TY - CHAP TI - 6 Social choice and research capacity strengthening in Nigeria AU - Watts, Michael AU - Waziri, Nafisa AU - Akogun, Oladele T2 - Social Choice, Agency, Inclusiveness and Capabilities DA - 2024/// PY - 2024 DP - Google Scholar SP - 113 Y2 - 2024/03/27/09:48:52 ER - TY - RPRT TI - School-to-school mobility patterns and retention rates of payroll teachers in Sierra Leone AU - Espinoza-Revollo, Patricia AU - Ali, Yusuf AU - Garrod, Oliver AU - Atherton, Paul AU - Beoku-Betts, Iman AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/12/31/ PY - 2022 LA - en M3 - HLR3 Output PB - EdTech Hub UR - https://docs.edtechhub.org/lib/DE7XUSMJ KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - Sierra Leone TCPD Sandbox Report AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/11/15/ PY - 2022 LA - en M3 - Sandbox Sprint Review PB - EdTech Hub UR - https://docs.edtechhub.org/lib/9NR4RZ98 KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - School Leaders’ Preferences on School Location in Sierra Leone: An individual and school-level study AU - Espinoza-Revollo, Patricia AU - Ramirez, Ana AU - Atherton, Paul AU - Mackintosh, Alasdair AB - Attracting qualified teachers to remote areas is a challenge in Sierra Leone. The pupil-to-qualified-teacher ratio in rural areas is 76:1, rising to 83:1 for schools located more than 15 km away from urban centres — well above the national target of 40:1. As equitable teacher deployment is crucial to ensure high-quality education, the Teaching Service Commission (TSC) aims to increase the deployment of qualified teachers to the most remote areas of the country. This paper describes a quantitative survey of school leaders’ perceptions of what shapes school location preferences and what factors need to be in place (i.e., incentives) to address the imbalanced distribution of qualified teachers in the country. We used data from a text message survey sent to school leaders around the country. This paper accompanies a qualitative inquiry on the same topic: What Matters Most for Teacher Deployment? A case study on teacher school choice preferences in Sierra Leone. Together with the qualitative study, our findings aim to address a gap in empirical evidence on teacher school preferences in Sierra Leone and contribute to a growing literature on teachers’ preferences in low- and middle-income countries. An output of the EdTech Hub, https://edtechhub.org DA - 2022/09/30/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/MFH269TU KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? AU - McBurnie, Chris AU - Godwin, Katie AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/08/31/ PY - 2022 LA - en M3 - Journal article PB - EdTech Hub UR - https://docs.edtechhub.org/lib/KAAC2B78 KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - What Matters Most for Teacher Deployment? A case study of teacher preferences in Sierra Leone AU - McBurnie, Chris AU - Godwin, Katie AU - Beoku-Betts, Iman AU - Bernard-Jones, Lydia AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/06/30/ PY - 2022 LA - en M3 - HLR3 Output PB - EdTech Hub SN - 3 UR - https://docs.edtechhub.org/lib/8GN4RWMR KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - Using technology to improve the equity of teacher allocation in Sierra Leone: the challenge and a way forward AU - McBurnie, Chris AU - Vijil, Alejandra AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/05/08/ PY - 2022 LA - en M3 - HLR3 Output PB - EdTech Hub UR - https://docs.edtechhub.org/lib/KAZQRPA7 KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - Factors Related to Teacher Absenteeism in Sierra Leone: Literature Review AU - Vijil, Alejandra AU - Bellinger, Amy AU - Godwin, Katie AU - Haßler, Björn AU - McBurnie, Chris AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/05/08/ PY - 2022 LA - en M3 - HLR3 Output PB - EdTech Hub SN - 2 UR - https://docs.edtechhub.org/lib/MS3CKE8G KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - The impact of GIS-supported teacher allocation in Sierra Leone: High-level findings on teacher preferences in Sierra Leone AU - McBurnie, Chris AU - Godwin, Katie AU - Beoku-Betts, Iman AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/05/02/ PY - 2022 LA - en M3 - HLR3 Output PB - EdTech Hub UR - https://docs.edtechhub.org/lib/SE5JPCX2 KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - Outputs Register: The impact of GIS-supported teacher allocation in Sierra Leone AU - McBurnie, Chris AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/04/01/ PY - 2022 LA - en M3 - Technical Report PB - EdTech Hub UR - https://docs.edtechhub.org/lib/WXBISTFE KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - The impact GIS-supported teacher allocation in Sierra Leone: Inception Report AU - McBurnie, Chris AU - Haßler, Björn AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/03/11/ PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/HT8ZGKAB KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - Outputs register for HLR3 - Teacher Allocation Sierra Leone AU - Haßler, Björn AU - McBurnie, Chris AU - Beoku-Betts, Iman AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/01/01/ PY - 2022 LA - en M3 - HLR3 Output PB - EdTech Hub UR - https://docs.edtechhub.org/lib/9XJGEX5Z KW - Author:OpenDevEd KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - RPRT TI - The Impact of GIS-Supported Teacher Allocation in Sierra Leone AU - EdTech Hub AU - Education Commission AU - Fab Inc. DA - 2022/// PY - 2022 LA - en M3 - HLR3 Output PB - EdTech Hub SN - 1 ST - Inception Report 3 UR - https://docs.edtechhub.org/lib/QAH4K4D6 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - West African Senior School Certificate Examination: Sierra Leone Results Analysis AU - Ministry of Basic and Secondary Education DA - 2022/// PY - 2022 KW - _C:Sierra Leone SLE ER - TY - BLOG TI - How Sierra Leone is betting on data to fight the impact of climate change on schools AU - Momoh, A AU - Atherton, Paul T2 - Global Partnership for Education AB - Data can significantly improve decision-making and allow for prioritizing interventions to benefit the most vulnerable populations. That’s why the ministry of Education in Sierra Leone is working with Fab Inc. to develop a web-based data tool that helps estimate and prioritize where new schools are really needed. DA - 2022/// PY - 2022 LA - en UR - https://www.globalpartnership.org/blog/how-sierra-leone-betting-data-fight-impact-climate-change-schools Y2 - 2022/11/18/15:31:18 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone AU - Nicolai, Susan AU - Jefferies, Kate AU - Stepanek Lockhart, Ashley AB - An output of the EdTech Hub, https://edtechhub.org DA - 2022/// PY - 2022 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/K5BJUBRE KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - BLOG TI - ‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone AU - Walker, Hannah AU - Tegha, Ghislaine AU - Lurvink, Anne-Fleur AU - McBurnie, Chris T2 - Open Development & Education AB - Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […] DA - 2022/// PY - 2022 LA - en-GB ST - ‘Tich Mi Ar Tich Dem’ UR - https://opendeved.net/2022/03/31/tich-mi-ar-tich-dem-designing-a-low-cost-and-scalable-teacher-professional-development-in-sierra-leone/ Y2 - 2022/08/23/07:18:41 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Mapping the education data ecosystem in Sierra Leone AU - McBurnie, Chris AU - Beoku-Betts, Iman AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/12/10/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/EE9QCGHI KW - _C:Sierra Leone SLE KW - _r:AddedByZotZen ER - TY - SLIDE TI - Mapping education data in sub-Saharan Africa: Our experience from the Unlocking Data campaign and Sierra Leone A2 - Unlocking Data DA - 2021/11// PY - 2021 UR - https://docs.google.com/presentation/d/1WEUyqVEnxjx53eF-X4thxv8Gy2wWLvEdbN4aBuZiPbk Y2 - 2022/05/10/10:17:01 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Learning from Experience: A post-Covid-19 data architecture for a resilient education data ecosystem in Sierra Leone AU - Fab Inc. AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/09/09/ PY - 2021 LA - en M3 - Working Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/JTKTA5X5 KW - _C:Sierra Leone SLE KW - _DOILIVE KW - _r:AddedByZotZen KW - _zenodo:submitted ER - TY - RPRT TI - Advancing Data-driven Decision-making for School Improvement: Findings from the One Tablet Per School User Testing Programme in Sierra Leone AU - McBurnie, Chris AU - Beoku-Betts, Iman AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/06/03/ PY - 2021 LA - en M3 - Working paper PB - MBSSE, EdTech Hub, Leh Wi Lan ST - Advancing Data-driven Decision-making for School Improvement UR - https://docs.edtechhub.org/lib/MPRD5RKR KW - Author:OpenDevEd KW - _C:Sierra Leone SLE KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen ER - TY - RPRT TI - Sierra Leone CPD Sandbox - Draft Theory of Change AU - Plaut, Daniel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/06/01/ PY - 2021 LA - en M3 - Internal Paper PB - EdTech Hub UR - https://docs.edtechhub.org/lib/T7AUREA5 KW - _C:Sierra Leone SLE KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen ER - TY - ELEC TI - School Hits the Airwaves: Sierra Leone Turns to Education Radio as a Response to COVID-19 AU - World Bank T2 - The World Bank AB - Sierra Leone's experience with education radio during the 2014 Ebola outbreak has helped strengthen its radio programming during school closures caused by the COVID-19 pandemic. DA - 2021/05/13/ PY - 2021 LA - en ST - School Hits the Airwaves UR - https://www.worldbank.org/en/news/feature/2021/05/13/school-hits-the-airwaves-sierra-leone-turns-to-education-radio-as-a-response-to-covid-19 Y2 - 2021/10/11/13:53:18 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone Series: Plan International and the importance of community support for distance teacher professional development programmes AU - McBurnie, Chris AU - Saidu, Arthur AU - Rincon Casado, Eusebio AU - Shergill, Maggie DA - 2021/04// PY - 2021 LA - en M3 - Blog post PB - EdTech Hub UR - https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/ KW - _C:Sierra Leone SLE KW - _EdTechHub_Output KW - _MELA_seen KW - ___working_potential_duplicate KW - _cover:analysis:nopdf KW - _r:AddedByZotZen ER - TY - RPRT TI - Sierra Leone Series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health AU - McBurnie, Chris AU - Swaray, Abdulai AU - Kamara, Bai DA - 2021/03/31/forthcoming PY - 2021 LA - en M3 - Blog post PB - EdTech Hub UR - https://docs.edtechhub.org/lib/JV4FPSJW KW - _C:Sierra Leone SLE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:analysis:nopdf KW - _r:AddedByZotZen ER - TY - BLOG TI - Sierra Leone series: Plan International and the importance of community support for distance teacher professional development programmes AU - Saidu, Arthur AU - Casado, Eusebio Rincon AU - Shergill, Maggie AU - McBurnie, Chris T2 - EdTech Hub AB - Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week four, we met with Arthur Saidu, Eusebio Rincon Casado and Maggie Shergill from… DA - 2021/03/26/T15:06:02+00:00 PY - 2021 LA - en-US ST - Sierra Leone series UR - https://edtechhub.org/2021/03/26/sierra-leone-series-plan-international-and-the-importance-of-community-support-for-distance-teacher-professional-development-programmes/ Y2 - 2021/04/21/15:59:45 KW - _C:Sierra Leone SLE KW - _DOILIVE KW - _EdTechHub_Output KW - ___working_potential_duplicate KW - _zenodoETH ER - TY - BLOG TI - Sierra Leone series: the Pikin-to-Pikin Movement and its focus on child protection, education, nutrition and health. AU - Tahi T2 - EdTech Hub AB - Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.   In week one, we connected with Abdulai Swaray and Bai Kamara from the Pikin-to-Pikin Movement.… DA - 2021/03/02/T14:54:39+00:00 PY - 2021 LA - en-US ST - Sierra Leone series UR - https://edtechhub.org/2021/03/02/sierra-leone-series-the-pikin-to-pikin-movement-and-its-focus-on-child-protection-education-nutrition-and-health/ Y2 - 2021/04/21/16:12:27 KW - _C:Sierra Leone SLE KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - SLIDE TI - Sierra Leone teacher & school MIS developments: Sierra Leone Education Attendance Monitoring System (SLEAMS) and Teacher Records Management (TRM) system A2 - Graham, Hannah CY - Teaching Service Commission DA - 2021/03// PY - 2021 KW - _C:Sierra Leone SLE ER - TY - BLOG TI - Sierra Leone series: Freetown Teachers College and its multimodal approach to teacher professional development AU - McBurnie, Chris AU - Moriba, Sambo AU - Brainard, Prince T2 - EdTech Hub AB - Over the past few months, the EdTech Hub team has analysed and mapped the EdTech research landscape in Sierra Leone. In doing so, we have met a number of individuals and organisations that are exploring if and how technology can support the country’s education sector.  In week two, we connected with Dr Samba Moriba and Prince Brainard from Freetown Teachers… DA - 2021/03// PY - 2021 LA - en M3 - Blog post ST - Sierra Leone series UR - https://docs.edtechhub.org/lib/JV4FPSJW Y2 - 2021/04/21/16:05:42 KW - Author:OpenDevEd KW - _C:Sierra Leone SLE KW - _DOILIVE KW - _EdTechHub_Output KW - _r:AddedByZotZen KW - _zenodoETH KW - dode_eth-src-eth ER - TY - RPRT TI - Continuous professional development in Sierra Leone: Scoping Phase Overview AU - McBurnie, Chris AU - Plaut, Daniel AB - An output of the EdTech Hub, https://edtechhub.org DA - 2021/02/01/ PY - 2021 LA - en M3 - Internal papers PB - EdTech Hub UR - https://docs.edtechhub.org/lib/EKMQD8WQ KW - Author:OpenDevEd KW - _C:Sierra Leone SLE KW - _EdTechHub_Output KW - _MELA_seen KW - _r:AddedByZotZen ER - TY - RPRT TI - Navigating the ‘Data Revolution’: A Case Study on the One Tablet Per School Programme in Sierra Leone AU - McBurnie, Chris DA - 2021/02// PY - 2021 M3 - Working Paper PB - EdTech Hub SN - 12 ST - Navigating the ‘Data Revolution’ UR - https://docs.edtechhub.org/lib/FEXGB4IJ KW - Author:OpenDevEd KW - _C:Sierra Leone SLE KW - _DOILIVE KW - _EdTechHub_Output KW - _cover:v3 KW - _zenodoETH KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - BLOG TI - Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone AU - Belfield, Sophie AU - Mathur, Meenu AU - Caine, Ellie T2 - FCDO - GEC DA - 2021/// PY - 2021 UR - https://girlseducationchallenge.org/blogs/blog-article/getting-girls-back-into-school-strategies-for-successfully-re-enrolling-girls-in-ghana-and-sierra-leone/ Y2 - 2022/01/02/20:01:28 KW - _C:Sierra Leone SLE ER - TY - BLOG TI - Tech plus teachers: Did one-on-one phone tutorials help kids learn better during school closures in Sierra Leone? AU - Crawfurd, L AU - Evans, D AU - Guiterrez Bernal, M AU - Hares, S AU - Sam-Kpakra, R AU - Sandefur, J AU - Shojo, M DA - 2021/// PY - 2021 UR - https://blogs.worldbank.org/africacan/tech-plus-teachers-did-one-one-phone-tutorials-help-kids-learn-better-during-school KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Recovering from school closures in Sierra Leone: Status of pupil learning outcomes in junior and senior secondary schools AU - Leh Wi Lan DA - 2021/// PY - 2021 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Education Coverage in Sierra Leone AU - GRID3 DA - 2020/12// PY - 2020 UR - https://grid3.org/publications/education-coverage-in-sierra-leone KW - _C:Luxembourg LUX KW - _C:Sierra Leone SLE KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BLOG TI - Education service transformation in Sierra Leone: Where policy meets the people | Blog | Global Partnership for Education AU - Sengeh, David Moinina AB - 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. DA - 2020/11// PY - 2020 LA - en ST - Education service transformation in Sierra Leone UR - https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people Y2 - 2020/12/16/15:57:20 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone Demographic and Health Survey 2019 AU - Statistics Sierra Leone AB - ICF CY - Freetown, Sierra Leone and Rockville, Maryland, USA DA - 2020/10// PY - 2020 DP - Zotero SP - 647 LA - en PB - The DHS Program SN - FR365 KW - _C:Sierra Leone SLE ER - TY - BLOG TI - How the Government of Sierra Leone is improving its Education Data Hub AU - EdTech Hub T2 - EdTech Hub AB - Sierra Leone’s Education Data Hub, is designed to make school-level data more useful in decision making. Nine months into its launch, MBSSE and DSTI were keen to understand who was using the Data Hub, the kinds of decisions it informed, and where improvements were needed to ensure that non-technical users, including policymakers, teachers, parents, and […] DA - 2020/09/08/T16:35:56+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/09/08/how-the-government-of-sierra-leone-is-improving-its-education-data-hub/ Y2 - 2020/09/17/11:14:14 KW - _C:Sierra Leone SLE KW - _DOILIVE KW - _EdTechHub_Output KW - _zenodoETH ER - TY - BOOK TI - Open at the Margins AU - Adam, Taskeen AU - Allen, Nicole AU - Amiel, Tel AU - Asino, Tutaleni AU - Atenas, Javiera AU - Bali, Maha AU - Barnes, Naomi AU - Bourg, Chris AU - Bouterse, Siko AU - Caines, Autumm AU - Campbell, Lorna M. AU - Cangialosi, Karen AU - Collier, Amy AU - Cronin, Catherine AU - Czerniewicz, Laura AU - DeRosa, Robin AU - Ensor, Simon AU - Friedrich, Christian AU - Gilliard, Chris AU - Hare, Sarah AU - Hendricks, Christina AU - Hodgkinson-Williams, Cheryl AU - Jhangiani, Rajiv AU - Mattson, Rachel Jurinich AU - Koseoglu, Suzan AU - H, Caroline Kuhn AU - Luke, Jim AU - Marsh, Jaime AU - Meinke-Lau, Billy AU - Mitchell, Jess AU - Moore, Matthew AU - Morgan, Tannis AU - Pete, Judith AU - Prinsloo, Paul AU - Robertson, Tara AU - Singh, Sava Saheli AU - Spelic, Sherri AU - Stewart, Bonnie AU - Stommel, Jesse AU - Veneruso, Samantha Streamer AU - Vrana, Adele AU - Walji, Sukaina AU - Watters, Audrey DA - 2020/08/17/ PY - 2020 DP - press.rebus.community LA - en PB - Rebus Community SN - 978-1-989014-22-6 UR - https://press.rebus.community/openatthemargins/ Y2 - 2020/08/17/20:21:56 KW - Author:OpenDevEd KW - _C:Austria AUT KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Cuba CUB KW - _C:Egypt EGY KW - _C:Finland FIN KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:India IND KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Jordan JOR KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:State of Palestine PSE KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Venezuela VEN KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Teacher professional development in sub-Saharan Africa: Equity and scale [preprint] AU - Haßler, Björn AU - Bennett, Gemma AU - Damani, Kalifa AB - This chapter synthesises approaches to teacher professional development based on the evidence provided by three key reviews. A comprehensive and pragmatic set of eight principles for teacher professional development in sub-Saharan Africa is presented, including recommendations for: effective teaching and learning practices that facilitate a focus on student learning; professional status and motivation of teachers; design and conduct of professional development programmes; and the value of appropriate Open Educational Resources / Practices and the wise use of educational technology, as well as considerations for policy formulation. We argue that these features can be realised through holistic school-based peer-facilitated TPD models which is not only not only educationally effective, but also cost-effective and scalable. Such models have the potential to radically increase equitable participation in education. DA - 2020/08/14/ PY - 2020 M3 - Preprint UR - https://docs.opendeved.net/lib/WMYNLNVK KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - C:sub-Saharan Africa KW - STC-TLC KW - _C:Cameroon CMR KW - _C:Congo XCO KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:t KW - docs.opendeved.net KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - Government of Sierra Leone Education Data Hub: A User Research Report AU - Freiermuth, Sophie AU - Bedoui, Claire AU - Middleton, Emily AU - Taddese, Abeba AB - Report on the Government of Sierra Leone Education Data Hub CY - Cambridge, UK; Washington D.C. DA - 2020/07/30/ PY - 2020 PB - EdTech Hub ST - Government of Sierra Leone Education Data Hub UR - https://docs.edtechhub.org/lib/8CB5PTUQ KW - C:Sierra Leone KW - ES:Educational data KW - LP: English KW - _C:Sierra Leone SLE KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH ER - TY - RPRT TI - Using blended learning to support marginalised adolescent girls’ education: a review of the evidence AU - Allier-Gagneur, Zoé AU - Chuang, Rachel AU - McBurnie, Chris AU - Haßler, Björn DA - 2020/07/22/ PY - 2020 LA - English M3 - Helpdesk Response PB - EdTech Hub SN - 25 UR - https://docs.edtechhub.org/lib/H3AI5F3C KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - F: Helpdesk response KW - H:Blended learning KW - L:Gender and education KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:China CHN KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Nigeria NGA KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United States USA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _genre:LR-literature_review KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - EdTech in Sierra Leone: A Rapid Scan AU - Mullan, Joel AU - Taddese, Abeba AB - EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert. DA - 2020/06/30/ PY - 2020 LA - en M3 - Country Scan PB - EdTech Hub SN - 3 ST - EdTech in Sierra Leone UR - https://docs.edtechhub.org/lib/C5MWWQI2 KW - C:Sierra Leone KW - LP: English KW - _C:Sierra Leone SLE KW - _DOILIVE KW - _EdTechHub_Output KW - _MELA_seen KW - _cover:v1 KW - _zenodoETH ER - TY - RPRT TI - The Maldives and Sri Lanka: Question & Answer Session AU - Adam, Taskeen AU - Kaye, Tom AU - Haßler, Björn CY - Cambridge, UK DA - 2020/06/18/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 18 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - F: Helpdesk response KW - LP: English KW - _C:Austria AUT KW - _C:India IND KW - _C:Maldives MDV KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Uganda UGA KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children AU - Baloch, Imdad AU - Kaye, Tom AU - Koomar, Saalim AU - McBurnie, Chris DA - 2020/06/17/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 17 ST - Pakistan Topic Brief UR - https://docs.edtechhub.org/lib/8IJT433J KW - Author:OpenDevEd KW - F: Helpdesk response KW - L:Out-of-school populations KW - LP: English KW - _C:Bangladesh BGD KW - _C:China CHN KW - _C:India IND KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Nepal NPL KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Sri Lanka LKA KW - _C:Tanzania TZA KW - _EdTechHub_Output KW - _GS:indexed KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:CopiedFromEvLib KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning AU - Allier-Gagneur, Zoé AU - Moss Coflan, Caitlin T2 - EdTech Hub Helpdesk Response CY - Cambridge, UK; Washington D.C. DA - 2020/06/14/ PY - 2020 PB - EdTech Hub SN - 14 KW - F: Helpdesk response KW - L:Gender and education KW - L:Out-of-school populations KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Bhutan BTN KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Colombia COL KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:El Salvador SLV KW - _C:France FRA KW - _C:Kenya KEN KW - _C:Kyrgyzstan KGZ KW - _C:Lebanon LBN KW - _C:Maldives MDV KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Peru PER KW - _C:Sierra Leone SLE KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Zimbabwe ZWE KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-dode ER - TY - JOUR TI - A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis AU - Bozkurt, Aras AU - Jung, Insung AU - Xiao, Junhong AU - Vladimirschi, Viviane AU - Schuwer, Robert AU - Egorov, Gennady AU - Lambert, Sarah AU - Al-Freih, Maha AU - Pete, Judith AU - Don Olcott, Jr AU - Rodes, Virginia AU - Aranciaga, Ignacio AU - Bali, Maha AU - Alvarez, Abel Jr AU - Roberts, Jennifer AU - Pazurek, Angelica AU - Raffaghelli, Juliana Elisa AU - Panagiotou, Nikos AU - Coëtlogon, Perrine de AU - Shahadu, Sadik AU - Brown, Mark AU - Asino, Tutaleni I. AU - Tumwesige, Josephine AU - Reyes, Tzinti Ramírez AU - Ipenza, Emma Barrios AU - Ossiannilsson, Ebba AU - Bond, Melissa AU - Belhamel, Kamel AU - Irvine, Valerie AU - Sharma, Ramesh C. AU - Adam, Taskeen AU - Janssen, Ben AU - Sklyarova, Tatiana AU - Olcott, Nicoleta AU - Ambrosino, Alejandra AU - Lazou, Chrysoula AU - Mocquet, Bertrand AU - Mano, Mattias AU - Paskevicius, Michael T2 - Asian Journal of Distance Education DA - 2020/06/06/ PY - 2020 DP - www.asianjde.org VL - 15 IS - 1 SP - 1 EP - 126 LA - en SN - 1347-9008 ST - A global outlook to the interruption of education due to COVID-19 pandemic UR - http://www.asianjde.org/ojs/index.php/AsianJDE/article/view/462 Y2 - 2020/06/07/07:41:26 KW - Author:OpenDevEd KW - COVID-19 KW - Coronavirus Pandemic KW - _C:Algeria DZA KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Belize BLZ KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Congo, Democratic Republic COD KW - _C:Egypt EGY KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Guatemala GTM KW - _C:India IND KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea (Republic of) KOR KW - _C:Korea XKOR KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 KW - _genre:LR-literature_review KW - _r:ImportedToMyEducationEvidence KW - distance education KW - docs.opendeved.net KW - emergency remote education KW - online learning KW - ⛔ No DOI found ER - TY - RPRT TI - Using EdTech in Settings of Fragility, Conflict and Violence: A Curated Resource List AU - Koomar, Saalim AU - Moss Coflan, Caitlin AU - Kaye, Tom CY - Cambridge, UK DA - 2020/06/03/ PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Request PB - EdTech Hub ST - Using EdTech in Settings of Fragility, Conflict and Violence KW - C:Yemen KW - F: Helpdesk response KW - LP: English KW - W:Fragile and conflict affected contexts KW - _C:Afghanistan AFG KW - _C:Algeria DZA KW - _C:Bangladesh BGD KW - _C:Burkina Faso BFA KW - _C:Chad TCD KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Iraq IRQ KW - _C:Jordan JOR KW - _C:Kuwait KWT KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Sierra Leone SLE KW - _C:South Sudan SSD KW - _C:Sudan SDN KW - _C:Syrian Arab Republic SYR KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:Yemen YEM KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Back-to-School Campaigns Following Disruptions to Education AU - Chuang, Rachel AU - Kaye, Tom AU - Moss Coflan, Caitlin AU - Haßler, Björn CY - Nairobi, Kenya, Washington D.C., USA, and Cambridge, UK DA - 2020/06// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Bolivia BOL KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:India IND KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nigeria NGA KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Zambia ZMB KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Building effective COVID-19 Education Response Plans: Insights from Africa and Asia AU - Kimenyi, Eric AU - Otieno, Jennifer AU - Kaye, Tom CY - Cambridge, UK DA - 2020/06// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 15 KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bhutan BTN KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Malawi MWI KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Somalia SOM KW - _C:South Sudan SSD KW - _C:Sudan SDN KW - _C:Uganda UGA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode 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 - BLOG TI - Who has what? Assessing who has access to what devices in the education response to the COVID-19 pandemic AU - Haßler, Björn AU - Khalayleh, Abdullah AU - McBurnie, Chris AU - Adam, Taskeen AU - Allier-Gagneur, Zoe T2 - Open Development & Education DA - 2020/05/11/ PY - 2020 LA - en-GB UR - https://opendeved.net/2020/05/11/who-has-what-assessing-who-has-access-to-what-devices/ KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _C:Ghana GHA KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:x ER - TY - JOUR TI - 30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning AU - Koseoglu, Suzan AU - Ozturk, Tugba AU - Ucar, Hasan AU - Karahan, Engin AU - Bozkurt, Aras T2 - Journal of Interactive Media in Education AB - Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching empowerment as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women’s access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive curriculum design; and (3) Culturally relevant curriculum design. We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices. DA - 2020/05/11/ PY - 2020 DO - 10.5334/jime.553 DP - jime.open.ac.uk VL - 2020 IS - 1 SP - 5 LA - en SN - 1365-893X UR - http://jime.open.ac.uk/articles/10.5334/jime.553/ AN - Literature review Y2 - 2020/07/11/18:36:28 KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:China CHN KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Iceland ISL KW - _C:India IND KW - _C:Jordan JOR KW - _C:Korea, Republic KOR KW - _C:Malaysia MYS KW - _C:Mongolia MNG KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Saudi Arabia SAU KW - _C:State of Palestine PSE KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - distance education KW - gender inequality KW - gender studies KW - open and distance learning KW - social justice KW - women empowerment ER - TY - RPRT TI - Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? AU - Allier-Gagneur, Zoe AU - McBurnie, Chris AU - Haßler, Björn AU - Chuang, Rachel CY - Cambridge, UK DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 10B ST - Characteristics of effective teacher education in low- and middle-income countries UR - https://docs.edtechhub.org/lib/R9VVKUH5 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burundi BDI KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Myanmar MMR KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Paraguay PRY KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _forthcoming KW - _r:ImportedToMyEducationEvidence KW - _yl:h KW - _zenodoODE KW - docs.opendeved.net ER - TY - RPRT TI - Bangladesh Back-to-School Campaign AU - Kaye, Tom AU - Chuang, Rachel AU - Moss Coflan, Caitlin AU - Haßler, Björn CY - Nairobi, Kenya, Washington D.C., USA, and Cambridge, UK DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 18 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - C:Bangladesh KW - COV:COVID and reopening of schools KW - E:Pedagogy KW - E:Teacher education (pre-service and in-service) KW - F: Helpdesk response KW - LP: English KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:India IND KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nigeria NGA KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Zambia ZMB KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _publish KW - _r:ImportedToMyEducationEvidence KW - _yl:g KW - _zenodoETH KW - _zenodoODE KW - docs.opendeved.net KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Nepal “Ask me anything” Session: Responses to audience questions AU - Kaye, Tom AU - Groeneveld, Caspar AU - Moss, Caitlin AU - Haßler, Björn AB - On Thursday, 30 April 2020, the EdTech Hub participated in an “Ask me anything” session for policy-makers and funders in Nepal. The session focused on designing high-quality, effective, distance education programmes during the COVID-19 pandemic. Participants included high-level officials from the Nepalese government (e.g., the Ministry of Education, Science and Technology, the Curriculum Development Office and the Education Review Office), representatives from development partners (e.g., the World Bank, UNICEF and USAID) and other education organisations (e.g., OLE Nepal).  The session was convened for two purposes. First, to consider international good practice and current trends in distance education during the COVID-19 pandemic, presented by the World Bank EduTech team and the EdTech Hub. Second, for the EdTech Hub team to gather questions from participants, to be able to target guidance specifically to the situation in Nepal.  This document provides answers to a consolidated list of 10 questions received from stakeholders during the session. To consolidate any overlap, we have occasionally combined multiple questions into one. In other cases, where multiple important issues required a focused response, we split apart questions. DA - 2020/05// PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 13 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - C:Nepal KW - F: Helpdesk response KW - LP: English KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Liberia LBR KW - _C:Nepal NPL KW - _C:Pakistan PAK KW - _C:Singapore SGP KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-dode KW - dode_eth-trf2-dode ER - TY - RPRT TI - The use of virtual learning environments and learning management systems during the COVID-19 pandemic AU - McBurnie, Chris CY - Cambridge, UK DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Request SN - 7 KW - Author:OpenDevEd KW - COV:COVID and reopening of schools KW - COVID-19 KW - Distance learning KW - EdTech KW - F: Helpdesk response KW - H: Distance education KW - LP: English KW - Learning management system KW - Remote learning KW - Virtual learning environment KW - _C:Afghanistan AFG KW - _C:Armenia ARM KW - _C:Bangladesh BGD KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:France FRA KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iraq IRQ KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Kyrgyzstan KGZ KW - _C:Mexico MEX KW - _C:Myanmar MMR KW - _C:Nigeria NGA KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Spain ESP KW - _C:Syrian Arab Republic SYR KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United States USA KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - ___duplicate_item KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Zero-rating educational content in low- and middle-income countries AU - McBurnie, Chris AU - Adam, Taskeen AU - Kaye, Thomas AU - Haßler, Björn CY - Cambridge, UK DA - 2020/05// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 8 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - LP: English KW - _C:Afghanistan AFG KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Burkina Faso BFA KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Egypt EGY KW - _C:Ghana GHA KW - _C:India IND KW - _C:Jamaica JAM KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea (Republic of) KOR KW - _C:Korea XKOR KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nigeria NGA KW - _C:Paraguay PRY KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - BLOG TI - How can Sierra Leone’s education response after Ebola help with the COVID-19 response? AU - Bangay, Colin T2 - The Education and Development Forum (UKFIET) AB - This blog is written by Colin Bangay, Senior Education Adviser, Department for International Development (DFID). It aims to look at some practical and sensible lessons from the education response in Sierra Leone during the Ebola outbreak, to help others as they face closures of education systems. This blog was originally published on the Global Partnership […] DA - 2020/04/30/T08:37:22+00:00 PY - 2020 LA - en-GB UR - https://www.ukfiet.org/2020/how-can-sierra-leones-education-response-after-ebola-help-with-the-covid-19-response/ Y2 - 2020/12/04/12:15:26 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - The Impact of Covid-19 on Learning - the Perspective of the Ghanaian Student AU - Owusu-Fordjour, C. AU - Koomson, C. K. AU - Hanson, D. T2 - European Journal of Education Studies AB - This study aimed at accessing the impact of Covid-19 on Ghana’s teaching and learning. The study employed a Descriptive survey design in which 11 items Likert-scale type of questionnaires was administered to 214 respondents mainly students in the second cycle and tertiary institutions of Ghana. The study employed simple random sampling technique in selecting the respondents for the study. The study revealed some challenges students encounter in the close down of schools due to the outbreak of the pandemic Covid-19: Students are unable to study effectively from the house thus, making the online system of learning very ineffective. Again, parents are incapable of assisting their wards on how to access online learning platform, neither can they entirely supervise the learning of their children at home without any complications. It came to light that the pandemic really has had a negative impact on their learning as many of them are not used to effectively learn by themselves. The e-learning platforms rolled out also poses challenge to majority of the students because of the limited access to internet and lack of the technical knowhow of these technological devices by most Ghanaian students. The study therefore recommends that students should be introduced to e-learning platforms to supplement classroom teaching and learning.  Article visualizations: DA - 2020/04/16/ PY - 2020 DO - 10.46827/ejes.v0i0.3000 DP - www.oapub.org VL - 0 IS - 0 LA - en SN - 25011111 UR - https://www.oapub.org/edu/index.php/ejes/article/view/3000 Y2 - 2020/08/12/16:55:24 KW - _COVID_DEAA-List KW - __C:filed:1 KW - emotions KW - highlife music KW - lyrics KW - popular music KW - structure KW - ⚠️ Invalid DOI ER - TY - BOOK TI - Class I + Class II (Accelerated Teaching Syllabi) AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745149 Y2 - 2020/06/28/11:23:36 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Class III + Class IV (Accelerated Teaching Syllabi) AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745151 Y2 - 2020/06/28/11:23:37 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Class V + Class VI (Accelerated Teaching Syllabi) AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745153 Y2 - 2020/06/28/11:23:39 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP) [zip] AU - SSEIP AB - ZIP file for Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP). DA - 2020/04/07/ PY - 2020 DP - DOI.org (Datacite) UR - https://docs.opendeved.net/lib/KQEE3GAS Y2 - 2020/06/28/10:55:31 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 01, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745050 Y2 - 2020/06/28/10:57:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 01, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745052 Y2 - 2020/06/28/10:58:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 01, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745054 Y2 - 2020/06/28/10:58:30 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 02, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745056 Y2 - 2020/06/28/10:58:35 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 02, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745058 Y2 - 2020/06/28/10:58:40 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 02, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745060 Y2 - 2020/06/28/10:58:45 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 03, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745062 Y2 - 2020/06/28/10:58:52 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 03, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745064 Y2 - 2020/06/28/10:58:59 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 03, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745066 Y2 - 2020/06/28/10:59:06 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 04, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745068 Y2 - 2020/06/28/10:59:14 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 04, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745070 Y2 - 2020/06/28/10:59:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 04, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745072 Y2 - 2020/06/28/10:59:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 05, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745074 Y2 - 2020/06/28/10:59:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 05, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745076 Y2 - 2020/06/28/10:59:37 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 05, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745078 Y2 - 2020/06/28/10:59:41 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 06, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745080 Y2 - 2020/06/28/10:59:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 06, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745082 Y2 - 2020/06/28/11:00:40 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 06, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745084 Y2 - 2020/06/28/11:00:51 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 07, Term 01 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745194 Y2 - 2020/06/28/13:43:45 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 07, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745155 Y2 - 2020/06/28/13:41:17 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 07, Term 02 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745196 Y2 - 2020/06/28/13:44:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 07, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745157 Y2 - 2020/06/28/13:41:19 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 07, Term 03 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745198 Y2 - 2020/06/28/13:43:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 07, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745159 Y2 - 2020/06/28/13:41:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 08, Term 01 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745200 Y2 - 2020/06/28/13:43:52 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 08, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745161 Y2 - 2020/06/28/13:41:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 08, Term 02 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745202 Y2 - 2020/06/28/13:43:55 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 08, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745163 Y2 - 2020/06/28/13:41:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 08, Term 03 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745204 Y2 - 2020/06/28/13:43:57 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 08, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745165 Y2 - 2020/06/28/13:41:28 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 09, Term 01 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745206 Y2 - 2020/06/28/13:43:58 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 09, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745167 Y2 - 2020/06/28/13:41:29 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 09, Term 02 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745208 Y2 - 2020/06/28/13:44:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English Class 09, Term 03 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745210 Y2 - 2020/06/28/13:44:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Class 09, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745171 Y2 - 2020/06/28/13:41:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - ENGLISH LANGUAGE AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745444 Y2 - 2020/06/28/14:10:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 01 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745316 Y2 - 2020/06/28/14:06:55 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 02 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745318 Y2 - 2020/06/28/14:06:57 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 03 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745320 Y2 - 2020/06/28/14:07:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 1 MS0722, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745394 Y2 - 2020/06/28/14:11:37 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 1, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745294 Y2 - 2020/06/28/13:55:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745248 Y2 - 2020/06/28/13:51:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 2 MS0722, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745396 Y2 - 2020/06/28/14:11:39 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 2, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745296 Y2 - 2020/06/28/13:55:10 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745250 Y2 - 2020/06/28/13:51:02 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 3 MS0722, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745398 Y2 - 2020/06/28/14:11:41 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 3, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745298 Y2 - 2020/06/28/13:55:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 1, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745252 Y2 - 2020/06/28/13:51:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 01 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745324 Y2 - 2020/06/28/14:07:04 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 02 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745326 Y2 - 2020/06/28/14:07:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 03 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745328 Y2 - 2020/06/28/14:07:10 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 1 MS0722, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745400 Y2 - 2020/06/28/14:11:42 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 1, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745300 Y2 - 2020/06/28/13:55:20 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745254 Y2 - 2020/06/28/13:51:08 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 2 MS0722, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745404 Y2 - 2020/06/28/14:11:44 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 2, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745302 Y2 - 2020/06/28/13:55:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745258 Y2 - 2020/06/28/13:51:19 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 3 MS0722, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745406 Y2 - 2020/06/28/14:12:11 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 3, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745304 Y2 - 2020/06/28/13:55:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 2, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745260 Y2 - 2020/06/28/13:51:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 01 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745330 Y2 - 2020/06/28/14:07:13 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 02 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745332 Y2 - 2020/06/28/14:07:16 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 03 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745334 Y2 - 2020/06/28/14:07:19 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 1 MS0722, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745408 Y2 - 2020/06/28/14:11:48 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 1, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745306 Y2 - 2020/06/28/13:55:39 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745262 Y2 - 2020/06/28/13:51:31 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 2 MS0722, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745410 Y2 - 2020/06/28/14:11:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 2, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745308 Y2 - 2020/06/28/13:55:45 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745264 Y2 - 2020/06/28/13:51:36 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 3 MS0722, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745412 Y2 - 2020/06/28/14:11:52 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 3, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745310 Y2 - 2020/06/28/13:55:51 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 3, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745266 Y2 - 2020/06/28/13:51:42 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 01 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745336 Y2 - 2020/06/28/14:07:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 02 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745338 Y2 - 2020/06/28/14:07:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 1 MS0723, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745414 Y2 - 2020/06/28/14:11:54 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 1, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745312 Y2 - 2020/06/28/13:56:01 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745268 Y2 - 2020/06/28/13:51:46 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 2 MS0723, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745416 Y2 - 2020/06/28/14:11:56 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 2, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745314 Y2 - 2020/06/28/13:56:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English, Senior Secondary School, Year 4, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745270 Y2 - 2020/06/28/13:51:50 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - English WAEC BECE Exam Syllabus AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745440 Y2 - 2020/06/28/14:10:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - GENERAL MATHEMATICS OR MATHEMATICS (CORE) AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745446 Y2 - 2020/06/28/14:10:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Junior Secondary I, II, III English (Accelerated Teaching Syllabi) AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745244 Y2 - 2020/06/28/13:50:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Junior Secondary I, III, III Mathematics (Accelerated Teaching Syllabi) AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745246 Y2 - 2020/06/28/13:50:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 07, Term 01 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745212 Y2 - 2020/06/28/13:47:12 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 07, Term 02 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745214 Y2 - 2020/06/28/13:47:14 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 07, Term 03 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745216 Y2 - 2020/06/28/13:47:18 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 08, Term 01 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745218 Y2 - 2020/06/28/13:47:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 08, Term 02 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745220 Y2 - 2020/06/28/13:47:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 08, Term 03 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745222 Y2 - 2020/06/28/13:47:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 09, Term 01 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745224 Y2 - 2020/06/28/13:47:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 09, Term 02 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745226 Y2 - 2020/06/28/13:47:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Math, Class 09, Term 03 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745228 Y2 - 2020/06/28/13:48:09 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 01, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745088 Y2 - 2020/06/28/11:20:10 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 01, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745090 Y2 - 2020/06/28/11:20:13 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 01, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745092 Y2 - 2020/06/28/11:20:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 02, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745094 Y2 - 2020/06/28/11:20:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 02, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745096 Y2 - 2020/06/28/11:20:27 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 02, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745098 Y2 - 2020/06/28/11:20:29 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 03, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745100 Y2 - 2020/06/28/11:20:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 03, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745102 Y2 - 2020/06/28/11:20:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 03, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745104 Y2 - 2020/06/28/11:20:36 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 04, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745106 Y2 - 2020/06/28/11:20:40 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 04, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745108 Y2 - 2020/06/28/11:20:47 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 04, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745110 Y2 - 2020/06/28/11:20:54 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 05, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745112 Y2 - 2020/06/28/11:20:59 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 05, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745114 Y2 - 2020/06/28/11:21:06 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 05, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745116 Y2 - 2020/06/28/11:21:10 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 06, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745118 Y2 - 2020/06/28/11:21:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 06, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745120 Y2 - 2020/06/28/11:21:18 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 06, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745122 Y2 - 2020/06/28/11:21:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 07, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745175 Y2 - 2020/06/28/13:42:11 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 07, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745177 Y2 - 2020/06/28/13:42:13 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 07, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745179 Y2 - 2020/06/28/13:42:14 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 08, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745181 Y2 - 2020/06/28/13:42:18 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 08, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745183 Y2 - 2020/06/28/13:42:20 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 08, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745185 Y2 - 2020/06/28/13:42:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 09, Term 01, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745187 Y2 - 2020/06/28/13:42:28 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 09, Term 02, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745189 Y2 - 2020/06/28/13:42:30 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Class 09, Term 03, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745192 Y2 - 2020/06/28/13:42:32 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1 Term 01 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745362 Y2 - 2020/06/28/14:08:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1 Term 02 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745364 Y2 - 2020/06/28/14:08:02 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1 Term 03 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745366 Y2 - 2020/06/28/14:08:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 1 DS, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745418 Y2 - 2020/06/28/14:12:58 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 1, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745340 Y2 - 2020/06/28/14:05:23 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745272 Y2 - 2020/06/28/13:53:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 2 DS, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745420 Y2 - 2020/06/28/14:13:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 2, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745342 Y2 - 2020/06/28/14:05:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745274 Y2 - 2020/06/28/13:53:08 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 3 DS, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745422 Y2 - 2020/06/28/14:13:03 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 3, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745344 Y2 - 2020/06/28/14:05:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 1, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745276 Y2 - 2020/06/28/13:53:12 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2 Term 01 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745368 Y2 - 2020/06/28/14:08:08 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2 Term 02 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745370 Y2 - 2020/06/28/14:08:12 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2 Term 03 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745372 Y2 - 2020/06/28/14:08:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 1 DS, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745424 Y2 - 2020/06/28/14:13:09 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 1, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745346 Y2 - 2020/06/28/14:05:31 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745278 Y2 - 2020/06/28/13:53:17 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 2 DS, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745426 Y2 - 2020/06/28/14:13:11 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 2, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745348 Y2 - 2020/06/28/14:05:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745280 Y2 - 2020/06/28/13:53:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 3 DS, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745428 Y2 - 2020/06/28/14:13:13 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 3, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745350 Y2 - 2020/06/28/14:05:37 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 2, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745282 Y2 - 2020/06/28/13:53:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3 Term 01 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745374 Y2 - 2020/06/28/14:08:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3 Term 02 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745376 Y2 - 2020/06/28/14:08:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3 Term 03 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745378 Y2 - 2020/06/28/14:08:30 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 1 DS, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745430 Y2 - 2020/06/28/14:13:15 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 1, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745352 Y2 - 2020/06/28/14:05:41 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745284 Y2 - 2020/06/28/13:53:29 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 2 DS, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745432 Y2 - 2020/06/28/14:13:16 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 2, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745354 Y2 - 2020/06/28/14:05:44 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745286 Y2 - 2020/06/28/13:53:33 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 3 DS, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745434 Y2 - 2020/06/28/14:13:18 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 3, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745356 Y2 - 2020/06/28/14:05:47 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 3, Term 3 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745288 Y2 - 2020/06/28/13:53:38 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4 Term 01 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745380 Y2 - 2020/06/28/14:08:34 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4 Term 02 Full, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745382 Y2 - 2020/06/28/14:08:38 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 1 DS, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745436 Y2 - 2020/06/28/14:13:21 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 1, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745358 Y2 - 2020/06/28/14:05:51 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 1 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745290 Y2 - 2020/06/28/13:53:45 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 2 DS, teachers guide AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745438 Y2 - 2020/06/28/14:13:24 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 2, pupil handbook AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745360 Y2 - 2020/06/28/14:05:54 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths, Senior Secondary School, Year 4, Term 2 SeniorSecondarySchool, lesson plan AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745292 Y2 - 2020/06/28/13:53:48 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Maths WAEC BECE Exam Syllabus AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745442 Y2 - 2020/06/28/14:10:03 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 01 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745125 Y2 - 2020/06/28/11:22:19 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 02 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745127 Y2 - 2020/06/28/11:22:20 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 03 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745129 Y2 - 2020/06/28/11:22:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 04 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745131 Y2 - 2020/06/28/11:22:24 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 05 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745133 Y2 - 2020/06/28/11:22:25 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 06 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745135 Y2 - 2020/06/28/11:22:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 07 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745230 Y2 - 2020/06/28/13:49:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 08 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745232 Y2 - 2020/06/28/13:49:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 09 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745234 Y2 - 2020/06/28/13:49:09 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence English Class 09 UNAPPROVED AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745236 Y2 - 2020/06/28/13:49:11 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 01 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745137 Y2 - 2020/06/28/11:22:59 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 02 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745139 Y2 - 2020/06/28/11:23:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 03 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745141 Y2 - 2020/06/28/11:23:02 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 04 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745143 Y2 - 2020/06/28/11:23:03 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 05 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745145 Y2 - 2020/06/28/11:23:05 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 06 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745147 Y2 - 2020/06/28/11:23:07 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 07 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745238 Y2 - 2020/06/28/13:49:17 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 08 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745240 Y2 - 2020/06/28/13:49:22 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Scope and Sequence Maths Class 09 AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745242 Y2 - 2020/06/28/13:49:24 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Senior Secondary I, II, III, IV English (Accelerated Teaching Syllabi) AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745390 Y2 - 2020/06/28/14:09:24 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Senior Secondary I, II, III, IV Literature in English (Accelerated Teaching Syllabi) AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745388 Y2 - 2020/06/28/14:09:26 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Senior Secondary I, II, III, IV Mathematics (Accelerated Teaching Syllabi) AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745392 Y2 - 2020/06/28/14:09:28 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Senior Secondary School, Scope and Sequence , English (Revised) AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745384 Y2 - 2020/06/28/14:09:00 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Senior Secondary School, Scope and Sequence , Maths AU - SSEIP AB - 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. DA - 2020/04/07/ PY - 2020 DP - Zenodo PB - Zenodo UR - https://zenodo.org/record/3745386 Y2 - 2020/06/28/14:09:02 KW - SSEIP KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Using Interactive Radio Instruction to mitigate the educational impact of COVID-19: a curated resource list AU - McBurnie, Chris CY - Cambridge, UK DA - 2020/04// PY - 2020 LA - EN M3 - EdTech Hub Helpdesk Response SN - 6 KW - Author:OpenDevEd KW - COV:COVID and reopening of schools KW - F: Helpdesk response KW - H:Radio KW - LP: English KW - _C:Liberia LBR KW - _C:Pakistan PAK KW - _C:Sierra Leone SLE KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Zambia ZMB KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - ___duplicate_item KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - dode_eth-src-eth KW - dode_eth-trf2-dode ER - TY - RPRT TI - Using education technology to support learners with special educational needs and disabilities in low- and middle-income countries AU - Coflan, Caitlin Moss AU - Kaye, Thomas CY - Washington, D.C., USA DA - 2020/03/04/ PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 4 KW - L:Special education needs and disabilities (SEND) KW - LP: English KW - _C:Brazil BRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Pakistan PAK KW - _C:Portugal PRT KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _EdTechHub_Output KW - __C:filed:1 KW - __C:scheme:1 KW - _cover:v1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoETH KW - docs.opendeved.net KW - dode_eth-src-dode ER - TY - BLOG TI - An inclusive approach to searching for evidence on EdTech in low- and middle- income countries AU - Brugha, Meaghan T2 - The EdTech Hub AB - A blog post by Meaghan Brugha and Katy Jordan. A searchable database The EdTech Hub has undertaken a large-scale search for publications on technology use in education in low- and middle- income countries. During this process, we created an internal research database. This is searchable through the use of a variety of filters, such as … DA - 2020/02/18/T14:28:44+00:00 PY - 2020 LA - en-GB UR - https://edtechhub.org/2020/02/18/an-inclusive-approach-to-searching-for-evidence-on-edtech-in-low-and-middle-income-countries/ Y2 - 2020/02/27/20:35:55 KW - _C:Gambia GMB KW - _C:Jordan JOR KW - _C:Malawi MWI KW - _C:Portugal PRT KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _zenodoODE ER - TY - RPRT TI - Teacher professional development and coaching in low-income countries: Overarching considerations for the use of technology AU - Haßler, Björn CY - Cambridge, UK, and Washington, USA DA - 2020/01/31/ PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 2 UR - http://docs.edtechhub.org/lib/H9W2X3KM KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _C:Ghana GHA KW - _C:India IND KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:n ER - TY - RPRT TI - Teacher professional development and coaching in low-income countries: Practical considerations for the use of technology. AU - Haßler, Björn CY - Cambridge, UK, and Washington, USA DA - 2020/01/31/ PY - 2020 M3 - EdTech Hub Helpdesk Request PB - EdTech Hub SN - 3 UR - http://docs.edtechhub.org/lib/VM6NXYF3 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - Björn-CV-OECS KW - _C:Bangladesh BGD KW - _C:Ghana GHA KW - _C:India IND KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:o ER - TY - RPRT TI - Teacher professional development and coaching in low-income countries: An evidence-informed conversation AU - Haßler, Björn AU - Moss, Caitlin CY - Cambridge, UK, and Washington, USA DA - 2020/01/31/ PY - 2020 M3 - EdTech Hub Helpdesk Response PB - EdTech Hub SN - 1 UR - http://docs.edtechhub.org/lib/SC5NHA65 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _C:Ghana GHA KW - _C:India IND KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:m ER - TY - BLOG TI - Scientists at DSTI go the extra mile to make it easier for children to get to school AU - Directorate of Science, Technology & Innovation (Sierra Leone) AB - Mike Fabrikant, a software developer from Washington D.C., is embedded within the data science team at the Directorate of Science, Technology, and Innovation (DSTI) to support systems delivery. His workRead More DA - 2020/01/22/T09:38:40+00:00 PY - 2020 LA - en-US UR - https://www.dsti.gov.sl/scientists-at-dsti-go-the-extra-mile-to-make-it-easier-for-children-to-get-to-school/ Y2 - 2020/06/25/17:27:59 ER - TY - JOUR TI - Policy Response, Social Media and Science Journalism for the Sustainability of the Public Health System Amid the COVID-19 Outbreak: The Vietnam Lessons AU - La, Viet-Phuong AU - Pham, Thanh-Hang AU - Ho, Manh-Toan AU - Nguyen, Minh-Hoang AU - P. Nguyen, Khanh-Linh AU - Vuong, Thu-Trang AU - Nguyen, Hong-Kong T. AU - Tran, Trung AU - Khuc, Quy AU - Ho, Manh-Tung AU - Vuong, Quan-Hoang T2 - Sustainability AB - Having geographical proximity and a high volume of trade with China, the first country to record an outbreak of the new Coronavirus disease (COVID-19), Vietnam was expected to have a high risk of transmission. However, as of 4 April 2020, in comparison to attempts to containing the disease around the world, responses from Vietnam are seen as prompt and effective in protecting the interests of its citizens, with 239 confirmed cases and no fatalities. This study analyzes the situation in terms of Vietnam’s policy response, social media and science journalism. A self-made web crawl engine was used to scan and collect official media news related to COVID-19 between the beginning of January and April 4, yielding a comprehensive dataset of 14,952 news items. The findings shed light on how Vietnam—despite being under-resourced—has demonstrated political readiness to combat the emerging pandemic since the earliest days. Timely communication on any developments of the outbreak from the government and the media, combined with up-to-date research on the new virus by the Vietnamese science community, have altogether provided reliable sources of information. By emphasizing the need for immediate and genuine cooperation between government, civil society and private individuals, the case study offers valuable lessons for other nations concerning not only the concurrent fight against the COVID-19 pandemic but also the overall responses to a public health crisis. DA - 2020/01// PY - 2020 DO - 10.3390/su12072931 DP - www.mdpi.com VL - 12 IS - 7 SP - 2931 LA - en ST - Policy Response, Social Media and Science Journalism for the Sustainability of the Public Health System Amid the COVID-19 Outbreak UR - https://www.mdpi.com/2071-1050/12/7/2931 Y2 - 2020/08/12/17:20:39 KW - COVID-19 KW - SARS-CoV-2 KW - Vietnam KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Brazil BRA KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:India IND KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Nigeria NGA KW - _C:Switzerland CHE KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - coronavirus KW - pandemic KW - policy response KW - public health system KW - science journalism KW - social media ER - TY - JOUR TI - Teacher Management in Refugee Settings: Ethiopia. AU - Bengtsson, Stephanie AU - Fitzpatrick, Rachael AU - Hinz, Katja AU - MacEwen, Leonora AU - Naylor, Ruth AU - Riggall, Anna AU - West, Helen T2 - Education Development Trust DA - 2020/// PY - 2020 KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Chad TCD KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Cuba CUB KW - _C:Djibouti DJI KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea, Republic KOR KW - _C:Lebanon LBN KW - _C:Norway NOR KW - _C:Rwanda RWA KW - _C:Somalia SOM KW - _C:South Sudan SSD KW - _C:Sudan SDN KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - THES TI - Improving Motivation in Arabic Language Arts Classrooms Through Technology Integration AU - Chamout, Rima DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - Walden University KW - _C:Algeria DZA KW - _C:China CHN KW - _C:Croatia HRV KW - _C:France FRA KW - _C:Indonesia IDN KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kurdistan XKRDN KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Saudi Arabia SAU KW - _C:Spain ESP KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:Turkey TUR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - COL in the Commonwealth: Sierra Leone AU - Commonwealth of Learning DA - 2020/// PY - 2020 UR - http://oasis.col.org/bitstream/handle/11599/3546/2018-2020_Africa_Sierra_Leone_Country_Highlights.pdf?sequence=1&isAllowed=y Y2 - 2020/06/25/18:21:50 KW - _C:Sierra Leone SLE ER - TY - CONF TI - Support for teachers in challenging situations as a factor of change: reflections from a continuing professional development programme in Guinea-Bissau AU - da Silva, Rui AU - Oliveira, Joana C3 - FIRE: Forum for International Research in Education DA - 2020/// PY - 2020 DO - 10.32865/fire202062181 DP - Google Scholar VL - 6 ST - Support for teachers in challenging situations as a factor of change KW - _C:Angola AGO KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Guinea-Bissau GNB KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Portugal PRT KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BLOG TI - Mitigating COVID-19 impacts and getting education systems up and running again: Lessons from Sierra Leone AU - Davis, Edward AU - Berry, Chris T2 - Global Partnership for Education AB - Reflexions on some of the lessons from the Sierra Leone Ebola education response that could be relevant for countries facing shutdowns of their education systems due to the COVID-19 pandemic. DA - 2020/// PY - 2020 LA - en ST - Mitigating COVID-19 impacts and getting education systems up and running again UR - https://www.globalpartnership.org/blog/mitigating-covid-19-impacts-and-getting-education-systems-and-running-again-lessons-sierra Y2 - 2020/08/18/00:49:44 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - DSTI | Home AU - Directorate of Science, Technology & Innovation (Sierra Leone) DA - 2020/// PY - 2020 UR - https://www.dsti.gov.sl/ Y2 - 2020/06/25/17:36:19 ER - TY - RPRT TI - Innovative Education Workforce Analysis for More Equitable Education: Sierra Leone AU - Education Workforce Initiative DA - 2020/// PY - 2020 M3 - Country Report PB - Education Commission UR - https://educationcommission.org/wp-content/uploads/2020/10/2020-EC-Country-Report-Sierra-Leone.pdf Y2 - 2020/12/16/13:15:53 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Independent Reporting Mechanism (IRM): Sierra Leone Design Report 2019–2021 AU - Field, Tracey-Lynn DA - 2020/// PY - 2020 PB - Open Government Partnership UR - https://www.opengovpartnership.org/documents/sierra-leone-design-report-2019-2021/ KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone Education Attendance Monitoring System (SLEAMS) Final Technical Report AU - Graham, Hannah AU - Kawa, Muniru AU - Lee, Philip AU - Malyon, Stephanie AU - Hayward, Harry AU - Conteh, Sheriff AU - Chandia, Gloria DA - 2020/// PY - 2020 PB - Charlie Goldsmiths Associates KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Country-level research review: Sierra Leone AU - Kallon Kelly, Christiana AU - Koomar, Saalim AU - Kreimeia, Adam AU - McBurnie, Chris AU - Mitchell, Joel AU - Myers, Christina DA - 2020///unpublished PY - 2020 KW - _C:Sierra Leone SLE KW - dode_eth-src-eth ER - TY - RPRT TI - Sierra Leone Education Attendance Monitoring System (SLEAMS) Pilot Phase: Inception Report AU - Kawa, Muniru AU - Graham, Hannah AU - Lee, Philip AU - Murray, Tobias AU - Malyon, Stephanie DA - 2020/// PY - 2020 PB - Charlie Goldsmiths Associates KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development: A Review AU - KIHWELE, JIMMY T2 - African Journal of Teacher Education DA - 2020/// PY - 2020 DO - 10.21083/ajote.v9i0.5731 DP - Google Scholar VL - 9 SP - 49 EP - 69 ST - Affordances and Constraints of Implementing Lesson Study for Teachers’ Professional Development KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Laos LAO KW - _C:Malawi MWI KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Education continuity during the Coronavirus crisis: Sierra Leone and Liberia Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando DA - 2020/// PY - 2020 PB - Rising Academy Network UR - https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf Y2 - 2021/10/11/13:14:41 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone and Liberia: Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando T2 - Education continuity during the Coronavirus crisis DA - 2020/// PY - 2020 PB - World Bank; OECD; Harvard Global Education Innovation Initiative; HundrED UR - https://oecdedutoday.com/wp-content/uploads/2020/05/Sierra-Leone-Liberia-Rising-Academy-Network.pdf Y2 - 2020/06/09/10:27:00 KW - _C:Sierra Leone SLE ER - TY - GEN TI - Sierra Leone and Liberia: Rising Academy Network on air AU - Lamba, Keya AU - Reimers, Fernando DA - 2020/// PY - 2020 DP - DOI.org (Crossref) LA - en KW - _C:Sierra Leone SLE ER - TY - THES TI - The influence of generational differences on the integration of educational technology in higher learning institutions AU - Letsie, Likeleli DA - 2020/// PY - 2020 DP - Google Scholar M3 - PhD Thesis PB - University of Pretoria KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Germany DEU KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Kosovo XKSVO KW - _C:Lesotho LSO KW - _C:Libya LBY KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Slovenia SVN KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Trinidad and Tobago TTO KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Continuous Teacher Learning Circles in Learner-Centered Pedagogy: A Case Study in the Democratic Republic of the Congo AU - Lund, Jennifer Anne AB - This dissertation explores how continuous teacher learning circles (TLCs) support the implementation of a learner-centered pedagogy in grades 5-10 at a school in a long-term refugee community located in the Democratic Republic of the Congo (DRC). Learner-centered pedagogy has gained notice as a means to improve educational outcomes in sub-Saharan Africa (Vavrus & Bartlett, 2012). Learner-centered pedagogy may be defined as education rooted in the interests of students, their prior knowledge, and pedagogy based on student inquiry with the goal of solving real-world problems (Dewey, 1916). TLCs are increasingly used by international educational development organizations, including in the DRC (Frisoli, 2014; Inter-Agency Network for Education in Emergencies, 2015). Focusing on sustained teacher and student learning, one U.S. non-profit has worked since 2011 to co-create learner-centered modules based on locally identified assets and problems. This qualitative case study seeks to illuminate how teacher learning and well-being are supported through the TLCs and what teachers and staff understand about learner-centered pedagogy as a teaching and learning paradigm in the context. Drawing from Kanu's (2005) precept that pedagogical ideas crossing borders are continually reinterpreted and reinvented, this study takes a closer look at how indigenous practices may influence or mediate teacher learning. By using Lave and Wenger’s (1991) concept of communities of practice as the principal theoretical framework, the study relied on data from onsite individual interviews, focus groups, classroom observations, and TLC observations as well as archival documents such as lesson plans, teacher reflections, and transcripts of cross-cultural Skype conversations between Congolese and American staff. Findings suggest that the TLCs viii help teachers gain confidence in learner-centered teaching tools that support safe, inclusive, and engaging classrooms while offering a supportive space to voice problems and receive feedback from peers as they engage in planning and implementing the innovative curriculum. Findings also highlight the need for increased teacher autonomy in lesson planning. Implications of these findings encourage future research to determine whether it is feasible for learner-centered pedagogy and TLCs to be operationalized and sustained over time in other similar settings. DA - 2020/// PY - 2020 LA - en ST - Continuous Teacher Learning Circles in Learner-Centered Pedagogy UR - https://search.proquest.com/openview/a953e7f330384e6531912f3dc927f71d/1?pq-origsite=gscholar&cbl=18750&diss=y Y2 - 2021/02/11/12:31:25 KW - _C:Algeria DZA KW - _C:Angola AGO KW - _C:Azerbaijan AZE KW - _C:Belgium BEL KW - _C:Botswana BWA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Greece GRC KW - _C:Guinea GIN KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Serbia SRB KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Costed Options Paper AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 29 LA - en M3 - Research and Policy Paper PB - Education Commission KW - _C:Sierra Leone SLE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Education Workforce Management in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 32 LA - en M3 - Research and Policy Paper PB - Education Commission KW - _C:Australia AUS KW - _C:Chile CHL KW - _C:China CHN KW - _C:Eritrea ERI KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Iceland ISL KW - _C:India IND KW - _C:Italy ITA KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Mozambique MOZ KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:Tanzania TZA KW - _C:Togo TGO KW - _C:Uganda UGA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Recruitment and Matching in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius DA - 2020/// PY - 2020 DP - Zotero SP - 32 LA - en M3 - Research and Policy Paper PB - Education Commission UR - https://educationcommission.org/wp-content/uploads/2020/12/4-EW-Recruitment-and-Matching-Paper.pdf Y2 - 2021/01/30/16:39:12 KW - _C:Bangladesh BGD KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:India IND KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:Sierra Leone SLE KW - _C:Tanzania TZA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Spatial Analysis in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius CY - New York, NY DA - 2020/// PY - 2020 DP - Zotero SP - 31 LA - en M3 - Research and Policy Paper PB - Education Workforce Initiative SN - 2 UR - https://educationcommission.org/wp-content/uploads/2020/12/2-EW-Spatial-Analysis-Paper.pdf KW - _C:India IND KW - _C:Sierra Leone SLE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Education Workforce Supply and Needs in Sierra Leone AU - Mackintosh, Alasdair AU - Ramirez, Ana AU - Atherton, Paul AU - Collis, Victoria AU - Mason-Sesay, Miriam AU - Bart-Williams, Claudius CY - New York, NY DA - 2020/// PY - 2020 DP - Zotero SP - 41 LA - en M3 - Research and Policy Paper PB - Education Workforce Initiative SN - 3 UR - https://educationcommission.org/wp-content/uploads/2020/12/3-EW-Supply-and-Needs-Paper.pdf KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:Finland FIN KW - _C:Ghana GHA KW - _C:Korea, Republic KOR KW - _C:Malawi MWI KW - _C:Nigeria NGA KW - _C:Peru PER KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - _yl:c KW - ⛔ No DOI found ER - TY - RPRT TI - COVID-19 Education Emergency Response Plan AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra-leone-covid19-education-response-plan-pdf.pdf Y2 - 2020/06/25/18:31:37 ER - TY - ELEC TI - EMIS | Education Management Information System AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 LA - en-US UR - https://mbsse.gov.sl/emis/ ER - TY - ELEC TI - Leh Wi Lan: Improving The Quality Of Secondary Education In Sierra Leone AU - Ministry of Basic and Senior Secondary Education (Sierra Leone) DA - 2020/// PY - 2020 UR - http://www.education.gov.sl/LeWeLearn_Page/LeWeLearn_index.aspx Y2 - 2020/06/25/18:25:21 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Ministry of Information and Communications | Home AU - Ministry of Information and Communications (Sierra Leone) DA - 2020/// PY - 2020 UR - https://mic.gov.sl/ Y2 - 2020/06/25/17:37:40 ER - TY - ELEC TI - Orange Education Portal AU - Orange Sierra Leone DA - 2020/// PY - 2020 LA - en_US UR - /personal/1/101/orange-education-2986.html Y2 - 2020/06/25/18:33:23 ER - TY - ELEC TI - Education service transformation in Sierra Leone: Where policy meets the people AU - Sengeh, David DA - 2020/// PY - 2020 UR - https://www.globalpartnership.org/blog/education-service-transformation-sierra-leone-where-policy-meets-people KW - _C:Sierra Leone SLE ER - TY - BLOG TI - Transforming education service delivery in Sierra Leone: from evidence to action AU - Sengeh, David Moinina AU - May-Wilson, Hannah T2 - Global Partnership for Education AB - Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes. DA - 2020/// PY - 2020 LA - en ST - Transforming education service delivery in Sierra Leone UR - https://www.globalpartnership.org/blog/transforming-education-service-delivery-sierra-leone-evidence-action Y2 - 2020/12/17/09:58:23 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Sierra Leone Education Attendance Monitoring System AU - Teaching Service Commission DA - 2020/// PY - 2020 UR - https://sleams.org/ Y2 - 2020/12/17/08:59:05 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Teacher Management Policy for Sierra Leone AU - Teaching Service Commission DA - 2020/// PY - 2020 UR - https://tsc.gov.sl/policies/ KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Sierra Leone | Education and Literacy Statistics AU - UNESCO AB - ... DA - 2020/// PY - 2020 LA - eng UR - http://uis.unesco.org/en/country/sl Y2 - 2020/06/25/17:05:02 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality AU - UNICEF DA - 2020/// PY - 2020 KW - _C:Sierra Leone SLE ER - TY - BLOG TI - Schools ICT project AU - Universal Access Development Fund (Sierra Leone) DA - 2020/// PY - 2020 LA - en-US UR - https://uadf.gov.sl/schools-ict-project/ Y2 - 2020/06/25/18:17:37 ER - TY - ELEC TI - Universal Access Development Fund | Home AU - Universal Access Development Fund (Sierra Leone) DA - 2020/// PY - 2020 UR - https://uadf.gov.sl/ Y2 - 2020/06/25/17:39:05 ER - TY - RPRT TI - RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic AU - Warren, Shana AU - Parkerson, Doug AU - Collins, Elliott DA - 2020/// PY - 2020 PB - Innovations for Poverty Action UR - https://www.poverty-action.org/recovr-study/recovr-sierra-leone-tracking-effects-covid-19-pandemic Y2 - 2020/12/16/10:25:08 KW - _C:Sierra Leone SLE ER - TY - BLOG TI - Worldreader | Sierra Leone AU - Worldreader AB - Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation. DA - 2020/// PY - 2020 LA - en-US UR - https://www.worldreader.org/where-we-are/sierra-leone/ KW - _C:Sierra Leone SLE ER - TY - THES TI - A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlements approach AU - Zubairi, Asma DA - 2020/// PY - 2020 PB - University of Cambridge UR - https://www.repository.cam.ac.uk/bitstream/handle/1810/316497/Asma%20Zubairi_Thesis_January%202021_Confidential_Size.pdf?sequence=5&isAllowed=y Y2 - 2021/02/12/13:11:41 KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Cambodia KHM KW - _C:Chile CHL KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BLOG TI - Sierra Leone designs online portal to take long wait out of teacher recruitment AU - Directorate of Science, Technology & Innovation (Sierra Leone) AB - A new teacher recruitment portal developed at the Directorate of Science, Technology, and Innovation (DSTI) will make it easier and faster for education administrators to hire teachers, and allocate teachersRead More DA - 2019/12/23/T11:12:31+00:00 PY - 2019 LA - en-US UR - https://www.dsti.gov.sl/sierra-leone-designs-online-portal-to-take-long-wait-out-of-teacher-recruitment/ Y2 - 2020/06/25/17:29:02 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Meeting the Academic and Social-Emotional Needs of Nigeria’s Out-of-School Children | INEE AU - Miheretu, Adane AB - As part of their response to number of out-of-school children in Nigeria, with the support from UK Aid, the International Rescue Committee (IRC) and Creative Associates International developed the Accelerated Learning Program (ALP) model in Nigeria. ALPs are flexible, age-appropriate educational programs which aim to address the needs of OOS children and youth by preparing them for entry or re-entry into the mainstream educational system. By enrolling these students, ALPs strive to make up for lost time and shore up the essential skills these students may have never developed or lost after their educations were derailed. DA - 2019/12/17/ PY - 2019 PB - International Rescue Committee UR - https://inee.org/resources/meeting-academic-and-social-emotional-needs-nigerias-out-school-children Y2 - 2021/02/11/16:33:15 KW - _C:Nigeria NGA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Teachers for rural schools – a challenge for South Africa AU - Plessis, Pierre du AU - Mestry, Raj T2 - South African Journal of Education AB - Poverty is rife in many African countries and this has serious implications for the provision of quality education. Rural schools face severe challenges that are unique to their environment. A lack of parental interest in children’s education, insufficient funding from the state, a lack of resources, underqualified teachers, and multi-grade teaching are some of the barriers to effective education. These challenges can be attributed to numerous sources, from within school structures and from the external environment, including local communities and education authorities. After 25 years of democracy, educational standards and learner performance in rural schooling has shown little improvement. This study illustrates the complexity and inter-connectedness of the problems faced by teachers in South African rural schools. Using qualitative research within the interpretivist paradigm, this article explores the perceptions and experiences of teachers in rural schools located in White River in the Mpumalanga province. This grounded-theory research focuses on effective teaching and learning. The findings reveal that most rural schools do not have water, sanitation, or electricity, and classrooms are in a terrible state. These issues have serious implications for effective teaching and learning.Keywords: deployment; education level; education quality; recruitment; rural schools DA - 2019/11/06/ PY - 2019 DO - 10.4314/saje.v39i4. DP - www.ajol.info VL - 39 LA - en SN - 2076-3433 UR - https://www.ajol.info/index.php/saje/article/view/190868 Y2 - 2021/03/07/17:55:50 KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:France FRA KW - _C:Ghana GHA KW - _C:Malaysia MYS KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - deployment KW - education level KW - education quality KW - recruitment KW - rural schools KW - ⚠️ Invalid DOI ER - TY - RPRT TI - Sierra Leone National Innovation and Digital Strategy (2019-2029): Digitization for all: Identity, Economy, and Governance AU - Directorate of Science, Technology & Innovation DA - 2019/11/01/ PY - 2019 LA - EN UR - https://www.dsti.gov.sl/wp-content/uploads/2019/11/Sierra-Leone-National-Innovation-and-Digital-Strategy.pdf Y2 - 2020/11/23/18:19:41 KW - _C:Sierra Leone SLE ER - TY - BLOG TI - Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes AU - DSTI Media T2 - Directorate of Science, Technology and Innovation AB - A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More DA - 2019/10/24/T09:53:58+00:00 PY - 2019 LA - en-US UR - https://www.dsti.gov.sl/sierra-leone-invests-1-5-million-to-bring-education-innovation-to-schools-for-better-learning-outcomes/ Y2 - 2020/12/15/18:38:55 KW - _C:Sierra Leone SLE ER - TY - BLOG TI - Sierra Leone turns to technology and analytics to put quality back into education AU - Directorate of Science, Technology & Innovation (Sierra Leone) AB - Today, an estimated 2 million students return to school for the second year of the Free Quality School Education (FQSE) Program. The Government of Sierra Leone commits 21% of theRead More DA - 2019/09/16/T15:14:59+00:00 PY - 2019 LA - en-US UR - https://www.dsti.gov.sl/sierra-leone-turns-to-technology-and-analytics-to-put-quality-back-into-education/ Y2 - 2020/06/25/17:27:09 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - ‘Without Education You Can Never Become President’: Teenage Pregnancy and Pseudo-empowerment in Post-Ebola Sierra Leone AU - Menzel, Anne T2 - Journal of Intervention and Statebuilding AB - This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex. DA - 2019/08/08/ PY - 2019 DO - 10.1080/17502977.2019.1612992 DP - Taylor and Francis+NEJM VL - 13 IS - 4 SP - 440 EP - 458 J2 - Journal of Intervention and Statebuilding LA - en SN - 1750-2977 ST - ‘Without Education You Can Never Become President’ UR - https://doi.org/10.1080/17502977.2019.1612992 Y2 - 2020/12/15/19:22:06 KW - Sierra Leone KW - _C:Sierra Leone SLE KW - aid and development KW - gender politics KW - neoliberalism KW - sexual violence KW - teenage pregnancy ER - TY - RPRT TI - Sierra Leone: Economic Development Documents-National Development Plan, 2019-23 AU - International Monetary Fund DA - 2019/07/09/ PY - 2019 SP - 1 EP - 42 LA - en_US M3 - IMF Country Reports PB - IMF, African Department SN - 19/218 UR - https://www.elibrary.imf.org/view/IMF002/26222-9781498324960/26222-9781498324960/26222-9781498324960_A001.xml?redirect=true Y2 - 2020/11/25/20:20:44 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone : Economic Development Documents-National Development Plan, 2019-23 AU - International Monetary Fund. African Dept. AB - The Government of Sierra Leone’s new Medium-term National Development Plan (MTNDP) 2019–2023 has been founded on a strong political commitment to deliver devel-opment results that would improve the welfare of Sierra Leone’s citizens. The plan charts a clear path towards 2023 en route to the goal of achieving middle-income status by 2039 through inclusive growth that is sustainable and leaves no one behind. For the next five years, the Free Quality School Education Programme is the government’s flagship programme to provide a solid base to enhance human capital development and to facilitate the transformation of the economy. DA - 2019/07/09/ PY - 2019 SP - 216 LA - en M3 - Country Report SN - 19/218 ST - Sierra Leone UR - https://www.imf.org/en/Publications/CR/Issues/2019/07/09/Sierra-Leone-Economic-Development-Documents-National-Development-Plan-2019-23-47099 Y2 - 2020/12/15/19:44:01 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Digital neocolonialism and massive open online courses (MOOCs): colonial pasts and neoliberal futures AU - Adam, Taskeen T2 - Learning, Media and Technology AB - Through evaluating dominant MOOC platforms created by Western universities, I argue that MOOCs on such platforms tend to embed Western-centric epistemologies and propagate this without questioning their global relevance. Consequently, such MOOCs can be detrimental when educating diverse and complex participants as they erode local and indigenous knowledge systems. Arguing that the digital divide is an exacerbation of historical inequalities, I draw parallels between colonial education, specifically across Sub-Saharan Africa, and ‘digital neocolonialism’ through Western MOOC platforms. I analyse similarities in ideology, assumptions, and methods of control. Highlighting evolving forms of coloniality, I include contemporary problems created by neoliberal techno-capitalist agendas, such as the commodification of education. Balance is needed between the opportunities offered through MOOCs and the harms they cause through overshadowing marginalised knowledges and framing disruptive technologies as the saviour. While recommending solutions for inclusion of marginalised voices, further problems such as adverse incorporation are raised. DA - 2019/07/03/ PY - 2019 DO - 10.1080/17439884.2019.1640740 DP - Taylor and Francis+NEJM VL - 44 IS - 3 SP - 365 EP - 380 SN - 1743-9884 ST - Digital neocolonialism and massive open online courses (MOOCs) UR - https://doi.org/10.1080/17439884.2019.1640740 Y2 - 2019/09/28/11:49:14 KW - Author:OpenDevEd KW - Decolonising education KW - _C:Canada CAN KW - _C:China CHN KW - _C:Cuba CUB KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Jordan JOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Mexico MEX KW - _C:Nigeria NGA KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Syrian Arab Republic SYR KW - _C:Thailand THA KW - _C:Tonga TON KW - _C:Turkey TUR KW - __C:filed:1 KW - __C:scheme:1 KW - decolonising technology KW - digital neocolonialism KW - epistemic injustice KW - neoliberal education ER - TY - RPRT TI - Project Information Document (PID): Sierra Leone Free Education Project (P167897) AU - World Bank DA - 2019/06/10/ PY - 2019 PB - World Bank Group SN - PIDA26770 UR - http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf Y2 - 2020/11/25/20:05:34 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - A longitudinal study of learning, progression, and personal growth in Sierra Leone AU - Johnson, David AU - Hsieh, Jenny DA - 2019/06// PY - 2019 M3 - Final Report PB - University of Oxford UR - https://static1.squarespace.com/static/5555e7a7e4b01769086660e5/t/5d3701c6d7be6a0001f12772/1563886107580/RAN+Report+2018+Final+-+for+publication.pdf Y2 - 2020/09/11/16:57:28 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment AU - Asim, Salman AU - Chimombo, Joseph AU - Chugunov, Dmitry AU - Gera, Ravinder T2 - International Journal of Educational Development AB - There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives. DA - 2019/03/01/ PY - 2019 DO - 10.1016/j.ijedudev.2018.12.002 DP - ScienceDirect VL - 65 SP - 26 EP - 43 J2 - International Journal of Educational Development LA - en SN - 0738-0593 ST - Moving teachers to Malawi’s remote communities UR - https://www.sciencedirect.com/science/article/pii/S0738059318300555 Y2 - 2021/03/07/17:42:34 KW - Data-driven model KW - Deployments KW - Lebanon_event_2021 KW - Malawi KW - Political economy KW - Schools KW - Teachers KW - _C:Brazil BRA KW - _C:Gambia GMB KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Italy ITA KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Norway NOR KW - _C:Philippines PHL KW - _C:Singapore SGP KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BLOG TI - Digital School Census in 10 Weeks? How it was done in Sierra Leone AU - Namit, K. AU - Thi Mai, T. T2 - World Bank Blogs AB - Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request. DA - 2019/02/06/ PY - 2019 LA - en ST - Digital School Census in 10 Weeks? UR - https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone Y2 - 2020/08/14/19:30:51 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Keyword inventory AU - Haßler, Björn AU - Adam, Taskeen AU - Brugha, Meaghan AU - Damani, Kalifa AU - Allier-Gagneur, Zoé AU - Hennessy, Sara AU - Hollow, David AU - Jordan, Katy AU - Martin, Kevin AU - Murphy, Mary AU - Walker, Hannah T2 - EdTech Hub Research Instruments CY - Cambridge and London, UK DA - 2019/01/09/ PY - 2019 M3 - EdTech Hub research instruments PB - EdTech Hub SN - 1 KW - Author:Haßler KW - Author:OpenDevEd KW - AuthorFirst:Haßler KW - _C:Abkhazia XABKH KW - _C:Afghanistan AFG KW - _C:Albania ALB KW - _C:Algeria DZA KW - _C:Andorra AND KW - _C:Angola AGO KW - _C:Antigua and Barbuda ATG KW - _C:Argentina ARG KW - _C:Armenia ARM KW - _C:Artsakh XARTH KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Azerbaijan AZE KW - _C:Bahamas BHS KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Belarus BLR KW - _C:Belgium BEL KW - _C:Belize BLZ KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Bosnia and Herzegovina BIH KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Brunei Darussalam BRN KW - _C:Bulgaria BGR KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Catalan Republic XCATA KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:Costa Rica CRI KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Equatorial Guinea GNQ KW - _C:Eritrea ERI KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Federated States of Micronesia FSM KW - _C:Fiji FJI KW - _C:Finland FIN KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Grenada GRD KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:Holy See VAT KW - _C:Honduras HND KW - _C:Hungary HUN KW - _C:Iceland ISL KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Ivory Coast CIV KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kazakhstan KAZ KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Korea XKOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Korea, Republic KOR KW - _C:Kosovo XKSVO KW - _C:Kurdistan XKRDN KW - _C:Kuwait KWT KW - _C:Kyrgyzstan KGZ KW - _C:Laos LAO KW - _C:Latvia LVA KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Libya LBY KW - _C:Liechtenstein LIE KW - _C:Lithuania LTU KW - _C:Luxembourg LUX KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Malta MLT KW - _C:Marshall Islands MHL KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Monaco MCO KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nauru NRU KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:North Cyprus XNCYP KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Palau PLW KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Pridnestrovian Moldovan Republic XPRMR KW - _C:Puntland XPTLD KW - _C:Qatar QAT KW - _C:Republic of Moldova MDA KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Sahrawi Arab Democratic Republic XSADR KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Samoa WSM KW - _C:San Marino SMR KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Serbia SRB KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Slovakia SVK KW - _C:Slovenia SVN KW - _C:Solomon Islands SLB KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:South Ossetia XOSSA KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Suriname SUR KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Tibet XTIBT KW - _C:Timor-L'este TLS KW - _C:Togo TGO KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Turkmenistan TKM KW - _C:Tuvalu TUV KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Vanuatu VUT KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:p ER - TY - JOUR TI - Teacher Retention: A Review of Policies for Motivating Rural Basic School Teachers in Ghana AU - Acheampong, Phinihas AU - Gyasi, Juliana Fosua T2 - Asian Journal of Education and Training AB - The study primarily explored the challenges of teaching in rural basic schools in Ghana. Qualitative research method through semi-structured interviews and document analyses were used as data collection instruments. The participants for the study included six educational field workers which constituted a district education officer (Circuit Supervisor), two head teachers and three classroom teachers. Priority of the findings was highlighted on the provision of accommodation with adequate installation of lighting facility, potable drinking water, and transport facilities such as a vehicle, motorbike and bicycle to ease the living constraints of teachers who serve in underprivileged learning communities. Again, professional development programs were found relevant to encourage and promote teachers working in remote areas. Results of the study shown that rural basic school teachers do not see why they should receive equivalent conditions of service as their peers who teach in urban schools. It is therefore recommended that, about one-third of teachers? salary should be apportioned as additional incentive to motivate teachers who serve in rural basic schools. Again, special student-trainees recruitment strategies should be adopted to recruit potential teachers from underprivileged communities to receive training and serve their people. This can effectively be implemented when the District Sponsorship Scheme Project is restored to enhance better deployment of teachers in underserved schools. DA - 2019/// PY - 2019 DO - 10.20448/journal.522.2019.51.86.92 DP - ERIC VL - 5 IS - 1 SP - 86 EP - 92 LA - en SN - 2519-5387 ST - Teacher Retention UR - https://eric.ed.gov/?id=EJ1203657 Y2 - 2021/03/07/17:59:46 KW - Administrator Attitudes KW - Disadvantaged KW - Educational Facilities KW - Faculty Development KW - Faculty Mobility KW - Foreign Countries KW - Housing KW - Incentives KW - Rural Schools KW - School Districts KW - Student Recruitment KW - Teacher Education KW - Teacher Motivation KW - Teacher Persistence KW - Teacher Salaries KW - Transportation KW - Water Quality KW - _C:Botswana BWA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Understanding