephen DA - 2022/// PY - 2022 PB - Oxford University Press SN - 978 0 19 074119 8 ER - TY - RPRT TI - The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa AU - Adam, Taskeen AU - El-Serafy, Yomna AU - Podea, Marius AU - Haßler, Björn DA - 2021/// PY - 2021 DP - DOI.org (Crossref) PB - EdTech Hub UR - https://docs.edtechhub.org/lib/PIXT9J66 Y2 - 2022/04/03/20:25:07 KW - Author:OpenDevEd KW - _EdTechHub_Output ER - TY - BOOK TI - Early Grade Mathematics in South Africa A3 - Hamsa, Venkat A3 - Roberts, Nicky DA - 2022/// PY - 2022 LA - en PB - Oxford University Press SN - 978 0 19 075444 0 KW - ⛔ No DOI found ER - TY - STAT TI - DFID Digital Strategy AU - DFID DA - 2018/// PY - 2018 UR - https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/701443/DFID-Digital-Strategy-23-01-18a.pdf Y2 - 2020/09/06/17:34:40 ER - TY - CHAP TI - Chapter 05. TVET Actors AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/PUJKSC8I KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a5 ER - TY - BOOK TI - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno AB - This report provides an in-depth overview about the research on technical and vocational education and training (TVET) in Sub-Saharan Africa, to identify gaps in the research and provide the impetus for further research and the formation of international research networks in TVET in Sub-Saharan Africa. This report (in English) is an expanded and revised version of an earlier report, published in 2019 in German (https://lit.bibb.de/vufind/Record/DS-184013). The present report covers the research design (methodological approach) of the report; the quality and relevance of the publications found on TVET; the concept and practice of TVET; stakeholders in TVET research and their networks; topics, perspectives and current debates of TVET research; a systematic review of reliable studies on TVET in SS; models for the design, development and delivery of TVET; gender issues; key state actors; the importance of non-governmental actors in TVET; national standards, guidelines and quality frameworks; challenges that arise when implementing guidelines and political decisions; influencing institutional framework conditions; networks for research. The final chapter offers a summary and — based on this — directs our attention to possible future developments regarding TVET and TVET research. A number of appendices present additional information, such as an annotated bibliography, the full bibliography for the report, the methodology for the interviews and structured community review, and the results of the structured community review, as well as a list of additional materials for the report. CY - Bonn, Germany DA - 2020/// PY - 2020 ET - 1 LA - English PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/ZEDIHF57 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - Reviewed KW - ___duplicate_item KW - _bjoern_cv KW - _genre:LR-literature_review KW - _r:ImportedToMyEducationEvidence KW - _yl:a ER - TY - CHAP TI - Chapter 02. Research Design AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany UR - https://docs.opendeved.net/lib/RJW8K8UD KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a2 ER - TY - CHAP TI - Chapter 15. Research Networks and Capacity Building AU - Haßler, Björn AU - Haseloff, Gesine AU - Adam, Taskeen AU - Akoojee, S. AU - Allier-Gagneur, Zoé AU - Ayika, S. AU - Bahloul, K. AU - Kigwilu, P. Changilwa AU - Costa, D. Da AU - Damani, Kalifa AU - Gordon, Rebecca AU - Idris, A. AU - Iseje, Fatuma AU - Jjuuko, Robert AU - Kagambèga, Assèta AU - Khalayleh, Abdullah AU - Konayuma, Gabriel AU - Kunwufine, Deodonne AU - Langat, Kipkirui AU - Lyimo, N. AU - Marsden, Melissa AU - Maseko, Vusi AU - McBurnie, Chris AU - Orji, C. AU - Powell, Lesley AU - Schaffer, Jens AU - Simui, J. AU - Stock, Inka AU - Tamene, E. AU - Watson, Joseph AU - Winkler, Enno T2 - Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape AB - This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable. CY - Bonn, Germany DA - 2020/// PY - 2020 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany SV - Berufsbildung in SSA UR - https://docs.opendeved.net/lib/RWKJ3VZH KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:a15 ER - TY - BOOK TI - Berufsbildung in Sub-Sahara Afrika: Stand der Forschung AU - Haßler, Björn AU - Stock, Inka AU - Schaffer, Jens AU - Winkler, Enno AU - Kagambèga, Assèta AU - Haseloff, Gesine AU - Marsden, Melissa AU - Watson, Joe AU - Gordon, Rebecca AU - Damani, Kalifa CY - Bonn, Germany DA - 2019/// PY - 2019 ET - 1 LA - German PB - VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany ST - Berufsbildung in Subsahara-Afrika UR - https://lit.bibb.de/vufind/Record/DS-184013 Y2 - 2018/12/08/20:00:54 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _r:ImportedToMyEducationEvidence KW - _yl:c ER - TY - BOOK TI - School mapping and decision-making AU - GEM Report UNESCO DA - 2023/01/01/ PY - 2023 DP - DOI.org (Crossref) PB - GEM Report UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000386107.locale=en Y2 - 2023/10/22/16:19:01 ER - TY - JOUR TI - Open Access: challenges and opportunities for Low- and Middle- Income Countries and the potential impact of UK policy AU - Harle, Jon AU - Warne, Verity DA - 2020/// PY - 2020 DP - Zotero SP - 69 LA - en KW - ⛔ No DOI found ER - TY - RPRT TI - Educando en multi-emergencias: Un estudio cualitativo sobre el bienestar en docentes nicaragüenses AU - , SUMMA DA - 2022/// PY - 2022 PB - SUMMA - KIX LAC UR - https://www.summaedu.org/wp-content/uploads/2022/09/Revista-KIX-LAC-Coloquio.pdf ER -