Teachers present in school but absent in class: utilization and ‘silent erosion’of learning time in the implementation of the curriculum in Mongu district of Zambia. - Mulenga, Innocent Mutale; Lubasi, Ireen Monde (2019)
Keywords: ⛔ No DOI found

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

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

Policy and practice: roles of the guidance and counseling teachers in the implementation of the girls’ reentry policy in selected schools in Lusaka, Zambia. - Mulenga, Innocent Mutale; Mukaba, Brenda (2018)
Keywords: ⛔ No DOI found

Teacher's Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia. - Mulenga, Innocent Mutale; Mwanza, Christine (Journal of Curriculum and teaching, 2019)

Teacher’s Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia - Mulenga, Innocent Mutale; Mwanza, Christine (Journal of Curriculum and Teaching, 2019)
In Zambia, curriculum development for primary and secondary schools is done centrally. The Curriculum Development Centre (CDC), the institution placed with the responsibility of facilitating curriculum development, claims that the Zambian school curriculum is developed through a consultative and participatory approach through course and subject panels where teachers and other stakeholders are represented. However, there has been no empirical evidence to suggest the roles that teachers, who are the major implementers of the same curricular, are required to play in the development process. This study therefore, sought to establish perceptions of secondary school teachers on their role in the curriculum development process in Zambia. The concurrent embedded design of the mixed methods approach was employed with the qualitative approach dominating the study while the quantitative was used to add detail. Data from secondary school teachers was collected using questionnaires while interview guides were used for Head teachers. Raw data collected from interviews and questionnaires was analyzed using themes and descriptive statistics and then arranged into significant patterns so as to easily interpret and understand the essence of the data. The findings of the study clearly suggested that the majority of secondary school teachers in Lusaka were willing to participate in the curriculum development process, especially in situational analysis, in the formulation of educational objectives, in setting up the curriculum project, and in the writing of curriculum materials such as textbooks. From the study it was concluded that teachers were aware of some of the roles that they could play in the curriculum development but were not adequately involved in the development process.

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

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

Analysis of factors affecting pupil performance in Malawi’s primary schools based on SACMEQ survey results - Mulera, David Mc W.J.; Ndala, Ken Kaziputa; Nyirongo, Richard (International Journal of Educational Development, 2017)
The paper employs techniques of multilevel modelling and geographical information systems (GIS) on Malawi’s SACMEQ1 I, II and III data to identify factors aﬀecting pupil performance in primary education of Malawi. The study reveals that in some districts pupils performed much better than others. Whilst in majority of cases the achievement levels of pupils were closely associated with the levels of inputs and services, there were some districts that did not demonstrate a positive correlation. The analysis further shows that pupils’ low socioeconomic status, high pupil-teacher ratios and the more time head teachers spent in teaching other than on school management were more signiﬁcant factors that negatively aﬀected pupil performance.
Keywords: _C:Botswana BWA; _C:Colombia COL; _C:Kenya KEN; _C:Laos LAO; _C:Malawi MWI; _C:Mozambique MOZ; _C:Namibia NAM; _C:South Africa ZAF; _C:Thailand THA; _C:Uganda UGA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

A Critical Literature Review of Perceptions of Tablets for Learning in Primary and Secondary Schools - Mulet, Julie; Van de Leemput, Cécile; Amadieu, Franck (Educational Psychology Review, 2019)
Keywords: __C:filed:1; literature / systematic review

School based restorative practices as alternative to punitive practices in influencing positive behaviour in deviant pupils in Zambia. - Muleya, Gistered; Kapembwa, Ruth; Simuyaba, Eunifridah; Njobvu, Tommy; Simui, Francis (2020)
Keywords: ⛔ No DOI found

Adoption of Self-Directed Learning: A Case Study of Kenya Jua Kali Sector - Muli, Elizabeth M.; Opiyo, Elisha T.O.; Oboko, Robert O. (2019 IST-Africa Week Conference, IST-Africa 2019, 2019)
© 2019 The authors. This study examines the state of the Education sector in Kenya with regard to provision of education to all. There is a remarkable progress in education reforms, however, cohort analysis from standard 1 to university education indicates that only 2% of pupils who enrol for standard 1 actually progress to 1st year of university education. Cumulatively, this wastage has led to a remarkable loss of potential human resource in the country. It is in the light of this the Government of Kenya has embarked on a series of reforms to address these challenges and meet the goals of the Kenya Vision 2030. The Education sector lacks alternate pathways to promote lifelong learning for those who drop out of formal education for some reasons and would wish to pursue further education later in life. These people end up in the Jua Kali sector. This study explores the potential of self-directed learning to give a second chance and provide learning opportunities to youths and young adults in this sector. This will equip them with necessary skills to manage their small businesses profitably.