Sub-Saharan African Learners Informal Learning Using Mobile Devices: A Case of Tanzania AU - Bagui, Laban AU - Mwapwele, Samwel Dick T2 - The African Journal of Information Systems DA - 2019/// PY - 2019 DP - Google Scholar VL - 11 IS - 2 SP - 1 ST - Understanding Sub-Saharan African Learners Informal Learning Using Mobile Devices KW - HDR25 KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:Cameroon CMR KW - _C:Dominican Republic DOM KW - _C:Eritrea ERI KW - _C:Gambia GMB KW - _C:Malaysia MYS KW - _C:New Zealand NZL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Togo TGO KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - THES TI - Exploring first-year students’ experiences of using Moodle in learning an accounting undergraduate module at a South African University AU - Cele, Siyabonga Alpheos DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis KW - _C:Australia AUS KW - _C:Georgia GEO KW - _C:Greece GRC KW - _C:India IND KW - _C:Korea XKOR KW - _C:Malawi MWI KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Poland POL KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - ELEC TI - Government of Sierra Leone Education Data Hub AU - Directorate of Science, Technology and Innovation DA - 2019/// PY - 2019 UR - https://educationdatahub.dsti.gov.sl/ Y2 - 2020/12/17/08:58:28 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone National Innovation and Digital Strategy AU - Directorate of Science, Technology & Innovation (Sierra Leone) DA - 2019/// PY - 2019 UR - https://www.dsti.gov.sl/wp-content/uploads/2019/11/Sierra-Leone-National-Innovation-and-Digital-Strategy.pdf Y2 - 2020/06/25/16:58:56 KW - _C:Sierra Leone SLE ER - TY - THES TI - Exploring Business Studies teachers’ perspectives on teaching Grade 12 learners for Entrepreneurship. AU - Dube, Zinhle Thabisile Angeline DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:China CHN KW - _C:Finland FIN KW - _C:India IND KW - _C:Kenya KEN KW - _C:Mozambique MOZ KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Portugal PRT KW - _C:Serbia SRB KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Improving School Work in Challenging Context: Practitioners’ Views following a Participatory Action Research Project from Eritrea AU - Idris, Khalid Mohammed AU - Asfaha, Yonas Mesfun T2 - Nordic Journal of Comparative and International Education (NJCIE) DA - 2019/// PY - 2019 DO - 10.7577/njcie.3039 DP - Google Scholar VL - 3 IS - 2 SP - 72 EP - 90 ST - Improving School Work in Challenging Context KW - _C:China CHN KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:Namibia NAM KW - _C:Nigeria NGA KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - On Technology Integration: Perspective from Nigeria AU - Ifinedo, Eloho T2 - JYU dissertations DA - 2019/// PY - 2019 DP - Google Scholar ST - On Technology Integration KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Egypt EGY KW - _C:Estonia EST KW - _C:Finland FIN KW - _C:France FRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Kenya KEN KW - _C:Korea, Republic KOR KW - _C:Luxembourg LUX KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Netherlands NLD KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - THES TI - The Relevance of Teacher Autonomy-A Qualitative Case-Study of Malawi Unlocking Talent: Learning Through Technology AU - Kleiberg, Elisabeth Vestvik DA - 2019/// PY - 2019 DP - Google Scholar M3 - Master's Thesis ST - The Relevance of Teacher Autonomy-A Qualitative Case-Study of Malawi Unlocking Talent KW - _C:Botswana BWA KW - _C:Ethiopia ETH KW - _C:Greece GRC KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Norway NOR KW - _C:Portugal PRT KW - _C:Senegal SEN KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - A study on mobile devices used by individuals for formal learning AU - Mangu, Hohepa DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis KW - _C:Australia AUS KW - _C:China CHN KW - _C:Indonesia IDN KW - _C:Kuwait KWT KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Devising New Models for School Improvement in Developing Nations: Sierra Leone, a case study AU - Mason, Miriam Theresa AB - Abstract Background and Introduction: This research describes the planning, design, implementation and evaluation of a (Continuous Professional Development & Learning) CPDL-based programme for schools in Sierra Leone, a low-income country with low educational standards. Aims: The research aimed to: (i) assess evidence of EducAid schools’ effectiveness; (ii) identify features of EducAid practice that government schools might adopt; (iii) design a CPDL programme for Sierra Leonean teachers; (iv) report the programme’s impact on students’ progress; (v) explore the possibility of programme delivery by local and largely untrained teachers; (vi) throw light on aspects of the programme that participants saw as strengths and weaknesses. Design and Methods: Within an innovative quasi-experimental design, an impact evaluation drew on data from five intervention and ten comparison schools, and a process evaluation drew on data on information from programme participants and the trainers. The impact evaluation was based on public exam results, literacy test scores and attendance data collected pre- and post-CPDL. Process data included information from lesson observations, semi-structured interviews, focus groups and a post-intervention evaluation workshop. Results: The impact evaluation showed larger improvements in student attendance and literacy test results in the intervention schools than in the comparison schools. The process evaluation identified challenges in embedding changes in pedagogic practice, and in data collection. However, it also identified consistent evidence of improvements in student behaviour. These were supported by head teachers and community groups and were seen as a necessary but not sufficient condition for the literacy score improvements. Discussion and Conclusions: Discussion focuses on how far the six aims were met and on how the research adds to understanding of CPDL and school improvement in a low-income country. The impossibility of randomisation in sample selection prevents any strong causal claims for the CPDL’s impact. The possibility of a larger scale roll-out is considered, subject to changes in the programme suggested by the process evaluation. DA - 2019/// PY - 2019 DP - Zotero LA - en M3 - Durham theses PB - Durham University ST - Devising New Models for School Improvement in Developing Nations UR - http://etheses.dur.ac.uk/13354/1/Devising_New_Models_for_School_Improvement_Final_%2B_corrections.pdf?DDD29+ KW - Must-read KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone Medium Term National Development Plan (Volume 1) AU - Ministry of Planning and Economic Development (Sierra Leone) DA - 2019/// PY - 2019 UR - http://www.moped.gov.sl/wp-content/uploads/2019/03/Medium-Term-National-Development-Plan-Volume-I.pdf Y2 - 2020/06/25/17:15:58 KW - _C:Sierra Leone SLE ER - TY - BLOG TI - Sierra Leone: Transforming the Country through Innovation AU - O'Connor, Shane AU - Zurutuza, Naroa T2 - UNICEF DA - 2019/// PY - 2019 LA - en UR - https://www.unicef.org/innovation/stories/sierra-leone-transforming-country-through-innovation KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Digital Literacy Among Teachers: Identifying Digital Divide Among Interactive Whiteboard Users in Public High Schools AU - Oatis, Tammy DA - 2019/// PY - 2019 DP - Google Scholar ST - Digital Literacy Among Teachers KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Georgia GEO KW - _C:Greece GRC KW - _C:Jordan JOR KW - _C:Korea, Republic KOR KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CONF TI - Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities AU - Power, Tom AU - Hedges, C AU - McCormick, R AU - Rahman, S T2 - Pan-Commonwealth of Learning Forum DA - 2019/// PY - 2019 LA - EN PB - Commonwealth of Learning (COL) UR - http://oasis.col.org/bitstream/handle/11599/3412/PCF9_Papers_paper_256.pdf?sequence=1&isAllowed=y KW - C:Poor and marginalised communities KW - _C:Bangladesh BGD KW - _C:France FRA KW - _C:India IND KW - _C:Jordan JOR KW - _C:Malawi MWI KW - _C:Sierra Leone SLE KW - _C:State of Palestine PSE KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - La Tablet en la escuela: Revisión bibliográfica en Scopus AU - Rodríguez, María Montserrat Castro AU - Suárez, Óscar Mallón T2 - Hamut\' ay DA - 2019/// PY - 2019 DO - 10.21503/hamu.v6i1.1579 DP - Google Scholar VL - 6 IS - 1 SP - 124 EP - 139 ST - La Tablet en la escuela KW - _C:Australia AUS KW - _C:China CHN KW - _C:Costa Rica CRI KW - _C:Ghana GHA KW - _C:Guatemala GTM KW - _C:India IND KW - _C:Norway NOR KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review ER - TY - CHAP TI - Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach AU - Rose, R. AU - Garner, P. AU - Farrow, B. T2 - Inclusion, Equity and Access for Individuals with Disabilities. CY - Singapore DA - 2019/// PY - 2019 PB - Palgrave Macmillan SN - 978-981-13-5961-3 UR - https://link.springer.com/chapter/10.1007/978-981-13-5962-0_21 Y2 - 2020/12/15/12:52:06 KW - _C:Sierra Leone SLE ER - TY - BLOG TI - Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes AU - Sierra Leone Education Innovation Challenge AB - A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More DA - 2019/// PY - 2019 LA - en-US UR - https://www.dsti.gov.sl/sierra-leone-invests-1-5-million-to-bring-education-innovation-to-schools-for-better-learning-outcomes/ Y2 - 2020/06/25/18:13:12 KW - _C:Sierra Leone SLE ER - TY - THES TI - Teacher educators as agents of change? A critical realist study of a group of teacher educators in a Kenyan university AU - Stutchbury, Kristina DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis PB - The Open University ST - Teacher educators as agents of change? KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Mauritius MUS KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Togo TGO KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Education for sustainable development in Africa: a critique of regional agendas AU - Tikly, Leon T2 - Asia Pacific Education Review DA - 2019/06// PY - 2019 DO - 10.1007/s12564-019-09600-5 DP - DOI.org (Crossref) VL - 20 IS - 2 SP - 223 EP - 237 J2 - Asia Pacific Educ. Rev. LA - en SN - 1598-1037, 1876-407X ST - Education for sustainable development in Africa UR - http://link.springer.com/10.1007/s12564-019-09600-5 Y2 - 2022/12/25/00:55:16 ER - TY - THES TI - Integrating new technology in the language classroom: innovative teacher identities AU - Valentyn, Gail DA - 2019/// PY - 2019 DP - Google Scholar M3 - PhD Thesis PB - Stellenbosch: Stellenbosch University ST - Integrating new technology in the language classroom KW - _C:Australia AUS KW - _C:China CHN KW - _C:Estonia EST KW - _C:Finland FIN KW - _C:Mauritius MUS KW - _C:Namibia NAM KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CONF TI - Using examination and learning assessment data to uncover foundational skill gaps in Sierra Leone’s secondary schools AU - Waistell, Daniel AU - De, Sourovi AU - Ofori Owusu, Diana AU - Allen, Reg AU - Sanni, Kayode AU - Dupigny, Albert T2 - UKFIET Conference C3 - Education technology and data science for inclusive systems DA - 2019/// PY - 2019 KW - _C:Sierra Leone SLE KW - ⛔ No DOI found ER - TY - RPRT TI - Project Information Document: Sierra Leone Free Education Project AU - World Bank DA - 2019/// PY - 2019 UR - http://documents1.worldbank.org/curated/en/711051560267527870/pdf/Project-Information-Document-Sierra-Leone-Free-Education-Project-P167897.pdf Y2 - 2020/06/25/17:12:20 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone AU - Barnett, Sarah AU - van Dijk, Jetske AU - Swaray, Abdulai AU - Amara, Tamba AU - Young, Patricia T2 - BMJ DA - 2018/12/07/ PY - 2018 DO - 10.1136/bmj.k4667 DP - DOI.org (Crossref) SP - k4667 J2 - BMJ LA - en SN - 0959-8138, 1756-1833 ST - Redesigning an education project for child friendly radio UR - https://www.bmj.com/lookup/doi/10.1136/bmj.k4667 Y2 - 2022/12/25/00:50:35 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone Media Landscape Report AU - BBC Media Action DA - 2018/12// PY - 2018 UR - https://www.communityengagementhub.org/wp-content/uploads/sites/2/2019/09/Sierra-Leone-Media-Landscape-Report_BBC-Media-Action_January-2019.pdf Y2 - 2020/11/25/19:20:41 KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Cultivating Dynamic Educators: Case Studies in Teacher Behavior Change in Africa and Asia A3 - Pouezevara, Sarah DA - 2018/09/28/ PY - 2018 DP - DOI.org (Crossref) LA - en PB - RTI Press SN - 978-1-934831-22-9 ST - Cultivating Dynamic Educators UR - https://www.rti.org/rti-press-publication/cultivating-dynamic-educators Y2 - 2020/08/12/23:42:08 KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Brazil BRA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Congo XCO KW - _C:Cuba CUB KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Haiti HTI KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea, Republic KOR KW - _C:Liberia LBR KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Morocco MAR KW - _C:Namibia NAM KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Tuvalu TUV KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Building capacity for professional development: the development of teachers as facilitators in Ghana AU - Perry, Emily AU - Bevins, Stuart T2 - Professional Development in Education AB - In low- and middle-income countries, cascade models of teacher professional development are often used as routes to educational reform. In these models, external agents deliver professional development, which is then disseminated by in-country facilitators. However, little is known about how to support facilitators of professional development, particularly in low- and middle-income countries. In this study, we report on a model of capacity building for professional development in Ghana. In the context of a large-scale programme of science teacher professional development, a group of Ghanaian teachers gradually assumed responsibility for professional development facilitation, working alongside experienced facilitators from the UK. Using interviews focussed on a storyline technique, we explore the experiences of the Ghanaian teachers as they reflected on their roles. We found the teachers’ epistemological beliefs about teaching were coherent with those of the programme and suggest that this may be an important factor in the success of cascade models of professional development. The teachers gained self-confidence and improved their knowledge and skills of teaching and of professional development facilitation. We propose that this is useful learning for all facilitators and that the model described here is one which is potentially useful for capacity building in other contexts. DA - 2018/05/29/ PY - 2018 DO - 10.1080/19415257.2018.1474489 DP - Taylor and Francis+NEJM VL - 0 IS - 0 SP - 1 EP - 15 SN - 1941-5257 ST - Building capacity for professional development UR - https://doi.org/10.1080/19415257.2018.1474489 Y2 - 2018/06/08/19:39:24 KW - CPD KW - Ghana KW - Professional development KW - _C:Benin BEN KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - capacity building KW - facilitation KW - professional learning KW - science education ER - TY - RPRT TI - Donor Organizations and the Principles for Digital Development: A Landscape Assessment and Gap Analysis AU - Haßler, Björn AU - Brugha, Meaghan AU - Muyoya, Chisenga AU - Mitchell, Joel AU - Hollow, David AU - Jackson, Alan AB - Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1)   Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf DA - 2018/03/20/ PY - 2018 DP - Zenodo M3 - Principles for Digital Development — Resource Development Program Asset PB - Digital Impact Alliance SN - 1 ST - Donor Organizations & the Principles for Digital Development UR - https://zenodo.org/record/1204703#.XgqAyMb7Qeo Y2 - 2019/12/30/22:57:16 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:China CHN KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:Norway NOR KW - _C:Philippines PHL KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:c KW - docs.opendeved.net ER - TY - RPRT TI - A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission AU - Teaching Service Commission AU - Wright, Dr. Cream DA - 2018/02// PY - 2018 SP - en PB - Global Partnership for Education; World Bank UR - https://tsc.gov.sl/wp-content/uploads/2020/11/18-448-Sierra-Leone-Teaching-report-web.pdf Y2 - 2020/12/15/00:00:00 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Education Sector Plan, 2018-2020: Getting It Right – Service Delivery, Integrity and Learning in Sierra Leone AU - Ministry of Education, Science and Technology DA - 2018/01/06/ PY - 2018 LA - EN PB - Government of Sierra Leone UR - https://www.globalpartnership.org/sites/default/files/sierra_leones_education_sector_plan_2018-2020.pdf Y2 - 2020/11/23/19:28:48 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Skilled labour shortage: a qualitative study of Ghana’s training and apprenticeship system AU - Ayentimi, Desmond Tutu AU - Burgess, John AU - Dayaram, Kantha T2 - Human Resource Development International AB - The impacts of training and apprenticeship education towards building high-level technical and vocational skills that support human capital development and attracting foreign direct investment are being reshaped by global competition. This article draws on human capital theory to report on a qualitative study that explores skilled labour challenges within Ghana’s training and apprenticeship system through the lens of the demand side of employment perspective. The findings point to a training mismatch, lack of regulations and ineffective apprenticeship programmes, underinvestment in education and training, and outdated training programmes. The bottlenecks in the supply of skilled labour in Ghana are hampering the firms’ ability to find skilled labour across industries. We suggest improved social partnership between industries and training institutions, with increased government investment in training and apprenticeship programmes, as a way forward to address the technical and vocational skilled labour supply bottlenecks. Wider implications for the African region which shares similar developing contexts are discussed. DA - 2018/// PY - 2018 DO - 10.1080/13678868.2018.1447881 VL - 21 IS - 5 SP - 406 EP - 424 J2 - Human Resource Development International LA - en SN - 1367-8868, 1469-8374 ST - Skilled labour shortage UR - https://www.tandfonline.com/doi/full/10.1080/13678868.2018.1447881 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:developing context KW - F:regulation KW - P:social KW - R:impact KW - R:qualitative KW - T:Lehrlingsausbildung KW - T:Training KW - T:vocational skills KW - Z:Skilled labour shortages KW - Z:social partnership KW - Z:training and apprenticeship systems KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Redesigning an education project for child friendly radio: a multisectoral collaboration to promote children’s health, education, and human rights after a humanitarian crisis in Sierra Leone AU - Barnett, Sarah AU - van Dijk, Jetske AU - Swaray, Abdulai AU - Amara, Tamba AU - Young, Patricia T2 - BMJ AB -

Sarah Barnett and colleagues describe how an educational project was rapidly adapted into a radio education programme after the 2014 Ebola epidemic in Sierra Leone

DA - 2018/// PY - 2018 DO - 10.1136/bmj.k4667 DP - www.bmj.com VL - 363 SP - k4667 J2 - BMJ LA - en SN - 0959-8138, 1756-1833 ST - Redesigning an education project for child friendly radio UR - http://www.bmj.com/lookup/doi/10.1136/bmj.k4667 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Prospects, Issues and Challenges of Technical and Vocational Education and Training (TVET) in Revamping Nigeria's Depressed Economy AU - Bolarina, Fehintola Fatimoh Bintu AU - Akinyele, Temitayo Abosede T2 - International Journal of Vocational and Technical Education Research AB - Nigeria aspires to become a major player in the world economy in line with her Vision 20-2020. To achieve this ambitious goal, the most crucial vehicle apart from power and infrastructure, is a skilled and competent workforce. This is necessary for the effective implementation of national development projects and for attracting necessary international investment by hi-tech industries. (NBTE, 2011). Technical and Vocational Education and Training (TVET) is used as a comprehensive term referring to those aspects of the educational process involving, in addition to general education, the study of technologies and related sciences, the acquisition of practical skills, attitudes, understanding and knowledge relating to occupations in various sectors of economic and social life (UNESCO and ILO 2001) In addition to technical knowledge and aptitude, TVET is also concerned with softer skills like communication, negotiation and teamwork. It is dispensed in public and private educational establishments or other forms of formal or informal instructor aimed at granting all segments of the society access to lifelong resources. DA - 2018/// PY - 2018 VL - 4 IS - 1 SP - 1 EP - 18 LA - en UR - http://www.eajournals.org/wp-content/uploads/Prospects-Issues-and-Challenges-of-Technical-and-Vocational-Education-and-Training-TVET-In-Revamping-Nigeria-Depressed-Economy.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - Q:higher education KW - T:CTE KW - T:OE KW - T:PVE KW - T:TVET KW - T:career KW - T:occupational education KW - T:professional and vocational education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Curriculum and training needs of mid-level health workers in Africa: A situational review from Kenya, Nigeria, South Africa and Uganda AU - Couper, Ian AU - Couper, Ian AU - Ray, Sunanda AU - Ray, Sunanda AU - Blaauw, Duane AU - Ng'Wena, Gideon AU - Muchiri, Lucy AU - Oyungu, Eren AU - Omigbodun, Akinyinka AU - Omigbodun, Akinyinka AU - Morhason-Bello, Imran AU - Ibingira, Charles AU - Tumwine, James AU - Conco, Daphney AU - Fonn, Sharon T2 - BMC Health Services Research AB - © 2018 The Author(s). Background: Africa's health systems rely on services provided by mid-level health workers (MLWs). Investment in their training is worthwhile since they are more likely to be retained in underserved areas, require shorter training courses and are less dependent on technology and investigations in their clinical practice than physicians. Their training programs and curricula need up-dating to be relevant to their practice and to reflect advances in health professional education. This study was conducted to review the training and curricula of MLWs in Kenya, Nigeria, South Africa and Uganda, to ascertain areas for improvement. Methods: Key informants from professional associations, regulatory bodies, training institutions, labour organisations and government ministries were interviewed in each country. Policy documents and training curricula were reviewed for relevant content. Feedback was provided through stakeholder and participant meetings and comments recorded. 421 District managers and 975 MLWs from urban and rural government district health facilities completed self-administered questionnaires regarding MLW training and performance. Results: Qualitative data indicated commonalities in scope of practice and in training programs across the four countries, with a focus on basic diagnosis and medical treatment. Older programs tended to be more didactic in their training approach and were often lacking in resources. Significant concerns regarding skills gaps and quality of training were raised. Nevertheless, quantitative data showed that most MLWs felt their basic training was adequate for the work they do. MLWs and district managers indicated that training methods needed updating with additional skills offered. MLWs wanted their training to include more problem-solving approaches and practical procedures that could be life-saving. Conclusions: MLWs are essential frontline workers in health services, not just a stop-gap. In Kenya, Nigeria and Uganda, their important role is appreciated by health service managers. At the same time, significant deficiencies in training program content and educational methodologies exist in these countries, whereas programs in South Africa appear to have benefited from their more recent origin. Improvements to training and curricula, based on international educational developments as well as the local burden of disease, will enable them to function with greater effectiveness and contribute to better quality care and outcomes. DA - 2018/// PY - 2018 DO - 10.1186/s12913-018-3362-9 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - C:Kenya KW - C:Nigeria KW - C:South Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:Improvement KW - F:curriculum KW - F:ministry KW - F:outcomes KW - F:pedagogy KW - F:policy KW - P:health KW - P:media KW - P:services KW - P:technology KW - R:interview KW - R:qualitative KW - R:quantitative KW - R:questionnaire KW - T:TVET KW - T:Training KW - T:training needs KW - Z:Curricula KW - Z:Educational models KW - Z:Healthcare providers KW - Z:Healthcare workers KW - Z:Mid-level workers KW - Z:Primary healthcare KW - Z:Quality of healthcare KW - _C:Uganda UGA KW - publicImportV1 ER - TY - GEN TI - Leh Wi Learn - Sierra Leone Secondary Education Improvement Programme AU - DFID DA - 2018/// PY - 2018 LA - EN Y2 - 2020/12/15/00:00:00 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - A description of the self-perceived educational needs of emergency nurses in Durban, KwaZulu-Natal, South Africa AU - Dulandas, Reka AU - Brysiewicz, Petra T2 - African Journal of Emergency Medicine AB - © 2018 African Federation for Emergency Medicine Introduction: Emergency nurses are usually the first to interact with critically ill patients and victims of violence and injuries, and require advanced skills and knowledge to manage such patients. Inadequate training prevents nurses from providing optimal emergency care, and it is important to investigate if there are any skills and competencies lacking in these emergency nurses. We sought to describe the self-perceived educational needs of emergency nurses in Durban, South Africa. Methods: A descriptive quantitative survey was conducted with nurses working in four emergency centres (two state, and two privately funded hospitals) in Durban, South Africa. Results: The survey questionnaire was distributed with a response rate of 79% (n = 128). Almost half the respondents (48%, n = 61) scored less than the mean score of 29, thus indicating lower competency levels. The majority of respondents (67%, n = 85) perceived themselves as highly competent in basic skills (e.g. assess breathing, administer oxygen, assess circulation). Less than half the respondents (45%, n = 57) perceived themselves as highly competent in the intermediate skills (e.g. control haemorrhage, assist with endotracheal intubation, manage shock). A large number of respondents (46%, n = 59) perceived themselves as least competent in advanced skills (e.g. defibrillation/cardioversion, interpreting an echocardiogram [ECG]). The mean score obtained for educational need was 100, thus reflecting a high educational need, and more than half the respondents (62%, n = 79) scored higher than the mean score of 100 for educational needs. The lowest score was 41. Thirty percent (n = 38) of the respondents scored 117, indicating educational needs for all the competencies listed. Overall, 72% (n = 92) agreed that emergency education was a need. Discussion: The study emphasises the need for support systems for educational development of emergency nurses. Further training in specific skills and competencies may enhance emergency care provided. There is a growing need for ongoing educational development of emergency nurses in South Africa. DA - 2018/// PY - 2018 DO - 10.1016/j.afjem.2018.03.001 LA - en AN - LOCAL-SCOPUS_ID:85046742352 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CCZ:South Africa KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:media KW - P:nurse KW - R:quantitative KW - R:questionnaire KW - R:survey KW - T:Training KW - Z:Competency needs KW - Z:Educational needs KW - Z:Emergency nurses KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:Ghana GHA KW - _C:Pakistan PAK KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - Entrepreneurship training and skills development in Africa: Evidence from Koforidua Technical University, Ghana AU - Dzisi, Smile AU - Odoom, Franklin Dodzi AU - Gligah, Bernice T2 - International Journal of Economics and Business Research AB - Copyright © 2018 Inderscience Enterprises Ltd. The significant role entrepreneurial training plays in the success of entrepreneurs has been touted in the literature. This paper explores the idea of practical entrepreneurship training and skills development among African students. The primary objective is to establish the extent to which acquisition of practical entrepreneurial training in addition to the students’ course of study is beneficial to them. The findings revealed that practical entrepreneurial training is new to students in Ghana. The few students who are exposed to practical entrepreneurial training have acquired entrepreneurial skills and knowledge, and this enabled them to set up their own businesses. The findings of this study have implications on growth and development of the economies Africa by creating new and innovative jobs to subsequently and significantly decrease unemployment. The study recommends that tertiary institutions should have entrepreneurial centre for practical sessions. DA - 2018/// PY - 2018 DO - 10.1504/ijebr.2018.092154 LA - en AN - LOCAL-SCOPUS_ID:85048338891 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:economy KW - T:Training KW - Z:Education KW - Z:Entrepreneurial skills KW - Z:Entrepreneurs KW - Z:Innovation KW - Z:Practical sessions KW - Z:Students KW - Z:Training KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Higher Education Students' Ownership and Usage of Smart Phones and Tablets: The Case of Kwame Nkrumah University of Science and Technology (KNUST). AU - Essel, Harry Barton AU - Nunoo, Francis Kofi Nimo AU - Tachie-Menson, Akosua AU - Amankwa, John Opuni T2 - International Journal of Educational Technology DA - 2018/// PY - 2018 DP - Google Scholar VL - 5 IS - 1 SP - 20 EP - 28 ST - Higher Education Students' Ownership and Usage of Smart Phones and Tablets KW - _C:Australia AUS KW - _C:Ghana GHA KW - _C:Ireland IRL KW - _C:Nigeria NGA KW - _C:Spain ESP KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - THES TI - The role of open educational resources (OERs) in primary education in developing nations: A case study of India AU - Ganapathi, Janani DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - Queensland University of Technology ST - The role of open educational resources (OERs) in primary education in developing nations KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Eritrea ERI KW - _C:Finland FIN KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Nepal NPL KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Poland POL KW - _C:Russian Federation RUS KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Tibet XTIBT KW - _C:Togo TGO KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Sustainable Development Goal 4 in the Commonwealth - Status Update Report AU - Goldie-Scot, Matthew AU - Hollows, Sophie AU - Hennessy, Sara AU - Mathew, Primrose AU - Delbridge-Smith, Paul AU - Haßler, Björn CY - London DA - 2018/// PY - 2018 PB - Commonwealth Secretariat UR - http://www.20ccem.gov.fj/images/CCEM_TAB/17022018/CCEM(20)SDG4%20RPT.pdf Y2 - 2020/07/23/19:43:25 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Antigua and Barbuda ATG KW - _C:Australia AUS KW - _C:Bahamas BHS KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Belize BLZ KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cyprus CYP KW - _C:Dominica DMA KW - _C:Fiji FJI KW - _C:Ghana GHA KW - _C:Grenada GRD KW - _C:Guinea GIN KW - _C:Guyana GUY KW - _C:India IND KW - _C:Jamaica JAM KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Malta MLT KW - _C:Mauritius MUS KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Nauru NRU KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Rwanda RWA KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Samoa WSM KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Solomon Islands SLB KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Tanzania TZA KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tuvalu TUV KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Vanuatu VUT KW - _C:Zambia ZMB KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence ER - TY - ELEC TI - GSMA Mobile Connectivity Index | Sierra Leone AU - GSMA AB - The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions DA - 2018/// PY - 2018 UR - https://www.mobileconnectivityindex.com/ Y2 - 2020/06/25/17:20:25 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development AU - Haßler, Björn AU - Hennessy, Sara AU - Hofmann, Riikka T2 - Journal of Learning for Development AB - Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this commentary we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our work of over five years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. ‘OER4Schools’ integrates interactive pedagogy, Open Educational Resources (OER) and the use of mobile devices (where available). Our focus here is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through the use of OER. Our conclusions offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for future programme design and implementation. DA - 2018/// PY - 2018 DP - Google Scholar VL - 5 IS - 1 J2 - Journal of Learning for Development ST - Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa UR - https://docs.opendeved.net/lib/D2GQYC5S KW - AWP2 KW - Active Learning KW - Africa KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - CitedIn:DFID_SRF KW - CitedIn:OER4S-TPE-Anon KW - CitedIn:OER4Schools-2012-HHH1-anon KW - CitedIn:PhD_Thesis KW - DIAL-RDO KW - Developing Nations KW - Educational Technology KW - Elementary Secondary Education KW - Faculty Development KW - Foreign Countries KW - Handheld Devices KW - IMPORT_FROM_DFID_RITE KW - InPrep KW - Inservice Teacher Education KW - Low Income Groups KW - Monday KW - Motivation KW - OER4Schools KW - Open Educational Resources KW - Peer Teaching KW - RPF-May-2016 KW - Resource Allocation KW - Rural Schools KW - STC-TLC KW - Scaffolding (Teaching Technique) KW - Scheduling KW - Shared Resources and Services KW - Sustainable Development KW - Sustainable Development Goal 4 KW - TL:Arabic KW - TL:English KW - TL:Translated KW - Teacher Professional Development KW - Technology Uses in Education KW - Telecommunications KW - TranslationGoingAhead KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:India IND KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Nigeria NGA KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:a KW - missingHU KW - peer-facilitation KW - school-based active learning KW - sub-Saharan Africa KW - ⛔ No DOI found ER - TY - JOUR TI - The Potential and Prerequisites of Effective Tablet Integration in Rural Kenya AU - Heinrich, Carolyn J. AU - Darling-Aduana, Jennifer AU - Martin, Caroline DA - 2018/// PY - 2018 DP - Google Scholar KW - _C:Cambodia KHM KW - _C:China CHN KW - _C:Cuba CUB KW - _C:Ghana GHA KW - _C:Kenya KEN KW - _C:South Africa ZAF KW - _C:United States USA KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - InfoInternet for Education in the Global South: A Study of Applications Enabled by Free Information-only Internet Access in Technologically Disadvantaged Areas (authors' version) AU - Johansen, Johanna AU - Johansen, Christian AU - Noll, Josef T2 - arXiv preprint arXiv:1808.09496 DA - 2018/// PY - 2018 DP - Google Scholar ST - InfoInternet for Education in the Global South KW - _C:Bangladesh BGD KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:India IND KW - _C:Namibia NAM KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Peru PER KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Developing inclusive education policy and practice in Zanzibar : collaborative action research AU - Juma, Said T2 - Jyväskylä studies in education, psychology and social research AB - This doctoral dissertation, which consists of three interrelated sub-studies and an overarching summary, explores the inclusive education development process in Zanzibar, Tanzania. The purpose of the research is to contribute to the development of inclusive policies and practices in order to increase the presence, participation and achievement of all learners. The overarching research question investigated in this research was as follows: How is inclusive education developed in Zanzibar, and how can it be better integrated into the education system? This question was divided into six sub-questions. Each of the three interrelated sub-studies in this dissertation focused on specific sub-questions. The data included several documents related to inclusive education development; interviews conducted with 20 teachers from two primary schools; these teachers’ reflective diaries, which were kept during their action research projects, and the researcher’s reflective diary. The data were analysed using qualitative content analysis and thematic analysis. The findings revealed that Zanzibar has taken several measures to make its education system more inclusive. These measures include acknowledging inclusive education in its 2006 education policy, drafting an inclusive education policy, introducing a re-entry policy for school girls who become pregnant, increasing the number of years of compulsory education from 10 to 12, removing school fees for both primary and secondary schools, providing in-service teacher training for inclusive education, recruiting inclusive education and life skills advisors and resource teachers, and introducing inclusive education courses in teacher training colleges. It is also worth noting that the teachers in this research experienced collaborative action research as valuable in developing their inclusive practices, despite the challenges they encounter in the course of conducting their projects. Despite its advantages, collaborative action research demands additional time from the teachers beyond their teaching responsibilities. The research participants found the teacher resource centres to be key in enhancing their professional development. This research shows the need to review the teaching methods and materials used in schools. Reforms in teacher education curricula are also needed in response to increasingly diverse learning needs and educational changes. In addition, this research emphasises the integration of inclusive education and collaborative action research into teacher education so that all teachers can teach inclusively. Both school-based organisational learning and school–community and school–university collaborations can foster collaborative school cultures and inclusive teacher education. DA - 2018/// PY - 2018 DP - jyx.jyu.fi IS - 611 LA - eng ST - Developing inclusive education policy and practice in Zanzibar UR - https://jyx.jyu.fi/handle/123456789/57790 Y2 - 2018/06/09/16:38:05 KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Central African Republic CAF KW - _C:China CHN KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:New Zealand NZL KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Russian Federation RUS KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP 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:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Tablet Use in Teaching: A Study on Developing an Attitude Scale for Academics. AU - Kayapinar, Ulas AU - Spathopoulou, Filomachi AU - Safieddine, Fadi AU - Nakhoul, Imad AU - Kadry, Seifedine T2 - Eurasian Journal of Educational Research DA - 2018/// PY - 2018 DP - Google Scholar VL - 78 SP - 219 EP - 234 ST - Tablet Use in Teaching KW - _C:Belgium BEL KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Denmark DNK KW - _C:France FRA KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Kuwait KWT KW - _C:Lebanon LBN KW - _C:Malawi MWI KW - _C:Nigeria NGA KW - _C:Romania ROU KW - _C:Saudi Arabia SAU KW - _C:Spain ESP KW - _C:Turkey TUR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - THES TI - Rethinking mobile learning for development: Using the Capability Approach and a mixed-methods systematic review to conceptualise the application of mobile technologies as an educational tool in Low-and Middle-Income Countries AU - Langer, Laurenz DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - UCL (University College London) ST - Rethinking mobile learning for development KW - _C:Afghanistan AFG KW - _C:Albania ALB KW - _C:Algeria DZA KW - _C:Angola AGO KW - _C:Antigua and Barbuda ATG KW - _C:Argentina ARG KW - _C:Armenia ARM KW - _C:Australia AUS KW - _C:Azerbaijan AZE KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Belarus BLR KW - _C:Belize BLZ KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Bosnia and Herzegovina BIH KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Bulgaria BGR KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Costa Rica CRI KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Czech Republic CZE KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Eritrea ERI KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Federated States of Micronesia FSM KW - _C:Fiji FJI KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Grenada GRD KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:Honduras HND KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Italy ITA KW - _C:Ivory Coast CIV KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kazakhstan KAZ KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Korea XKOR KW - _C:Kosovo XKSVO KW - _C:Kyrgyzstan KGZ KW - _C:Laos LAO KW - _C:Latvia LVA KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Libya LBY KW - _C:Lithuania LTU KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Malta MLT KW - _C:Marshall Islands MHL KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:North Macedonia MKD KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Palau PLW KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Republic of Moldova MDA KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Samoa WSM KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Serbia SRB KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Slovakia SVK KW - _C:Slovenia SVN KW - _C:Solomon Islands SLB KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Suriname SUR KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Timor-L'este TLS KW - _C:Togo TGO KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Turkmenistan TKM KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Vanuatu VUT KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review ER - TY - THES TI - Secondary education expansion in Tanzania: Policy and practice implications for teachers’ sense of efficacy AU - Lawrent, Godlove DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - The University of Waikato ST - Secondary education expansion in Tanzania KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Belgium BEL KW - _C:Belize BLZ KW - _C:Benin BEN KW - _C:Burundi BDI KW - _C:Canada CAN KW - _C:China CHN KW - _C:Congo XCO KW - _C:Czech Republic CZE KW - _C:Dominican Republic DOM KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Singapore SGP KW - _C:Slovakia SVK KW - _C:Slovenia SVN KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Trinidad and Tobago TTO KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - Travel without visas: teacher perception of a technology intervention in the Dadaab refugee camp AU - Mansour, Rebecca Grace Telford DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - University of Leicester ST - Travel without visas KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Cuba CUB KW - _C:Djibouti DJI KW - _C:Ethiopia ETH KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Guinea GIN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Israel ISR KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Myanmar MMR KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Portugal PRT KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR 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:Yemen YEM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Technology-Supported Professional Development for Teachers: Lessons from Developing Countries. AU - McAleavy, Tony AU - Hall-Chen, Alex AU - Horrocks, Sarah AU - Riggall, Anna DA - 2018/// PY - 2018 DP - Google Scholar PB - Education Development Trust ST - Technology-Supported Professional Development for Teachers UR - https://www.educationdevelopmenttrust.com/our-research-and-insights/research/technology-supported-professional-development-for- KW - C:Low- and middle-income countries KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:China CHN KW - _C:France FRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Russian Federation RUS KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Education Sector Plan 2018-2020 AU - Ministry of Education, Science and Technology (Sierra Leone) DA - 2018/// PY - 2018 UR - https://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/sierra_leone_education_sector_plan_2018-2020_0.pdf Y2 - 2020/06/25/17:11:35 ER - TY - RPRT TI - Proposal to the Global Partnership for Education for a contribution towards the implementation of the 2018-2020 Education Sector Plan AU - Ministry of Education, Science and Technology (Sierra Leone) DA - 2018/// PY - 2018 UR - https://www.globalpartnership.org/sites/default/files/2018-10-sierra-leone-program-document-2018-2020.pdf Y2 - 2020/06/25/17:31:55 ER - TY - THES TI - Developing teacher-led professional learning in a Tanzanian secondary school: a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand AU - Mwakabenga, Rehema Japhet DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - Massey University ST - Developing teacher-led professional learning in a Tanzanian secondary school KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Bhutan BTN KW - _C:Botswana BWA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Central African Republic CAF KW - _C:China CHN KW - _C:Czech Republic CZE KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Iceland ISL KW - _C:India IND KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Lithuania LTU KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Russian Federation RUS KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - The influence of effective use of mobile devices for learning outside the classroom: case study of secondary school students in Tanzania and South Africa AU - Mwapwele, Samwel Dick DA - 2018/// PY - 2018 DP - Google Scholar M3 - PhD Thesis PB - University of Cape Town ST - The influence of effective use of mobile devices for learning outside the classroom KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:China CHN KW - _C:Dominican Republic DOM KW - _C:Eritrea ERI KW - _C:France FRA KW - _C:Ghana GHA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Malaysia MYS KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Portugal PRT KW - _C:Rwanda RWA KW - _C:Singapore SGP KW - _C:South Africa ZAF 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:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Entrepreneurship education in Ghana – the case of the KNUST entrepreneurship clinic AU - Nyadu-Addo, Ralph AU - Mensah, Mavis Serwah Benneh T2 - Journal of Small Business and Enterprise Development AB - © 2018, Emerald Publishing Limited. Purpose: Entrepreneurship education thrives on the pillars of experiential education. Using the case of the Kwame Nkrumah University of Science and Technology in Ghana, the purpose of this paper is to examine the entrepreneurship clinic (EC) as a viable pedagogy for the promotion of experiential education in entrepreneurship. Design/methodology/approach: The paper relies on insider action research to analyse, within Joplin’s five-step model, the case of the EC at the Kwame Nkrumah University of Science and Technology (KNUST), Ghana. Findings: The analysis showed that the KNUST clinic comprises five main activities including preparation, orientation, selection and matching, coaching and monitoring and evaluation. In relation to Joplin’s five-step model, the first three stages of the clinic provide focus for the clinic while the remaining two stages – coaching and monitoring and evaluation – entail activities that are geared towards action, support, feedback and debrief. Through the clinic, thousands of tertiary students have been trained in entrepreneurship and new venture creation; some selected participants have been coached while others have had the opportunity to qualify for business incubation. Research limitations/implications: Although the paper discusses some achievements of the clinic in relation to enrolment and fundraising, it does not assess the impact of the clinic on the entrepreneurial competencies, intentions and initiatives of participants, hence, these issues are recommended for future research. Practical implications: The paper demonstrates that it is feasible to implement the EC methodology, irrespective of the cost and time implications that are often associated with experiential educational methodologies. However, support from university management, funding raising from internal and external sources and technical support from industry and government agencies are key to the sustainability of clinics. Originality/value: The paper adds novelty to the entrepreneurship education literature by bringing to the fore how a university in an emerging African economy is implementing and managing the EC pedagogy. DA - 2018/// PY - 2018 DO - 10.1108/jsbed-02-2017-0062 LA - en AN - LOCAL-SCOPUS_ID:85033600884 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:achievement KW - F:pedagogy KW - P:economy KW - P:measurement KW - P:technology KW - R:evaluation KW - R:impact KW - T:entrepreneurship education KW - T:trainee KW - Z:Clinic KW - Z:Development KW - Z:Education KW - Z:Entrepreneurship KW - Z:Experiential KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - New product development process: The case of selected technical and vocational colleges in Nigeria AU - Oyebola, Abiodun Isaac AU - Olaposi, Titilayo Olubunmi AU - Adejuwon, Olawale Oladapo AU - Akarakiri, Joshua Babatunde T2 - African Journal of Science, Technology, Innovation and Development AB - © 2017 African Journal of Science, Technology, Innovation and Development. An examination of the literature reveals that studies on new product development processes have been carried out mostly in western contexts using sequential models. This study was conducted using the innovation systems approach and a sequential model to analyze new product development processes in selected technical and vocational colleges in Nigeria. Using a questionnaire survey method, the sequential model revealed that most of the respondents (91%) conceived of their products through job experience and only 4.9% conceived of product ideas through R&D, showing a weakness in science-based enquiries in the invention stages. In addition, 73.9% developed prototypes while 82.2%, 80.4%, and 69.2% conducted feasibly studies, business analyses and market surveys, respectively. These results imply capability in the commercialization stages of the sequential model. The systems of innovation approach however revealed very weak linkages with universities and R&D institutes which could have complemented lack of R&D activities in the technical and vocational colleges. While some useful and beneficial technological products have been developed in the colleges, we conclude that the use of sequential models and systems of innovation approach may bring a fresh perspective to the product development process. DA - 2018/// PY - 2018 DO - 10.1080/20421338.2017.1381458 LA - en AN - LOCAL-SCOPUS_ID:85041364745 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:measurement KW - P:technology KW - R:questionnaire KW - R:survey KW - T:TVET KW - T:vocational college KW - Z:innovation KW - Z:process KW - Z:product development KW - Z:technical and vocational education KW - Z:technological products KW - publicImportV1 ER - TY - BOOK TI - Teachers of Refugees: A Review of the Literature AU - Richardson, Emily AB - The United Nations High Commissioner for Refugees (UNHCR) estimates that 65.6 million people are forcibly displaced, having either crossed national borders or become internally displaced within