TY - RPRT TI - Data Collection Report: OECS Declaration on Education Statement AU - Gonsalves, Sarah-Lee AU - Regis, Callista AU - Haßler, Björn CN - 0262 CY - St. Lucia DA - 2022/02// PY - 2022 M3 - Academic Recovery Programme Phase II PB - Organisation of Eastern Caribbean States SN - 7 UR - https://docs.opendeved.net/lib/8MXW5XLH KW - Author:OpenDevEd ER - TY - RPRT TI - OECS Education Forum Meeting Report AU - Gonsalves, Sarah-Lee AU - Regis, Callista AU - Haßler, Björn CN - 0260 CY - St. Lucia DA - 2022/02// PY - 2022 M3 - Academic Recovery Programme Phase II PB - Organisation of Eastern Caribbean States SN - 5 UR - https://docs.opendeved.net/lib/EQ69UM4U KW - Author:OpenDevEd ER - TY - RPRT TI - Pitch Deck: Academic Recovery Programme Phase II AU - Gonsalves, Sarah-Lee AU - Regis, Callista AU - Haßler, Björn CN - 0258 CY - St. Lucia DA - 2022/02// PY - 2022 M3 - Academic Recovery Programme Phase II PB - Organisation of Eastern Caribbean States SN - 3 UR - https://docs.opendeved.net/lib/VCDTU7ES KW - Author:OpenDevEd ER - TY - RPRT TI - Revised Programme Brief AU - Gonsalves, Sarah-Lee AU - Regis, Callista AU - Haßler, Björn CN - 0259 CY - St. Lucia DA - 2022/02// PY - 2022 M3 - Academic Recovery Programme Phase II PB - Organisation of Eastern Caribbean States SN - 4 UR - https://docs.opendeved.net/lib/T85S88PM KW - Author:OpenDevEd ER - TY - RPRT TI - ARP Phase I Implementation Progress Report AU - Gonsalves, Sarah-Lee AU - Regis, Callista AU - Megha-Bongnkar, Ghislaine AU - Haßler, Björn CN - 0257 CY - St. Lucia DA - 2022/02// PY - 2022 M3 - Academic Recovery Programme Phase II PB - Organisation of Eastern Caribbean States SN - 2 UR - https://docs.opendeved.net/lib/CZ63JZQS KW - Author:OpenDevEd ER - TY - RPRT TI - OECS Declaration on Education Statement AU - Gonsalves, Sarah-Lee AU - Regis, Callista AU - Theeb, Thaer AlSheikh AU - Haßler, Björn CN - 0261 CY - St. Lucia DA - 2022/02// PY - 2022 M3 - Academic Recovery Programme Phase II PB - Organisation of Eastern Caribbean States SN - 6 UR - https://docs.opendeved.net/lib/79LLTCAU KW - Author:OpenDevEd KW - _bjoern_cv ER - TY - RPRT TI - Revised Programme Description AU - Gonsalves, Sarah-Lee AU - Regis, Callista AU - Villavicencio, Xuzel AU - Haßler, Björn CN - 0256 CY - St. Lucia DA - 2022/02// PY - 2022 M3 - Academic Recovery Programme Phase II PB - Organisation of Eastern Caribbean States SN - 1 UR - https://docs.opendeved.net/lib/BAT326IU KW - Author:OpenDevEd ER - TY - RPRT TI - Special COVID-19 report AU - Organisation of Eastern Caribbean States CN - 0264 CY - St. Lucia DA - 2022/02// PY - 2022 M3 - Academic Recovery Programme Phase II PB - Organisation of Eastern Caribbean States SN - 9 UR - https://docs.opendeved.net/lib/S95V5JE9 ER - TY - RPRT TI - Costed Implementation Plan AU - Vijil, Alejandra AU - Haßler, Björn CN - 0263 CY - St. Lucia DA - 2022/02// PY - 2022 M3 - Academic Recovery Programme Phase II PB - Organisation of Eastern Caribbean States SN - 8 UR - https://docs.opendeved.net/lib/ADZ57F4H KW - Author:OpenDevEd ER - TY - RPRT TI - Desk Review: Virtual learning environments and learning management systems AU - OECS Commission CN - 0205 DA - 2021/10/15/ PY - 2021 LA - EN M3 - Policy Guidance on Selecting Sustainable LMS for OECS Ministries of Education PB - Open Development & Education SN - 1 KW - Author:OpenDevEd ER - TY - RPRT TI - LMS Selection and Implementation Tool Kit An Agile Delivery Approach AU - OECS Commission CN - 0206 DA - 2021/10/15/ PY - 2021 LA - EN M3 - Policy Guidance on Selecting Sustainable LMS for OECS Ministries of Education PB - Open Development & Education SN - 2 KW - Author:OpenDevEd ER - TY - RPRT TI - LAC Reads Capacity Program: Curriculum coding schemes AU - D’Angelo, Sophia AU - Regis, Callista AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - Haßler, Björn CN - 0209 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 