Recruiting, Retaining, and Retraining Secondary School Teachers and Principals in Sub-Saharan Africa - Mulkeen, Aidan; Chapman, David; DeJaeghere, Joan; Leu, Elizabeth (World Bank Working Papers, 2007)
Keywords: _C:Angola AGO; _C:Benin BEN; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cameroon CMR; _C:Canada CAN; _C:Cape Verde CPV; _C:Central African Republic CAF; _C:Chad TCD; _C:China CHN; _C:Comoros COM; _C:Congo XCO; _C:Djibouti DJI; _C:Dominican Republic DOM; _C:Equatorial Guinea GNQ; _C:Eritrea ERI; _C:Ethiopia ETH; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:India IND; _C:Ireland IRL; _C:Kenya KEN; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Madagascar MDG; _C:Malawi MWI; _C:Mali MLI; _C:Mauritania MRT; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Rwanda RWA; _C:Senegal SEN; _C:Seychelles SYC; _C:Sierra Leone SLE; _C:Somalia SOM; _C:South Africa ZAF; _C:Sudan SDN; _C:Switzerland CHE; _C:Tanzania TZA; _C:Thailand THA; _C:Togo TGO; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

Multigrade teaching in sub-Saharan Africa: lessons from Uganda, Senegal, and the Gambia - Mulkeen, Aidan; Higgins, Cathal (The World Bank, 2009)

Curriculum Reform and Building Back Better - Mullan, Joel; Chuang, Rachel (2020)

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

Handbook of Social Justice Interventions in Education - Mullen, Carol A. (Springer International Handbooks of Education, 2021)

A framework for rigorously identifying research gaps in qualitative literature reviews - Müller-Bloch, C; Kranz, J (2015)
Keywords: ⛔ No DOI found

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

The application of artificial intelligence on different types of literature reviews-A comparative study - Müller, Henry; Pachnanda, Simran; Pahl, Felix; Rosenqvist, Christopher (IEEE, 2022)

Education in times of crisis: The potential implications of school closures for teachers and students - Müller, Lisa-Maria; Goldenberg, Gemma
Keywords: __C:filed:1; ⛔ No DOI found

The Effect of Mathematical Self-Efficacy on High Order Thinking Accelerated Learning Learning Inferentialism Approach - Mulyono; Ramadan, Yoshida Agung; Masrukan (International Conference on Science and Education and Technology (ISET 2019), 2020)
The purpose of this study was to determine the effect of mathematical self-efficacy on higher- order thinking skills with the accelerated learning model inferentialism approach. The study was conducted using a type of combination research in which the design taken was sequential exploratory. The research subjects were based on the results of the self-efficacy questionnaire which were categorized into three namely subjects for the high, medium and low categories, each chosen 2 subjects who could explain the settlement well. The results showed that mathematical self-efficacy influences students' higher-order thinking skills where subjects with high categories have higher-order thinking skills with good analysis, good evaluation and create new ones well. While the subject is still lacking in solving higher-order thinking skills where the subject is still unable to create something. The subjects with low self-efficacy have higher- order thinking skills who are less able to analyze and create but can evaluate. Then all subjects in learning accelerated learning approach inferentialism with the differences in mathematical self-efficacy, the score of each category for high and medium are the same but subjects with low categories are still.
Keywords: LMIC; _AcademicRecoveryOECS; content; pedadgogy

Interactions between school systems and reading Recovery programmes – evidence from Northern Ireland - Munn, Penny; Ellis, Sue (The Curriculum Journal, 2005)
Recent work on raising attainment in education has raised theoretical issues about organizational responses to innovation and qualitative aspects of programme implementation. In particular, the ‘depth’ of an implementation (the extent to which a programme actually changes the educational interactions between pupils and their teachers) is now thought to be as important as its ‘spread’ (the number of schools in which it is replicated). Such issues, together with the existing literature on Reading Recovery implementation, suggest that it is time to review the models of implementation held within the Reading Recovery community. We used a range of methods at four levels of data collection to analyse variation in ‘depth’ of implementation in a countrywide Reading Recovery programme. From our findings we conclude that Reading Recovery has achieved resounding success as an individual programme, but that it would be still more efficient if the models of implementation were to be reviewed.
Keywords: _Added to LR; _G:reviewed; change model; implementation; reading recovery; school effect