their own countries. Of this estimate, over 22.5 million are refugees. Over half of the world's refugees are children. With an average length of displacement of approximately 20 years, the majority of these children will spend their entire childhoods away from home. Refugee children have limited access to basic social services like healthcare and education. Given the length of their displacement, generations of refugee children throughout the world could miss out on education altogether. Numerous studies show that the teacher is the most important in-school factor affecting the quality of education, particularly in refugee contexts, where the teacher is sometimes the only resource available to students. In refugee contexts where infrastructure and resources are limited, the role of the teacher is particularly important to the quality of education. However few studies to date have examined the role of teachers in refugee contexts. With more literature focusing on refugee children and youth, little is known about who the teachers of refugees are and how they are recruited, trained, retained, compensated and managed in their contexts. Importantly, there is little research on national teachers who are teaching refugee children; rather, much of the available literature focuses on refugee teachers -- that is, teachers who are also refugees. In addition, this lack of literature on teachers of refugees hinders our understanding not only of their needs but also of 'how refugees can contribute to education in their host countries and (eventually) to their home countries'. The purpose of this literature review is to survey policies, practices and debates that governments and their partners must navigate to provide education for refugee populations, and the strategies they have used to select and manage teaching forces. The review analyses findings from the main literature on teachers of refugees according to the following themes: (1) recruitment, certification and selection of teachers; (2) teacher preparation and development; (3) teacher remuneration and incentives; and (4) teacher retention. In addition, for each of these themes, this review highlights the salient gaps in the research and suggests an agenda for further research. [Co-written with Leonora MacEwen and Ruth Naylor.] DA - 2018/// PY - 2018 DP - ERIC LA - en PB - Education Development Trust SN - 978-1-909437-95-1 ST - Teachers of Refugees UR - https://eric.ed.gov/?id=ED588878 Y2 - 2021/03/07/18:04:36 KW - Access to Education KW - Civil Rights KW - Compensation (Remuneration) KW - Faculty Development KW - Financial Support KW - Foreign Countries KW - Incentives KW - Refugees KW - Research Needs KW - Teacher Certification KW - Teacher Education KW - Teacher Persistence KW - Teacher Recruitment KW - Teacher Role KW - Teacher Selection KW - _C:Afghanistan AFG KW - _C:Algeria DZA KW - _C:Bangladesh BGD KW - _C:Bhutan BTN KW - _C:Bosnia and Herzegovina BIH KW - _C:Burkina Faso BFA KW - _C:Cameroon CMR KW - _C:Chad TCD KW - _C:Congo XCO KW - _C:Croatia HRV KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Greece GRC KW - _C:Guinea GIN KW - _C:Iraq IRQ KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Malaysia MYS KW - _C:Nepal NPL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Syrian Arab Republic SYR KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Preverovaní vedomostí žiakov vo vybranom učive predmetu technika pomocou PC AU - Stadtrucker, Roman DA - 2018/// PY - 2018 DP - Google Scholar KW - _C:Australia AUS KW - _C:Luxembourg LUX KW - _C:Mali MLI KW - _C:Singapore SGP KW - _C:Slovenia SVN KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Sierra Leone Multiple Indicator Cluster Survey 2017 AU - Statistics Sierra Leone CY - Freetown, Sierra Leone DA - 2018/// PY - 2018 M3 - Survey Findings Report PB - Statistics Sierra Leone UR - https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf Y2 - 2020/11/25/19:27:26 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - EdTech for learning in emergencies and displaced settings AU - Tauson, Michaelle AU - Stannard, Luke DA - 2018/// PY - 2018 DP - Google Scholar PB - London: Save the Children UK KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:China CHN KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Holy See VAT KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Israel ISR KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Qatar QAT KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Syrian Arab Republic SYR KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Yemen YEM KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - Second handbook of information technology in primary and secondary education AU - Voogt, Joke CY - New York, NY DA - 2018/// PY - 2018 DP - Library of Congress ISBN LA - en PB - Springer Berlin Heidelberg SN - 978-3-319-71053-2 978-3-319-71055-6 978-3-319-71054-9 KW - _C:Afghanistan AFG KW - _C:Albania ALB KW - _C:Algeria DZA KW - _C:Andorra AND KW - _C:Angola AGO KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Belarus BLR KW - _C:Belgium BEL KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Bosnia and Herzegovina BIH KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Brunei Darussalam BRN KW - _C:Bulgaria BGR KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Costa Rica CRI KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Equatorial Guinea GNQ KW - _C:Eritrea ERI KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Fiji FJI KW - _C:Finland FIN KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Holy See VAT KW - _C:Honduras HND KW - _C:Hungary HUN KW - _C:Iceland ISL KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Korea XKOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Korea, Republic KOR KW - _C:Kosovo XKSVO KW - _C:Kuwait KWT KW - _C:Laos LAO KW - _C:Latvia LVA KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Libya LBY KW - _C:Lithuania LTU KW - _C:Luxembourg LUX KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Malta MLT KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Monaco MCO KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Panama PAN KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Qatar QAT KW - _C:Republic of Moldova MDA KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Sahrawi Arab Democratic Republic XSADR KW - _C:Samoa WSM KW - _C:San Marino SMR KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Serbia SRB KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Slovakia SVK KW - _C:Slovenia SVN KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Timor-L'este TLS KW - _C:Togo TGO KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Vanuatu VUT KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Impacts of Pre-Service Training and Coaching on Kindergarten Quality and Student Learning Outcomes in Ghana AU - Wolf, Sharon T2 - Studies in Educational Evaluation AB - Using a randomized-control trial, this study evaluates a program designed to support Ghanaian kindergarten student-teachers during pre-service training through mentorship and in-classroom training. Several potential barriers to improved teaching quality and learning outcomes are examined. Findings show that the program improved knowledge and implementation of the national curriculum for individuals both when they were student-teachers and, the following year, when they became newly qualified teachers (NQTs). There were mixed impacts on professional well-being, increasing personal accomplishment and motivation but decreasing job satisfaction for NQTs. There were mixed impacts on teaching quality, with increases in child-led learning but decreases in some other aspects of quality. There were no impacts on NQTs’ student learning outcomes. The findings highlight system level challenges with both the posting of NQTs and the absence of support in their first teaching year. Implications for global early childhood education policy and teacher education are discussed. DA - 2018/// PY - 2018 DO - 10.1016/j.stueduc.2018.05.001 LA - en AN - LOCAL-SCOPUS_ID:85047056279 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:curriculum KW - F:learning KW - F:motivation KW - F:outcomes KW - F:policy KW - F:teaching KW - P:measurement KW - P:services KW - P:teacher education KW - P:teacher training KW - P:teachers KW - R:impact KW - R:trial KW - T:Training KW - Z:early childhood education KW - Z:kindergarten KW - Z:pre-service training KW - Z:sub-Saharan Africa KW - Z:teacher training KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Measuring and predicting process quality in Ghanaian pre-primary classrooms using the Teacher Instructional Practices and Processes System (TIPPS) AU - Wolf, Sharon AU - Raza, Mahjabeen AU - Kim, Sharon AU - Aber, J. Lawrence AU - Behrman, Jere AU - Seidman, Edward T2 - Early Childhood Research Quarterly AB - © 2018 Elsevier Inc. In recent years, there has been an increase in the demand for and supply of early childhood education (ECE) in low- and middle-income countries. There is also growing awareness that unless ECE is of high quality, children may attend school but not learn. There is a large literature on the conceptualization and measurement of ECE quality in the United States that focuses on the nature of teacher-child interactions. Efforts to expand access to high quality ECE in low- and middle-income countries will require similar measurement efforts that are theoretically-grounded and culturally-adapted. This paper assesses the factor structure and concurrent validity of an observational classroom quality tool to assess teacher-child interactions—the Teacher Instructional Practices and Processes System©(TIPPS; Seidman et al., 2013)—in Ghanaian pre-primary classrooms. We find evidence of three conceptually distinct but empirically correlated domains of quality: Facilitating Deeper Learning (FDL), Supporting Student Expression (SSE), and Emotional Support and Behavior Management (ESBM). Teachers’ schooling level, training in early childhood development, and professional well-being positively predict the three quality domains in different ways. SSE and ESBM predict classroom end-of-the-school-year academic outcomes, and SSE predicts classroom end-of-the-school-year social-emotional outcomes. Implications for the field of international education and global ECE policy and research are discussed. DA - 2018/// PY - 2018 DO - 10.1016/j.ecresq.2018.05.003 LA - en AN - LOCAL-SCOPUS_ID:85047071258 KW - -FullBiblioUHMLgen KW - -RRQ:LOW KW - A:Sub-Saharan Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:middle-income country KW - F:access KW - F:learning KW - F:outcomes KW - F:policy KW - P:culture KW - P:measurement KW - P:nature KW - P:social KW - P:teacher education KW - P:teachers KW - R:observation KW - T:Training KW - Z:Pre-primary school KW - Z:Process quality KW - Z:School readiness KW - Z:Sub-Saharan Africa KW - Z:Teacher education KW - Z:Teacher-child interactions KW - _C:Ghana GHA KW - publicImportV1 ER - TY - DATA TI - Sierra Leone population 2020 AU - WorldPop AB - RF-based gridded population distribution datasets produced in the framework of the Global Project - Funded by The Bill and Melinda Gates Foundation (OPP1134076) DA - 2018/// PY - 2018 DO - 10.5258/SOTON/WP00645 UR - https://www.worldpop.org/geodata/summary?id=6429 Y2 - 2021/09/10/11:12:20 KW - Population distribution, Population, Dasymetric disaggregation KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Disability in and Around Urban Areas of Sierra Leone AU - Trani, Jean-Francois AU - Bah, Osman AU - Bailey, Nicki AU - Browne, Joyce AU - Groce, Nora AU - Kett, Maria DA - 2017/11/01/ PY - 2017 DP - ResearchGate UR - https://www.researchgate.net/publication/320757193_Disability_in_and_Around_Urban_Areas_of_Sierra_Leone KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Moving teachers to Malawi’s remote communities: A data-driven approach to teacher deployment AU - Asim, Salman AU - Chimombo, Joseph AU - Chugunov, Dmitry AU - Gera, Ravinder AB - There are severe geographical disparities in pupil-teacher ratios (PTR) across Malawi, with most teachers concentrated near commercial centers and in rural schools with better amenities. Most of the variation in PTR is concentrated in small sub-district areas, suggesting a central role for micro-geographic factors in teacher distribution. Employing administrative data from several government sources, regression analysis reveals that school-level factors identified by teachers as desirable are closely associated with PTR, including access to roads, electricity, and water, and distance to the nearest trading center, suggesting a central role for teachers’ interests in PTR variation. Political economy network mapping reveals that teachers leverage informal networks and political patronage to resist placement in remote schools, while administrative officials are unable to stand up to these formal and informal pressures, in part because of a lack of reliable databases and objective criteria for the allocation of teachers. This study curates a systematic database of the physical placement of all teachers in Malawi and links it with data on school facilities and geo-spatial coordinates of commercial centers. The study develops a consistent and objective measure of school remoteness, which can be applied to develop policies to create rules for equitable deployments and targeting of incentives. Growing awareness of disparities in PTRs among district education officials is already showing promising improvements in targeting of new teachers. Simulation results of planned policy applications show significant potential impacts of fiscally-neutral approaches to targeted deployments of new cohorts, as well as retention of teachers through data-calibrated incentives. DA - 2017/11// PY - 2017 LA - en M3 - World Bank Policy Report ST - Moving teachers to Malawi’s remote communities Y2 - 2021/03/07/17:42:34 KW - Data-driven model KW - Deployments KW - Lebanon_event_2021 KW - Malawi KW - Political economy KW - Schools KW - Teachers KW - _C:Brazil BRA KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Italy ITA KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Philippines PHL KW - _C:Singapore SGP KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Sierra Leone 2015 Population and Housing Census: Thematic Report on Disability AU - Kabia, Francis AU - Tarawally, Umaru DA - 2017/10// PY - 2017 PB - Statistics Sierra Leone UR - https://sierraleone.unfpa.org/sites/default/files/pub-pdf/Disability%20Report.pdf Y2 - 2020/12/15/15:27:01 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Teachers and the Teaching Profession in Sierra Leone: A Comprehensive Situation Analysis AU - Wright, Cream DA - 2017/10// PY - 2017 PB - TSC KW - _C:Sierra Leone SLE ER - TY - CHAP TI - School-Based Teacher Professional Development in East Africa: Emerging Lessons from Kenya and Tanzania AU - Hardman, Jan T2 - International Handbook of Teacher Quality and Policy A2 - Akiba, Motoko A2 - LeTendre, Gerald K. AB - This chapter discusses the main challenges facing both governments and the international donor community in the East African region as they implement effective teacher professional development. It reviews the emerging evidence suggesting educational quality is largely obtained by engaging teachers in reviewing their pedagogical processes at the school and classroom levels. It concludes with a discussion of the key priorities for policymakers in Kenya, Tanzania and East Africa more generally as they work towards improving pedagogical practices of both teachers and teacher educators and raising learning outcomes for all children as part of the new post-2015 education agenda. CY - New York : Routledge, 2017. DA - 2017/09/01/ PY - 2017 DP - Google Scholar ET - 1 SP - 517 EP - 527 LA - en PB - Routledge SN - 978-1-315-71006-8 UR - https://www.taylorfrancis.com/books/9781317487821/chapters/10.4324/9781315710068-34 Y2 - 2020/10/20/18:13:27 KW - _C:Canada CAN KW - _C:Cuba CUB KW - _C:Finland FIN KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea, Republic KOR KW - _C:Malawi MWI KW - _C:Senegal SEN KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Open Government Case Study: Costing Sierra Leone’s Open Data Program AU - Joswiak, Naomi DA - 2017/08// PY - 2017 PB - Results for Development UR - https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf Y2 - 2020/12/15/17:44:11 KW - _C:Sierra Leone SLE KW - ___working_potential_duplicate ER - TY - JOUR TI - Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms AU - Shepler, Susan AU - Williams, James H. T2 - Comparative Education DA - 2017/07/03/ PY - 2017 DO - 10.1080/03050068.2017.1338641 DP - DOI.org (Crossref) VL - 53 IS - 3 SP - 418 EP - 441 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 UR - https://www.tandfonline.com/doi/full/10.1080/03050068.2017.1338641 Y2 - 2022/12/25/00:54:54 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Understanding Sierra Leonean and Liberian teachers’ views on discussing past wars in their classrooms AU - Shepler, Susan AU - Williams, James H. T2 - Comparative Education AB - Various curricular and textbook initiatives exist to aid in the national processes of coming to terms with past violence, often serving the political goals of the victors, sometimes supported by international transitional justice institutions. Sierra Leone and Liberia each experienced a devastating civil war during the 1990s and into the 2000s, and each is struggling to rebuild shattered education systems. In addition, each country has experienced a set of post-conflict transitional justice initiatives: Truth and Reconciliation Commissions in each, and a Special Court for Sierra Leone. Although their respective ministries of education have attempted to address peace education through UNICEF-sponsored curriculum revision processes, those efforts have not yet reached the majority of serving teachers, so a discussion of teachers’ actual practices is vital. This article uses interviews with teachers in rural and urban Sierra Leone and Liberia to discuss whether and how teachers talk about past war in their classrooms; whether they think it is important to discuss past conflicts, and if so, why; and what kind of curricular support would help them better teach about the wars. The article discusses how and why teachers embrace or subvert official efforts through their classroom practices, and compares the Sierra Leone and Liberia contexts and results. This research will help us to understand teachers’ own perspectives on addressing past conflict in their classrooms, and perhaps help policy-makers better implement their peace education initiatives. DA - 2017/07/03/ PY - 2017 DO - 10.1080/03050068.2017.1338641 DP - Taylor and Francis+NEJM VL - 53 IS - 3 SP - 418 EP - 441 SN - 0305-0068 UR - https://doi.org/10.1080/03050068.2017.1338641 Y2 - 2020/12/15/19:19:16 KW - Education KW - Liberia KW - Sierra Leone KW - _C:Sierra Leone SLE KW - teachers KW - teaching about conflict KW - transitional justice ER - TY - THES TI - Factors influencing female undergraduate students' acceptance of, and motivation to, use tablet computers for learning AU - Alomary, Azza DA - 2017/// PY - 2017 DP - Google Scholar M3 - PhD Thesis PB - University of Southampton KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Cuba CUB KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Korea, Republic KOR KW - _C:Lebanon LBN KW - _C:Libya LBY KW - _C:Malaysia MYS KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Philippines PHL KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Turkey TUR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - Research on open educational resources for development in the Global South: Project landscape AU - Arinto, Patricia AU - Hodgkinson-Williams, Cheryl AU - King, Thomas AU - Cartmill, Tess AU - Willmers, Michelle DA - 2017/// PY - 2017 DP - Google Scholar PB - African Minds, International Development Research Centre & Research on Open … ST - Research on open educational resources for development in the Global South KW - _C:Afghanistan AFG KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Bolivia BOL KW - _C:Brazil BRA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Costa Rica CRI KW - _C:Cuba CUB KW - _C:Ecuador ECU KW - _C:El Salvador SLV KW - _C:Estonia EST KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Laos LAO KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:North Cyprus XNCYP KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Russian Federation RUS KW - _C:Slovenia SVN KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Surveillance training for ebola preparedness in Côte d’Ivoire, Guinea-Bissau, Senegal, and Mali AU - Cáceres, Victor M. AU - Sidibe, Sekou AU - Andre, McKenzie AU - Traicoff, Denise AU - Lambert, Stephanie AU - King, Melanie E. AU - Kazambu, Ditu AU - Lopez, Augusto AU - Pedalino, Biagio AU - Herrera Guibert, Dionisio J. AU - Wasswa, Peter AU - Cardoso, Placido AU - Assi, Bernard AU - Ly, Alioune AU - Traore, Bouyagui AU - Angulo, Frederick J. AU - Quick, Linda AU - Dicker, Richard AU - Brenner, Eric AU - Dixon, Meredith G. AU - Meyer, Erika AU - Rhodes, Rachel AU - Twinomugisha, Samuel AU - Kimuli, Anthony AU - Agnihotri, Sachin AU - Johnson, Kenneth T2 - Emerging Infectious Diseases AB - © 2017, Centers for Disease Control and Prevention (CDC). All rights reserved. The 2014–2015 epidemic of Ebola virus disease in West Africa primarily affected Guinea, Liberia, and Sierra Leone. Several countries, including Mali, Nigeria, and Senegal, experienced Ebola importations. Realizing the importance of a trained field epidemiology workforce in neighboring countries to respond to Ebola importations, the Centers for Disease Control and Prevention Field Epidemiology Training Program unit implemented the Surveillance Training for Ebola Preparedness (STEP) initiative. STEP was a mentored, competency-based initiative to rapidly build up surveillance capacity along the borders of the at-risk neighboring countries Côte d’Ivoire, Mali, Senegal, and Guinea-Bissau. The target audience was district surveillance officers. STEP was delivered to 185 participants from 72 health units (districts or regions). Timeliness of reporting and the quality of surveillance analyses improved 3 months after training. STEP demonstrated that mentored, competency-based training, where learners attain competencies while delivering essential public health services, can be successfully implemented in an emergency response setting. DA - 2017/// PY - 2017 DO - 10.3201/eid2313.170299 LA - en AN - LOCAL-SCOPUS_ID:85041008962 KW - -FullBiblioUHMLgen KW - -RRQ:M:final KW - -missingHU KW - A:West Africa KW - C:Guinea KW - C:Guinea-Bissau KW - C:Liberia KW - C:Mali KW - C:Nigeria KW - C:Senegal KW - C:Sierra Leone KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:R KW - CT:T KW - P:health KW - P:services KW - R:survey KW - T:Training KW - T:competency-based training KW - T:trainee KW - _C:Sierra Leone SLE KW - publicImportV1 ER - TY - RPRT TI - It takes a village to raise a teacher: the Learning Assistant programme in Sierra Leone AU - Crisp, Martin AU - Safford, Kimberly AU - Wolfenden, Freda DA - 2017/// PY - 2017 PB - The Open University and Plan International UR - http://oro.open.ac.uk/49603/1/Sierra%20Leone%20LA%20Research%20Report%20170517%20FINAL.PDF Y2 - 2020/07/15/10:11:07 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Entrepreneurship Education in Sub-Saharan Africa: Results of a Case Study in Senegal AU - Garcia-Rodriguez, Francisco J AU - Gil-Soto, Esperanza AU - Ruiz-Rosa, Ines AU - Sene, Papa Mamour AB - The number of entrepreneurship education programs has grown worldwide in the last two decades. This has helped consolidate a fruitful line of research focusing on measuring the impact that these programs have on participating students' entrepreneurship potential. However, to date, these programs have almost exclusively centered on more developed countries. The present work, on the contrary, analyses the impact of an entrepreneurship promotion program carried out for a period of three years in the socioeconomic and cultural context of a less developed country: Senegal. Specifically, the program was aimed at students on different degree programs at the University of Gaston Berger. Theoretical approaches of effectuation and bricolage were applied and students' enterprise potential was tested ex ante and ex post. The results show that students had a significant improvement in their entrepreneurial potential, thus reflecting the effectiveness of entrepreneurship education in these contexts. DA - 2017/// PY - 2017 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Senegal KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - D:developing country KW - D:less developed country KW - F:Improvement KW - F:attitude KW - P:culture KW - Q:degree KW - R:case study KW - R:impact KW - T:entrepreneurship education KW - Z:Attitudes KW - Z:Developing countries--LDCs KW - Z:Entrepreneurs KW - Z:Students KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Directory of Accredited Programmes Offered in Polytechnics, Technical and Vocational Institutions AU - Government of Nigeria DA - 2017/// PY - 2017 LA - English UR - https://net.nbte.gov.ng/sites/default/files/2018-02/2017%20DIRECTORY%20OF%20INSTITUTIONS%20UNDER%20THE%20PURVIEW%20OF%20NBTE.pdf Y2 - 2018/12/06/17:24:46 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - TVET Provider KW - publicImportV1 ER - TY - JOUR TI - The Availability of Electronic Courses Using ICT Infrastructure in Teaching and Learning among Teachers in Nigeria's TVET Institutions. AU - Hashim, MHM AU - Abubakar, B AB - Abstract: As information and communication technology becomes a regular feature of the educational environment, it may be difficult for teaching and learning activities especially in TVET institutions to remain unchallenged. However, ICT application as a pedagogical tool in Nigerian TVET institutions is not a common practice and it also remains unclear how utilisation of ICT enhances pedagogy. This study is interested in the availability of electronic courses using ICT infrastructure in teaching and learning. Using activity theory as a guide, multiple case studies are conducted. The Qualitative Case Study Methodology is used in this research. Five TVET institutions and 20 participants are selected using maximum variation and homogeneous purposive sampling strategies, respectively. During the visits to the institutions, classroom observation is carried out, documents such as the curriculum and teacher's lecture materials are reviewed for triangulation. Semi-structured interviews are conducted with 20 selected participants as the primary data collection method. At the data analysis stage, the inductive and deductive methods are used to analyse the data and two strategies of grounded theory as open and axial coding are employed. The coding process is achieved through the use of an inherent feature of NViVOlO. The findings show that four themes: availability of infrastructure, computer specifications, educational software and connectivity. DA - 2017/// PY - 2017 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:teaching KW - P:electro KW - P:teachers KW - Q:ICT KW - Q:educational technology KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - An Atlas of The Forty Colleges of Education in Ghana AU - Haßler, Björn AU - Akunor, J. T. AU - Nyamador, E. S. DA - 2017/// PY - 2017 UR - http://bjohas.de/atlas2017 KW - Author:Haßler KW - Author:OpenDevEd KW - _C:Ghana GHA KW - _C:Mexico MEX KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Open Government Case Study: Costing Sierra Leone’s Open Data Program AU - Joswiak, Naomi DA - 2017/// PY - 2017 PB - Results for Development UR - https://www.r4d.org/wp-content/uploads/R4D_OG-SierraLeone-CS_web.pdf Y2 - 2020/12/18/12:18:01 KW - _C:Sierra Leone SLE KW - ___working_potential_duplicate ER - TY - JOUR TI - Challenges of Technical Vocational Teacher Education and Teaching in Nigeria: The Need for Intervention AU - Kennedy, George W AU - Udoetuk, Udeme S AB - This paper reviews the critical roles of Technical Vocational teacher education and teaching in Nigeria. The paper establishes a nexus between quality Technical Vocational teacher education and national development. Critical challenges to Technical Vocational teacher education programmes and the teaching profession in Nigeria are identified to include over-crowded classes for teacher’s trainees, inequity in urban/rural deployment of teachers, poor funding and inadequate facilities, low quality Information and Communication technology (ICT) compliance and non-professionalization of teaching in Nigeria. Recommendations which include, a standard class, equity in urban/rural deployment of teachers, training/or retraining of Technical Vocational teacher in qualitative Information and Communication technology (ICT), Technical Vocational teacher mandatory membership in professional organisation, periodic attendance and active participation at conferences, seminars and workshop were made. DA - 2017/// PY - 2017 DP - Zotero VL - 3 IS - 7 SP - 12 LA - en KW - _C:China CHN KW - _C:India IND KW - _C:Japan JPN KW - _C:Nigeria NGA KW - _C:Turkey TUR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Cross-country comparison of TVET systems, practices and policies, and employability of youth in Sub-Saharan Africa AU - Oketch, Moses AB - In recent years, organisations such as the African Development Bank (AfDB), and several African governments have conceded that TVET may have a positive impact on harnessing the youth dividend. There has been some progress in some countries, but there is still insufficient understanding of the place of TVET and youth skills development. The criticisms of TVET in the past, and attitudes toward it, coupled with a period of neglect by governments and donors have all resulted in insufficient understanding of the positive effects TVET can have on the youth and on economic development compared to other regions of the world that have had clearly developed agenda for youth skills development through further colleges, community colleges, or apprenticeships. DA - 2017/// PY - 2017 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - A:Africa KW - C:Botswana KW - C:Kenya KW - CLL:en KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - THES TI - Access and use of clinical informatics among medical doctors in selected teaching hospitals in Nigeria and South Africa AU - Owolabi, Kehinde Aboyami DA - 2017/// PY - 2017 DP - Google Scholar M3 - PhD Thesis PB - University of Zululand KW - _C:Angola AGO KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Belgium BEL KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bosnia and Herzegovina BIH KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burkina Faso BFA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Colombia COL KW - _C:Congo XCO KW - _C:Cuba CUB KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Kuwait KWT KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mexico MEX KW - _C:Morocco MAR KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Philippines PHL KW - _C:Portugal PRT KW - _C:Qatar QAT KW - _C:Romania ROU KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Togo TGO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - A comparative study of TVET in 5 African Countries with a specific focus on TVET Teacher Education AU - Papier, Joy AB - This article describes a five country (Cameroun, Egypt, Ghana, South Africa, Tanzania) study of ‘TVET Teacher Education in Africa’ that was commissioned in terms of an EU-South African collaboration in 2013. While the focus was on vocational teacher education, the contextual realities of each country‘s vocational systems was studied as this would impact on every aspect of vocational teacher development, for instance, what teachers would have to teach, who the students might be, how students would be expected to learn, available funding for Vocational Education and so on. Comparisons were therefore made over a range of elements that included the systems in place for vocational training, systems of vocational teacher education, and the modalities for training of VET teachers. DA - 2017/// PY - 2017 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CLL:en KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:Finland FIN KW - _C:Ghana GHA KW - _C:Ireland IRL KW - _C:Netherlands NLD KW - _C:South Africa ZAF KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Implementing large-scale instructional technology in Kenya: Changing instructional practice and developing accountability in a national education system AU - Piper, Benjamin AU - Oyanga, Arbogast AU - Mejia, Jessica AU - Pouezevara, Sarah T2 - International Journal of Education and Development using Information and Communication Technology AB - Previous large-scale education technology interventions have shown only modest impacts on student achievement. Building on results from an earlier randomized controlled trial of three different applications of information and communication technologies (ICTs) on primary education in Kenya, the Tusome Early Grade Reading Activity developed the National Tablets Program. The National Tablets Program is integrated into the Tusome activity by providing tablets to each of more than 1,200 instructional coaches in the country to use when they visit teachers. This enables a national database of classroom instructional quality, which is used by the education system to monitor overall education quality. The tools provided on the tablets are designed to help coaches increase the quality of their instructional support to teachers, and deepen the shallow accountability structures in Kenya’s education system. Using results of a national survey, we investigated the ability of the National Tablets Program to increase the number of classroom observations done by coaches and to improve student learning outcomes. Survey results showed high levels of tablet program utilization, increased accountability, and improvements in learning outcomes. We share recommendations regarding large-scale ICT interventions and literacy programs. DA - 2017/// PY - 2017 DP - Zotero VL - 13 IS - 3 LA - en KW - C:Kenya KW - _C:Brazil BRA KW - _C:Catalan Republic XCATA KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Honduras HND KW - _C:India IND KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Malawi MWI KW - _C:Niger NER KW - _C:Peru PER KW - _C:Portugal PRT KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - The Contribution of Digital Technologies to Service Delivery: An Evidence Review AU - Sharmin, Shumona AU - Faith, Becky AU - Prieto Martín, P. AU - Ramalingam, Ben DA - 2017/// PY - 2017 DP - Google Scholar PB - IDS ST - The Contribution of Digital Technologies to Service Delivery KW - _C:Afghanistan AFG KW - _C:Armenia ARM KW - _C:Australia AUS KW - _C:Azerbaijan AZE KW - _C:Bangladesh BGD KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burkina Faso BFA KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Catalan Republic XCATA KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Costa Rica CRI KW - _C:Cuba CUB KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guyana GUY KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Kyrgyzstan KGZ KW - _C:Lesotho LSO KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mexico MEX KW - _C:Myanmar MMR KW - _C:Nepal NPL KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Panama PAN KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Qatar QAT KW - _C:Romania ROU KW - _C:Rwanda RWA KW - _C:Samoa WSM KW - _C:Singapore SGP KW - _C:Solomon Islands SLB KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE 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:Venezuela VEN KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 KW - literature / systematic review ER - TY - RPRT TI - Sierra Leone 2015 population and housing census: Thematic report on poverty and durables AU - Statistics Sierra Leone DA - 2017/// PY - 2017 PB - Statistics Sierra Leone UR - https://www.statistics.sl/images/StatisticsSL/Documents/Census/2015/sl_2015_phc_thematic_report_on_poverty_and_durables.pdf Y2 - 2021/09/15/12:38:30 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone Multiple Indicator Cluster Survey 2017, survey findings report AU - Statistics Sierra Leone CY - Freetown, Sierra Leone DA - 2017/// PY - 2017 PB - Statistics Sierra Leone UR - https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf Y2 - 2021/09/10/12:05:38 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Midline survey: Transforming teacher education and learning AU - T-TEL DA - 2017/// PY - 2017 UR - https://www.t-tel.org/files/docs/Learning%20Hub/Research%20and%20evidence%20-%20teacher%20education%20in%20Ghana/T-TEL%20MIDLINE%20REPORT.pdf Y2 - 2020/07/03/11:32:57 KW - _C:Ghana GHA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Sierra Leone Multiple Indicator Cluster Survey AU - UNICEF DA - 2017/// PY - 2017 UR - https://www.statistics.sl/images/StatisticsSL/Documents/sierra_leone_mics6_2017_report.pdf Y2 - 2020/06/25/17:21:26 KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Mobile learning in schools: Key issues, opportunities and ideas for practice AU - Wishart, Jocelyn DA - 2017/// PY - 2017 DP - Google Scholar PB - Routledge ST - Mobile learning in schools KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Brunei Darussalam BRN KW - _C:Canada CAN KW - _C:China CHN KW - _C:Denmark DNK KW - _C:Finland FIN KW - _C:France FRA KW - _C:India IND KW - _C:Italy ITA KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Korea XKOR KW - _C:Lebanon LBN KW - _C:Malaysia MYS KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Portugal PRT KW - _C:Qatar QAT KW - _C:Singapore SGP KW - _C:Slovenia SVN KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - ELEC TI - Sierra Leone - Multiple Indicator Cluster Survey 2017 AU - World Bank DA - 2017/// PY - 2017 UR - https://microdata.worldbank.org/index.php/catalog/3210 Y2 - 2021/09/10/11:08:56 KW - _C:Sierra Leone SLE 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 - BOOK TI - Theme 6: Leadership for Learning (Coordinators) AU - Swaffield, Sue AU - MacBeath, J. T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators) A3 - Haßler, Björn CY - Ghana DA - 2016/12// PY - 2016 ET - 1 VL - 7 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 - BOOK TI - Theme 6: Leadership for Learning (Tutors) AU - Swaffield, Sue AU - MacBeath, J. T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors) A3 - Haßler, Björn CY - Ghana DA - 2016/12// PY - 2016 ET - 1 VL - 7 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 - _C:Chad TCD KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:United Kingdom GBR KW - _C:Uruguay URY KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence ER - TY - RPRT TI - Mainstreaming an Effective Intervention: Evidence from Randomized Evaluations of “Teaching at the Right Level” in India AU - Banerjee, Abhijit AU - Banerji, Rukmini AU - Berry, James AU - Duflo, Esther AU - Kannan, Harini AU - Mukherji, Shobhini AU - Shotland, Marc AU - Walton, Michael T2 - NBER Working Paper Series AB - Previous randomized studies have shown that addressing children’s current learning gaps, rather than following an over-ambitious uniform curriculum, can lead to significant learning gains. In this study, we evaluate a series of efforts to scale up the NGO Pratham’s approach to teaching children according to their actual learning level, in four Indian States. While this approach was previously shown to be extremely effective when implemented with community volunteers outside of school, the objective of these new scale-up evaluations was to develop a model that could be implemented within the government school system. In the first two instances (Bihar and Uttarakhand), the methodology was not adopted by government schoolteachers, despite well-received training sessions and Pratham support. Motivated by the quantitative and qualitative analysis of these early attempts, we adapted the approach and designed large-scale experiments in the states of Haryana and Uttar Pradesh to test two new scale-up models. In Haryana, teachers received support from government resource persons trained by Pratham, and implemented the approach during a dedicated hour. In Uttar Pradesh, Pratham volunteers implemented high-intensity, short-burst “learning camps” for 40 days, in school and during school hours, with additional 10-day summer camps. Both models proved effective, with gains in language of 0.15 standard deviation in Haryana, and 0.70 standard deviations in Uttar Pradesh, on all students enrolled in these schools at baseline. These two models provide blueprints that can be replicated inside other government systems. DA - 2016/10// PY - 2016 DP - National Bureau of Economic Research M3 - Working Paper PB - National Bureau of Economic Research SN - 22746 ST - Mainstreaming an Effective Intervention UR - http://www.nber.org/papers/w22746 Y2 - 2020/07/27/13:25:15 KW - C:India KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Nepal NPL KW - _C:Pakistan PAK KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - BOOK TI - Theme 5: Teaching and learning materials (Coordinators) T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators) A3 - Haßler, Björn CY - Ghana DA - 2016/10// PY - 2016 ET - 1 VL - 6 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 - BOOK TI - Theme 5: Teaching and Learning Materials (Tutors) T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors) A3 - Haßler, Björn CY - Ghana DA - 2016/10// PY - 2016 ET - 1 VL - 6 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 - RPRT TI - Education in Emergencies Endline Evaluation Report – Sierra Leone AU - Sankoh, Didan AU - Cowan, Emma DA - 2016/06/10/ PY - 2016 PB - Girls' Education Challenge, UK Aid KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Theme 4: Group Work (Coordinators) T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators) A3 - Haßler, Björn AB - This handbook is the HANDBOOK FOR PD COORDINATORS for Theme 4, focusing on group work. In many everyday situations people work alongside colleagues, speak and listen to friends, and see what others do and how they do it. This is how we all learn. As we talk to others, we discover new ideas and information. If activities in the college classrooms are centred on the tutor, then the student teachers do not get enough time to be active: they do not have the opportunity to try, to demonstrate their learning or to ask questions. In such situations, some students may only give short answers and some may say nothing at all. In large classes, the situation is even worse, with only a small proportion of students saying anything at all. One reason for doing group work in the classroom is to give students more opportunities to participate. Working in groups and pairs is about learning collaboratively. Collaborative learning means two or more student teachers working together to achieve a shared goal. This includes peer collaboration (for groups of two student teachers), and small group work (for smaller groups). It requires you to interact and talk about what you are thinking with one another in a specific learning context. Questions can be posed, ideas can be challenged and misunderstandings can be heard and investigated. CY - Ghana DA - 2016/04// PY - 2016 ET - 1 VL - 5 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 - BOOK TI - Theme 4: Group Work (Tutors) T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors) A3 - Haßler, Björn CY - Ghana DA - 2016/04// PY - 2016 ET - 1 VL - 5 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 - JOUR TI - Reflecting on Five Decades of Teacher Professional Development in Tanzania: The Missing Dimensions AU - Dachi, Hillary T2 - Papers in Education and Development AB - The importance of teacher development need not be over stated. This is adducible by the fact that transformations, innovations and diffusions in education make it imperative that teachers have to continually change and adopt. This paper takes stock of the trajectory of teacher professional development in Tanzania by locating related initiatives in the macro-policies and education transformations spanning a period of nearly five decades. It identifies the missing dimensions for robust in-service continuous professional development programmes (CPD) for primary and secondary school teachers. The paper proposes the need to support a cost effective in-service CPD model, which is school based designed around a reflective practitioner approach, for which teaching is an interactive problem solving professional undertaking requiring continuous updating of key competences that teachers require for classroom practices. Key words:      teachers’ professionalism; teachers’ continuous professional development; macro-policies; education transformations DA - 2016/02/18/ PY - 2016 DP - journals.udsm.ac.tz VL - 36 IS - 0 LA - en SN - 0856-4027 ST - Reflecting on Five Decades of Teacher Professional Development in Tanzania UR - http://journals.udsm.ac.tz/index.php/ped/article/view/2528 Y2 - 2019/06/01/11:48:49 KW - _C:Canada CAN KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Kenya KEN KW - _C:Korea, Republic KOR KW - _C:Malaysia MYS KW - _C:Namibia NAM KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - BOOK TI - Theme 3: Talk for Learning (Coordinators) T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators) A3 - Haßler, Björn CY - Ghana DA - 2016/02// PY - 2016 ET - 1 VL - 4 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 - BOOK TI - Theme 3: Talk for Learning (Tutors) T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors) A3 - Haßler, Björn CY - Ghana DA - 2016/02// PY - 2016 ET - 1 VL - 4 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 - CHAP TI - Reconstructing education in post-conflict Sierra Leone AU - Pai, Grace T2 - Security, Education and Development in Contemporary Africa CY - City University of New York (CUNY) DA - 2016/01/01/ PY - 2016 PB - Guttman Community College UR - https://academicworks.cuny.edu/nc_pubs/87 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Youth unemployment in resource-rich Sub-Saharan Africa: A critical review AU - Ackah-Baidoo, Patricia T2 - The Extractive Industries and Society AB - This paper critically reviews the youth unemployment crisis in resource-rich Sub-Saharan Africa. Although the region has experienced continuous and a seemingly limitless flow of investment in all types of extractive industries in recent decades, this growth has not directly translated into significant poverty reduction. Its overdependence on natural resources economically seems to have had a negative impact on socioeconomic development overall, generating very few jobs for youth and exacerbating existing unemployment crises. The paper uses Ghana, one the region’s top mineral-rich countries, as a case study to explore these issues further. DA - 2016/01// PY - 2016 DO - 10.1016/j.exis.2015.11.010 DP - Crossref VL - 3 IS - 1 SP - 249 EP - 261 LA - en SN - 2214790X ST - Youth unemployment in resource-rich Sub-Saharan Africa UR - http://linkinghub.elsevier.com/retrieve/pii/S2214790X15300046 AN - DOI-10.1016/j.exis.2015.11.010 Y2 - 2018/09/14/15:02:29 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 ER - TY - CONF TI - One Laptop per Child Rwanda: Enabling Factors and Barriers AU - Adam, Taskeen AU - Haßler, Björn AU - Cruickshank, Heather T2 - South Africa International Conference on Educational Technologies C1 - Pretoria, South Africa C3 - Empowering the 21st Century Learner DA - 2016/// PY - 2016 DP - Google Scholar SP - 184 EP - 195 PB - African Academic Research Forum SN - ISBN 978-0-620-70782-4 ST - One Laptop per Child Rwanda UR - http://aa-rf.org/wp-content/uploads/2017/03/SAICET-2016-Proceedings.pdf KW - Author:Haßler KW - Author:OpenDevEd KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Botswana BWA KW - _C:Burkina Faso BFA KW - _C:Canada CAN KW - _C:China CHN KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Denmark DNK KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Malaysia MYS KW - _C:Mexico MEX 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:Serbia SRB KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sudan SDN 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:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Influence of Mobile Learning Training on Pre-Service Social Studies Teachers' Technology and Mobile Phone Self-Efficacies AU - Adedoja, Gloria AU - Oluwadara, Abimbade T2 - Journal of Education and Practice AB - Current instructional deliveries favour the use of mobile technology because of its inherent potentials and benefits such as portability, ease of use cost and others. Despite these benefits, many teachers especially in Sub-Saharan Africa still prefer the conventional method and use mobile phones for social engagements such as texting, chatting, callings and others. Though, these teachers use mobile phones for these social activities, using it for instruction is somewhat problematic for them without adequate training on its pedagogical implications. This is also because there are dearth of trainings in this area. Some factors that could however affect this type of specialised training include Technology Self-efficacy, Mobile Phone Self-efficacy, attitude, age and others. The sample of this present study was 101 pre-service social studies teachers in two Universities in Nigeria. The influence of the Mobile learning training on Technology/Mobile Phone Self-efficacies was explored. The results indicated that the pre-service social studies teachers have high Technology/Mobile Phone Self-efficacies after exposure to the training. DA - 2016/// PY - 2016 VL - 7 IS - 2 SP - 74 EP - 79 LA - en SN - 2222-1735, 2222-1735 UR - https://files.eric.ed.gov/fulltext/EJ1089740.pdf AN - LOCAL-PQ-1826519509 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - Age Differences KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - ERIC, Current Index to Journals in Education (CIJE) KW - Electronic Learning KW - F:attitude KW - F:learning KW - F:pedagogy KW - Foreign Countries KW - Higher Education KW - Instructional Effectiveness KW - Likert Scales KW - Nigeria KW - P:electro KW - P:services KW - P:social KW - P:teachers KW - P:technology KW - Postsecondary Education KW - Predictor Variables KW - Preservice Teachers KW - Pretests Posttests KW - Q:mobile learning KW - Questionnaires KW - R:questionnaire KW - Self Efficacy KW - Social Studies KW - Student Teacher Attitudes KW - T:Training KW - Technological Literacy KW - Technology Education KW - Z:Age Differences KW - Z:Electronic Learning KW - Z:Foreign Countries KW - Z:Instructional Effectiveness KW - Z:Likert Scales KW - Z:Predictor Variables KW - Z:Preservice Teachers KW - Z:Pretests Posttests KW - Z:Questionnaires KW - Z:Self Efficacy KW - Z:Social Studies KW - Z:Student Teacher Attitudes KW - Z:Technological Literacy KW - Z:Technology Education KW - __:import:01 KW - __:match:final KW - __:matched KW - __:study_id:2096188 KW - __C:filed:1 KW - ___working_potential_duplicate KW - __finaldtb KW - publicImportV1 KW - ⛔ No DOI found ER - TY - THES TI - The professional development of teachers in Higher Education in Oman: a case study of English teachers in the Colleges of Applied Sciences AU - Al-Ghatrifi, Yaqoob DA - 2016/// PY - 2016 DP - Google Scholar M3 - PhD Thesis PB - University of Reading ST - The professional development of teachers in Higher Education in Oman KW - _C:Antigua and Barbuda ATG KW - _C:Australia AUS KW - _C:Bahrain BHR KW - _C:Benin BEN KW - _C:Canada CAN KW - _C:China CHN KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:India IND KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Kuwait KWT KW - _C:Malaysia MYS KW - _C:Malta MLT KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Portugal PRT KW - _C:Qatar QAT KW - _C:Saudi Arabia SAU KW - _C:Somalia SOM KW - _C:Sweden SWE KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Improving Secondary School Teacher Quality in Sub-Saharan Africa AU - Bainton, Dave AU - Barrett, Angeline Mbogo AU - Tikly, Leon T2 - Bristol Working Papers in Education DA - 2016/// PY - 2016 DP - Zotero LA - en PB - University of Bristol SN - 3 KW - C:sub-Saharan Africa KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Burundi BDI KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Congo, Republic COG KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:India IND KW - _C:Ivory Coast CIV KW - _C:Kenya KEN KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Open