5 KW - Author:OpenDevEd ER - TY - RPRT TI - LAC Reads Capacity Program: Mid-term report AU - McBurnie, Chris AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - D’Angelo, Sophia AU - Haßler, Björn CN - 0212 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 8 KW - Author:OpenDevEd ER - TY - RPRT TI - The use of virtual learning environments and learning management systems during the COVID-19 pandemic AU - McBurnie, Chris AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - D’Angelo, Sophia AU - Haßler, Björn CN - 0203 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 2 KW - Author:OpenDevEd KW - ___duplicate_item ER - TY - RPRT TI - Final report: Beta testing and recommendations for scaling AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - Regis, Callista AU - D’Angelo, Sophia AU - Gonsalves, Sarah-Lee AU - Haßler, Björn CN - 0214 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 10 KW - Author:OpenDevEd ER - TY - RPRT TI - LAC Reads Capacity Program: Capacity strengthening report AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - Regis, Callista AU - D’Angelo, Sophia AU - Gonsalves, Sarah-Lee AU - Haßler, Björn CN - 0215 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 11 KW - Author:OpenDevEd ER - TY - RPRT TI - LAC Reads Capacity Program - Final report AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - Regis, Callista AU - D’Angelo, Sophia AU - Gonsalves, Sarah-Lee AU - Haßler, Björn CN - 0213 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 9 KW - Author:OpenDevEd KW - ___duplicate_item ER - TY - RPRT TI - LAC Reads Capacity Program: Outputs register AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - Regis, Callista AU - D’Angelo, Sophia AU - Gonsalves, Sarah-Lee AU - Haßler, Björn CN - 0216 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 12 KW - Author:OpenDevEd ER - TY - RPRT TI - Inception Report AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - Regis, Callista AU - D’Angelo, Sophia AU - Haßler, Björn CN - 0207 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 1 KW - Author:OpenDevEd 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 - RPRT TI - Rolling out a national virtual learning environment AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - Regis, Callista AU - D’Angelo, Sophia AU - Haßler, Björn CN - 0204 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 3 KW - Author:OpenDevEd KW - ___duplicate_item ER - TY - RPRT TI - LAC Reads Capacity Program: Teacher categorisation inputs AU - Regis, Callista AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - D’Angelo, Sophia AU - Haßler, Björn CN - 0210 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 6 KW - Author:OpenDevEd ER - TY - RPRT TI - LAC Reads Capacity Program: User testing resuts AU - Regis, Callista AU - Megha-Bongnkar, Ghislaine AU - McBurnie, Chris AU - D’Angelo, Sophia AU - Haßler, Björn CN - 0211 DA - 2021/08/09/ PY - 2021 LA - EN M3 - LAC Reads Capacity Program PB - Open Development & Education SN - 7 KW - Author:OpenDevEd ER - TY - RPRT TI - OECS Academic Recovery Programme - Outputs Register AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/30/ PY - 2021 M3 - OECS Academic Recovery Programme Report PB - Open Development & Education SN - 7 UR - https://docs.opendeved.net/lib/S8XPYA4I KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:o ER - TY - RPRT TI - Implementation Guidance: Slide Deck for Teacher Professional Development AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/22/ PY - 2021 M3 - OECS Academic Recovery Programme TPD Guidance PB - Open Development & Education SN - 3 UR - https://docs.opendeved.net/lib/3TJE6CMI KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - ___duplicate_item KW - _r:ImportedToMyEducationEvidence KW - _yl:j ER - TY - RPRT TI - Implementation Guidance: Teacher Professional Development [Teachers