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

Effectiveness of Student Psychological Support Services at a Technical and Vocational Education and Training College in South Africa - Munyaradzi, Muchineripi; Addae, David (Community College Journal of Research and Practice, 2019)
In this case study research, the effectiveness of psychological support services rendered to students at a Technical and Vocational Education and Training (TVET) college in South Africa is explored. Using the systems theory of psychology, the article postulates that students at TVET colleges encounter a myriad of psychological challenges, which can adversely affect their academic success. From an interpretivist paradigmatic standpoint, a sample of 30 students was purposively selected to participate in focus group interviews. It was found out that psychological support services improved students' academic performances, attendance, retention, and also enhanced college certification rate. It is recommended that institution need to establish linkages with key stakeholders such as the Departments of Higher Education and Training and Health, psychological professional bodies, and other TVET colleges in order to create a platform for sharing vital information on psychological support to students.

Cycling to School: Increasing Secondary School Enrollment for Girls in India - Muralidharan, Karthik; Prakash, Nishith (American Economic Journal: Applied Economics, 2017)
We study the impact of an innovative program in the Indian state of Bihar that aimed to reduce the gender gap in secondary school enrollment by providing girls who continued to secondary school with a bicycle that would improve access to school. Using data from a large representative household survey, we employ a triple difference approach (using boys and the neighboring state of Jharkhand as comparison groups) and find that being in a cohort that was exposed to the Cycle program increased girls’ age-appropriate enrollment in secondary school by 32 percent and reduced the corresponding gender gap by 40 percent. We also find an 18 percent increase in the number of girls who appear for the high-stakes secondary school certificate exam, and a 12 percent increase in the number of girls who pass it. Parametric and non-parametric decompositions of the triple-difference estimate as a function of distance to the nearest secondary school show that the increases in enrollment mostly took place in villages that were further away from a secondary school, suggesting that the mechanism of impact was the reduction in the time and safety cost of school attendance made possible by the bicycle. We also find that the Cycle program was much more cost effective at increasing girls’ secondary school enrollment than comparable conditional cash transfer programs in South Asia.
Keywords: _genre:PR-primary_research; interesting

Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India. - Muralidharan, Karthik; Singh, Abhijeet; Ganimian, Alejandro J. (American Economic Review, 2019)
Keywords: interesting

Disrupting Education? Experimental Evidence on Technology-Aided Instruction in India - Muralidharan, Karthik; Singh, Abhijeet; Ganimian, Alejandro J. (American Economic Review, 2019)
We study the impact of a personalized technology-aided after-school instruction program in middle-school grades in urban India using a lottery that provided winners with free access to the program. Lottery winners scored 0.37 sigma higher in math and 0.23 sigma higher in Hindi over just a 4.5-month period. IV estimates suggest that attending the program for 90 days would increase math and Hindi test scores by 0.6 sigma and 0.39 sigma respectively. We find similar absolute test score gains for all students, but much greater relative gains for academically-weaker students. Our results suggest that well-designed, technology-aided instruction programs can sharply improve productivity in delivering education.
Keywords: Analysis of Education, Returns to Education, Education: Government Policy, Human Capital; Final_citation; Human Development; Income Distribution; Labor Productivity, Economic Development: Human Resources; Migration; Occupational Choice; Skills; existing

Teacher Performance Pay: Experimental Evidence from India. - Muralidharan, Karthik; Sundararaman, Venkatesh (Journal of Political Economy, 2011)
Keywords: interesting