Data Readiness Assessment: Prepared for the Government of Sierra Leone AU - Chrzanowski, Pierre AU - Holm, Jeanne AU - Manley, Laura AU - Dodds, Elizabeth AU - Baker, Rob DA - 2016/// PY - 2016 PB - World Bank Group; Open Aid Partnership UR - https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf Y2 - 2020/12/15/17:45:57 KW - _C:Sierra Leone SLE ER - TY - THES TI - Challenges in the Informal Construction Artisan Training System in the Ghanaian Construction Industry AU - Damasah, SK AB - This research sought to find out the challenges confronting the informal artisan training system in the Ghanaian construction industry and provide available opportunities to help improve the system. The study was limited to two regions namely Greater Accra and Volta regions of Ghana. In all, two hundred and thirty-three (233) artisans comprising of one hundred and thirteen (113) apprentices and one hundred and twenty (120) master artisans were used for the study. Questionnaires were the main research instrument but personal observation was also used by the researcher. The sample of three hundred (300) was used in the data analysis. Qualitative research approach was used, employing the descriptive approach. Data from the field was analysed using percentages. From the findings, it was realized that two main modes of skill acquisition were in play pertaining to the informal sector, these are the traditional method (75%) and the attachment method (25%). Another finding was that, one shortcoming of the informal system appears to be a lack of consistency and adequate content in the training that apprentice receive. The study concludes that there is little external motivation or capability for the system’s trainees to progress in performance or in improving their methods. More than 55% of the master artisans apply experimentation or trial and error in their work. It is recommended that, it will be essential to involve the master artisans in a reform process including efforts to provide them with opportunities to upgrade their own knowledge of construction skills. DA - 2016/// PY - 2016 LA - en PB - College of Art and Built Environment UR - http://dspace.knust.edu.gh/handle/123456789/9219 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:artist KW - P:construction KW - T:Formal apprenticeship KW - T:Training KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Tablet use in schools: a critical review of the evidence for learning outcomes AU - Haßler, Björn AU - Major, Louis AU - Hennessy, Sara T2 - Journal of Computer Assisted Learning AB - The increased popularity of tablets in general has led to uptake in education. We critically review the literature reporting use of tablets by primary and secondary school children across the curriculum, with a particular emphasis on learning outcomes. The systematic review methodology was used, and our literature search resulted in 33 relevant studies meeting the inclusion criteria. A total of 23 met the minimum quality criteria and were examined in detail (16 reporting positive learning outcomes, 5 no difference and 2 negative learning outcomes). Explanations underlying these observations were analysed, and factors contributing to successful uses of tablets are discussed. While we hypothesize how tablets can viably support children in completing a variety of learning tasks (across a range of contexts and academic subjects), the fragmented nature of the current knowledge base, and the scarcity of rigorous studies, makes it difficult to draw firm conclusions. The generalizability of evidence is limited, and detailed explanations as to how, or why, using tablets within certain activities can improve learning remain elusive. We recommend that future research moves beyond exploration towards systematic and in-depth investigations building on the existing findings documented here. DA - 2016/// PY - 2016 DO - 10.1111/jcal.12123 DP - Google Scholar VL - 32 IS - 2 SP - 139 EP - 156 J2 - JCAL LA - en SN - 1365-2729 ST - Tablet use in schools UR - https://docs.opendeved.net/lib/9IYKEUKJ KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -missingHU KW - Android KW - Australia AUS KW - Author:Haßler KW - Author:OpenDevEd KW - Belgium BEL KW - Björn-CV-OECS KW - Canada CAN KW - Chile CHL KW - DL4D cited KW - Malawi MWI KW - Monday KW - New Zealand NZL KW - Spain ESP KW - TL:Arabic KW - TL:English KW - TL:Translated KW - Thailand THA KW - TranslationGoingAhead KW - Turkey TUR KW - _C:Brazil BRA KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:India IND KW - _C:Kenya KEN KW - _C:Norway NOR KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - iPad KW - learning outcomes KW - publicImportV1 KW - school KW - systematic reviews KW - tablets ER - TY - JOUR TI - Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone AU - Kamanda, Mamusu AU - Madise, Nyovani AU - Schnepf, Sylke T2 - International Journal of Educational Development AB - In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages. DA - 2016/01// PY - 2016 DO - 10.1016/j.ijedudev.2015.09.008 DP - DOI.org (Crossref) VL - 46 SP - 114 EP - 124 J2 - International Journal of Educational Development LA - en SN - 07380593 ST - Does living in a community with more educated mothers enhance children's school attendance? UR - https://linkinghub.elsevier.com/retrieve/pii/S0738059315001145 Y2 - 2022/12/25/00:53:09 KW - Girls’ education KW - Mothers’ education KW - School attendance KW - Sierra Leone KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Do youth employment programs improve labor market outcomes? A systematic review AU - Kluve, Jochen AU - Puerto, Susana AU - Robalino, David A. AU - Romero, Jose Manuel AU - Rother, Friederike AU - Stöterau, Jonathan AU - Weidenkaff, Felix AU - Witte, Marc T2 - Ruhr Economic Papers AB - This study reviews the evidence on the labor market impact of youth employment programs. We analyze the effectiveness of interventions, and factors that influence program performance including country context, target beneficiaries, program design, implementation, and evaluation type. We identify 113 impact evaluations covering a wide range of methodologies, interventions, and countries. The meta-analysis synthesizes the evidence based on 2,259 effect sizes (Standardized Mean Differences) and the statistical significance of 3,105 impact estimates (Positive and Statistically Significant). Just more than one-third of youth employment program evaluations worldwide show a significant positive impact on labor market outcomes - either employment rates or earnings. In general, programs have been more successful in middle- and low-income countries; this may be because programs' investments are especially helpful for the most vulnerable population groups that they target. We conjecture that recent programs might have benefited from innovations in design and implementation. In middle-low income countries, skills training and entrepreneurship programs have had a higher impact. In high-income countries, the role of intervention type is less decisive - much depends on context and how services are chosen and delivered, a result that holds across country types. We find evidence that programs integrating multiple interventions more likely succeed because they respond better to different needs of beneficiaries. Results also point to the importance of profiling and follow-up systems in determining program performance, as well as to incentive systems for services provider CY - Essen DA - 2016/// PY - 2016 DP - Google Scholar M3 - Working Paper PB - RWI - Leibniz-Institut für Wirtschaftsforschung ST - Do youth employment programs improve labor market outcomes? UR - http://hdl.handle.net/10419/149137 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Ethiopia KW - C:Kenya KW - C:Liberia KW - C:Malawi KW - C:South Africa KW - CLL:en KW - Employment KW - _C:Uganda UGA KW - publicImportV1 ER - TY - JOUR TI - Organizational culture and creativity in entrepreneurship education: A study of secondary education in Nigeria AU - Moses, Chinonye Love AU - Ayodele, Olokundun Maxwell AU - Mosunmola, Akinbode AU - Gbenga, Agboola Mayowa T2 - Research Journal of Applied Sciences AB - © Medwell Journals, 2016. This study was based on an ethnographic research of the culture of entrepreneurship teaching in 2nd Evangelical Church in West Africa (ECWA) Secondary School. Data was collated through the instrument of in depth interview and was analyzed through content analysis. The findings showed that there is positive relationship between organizational culture and creativity in entrepreneurship education. This is an indication that organizational culture impacts heavily on creativity in entrepreneurship teaching. The study concluded with the sections of recommendations for policy implications. DA - 2016/// PY - 2016 LA - en AN - LOCAL-SCOPUS_ID:84991404518 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Nigeria KW - CA:AandC KW - CCZ:Nigeria KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:policy KW - F:teaching KW - P:culture KW - Q:secondary education KW - R:impact KW - R:interview KW - T:entrepreneurship education KW - Z:Creativity KW - Z:Entrepreneurship education KW - Z:Organizational culture KW - Z:Secondary education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Developing learning diaries for action research on healthcare management in Ghana, Tanzania and Uganda AU - Mshelia, Comfort AU - Lê, Gillian AU - Mirzoev, Tolib AU - Amon, Samuel AU - Kessy, Ambrose AU - Baine, Sebastian Olikira AU - Huss, Reinhard T2 - Action Research AB - © 2016, © The Author(s) 2016. Action research (AR) can be an effective form of ‘on the job’ training. However, it is critical that AR cycles can be appropriately recorded in order to contribute to reflection and learning. One form of recording is for coresearchers to keep a diary. We found no previous literature describing the use of diaries in AR in sub-Saharan Africa. We therefore use this paper to reflect on how diaries were used by district health management teams in the PERFORM project. We share five lessons from our experience. First, it is important to foster ownership of the diary by the people who are responsible for filling it in. Second, the purpose of keeping a diary needs to be clear and shared between researchers and practitioners from the very beginning. Third, diaries should be allowed to evolve. Fourth, it is a challenge for busy practitioners to record the reflection and learning processes that they go through. Last, diaries on their own are not sufficient to capture reflection and learning. In conclusion, there is no best way for practitioners to keep a diary; rather the focus should be on ensuring that an AR recording process (whether diary or otherwise) is locally owned and complements the specific practice setting. DA - 2016/// PY - 2016 DO - 10.1177/1476750315626780 LA - en AN - LOCAL-SCOPUS_ID:85006014521 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Tanzania KW - CA:AandC KW - CCZ:Ghana KW - CCZ:Tanzania KW - CCZ:Uganda KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:learning KW - P:health KW - T:Training KW - Z:Diaries KW - Z:action research KW - Z:district health management teams KW - _C:Ghana GHA KW - _C:Uganda UGA KW - publicImportV1 ER - TY - JOUR TI - Teachers as agents of sustainable peace, social cohesion and development: theory, practice & evidence AU - Novelli, Mario AU - Sayed, Yusuf T2 - Education as Change DA - 2016/// PY - 2016 DO - 10.17159/1947-9417/2016/1486 DP - SciELO VL - 20 IS - 3 SP - 15 EP - 37 SN - 1947-9417 ST - Teachers as agents of sustainable peace, social cohesion and development UR - http://www.scielo.org.za/scielo.php?script=sci_abstract&pid=S1947-94172016000300002&lng=en&nrm=iso&tlng=en Y2 - 2021/03/07/17:59:59 KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:India IND KW - _C:Lebanon LBN KW - _C:Myanmar MMR KW - _C:Nepal NPL KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Availability, Access and Utilization of E-Resources among Pre-Service Teacher Trainees by Distance AU - Olaniran, Sunday O. AU - Duma, M. A. N. AU - Nzima, D. R. AU - Kumar, V AU - Murthy, S AU - Kinshuk T2 - IEEE 8TH International Conference on Technology for Education AB - The study investigated accessibility to and utilization of electronic resources among pre-service teachers in the National Open University of Nigeria (NOUN). Survey research design was used to carry out the study. Two hundred and thirty eighty (238) undergraduate students studying to obtain Bachelor of Education (B. Ed.) by distance were purposively sampled from Ibadan Study Centre of the institution. The results from the survey revealed that electronic resources in different forms like radio broadcast, e-journals, e-books, and CD-ROM, among others, are available and accessible to the pre-service teacher trainees by distance. However, limited internet connectivity and inadequate access to electricity were shown as major factors constraining most of the participants from accessing and utilizing the available electronic resources. The study recommends for the distance learning providers in developing nations to partner with telecommunication firms and internet service providers with a view to providing constant and affordable internet services to their learners, especially those that are studying to become classroom teachers. DA - 2016/// PY - 2016 DO - 10.1109/T4E.2016.55 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - D:developing nation KW - F:access KW - P:electro KW - P:service industry KW - P:teachers KW - Q:ICT KW - Q:distance learning KW - Q:e-learning KW - R:research design KW - R:survey KW - T:trainee KW - Z:E-Learning KW - Z:E-Resources KW - Z:ICT KW - Z:ODL KW - Z:Pre-Service Teachers KW - publicImportV1 KW - ⚠️ Invalid DOI ER - TY - RPRT TI - Education Needs Assessment Report - Sierra Leone AU - Plan International DA - 2016/// PY - 2016 KW - _C:Sierra Leone SLE ER - TY - THES TI - Planning and governance for blended pedagogies and engagement of knowledge economy for South Africa's national development agenda AU - Ramoroka, Tlou Millicent DA - 2016/// PY - 2016 DP - Google Scholar M3 - PhD Thesis PB - University of Limpopo KW - _C:Algeria DZA KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Congo XCO KW - _C:Dominican Republic DOM KW - _C:Egypt EGY KW - _C:Estonia EST KW - _C:Finland FIN KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Ireland IRL KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Latvia LVA KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mexico MEX KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Poland POL KW - _C:Romania ROU KW - _C:Serbia SRB KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sweden SWE KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Human Resources for Health Challenges in Nigeria and Nurse Migration AU - Salami, Bukola AU - Dada, Foluke O. AU - Adelakun, Folake E. T2 - Policy, Politics, and Nursing Practice AB - © 2016, © The Author(s) 2016. The emigration of sub-Saharan African health professionals to developed Western nations is an aspect of increasing global mobility. This article focuses on the human resources for health challenges in Nigeria and the emigration of nurses from Nigeria as the country faces mounting human resources for health challenges. Human resources for health issues in Nigeria contribute to poor population health in the country, alongside threats from terrorism, infectious disease outbreaks, and political corruption. Health inequities within Nigeria mirror the geographical disparities in human resources for health distribution and are worsened by the emigration of Nigerian nurses to developed countries such as the United States and the United Kingdom. Nigerian nurses are motivated to emigrate to work in healthier work environments, improve their economic prospects, and advance their careers. Like other migrant African nurses, they experience barriers to integration, including racism and discrimination, in receiving countries. We explore the factors and processes that shape this migration. Given the forces of globalization, source countries and destination countries must implement policies to more responsibly manage migration of nurses. This can be done by implementing measures to retain nurses, promote the return migration of expatriate nurses, and ensure the integration of migrant nurses upon arrival in destination countries. DA - 2016/// PY - 2016 DO - 10.1177/1527154416656942 LA - en AN - LOCAL-SCOPUS_ID:84988674634 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:policy KW - P:economy KW - P:environment KW - P:health KW - P:health professionals KW - P:nurse KW - T:career KW - T:trainee KW - Z:foreign-trained nurses KW - Z:human resources for health KW - Z:immigrant nurses KW - Z:internationally educated nurses KW - Z:migration KW - publicImportV1 ER - TY - JOUR TI - Psychological Framework for Quality Technical and Vocational Education and Training in the Twenty-First Century AU - Sarfo, FK T2 - Learning, Design, and Technology AB - To cope with the rapid changes in the real world of work and to prepare the workforce to enter the twenty-first century, there is a paradigm shift in the modern Technical and Vocational Education and Training (TVET) toward competency-based training (CBT) or vocational pedagogy. However, there is the lack of literature/research in TVET education that reveals the fundamental understanding and roles of contemporary learning theories in instructional psychology for creating successful competency-based learning environments for quality TVET teaching and learning. To contribute to the solution, this paper argues that there are significant relationships between (1) knowledge and skills and their associated learning processes required of modern TVET and (2) learning outcomes and their associated learning processes of the contemporary learning theories. In accordance with this assertion, an integrated learning theories for quality TVET education is proposed. The logic is that, supported by consistent empirical evidence as discussed in this paper, the conditions and instructional methods of the learning theories could be successfully used to design powerful competency-based learning environments to promote the development of technical and vocational expertise in TVET teaching and learning for the twenty-first century. DA - 2016/// PY - 2016 DO - 10.1007/978-3-319-17727-4_65-1 LA - en UR - https://link.springer.com/10.1007/978-3-319-17727-4_65-1 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - T:TVET KW - T:Training KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Recent research on geometry education: an ICME-13 survey team report AU - Sinclair, Nathalie AU - Bussi, Maria G. Bartolini AU - de Villiers, Michael AU - Jones, Keith AU - Kortenkamp, Ulrich AU - Leung, Allen AU - Owens, Kay T2 - ZDM DA - 2016/// PY - 2016 DO - 10.1007/s11858-016-0796-6 DP - Google Scholar VL - 48 IS - 5 SP - 691 EP - 719 ST - Recent research on geometry education KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Guinea GIN KW - _C:India IND KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:Peru PER KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - A Study of Agricultural Technical and Vocational Education and Training (ATVET) in Developing Countries AU - Walker, K AU - Hofstetter, S DA - 2016/// PY - 2016 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Benin KW - C:Ethiopia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:developing country KW - F:gender KW - F:women KW - P:agricultural KW - P:agriculture KW - P:production KW - R:case study KW - T:Ausbildung KW - T:TVET KW - T:informal VET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Successes and challenges of implementing a teacher education project in rural Sierra Leone AU - Mcdermott, Peter AU - Allen, Nancy T2 - International Journal of Educational Research DA - 2015/12/31/ PY - 2015 DO - 10.1016/j.ijer.2015.02.001 DP - ResearchGate VL - 71 J2 - International Journal of Educational Research KW - _C:Sierra Leone SLE ER - TY - BOOK TI - Theme 2: Questioning (Coordinators) T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators) A3 - Haßler, Björn CY - Ghana DA - 2015/12// PY - 2015 ET - 1 VL - 3 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 - BOOK TI - Theme 2: Questioning (Tutors) T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors) A3 - Haßler, Björn CY - Ghana DA - 2015/12// PY - 2015 ET - 1 VL - 3 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 - BOOK TI - Theme 1: Creative Approaches (Coordinators) T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators) A3 - Haßler, Björn CY - Ghana DA - 2015/10// PY - 2015 ET - 1 VL - 2 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 - BOOK TI - Theme 1: Creative approaches (Tutors) T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors) A3 - Haßler, Björn CY - Ghana DA - 2015/10// PY - 2015 ET - 1 VL - 2 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 - JOUR TI - Employability Skills in TVET Curriculum in Nigeria Federal Universities of Technology AU - Ismail, Sarimah AU - Mohammed, Dahiru Sale T2 - Procedia - Social and Behavioral Sciences T3 - The 4th World Congress on Technical Vocational Education and Training (4thWoCTVET), 5-6 December 2014, Universiti Tun Hussein Onn Malaysia, MALAYSIA AB - In the 21st century, employability skill is the most required skill besides technical knowledge in an attempt to compete for employment and sustain job at the industrial global market. However, Nigerian TVET graduates are not equipped with the employability skills needed by the industries and as a result, they are not ready to enter into workforce. This concept paper is written to discuss how the curriculum of one of TVET programmes at the Federal Universities of Technology in Nigeria, which is Electrical Technology Education has contributed to this issue. Analytical review on Electrical Technology Education programme curriculum showed that the curriculum gave less attention to practice based courses that provide skills of the programme than theory based courses and no course in the programme curriculum that directly teaches good attitudes and traits. As a result, there is lack of incorporation of employability skills such as Problem solving and decision making, Lifelong learning and Competencies amongst the graduates. Other issues discussed are the need of employability skills in TVET curriculum of Nigeria, employability skills, Electrical Technology Education in Nigeria, and the analysis of Electrical Technology Education curriculum in Nigeria The last part of this paper is recommendation for the curriculum of Electrical Technology Education to be designed with equal number of theory and practice courses by giving emphasize on all eleven generic skills, good traits and attitudes. DA - 2015/08/24/ PY - 2015 DO - 10.1016/j.sbspro.2015.08.111 DP - ScienceDirect VL - 204 SP - 73 EP - 80 J2 - Procedia - Social and Behavioral Sciences SN - 1877-0428 UR - http://www.sciencedirect.com/science/article/pii/S187704281504759X AN - DOI-10.1016/j.sbspro.2015.08.111 Y2 - 2018/08/29/18:19:08 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - Analysis KW - C:Nigeria KW - CC:Nigeria KW - CLL:en KW - Electrical Technology Education KW - curriculum KW - employability skills KW - integrations KW - needs KW - publicImportV1 ER - TY - JOUR TI - Relationship of Job Satisfaction and Turnover Intention of Private Secondary School Teachers AU - Shah, Nazir Haider AU - Jumani, Nabi Bux T2 - Mediterranean Journal of Social Sciences DA - 2015/07/01/ PY - 2015 DO - 10.5901/mjss.2015.v6n4s2p313 DP - DOI.org (Crossref) J2 - MJSS SN - 20399340, 20392117 UR - https://www.richtmann.org/journal/index.php/mjss/article/view/7082 Y2 - 2021/03/07/19:45:54 KW - Lebanon_event_2021 KW - _C:Australia AUS KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:China CHN KW - _C:Cyprus CYP KW - _C:Greece GRC KW - _C:India IND KW - _C:Italy ITA KW - _C:Korea XKOR KW - _C:Malaysia MYS KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Teacher coaching in Kenya: Examining instructional support in public and nonformal schools AU - Piper, Benjamin AU - Zuilkowski, Stephanie Simmons T2 - Teaching and Teacher Education AB - Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes. DA - 2015/04// PY - 2015 DO - 10.1016/j.tate.2015.01.001 DP - ScienceDirect VL - 47 SP - 173 EP - 183 J2 - Teaching and Teacher Education SN - 0742-051X ST - Teacher coaching in Kenya UR - http://www.sciencedirect.com/science/article/pii/S0742051X15000025 Y2 - 2015/03/19/00:03:56 KW - AWP2 KW - C:Kenya KW - CitedIn:AKFC KW - CitedIn:OER4Schools-HHH3-B KW - Coaching KW - Instruction KW - Kenya KW - Literacy KW - PRIMR KW - _C:Canada CAN KW - _C:Ethiopia ETH KW - _C:Kenya KEN KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Thailand THA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - professional development ER - TY - JOUR TI - An examination of training and development of middle level managers in emerging economies: Evidence from financial institutions in Ghana AU - Abugre, James B. AU - Adebola, Kester T2 - International Journal of Organizational Analysis AB - © 2015, Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine whether the training and development (T&D) of middle-level managers in the financial institutions of a sub-Saharan African country make any difference in the performances of the managers and the institutions in general. Design/methodology/approach – An empirical analysis of managers’ opinions based on a quantitative survey of 140 middle-level managers from four banking institutions in Ghana is conducted. Findings – Findings showed that there is a significant relationship between T&D of middle-level managers and their performance and, consequently, performance of the banks. The findings also showed that managers become savvier in personal initiatives and responsive to customer care leading to enhanced service delivery. The paper proposes that T&D should focus on the significant relationship between the outcomes and programme objectives of organisations in emerging economies if these organisations want to be counted in this competitive global world. Practical implications – The paper provides valuable information on the important role of middle-level managers as custodians of “tacit knowledge” that can turn around organisations, particularly in developing economies, if the needed T&D are given to them. Originality/value – Empirical literature on T&D and on middle-level managers’ development in developing countries is limited. The contribution of this paper identifies the roles that middle management can play in the performances of organisations and especially in emerging economies. DA - 2015/// PY - 2015 DO - 10.1108/ijoa-10-2011-0521 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:developing country KW - D:emerging economies KW - F:outcomes KW - P:economy KW - P:measurement KW - P:services KW - R:quantitative KW - R:survey KW - T:Training KW - Z:Banks KW - Z:Mid-level managers KW - Z:Performance KW - Z:Training and development KW - _C:Australia AUS KW - _C:China CHN KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Japan JPN KW - _C:Kuwait KWT KW - _C:Nigeria NGA KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - Technical-Vocational Education and Language Policy in Ghana AU - Adogpa, James Nsoh T2 - International Journal of Educational Administration and Policy Studies AB - Technical and vocational graduates in Ghana are often ill-equipped to become self-reliant or well-fitted into the demands of the job market. This pattern can be examined in terms of the educational language policy implementation that disregards regional linguistic needs. This seems to arise as a result of the medium of instruction that is implemented in wholesale. This paper illustrates the need for the adoption of predominant regional Ghanaian languages to be used as medium of instruction in our various technical and vocational institutions in Ghana to enable learners grasp the desired skills and concepts that are relevant to preparing graduates of technical and vocational institutions for the job market. Such changes would better facilitate the technological and national advancement that we need. DA - 2015/// PY - 2015 LA - en AN - LOCAL-PQ-1871587202 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:policy KW - P:measurement KW - P:media KW - P:technology KW - Policy analysis KW - T:TVET KW - Z:African Languages KW - Z:Change Strategies KW - Z:Educational Change KW - Z:Educational Needs KW - Z:Educational Policy KW - Z:Foreign Countries KW - Z:Job Skills KW - Z:Language of Instruction KW - Z:Vocational Education KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Effects of Three Categories of Manpower on Undergraduate Students' Learning Outcomes in Technical Education and Their Implications for the Curriculum Implementation AU - Alade, Ibiwumi Abiodun T2 - JISTE AB - The implementation of technical education curriculum has been besieged with dearth of qualified teaching personnel over the years in Nigeria and some other African countries. Similarly, the available higher institutions where vocational and technical education experts are prepared have not been able to meet this demand of the manpower. This calls for possible intervention strategies which could perhaps address this lingering problem. It is on this observation that this study examines the effects of three categories of manpower on undergraduate students' learning outcomes in technical education and their implications for the curriculum implementation. The pretest, posttest control group, quasi experimental research design with a 4x3x2 factorial matrix was adopted for the study. Sixty technical education undergraduate students from a Nigerian university were purposively sampled for the study. Seven null hypotheses are generated and tested at 0.05 level of significance. Three research instruments were developed, validated, and used for data collection. Data collected were analyzed using Analysis of Covariance (ANCOVA) while Scheffe's post-hoc test was used to explain significant main and interaction effects respectively. Results showed that there is significant main effect of treatment on students' learning outcomes in technical education (F[subscript 3], 57 = 132.314; P<0.05). The students taught by vocational educator performed best in basic vocational knowledge acquisition (X = 16.38) while those taught by literate artisans had the highest means score on vocational skills acquisition (x = 42.82), then those taught by higher technician group had a mean score of x = 38.27 in vocational skills acquisition, while the control group performed least (x = 31.60). It was concluded that the three categories of manpower are effective at enhancing students' learning outcomes in technical education in various dimensions. To this end, it was recommended that literate artisans should be integrated to the teaching of vocational skills in the tertiary institutions. DA - 2015/// PY - 2015 VL - 19 IS - 2 LA - en AN - LOCAL-PQ-2101592493 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:curriculum KW - F:gender KW - F:learning KW - F:outcomes KW - F:teaching KW - P:artist KW - P:measurement KW - P:technician KW - R:observation KW - R:research design KW - T:TVET KW - T:vocational skills KW - Z:Academic Ability KW - Z:Control Groups KW - Z:Curriculum Implementation KW - Z:Data Collection KW - Z:Foreign Countries KW - Z:Gender Differences KW - Z:Hypothesis Testing KW - Z:Job Skills KW - Z:Labor Force KW - Z:Outcomes of Education KW - Z:Pretests Posttests KW - Z:Quasiexperimental Design KW - Z:Statistical Analysis KW - Z:Technical Education KW - Z:Undergraduate Students KW - Z:Vocational Education KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Characteristics of micro, small and medium enterprises in Ghana: Gender and implications for economic growth AU - Asare, Roland AU - Akuffobea, Mavis AU - Quaye, Wilhelmina AU - Atta-Antwi, Kwasi T2 - African Journal of Science, Technology, Innovation and Development AB - © 2015 African Journal of Science, Technology, Innovation and Development. This paper sought to investigate the characteristics of MSMEs and to suggest ways of improving performance, particularly tackling constraints faced by women and youth entrepreneurs in Ghana. A total of 4 433 MSME operators were interviewed in all the ten regions of Ghana using a structured questionnaire. The study revealed that apprenticeship was the most common form of training received by the MSME operators interviewed. Disaggregating data by gender, it was observed that more men had received training in their business operations than women. Close to 90% of the MSMEs were under sole proprietorship. There was significant correlation between gender and scale of enterprises, with increasing numbers of men as scale of operations increased. Women, who dominated the agro-processing, agro-industrial and services sectors, were constrained by ineffective marketing strategies, lack of capital, inadequate equipment and machinery, lack of improved technology, inadequate training and low skill development. Marketing strategies employed by the majority of women were limited, mostly patronising markets within their respective districts of business operations. The study recommended support for women to access sizeable business credit with flexible payment plans, tailor-made skill development training and improved access to institutional markets with quality and well-packaged products. DA - 2015/// PY - 2015 DO - 10.1080/20421338.2014.979651 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:access KW - F:gender KW - F:payment KW - F:women KW - P:economy KW - P:media KW - P:services KW - P:technology KW - Q:flexible KW - R:interview KW - R:questionnaire KW - T:Lehrlingsausbildung KW - T:Training KW - Z:Businesses KW - Z:Constraints KW - Z:Development KW - Z:Gender KW - Z:Practices KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 ER - TY - BLOG TI - Ebola, Education And Innovation In Sierra Leone AU - Berry, Chris T2 - DFID bloggers DA - 2015/// PY - 2015 UR - https://dfid.blog.gov.uk/2015/09/11/ebola-education-and-innovation-in-sierra-leone/ Y2 - 2020/08/18/00:46:00 KW - _C:Sierra Leone SLE KW - ___working_potential_duplicate ER - TY - RPRT TI - Where it's needed most: Quality professional development for all teachers AU - Burns, M. AU - Lawrie, J. CY - New York DA - 2015/// PY - 2015 LA - en PB - Inter-Agency Network for Education in Emergencies KW - C:Fragile contexts KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Central African Republic CAF KW - _C:Chile CHL KW - _C:Colombia COL KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:Haiti HTI KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iraq IRQ KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Liberia LBR KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mexico MEX KW - _C:Myanmar MMR KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Tunisia TUN KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - CONF TI - Políticas públicas em educação: um apanhado histórico AU - Cá, Lourenço Ocuni AU - Ocuni Cá, Cristina Mandu AB - Este trabalho pretende documentar e analisar as estruturas educacionais da Guiné-Bissau, a falta de infraestrutura deixada pelo colonialismo português e a implementação do novo sistema educacional pelo Partido Africano para Independência da Guiné e Cabo Verde (PAIGC). A análise é feita por meio de avaliação do desempenho de sucessivos períodos que fizeram parte da história educacional do país. Nesta análise, destaca-se, em primeiro momento, a ausência de instituições escolares na sociedade linhageira africana, não que isto significasse a inexistência de ensino-aprendizagem, pois se tratava de uma cultura oral que veio a ser sobreposta pela cultura escrita europeia. Nesse sentido, no ensino colonial, a Igreja Católica desempenhou o papel fundamental na docilização dos guineenses. A igreja não só ajudou na implantação da política educacional, como também participou na legitimação do colonialismo português, sancionando e santificando a missão civilizadora e função histórica de Portugal. Paralelamente a essa educação, o movimento de libertação nacional da Guiné e Cabo Verde (PAIGC) idealizou e instaurou a educação nas Zonas Libertadas (1963-1973) esta educação era mais aberta e mais dinâmica em relação ao mundo exterior. Ela não tinha mais como objetivo principal produzir uma situação de equilíbrio e de estagnação e sim procurava apoiar-se e favorecer o processo geral da luta de libertação nacional em que se inseria. DA - 2015/// PY - 2015 DO - 10.20396/etd.v17i1.8634820 LA - pt KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Cape Verde KW - C:Guinea KW - C:Guinea-Bissau KW - CA:AandC KW - CL:en KW - CL:fr KW - CL:pt KW - CLL:pt KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:culture KW - P:health KW - T:apprenticeship KW - publicImportV1 ER - TY - RPRT TI - TVET teacher education in Africa AU - Grijpstra, Douwe AB - This study has three broad objectives. Firstly, it seeks to compare experiences on the education and training of Technical and Vocational Education and Training (TVET) teachers in South Africa, Egypt, Ghana, Tanzania, and Cameroon. Secondly, it seeks to get input from inspiring practices from European Member States. Lastly, policy pointers should be proposed for further action. This study was commissioned as part of the South Africa - EU Strategic Partnership sectoral policy dialogue in education. Data was collected between December 2014 and September 2015. The study serves as input to that policy dialogue, in particular in relation to the education and training of upper secondary and higher TVET teachers working in institution-based TVET providers in the formal public education system. Teachers are the most important in-school factor influencing the quality of student learning and the training of teachers is the key issue in this report. However, able practitioners do not necessarily reach their potential without appropriate support nor without being sufficiently professionally challenged and rewarded. The quality of TVET teaching also depends on other factors, such as the teacher's persona; the TVET organisation (at school or college level) and the wider TVET system (national structures related to TVET of which TVET teacher education is an important element). The main research activities consisted of desk research; interviews; country studies; and comparative analysis and reporting. To validate the findings and ensure a practical link to further dissemination of the results, policy workshops were organised with policymakers in the participating countries. In this summary, key conclusions are discussed per topic. For each topic, policy pointers are presented. DA - 2015/// PY - 2015 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Cameroon KW - C:Egypt KW - C:South Africa KW - C:Tanzania KW - CLL:en KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Introduction to Professional Development (Coordinators) T2 - T-TEL Professional Development Programme (Handbook for Professional Development Coordinators) A3 - Haßler, Björn CY - Ghana DA - 2015/// PY - 2015 ET - 1 VL - 1 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 - BOOK TI - Introduction to Professional Development (Tutors) T2 - T-TEL Professional Development Programme (Professional Development Guide for Tutors) A3 - Haßler, Björn CY - Ghana DA - 2015/// PY - 2015 ET - 1 VL - 1 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 - JOUR TI - Challenges and opportunities for teacher professional development in interactive use of technology in African schools AU - Hennessy, Sara AU - Haßler, Björn AU - Hofmann, Riikka T2 - Technology, Pedagogy and Education DA - 2015/// PY - 2015 DO - 10.1080/1475939x.2015.1092466 DP - Google Scholar VL - 24 IS - 5 SP - 1 EP - 28 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Bangladesh BGD KW - _C:France FRA KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _r:ImportedToMyEducationEvidence KW - _yl:b ER - TY - JOUR TI - Review of national education policies: Teacher quality and learning outcomes AU - Hunt, Frances T2 - PROSPECTS AB - This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of specific questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations related to the inclusion of teaching and learning in education policy and a range of strategies that can support teaching and learning, both directly and indirectly. DA - 2015/09// PY - 2015 DO - 10.1007/s11125-015-9356-z DP - DOI.org (Crossref) VL - 45 IS - 3 SP - 379 EP - 390 J2 - Prospects LA - en SN - 0033-1538, 1573-9090 ST - Review of national education policies UR - http://link.springer.com/10.1007/s11125-015-9356-z Y2 - 2021/03/07/18:03:34 KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Belize BLZ KW - _C:Bhutan BTN KW - _C:Cambodia KHM KW - _C:Colombia COL KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:Guyana GUY KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Jamaica JAM KW - _C:Kenya KEN KW - _C:Laos LAO KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mauritius MUS KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Papua New Guinea PNG KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Governance and Change in Educational Policy Systems in Technical Vocational Education AU - Oluwafemi, CO AU - Martins, OR AU - Adebiaye, HO AB - From time immemorial, people have been controlled (ruled) by others in order to maintain law and order. This process is what is called governance. Governance is the act of exercising power and making decisions for a group of people by a selected few granted the authority to do so. Different human era called for different ‘curricular’ of teaching since it is believed that the needs of the society are one of the major determinants of the content of the curriculum. The authorities at each of such times only help to articulate the curriculum and provide the environment for teaching and learning to take place. In this pursuit, the Nigerian government has not been an exception. Over the years, the Governments have brought in one change or the other to the educational sector all with the utmost aim of making the nation better through her educational processes. This paper through the methodology of literature review and the authors’ observations focuses on some of the changes brought into the sector particularly in Technical Vocational Education. It looked at how these changes have benefited or otherwise affected the country and makes suggestions based on the findings. DA - 2015/// PY - 2015 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Central Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:policy KW - P:administration KW - Q:distance learning KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Supporting teacher development: literature review. AU - Reid, Kate AU - Kleinhenz, Elizabeth AU - Australia AU - Department of Foreign Affairs and Trade AB - This literature review identifies and evaluates evidence on the effectiveness of approaches to improving teacher quality in developing countries. It examines four categories of assistance for improving teacher quality: teacher development policies; pre-service education and training; in-service professional development; and school-based support. As far as possible the review highlights practices that demonstrat effectiveness. The review describes examples from different countries, of practices in educational policy and teacher development focused on enhancing teacher quality. It identifies policies that support teacher development as well as the characteristics of effective pre-service teacher education programs and of high-quality professional learning programs for teachers. It acknowledges the need to modify and adapt intervention approaches to suit particular country contexts. [Executive summary]. DA - 2015/// PY - 2015 DP - Open WorldCat LA - en SN - 978-1-74322-227-0 ST - Supporting teacher development KW - _C:Afghanistan AFG KW - _C:Australia AUS KW - _C:Belgium BEL KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Canada CAN KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Egypt EGY KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Finland FIN KW - _C:France FRA KW - _C:Gambia GMB KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Guyana GUY KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Laos LAO KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nauru NRU KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Senegal SEN KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Trinidad and Tobago TTO KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Vanuatu VUT KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Teacher retention in refugee and emergency settings: The state of the literature AU - Ring, Hannah Reeves AU - West, M Y T2 - The International Education Journal: Comparative Perspectives DA - 2015/// PY - 2015 DP - Zotero VL - 14 IS - 3 SP - 106 EP - 121 LA - en KW - _C:Afghanistan AFG KW - _C:Belgium BEL KW - _C:Bhutan BTN KW - _C:Cambodia KHM KW - _C:Chad TCD KW - _C:China CHN KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Nepal NPL KW - _C:Nicaragua NIC KW - _C:Papua New Guinea PNG KW - _C:Sierra Leone SLE KW - _C:Switzerland CHE KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Sierra Leone research and knowledge systems: a rapid literature review AU - Tarawallie, Mamoud Idriss DA - 2015/// PY - 2015 PB - INASP UR - https://www.inasp.info/sites/default/files/2018-04/Country%20profile%20%E2%80%93%20Sierra%20Leone.pdf KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Open Data Readiness Assessment: Sierra Leone AU - World Bank DA - 2015/// PY - 2015 UR - https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Using the Capability Approach to improve female teacher deployment to rural schools in Nigeria AU - Tao, Sharon T2 - International Journal of Educational Development AB - This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that were specifically identified through female teachers’ values and lived experiences. This research not only had the positive analytical and political effects of prioritising the knowledge, participation and empowerment of female teachers; but it also provided a more fine-grained and holistic understanding of issues hindering effective deployment and retention of female Nigerian teachers, which informed the development of comprehensive and relevant strategies to address these. DA - 2014/11/01/ PY - 2014 DO - 10.1016/j.ijedudev.2014.08.011 DP - ScienceDirect VL - 39 SP - 92 EP - 99 J2 - International Journal of Educational Development LA - en SN - 0738-0593 UR - https://www.sciencedirect.com/science/article/pii/S0738059314000911 Y2 - 2021/03/07/18:07:58 KW - Lebanon_event_2021 KW - _C:Bangladesh BGD KW - _C:Canada CAN KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Mozambique MOZ KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - A conceptual framework for examining HRD and NHRD linkages and outcomes: Review of TVET literature AU - Kim, Sehoon AU - Kotamraju, Pradeep AU - Alagaraja, Meera T2 - European Journal of Training and Development AB - This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce training. National human resource development (NHRD) perspectives recognize the role of TVET in linking regional and national economic development strategies. Furthermore, TVET’s focus on literacy education, poverty alleviation and inclusion of marginalized and vulnerable populations emphasizes social development outcomes that are critical for NHRD. Using this background, the integration of HRD and NHRD outcomes into one conceptual TVET framework for addressing workforce, economic and social development outcomes has been proposed. DA - 2014/04/29/ PY - 2014 DO - 10.1108/ejtd-01-2013-0009 DP - emeraldinsight.com (Atypon) VL - 38 IS - 4 SP - 265 EP - 285 J2 - Euro J of Training and Dev SN - 2046-9012 ST - A conceptual framework for examining HRD and NHRD linkages and outcomes UR - https://www.emeraldinsight.com/doi/abs/10.1108/EJTD-01-2013-0009 Y2 - 2018/08/01/14:37:27 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - CLL:en KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:China CHN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Netherlands NLD KW - _C:Pakistan PAK KW - _C:Russian Federation RUS KW - _C:Saudi Arabia SAU KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - Building mental health workforce capacity through training and retention of psychiatrists in Zimbabwe AU - Abas, Melanie A. AU - Nhiwatiwa, Sekai M. AU - Mangezi, Walter AU - Jack, Helen AU - Piette, Angharad AU - Cowan, Frances M. AU - Barley, Elizabeth AU - Chingono, Alfred AU - Iversen, Amy AU - Chibanda, Dixon AU - Barley, Elizabeth AU - Barley, Elizabeth AU - Chingono, Alfred AU - Iversen, Amy AU - Chibanda, Dixon T2 - International Review of Psychiatry AB - Despite the need to improve the quantity and quality of psychiatry training in sub-Saharan Africa (SSA), very little is known about the experiences of psychiatric trainees in the region. This is the first study examining psychiatric trainees in a low-income country in SSA. It was carried out as part of the needs assessment for a unique Medical Education Partnership Initiative (MEPI) programme to find African solutions for medical shortages in Africa. We approached all doctors who had trained in post-graduate psychiatry in Zimbabwe in 2010 and conducted in-depth qualitative interviews with all except one (n = 6). We analysed the data using constant comparison and thematic analysis. Trainees described the apprenticeship model as the programme's primary strength, through providing clinical exposure and role models. Programme weaknesses included shortages in information sources, trainee salaries, trainers, public health education, and in the mental health service. Most respondents were, however, eager to continue practising psychiatry in Zimbabwe, motivated by family ties, national commitment and helping vulnerable, stigmatized individuals. Respondents called for sub-speciality training and for infrastructure and training to do research. Resources need to be made available for psychiatric trainees in more SSA settings to develop public health competencies. However, investment in psychiatry training programmes must balance service provision with trainees' educational needs. Directing investment towards needs identified by trainees may be a cost-effective, context-sensitive way to increase retention and learning outcomes. © 2014 Institute of Psychiatry. DA - 2014/// PY - 2014 DO - 10.3109/09540261.2014.924487 LA - en AN - LOCAL-SCOPUS_ID:84907878464 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:low-income country KW - F:assessment KW - F:learning KW - F:outcomes KW - F:salary KW - P:health KW - P:measurement KW - P:media KW - P:services KW - R:interview KW - R:qualitative KW - T:Lehrlingsausbildung KW - T:Training KW - T:trainee KW - _C:Canada CAN KW - _C:Ghana GHA KW - _C:Mexico MEX KW - _C:Nicaragua NIC KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - What matters most for education management information systems: A framework paper AU - Abdul-Hamid, Husein DA - 2014/// PY - 2014 DP - Google Scholar ST - What matters most for education management information systems KW - _C:Antigua and Barbuda ATG KW - _C:Australia AUS KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:Grenada GRD KW - _C:Guinea GIN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Liberia LBR KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mozambique MOZ KW - _C:Nicaragua NIC KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Philippines PHL KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Senegal SEN KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Thailand THA KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United States USA KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Development of an emergency nursing training curriculum in Ghana AU - Bell, Sue Anne AU - Oteng, Rockefeller AU - Redman, Richard AU - Lapham, Jeremy AU - Bam, Victoria AU - Dzomecku, Veronica AU - Yakubu, Jamila AU - Tagoe, Nadia AU - Donkor, Peter T2 - International Emergency Nursing AB - Abstract The formal provision of emergency health care is a developing specialty in many sub-Saharan African countries, including Ghana. While emergency medicine training programs for physicians are on the rise, there are few established training programs for emergency nurses. The results of a unique collaboration are described between a university in the United States, a Ghanaian university and a Ghanaian teaching hospital that has developed an emergency nursing diploma program. The expected outcomes of this training program include: (a) an innovative, interdisciplinary, team-based clinical training model, (b) a unique and low-resource emergency nursing curriculum and (c) a comprehensive and sustainable training program to increase in-country retention of nurses. DA - 2014/// PY - 2014 DO - 10.1016/j.ienj.2014.02.002 LA - en UR - https://www.sciencedirect.com/science/article/pii/S1755599X14000056 AN - LOCAL-DOI:10.1016/j.ienj.2014.02.002 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:curriculum KW - F:outcomes KW - F:teaching KW - P:health KW - P:media KW - P:nurse KW - Q:diploma KW - T:Training KW - Z:Curriculum KW - Z:Emergency Nursing KW - Z:Sub-Saharan Africa KW - Z:Training KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 ER - TY - JOUR TI - Training of School Teachers in West Africa: Remediation of Reading Difficulties through Training in Phonological Awareness and Letter Names AU - Briquet-Duhazé, Sophie T2 - FIRE: Forum for International Research in Education AB - The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for a week. We have been asked four times tn Dakar (Senegal) to provide training for teachers of West Africa. It is all about being trained in order to resolve reading difficulties for students using our scientific research. This paper presents the theoretical framework of phonological awareness and letter names and the 0 phase and the beginning of Phase 1 of our research. We use these predictors as remedial reading difficulties among students aged 8 to 11 years. We present the first results. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Burkina Faso KW - C:Cape Verde KW - C:Gambia KW - C:Guinea KW - C:Ivory Coast KW - C:Mali KW - C:Mauritania KW - C:Senegal KW - CA:AandC KW - CL:de KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:Improvement KW - P:teachers KW - T:TVET KW - T:Training KW - T:trainee KW - Z:Alphabets KW - Z:Elementary School Students KW - Z:Faculty Development KW - Z:Foreign Countries KW - Z:Longitudinal Studies KW - Z:Phoneme Grapheme Correspondence KW - Z:Phonological Awareness KW - Z:Predictor Variables KW - Z:Professional Continuing Education KW - Z:Reading Difficulties KW - Z:Relevance (Education) KW - Z:Remedial Reading KW - Z:Teacher Improvement KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Teacher education in anglophone west Africa: Does policy match practice? AU - Colley, Kabba E. T2 - International Perspectives on Education and Society AB - © 2014 by Emerald Group Publishing Limited All rights of reproduction in any form reserved. This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are "add-on," meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter. DA - 2014/// PY - 2014 DO - 10.1108/s1479-367920140000025015 LA - en AN - LOCAL-SCOPUS_ID:84912563796 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - AAZ:West Africa KW - C:Gambia KW - C:Liberia KW - C:Nigeria KW - C:Sierra Leone KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:inclusion KW - F:outcomes KW - F:policy KW - P:services KW - P:teacher education KW - P:teacher training KW - P:teachers KW - Q:tertiary education KW - R:qualitative KW - R:quantitative KW - R:synthesis KW - T:Training KW - Z:Education KW - Z:Policy KW - Z:Supply KW - Z:Teacher KW - Z:Training KW - _C:Ghana GHA KW - _C:Sierra Leone SLE KW - publicImportV1 ER - TY - THES TI - Stakeholders' Roles in Prioritizing Technical and Vocational Education and Training in PostConflict Liberia AU - Forh, Edward S. AB - Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development. DA - 2014/// PY - 2014 LA - en PB - Walden University KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Liberia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:achievement KW - F:leadership KW - F:motivation KW - F:policy KW - P:administration KW - P:social KW - Q:higher education KW - R:case study KW - R:focus groups KW - R:interview KW - R:qualitative KW - T:TVET KW - T:Training KW - Z:Education Policy KW - Z:Higher Education Administration KW - Z:Higher education KW - Z:Sub Saharan Africa Studies KW - Z:Vocational education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Guidelines and Procedures for the Establishment of Private Technical and Technological Institutions AU - Government of Nigeria DA - 2014/// PY - 2014 LA - English UR - https://net.nbte.gov.ng/sites/default/files/2017-10/Guidelines%20and%20Procedures%20for%20TVET.pdf Y2 - 2018/12/06/17:33:05 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - publicImportV1 ER - TY - JOUR TI - School-based professional development in a developing context: Lessons learnt from a case study in Zambia AU - Haßler, Björn AU - Hennessy, S. AU - Cross,, A. T2 - Professional Development in Education AB - This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all. DA - 2014/// PY - 2014 DO - 10.1080/19415257.2014.938355 DP - Taylor and Francis+NEJM VL - 41 IS - 5 SP - 1 EP - 20 J2 - PDIE SN - 1941-5257 ST - School-based professional development in a developing context: Lessons learnt from a case study in Zambia UR - http://dx.doi.org/10.1080/19415257.2014.938355 KW - Author:Haßler KW - Author:OpenDevEd KW - Björn-CV-OECS KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Malawi MWI KW - _C:Namibia NAM KW - _C:Nigeria NGA KW - _C:South Africa ZAF KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - _bjoern_cv KW - _r:ImportedToMyEducationEvidence KW - _yl:a ER - TY - RPRT TI - Technical Vocational Education Training (TVET) Brief AU - Iyengar, R AU - Shin, HI AU - Aliyu, B AU - Menkiti, A AB - As Kaura Specialist Development Foundation (KSDF) explores various pathways to support Technical Vocational Education Training (TVET) for the youth in Bauchi state, Nigeria, this brief has been written to provide information on the current status of education and youth in Bauchi state, as well as to document relevant strategies and best practices utilized around the world for TVET. Positioned within the global framework, under Sustainable Development Goals (SDGs), the aim of this brief is to highlight prevalent trends cited in the TVET literature and global examples to support a design of an effective program for Bauchi state’s youth to develop their personal and professional skills to become an integral part of the workforce and engage in lifelong learning. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Guinea KW - C:Mali KW - C:Mauritania KW - C:Nigeria KW - C:Senegal KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - F:gender KW - F:learning KW - P:economy KW - Q:distance learning KW - Q:mobile learning KW - T:Ausbildung KW - T:TVET KW - T:Training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - THES TI - Ambientes online na profissionalização de professores em Cabo Verde: um projeto de investigação ação AU - Mendonça, Adriana AB - A introdução de ambientes online nas práticas docentes no ensino superior, tem-se afigurado numa necessidade um pouco por todo o mundo. Nesta investigação apresenta-se uma dessas iniciativas desenvolvidas na universidade de Cabo Verde (Uni-CV), no Departamento de Ciências Sociais e Humanas (DCSH). A Uni-CV conta com oito anos de existência, encontrando-se ainda na caminhada para a inclusão digital, a par do que ocorre no arquipélago cabo-verdiano. Mesmo com limitações, luta-se para alcançar os desafios da infoinclusão, nomeadamente através de programas como o Mundu Novu. É com esta preocupação que se trabalhou com estudantes finalistas em Ciências da Educação – Percurso de Desenvolvimento Pessoal e Social - futuros docentes da disciplina, do ensino secundário, de Formação Pessoal e Social/Educação para os Direitos Humanos e Cidadania. Isto para vivenciarem na sua formação inicial uma experiência inovadora, no período de estágio pedagógico, que enriquecesse a sua vivência e contribuísse para ampliar a sua visão sobre o potencial pedagógico dos ambientes online. Assim, a preocupação central da investigação foi perceber que desafios coloca a integração dos ambientes online nos processos de profissionalização dos docentes do Ensino Secundário em Cabo Verde, bem como compreender o espaço dos ambientes online nesse processo. Para tal, propôs-se compreender como é que as orientações legais e representações dos sujeitos estão a ser compreendidas pela Uni-CV, procurando-se simultaneamente contribuir com a organização de conteúdos formativos destinados aos estagiários e seus orientadores, de forma a contribuir para o aprofundamento das suas competências e simultaneamente criar um referencial indicativo de áreas prioritárias de formação em contexto de profissionalização para os professores de ensino secundário em Cabo Verde. Neste sentido levou-se a cabo um projeto de investigação ação, de natureza descritiva, com caráter eminentemente qualitativo, no âmbito do qual se concebeu e se implementou o b-curso: SuperVisão de estágio. Para a realização, com sucesso, desta investigação, foi necessário recorrer a diversas técnicas de recolha de dados em distintos momentos do processo, designadamente questionários, entrevistas (semi estruturadas e informais na modalidade individual e em focus group), observações participante e não participante, conversas e observações informais. Procedeu-se à análise estatística e de conteúdo com recurso ao Nvivo10 e ao Statistical Package for the Social Sciences (SPSS) garantindo uma triangulação destes que permitiu inferir da vontade dos parte dos participantes em ganharem destrezas no uso das Tecnologias de Informação e Comunicação (TIC) e na exploração dos ambientes online, revelando-se altamente motivados para a formação nos domínios, por eles, identificados como prioritários, a saber: TIC e ambientes online, planificação em educação, designadamente formulação de objetivos e competências em educação, estratégias e recursos pedagógicas. Tais domínios são percecionados como meio de desenvolvimento das competências científicas, técnicas e transversais no seu processo de profissionalização. Foi possível aferir, a partir dos resultados de investigação, que houve um considerável aumento do acesso à Internet pelos participantes. A par disso, também se verificou que a Uni-CV não dispõe, ainda, de condições técnicas e tecnológicas ideais para o desenvolvimento deste tipo de ações, com recurso a ambientes online. Porém, o recurso à Moodle no estágio pedagógico garantiu mais autonomia e flexibilidade ao estagiário, bem como ajudou-o na partilha quer de informações, quer de ansiedades, pelo que destacaram como atividades preferenciais, fóruns, o acesso a informações em diversos formatos, livro interativo e glossários. Como principais ganhos identificou-se o maior acesso a conteúdos específicos para trabalho na disciplina dinamizada pelos estagiários, bem como o feedback imediato facultado pela docente/investigadora e alguns colegas de estágio. As principais limitações relacionam-se com a duração do estágio (apenas quatro meses), o que limitou, nas atividades online, o envolvimento dos estagiários e seus orientadores, impossibilitando inclusivamente a participação destes últimos, bem como a evolução reflexiva na prática pedagógica. A estas dificuldades acresce a dificuldade de resposta da Uni-CV em facultar as condições ideais para que este b-curso decorresse com menos pressão. Apesar das dificuldades vivenciadas, entende-se que esta experiência contribuiu para que estes estagiários saíssem muito mais enriquecidos da sua formação académica inicial, pois, ainda que por pouco tempo, tiveram a possibilidade de “mergulharem no mundo digital”, de uma forma em que não o poderiam fazer sem que esta experiência ocorresse. Estes futuros professores interiorizam a necessidade de integração das TIC e dos ambientes online nas suas rotinas diárias e a necessária aprendizagem destas nas suas aprendizagens profissionais na perspetiva de formação ao longo da vida. Foi possível comprovar que, não obstante as dificuldades, é possível realizar uma prática pedagógica mediada por ambientes online na Uni-CV, desde que profissionais e gestores estejam cientes do seu potencial e procurem desenvolver as condições ideais para a sua exploração e desenvolvimento na Instituição, procurando envolver todas as forças ativas de modo a reunir sinergias e contribuir para o seu sucesso. A infoinclusão assumiria, aqui, um papel relevante na prossecução dos objetivos dos participantes neste processo da prática pedagógica, tornando-o ainda mais desafiador, para uns e para outros no âmbito das políticas e práticas da profissionalização docente em Cabo Verde. CY - Portugal DA - 2014/// PY - 2014 SP - 484 LA - Portuguese M3 - PhD Thesis PB - Universidade do Minho UR - http://hdl.handle.net/1822/37893 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Cape Verde KW - CLL:pt KW - publicImportV1 ER - TY - JOUR TI - Revitalizing Technical and Vocational Education in Nigeria for Youths and National Development AU - Ogbondah, Livinus AU - Wobi, KK T2 - Journal of Education and Practice AB - Nigeria as a developing nation cannot but strive to meet with the fast speed of technological advancement and the challenges in a globalize world nowadays. If she must address the numerous technological and job challenges, the issue of technology, skills and vocation acquisition must be tackled with all sincerity in the country’s education system. Highly industrialized nations have at one time or the other identified technical and vocational education as a transformational and development key index policy trust for technological growth, economic performance and development in general. Technical and vocational education lays emphasis on learning, skills acquisition; job creation and development that would enable individual engaged in it adjust to the changes in the ever dynamic society of today. This paper therefore, tends to examine this aspect of education in the country’s education system and the need to revitalize it to promote the technological growth in particular and development in general. It suggests among others; adequate funding, improvement of the status of technical and vocational education and training of needed manpower to impart the requisite skills and competencies the youths required in the technology world of today. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Central Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - Q:educational technology KW - T:Educação profissionalizante KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Technical Vocational Education and Training (TVET) as intervention mechanism for global competitiveness: perspectives from Nigeria AU - Okoye, KRE AU - Okwelle, PC T2 - Developing Country Studies AB - At national and international platforms, it has been maintained that TVET provides the needed employable skills and attitudes necessary for effective performance in the workplace. In many nations across the globe, some reform strategies to build on the inherent strength of TVET systems has been vigorously adopted, Nigeria not left behind. This paper explores the national TVET system in response to the emergent global issues on economic productivity. The following outlines provided a guide in the discourse; TVET defined, TVET reform standard and adaptability, TVET and the state of the art in Nigeria, unemployment level and the causes in Nigeria, concept transformation as mechanism for skill acquisition and why few enrolment in TVET Programs. Based on the analysis made in this paper, some recommendations were made on ways of strengthening TVET system in Nigeria for global competitiveness. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - P:mechanic KW - P:service industry KW - P:social KW - Q:open learning KW - T:Educação profissionalizante KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Forging New Partnerships: Lessons from the Dissemination of Agricultural Training Videos in Benin AU - Okry, Florent AU - Van Mele, Paul AU - Houinsou, Felix T2 - The Journal of Agricultural Education and Extension AB - Purpose: This article evaluates the dissemination and use of rice training videos by radio stations, farmers, farmer associations and extension services in Benin. It pays attention to positive deviants and process innovation within a 'hands-off experiment'. Design/methodology/approach: Using questionnaires and checklists we interviewed leaders of radio stations, extension services of nine municipalities and organized focus discussions with 13 farmer associations. Interviews focused on the processes of video dissemination/acquirement and the use and usefulness of the video. Findings: The commercial radio of Glazoué developed persuasive adverts and sold most of the 240 VCDs to farmers and extension services, whereas the community radios distributed most VCDs free of charge. About 20% of all the VCDs were sold, suggesting that farmers are eager to invest in acquiring knowledge. Extension services acquired the rice videos in various ways, indicating the need to inject videos via multiple pathways into the agricultural innovation system. Watching the farmer-to-farmer videos during staff meetings gave extension agents more confidence to interact with farmers. Practical implications: Videos do not need to be distributed to all farmer associations in the same village, as dissemination may take place between different associations. Farmers appreciate watching videos with their families if they are available in their local language. When suitable language versions are not available, group viewing is more appropriate. Originality/value: The farmer-to-farmer rice videos have created a momentum in Benin and across Africa, especially in the current context of rapid changes in the agricultural systems. The newly established non-governmental organization Access Agriculture aims at further supporting video-mediated learning in developing countries. [PUBLICATION ABSTRACT] DA - 2014/// PY - 2014 DO - 10.1080/1389224x.2013.783495 LA - en AN - DOI-10.1080/1389224X.2013.783495 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Benin KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:developing country KW - F:access KW - F:learning KW - F:pay KW - P:agricultural KW - P:agriculture KW - P:media KW - P:service industry KW - P:technology KW - R:focus groups KW - R:interview KW - R:questionnaire KW - T:Ausbildung KW - T:Training KW - publicImportV1 ER - TY - CHAP TI - Challenges and Prospects of Information Communication Technology (ICT) in Teaching Technical Education towards Globalisation AU - Olabiyi, OS T2 - Effects of Information Capitalism and Globalization on Teaching and Learning AB - The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be overemphasised in the knowledge-based and globalised society. The world of works is in as continuous a state of change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Therefore, this chapter discusses the challenges and prospects of ICT in teaching TVE towards globalisation. The chapter points out clearly the meaning, philosophy, and objectives of TVET, concept and types of ICT, the need for effective utilisation of ICTs and its role in TVET, the challenges and solutions to the effective utilisation of ICTs in TVET, and the prospect of using ICT in teaching TVET. The chapter concludes by suggesting solutions for proper planning, management, and effective utilisation of ICTs resources in TVET. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:teaching KW - P:technology KW - Q:ICT KW - T:TVET KW - publicImportV1 ER - TY - CHAP TI - Blended learning methods in introduction to teaching and sociology of education courses at a university of education AU - Ololube, Nwachukwu Prince T2 - Advancing technology and educational development through blended learning in emerging economies DA - 2014/// PY - 2014 DP - Google Scholar SP - 108 EP - 127 PB - IGI Global KW - _C:Nigeria NGA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - Re-Integrating Vocational Technical Skill Acquisition into the Educational Curriculum: Capacity Building for Future Professionals AU - Olukanni, David O. AU - Aderonmu, Peter A. AU - Ogbiye, Adebanji S. AU - Akinwumi, Isaac I. AU - Chova, LG AU - Martinez, AL AU - Torres, IC T2 - ICERI 2014 AB - One of the observable problems facing most developing nations today is the non-availability of adequately trained and well-motivated professionals with the capacity to solving problems of national development. Many University graduate professionals complain of unemployment. However, there exist substantial employment opportunities in Africa and other developing nations but the major challenge being that, the skills to match up with imminent challenges are missing. There is, therefore a need to re-integrate vocational technical skill acquisition into the Educational Curriculum for young professionals with proper mental orientation and practical skills for solving societal problems. This paper underlined the necessity of re-integrating vocational technical education (VTE) courses with special targets on sustainability and capacity building aspect of citizenry lives with a view to ascertain the empowerment of students for self employment after graduation. In a bid to achieve this, the current pedagogical approach and curriculum dynamics employed at the Architecture and Civil Engineering Department of Covenant University Ota, Nigeria was evaluated. Specific reference was made in terms of knowledge application from fabrication, construction in timber, reinforced concrete and steel to the main architectural design project. As regards the capacity building development aspect within the architectural and civil engineering education, the application of the respective vocational technical knowledge, obtained through lectures, site works and work shop practices were of major essence in collaborative design projects. It is expected that the indispensability of VTE courses for a successfully-integrated design would bind every element of the design together in different scales. In this way, the sustainability component of the designs in the studio, engineering workshop practice and energy-efficient design would be put to use. The study recommended the investigation and application of all critical elements of VTE-based curriculum development for a sustainable capacity development of emerging future professionals. DA - 2014/// PY - 2014 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:T KW - D:developing nation KW - F:curriculum KW - F:pedagogy KW - P:architecture KW - P:construction KW - T:TVET KW - T:trainee KW - Z:Capacity Building KW - Z:Educational Curriculum KW - Z:Future Professionals KW - Z:Sustainability KW - Z:Vocational Technical Skill KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Pharmacists, Pharmacy Training and Mental Health Care Provision in Ghana AU - Owusu-Daaku, Frances T2 - Pharmacy Education AB - Background: Generally, mental health care seeking in Ghana, a small, very religious West African nation of about 25 million people, is a pluralistic phenomenon, fraught with stigma. The advent of biomedical medicines, with pharmacists involved in providing medicines for mental health care, has somewhat lessened this stigma. Context: Has the pharmacy curriculum in Ghana adequately prepared students to be part of a mental health team? What is the attitude of pharmacy students and pharmacists towards mental health provision? Will the passage of the Mental Health Bill make any impact on pharmacists' role in mental health? Answers to these questions are explored by examining literature and relevant institutional documents Evaluation: Minimal attention has been paid to the training of pharmacists in the provision of mental health care, especially in Ghana. It is recommended that pharmacists themselves and related bodies collaborate to make effective use of this neglected potential. DA - 2014/// PY - 2014 LA - en AN - LOCAL-WOS:000217201200021 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:attitude KW - F:curriculum KW - P:health KW - P:measurement KW - P:media KW - R:impact KW - T:Ausbildung KW - Z:Pharmacists KW - Z:mental health KW - Z:pharmacy training KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Educational Technology Topic Guide AU - Power, Tom DA - 2014/// PY - 2014 DP - Google Scholar ST - EdTech Topic Guide UR - http://www.heart-resources.org/topic/educational-technology/ Y2 - 2014/10/20/15:00:18 KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Chile CHL KW - _C:Congo XCO KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Haiti HTI KW - _C:India IND KW - _C:Jamaica JAM KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Korea XKOR KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Qatar QAT KW - _C:Rwanda RWA KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - __C:filed:1 KW - __C:scheme:1 ER - TY - BOOK TI - The permanent input hypothesis : the case of textbooks and (no) student learning in Sierra Leone AU - Sabarwal, Shwetlena AU - Evans, David K. AU - Marshak, Anastasia T2 - Policy research working paper : WPS DA - 2014/// PY - 2014 LA - eng PB - Washington, DC : World Bank, Education Global Practice Group & Africa Region, Office of the Chief Economist ST - The permanent input hypothesis KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Empowering Individuals to Empower the Nation Nigeria AU - Sharehu, A AU - Achor, E T2 - National Association for Science, Humanities & Education Research Journal AB - This paper examined strategies of empowering individuals to empower the nation with focus on Technical and Vocational Education Training (TVET), Entrepreneurship Education (EE) and Information Communication Technology (ICT). It is established that from history TVE was not given its prominent place and that may have accounted for the slow and lagging nature of advancement in TVE. Consequently, future progress will be determined by the level of empowerment given to individuals in schools which is predicated upon level of empowerment of TVE teachers themselves. A number of strategies were identified as possible options for empowering learners and youths in Nigeria. Some of them include combining TVE with academic work till end of secondary education, vocationalisation, and work experience programmes (eg SIWES, youth apprenticeship and school based experience) and adjusting to effects of advance technology among others. With government’s political will and schools and teachers prepared for change, much could be achieved in empowering the nation. DA - 2014/// PY - 2014 LA - en UR - https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2578866 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:Q KW - CT:T KW - Q:ICT KW - T:TVET KW - T:apprenticeship training KW - T:entrepreneurship education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Teaching and learning: achieving quality for all AU - UNESCO T2 - EFA Global Monitoring Report A3 - Rose, Pauline DA - 2014/// PY - 2014 DP - Open WorldCat LA - English PB - UNESCO Publishing SN - 978-92-3-104255-3 92-3-104255-6 ST - Teaching and learning UR - http://www.unesco.org/new/en/education/themes/leading-the-international-agenda/efareport/reports/2013/ KW - AWP2 KW - AWP2-actual KW - CitedIn:AKFC KW - CitedIn:OER4S-TPE-HHH2 KW - CitedIn:OER4Schools-2012-HHH1 KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - CitedIn:OER4Schools-HHH3-B KW - CitedIn:PhD_Thesis KW - EfA KW - GMR KW - RPF-May-2016 KW - _C:Afghanistan AFG KW - _C:Albania ALB KW - _C:Algeria DZA KW - _C:Andorra AND KW - _C:Angola AGO KW - _C:Antigua and Barbuda ATG KW - _C:Argentina ARG KW - _C:Armenia ARM KW - _C:Artsakh XARTH KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Azerbaijan AZE KW - _C:Bahamas BHS KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Belarus BLR KW - _C:Belgium BEL KW - _C:Belize BLZ KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Bosnia and Herzegovina BIH KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Brunei Darussalam BRN KW - _C:Bulgaria BGR KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Congo, Republic COG KW - _C:Costa Rica CRI KW - _C:Croatia HRV KW - _C:Cuba CUB KW - _C:Cyprus CYP KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Equatorial Guinea GNQ KW - _C:Eritrea ERI KW - _C:Estonia EST KW - _C:Ethiopia ETH KW - _C:Federated States of Micronesia FSM KW - _C:Fiji FJI KW - _C:Finland FIN KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Grenada GRD KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:Honduras HND KW - _C:Hungary HUN KW - _C:Iceland ISL KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Ireland IRL KW - _C:Israel ISR KW - _C:Italy ITA KW - _C:Ivory Coast CIV KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kazakhstan KAZ KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Korea XKOR KW - _C:Korea, Democratic People's Republic PRK KW - _C:Korea, Republic KOR KW - _C:Kuwait KWT KW - _C:Kyrgyzstan KGZ KW - _C:Latvia LVA KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Libya LBY KW - _C:Lithuania LTU KW - _C:Luxembourg LUX KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Malta MLT KW - _C:Marshall Islands MHL KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Monaco MCO KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nauru NRU KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:North Macedonia MKD KW - _C:Norway NOR KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Palau PLW KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Portugal PRT KW - _C:Pridnestrovian Moldovan Republic XPRMR KW - _C:Qatar QAT KW - _C:Republic of Moldova MDA KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Rwanda RWA KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Samoa WSM KW - _C:San Marino SMR KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:Serbia SRB KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Singapore SGP KW - _C:Slovakia SVK KW - _C:Slovenia SVN KW - _C:Solomon Islands SLB KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:South Sudan SSD KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Suriname SUR KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Togo TGO KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Turkmenistan TKM KW - _C:Tuvalu TUV KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Vanuatu VUT KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - CHAP TI - English in Action: a new approach to continuing professional development through the use of mediated video, peer support and low-cost mobile phones in Bangladesh AU - Woodward, Clare AU - Griffiths, Malcolm AU - Solly, Mike T2 - Innovations In The Continuing Professional Development Of English Language Teachers CY - London DA - 2014/// PY - 2014 DP - DOI.org (Crossref) SP - 227 EP - 248 LA - en PB - British Council UR - https://linkinghub.elsevier.com/retrieve/pii/S0346251X15000925 Y2 - 2020/08/31/13:08:30 KW - C:Bangladesh KW - _C:Afghanistan AFG KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:Bulgaria BGR KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Croatia HRV KW - _C:Czech Republic CZE KW - _C:Djibouti DJI KW - _C:Dominican Republic DOM KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Germany DEU KW - _C:Greece GRC KW - _C:Hungary HUN KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Italy ITA KW - _C:Japan JPN KW - _C:Kazakhstan KAZ KW - _C:Korea XKOR KW - _C:Korea, Republic KOR KW - _C:Lithuania LTU KW - _C:Malaysia MYS KW - _C:Mali MLI KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Namibia NAM KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Poland POL KW - _C:Romania ROU KW - _C:Russian Federation RUS KW - _C:Saudi Arabia SAU KW - _C:Serbia SRB KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Syrian Arab Republic SYR KW - _C:Thailand THA KW - _C:Turkey TUR KW - _C:Ukraine UKR KW - _C:United Arab Emirates ARE KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Yemen YEM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Revitalizing Education Development in Sierra Leone (REDISL) Project AU - World Bank DA - 2014/// PY - 2014 UR - http://documents1.worldbank.org/curated/en/909691468299196446/pdf/879000PAD0P1330018034002000with0MAP.pdf Y2 - 2020/06/25/17:33:18 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Career challenges in construction craft training in technical vocational education and training in Ghana AU - Yangben, PN AU - Seniwoliba, JA AB - The study examined the challenges of the Pilot Training Centre (PTC) at the National Vocational Training Institute (NVTI) at Kokomlemle, a suburb of Accra in the training of tradesmen for the construction industry. A descriptive survey design was used for the study. The population consists of tutors, current students and past students of the PTC/NVTI and contractors within the Accra Metropolis. The sample comprised ten tutors, fifteen past students, one hundred and ten currents and ten contractors were randomly selected from the PTC and contractors. A set of questionnaire was prepared and used for collecting data for the study. The data were analyzed using the descriptive statistics from the Statistical Package for Social Scientist (SPSS 16 version).For many years, technical and vocational education in Africa has been considered as a career path for the less academically endowed. This perception has been fuelled by the low academic requirements for admission into TVET programmes and the limited prospects for further education and professional development. Worse of all, the impression is sometimes created by governments that the primary objective of the vocational education track is to keep dropouts from the basic and senior high school system off the streets, rather than project this type of training as an effective strategy to train skilled workers for the employment market. However, 84.3% of the respondents refuted the assertion and only 15.7% supported the assertion. Based on these findings on the career challenges TVET trainees face, it was recommended that training institutions should be well resourced by the collective efforts of government and all other stakeholders so that training programmes can achieve their set objectives. Training providers should liaise with those in the industry so that in-service training activities could be organized which would enrich students with the right skills for the job market. There should be a clear cut for technical students climbing the academic ladder without bottlenecks. DA - 2014/// PY - 2014 LA - en UR - http://udsspace.uds.edu.gh/handle/123456789/340 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:construction KW - P:crafts KW - P:nature KW - Q:masters KW - T:Educação profissionalizante KW - T:TVET KW - T:Training KW - T:career KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Exploring technical vocational education and training systems in emerging markets: A case study on Ghana AU - Alagaraja, Meera AU - Arthur-Mensah, Nana T2 - European Journal of Training and Development AB - Purpose - The purpose of this study was to explore trends and changes in technical vocational education and training (TVET) in emerging economies as a national human resource development (NHRD) approach and its practical applications using Ghana as an example. Design/methodology/approach - A case study approach was used to develop an in-depth analysis of TVET practices in Ghana. The study utilizes a targeted review of literature, analysis of government documents and interviews with key informants as illustrative sources of evidence for developing the case study. Findings - TVET has been identified as a major contributor to skills development in Ghana. Capitalizing on the potential of TVET requires addressing the challenges of increasing employer participation in TVET, improving TVET curriculum to enhance student's employability and reflect labor market needs. Additionally, informal TVET plays a major role in skills development therefore it is recognized as part of the TVET planning process. Research limitations/implications - Data for this research were gathered from key informant interviews and archival records. Additional methods such as observations would further enhance this study. Further research of trends in Ghana to validate implications drawn from this research is recommended. Practical implications - This research provides an overview for HRD professionals to understand the potential of TVET as an approach to human capital development within emerging markets. This is because developing comprehensive plans that address national and employer needs regarding talent acquisition, development and retention will re-emerge as a critical objective for TVET system as nations compete in the global market place. Originality/value - This study provides a unique perspective of current TVET practices in Ghana and its implications for human resource development (HRD). Furthermore, it adds to the small but growing literature on HRD in Ghana and in the African context. DA - 2013/11/08/ PY - 2013 DO - 10.1108/ejtd-04-2013-0037 DP - emeraldinsight.com (Atypon) VL - 37 IS - 9 SP - 835 EP - 850 J2 - Euro J of Training and Dev LA - en SN - 2046-9012 ST - Exploring technical vocational education and training systems in emerging markets UR - https://www.emeraldinsight.com/doi/abs/10.1108/EJTD-04-2013-0037 AN - DOI-10.1108/EJTD-04-2013-0037 Y2 - 2018/11/25/18:00:33 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - D:emerging economies KW - F:curriculum KW - P:economy KW - P:human resources manager KW - P:measurement KW - R:case study KW - R:interview KW - R:observation KW - T:TVET KW - Z:Case studies KW - Z:Economic development KW - Z:Economic growth KW - Z:Emerging markets KW - Z:Globalization KW - Z:Human capital KW - Z:Human resource management KW - Z:Theory KW - Z:Workforce KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 ER - TY - RPRT TI - Sierra Leone: Education Country Status Report: An analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone AU - Ministry of Education, Science and Technology DA - 2013/09// PY - 2013 DP - Zotero SP - 204 LA - en PB - Government of Sierra Leone UR - http://www.culture-developpement.asso.fr/wp-content/uploads/2014/02/education-country-status-report-sierra-leonne.pdf KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Private-Public Partnership and Technical Vocational Education and Training (TVET) in a Developing Economy AU - Okoye, KRE AU - Chijioke, Okwelle P. T2 - Arabian Journal of Business and Management Review (Oman Chapter); Sohar AB - Technical Vocational Education and Training (TVET) system is widely recognised as education system expected to produce a competent workforce who can compete and excel in a rapidly changing environment and improves a country's economy. That TVET system in Nigeria and many other countries are in crisis or in immediate need for intervention, are often heard. Private Public Partnership (PPP) is viewed as an alternative strategy put forward to address the challenges confronting this all-important education system. Therefore, this paper attempts to add to the available literature on PPP in TVET by examining; conceptualizing PPP and its relative importance in economic growth, revamping TVET for technological advancement and economic growth in Nigeria through PPP collaboration. Constraints on TVET as a measure for economic development in Nigeria were also highlighted. The paper concludes by recommending for a proper PPP involvement in TVET system in Nigeria to enhance its economic potentiality. [PUBLICATION ABSTRACT] DA - 2013/05// PY - 2013 DO - 10.12816/0002333 DP - ProQuest VL - 2 IS - 10 SP - 51 EP - 61 LA - English Y2 - 2018/08/01/16:00:50 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - Business And Economics--Management KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - Economic growth KW - P:economy KW - Public private partnerships KW - Q:Private Public Partnership KW - Studies KW - T:TVET KW - Vocational education KW - publicImportV1 ER - TY - JOUR TI - Sierra Leone: education country status report; an analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone; 2013 DA - 2013/// PY - 2013 DP - Zotero SP - 204 LA - en KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Challenges facing technical and vocational education in Ghana AU - Amedorme, SK AU - Fiagbe, YAK T2 - International Journal of Scientific & Technology Research AB - Abstract : Technical and vocational education and training (TVET) in Ghana is facing a number of challenges. The problems ranging from the limited number of technical institutes available in the country, lack of facilities and materials for training students, inadequate technical teachers or facilitators, limited number of training institutions for technical teachers and difficulty in career progression to the negative public attitudes and perceptions towards technical and vocational education and training in Ghana. In this paper, these challenges confronting TVET and the pertinent issues are discussed with the aim of recommending ways of addressing them. DA - 2013/// PY - 2013 LA - en UR - http://www.ijstr.org/paper-references.php?ref=IJSTR-0613-6625 AN - UTI-FEB94723-6149-368E-A748-AA7A44905482 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:T KW - T:TVET KW - T:training needs KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - The challenges and prospects of ICTs in teaching and learning in Sunyani Polytechnic, Ghana AU - Bonsu, KA AU - Duodu, A AU - Bonsu, K AU - Duodu, K T2 - Capa Scientific Journal AB - Globally, the impact of Information and Communication Technology (ICT) in the past decades has been enormous. ICT plays a crucial role in socio-economic development and in bringing the world together as a global village. Indeed, in today‟s knowledge based economy, a completely new set of skills are required. Developing countries need to respond to demand for strategies to prepare the youth for the competitive opportunities driven by information and communication technology. The role of ICT tools in education should be more emphasized despite the heavy investment on ICT infrastructure, equipment and professional development for improved education. However, the adoption of ICT and its integration in teaching and learning have met challenges. This study reports the state of ICT usage in teaching and learning at Sunyani Polytechnic, Ghana. The study highlights factors that influence effective integration of ICT in teaching and learning. The findings revealed minimal adoption of ICT in teaching and learning at Sunyani Polytechnic, Ghana. The study makes recommendations that would enhance ICT uptake and adoption when implemented. DA - 2013/// PY - 2013 LA - en UR - http://tum.ac.ke/assets/highlights/6896059_JOURNAL_FINAL_COPY.pdf#page=16 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - F:teaching KW - P:economy KW - P:teacher education KW - Q:ICT KW - Q:educational technology KW - R:case study KW - T:TVET KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Information and communication technology: The pivot of teaching and learning of skills in electrical and electronics technology programme in Nigeria AU - Chukwuedo T2 - International Journal of Vocational and Technical Education AB - The polymorphous nature of teaching and learning has contributed to the quest for skills delivery and acquisition at any place and pace. Teaching and learning of skills in electrical and electronics programme cannot be restricted to the traditional classroom settings, but should adopt favourable and acceptable technological dynamism. The inadequacy in the supply of facilities and qualified manpower perhaps has contributed to the need for skills delivery and acquisition in electrical and electronics programme through other technological means. One of such means found achievable is information and communication technologies (ICTs). This paper therefore reviewed ICTs as the pivot of globalizing teaching and learning of skills in electrical and electronics technology programme. The paper identified some of the skills in this programme, and ICTs that can be used to teach and learn the skills, by both normal and impaired teachers and learners. The findings from the survey questioning revealed that learners unavoidably support their teaching-learning situation with ICTs. It was therefore concluded that ICTs are pivot of teaching and learning of electrical and electronic skills. DA - 2013/// PY - 2013 LA - en UR - http://www.academicjournals.org/journal/IJVTE/article-full-text-pdf/0BC31E742499 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:teaching KW - P:electro KW - P:technology KW - Q:ICT KW - Q:distance learning KW - T:Educação profissionalizante KW - T:TVET KW - publicImportV1 ER - TY - JOUR TI - Traditional eye medicine practice in Benin-City, Nigeria AU - Ebeigbe, JA T2 - Southern African Optometrist AB - The use of traditional eye medicines as a form of eye care in Africa is very common. However, there is concern about the harmful effects of some traditional medicines on the eyes. This study was a cross-sectional survey conducted in Benin-City, Edo state, Nigeria. Sixty-eight traditional medicine practitioners (TMPs) who treated eye conditions participated in this study. Most (87%) were males and 13% were females. Their age ranged between 25 to 65 years with a mean age of 42.25 ± 2.14 years. Information was obtained through one-on-one oral interviews and a structured questionnaire consisting of open-ended questions. The most common method of training (46%) was by father-to-son tutelage. Conjunctivitis, itching and poor vision were the most common conditions treated by all practitioners. The majority of the TMPs (62%), practiced full time while 38% practiced part time. Forty six percent considered patients’ case histories as more important than physical examination of the eye while 54% felt both history and examination were equally important. Thirty-six percent of practitioners reported inverting the upper eyelids as part of their examination. Couching of cataracts was done by 38%. While 49% had referred ‘difficult’ or ‘stubborn’ cases to orthodox hospitals, 51% had never referred a case. Traditional healers are well accepted in their communities and will continue to be consulted by the people. Health education programs with emphasis on safe eye care practices need to be established for traditional healers. Working with healers and training them to recognize cases needing urgent referral and encouraging the use of non-harmful practices may provide a more sustainable health care structure in the community. Cooperation between these two aspects of medicine is extremely important for the provision of primary eye care services in rural Africa. DA - 2013/// PY - 2013 LA - en UR - http://avehjournal.org/index.php/aveh/article/view/54 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:East Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:learning KW - F:payment KW - P:healers KW - P:media KW - T:Formal apprenticeship KW - T:Lehrlingsausbildung KW - T:Training KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - The Agenda for Prosperity: Road to Middle Income Status AU - Government of Sierra Leone DA - 2013/// PY - 2013 DP - Zotero SP - 216 LA - en UR - http://extwprlegs1.fao.org/docs/pdf/sie149110.pdf KW - ⛔ No DOI found ER - TY - JOUR TI - Entrepreneurial skills in technical vocational education and training as a strategic approach for achieving youth empowerment in Nigeria AU - Maigida, JF AU - Saba, TM T2 - International Journal of Humanities and Social Science AB - Entrepreneurial studies are inter-displinary training that focuses on the tools needed to start a new business or vocation. Because Nigeria is fast becoming a predominantly youthful society with high rate of unemployment requires training the youth in entrepreneurial skills in Technical Vocational Education and Training to tackle the unemployment which has reached alarming proportions. This is because the youth represents a tremendous potentials development of human capital which the society cannot afford to neglect. Young people’s situation and future prospects are of vital concern to all. Many youth face high unemployment, joblessness and difficulties in getting a firm foothold into the labour market. These have led to problem of unemployment especially among youth leaving various educational institutions. The youth graduate from school without the needed skills or competencies that would enable them function in today’s emerging society. Therefore, this paper examined how entrepreneurial skills in Technical Vocational Education and Training (TVET) can be used as a strategic approach for achieving youth empowerment in Nigeria. DA - 2013/// PY - 2013 LA - en UR - https://pdfs.semanticscholar.org/8a31/dc43ba0e48d513bd89c8e182f44c2e359a9c.