Version] AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/21/ PY - 2021 M3 - OECS Academic Recovery Programme TPD Guidance PB - Open Development & Education SN - 2 UR - https://docs.opendeved.net/lib/P2D5IJBC KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _r:ImportedToMyEducationEvidence KW - _yl:i ER - TY - RPRT TI - Implementation Guidance: Teacher Professional Development [Facilitators Version] AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/20/ PY - 2021 M3 - OECS Academic Recovery Programme TPD Guidance PB - Open Development & Education SN - 1 UR - https://docs.opendeved.net/lib/M9WXRHE7 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - ___duplicate_item KW - _r:ImportedToMyEducationEvidence KW - _yl:h ER - TY - RPRT TI - Implementation Planning: SPED Support Plan Template AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/12/ PY - 2021 M3 - OECS Academic Recovery Programme Implementation Planning Tool PB - Open Development & Education SN - 5 UR - https://docs.opendeved.net/lib/D3BT2TVI KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - ___duplicate_item KW - _r:ImportedToMyEducationEvidence KW - _yl:fe KW - _zenodoETH:submitted ER - TY - RPRT TI - Implementation Planning: SPED Internal Referral Form AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/11/ PY - 2021 M3 - OECS Academic Recovery Programme Implementation Planning Tool PB - Open Development & Education SN - 4 UR - https://docs.opendeved.net/lib/TEACS38K KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - ___duplicate_item KW - _r:ImportedToMyEducationEvidence KW - _yl:fd KW - _zenodoETH:submitted ER - TY - RPRT TI - Implementation Planning: SPED Referral Flowchart AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/10/ PY - 2021 M3 - OECS Academic Recovery Programme Implementation Planning Tool PB - Open Development & Education SN - 3 UR - https://docs.opendeved.net/lib/TJZEP4QS KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - ___duplicate_item KW - _r:ImportedToMyEducationEvidence KW - _yl:fc KW - _zenodoETH:submitted ER - TY - RPRT TI - Implementation Planning: Parental Support for the Academic Recovery Programme AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/09/ PY - 2021 M3 - OECS Academic Recovery Programme Implementation Planning Tool PB - Open Development & Education SN - 2 UR - https://docs.opendeved.net/lib/VK5QH5Q7 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - ___duplicate_item KW - _r:ImportedToMyEducationEvidence KW - _yl:fb KW - _zenodoETH:submitted ER - TY - RPRT TI - Implementation Planning Tool AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/08/ PY - 2021 M3 - OECS Academic Recovery Programme Implementation Planning Tool PB - Open Development & Education SN - 1 UR - https://docs.opendeved.net/lib/EM6IJ327 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - _r:ImportedToMyEducationEvidence KW - _yl:fa KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - RPRT TI - Final Report and Recommendations AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/07/ PY - 2021 M3 - OECS Academic Recovery Programme Report PB - Open Development & Education SN - 6 UR - https://docs.opendeved.net/lib/TD6VRUSA KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - _r:ImportedToMyEducationEvidence KW - _yl:g KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - RPRT TI - Concept Note for the Implementation of the Academic Recovery Programme AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/06/ PY - 2021 M3 - OECS Academic Recovery Programme Report PB - Open Development & Education SN - 5 UR - https://docs.opendeved.net/lib/FMVT2NIB KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - _r:ImportedToMyEducationEvidence KW - _yl:f KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - RPRT TI - An Academic Recovery Programme for the OECS Member States: Pitch Deck AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/04/05/ PY - 2021 M3 - OECS Academic Recovery Programme Report PB - Open Development & Education SN - 4 UR - https://docs.opendeved.net/lib/XQCXWE7I KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _DOILIVE KW - _r:ImportedToMyEducationEvidence KW - _yl:e KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - RPRT TI - An Academic Recovery Programme for the OECS Member States AU - Haßler, Björn AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista AU - Blower, Tom CY - Cambridge, UK DA - 2021/03/30/ PY - 2021 M3 - OECS Academic Recovery Programme Report PB - Open Development & Education SN - 3 UR - https://docs.opendeved.net/lib/P2D5IJBC KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _C:Dominica DMA KW - _C:Grenada GRD KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _DOILIVE KW - _r:ImportedToMyEducationEvidence KW - _yl:d KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - RPRT TI - Academic Recovery Programme: Synthesis of Qualitative Data and High-level Overview AU - Haßler, Björn AU - Blower, Thomas AU - Megha-Bongnkar, Ghislaine AU - Regis, Callista CY - Cambridge, UK DA - 2021/03/29/ PY - 2021 M3 - OECS Academic Recovery Programme Report PB - Open Development & Education SN - 2 UR - https://docs.opendevd.net/lib/XAMQ949U KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _C:Dominica DMA KW - _C:Grenada GRD KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _DOILIVE KW - _r:ImportedToMyEducationEvidence KW - _yl:c KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - RPRT TI - Academic Recovery Programmes in the Eastern Caribbean — Literature Review AU - Haßler, Björn AU - Adam, Taskeen AU - Blower, Thomas AU - Megha-Bongnkar, Ghislaine AB - This report was commissioned by the Organization of the Eastern Caribbean states. It reviews the literature on Academic Recovery Programmes with view to applicability in the Eastern Caribbean, and particularly Dominica, Grenada, Saint Lucia and Saint Vincent and the Grenadines. CY - Cambridge, UK DA - 2021/01/08/ PY - 2021 M3 - OECS Academic Recovery Programme Report PB - Open Development & Education SN - 1 UR - https://docs.opendeved.net/lib/DZA3GVBD KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _C:Dominica DMA KW - _C:Grenada GRD KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _DOILIVE KW - _r:ImportedToMyEducationEvidence KW - _yl:b KW - _zenodo:submitted KW - _zenodoETH:submitted ER - TY - RPRT TI - The State of the Global Education Crisis: A Path to Recovery (Vol. 1): Report AU - World Bank AU - UNESCO AU - UNICEF CY - Washington D.C., Paris, New York DA - 2021/// PY - 2021 LA - en PB - : The World Bank, UNESCO, and UNICEF ST - The State of the Global Education Crisis UR - https://www.worldbank.org/en/topic/education/publication/the-state-of-the-global-education-crisis-a-path-to-recovery Y2 - 2022/01/18/22:43:00 ER - TY - RPRT TI - An Assessment of the Transition to Virtual Learning in the OECS AU - Emmanuel, Royston AU - Anthony, Germain AB - This assessment of the transition to Virtual Learning in the OECS is an initial step of a series of programmed activities that will help strengthen both the capacity and resilience of education systems in the region, particularly with respect to Online Learning. The context described here outlines some of the major challenges associated with regional efforts to successfully integrate ICTs in education. There appears to be consensus that Virtual Learning Environments (VLEs) can well support ambitions for improving equity of access to education, the quality and the relevance of education. What this assessment reveals, is that there is wide disparity in the region with respect to approaches to adopting and adapting to VLEs. DA - 2020/// PY - 2020 LA - en-gb UR - https://www.oecs.org/en/our-work/knowledge/library/an-assessment-of-the-transition-to-virtual-learning-in-the-oecs/download Y2 - 