Conceptualization of competency based curricula in pre-service nursing and midwifery education: A grounded theory approach - Muraraneza, Claudine; Mtshali, Gloria Ntombifikile (Nurse Education in Practice, 2018)
In health professional education, the competency-based curriculum concept has been an important driver of reform in the training of competent graduates for the 21st century. In African countries, although there has been implementing it in pre-service nursing and midwifery education and the literature reports a lack of understanding of what is it on the part of the implementers. This article explores the meaning of competency based curriculum in pre-service nursing and midwifery education in Rwanda. A grounded theory approach, following Corbin and Strauss, was used. Following ethical clearance by the university ethical committee, data was collected from 17 participants through in-depth individual interviews of staff. Four categories emerged: (a) transformation, (b) tool for primary health care philosophy, (c) technological approach to education, (d) and modular system. Competency-based curriculum is confirmed as an appropriate educational tool in producing competent graduates for today and the future.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:leadership; F:learning; P:health; P:health professionals; P:media; P:nurse; P:services; P:technology; R:grounded theory; R:interview; R:qualitative; T:TVET; T:Training; Z:Approaches; Z:Clinical competence; Z:Competency based learning; Z:Core curriculum; Z:Curriculum; Z:Curriculum development; Z:Data collection; Z:Education reform; Z:Grounded theory; Z:Health professionals; Z:Leadership; Z:Learning; Z:Meaning; Z:Medical education; Z:Medical ethics; Z:Midwifery; Z:Midwifery education; Z:Nursing; Z:Nursing education; Z:Primary health care; Z:Professional competence; Z:Qualitative research; Z:Students; Z:Transformation; publicImportV1

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

The Importance of Teacher-Student Relationships for Adolescents with High Incidence Disabilities - Murray, Christopher; Pianta, Robert C. (Theory Into Practice, 2007)
In this article the authors examine the theoretical and empirical basis of teacher-student relationships. They focus specifically on the importance of supportive teacher-student relationships in the lives of adolescents with high-incidence disabilities. Students receiving special education services in these categories are at a heightened risk of experiencing social, emotional, and mental health problems. School-based programs and practices designed to promote supportive relationships between teachers and students with disabilities have the potential to provide these students with much needed support within the contexts of schools. A number of factors that can enhance teacher-student relationships including school and classroom structures, teacher beliefs and practices, and social-emotional curricula are presented and discussed.

Moocs struggle to lift rock-bottom completion rates - Murray, Seb (Financial Times, 2019)
Business schools are using nudge methods and peer learning to keep students’ attention
Keywords: Final_citation; cited; existing

Designing the Course and Curricula for Teacher Development, Open School and Vocational Education through Media Education in Eritrea - Murthy, C. S. H. N. (Educational Media International, 2006)
Since Eritrea became independent in 1993, efforts have been underway to revise and update the conventional education curriculum. With a determination to quickly bridge the growing knowledge gap between Eritrea and the rest of the world, the Eritrean Government has decided on media education as a sustainable alternative. This choice is in line with developments emerging from many African, Asian and Latin American countries as the only option in line with the philosophy of UNESCO and the Association for Development of Education in Africa (ADEA). It is against this backdrop that a strategy paper "Media education in Eritrean education" was developed. This paper formed the basis of the developments discussed in this article. (Contains 1 figure.)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Eritrea; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:T; D:developing nation; F:curriculum; P:media; P:teacher education; P:teachers; T:TVET; Z:Curriculum Design; Z:Curriculum Development; Z:Developing Nations; Z:Educational Radio; Z:Educational Television; Z:Faculty Development; Z:Foreign Countries; Z:Teacher Education; Z:Vocational Education; publicImportV1

Teaching with and Learning through ICTs in Zimbabwe's Teacher Education Colleges. - Musarurwa, C (US-China Education Review, 2011)
The use of ICTs (information and communication technologies) in Zimbabwe’s teacher education colleges is of paramount importance. The teacher trainees have a dual role to play: learning through ICTs and also learning how to teach through them. Interestingly, the rate at which schools have embraced the use of ICTs is unprecedented, but this has not been matched with an equal effort by teacher education colleges and hence teacher trainees have been less exposed and trained in using such technologies. Evidently, this has created a mismatch between the need for teachers who are conversant with ICTs and e-learning and their availability. This paper stems from a pilot programme in which the author was an active participant. It reflects on efforts made to integrate ICTs into the teacher education curriculum and evaluates the impact that this programme will have on teacher education in Zimbabwe.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Mozambique; C:Zimbabwe; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; F:learning; F:teaching; P:measurement; P:teacher education; P:teacher training; Q:ICT; Q:ODEL; Q:open learning; T:TVET; meta; publicImportV1; ⛔ No DOI found

Development of social studies learners’ textbooks for secondary schools in Zambia. - Musilekwa, Sianga; Mulenga, Innocent Mutale (2019)
Keywords: ⛔ No DOI found

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

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

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

Inclusive Education in Zimbabwe: Policy, Curriculum, Practice, Family, and Teacher Education Issues - Mutepfa, Magen M.; Mpofu, Elias; Chataika, Tsitsi (Childhood Education, 2007)