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:assessment KW - P:measurement KW - T:Ausbildung KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Teacher Education and the Challenge of Development: a global analysis AU - Moon, B. AU - Dladla, N AU - Bird, L. Storey, A. Nordstrum, L. Hanbing, Y. McCormick, B. Banks, F. Dheram, P. Ibn Junaid, M. Wolfenden, F. Buckler, A. Gafar, A. Tao, S. AU - Kirk, J. AU - Azlam, M. AU - Kingdon, G. AU - Dembele, M. AU - Miaro-II, B. Anamuah-Mensah, J. Power, T. AU - Umar, A. T2 - Education, Poverty and International Development Series A3 - Moon, B. CY - New York DA - 2013/// PY - 2013 PB - Routledge SN - 978-0-415-60071-2 ST - Teacher Education and the Challenge of Development: a global analysis KW - AWP2 KW - AWP2-actual KW - CitedIn:AKFC KW - CitedIn:OER4Schools-2012-HHH1 KW - CitedIn:OER4Schools-HHH3 KW - CitedIn:OER4Schools-HHH3-A KW - CitedIn:OER4Schools-HHH3-A-PREVIOUS KW - CitedIn:OER4Schools-HHH3-B KW - CitedIn:PhD_Thesis KW - _C:Afghanistan AFG KW - _C:Bangladesh BGD KW - _C:Brazil BRA KW - _C:Canada CAN KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Congo XCO KW - _C:France FRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Mali MLI KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Review of agricultural technical vocational education and training (ATVET) in Africa : best practices from Benin, Ethiopia, Namibia and Sierra Leone AU - NEPAD DA - 2013/// PY - 2013 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Benin KW - C:Ethiopia KW - C:Namibia KW - C:Sierra Leone KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:agricultural KW - T:TVET KW - _C:Sierra Leone SLE KW - publicImportV1 ER - TY - JOUR TI - Exploring the mismatch between teacher demand-supply in sub-Saharan Africa: Ghana as case study AU - Ntim, S., T2 - Mediterranean Center of Social and Educational Research AB - This study presents an analysis of the factors affecting the supply and demand of school teachers in Ghana. The findings suggest that the major pull causing the mismatch in teacher supply-demand equation can be summed up under: a) economic demand, b) demographic factors and c) market forces. Sixty percent of those sampled constituting 162 of the respondents were of the view that there was a significant correlation between remuneration and supply while the other 40% (108) not attributing it to remuneration per se, nevertheless saw a link between supply and other economic issues such as end of service benefit. Ninety five percent of respondents were of the view that teacher upgrading in higher market premium courses in institutions of higher learning exacerbate teacher attrition into other better paid jobs: an indication of non-incentives pulling teachers from the teaching profession. The objective of the study is to contribute to advocacy on teacher issues, especially increased resources as well as innovative funding for the employment of sufficient number of teachers. DA - 2013/// PY - 2013 DO - 10.5901/mjss.2013.v4n1p273 LA - en UR - http://www.mcser.org/index.php/38-archive/mjss-archive/mjss-2013/617-mjss-vol-4-no-1-2013-2 AN - DOI-10.5901/mjss.2013.v4n1p273 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:incentives KW - F:learning KW - F:motivation KW - F:remuneration KW - F:teaching KW - P:economy KW - P:services KW - P:teacher education KW - P:teachers KW - Q:higher education KW - R:case study KW - T:career KW - Z:Higher education KW - Z:Teacher career KW - Z:Teacher deployment KW - Z:Teacher education KW - Z:Teacher motivation KW - _C:Ghana GHA KW - publicImportV1 KW - ⚠️ Invalid DOI ER - TY - CHAP TI - Linking informal apprenticeship and formal education in South-Eastern Nigeria through market/mechanic village schools AU - Ogwo, Benjamin AB - The Nigerian government as well as international agencies have implemented several informal apprenticeship intervention programmes aimed at improving productivity, trade union leadership and literacy/numeracy of practitioners. One of such interventions is the Education Trust Fund (ETF) intervention in boy-child education within south-eastern Nigeria established by UNICEF. This paper highlights the process, nature, and scope of the ETF intervention in relation to informal apprenticeships. As research meth9odology, the research & development (R&D) design was used for the study. Among other outcomes, the UNICEF market/mechanic village school curriculum was modified using open-learning principles by informal apprenticeship. School is taken to the apprentices rather than the apprentices to school by incorporating formal education into informal apprenticeship thus ensuring certification and enhanced social status for informal apprenticeship graduates. DA - 2013/// PY - 2013 DP - Google Scholar SP - 117 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:curriculum KW - P:mechanic KW - P:social KW - Q:certificate KW - Q:e-learning KW - R:survey KW - T:Formal apprenticeship KW - T:Lehrlingsausbildung KW - publicImportV1 ER - TY - JOUR TI - Technical and vocational education and training (TVET) in Nigeria and energy development, marketing and national transformation AU - Okoye, KRE AU - Chijioke, Okwelle P. T2 - Journal of Education and Practice AB - Education is considered by many as an agent of human development, social mobility and socio-economic development of any society. However, it is arguable that the type and quality of education a nation offers to its citizens is a function of the level of progression of that nation. In this context, technical and vocational education and training (TVET) has been recognized as the wide-diversified education system instrumental in making the remarkable contribution to economic growth of a country by a way of suitable manpower production relevant to the needs of industry, society and changing technological work environment. This paper explores the TVET situation for Nigeria for its transformation agenda with highlights on such factors as trends on TVET policies for human resource development, capacity building, energy development and professional marketing in the national transformation agenda. DA - 2013/// PY - 2013 VL - 4 IS - 4 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:attitude KW - P:electro KW - P:technology KW - T:Educação profissionalizante KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries?: systematic review AU - Orr, David AU - Westbrook, Jo AU - Pryor, John AU - Durrani, Naureen AU - Sebba, Judy AU - Adu-Yeboah, Christine AU - others CY - London DA - 2013/// PY - 2013 DP - Google Scholar LA - English PB - EPPI-Centre, Social Science Research Unit, Institute of Education, University of London SN - 978-1-907345-48-7 ST - What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? UR - http://sro.sussex.ac.uk/43901/1/Undertrained_teachers_2013_Orr.pdf Y2 - 2016/03/28/11:39:40 KW - C:Low- and middle-income countries KW - STC-TLC KW - _C:Afghanistan AFG KW - _C:Algeria DZA KW - _C:Angola AGO KW - _C:Antigua and Barbuda ATG KW - _C:Argentina ARG KW - _C:Armenia ARM KW - _C:Australia AUS KW - _C:Azerbaijan AZE KW - _C:Bahrain BHR KW - _C:Bangladesh BGD KW - _C:Barbados BRB KW - _C:Belize BLZ KW - _C:Benin BEN KW - _C:Bhutan BTN KW - _C:Bolivia BOL KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Costa Rica CRI KW - _C:Cuba CUB KW - _C:Djibouti DJI KW - _C:Dominica DMA KW - _C:Dominican Republic DOM KW - _C:Ecuador ECU KW - _C:Egypt EGY KW - _C:El Salvador SLV KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Federated States of Micronesia FSM KW - _C:Fiji FJI KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Georgia GEO KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Grenada GRD KW - _C:Guatemala GTM KW - _C:Guinea GIN KW - _C:Guyana GUY KW - _C:Haiti HTI KW - _C:Honduras HND KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Ivory Coast CIV KW - _C:Jamaica JAM KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Kazakhstan KAZ KW - _C:Kenya KEN KW - _C:Kiribati KIR KW - _C:Korea XKOR KW - _C:Kosovo XKSVO KW - _C:Kyrgyzstan KGZ KW - _C:Laos LAO KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Libya LBY KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Malaysia MYS KW - _C:Maldives MDV KW - _C:Mali MLI KW - _C:Marshall Islands MHL KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mexico MEX KW - _C:Mongolia MNG KW - _C:Montenegro MNE KW - _C:Morocco MAR KW - _C:Mozambique MOZ KW - _C:Myanmar MMR KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Oman OMN KW - _C:Pakistan PAK KW - _C:Palau PLW KW - _C:Panama PAN KW - _C:Papua New Guinea PNG KW - _C:Paraguay PRY KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Portugal PRT KW - _C:Republic of Moldova MDA KW - _C:Rwanda RWA KW - _C:Sahrawi Arab Democratic Republic XSADR KW - _C:Saint Kitts and Nevis KNA KW - _C:Saint Lucia LCA KW - _C:Saint Vincent and the Grenadines VCT KW - _C:Samoa WSM KW - _C:Senegal SEN KW - _C:Seychelles SYC KW - _C:Singapore SGP KW - _C:Solomon Islands SLB KW - _C:Somalia SOM KW - _C:Somaliland XSMLD KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:State of Palestine PSE KW - _C:Sudan SDN KW - _C:Suriname SUR KW - _C:Syrian Arab Republic SYR KW - _C:São Tomé and Príncipe STP KW - _C:Tajikistan TJK KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Timor-L'este TLS KW - _C:Togo TGO KW - _C:Tonga TON KW - _C:Trinidad and Tobago TTO KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Turkmenistan TKM KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Uzbekistan UZB KW - _C:Vanuatu VUT KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - _C:Yemen YEM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - ___duplicate_item ER - TY - JOUR TI - The Lifeline Program: A Case Study of Workforce Education Combating Poverty for Females in Ghana AU - Smith, Bettye P AU - Lowe, Tony AU - Hunt-Hurst, Patricia AU - Okech, David AU - Blalock, Emily AU - Dery, Alexis T2 - International Education AB - This case study research examined the contributions of the Lifeline Program in Ghana, West Africa to the preparation of young women for the workforce; this preparation is an effort to combat poverty. In this research report, a succinct overview of Ghana was provided, the economic status of the country was delineated, and the history of the Lifeline Program from its inception was given. The research provided an explanation of each of the three vocational skills training programs offered by Lifeline: catering, dressmaking, and hairdressing. The vocational skills training programs in Ghana are likened to workforce education programs in the United States. Conclusions were drawn for the Lifeline Program and the vocational skills training programs based on the Human Capital Theory, a major economic framework. Also, recommendations were suggested based on the findings and the theory that undergirded this case study. [PUBLICATION ABSTRACT] DA - 2013/// PY - 2013 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:women KW - P:economy KW - P:measurement KW - R:case study KW - T:Ausbildung KW - T:vocational skills KW - T:workplace education KW - Z:Accelerated death benefits KW - Z:Case studies KW - Z:Education KW - Z:Females KW - Z:Workforce KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - A Review of Community Extension Approaches to Innovation for Improved Livelihoods in Ghana, Uganda and Malawi AU - Wellard, Kate AU - Rafanomezana, Jenny AU - Nyirenda, Mahara AU - Okotel, Misaki AU - Subbey, Vincent T2 - The Journal of Agricultural Education and Extension AB - Purpose: Farmer-to-farmer extension offers a potentially low-cost and wide-reach alternative in supporting agricultural innovation. Various approaches are being promoted but information on their impact and sustainability is sparse. This study examines experiences of Self Help Africa and partners in Ghana, Uganda and Malawi. It asks: What is good practice in community extension for agriculture? What has been the impact of community extension on food security for smallholder farmers? What is the potential for scale-up and policy influence? Design/methodology/approach: Findings are based on a three-country mixed methods study of 240 households, farmer groups and community, government and NGO extensionists. Findings: Models of good practice include: community selection of extensionists, a twin technical and community development focus, and mutual learning. Impact of community based extension approaches on uptake of technologies, food security and livelihoods of poor groups was found to be broadly positive. Practical implications: Community based approaches appear sustainable where: communities provide support for their extensionists; community extensionists have marketable skills; communities and extensionists are developing Community Based Organisations (CBOs); and linkages are maintained with research and extension bodies. Community based extension approaches are being scaled-up in Malawi and elsewhere. To achieve sustainable pro-poor impacts, support will be needed for continued technical and community development training and back-stopping for community extensionists, and evaluation of different approaches. Originality/value: The study provides important evidence that community extensionists can help facilitate innovation in sustainable agriculture and reach the poor in a cost-effective way. They should be seen by policy-makers as part of pluralistic demand-driven extension, complementing over-stretched extension services. (Contains 6 tables.) DA - 2013/// PY - 2013 DO - 10.1080/1389224x.2012.714712 LA - en AN - DOI-10.1080/1389224X.2012.714712 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Malawi KW - CA:AandC KW - CL:de KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:learning KW - F:policy KW - F:pro-poor KW - P:agricultural KW - P:agriculture KW - P:economy KW - P:measurement KW - P:services KW - P:technology KW - R:evaluation KW - R:impact KW - R:mixed method KW - T:Training KW - Z:Agricultural Occupations KW - Z:Agriculture KW - Z:Community Development KW - Z:Community Support KW - Z:Economically Disadvantaged KW - Z:Evidence KW - Z:Food KW - Z:Foreign Countries KW - Z:Innovation KW - Z:Poverty KW - Z:Rural Education KW - Z:Rural Extension KW - Z:Security (Psychology) KW - Z:Sustainability KW - _C:Benin BEN KW - _C:Ghana GHA KW - _C:Malawi MWI KW - _C:Morocco MAR KW - _C:Norway NOR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - RPRT TI - Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note AU - World Bank DA - 2013/// PY - 2013 UR - https://openknowledge.worldbank.org/bitstream/handle/10986/16787/ACS43930PNT0P10x0379833B00PUBLIC00.pdf?sequence=1&isAllowed=y KW - _C:Sierra Leone SLE ER - TY - RPRT TI - A Skills Gap Analysis for Private Sector Development in Sierra Leone 2012 Economic Sector Work AU - Mannah, Emmanuel AU - Ngadi Gibril, Yvonne DA - 2012/11// PY - 2012 DP - Zotero SP - 99 LA - en UR - https://nctva.org/wp-content/uploads/2018/09/Skills_Gap_Analysis_2012_AfDB.pdf KW - _C:Sierra Leone SLE ER - TY - JOUR TI - Capacity Building For Entrepreneurship Education: The Challenge For The Developing Nations AU - Eze, John F. AU - Nwali, Anthony C. T2 - American Journal of Business Education (AJBE) DA - 2012/07/10/ PY - 2012 DO - 10.19030/ajbe.v5i4.7117 DP - clutejournals.com VL - 5 IS - 4 SP - 401 EP - 408 LA - en SN - 1942-2512 ST - Capacity Building For Entrepreneurship Education UR - https://clutejournals.com/index.php/AJBE/article/view/7117 Y2 - 2020/05/27/17:54:32 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - Capacity Building KW - D:developing country KW - D:developing nation KW - D:developing world KW - Economic Development KW - Entrepreneurship KW - Entrepreneurship Education KW - F:curriculum KW - F:inclusion KW - F:learning KW - F:policy KW - P:economy KW - P:service industry KW - P:social KW - Q:certificate KW - Q:degree KW - Q:diploma KW - Q:higher education KW - T:Ausbildung KW - T:entrepreneurship education KW - Z:Business education KW - Z:Business schools KW - Z:Curriculum development KW - Z:Developing countries--LDCs KW - Z:Economic development KW - Z:Entrepreneurship KW - Z:Higher education KW - Z:Studies KW - publicImportV1 ER - TY - JOUR TI - Improving adult learning and professional development in a post-conflict area: The case of Cambodia AU - Berkvens, Jan AU - Kalyanpur, Maya AU - Kuiper, Wilmad AU - Akker, Jan T2 - International Journal of Educational Development AB - All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a western perspective, while many developing societies are organized according to non-western models. This article describes research conducted in the Cambodian Ministry of Education, focusing on how adult learning theory could be applied in order to improve learning and support transfer. When local experience and the cultural influence on learning are acknowledged, learning outcomes are found to improve.Highlights► Professional development activities should be adapted to local culture. ► Extra attention should be paid to creating trust and a safe learning environment. ► Acknowledging local expertise increases ownership and professionalism. ► Time is a crucial factor for understanding the influence of local culture on adult learning. ► Staff motivation and support of superiors are key factors in successful professional learning. DA - 2012/03/01/ PY - 2012 DO - 10.1016/j.ijedudev.2011.03.008 DP - ResearchGate VL - 32 SP - 241 EP - 251 J2 - International Journal of Educational Development ST - Improving adult learning and professional development in a post-conflict area KW - _C:Cambodia KHM KW - _C:Ghana GHA KW - _C:Laos LAO KW - _C:Netherlands NLD KW - _C:Thailand THA KW - _C:United States USA KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - La recherche sur les competences techniques et professionnelles permettant l'insertion - etat des lieux, contraintes et perspectives dans trois pays de l'afrique de l'ouest AU - Azoh, François-Joseph AU - Weyer, Frédérique AU - Carton, Michel AB - [FRGMNT] On assiste en Afrique à un regain d'intérêt pour la question du développement des compétences techniques et professionnelles (DCTP). L'existence de données et d'analyses fiables sur ce thème représente néanmoins un préalable indispensable à la définition et à la …[...]… CAP Certificat d'Aptitude Professionnelle CBL Competency Based Learning CBT Competency Based Training CCI Chambre de Commerce et d'Industrie CEBNF Centre d'Education de Base Non Formelle CEPE Certificat d'Etude Primaire Elémentaire … [...]… COTVET Council for Technical and Vocational Education and Training CPAF Centre Permanent d'Alphabétisation Fonctionnelle … NACVET National Coordinating Committee on Technical and Vocational Education and Training … [...]Page 1. LA RECHERCHE SUR LES COMPETENCES TECHNIQUES ET PROFESSIONNELLES PERMETTANT L'INSERTION ETAT DES LIEUX, CONTRAINTES ET PERSPECTIVES DANS TROIS PAYS DE L'AFRIQUE DE L'OUEST (Burkina Faso, Côte d'Ivoire et Ghana) … CY - Ouagadougou, Burkina Faso DA - 2012/// PY - 2012 DP - Zotero LA - French PB - NORRAG; ROCARE UR - http://www.norrag.org/fileadmin/Events/ROCARE-NORRAG_RAPPORT_FINAL_AVRIL_2012_FR.pdf KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQv:f2-H-fr KW - A:Africa KW - A:West Africa KW - C:Burkina Faso KW - C:Ivory Coast KW - CA:AandC KW - CC:Burkina Faso KW - CC:Ghana KW - CC:Ivory Coast KW - CL:en KW - CL:fr KW - CLL:fr KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:pay KW - Q:certificate KW - T:Ausbildung KW - T:TVET KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Restructuring vocational and technical education in Ghana: The role of leadership development AU - Boateng, C T2 - International Journal of Humanities and Social Science AB - Vocational technical education and training in Ghana is currently undergoing restructuring. Many reforms are in place to improve the quality of provision and learning outcomes to make it more accessible and attractive to all, and to ensure it is relevant and connected to the world of work. The potential success of these reforms will depend largely on the administrators and managers who are responsible for generating ideas and formulating policies ,as well as those responsible for transforming policies into practice. In this regard, effective leadership becomes an important variable that must be considered in the new vocational education environment. There is the need for Ghana to pay attention to providing leadership programs and guidance to current leaders and new and aspiring administrators and managers of vocational technical education. Such leadership development programs should attempt to cultivate in individuals key attributes and characteristics that can predispose successful leadership performance. The availability of leadership development programs and the possibility of being able to acquire certain leadership behaviours and enhance and use certain leadership attributes holds great promise for those participating in and leading vocational educational programs, reform efforts, and the change process in the country. DA - 2012/// PY - 2012 LA - en UR - https://pdfs.semanticscholar.org/b171/6c09ac0070a4745af81b41d615400b343082.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:leadership KW - F:policy KW - T:TVET KW - _C:Ghana GHA KW - __C:filed:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - A Roadmap to Vocational Education and Training Systems Around the World AU - Eichhorst, Werner AU - Rodríguez-Planas, Núria AU - Schmidl, Ricarda AU - Zimmermann, Klaus F AB - With young people among the big losers of the recent financial crisis, vocational education and training (VET) is often seen as the silver bullet to the problem of youth joblessness. This paper provides a better understanding of VET around the world, dealing with three types of vocational systems: school-based education, a dual system in which school-based education is combined with firm-based training, and informal training. We first explore the motivation for these different types of training, before summarizing the institutional evidence, highlighting the key elements of each training system and discussing its main implementation strengths and challenges. We subsequently review the evidence on the effectiveness of VET versus general education and between the three VET systems. There are clear indications that VET is a valued alternative beyond the core of general education, while the dual system tends to be more effective than school-based VET. Informal training is effective, however relatively little is known of its relative strengths compared with other forms of vocational education. CY - Bonn, Germany DA - 2012/// PY - 2012 DP - Zotero LA - English M3 - Discussion Paper PB - Institute of Labor Economics (IZA) UR - http://repec.iza.org/dp7110.pdf Y2 - 2018/06/11/00:00:00 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Botswana KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - P:social KW - Q:flexible KW - R:quantitative KW - T:Ausbildung KW - T:TVET KW - T:dual TVET KW - T:firm-based training KW - T:informal training KW - T:school-based VET KW - T:vocational school KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - CHAP TI - L’EFTP en Afrique subsaharienne: où en est-on? AU - Ginestié, Jacques AU - Huot-Marchand, Hervé AU - Delahaies, Laetitia T2 - Éducation technologique, Formation professionnelle et égalité des chances AB - The adoption of the Millennium Development Goals (MDGs) and the importance attached to Education for all (EFA) mark an important turning point in the elaboration of a common initiative, which aims to improve living conditions of people worldwide. Its ambition is to eliminate misery and to increase wealth. The means to achieve this goal focus essentially on education, which has become a goal in itself: reduce illiteracy, ensure global access to basic schooling and promote equal opportunities for all. Through education other objectives can be targeted, such as promoting poverty reduction through gainful employment, gender equality, and sustainable development and partnerships for development. This paper aims to present the situation in subSaharan Africa (SSA) since the end of the 1990s and the international focus on these great programs. CY - Marseille DA - 2012/// PY - 2012 DP - Google Scholar SP - 61 EP - 76 LA - fr PB - IUFM Aix-Marseille ST - L’EFTP en Afrique subsaharienne UR - https://www.researchgate.net/publication/236682702_L'EFTP_en_Afrique_subsaharienne_ou_en_est-on KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - -RRQv:f2-H-fr KW - AA:SSA KW - C:Central African Republic KW - C:Gabon KW - C:Ivory Coast KW - C:Senegal KW - C:Tunisia KW - CLL:fr KW - publicImportV1 KW - ⛔ No DOI found 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 - JOUR TI - An assessment of employability skills among technical and vocational education students in Nigeria AU - Idris, A AU - Rajuddin, MR T2 - Archives Des Science AB - The research was conducted to investigate the level of importance as well as the competence among the students of technical and vocational education in terms of employability skills in Nigeria. There are 233 final year students that constituted the sample for the study in Kano State. The respondents were picked from mechanical, electronic, electrical installation and automobile departments in technical colleges in the state. The data was collected using questionnaire which was adapted from Employability skills for Australian small and medium sized enterprises. The analysis was done using descriptive statistics such as mean and standard deviation. The findings of the study showed that all the respondents perceived the employability skills components as high and rated their competency as low. A significant difference was found among the students in terms of their ages while no significant difference was found between the respondents in the area of competency. The study concludes that there is still an opportunity for technical and vocational institution in Nigeria to focus and redouble efforts towards equipping the students’ employability skills. Quality education and training enhances productivity, therefore, students of technical and vocational education in Nigeria need a better education that will help in accomplish the national goals. DA - 2012/// PY - 2012 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Central Africa KW - A:West Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:assessment KW - F:women KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Children's Work and Apprenticeship AU - Lancy, DF DA - 2012/// PY - 2012 LA - en UR - https://works.bepress.com/david_lancy/120/download/ KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Central Africa KW - A:East Africa KW - C:Burkina Faso KW - C:Guinea KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:R KW - CT:T KW - F:learning KW - P:crafts KW - R:survey KW - T:Formal apprenticeship KW - T:Lehrlingsausbildung KW - publicImportV1 ER - TY - JOUR TI - How Can Micro and Small Enterprises in Sub-Saharan Africa Become More Productive? The Impacts of Experimental Basic Managerial Training AU - Mano, Yukichi AU - Iddrisu, Alhassan AU - Yoshino, Yutaka AU - Sonobe, Tetsushi T2 - World Development AB - Summary The vast majority of micro and small enterprises (MSEs) in developing countries are located in industrial clusters, and the majority of such clusters have yet to see their growth take off. The performance of MSE clusters is especially low in Sub-Saharan Africa. While existing studies often attribute the poor performance to factors outside firms, problems within firms are seldom scrutinized. In fact, entrepreneurs in these clusters are unfamiliar with standard business practices. Based on a randomized experiment in Ghana, this study demonstrates that basic-level management training improves business practices and performance. DA - 2012/// PY - 2012 DO - 10.1016/j.worlddev.2011.09.013 LA - en UR - https://www.sciencedirect.com/science/article/pii/S0305750X1100235X KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - AA:Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:R KW - CT:T KW - D:developing country KW - F:standards KW - R:impact KW - T:Training KW - Z:industrial development KW - Z:management training KW - Z:randomized experiment KW - Z:survival clusters KW - _C:Ghana GHA KW - publicImportV1 ER - TY - RPRT TI - A Critical Review of Vocational Education and Training Research in 2012 and Suggestions for the Research Agenda AU - Mulder, Martin AU - Roelofs, Eline AB - This paper is a follow-up of the paper ECER-presented in 2012, ‘A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda’ (Author & Co-author, 2012). This paper gave a description of research in the field of Vocational Education and Training (VET) in 2011. This new paper gives an overview of the field of VET research in 2012. In this article the VET research presented at the European Conference of Educational Research 2012 (Cádiz) is reviewed, as well as the articles of a number of VET research journals of publication year 2012. A total of 173 articles are reviewed and after a qualitative interpretation divided into seven different research themes. The conclusions of the review are quite similar to last year. 1. There is a lot of VET research and this research is quite diverse and fragmented. 2. The quality of the articles is not always very high, also because a lot of conference proceedings are included. 3. There are many important topics for further research. DA - 2012/// PY - 2012 LA - en UR - https://www.mmulder.nl/wp-content/uploads/2011/11/2013-Mulder-Roelofs-Critical-Review-of-VET-Research-and-Research-Agenda-2012.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:South Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:policy KW - P:social KW - T:TVET KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Critical knowledge, skills and qualifications for accelerated and sustainable development in Africa AU - Ndoye, M AU - Walther, R AB - The major challenge of the 2012 ADEA Triennale will be to help African countries design and develop suitable and effective education and training systems that can help move the continent away from the struggle for subsistence and the spiral of poverty towards a process of sustainable transformation that reconciles economic growth with the pursuit of equity and the conservation of natural resources. In short, the aim is to enable Africa to “run while others walk”, while avoiding causing the same damage others caused when they were running. To achieve such a goal, the Synthesis Report recommends that a number of prerequisites should be met before the required reforms can be possible. They will succeed only if they look back at Africa’s past identity in order to take greater control over future choices, if they are based on a common vision of the future determined with all concerned stakeholders, and if they make education, training and employment central to current and future policies. The report then discusses the unprecedented efforts of public and private, African and international officials and stakeholders in order to formulate appropriate, concrete responses to the challenge of the Triennale, which is to “promote critical knowledge, skills and qualifications for Africa’s sustainable development”. These responses, categorized by sub-theme, may be summed up as follows. Sub-theme 1: building a common core of skills for all The education system should give people of all ages access to a common core of basic skills (cognitive, communication and learning-to-learn skills, personal and social development skills, etc.) to enable them to control their human, social and economic environment and develop responsible and active African citizenship. Sub-theme 2: mass development of technical and vocational skills Massive investment to raise training and qualification levels is urgently required in order to wage an effective war against unemployment and massive underemployment of youth and the low productivity of a largely informal economy. It is also necessary to invest in high-level qualifications in order to support and, if possible, anticipate changes and technological innovation and promote the badly-needed industrialization of the African economy. Sub-theme 3: building knowledge and innovation-based economies and societies in Africa R&D, knowledge and innovation have become the key drivers of output, economic competitiveness and development generally. Africa needs to catch up in this respect and, to this end, it must build its scientific development on indigenous African knowledge, use science and technology to strengthen education and exploit the current surge in information and communication technology as a driver of development. All this will be possible only if all African countries work towards the adoption of a continental pact for sustainable development. DA - 2012/// PY - 2012 LA - en M3 - Synthesis Report UR - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.458.7698&rep=rep1&type=pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - A:Africa KW - A:Central Africa KW - C:Burkina Faso KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:qualification KW - Q:lifelong learning KW - T:Ausbildung KW - T:Lehrlingsausbildung KW - T:TVET KW - T:journeyman KW - T:vocational skills KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Public-private partnership for skill acquisition and vocational technical education development in Nigeria AU - Okpor, I AU - Najimu, H T2 - Mediterranean Journal of Social Sciences AB - This paper discusses the Private Sector Partnership with Education for Skill Acquisition and Vocational Technical Education Development. The relevance of the partnership on bringing skilled and trained manpower in their area of specialization is for the purpose of national development and self actualization. Strategies were identified for the effectiveness of the programme. DA - 2012/// PY - 2012 LA - en UR - http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.656.4936&rep=rep1&type=pdf#page=91 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Nigeria KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - T:Ausbildung KW - T:TVET KW - T:occupational education KW - publicImportV1 KW - ⛔ No DOI found ER - TY - THES TI - Professionalisierung von Bildungs- und Berufsberatung in Nigeria – Analyse der nationalen und internationalen theoriebegründeten Konzeptentwicklung und der Vernetzung der Akteure AU - Raji, Moromoke Nimota DA - 2012/// PY - 2012 M3 - PhD Thesis PB - Technische Universität Dresden UR - http://www.qucosa.de/fileadmin/data/qucosa/documents/9756/RajiThesisGesamt.pdf Y2 - 2019/05/29/20:36:07 KW - C:Nigeria ER - TY - JOUR TI - Traditional apprenticeship in Ghana and Senegal: Skills development for youth for the informal sector AU - Sonnenberg, K T2 - Journal of International Cooperation in Education AB - The demographic youth bulge, representing large cohorts of youth, coupled with lack of pathways to education and employment and therefore social mobility, have become issues of great concern. As a result, youth employment and technical and vocational skills development have grown in prominence on international and national agendas in recent years. However, skills development strategies often overlook the informal sector despite the fact that in developing countries, income-generating activities in the informal sector often far exceed those of the formal sector. UNESCO’s 2012 EFA Global Monitoring Report on youth skills development states that traditional apprenticeships are an important way of acquiring transferable and job-specific skills, particularly for the informal sector. An extensive review of the literature of Ghana and Senegal reveals that these two countries have long histories of traditional apprenticeship and that these forms of skills training reach more youth than formal technical and vocational training. This paper examines the approaches these two countries’ governments have taken to increase access to and quality of non-formal skills training opportunities. Despite a lack of data on the long-term outcomes of these initiatives, programs and reforms, several important implications arise from these countries’ experiences. These implications are discussed as well as areas for future research. DA - 2012/// PY - 2012 LA - en UR - http://home.hiroshima-u.ac.jp/~cice/wp-content/uploads/publications/15-2/15-2-06.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Senegal KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - HDR25 KW - P:agriculture KW - P:measurement KW - Q:ICT KW - T:Ausbildung KW - T:Formal apprenticeship KW - T:Lehrlingsausbildung KW - T:apprentice KW - T:education and skills training KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - The teacher salary system in Sierra Leone AU - Turrent, Victoria CY - Education Development Trust DA - 2012/// PY - 2012 SP - 24 UR - https://www.educationdevelopmenttrust.com/EducationDevelopmentTrust/files/3b/3b936954-5bde-4a23-b5c3-14117f7a2af5.pdf Y2 - 2022/05/16/11:44:07 KW - C:Sierra Leone KW - _C:Sierra Leone SLE KW - ⛔ No DOI found ER - TY - RPRT TI - UNEVOC World TVET Database: Nigeria AU - UNESCO-UNEVOC DA - 2012/// PY - 2012 LA - English Y2 - 2018/11/27/21:33:18 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - C:Nigeria KW - CC:Nigeria KW - publicImportV1 ER - TY - JOUR TI - Global economic crisis: A challenge to the entrepreneurship development of technical vocational education and training in oil and gas sector of the Nigerian Economy AU - Wodi, SW T2 - International Journal of Academic Research in Business and Social Sciences AB - The paper attempts to evaluate the Global economic crisis and the challenges to entrepreneurship development of technical vocational education and training in oil and Gas sector of the Nigerian economy. Effects of the global melt down in the economies of developed countries of the world and its chain-link action has gradually enveloped the entire world economy. This development impacted negatively on the Nigerian economy coupled with the Niger delta crisis that has drastically affected oil and gas production and development of new fields with its attendant consequences. Accordingly, vocational and technical education institutions that undertake training of technicians in such enterprise as welders, electricians, pipe fitters including safety experts were affected as a result of global melt down, constraining the oil and gas companies from engaging the services of Technical Vocational Education and Training Professionals (TVET) in the energy sector. DA - 2012/// PY - 2012 LA - en UR - http://www.hrmars.com/admin/pics/679.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - C:Nigeria KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:economy KW - T:TVET KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda AU - Hardman, Frank AU - Ackers, Jim AU - Abrishamian, Niki AU - O’Sullivan, Margo T2 - Compare: A Journal of Comparative and International Education AB - While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole. DA - 2011/09/01/ PY - 2011 DO - 10.1080/03057925.2011.581014 DP - Taylor and Francis+NEJM VL - 41 IS - 5 SP - 669 EP - 683 J2 - Compare: A Journal of Comparative and International Education LA - en SN - 0305-7925, 1469-3623 ST - Developing a systemic approach to teacher education in sub-Saharan Africa UR - http://dx.doi.org/10.1080/03057925.2011.581014 Y2 - 2015/10/15/15:36:16 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - C:Kenya KW - C:Kenya / Uganda / Tanzania KW - C:Tanzania KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:Improvement KW - F:ministry KW - F:pedagogy KW - F:policy KW - F:teaching KW - P:teacher education KW - P:teachers KW - Q:distance education KW - Q:open learning KW - R:survey KW - T:TVET KW - T:Training KW - T:work-based learning KW - Z:Cost Effectiveness KW - Z:Educational Change KW - Z:Educational Development KW - Z:Educational Improvement KW - Z:Educational Policy KW - Z:Educational Quality KW - Z:Equal Education KW - Z:Foreign Countries KW - Z:Systems Approach KW - Z:Teacher Education KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Ghana GHA KW - _C:Ireland IRL KW - _C:Kenya KEN KW - _C:Myanmar MMR KW - _C:Nigeria NGA KW - _C:Peru PER KW - _C:Rwanda RWA KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ___working_potential_duplicate KW - publicImportV1 ER - TY - JOUR TI - Learner-centred education in developing country contexts: From solution to problem? AU - Schweisfurth, Michele T2 - International Journal of Educational Development AB - Learner-centred education (LCE) has been a recurrent theme in many national education policies in the global South, and has had wide donor support through aid programmes and smaller projects and localised innovations. However, the history of the implementation of LCE in different contexts is riddled with stories of failures grand and small. In coming to understand how LCE has been conceived, researched, and reported in relation to developing country contexts, a good starting point is the International Journal of Educational Development (IJED), where a wide range of articles on this theme has been published over the years. In all, 72 relevant articles were identified among the issues available on-line, comprising a weighty body of evidence concerning the nature and implementation of LCE. The vast majority are studies exploring the issues – and problems – of implementation of LCE-based programmes in particular settings. Emerging from these investigations is a variety of explanations for this perennial challenge: problems with the nature of reform and its implementation; barriers of material and human resources; interactions of divergent cultures; and the all-important questions of power and agency in the process. After a descriptive breakdown of the 72 articles, each of these implementation issues is explored in turn. The article considers the implications of this for future initiatives, research and scholarship in this area. The begged questions are: why do the same problems recur repeatedly, and how do we move beyond the normative ‘shoulds’ and the practical ‘can’ts’? DA - 2011/09// PY - 2011 DO - 10.1016/j.ijedudev.2011.03.005 DP - ScienceDirect VL - 31 IS - 5 SP - 425 EP - 432 J2 - International Journal of Educational Development LA - EN SN - 0738-0593 ST - Learner-centred education in developing country contexts UR - http://www.sciencedirect.com/science/article/pii/S0738059311000472 Y2 - 2015/01/26/13:55:42 KW - _C:Barbados BRB KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Canada CAN KW - _C:China CHN KW - _C:Eritrea ERI KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guinea-Bissau GNB KW - _C:India IND KW - _C:Indonesia IDN KW - _C:Jordan JOR KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:Namibia NAM KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Peru PER KW - _C:Poland POL KW - _C:Russian Federation RUS KW - _C:Saudi Arabia SAU KW - _C:Sierra Leone SLE KW - _C:Solomon Islands SLB KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Syrian Arab Republic SYR KW - _C:Tanzania TZA KW - _C:Trinidad and Tobago TTO KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - JOUR TI - The Sierra Leone Teachers Union: Labor in a Post-Conflict Society AU - Amman, John AU - O'Donnell, James T2 - WorkingUSA AB - The Sierra Leone Teachers Union (SLTU) has long played an important role in the country's education system and its labor movement. With more than 30,000 members, the SLTU is the largest and perhaps the most powerful union in Sierra Leone today. Nonetheless, the union struggles with challenges unheard of in developed countries. It represents teachers in an education system that was ravished by its eleven-year civil war (1991 to 2002). Not only are working conditions extremely difficult for teachers (classroom overcrowding, lack of educational materials, low pay, and often late pay), the union must negotiate union agreements with the Ministry of Education, which itself has no direct influence on the nation's coffers. Sierra Leone's Ministry of Finance and more importantly, the International Monetary Fund set policies that directly impact the quality of Sierra Leone's education system and its teachers. DA - 2011/// PY - 2011 DO - 10.1111/j.1743-4580.2011.00320.x DP - Wiley Online Library VL - 14 IS - 1 SP - 57 EP - 71 LA - en SN - 1743-4580 ST - The Sierra Leone Teachers Union UR - https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1743-4580.2011.00320.x Y2 - 2020/12/15/17:25:42 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - THE SIERRA LEONE TEACHERS UNION: LABOR IN A POST-CONFLICT SOCIETY: AMMAN AND O'DONNELL: THE SIERRA LEONE TEACHERS UNION AU - Amman, John AU - O'Donnell, James T2 - WorkingUSA DA - 2011/03// PY - 2011 DO - 10.1111/j.1743-4580.2011.00320.x DP - DOI.org (Crossref) VL - 14 IS - 1 SP - 57 EP - 71 LA - en SN - 10897011 ST - THE SIERRA LEONE TEACHERS UNION UR - https://onlinelibrary.wiley.com/doi/10.1111/j.1743-4580.2011.00320.x Y2 - 2022/12/25/00:50:16 KW - _C:Sierra Leone SLE ER - TY - CONF TI - Industrial training in Ghana: perceptions of the undergraduate construction student AU - Ayarkwa, J AU - Adinyira, E AU - Agyekum, K T2 - Procs West Africa Built Environment Research (WABER) Conference AB - The recent oil discovery and processing in Ghana is expected to result in growth of infrastructural development and increased chances of construction graduates to secure jobs. Universities hold the responsibility of producing graduates with sufficient background and excellent qualification to meet the expectations of the construction industry. Although universities‘ curricula have provisions for industrial training (IT), such programmes have not made the expected impact and need quick redress. This paper assesses the perceptions of undergraduate construction students of the College of Architecture and Planning of the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, Ghana, on IT, and identifies challenges and possible measures to overcome such challenges. A structured questionnaire survey of 185 final year Building Technology and Architecture students was conducted. Data obtained were analyzed based on mean scores of factors evaluated and also t-test to assess the significance of the differences between students‘ performance before and after undertaking IT. Students are of the view that IT exposes them to real work environment and increase their job prospects among others. Students‘ satisfaction level with their performance on personal attitude, communication and work attitude significantly improved after undergoing IT. They are, however, not satisfied with their departments‘ involvement, particularly, with regards to placement and monitoring. Stressful placement processes and financial strain on students are some of the challenges identified. Educational institutions are to collaborate with industry to secure suitable placement for all students and to monitor IT activities in order to enhance the effectiveness of training programmes. DA - 2011/// PY - 2011 LA - en UR - http://dspace.knust.edu.gh/handle/123456789/10925 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:construction KW - P:environment KW - Q:educational technology KW - T:TVET KW - T:Training KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Video as a tool for agricultural extension in Africa: a case study from Ghana AU - David, Soniia AU - Asamoah, Christopher T2 - International Journal of Education and Development using ICT AB - The paper explores the effectiveness of video viewing clubs (VVCs) as a training method based on a formal survey of 32 Ghanaian women farmers who were trained on cocoa integrated crop and pest management (ICPM) using this method. Results suggests that the video viewing club is effective as a relatively low cost, interactive training method for providing low literacy populations with skills, information and knowledge on complex technical topics. While there was no significant difference between VVC participants and a control group in cocoa yields and implementation of selected ICPM practices, the study demonstrated that VVC training significantly improved farmers' knowledge of most topics covered. Farmers' perception of changes in their practices provided further evidence of the positive impact of the training, as did their high rate of knowledge diffusion. The use of local facilitators in the VVCs, which created a sense of ownership and added to the credibility of the technical messages, contributed to farmers' appreciation of the method. The paper concludes by discussing the challenges of scaling up VVCs and identifying issues for further research. [PUBLICATION ABSTRACT] DA - 2011/// PY - 2011 LA - en AN - LOCAL-PQ-906340893 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:women KW - HDR25 KW - P:agricultural KW - Q:distance learning KW - Q:educational technology KW - Q:interactive KW - R:case study KW - R:impact KW - R:survey KW - T:Training KW - T:trainee KW - Z:Agricultural education KW - Z:Cocoa KW - Z:Distance learning KW - Z:Educational technology KW - Z:Farmers KW - Z:Video KW - _C:Ghana GHA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Open and distance learning for health: supporting health workers through education and training AU - Dodds, T T2 - Open Learning: The Journal of Open, Distance and e-Learning AB - This case study surveys the growing use of open and distance learning approaches to the provision of support, education and training to health workers over the past few decades. It classifies such uses under four headings, providing brief descriptions from the literature of a few examples of each group. In conclusion, it identifies key lessons from the experience of open and distance learning generally that could be of benefit in health education and training at a distance. DA - 2011/// PY - 2011 DO - 10.1080/02680513.2011.567757 SP - 5 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/02680513.2011.567757 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Gambia KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:health KW - P:measurement KW - Q:ODEL KW - Q:distance learning KW - Q:e-learning KW - Q:open educational resources KW - Q:open learning KW - T:Ausbildung KW - T:Training KW - T:continuing education KW - publicImportV1 ER - TY - JOUR TI - Policy Review on Adult Learning: The Adult Non-formal Education Policy of Mali, West Africa AU - Gadio, Moussa T2 - Adult Learning AB - The shift to democracy was manifested in a constitution voted in 1992 that declared education a fundamental civil right and granted citizens the freedom of organizing themselves around their own needs. [...]new actors emerged in the education sector like the civil society and the private sector. Rapid changes in all societies today are creating new needs in relation with lifelong learning that the policy document doesn't cover sufficiently. [...]the policy document should be amended and completed with enforcement laws to provide adult education professionals and practitioners with instruments that would help to effectively recognize and reorganize the field to adapt it to the changing needs of modern Mali. DA - 2011/// PY - 2011 DO - 10.1177/104515951102200303 LA - en KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Mali KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:learning KW - F:policy KW - Q:adult education KW - Q:lifelong learning KW - T:continuing education KW - Z:Adult education KW - Z:Adult learning KW - Z:Continuing education KW - Z:Decentralization KW - Z:Democracy KW - Z:Education policy KW - Z:Lifelong learning KW - publicImportV1 ER - TY - JOUR TI - Alignment of higher professional education with the needs of the local labour market: the case of Ghana AU - Gondwe, Mtinkheni AU - Walenkamp, Jos DA - 2011/// PY - 2011 UR - https://www.voced.edu.au/content/ngv:49114 KW - GS_en KW - _C:Ghana GHA KW - ⛔ No DOI found ER - TY - JOUR TI - Lessons for developing countries from experience with technical and vocational education and training AU - Kingombe, Christian T2 - Economic Challenges and Policy Issues in Early Twenty-First-Century Sierra Leone AB - The literacy requirements of both globalization and technological change necessitate enhancement of literacy education and training to keep pace with these phenomena. Sierra Leone‘s An Agenda for Change – Second Poverty Reduction Strategy (PRSPII) 2008-2012 has mainstreamed youth employment and the government has developed a National Action Plan on Youth Employment. Moreover, TVET in Sierra Leone needs a new focus and new direction to strongly respond to the PRSP. In fact a national harmonized policy for TVET is required for a national curriculum. Hitherto, the development and implementation of TVET reform programmes has been severely hampered by budgetary constraints in all 16 countries in the ECOWAS. Based on frontier research on the lessons learned from recent TVET reforms in other developing countries, this paper aims to inform the future comprehensive design and implementation of strategies for TVET in Sierra Leone . The paper makes suggestions for how to address future challenges and opportunities to ensure that the good performance of TVET reforms contribute to the promotion of sustainable growth through private sector development. The paper is structured as follows. Section 2 provides a stock taking of the available quantitative evidence on the impact of TVET. Section 3 presents and discusses different institutional and strategic TVET frameworks. Section 4 discusses the importance of a demand-oriented TVET system. Section 5 discusses the various existing and potential sources for the financing of the TVET system. Section 6 pres ents various examples of successful external cooperation on TVET projects in Africa and Asia. Finally, section 7 concludes and presents policy options. DA - 2011/// PY - 2011 DP - Google Scholar SP - 278 EP - 365 LA - en UR - http://www.theigc.org/wp-content/uploads/2014/09/Kingombe-2014-Working-Paper-1.