2021/10/08/12:55:40 ER - TY - JOUR TI - Costing the implementation of public health interventions in resource-limited settings: a conceptual framework AU - Sohn, Hojoon AU - Tucker, Austin AU - Ferguson, Olivia AU - Gomes, Isabella AU - Dowdy, David T2 - Implementation Science AB - Background: Failing to account for the resources required to successfully implement public health interventions can lead to an underestimation of costs and budget impact, optimistic cost-effectiveness estimates, and ultimately a disconnect between published evidence and public health decision-making. Methods: We developed a conceptual framework for assessing implementation costs. We illustrate the use of this framework with case studies involving interventions for tuberculosis and HIV/AIDS in resource-limited settings. Results: Costs of implementing public health interventions may be conceptualized as occurring across three phases: design, initiation, and maintenance. In the design phase, activities include developing intervention components and establishing necessary infrastructure (e.g., technology, standard operating procedures). Initiation phase activities include training, initiation of supply chains and quality assurance procedures, and installation of equipment. Implementation costs in the maintenance phase include ongoing technical support, monitoring and evaluation, and troubleshooting unexpected obstacles. Within each phase, implementation costs can be incurred at the site of delivery (“site-specific” costs) or more centrally (“above-service” or “central” costs). For interventions evaluated in the context of research studies, implementation costs should be classified as programmatic, researchrelated, or shared research/program costs. Purely research-related costs are often excluded from analysis of programmatic implementation. Conclusions: In evaluating public health interventions in resource-limited settings, accounting for implementation costs enables more realistic estimates of budget impact and cost-effectiveness and provides important insights into program feasibility, scale-up, and sustainability. Assessment of implementation costs should be planned prospectively and performed in a standardized manner to ensure generalizability. DA - 2020/12// PY - 2020 DO - 10.1186/s13012-020-01047-2 DP - DOI.org (Crossref) VL - 15 IS - 1 SP - 86 J2 - Implementation Sci LA - en SN - 1748-5908 ST - Costing the implementation of public health interventions in resource-limited settings UR - https://implementationscience.biomedcentral.com/articles/10.1186/s13012-020-01047-2 Y2 - 2022/02/22/15:18:40 ER - TY - RPRT TI - Cost evaluation guidance for EEF evaluations AU - Education Endowment Foundation DA - 2019/// PY - 2019 UR - https://educationendowmentfoundation.org.uk/public/files/Evaluation/Setting_up_an_Evaluation/Cost_Evaluation_Guidance_2019.12.11.pdf Y2 - 2022/02/22/15:19:15 ER - TY - RPRT TI - Putting evidence to work: A school's guide to implementation AU - Education Endowment Foundation DA - 2019/// PY - 2019 UR - https://dera.ioe.ac.uk/31088/1/EEF-Implementation-Guidance-Report.pdf Y2 - 2022/02/22/15:19:09 ER - TY - RPRT TI - Essential Elements for Costed Implementation Plans AU - Johns Hopkins Center for Communication Programs DA - 2019/// PY - 2019 UR - https://fp2030.org/sites/default/files/resources/CIP/FInal_Essential-Elements-for-CIP-SBC-Checklist.pdf Y2 - 2022/02/22/15:18:42 ER - TY - JOUR TI - Scaling up an early childhood development programme through a national multisectoral approach to social protection: lessons from Chile Crece Contigo AU - Helia Molina Milman T2 - The BMJ DA - 2018/// PY - 2018 DO - 10.1136/bmj.k4513 UR - https://www-bmj-com.proxy.library.upenn.edu/content/363/bmj.k4513 ER - TY - RPRT TI - AEWG Accelerated Education 10 principles for effective practice AU - Accelerated Education Working Group DA - 2017/// PY - 2017 LA - en UR - https://www.unhcr.org/publications/education/59ce4f727/accelerated-education-10-principles-effective-practice.html Y2 - 2022/01/18/23:17:35 ER - TY - RPRT TI - A guide for Accelerated Education Programme designers, implementers, evaluators and agencies AU - Kayla Boisvert AU - Jennifer Flemming AU - Ritesh Shah DA - 2017/// PY - 2017 ER - TY - RPRT TI - Developing Costed Implementation Plans AU - Health Policy Project DA - 2015/// PY - 2015 UR - https://www.healthpolicyproject.com/pubs/810_CIPRolesandResponsibilitiesFINAL.pdf Y2 - 2022/02/22/15:18:29 ER - TY - JOUR TI - Strengthening systems for integrated early childhood development services: a cross-national analysis of governance AU - Britto, Pia Rebello AU - Yoshikawa, Hirokazu AU - van Ravens, Jan AU - Ponguta, Liliana Angelica AU - Reyes, Maria AU - Oh, Soojin AU - Dimaya, Roland AU - Nieto, Ana María AU - Seder, Richard T2 - Annals of the New York Academy of Sciences AB - While there has been substantial growth in early childhood development (ECD) services in low- and middle-income countries (LMICs), there is considerable inequity in their distribution and quality. Evidence-based governance strategies are necessary, but currently they are insufficient for widespread, quality implementation. In particular, there is a limited understanding of the use of systems approaches for the analysis of ECD services as they go to scale. The aim of this paper is to present findings from four countries, using a cross-national case study approach to explore governance mechanisms required to strengthen national systems of ECD services. While different sets of governance strategies and challenges were identified in each country, overarching themes also emerged with implications for systems strengthening. Study results focus on local, mid-level and central governance, with recommendations for effective coordination and the integration of ECD services in LMICs. DA - 2014/// PY - 2014 DO - 10.1111/nyas.12365 DP - Wiley Online Library VL - 1308 IS - 1 SP - 245 EP - 255 LA - en SN - 1749-6632 ST - Strengthening systems for integrated early childhood development services UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/nyas.12365 Y2 - 2022/01/11/15:42:34 KW - coordination KW - early childhood KW - governance KW - low- and middle-income countries (LMICs) KW - systems strengthening ER - TY - CHAP TI - Building and Strengthening National Systems for Early Childhood Development AU - Vargas-Barón, Emily T2 - Handbook of early childhood development research and its impact on global policy CY - New York DA - 2014/// PY - 2014 SP - 443 EP - 466 PB - Oxford University Press ER - TY - JOUR TI - Environmental Scanning-The Impact of the Stakeholder Concept AU - Mendelow, A.L. T2 - ICIS 1981 Proceedings AB - The paper discusses the advantages of the use of the stakeholder framework as a basis for focusing an organization's environmental scanning effort. Arising from the discussion, a contingency model for environmental scanning is developed to relate the focus and method used for envrionmental scanning to the dynamism of the environment and the power of the stakeholder related to the organization. Steps for implementing the environmental scanning system are discussed. DA - 1981/// PY - 1981 VL - 20 UR - h2p://aisel.aisnet.org/icis1981/20 KW - ⛔ No DOI found ER - TY - BLOG TI - Continuous and Accelerated Learning (CAL) T2 - World Bank AB - Joint initiative for Continuity and Accelerated Learning in response to COVID-19 LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/topic/education/brief/joint-initiative-for-continuous-accelerated-learning-in-response-to-covid-19 Y2 - 2022/01/18/22:50:52 ER - TY - GEN TI - Costed Implementation Plan (Spreadsheet) ER - TY - ELEC TI - Education to Build Back Better | SpringerLink UR - https://link.springer.com/book/9783030939502 Y2 - 2022/01/20/13:17:17 ER - TY - GEN TI - Implementation Guide (annotated) ER - TY - ELEC TI - Learning to Build Back Better Futures for Education: Lessons from educational innovation during the covid-19 pandemic | International Bureau of Education UR - http://www.ibe.unesco.org/en/news/learning-build-back-better-futures-education-lessons-educational-innovation-during-covid-19 Y2 - 2022/01/20/13:04:40 ER - TY - ELEC TI - Lessons for education during the coronavirus crisis - OECD Education and Skills Today UR - https://oecdedutoday.com/coronavirus/ Y2 - 2022/01/20/13:21:50 ER - TY - RPRT TI - Cross Sector Leadership Approaches to Solve Problems At the Scale At Which They Exist AU - Presidio Institute UR - http://stanford.ebookhost.net/ssir/digital/52/ebook/1/download.pdf ER - TY - ELEC TI - Key programme definitions AU - Refugees, United Nations High Commissioner for T2 - UNHCR LA - en UR - https://www.unhcr.org/publications/education/59ce50147/key-programme-definitions.html Y2 - 2022/01/18/23:21:09 ER - TY - RPRT TI - The Guide to Cross Sector Collaboration AU - Resonance Global UR - https://www.resonanceglobal.com/hubfs/eBooks/theGuideToCrossSectorCollaboration.pdf?hsCtaTracking=af678517-afba-45f5-953d-8d0a8554a5ca%7C81990f90-29dd-4d24-abd5-531b55e7665f ER - TY - RPRT TI - Accelerated learning programmes: what can we learn from them about curriculum reform? - UNESCO Digital Library AU - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000225950 Y2 - 2022/01/18/23:13:03 ER - TY - RPRT TI - Don't remediate, accelerate! Effective catch-up learning strategies: evidence from the United States - UNESCO Digital Library AU - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000374029 Y2 - 2022/01/18/22:49:19 ER - TY - RPRT TI - Recovering lost learning: what can be done quickly and at scale? - UNESCO Digital Library AU - UNESCO UR - https://unesdoc.unesco.org/ark:/48223/pf0000377841?posInSet=1&queryId=6db53556-6918-4e37-b673-aac484773961 Y2 - 2022/01/18/22:39:57 ER - TY - RPRT TI - COVID-19 Learning Losses AU - UNICEF AB - Rebuilding Quality Learning for All in the Middle East and North Africa LA - en UR - https://www.unicef.org/mena/reports/covid-19-learning-losses Y2 - 2022/01/18/22:57:37 ER - TY - RPRT TI - Framework for Reopening Schools Supplement AU - UNICEF LA - en UR - https://www.unicef.org/documents/framework-reopening-schools-supplement Y2 - 2022/01/18/22:54:02 ER - TY - RPRT TI - COVID-19: How are Countries Preparing to Mitigate the Learning Loss as Schools Reopen? Trends and emerging good practices to support the most vulnerable children AU - UNICEF Office of Research- Innocenti AB - Some countries are starting to reopen schools as others develop plans to do so following widespread and extended closures due to COVID-19. Using data from two surveys and 164 countries, this research brief describes the educational strategies countri LA - en ST - COVID-19 UR - https://www.unicef-irc.org/publications/1119-covid-19-how-are-countries-preparing-to-mitigate-the-learning-loss-as-they-reopen.html Y2 - 2022/01/18/22:59:41 ER - TY - RPRT TI - AEWG Accelerated Education AU - United Nations High Commissioner for Refugees AB - The Education 2030: Framework for Action identified the need for certified education programming which affords flexible and alternative pathways and entry/re-entry LA - en UR - https://www.unhcr.org/accelerated-education-working-group.html Y2 - 2022/01/18/22:53:27 ER - TY - RPRT TI - AEWG Accelerated Education Brief AU - United Nations High Commissioner for Refugees LA - en UR - https://www.unhcr.org/publications/education/59ce4f5b4/accelerated-education-brief.html Y2 - 2022/01/18/23:15:50 ER - TY - RPRT TI - AEWG Accelerated Education Checklist AU - United Nations High Commissioner for Refugees LA - en UR - https://www.unhcr.org/publications/education/59ce4f977/accelerated-education-checklist.html Y2 - 2022/01/18/23:18:38 ER - TY - RPRT TI - AEWG Accelerated