Understanding Students' and Teachers' Approaches to Tablet Use in Turkish Secondary Schools: A Model Based Approach - Mutlu, Tugba (University of Sheffield, 2016)
Keywords: _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:Guyana GUY; _C:Hungary HUN; _C:India IND; _C:Iran IRN; _C:Israel ISR; _C:Jamaica JAM; _C:Japan JPN; _C:Jordan JOR; _C:Kazakhstan KAZ; _C:Korea, Republic KOR; _C:Lebanon LBN; _C:Malta MLT; _C:Netherlands NLD; _C:New Zealand NZL; _C:Oman OMN; _C:Pakistan PAK; _C:Poland POL; _C:Russian Federation RUS; _C:Singapore SGP; _C:Sweden SWE; _C:Thailand THA; _C:Turkey TUR; _C:Turkmenistan TKM; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Overview of funding for construction craft skills training in Sub-Saharan Africa: A case study of Zambia - Muya, Mundia; Price, A. D F; Edum-Fotwe, F. T. (Construction Management and Economics, 2006)
The wealth of any nation is ultimately based on its human resource or social capital. Education and training are the primary vehicles of developing this resource. Funding of formal construction craft skills training at trade institutions in Sub-Saharan Africa (SSA) is examined, using Zambia as a country case study. The data in the research were collected via semi-structured questionnaire interviews directed at government financed trades training schools offering construction programmes in Zambia. Results of the research show that formal construction craft skills training in Zambia has not been adequately funded over the years resulting in: ill-qualified low numbers of poorly remunerated teaching staff; poorly maintained infrastructure and workshop facilities not well equipped for teaching purposes; and out-dated curricula of construction craft programmes. A wide range of measures is required to improve funding for construction craft skills training. These include: increased training regulation and co-ordination by government, development of efficient and effective funding mechanisms that involve employers of crafts-persons, and training provision frameworks that encourage increased involvement of private training providers. © 2006 Taylor & Francis.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Zambia; CA:AandC; CCZ:Zambia; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:regulation; F:teaching; P:construction; P:crafts; P:measurement; P:mechanic; P:social; R:case study; R:interview; R:questionnaire; T:Training; Z:Construction craft skills; Z:Sub-Saharan Africa; Z:Training; publicImportV1

Construction craft skills requirements in sub-Saharan Africa: A focus on Zambia - Muya, Mundia; Price, Andrew D.f.; Edum-Fotwe, Francis T. (Engineering, Construction and Architectural Management, 2006)
Purpose – As the development agenda for sub-Sahara Africa (SSA) gains momentum, it has become necessary to refocus attention on effective and sustainable human resource development strategies for the construction sector in the region that include craft skills. Aims to provide insight into the availability and quality of construction craft skills in Zambia, and the SSA region in general. Design/methodology/approach – Using Zambia as a country case study, results of a survey that was designed to assess the construction industry's perceptions of the quality and availability of construction craft skills in Zambia are presented. The surveyed contractors' support for the introduction of a sector-specific training levy in Zambia was also investigated and is reported. Findings – Findings point to both poor quality and shortage of construction craft skills in Zambia. Results suggest that construction sector-specific training levy would be the most viable, sustainable and industry-wide supported option for supplementing government funding in the training of construction craft skills in Zambia, and probably in the SSA region. Research limitations/implications – The survey was exploratory in nature and depth, and SSA is a vast and diverse region. The results of the case study may not correctly reflect construction skills exigencies across the whole SSA region. Originality/value – The results provide information and advice for both policy makers and contractors concerned with construction crafts skills issues in Zambia, and SSA in general. © 2006, Emerald Group Publishing Limited
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Zambia; CA:AandC; CCZ:Zambia; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:policy; P:construction; P:crafts; P:nature; R:case study; R:survey; T:Training; Z:Construction industry; Z:Skills; Z:Sub Saharan Africa; Z:Training; publicImportV1

Education Technology Map: Guidance Document - Muyoya, Chisenga; Brugha, Meaghan; Hollow, David (Jigsaw Consult, 2016)

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

Malawi Social Action Fund: Third Beneficiary Assessment of the Public Works Programme - Mvula, P. M.; Zgovu, E. K.; Chirwa, E. W.; Kadzamira, Esme (report by Wadonda Consult prepared for the Malawi Social Action Fund, Lilongwe: MASAF, 2000)
Keywords: _C:Malawi MWI; ⛔ No DOI found

Mwabu: where teaching meets technology - Mwabu
Interactive learning for primary English, Maths and Science, supporting teachers and learners in sub-saharan Africa.