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Sierra Leone KW - CA:AandC KW - CC:Sierra Leone KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - D:developing country KW - Education / Educational Policy & Reform / General KW - F:learning KW - F:policy KW - P:economy KW - P:measurement KW - P:teachers KW - Q:certificate KW - Q:community education KW - Q:distance learning KW - Q:primary education KW - Q:secondary education KW - T:Lehrlingsausbildung KW - T:TVET KW - _C:Sierra Leone SLE KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda AU - Mulder, Martin AU - Roelofs, Eline AB - This paper gives a description of research in the field of Vocational Education and Training (VET). The field of VET research is quite scattered, so giving a full overview is hardly possible. Nevertheless, the VET research presented at the European Conference of Educational Research 2011 (Berlin) is reviewed, as well as the content of a number of VET research journals of publication year 2011. Research themes and topics are defined, and according to the categories the research is reviewed. The conclusions of the review are: 1. there is a large amount of research on VET which is quite diverse and fragmented; 2. much VET research lacks theoretical and empirical foundation; the dominant research methods are case and desk studies and explorative and analytical studies. There are hardly any experiments and intervention and design-based research studies; 3. there are various urgent topics for further research, which are elaborated in the paper. DA - 2011/// PY - 2011 DP - Zotero LA - en KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CLL:en KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Canada CAN KW - _C:China CHN KW - _C:Czech Republic CZE KW - _C:Denmark DNK KW - _C:Finland FIN KW - _C:France FRA KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Indonesia IDN KW - _C:Italy ITA KW - _C:Latvia LVA KW - _C:Luxembourg LUX KW - _C:Netherlands NLD KW - _C:Saudi Arabia SAU KW - _C:Spain ESP KW - _C:Sweden SWE KW - _C:Switzerland CHE KW - _C:Turkey TUR KW - _C:Ukraine UKR KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - Pedagogical renewal in sub‐Saharan Africa: the case of Uganda AU - Altinyelken, Hülya K. T2 - Comparative Education DA - 2010/05// PY - 2010 DO - 10.1080/03050061003775454 DP - DOI.org (Crossref) VL - 46 IS - 2 SP - 151 EP - 171 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 ST - Pedagogical renewal in sub‐Saharan Africa UR - http://www.tandfonline.com/doi/abs/10.1080/03050061003775454 Y2 - 2020/05/16/16:36:26 KW - C:sub-Saharan Africa KW - _C:Australia AUS KW - _C:Botswana BWA KW - _C:Cuba CUB KW - _C:Egypt EGY KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Kenya KEN KW - _C:Mali MLI KW - _C:Mauritius MUS KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - _C:Tibet XTIBT KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - National Education Policy AU - Ministry of Education, Youth and Sports (Sierra Leone) DA - 2010/// PY - 2010 UR - https://mbsse.gov.sl/wp-content/uploads/2020/03/2010-National-Education-Policy.pdf Y2 - 2020/06/25/17:07:02 ER - TY - RPRT TI - National ICT Policy of Sierra Leone AU - Ministry of Information and Communications DA - 2009/10/28/ PY - 2009 DP - Zotero SP - 63 LA - en PB - Government of Sierra Leone UR - https://www.ellipsis.co.za/wp-content/uploads/2016/07/SierraLeone.pdf KW - _C:Sierra Leone SLE KW - ⛔ No DOI found ER - TY - JOUR TI - Exploring Blended Learning for Science Teacher Professional Development in an African Context AU - Boitshwarelo, Bopelo T2 - The International Review of Research in Open and Distributed Learning AB - This paper explores a case of teacher professional development in Botswana, where a blended learning solution was attempted. The analysis of the implementation environment reveals deficiencies in policy, schools (workplaces), and training providers. The paper concludes with three recommendations: 1) Schools should support on-going teacher learning in the workplace and should manage ICT resources for use by both teachers and students; 2) Government should support participatory and localised learning and institutionalise ICT access and use; and 3) Training providers should use blended methods and should model good ICT practices. The author also notes that change is needed in the culture of teaching and learning so that ongoing, situated, participatory, and collaborative approaches are accepted. Finally, collaboration between the training providers and the schools is necessary as is a change in beliefs about the use of ICTs in education. DA - 2009/09/23/ PY - 2009 DO - 10.19173/irrodl.v10i4.687 DP - DOI.org (Crossref) VL - 10 IS - 4 SP - 1 EP - 19 J2 - IRRODL LA - en SN - 1492-3831 UR - http://www.irrodl.org/index.php/irrodl/article/view/687 Y2 - 2020/05/16/17:10:53 KW - C:Botswana KW - _C:Botswana BWA KW - _C:Cuba CUB KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ___working_potential_duplicate ER - TY - RPRT TI - Sierra Leone Demographic and Health Survey 2008 AU - Statistics Sierra Leone CY - Freetown, Sierra Leone DA - 2009/07// PY - 2009 DP - Zotero SP - 459 LA - en PB - Ministry of Health and Sanitation UR - https://dhsprogram.com/pubs/pdf/FR225/FR225.pdf KW - _C:Sierra Leone SLE ER - TY - BOOK TI - International Handbook of Education for the Changing World of Work: Bridging Academic and Vocational Learning AU - Maclean, Rupert AU - Wilson, David AB - The aim of this Handbook is to review the developments that have occurred in Technical and vocational education and training (TVET) and that may help improve the field. The Handbook provides information on TVET models that occur in different parts of the world; reflects best and innovative practice; and, wherever possible, uses case studies as examples. The 220 authors are representative of the various regions of the world and major international organisations involved in TVET. This volume presents the work of established researchers as well as the work of promising young researchers. Intended as the universally-accepted resource for the field, the Handbook provides a comprehensive coverage of cutting edge developments in research, policy and practice in TVET within a single source. It will assist those involved in TVET at any level in making informed decisions and further advance and improve the field and to bridge the gap between vocational and academic education in the 21st century. DA - 2009/06/29/ PY - 2009 DP - Google Books SP - 3162 LA - en PB - Springer Science & Business Media SN - 978-1-4020-5281-1 ST - International Handbook of Education for the Changing World of Work KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:SSA KW - A:West Africa KW - C:South Africa KW - CLL:en KW - Education / Adult & Continuing Education KW - Education / Counseling / Career Development KW - Education / Vocational KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training AU - Hardman, Frank AU - Abd‐Kadir, Jan AU - Agg, Catherine AU - Migwi, James AU - Ndambuku, Jacinta AU - Smith, Fay T2 - Comparative Education AB - This study reports on an investigation into the impact of a national, school‐based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video‐recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole‐class teaching and group‐based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to elicit their views on the impact of the school‐based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole‐class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in‐service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered. DA - 2009/02/01/ PY - 2009 DO - 10.1080/03050060802661402 DP - DOI.org (Crossref) VL - 45 IS - 1 SP - 65 EP - 86 J2 - Comparative Education LA - en SN - 0305-0068, 1360-0486 ST - Changing pedagogical practice in Kenyan primary schools UR - http://dx.doi.org/10.1080/03050060802661402 Y2 - 2015/10/15/15:40:48 KW - C:Kenya KW - _C:Botswana BWA KW - _C:Brunei Darussalam BRN KW - _C:Ghana GHA KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:Nigeria NGA KW - _C:South Africa ZAF KW - _C:Tanzania TZA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - THES TI - A transição escola-trabalho em Cabo Verde: os sentidos da formação profissional para os jovens de baixa renda AU - Andrade, Maria Odete dos Reis de AU - others DA - 2009/// PY - 2009 LA - Portuguese M3 - PhD Thesis PB - Universidade de São Paulo UR - http://www.teses.usp.br/teses/disponiveis/48/48134/tde-31082010-095830/publico/MARIA_ODETE.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Cape Verde KW - CLL:pt KW - publicImportV1 ER - TY - RPRT TI - Technical and vocational education and training (TVET) and skills development for poverty reduction – do rural women benefit? AU - Hartl, Maria AB - This paper discusses technical and vocational education and training (TVET) as well as skills development in rural areas, mainly pertaining to agriculture and related activities and explores existing gender differences. TVET has suffered from a focus on basic, and especially primary education, which led to the neglect of post-basic education and training and their non-inclusion in the UN Millennium Development Goals. Recently, there has been a renewed interest in training and skills development because of increased evidence that a minimalist approach to microfinance for poverty reduction and enterprise development did not lead to sustainable growth. The paper argues that many training interventions do not cater for the specific needs of women who are under-represented in formal training programmes and often directed towards typical female occupations. It reviews vocational and skills training in several IFAD supported programmes and explores how these target the poor and most vulnerable and to what extend gender differences in training provision, methodology, training content and transition to labour markets have been taken into account. DA - 2009/// PY - 2009 DP - Zotero LA - en M3 - Paper presented at the FAO-IFAD-ILO Workshop on Gaps, trends and current research in gender dimensions of agricultural and rural employment: differentiated pathways out of poverty PB - International Fund for Agricultural Development, Italy UR - http://fao-ilo.org/fileadmin/user_upload/fao_ilo/pdf/Papers/25_March/Hartl-formatted_01.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Botswana KW - C:Senegal KW - C:Seychelles KW - C:Zimbabwe KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:gender KW - F:policy KW - F:women KW - Q:primary education KW - T:Ausbildung KW - T:TVET KW - T:trainee KW - _C:Ghana GHA KW - gender KW - publicImportV1 ER - TY - JOUR TI - Social Work in Ghana: A Participatory Action Research Project Looking at Culturally Appropriate Training and Practice AU - Kreitzer, Linda AU - Abukari, Ziblim AU - Antonio, Patience AU - Mensah, Johanna AU - Kwaku, Afram T2 - Social Work Education AB - Social work emerged in the western world, particularly in the USA and the United Kingdom, at the turn of the twentieth century. Western social welfare systems were introduced to other countries through the colonial empires of the nineteenth and twentieth centuries and social work training reflected these systems. However, many of these countries have revised their curricula to make them more culturally appropriate while others are still in this process. This article highlights issues concerning social work education and training in Ghana, West Africa through a Participatory Action Research project. Themes emerging concerning the present curriculum, the professional association and social work in Ghana are presented. Action plans instigated from this project are described, ending with a future challenge for social work in Africa. DA - 2009/// PY - 2009 DO - 10.1080/02615470802109973 LA - en AN - LOCAL-WOS:000210534600004 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:T KW - F:curriculum KW - P:culture KW - P:social KW - T:Ausbildung KW - Z:Localization KW - Z:Participatory Action Research KW - Z:Social Work KW - Z:Social Work Curriculum KW - _C:Ghana GHA KW - publicImportV1 ER - TY - CHAP TI - TVET and community reintegration: exploring the connections in Sierra Leone's DDR process AU - Paulson, J. T2 - International handbook of education for the changing world of work: bridging academic and vocational learning A2 - Maclean, R. A2 - Wilson, D. CY - London DA - 2009/// PY - 2009 DP - researchspace.bathspa.ac.uk VL - 2 PB - Springer SN - 978-1-4020-5280-4 ST - TVET and community reintegration UR - http://researchspace.bathspa.ac.uk/2554/ Y2 - 2020/12/15/19:20:50 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Sierra Leone : Poverty Reduction Strategy Paper-Progress Report (2005-2007) AU - International Monetary Fund AB - This report describes the progress made in implementing the Poverty Reduction Strategy Paper for Sierra Leone covering the period 2005–07. Efforts to reform the public sector were not successful. Management and Functional Reviews were conducted for several ministries, departments, and agencies but the recommendations were not implemented. A Senior Executive Service program was also developed but government and development partners could not agree on an implementation strategy and therefore the funds required for implementation were not provided. CY - Washington D.C. DA - 2008/07// PY - 2008 LA - en SN - 08/250 ST - Sierra Leone UR - https://www.imf.org/en/Publications/CR/Issues/2016/12/31/Sierra-Leone-Poverty-Reduction-Strategy-Paper-Progress-Report-22204 Y2 - 2020/12/15/19:11:56 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Gender Issues in Technical and Vocational Education and Training AU - Gaidzanwa, RB AB - This paper argues that post primary education in Africa is uneven, biased by gender, location, class and region, resulting in the illiteracy of the majority of girls and women in Africa. A minority of African adolescents undertakes secondary schooling. The majority have little foundation for building on technical, vocational education and training, making technical, vocational education and training the preserve of a few, usually elite students. The rest of adolescents drop out of school and join the informal sector or work on family farms, enterprises and domestic domains with little systematic training. Girls and poor boys start working as early as age five and their schooling has to be undertaken together with unpaid family labour. Boys’ mobility allows them to earn better incomes while girls usually marry early, fall pregnant and have children, resulting in their occupational immobility. Educated adolescents acquire skilled and better-paid jobs with bright career prospects while poorly educated and illiterate adolescents secure poorly paid, easy entry easy exit jobs usually in the informal sector. The global sex industry has emerged a source of employment for young female adolescents who may be trafficked or recruited voluntarily for sex work in Europe, Australia, the United States and Canada. HIV and AIDS are threats to adolescents especially in Southern Africa where they may head households after being orphaned. Orphaned and other poor and vulnerable adolescents are at risk of infection with HIV, dropping out of school, entering the labour force too early and falling sick with overwork in poor quality jobs with meager wages. The paper argues for provision of good quality formal and non-formal primary and some secondary and TVET for adolescents in Africa, especially for girls and poor boys in countries where barriers to schooling are high. The paper cites specific types of TVET which have been implemented in various countries, suggesting that secondary schooling, both formal and informal, be placed on a continuum and restructured to incorporated both formal and non-formal education, be made more accessible to poor, female, vulnerable and other adolescents and enable all students to choose any route to education and to ensure that there is equivalence, comparability and satisfactory quality in all types of education. The content of such TVET must suit the interests and life situations of the adolescents to make it relevant, effective and appropriate for generating decent levels of income and livelihoods for different types of adolescents. DA - 2008/// PY - 2008 LA - en UR - https://unevoc.unesco.org/e-forum/Session%205A%20Doc%202%20Gaidzanwa%20ENG.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - F:gender KW - F:girl KW - F:pay KW - F:women KW - P:culture KW - P:nature KW - Q:distance learning KW - Q:primary education KW - T:Educação profissionalizante KW - T:TVET KW - T:vocational school KW - _C:Ghana GHA KW - publicImportV1 ER - TY - BOOK TI - Towards a renewal of apprenticeship in West Africa AU - Walther, R DA - 2008/// PY - 2008 LA - en UR - http://www.eib.org/attachments/general/events/luxembourg_18112008_apprentissage_en.pdf KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Central Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Angola KW - C:Benin KW - C:Cameroon KW - C:Ethiopia KW - C:Mali KW - C:Senegal KW - C:South Africa KW - CA:AandC KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:T KW - F:access KW - F:inclusion KW - F:pedagogy KW - P:crafts KW - P:economy KW - P:nature KW - Q:certificate KW - Q:higher education KW - Q:secondary education KW - T:Ausbildung KW - T:Lehrlingsausbildung KW - T:TVET KW - T:apprentice KW - T:trainee KW - publicImportV1 ER - TY - JOUR TI - Nouvelles formes d’apprentissage en Afrique de l’Ouest: Vers une meilleure insertion professionnelle des jeunes AU - Walther, Richard DA - 2008/// PY - 2008 DP - Zotero LA - fr KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Benin KW - C:Mali KW - C:Senegal KW - C:Togo KW - CLL:fr KW - publicImportV1 KW - ⛔ No DOI found ER - TY - BOOK TI - Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa AU - Mulkeen, Aidan AU - Chapman, David AU - DeJaeghere, Joan AU - Leu, Elizabeth T2 - World Bank Working Papers DA - 2007/03/22/ PY - 2007 DP - elibrary.worldbank.org (Atypon) SP - 92 PB - The World Bank SN - 978-0-8213-7066-7 UR - https://elibrary.worldbank.org/doi/abs/10.1596/978-0-8213-7066-7 Y2 - 2021/03/07/18:08:51 KW - _C:Angola AGO KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Cape Verde CPV KW - _C:Central African Republic CAF KW - _C:Chad TCD KW - _C:China CHN KW - _C:Comoros COM KW - _C:Congo XCO KW - _C:Djibouti DJI KW - _C:Dominican Republic DOM KW - _C:Equatorial Guinea GNQ KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:France FRA KW - _C:Gabon GAB KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:Guinea-Bissau GNB KW - _C:India IND KW - _C:Ireland IRL KW - _C:Kenya KEN KW - _C:Lebanon LBN KW - _C:Lesotho LSO KW - _C:Liberia LBR KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mauritania MRT KW - _C:Mauritius MUS KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Seychelles SYC KW - _C:Sierra Leone SLE KW - _C:Somalia SOM KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Switzerland CHE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Togo TGO KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Strategy to revitalize technical and vocational education and training (TVET) in Africa AU - African Union DA - 2007/// PY - 2007 LA - en UR - http://www.academia.edu/download/45693684/TVET.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - A:West Africa KW - C:Benin KW - C:Burkina Faso KW - C:Congo, Democratic Republic COD KW - C:Kenya KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:curriculum KW - F:leadership KW - F:learning KW - F:ministry KW - F:policy KW - F:teaching KW - P:agricultural KW - P:artist KW - P:construction KW - P:crafts KW - P:economy KW - P:environment KW - P:health KW - P:technology KW - Q:ICT KW - Q:masters KW - R:survey KW - T:Ausbildung KW - T:Educação profissionalizante KW - T:Lehrlingsausbildung KW - T:TVET KW - T:apprentice KW - T:apprenticeship training KW - T:informal training KW - T:vocational school KW - _C:Ghana GHA KW - publicImportV1 ER - TY - RPRT TI - Teacher Motivation in Sub-Saharan Africa and South Asia AU - Bennell, Paul AU - Akyeampong, Kwame DA - 2007/// PY - 2007 DP - Zotero SP - 114 LA - en PB - DfID London UR - https://assets.publishing.service.gov.uk/media/57a08be640f0b652dd000f9a/ResearchingtheIssuesNo71.pdf KW - C:sub-Saharan Africa and South Asia KW - _C:Afghanistan AFG KW - _C:Argentina ARG KW - _C:Australia AUS KW - _C:Bangladesh BGD KW - _C:Benin BEN KW - _C:Botswana BWA KW - _C:Brazil BRA KW - _C:Burkina Faso BFA KW - _C:Burundi BDI KW - _C:Cambodia KHM KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Chad TCD KW - _C:China CHN KW - _C:Congo XCO KW - _C:Congo, Democratic Republic COD KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Gambia GMB KW - _C:Ghana GHA KW - _C:Guinea GIN KW - _C:India IND KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Madagascar MDG KW - _C:Malawi MWI KW - _C:Mali MLI KW - _C:Mauritania MRT KW - _C:Mexico MEX KW - _C:Mozambique MOZ KW - _C:Namibia NAM KW - _C:Nepal NPL KW - _C:New Zealand NZL KW - _C:Nicaragua NIC KW - _C:Niger NER KW - _C:Nigeria NGA KW - _C:Pakistan PAK KW - _C:Papua New Guinea PNG KW - _C:Rwanda RWA KW - _C:Senegal SEN KW - _C:Sierra Leone SLE KW - _C:South Africa ZAF KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Togo TGO KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Viet Nam VNM KW - _C:Zambia ZMB KW - _C:Zimbabwe ZWE KW - _C:eSwatini SWZ KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - BILL TI - Standars and Creteria for Approval of Programmes in Vocational Enterprise Institutions (VEI) & Innovation Enterprise Institutions (IEI) Programmes (Nigeria) A2 - Government: Nigeria DA - 2007/// PY - 2007 LA - English UR - https://net.nbte.gov.ng/sites/default/files/2017-10/STD%20AND%20CRETERIA.pdf Y2 - 2018/12/06/17:30:22 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - publicImportV1 ER - TY - ELEC TI - Polytechnic Law AU - Government of Ghana DA - 2007/// PY - 2007 UR - http://laws.ghanalegal.com/acts/id/545/polytechnic-law Y2 - 2018/11/30/12:24:04 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ghana KW - publicImportV1 ER - TY - JOUR TI - LIS curriculum in French-speaking West Africa in the age of ICTs: The case of Benin and Senegal AU - Mêgnigbêto, Eustache T2 - The International Information & Library Review AB - Summary LIS training programme in Africa date from early independence period. In French-speaking West African area, few countries have an LIS school. The existing schools have been created in partnership with either an international organization or a northern country. The curriculum delivered is not always updated as in developed countries. The main objective of this article is to measure the gap between LIS curriculum as actually delivered in developed and developing countries in the age of the information and communication technologies (ICTs). A couple of schools were chosen—English and French-speaking area—from Northern America and Western Europe; their curriculum served as basis for evaluating those in West African French-speaking countries. The conclusion that can be drawn from the study is that LIS curriculum in Africa has changed less since the schools’ first creation and ICTs are not present as in Western countries. This trend brings out the problem of the curriculum pertinence and the competitiveness of the graduate students in the international employment market. DA - 2007/// PY - 2007 DO - 10.1016/j.iilr.2007.02.007 LA - en UR - https://www.sciencedirect.com/science/article/pii/S1057231707000203 AN - LOCAL-DOI:10.1016/j.iilr.2007.02.007 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - C:Benin KW - C:Senegal KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:Q KW - CT:T KW - D:developing country KW - F:curriculum KW - Q:ICT KW - SpecialTopic:Library KW - T:Training KW - publicImportV1 ER - TY - RPRT TI - La formation professionnelle en secteur informel - ou Comment dynamiser l’économie des pays en développement? Les conclusions d’une enquête terrain dans sept pays africains. AU - Walther, Richard AU - Filipiak, Ewa DA - 2007/// PY - 2007 DP - Zotero LA - French PB - Agence Française de Développmement ST - La formation professionnelle en secteur informel KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQv:f2-H-fr KW - C:Angola KW - C:Benin KW - C:Cameroun KW - C:Ethiopia KW - C:Morocco KW - C:Senegal KW - CLL:fr KW - publicImportV1 ER - TY - RPRT TI - A Comparative Analysis of Firm Based Training in East African Manufacturing Sector: Does Level of Education Matter? AU - Ndlovu, Tchaka AU - Kajiba, John AU - Aiko, Rose AU - Kessy, Flora AU - Mkenda, Beatrice K. AU - Kweka, Josaphat AU - Kabelwa, George AB - Using World Bank's (2003) firm-level Investment Climate Survey (ICS) data for Kenya, Tanzania and Uganda, this paper examines extent in which education and skill levels are important determinants of Firm-based Training (FBT) in the East African manufacturing sector. The findings show weak evidence on complementary hypothesis between education and FBT but one which differs significantly across (perhaps depending on educational and training capacity of) different countries. Although other determinants of FBT apply differently to specific countries, size and technology characteristics are common determinants across the three countries. Furthermore, firms that care about HIV epidemic train more as a means to abate the negative effects of the epidemic on their human resources. Since FBT has potential to contribute to skill development, the findings imply that enterprise training should receive similar policy emphasis as education in the bid to enhance human resource development for growth and poverty reduction. DA - 2006/05// PY - 2006 DP - www.repository.udsm.ac.tz:8080 LA - en M3 - Working Paper ST - A Comparative Analysis of Firm Based Training in East African Manufacturing Sector UR - http://repository.udsm.ac.tz:8080/xmlui/handle/20.500.11810/2905 Y2 - 2020/05/27/17:55:41 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:East Africa KW - A:Sub-Saharan Africa KW - C:Kenya KW - C:Tanzania KW - CA:AandC KW - CL:de KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:outcomes KW - F:policy KW - P:manufacture KW - P:measurement KW - P:technology KW - Q:degree KW - Q:distance learning KW - Q:tertiary education KW - R:impact KW - T:Ausbildung KW - T:Lehrlingsausbildung KW - T:TVET KW - T:firm-based training KW - _C:Ghana GHA KW - _C:Uganda UGA KW - publicImportV1 KW - ⚠️ Invalid DOI KW - ⛔ No DOI found ER - TY - RPRT TI - Teacher Education at a Distance: Impact on Development in the Community AU - Binns, Felicity AU - Wrightson, Tony DA - 2006/// PY - 2006 DP - Zotero SP - 74 LA - en PB - DFID KW - C:Low- and middle-income countries KW - _C:Canada CAN KW - _C:Egypt EGY KW - _C:Ghana GHA KW - _C:Guyana GUY KW - _C:Jamaica JAM KW - _C:Kenya KEN KW - _C:Lesotho LSO KW - _C:Malawi MWI KW - _C:Mexico MEX KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Trinidad and Tobago TTO KW - _C:Uganda UGA KW - _C:United Kingdom GBR KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - JOUR TI - Learning the master's trade: Apprenticeship and human capital in Ghana AU - Frazer, Garth AU - Frazer, Garth T2 - Journal of Development Economics AB - This paper explores the institution of apprenticeship in Ghana. A model is presented where apprenticeship training is idiosyncratic, increasing an individual's productivity in the current firm, but not in any other firm. Still, individuals are willing to fund apprenticeships as they can reap the returns to the specific training of apprenticeship if they manage to acquire the capital required to start their own firms, and replicate the technology and business practice of the apprenticeship firm. Predictions of the model for the productivity and remuneration of different workers are developed and tested using both a linked employer-employee survey of manufacturing firms and a national household survey. © 2006 Elsevier B.V. All rights reserved. DA - 2006/// PY - 2006 DO - 10.1016/j.jdeveco.2005.06.006 LA - en AN - LOCAL-SCOPUS_ID:33749984734 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - AA:Africa KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - F:remuneration KW - P:manufacture KW - P:technology KW - Q:masters KW - R:survey KW - T:Lehrlingsausbildung KW - T:Training KW - T:apprenticeship training KW - Z:Apprenticeship KW - Z:Human capital KW - _C:Ghana GHA KW - publicImportV1 ER - TY - GEN TI - COTVET Act nº 718, 2006 - The Council for Technical and Vocational Education and Training Act AU - Government of Ghana DA - 2006/// PY - 2006 LA - English KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ghana KW - publicImportV1 ER - TY - JOUR TI - Guidelines for Establishment and Operation of Production Unit in Technical College AU - Government of Nigeria DA - 2006/// PY - 2006 LA - English UR - https://net.nbte.gov.ng/sites/default/files/2017-10/Prod%20Uni%20in%20TC.pdf Y2 - 2018/12/06/17:34:29 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - publicImportV1 ER - TY - BOOK TI - The Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone AU - Paracka, Daniel J. AB - This book is about Fourah Bay College (FBC) and its role as an institution of higher learning in both its African and international context. The study traces the College's development through periods of missionary education (1816-1876), colonial education (1876-1938), and development education (1938-2001). DA - 2006/// PY - 2006 UR - https://www.routledge.com/The-Athens-of-West-Africa-A-History-of-International-Education-at-Fourah/Paracka-Jr/p/book/9781138987630 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Post-primary agricultural education and training in sub-Saharan Africa: Adapting supply to changing demand AU - Vandenbosch, T DA - 2006/// PY - 2006 LA - en UR - http://www.academia.edu/download/6744911/post-primary_aet_africa.pdf KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:Sub-Saharan Africa KW - C:Benin KW - C:Burkina Faso KW - C:Ethiopia KW - CA:AandC KW - CL:de KW - CL:en KW - CL:fr KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - F:learning KW - F:ministry KW - P:agricultural KW - P:agriculture KW - P:economy KW - P:environment KW - Q:ICT KW - Q:certificate KW - Q:secondary education KW - R:impact KW - T:Ausbildung KW - T:Educação profissionalizante KW - T:TVET KW - T:Training KW - T:apprenticeship training KW - T:trainee KW - _C:Ghana GHA KW - _C:Uganda UGA KW - publicImportV1 KW - ⛔ No DOI found ER - TY - RPRT TI - Document de Travail - La formation en secteur informel: Note de problématique AU - Walther, Richard CY - Paris, France DA - 2006/// PY - 2006 LA - French PB - Agence Française de Développement SN - 15 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - -RRQ:H:final KW - -RRQ:U:final KW - C:Benin KW - C:Cameroon KW - C:Morocco KW - C:Senegal KW - C:South Africa KW - CLL:fr KW - publicImportV1 ER - TY - JOUR TI - Seeing, thinking and acting against malaria - A new aprroach to health worker training in rural Gambia AU - Dawson, Angela AU - Joof, Balla Musa T2 - Education for Health: Change in Learning and Practice AB - Context: In the Gambia, West Africa, Malaria is a major cause of death among children in rural areas. It has been estimated that in one division in the country malaria accounts for 40% of all deaths in children aged between one and 4 years. Most malaria cases are managed at home assisted by primary healthcare workers. The strategic plan of Gambia's National Malaria Control Programme includes improved training and supervision of all health care providers, at all levels, and increased community awareness in order to reduce the malaria burden by 50% before 2007. Issue: A malaria in-service training program for Community Health Nurses (CHNs) working at village level was piloted in 2004. The program includes a computer-based training (CBT) package, the first of its kind for health professionals in Gambia. The education program is part of a larger initiative, funded by the Gates Malaria Partnership, that aims to increase community involvement in malaria control. The objective of the course is to enable CHNs to facilitate the change process. The curriculum was informed by a reference group and stakeholder input. Interviews and evaluation forms were used to gather information about learner experience and learning preferences. Analysis: The CBT package was well received. Learners reported wanting more computer instruction, but felt they had gained confidence. There was resistance from other health professionals regarding the development of information technology skills in CHNs. This related to the perceived role and status of CHNs, as well as confidence in their ability. Some modifications of the CBT package were necessary, including the reworking of some activities and language. Lessons learned: There are issues related to sustainability and resource implications that need to be addressed. Opportunities exist to expand e-learning in the Gambia for preservice CHNs and other professionals. An investigation into the viability of reproducing this module as a generic planning tool for allied health workers and other extension workers at community level will be undertaken. © 2005 Taylor & Francis. DA - 2005/// PY - 2005 DO - 10.1080/13576280500307264 LA - en AN - LOCAL-SCOPUS_ID:28044446976 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - C:Gambia KW - CA:AandC KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - D:developing context KW - F:curriculum KW - F:learning KW - P:health KW - P:health professionals KW - P:nurse KW - Q:ICT KW - Q:e-learning KW - R:evaluation KW - R:interview KW - T:Ausbildung KW - T:Training KW - T:work-based learning KW - Z:Community health nurses KW - Z:Computer based training developing contexts KW - Z:Health worker education and training KW - Z:computer based training developing contexts KW - Z:health worker education and training KW - publicImportV1 ER - TY - JOUR TI - Vulnerability, partnerships and the pursuit of survival: Urban livelihoods and apprenticeship contracts in a West African City AU - Hanson, Kobena T2 - GeoJournal AB - This paper analyses local level apprenticeship contracts and networks to highlight informal urban livelihoods within the context of socio-economic vulnerability and wider contemporary changes taking place in Koforidua, Ghana. It does so by specifically examining the complex entanglements of interpersonal relationships that characterize apprenticeship contracts within which home-based entrepreneurs and artisans in Koforidua engage in to sustain both current livelihoods, as well as to shore themselves against socio-economic vulnerability triggered in part by adjustment. As a result of the changing geography of the city, network entanglements, comprising resilient ties and egalitarian relations, have become vital to urban livelihoods in this community. However, apprenticeship contracts and the networks they engender can be a double-edged sword. For instance, demands of reciprocity or support from co-network members, neighbours and family, can be so taxing that some individuals opt out of the network. This tension notwithstanding, this paper contends that apprenticeship contracts and the network spaces they create have created a new social cohesion and community that transcend the traditionally known spaces of social support, i.e. ethnic ties, family ties or even institutional support. © Springer 2005. DA - 2005/// PY - 2005 DO - 10.1007/s10708-005-7915-1 LA - en AN - LOCAL-SCOPUS_ID:24144439325 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:West Africa KW - CA:AandC KW - CCZ:Ghana KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:T KW - P:artist KW - P:economy KW - P:measurement KW - P:social KW - T:Lehrlingsausbildung KW - Z:Apprenticeship contracts KW - Z:Micro-enterprises KW - Z:Social networks KW - Z:Socio-economic vulnerability KW - Z:Urban livelihoods KW - _C:Ghana GHA KW - publicImportV1 ER - TY - JOUR TI - A review of traditional Ghanaian and Western philosophies of adult education AU - Fordjor, P AU - Kotoh, , A AU - Kpeli, K Kumah T2 - International Journal of Lifelong Education AB - The primary objective of this article is to critically examine some aspects of the traditional Ghanaian and Western philosophies of adult education. It is a well-attested fact that many of the pre-colonial and early colonial writers about Africa portrayed Africa as a dark continent devoid of advanced centres of learning worthy of emulation by others. The old West African civilizations of Ghana, Mali and Songhai with advanced centres of learning at Timbuktu and Djenne in the 11th century seemed to have been completely ignored by these writers (Boahen 1967: 20, Davidson 1966b: 50). Even though many other writers including several missionaries, anthropologists and historians, depicted Africa in a rather positive and scientific manner (Davidson 1966b, Goody 1966), much of the negative image created long ago still exists and needs to be examined and corrected. The formal Western system of school education was introduced in Ghana more than a century ago. Despite this, about 60% of the adult population today makes its living as illiterate farmers, workers, apprentices or master craftsmen in the various traditional art and craft production centres. Consequently, traditional adult education continues to play an important role in the social and economic development of the country. Like the Western system of adult education the Ghanaian traditional education has sound philosophical foundations, which have helped to maintain political stability and social cohesion in the country over the years. Much is written about Western and eastern philosophies but there is a dearth of literature on philosophies of adult education from Africa. Given that Africa is the second largest continent on the globe and that adult education proliferates throughout the continent, the authors felt their investigation would make a significant contribution to a global understanding of the field. Additionally, there is an increasing need for African students to appreciate and re-establish confidence in their own culture. This review cannot cover all of Africa so the focus is on Ghana, one country in West Africa. DA - 2003/// PY - 2003 DO - 10.1080/0260137032000055321 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/0260137032000055321 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Africa KW - A:West Africa KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:P KW - CT:Q KW - CT:T KW - P:measurement KW - Q:adult education KW - T:Lehrlingsausbildung KW - T:Training KW - T:apprentice KW - _C:Canada CAN KW - _C:Denmark DNK KW - _C:Germany DEU KW - _C:Ghana GHA KW - _C:Greece GRC KW - _C:Mali MLI KW - _C:Nigeria NGA KW - _C:Tanzania TZA KW - _C:Trinidad and Tobago TTO KW - _C:United Kingdom GBR KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - JOUR TI - The impact of school mapping in the development of education in Tanzania: an assessment of the experiences of six districts AU - Galabawa, Justinian C. J. AU - Agu, Augustine Obeleagu AU - Miyazawa, Ichiro T2 - Evaluation and Program Planning AB - In this study the authors have looked at the impact of school mapping in the development of education in Tanzania. The study examined the experiences of six districts where school mapping exercises were carried out. The key question that guided the study is what happened after school mapping. Through a combination of instruments and/or techniques—interviews, questionnaires, focus group discussion, and document analysis, the study found that school mapping impacted in varying degrees positively on the development of education in the districts in terms of increased enrollment and attendance, decreased incidents of dropping out, improved information for decision making, and enhanced capacities of field actors to plan and take action. The authors conclusively argued that for the benefits of school mapping to be maximized and sustained, it should not be a one shot activity for data collection purposes only. Rather, it should be an on-going process of assessment, analysis, and action. DA - 2002/02/01/ PY - 2002 DO - 10.1016/S0149-7189(01)00046-5 DP - ScienceDirect VL - 25 IS - 1 SP - 23 EP - 33 J2 - Evaluation and Program Planning LA - en SN - 0149-7189 ST - The impact of school mapping in the development of education in Tanzania UR - http://www.sciencedirect.com/science/article/pii/S0149718901000465 Y2 - 2021/01/30/18:46:48 KW - _C:Central African Republic CAF KW - _C:France FRA KW - _C:Ghana GHA KW - _C:India IND KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Tanzania TZA KW - _C:Uganda UGA KW - __C:filed:1 KW - __C:scheme:1 ER - TY - RPRT TI - Private Technical and Vocational Education in Sub-Saharan Africa: Provision Patterns and Policy Issues. New Trends in Technical and Vocational Education AU - Atchoarena, David AU - Esquieu, Paul AB - The private provision trend in technical and vocational education (TVE) in sub-Saharan Africa occurred as the deterioration of state-run TVE systems in the region created a market niche for private providers. While advocates of deregulation believe the adoption of market principles in TVE will lead to greater efficiency and effectiveness, private providers have emerged in an uncoordinated and unmonitored fashion. A literature review and case studies of two countries Senegal and Mali led to some of the following key findings: (1) in some countries the majority of TVE students are enrolled in private institutions; (2) a large number of private TVE institutions operate illegally; (3) private provision concentrates on the service and commercial trades; and (4) the private sector may operate with lower costs and be more responsive to the labor market, but they do not provide much job-related training or include work-experience programs. Some of the policy issues are as follows: (1) simplifying procedures for establishing private TVE institutions facilitates their growth but is not sufficient to prevent the growth of an illegal sector; (2) the lack of regulation for private TVE institutions raises complex issues regarding the mechanisms required to ensure quality and protect consumers against abuses; and (3) for private TVE to succeed, students and the programs themselves must receive some public funding and develop relationships with industry. (Includes 84 references.) (MO) CY - Paris DA - 2002/// PY - 2002 DP - Open WorldCat LA - en PB - International Institute for Educational Planning ST - Private technical and vocational education in sub-Saharan Africa UR - https://eric.ed.gov/?id=ED480333 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - A:Sub-Saharan Africa KW - C:Mali KW - C:Senegal KW - CA:AandC KW - CC:Mali KW - CC:Senegal KW - CL:de KW - CL:en KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:F KW - CT:P KW - CT:Q KW - CT:R KW - CT:T KW - Case Study KW - F:policy KW - F:regulation KW - P:mechanic KW - P:services KW - Q:Postsecondary Education KW - R:case study KW - R:literature review KW - T:TVET KW - T:Training KW - T:vocational school KW - Z:Case Studies KW - Z:Compliance (Legal) KW - Z:Education Work Relationship KW - Z:Educational Development KW - Z:Educational Finance KW - Z:Educational Policy KW - Z:Educational Quality KW - Z:Federal Regulation KW - Z:Foreign Countries KW - Z:Free Enterprise System KW - Z:Government Role KW - Z:Government School Relationship KW - Z:Postsecondary Education KW - Z:Private Education KW - Z:Proprietary Schools KW - Z:Public Education KW - Z:Quality Control KW - Z:School Business Relationship KW - Z:Vocational Education KW - Z:Vocational Schools KW - publicImportV1 KW - ⛔ No DOI found ER - TY - JOUR TI - A Quality assessment of education and for Kenya's tour-operating sector AU - Mayaka, M AU - King, B T2 - Current Issues in Tourism AB - This study examines the provision of tourism education and training in Kenya in the context of Sub-Saharan Africa and developing countries. Specifically the paper examines the human resource skills needed by Kenya’s tour-operating sector and the extent to which current training provision is adequate. The approach used in the present study is a modified version of WTO’s Tourism Education and Quality (TEDQUAL) methodology. The results indicate considerable convergence between the perceptions of industry operators and education providers concerning quality gaps in the development of skills. A number of systemic training shortcomings are identified including curriculum deficiencies and the inadequate development and enhancement of workplace skills. In view of the resource constraints facing most developing countries, it is argued that tourism trainingandeducation should consciously address the needs of the locally-based industry and that such an approach should result in a more effective education and training system. DA - 2002/// PY - 2002 DO - 10.1080/13683500208667911 LA - en UR - https://www.tandfonline.com/doi/abs/10.1080/13683500208667911 KW - -FullBiblioUHMLgen KW - -RRQ:H:final KW - -RRQ:U:final KW - A:Sub-Saharan Africa KW - C:Kenya KW - CA:AandC KW - CL:en KW - CL:pt KW - CLL:en KW - CLS:en KW - CT:A KW - CT:C KW - CT:D KW - CT:F KW - CT:P KW - CT:T KW - D:developing country KW - F:assessment KW - P:measurement KW - P:technology KW - P:tourism KW - T:Ausbildung KW - _C:Algeria DZA KW - _C:Australia AUS KW - _C:Canada CAN KW - _C:Congo XCO KW - _C:Egypt EGY KW - _C:France FRA KW - _C:Ghana GHA KW - _C:Indonesia IDN KW - _C:Japan JPN KW - _C:Kenya KEN KW - _C:Namibia NAM KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nigeria NGA KW - _C:Singapore SGP KW - _C:United States USA KW - __C:filed:1 KW - __C:scheme:1 KW - publicImportV1 ER - TY - GEN TI - NBPTEX Act nº492, 1994 - The National Board for Professional and Technician Examinations Act AU - Government of Ghana DA - 1994/// PY - 1994 LA - English UR - https://nabptex.gov.gh/wp-content/uploads/2017/05/NABPTEX-ACT-492-1994.pdf Y2 - 2018/11/30/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ghana KW - publicImportV1 ER - TY - RPRT TI - Constitution of Sierra Leone AU - Government of Sierra Leone DA - 1991/// PY - 1991 DP - Zotero LA - en KW - _C:Sierra Leone SLE ER - TY - GEN TI - Education Act Nº 16 (National Minimum Standards and Establishment of Institutions) AU - Government of Nigeria DA - 1985/// PY - 1985 LA - English Y2 - 2018/12/16/13:52:35 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - National Standards KW - publicImportV1 ER - TY - BOOK TI - Planning the Location of Schools: An Instrument of Educational Policy AU - Hallak, Jacques CY - Paris DA - 1977/// PY - 1977 PB - International Institute for Educational Planning KW - _C:Afghanistan AFG KW - _C:Albania ALB KW - _C:Algeria DZA KW - _C:Australia AUS KW - _C:Austria AUT KW - _C:Bangladesh BGD KW - _C:Belgium BEL KW - _C:Bolivia BOL KW - _C:Brazil BRA KW - _C:Brunei Darussalam BRN KW - _C:Bulgaria BGR KW - _C:Cameroon CMR KW - _C:Canada CAN KW - _C:Chile CHL KW - _C:China CHN KW - _C:Colombia COL KW - _C:Costa Rica CRI 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:Greece GRC KW - _C:Honduras HND KW - _C:Hungary HUN KW - _C:India IND KW - _C:Iran IRN KW - _C:Iraq IRQ KW - _C:Ireland IRL KW - _C:Italy ITA KW - _C:Ivory Coast CIV KW - _C:Japan JPN KW - _C:Jordan JOR KW - _C:Latvia LVA KW - _C:Lebanon LBN KW - _C:Lithuania LTU KW - _C:Luxembourg LUX KW - _C:Mexico MEX KW - _C:Morocco MAR KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:New Zealand NZL KW - _C:Nicaragua NIC KW - _C:Nigeria NGA KW - _C:Norway NOR KW - _C:Pakistan PAK KW - _C:Panama PAN KW - _C:Peru PER KW - _C:Philippines PHL KW - _C:Poland POL KW - _C:Russian Federation RUS KW - _C:Singapore SGP KW - _C:South Africa ZAF KW - _C:Spain ESP KW - _C:Sri Lanka LKA KW - _C:Sudan SDN KW - _C:Sweden SWE KW - _C:Tanzania TZA KW - _C:Thailand THA KW - _C:Tunisia TUN KW - _C:Turkey TUR KW - _C:Uganda UGA KW - _C:Ukraine UKR KW - _C:United Kingdom GBR KW - _C:United States USA KW - _C:Uruguay URY KW - _C:Venezuela VEN KW - _C:Viet Nam VNM KW - __C:filed:1 KW - __C:scheme:1 ER - TY - ELEC TI - African Development Bank | Home AB - The African Development Bank is a regional multilateral development bank, engaged in promoting the economic development and social progress of its Regional... LA - English UR - https://www.afdb.org/en/ Y2 - 2018/11/28/21:18:02 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ghana KW - Networks KW - publicImportV1 ER - TY - ELEC TI - Digital School Census in 10 Weeks? How it was done in Sierra Leone AB - Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request. LA - en ST - Digital School Census in 10 Weeks? UR - https://blogs.worldbank.org/education/digital-school-census-10-weeks-how-it-was-done-sierra-leone Y2 - 2020/06/08/15:48:56 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Educational Research Network for West and Central Africa | Home UR - http://www.ernwaca.org/web/ Y2 - 2018/11/28/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Benin KW - CC:Cameroun KW - CC:Congo KW - CC:Gambia KW - CC:Ghana KW - CC:Guinée KW - CC:Ivory Coast KW - CC:Mali KW - CC:Nigeria KW - CC:Senegal KW - CC:Sierra Leone KW - Networks KW - Togo KW - publicImportV1 ER - TY - ELEC TI - Edukans - Learn4Work | Home UR - https://edukans.org/learn4work/ Y2 - 2018/12/07/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ethiopia KW - CC:Ghana KW - CC:Kenya KW - CC:Netherland KW - CC:Rwanda KW - CC:Uganda KW - Networks KW - publicImportV1 ER - TY - ELEC TI - odra_sierra_leone.pdf UR - https://opendatatoolkit.worldbank.org/docs/odra/odra_sierra_leone.pdf Y2 - 2022/12/25/01:02:56 ER - TY - ELEC TI - Sierra-Leone-Media-Landscape-Report_BBC-Media-Action_January-2019.pdf UR - https://www.communityengagementhub.org/wp-content/uploads/sites/2/2019/09/Sierra-Leone-Media-Landscape-Report_BBC-Media-Action_January-2019.pdf Y2 - 2022/12/25/01:03:00 ER - TY - ELEC TI - Leh wi Lan - Sierra Leone Secondary Education Improvement programme - Camb-Ed AU - Cambridge Education UR - https://www.camb-ed.com/intdev/article/510/education-at-the-heart-of-sierra-leones-post-recovery-and-march-to-growth Y2 - 2020/05/29/16:30:54 KW - _C:Sierra Leone SLE ER - TY - BLOG TI - Sierra Leone AU - Education Partnerships Group T2 - Education Partnerships Group AB - After a number of years of political instability, Cote d’Ivoire now aims to achieve emerging economy status by 2020. LA - en-GB UR - https://epg.org.uk/projects/sierra-leone/ Y2 - 2020/12/15/18:30:52 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Sierra Leone: The power of great teaching in times of crisis | Stories of change AU - Global Partnership for Education AB - The Ebola crisis that plagued Sierra Leone in 2014-2016 had an unexpected positive consequence: giving learners access to the country’s best teachers through an innovative radio educational program. This experience served the country well when the COVID-19 pandemic hit. LA - en ST - Sierra Leone UR - https://www.globalpartnership.org/results/stories-of-change/sierra-leone-power-great-teaching-times-crisis Y2 - 2020/11/25/19:06:42 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - GIZ - Deutsche Gesellschaft für Internationale Zusammenarbeit AU - Government of Germany AB - Die GIZ bündelt die Kompetenzen und langjährigen Erfahrungen des DED, der GTZ und der Inwent. LA - en UR - https://www.giz.de/en/html/index.html Y2 - 2018/11/29/12:17:41 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Germany KW - CC:Ghana KW - Networks KW - publicImportV1 ER - TY - ELEC TI - Council for Technical and Vocational Education and Training AU - Government of Ghana UR - http://www.cotvet.gov.gh/ Y2 - 2018/11/28/00:00:00 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ghana KW - publicImportV1 KW - tVET Key_institution ER - TY - ELEC TI - GSDI - Ghana Skills Development Initiative AU - Government of Ghana UR - http://www.ghanaskills.org/ Y2 - 2018/12/19/11:18:35 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Ghana KW - Competency Based Education KW - Networks KW - publicImportV1 ER - TY - ELEC TI - Federal Ministry of Education AU - Government of Nigeria UR - http://www.education.gov.ng/ Y2 - 2018/12/06/15:35:55 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - publicImportV1 ER - TY - ELEC TI - National Board for Technical Education AU - Government of Nigeria UR - https://net.nbte.gov.ng/ Y2 - 2018/12/06/15:44:02 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - publicImportV1 KW - tVET Key_institution ER - TY - ELEC TI - NID Curricula - National Vocational Certificates AU - Government of Nigeria UR - https://net.nbte.gov.ng/nid%20curricula Y2 - 2018/12/06/17:42:36 KW - -FullBiblioUHMLgen KW - -GeneralCitations KW - CC:Nigeria KW - Qualification Framework KW - publicImportV1 ER - TY - JOUR TI - Nordic Journal of Comparative and International Education (NJCIE) AU - Idris, Khalid Mohammed AU - Asfaha, Yonas Mesfun DP - Google Scholar KW - _C:China CHN KW - _C:Eritrea ERI KW - _C:Ethiopia ETH KW - _C:Ghana GHA KW - _C:Namibia NAM KW - _C:Nigeria NGA KW - _C:Saudi Arabia SAU KW - _C:Senegal SEN KW - _C:South Africa ZAF KW - _C:Sudan SDN KW - _C:Tanzania TZA KW - _C:Turkey TUR KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - RPRT TI - Final Evaluation of the Project: Increasing Access, Retention and Performance in Primary Education: Implemented by Child to Child & the Pikin-To-Pikin Movement Kailahun District, Sierra Leone, 2011-2016 AU - Institute for Development UR - http://www.childtochild.org.uk/wp-content/uploads/2017/09/FINAL-Evaluation-Report-21April2017-Institute-for-Development.pdf Y2 - 2020/12/15/13:06:44 KW - _C:Sierra Leone SLE ER - TY - JOUR TI - The Agenda for Prosperity - Road to Middle Income Status AU - Leone, Sierra DP - Zotero LA - en KW - ⛔ No DOI found ER - TY - ELEC TI - Leh Wi Lan | MBSSE AU - Ministry of Basic and Senior Secondary Education: Sierra Leone LA - en-US UR - https://mbsse.gov.sl/leh-wi-lan/ Y2 - 2020/07/16/15:37:03 ER - TY - JOUR TI - Powerful Reforms in Education: The perspective of developing countries on visuospatial reasoning in mathematics education AU - Owens, Kay DP - Google Scholar ST - Powerful Reforms in Education KW - _C:Australia AUS KW - _C:Ethiopia ETH KW - _C:Guinea GIN KW - _C:Malaysia MYS KW - _C:Nepal NPL KW - _C:Netherlands NLD KW - _C:Papua New Guinea PNG KW - _C:United States USA KW - _C:Zambia ZMB KW - __C:filed:1 KW - __C:scheme:1 KW - ⛔ No DOI found ER - TY - ELEC TI - Teacher Monitoring Pilot AU - Sierra Leone Education Attendance Monitoring System (SLEAMS) AB - A pilot project to monitor teacher attendance aimed at achieving better education outcomes in Sierra Leone. UR - https://sleams.org/ Y2 - 2020/09/17/11:06:56 KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Sierra Leone AU - UNESCO Institute for Statistics AB - ... LA - eng UR - http://uis.unesco.org/en/country/sl Y2 - 2020/11/23/18:33:31 KW - _C:Sierra Leone SLE ER - TY - RPRT TI - Child-centred Educational Radio Project in Kailahun District, Sierra Leone AU - Walker, David AU - Tristram, Bella AU - Pereznieto, Paola AU - Young, Tricia DP - Zotero SP - 12 LA - en PB - United Nations Girls' Education Initiative; Overseas Development Institute KW - _C:Sierra Leone SLE ER - TY - ELEC TI - Sierra Leone | Data AU - World Bank UR - https://data.worldbank.org/country/sierra-leone Y2 - 2020/11/25/19:10:53 KW - _C:Sierra Leone SLE ER -