Education - Decision Tree AU - United Nations High Commissioner for Refugees LA - en UR - https://www.unhcr.org/publications/education/5bbf52724/accelerated-education-decision-tree.html Y2 - 2022/01/18/23:20:49 ER - TY - RPRT TI - AEWG Accelerated Education Guide to the principles AU - United Nations High Commissioner for Refugees LA - en UR - https://www.unhcr.org/publications/education/59ce4fc77/accelerated-education-guide-principles.html Y2 - 2022/01/18/23:19:26 ER - TY - RPRT TI - AEWG Accelerated Education Learning agenda AU - United Nations High Commissioner for Refugees LA - en UR - https://www.unhcr.org/publications/education/59ce4ff27/accelerated-education-learning-agenda.html Y2 - 2022/01/18/23:20:09 ER - TY - BLOG TI - EdTech Toolkit for Remote Learning AU - World Bank T2 - World Bank AB - EdTech Toolkit for Remote Learning LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/topic/edutech/brief/edtech-toolkit-for-remote-learning Y2 - 2022/01/18/22:51:13 ER - TY - BLOG TI - Recovering learning: from emergency response to rebuilding back better education for the future AU - World Bank AB - This is the first blog focused on the Continuous and Accelerated Learning (CAL) program financed by GPE. It provides an overview of the five workstreams led by the World Bank (EdTech, Assessment, Read@Home, Lesson Plans, and Technology for Teaching) and lessons learned so far. LA - en ST - Recovering learning UR - https://blogs.worldbank.org/education/recovering-learning-emergency-response-rebuilding-back-better-education-future Y2 - 2022/01/18/22:52:35 ER - TY - ELEC TI - Remote Formative Assessment Solutions AU - World Bank T2 - World Bank AB - Remote Formative Assessment Solutions LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/topic/education/brief/remote-formative-assessment-solutions Y2 - 2022/01/18/22:51:33 ER - TY - ELEC TI - Reversing the pandemic's education losses AU - World Bank AB - When schools around the world moved online due to COVID-19, children in developing countries suffered the most. Even though digital learning does not produce the same outcomes as in-person education, technology used effectively can close educational gaps and prevent learning loss LA - en UR - https://blogs.worldbank.org/voices/reversing-pandemics-education-losses Y2 - 2022/01/18/22:54:40 ER - TY - ELEC TI - Technology for Teaching AU - World Bank T2 - World Bank AB - Technology for Teaching LA - en M3 - Text/HTML UR - https://www.worldbank.org/en/topic/teachers/brief/technology-for-teaching Y2 - 2022/01/18/22:51:59 ER - TY - BLOG TI - The global education crisis – even more severe than previously estimated AU - World Bank AB - The State of the Global Education Crisis: A Path to Recovery report (produced jointly by UNESCO, UNICEF, and the World Bank), we sounded the alarm: this generation of students now risks losing $17 trillion in lifetime earnings in present value, or about 14 percent of today’s glob LA - en UR - https://blogs.worldbank.org/education/global-education-crisis-even-more-severe-previously-estimated Y2 - 2022/01/18/23:11:58 ER - TY - RPRT TI - The State of the Global Education Crisis : A Path to Recovery (Vol. 2) : Executive Summary (English) AU - World Bank AB - The State of the Global Education Crisis : A Path to Recovery (Vol. 2) : Executive Summary (English) LA - en M3 - Text/HTML ST - The State of the Global Education Crisis UR - https://documents.worldbank.org/en/publication/documents-reports/documentdetail Y2 - 2022/01/18/22:48:05 ER - TY - ELEC TI - World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty AU - World Bank T2 - World Bank AB - World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty LA - en ST - World Bank UR - https://www.worldbank.org/en/news/press-release/2021/10/29/world-bank-pandemic-threatens-to-drive-unprecedented-number-of-children-into-learning-poverty Y2 - 2022/01/18/23:12:16 ER -