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 - Mwakabenga, Rehema Japhet (Massey University, 2018)
Keywords: _C:Australia AUS; _C:Belgium BEL; _C:Bhutan BTN; _C:Botswana BWA; _C:Cambodia KHM; _C:Canada CAN; _C:Central African Republic CAF; _C:China CHN; _C:Czech Republic CZE; _C:Egypt EGY; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Iceland ISL; _C:India IND; _C:Iran IRN; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Lithuania LTU; _C:Malawi MWI; _C:Malaysia MYS; _C:Namibia NAM; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

Provision of continuing professional development by resource centres in selected high schools of the Copperbelt province - Mwale, Kelly Kezala (2006)
The purpose of the study was to investigate the effectiveness of resource centres in providing Continuing Professional Development to high school teachers in the Copperbelt Province.Major concerns have been expressed by various stakeholders that not enough has been done in enhancing and strengthening the concept of Continuing Professional Development among high school teachers. The Teacher Resource Centres that are supposed to be custodians of In-service Training of Teachers(INSET) now Continuing Professional Development (CPD) are perceived not to have done enough. The establishment of Teacher Resource Centres throughout the country was meant to help upgrade the skills and competencies of teachers at both basic and high school levels. These Continuing Professional Development activities that should be on-going include School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC).A purposive sample of 8 teacher resource centres and 12 high schools giving the study a number of 84 respondents was selected.Data were collected by way of questionnaires, interviews and Focus Group Discussions. The major informants were the following: Headteachers, Heads of Department, Teachers and Resource Centre Coordinators.The results of the study revealed that Teacher Resource Centres were not effectively providing Continuing Professional Development (CPD) activities among high school teachers. The findings further revealed that the Continuing Professional Development activities such as School Programme of In-service for the Term (SPRINT), Demonstrate, Observe, Discuss and Implement (DODIS) and Subject Meeting at the Resource Centre (SMARC) were almost non-existent in high schools despite clustering them with basic schools.Generally, the findings indicated lack of commitment both by the coordinators in Resource Centres and school administrators. Further revelations by the study indicate that little or no effort has been given to school - based workshops, seminars, professional meetings and conferences. Additionally,constant monitoring of CPD activities was not given prominence by Resource Centre Coordinators hence the glaring lapses in the actual implementation of Continuing Professional Development programmes.Further analysis of both quantitative and qualitative data revealed that there was lack of significant advocacy and sensitisation on the difference between Continuing Professional Development activities and In-service Teacher Education tenable at colleges of education and universities. In view of the research findings, recommendations were made. Teacher Resource Centres ought to enhance advocacy and sensitisation of Continuing Professional Development activities. Pedagogical competences and skills would be strengthened at high school level if Teacher Resource Centres played their expected role of providing Continuing Professional Development to teachers. The study has also shown that school administrators did not apportion equal weight to Continuing Professional Development as they did with sporting activities. There is need to give both areas equal attention.
Keywords: CitedIn:OER4S-TPE-HHH2; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS; SPRINT

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

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

Implemantation of the school programme of in service for the term (SPRINT) in selected basic schools of Chipata district of Zambia - Mwansa, Phillip (2010)
ABSTRACT The study was aimed at evaluating the implementation of the School Programme of In-service for the Term (SPRINT) in 10 sampled basic schools of Chipata District in the Eastern Province of Zambia. The specific objectives were to: assess the roles teachers and head teachers played in implementing SPRINT in basic schools; seek information on the challenges they faced; and find out ways of improving the implementation of School Programme of In-service for the Term (SPRINT) activities in basic schools. The research design used was a survey following quantitative and qualitative approaches. For triangulation purposes, other sources such as documentary analysis were employed. The study sample consisted of 119 respondents who were randomly selected from the population of all teachers, head teachers and school in-service coordinators of basic schools in Chipata District. Ninety nine (99) teachers and ten (10) head teachers completed questionnaires. Interviews were conducted with 10 School In-service Coordinators (SICs). Quantitative data were analysed using the Statistical Package for the Social Sciences (SPSS) and presented in form of tables of frequencies, percentages, bar graphs and pie charts. Interview and documentary analysis data were analysed qualitatively to come up with themes which were used to answer research questions. Findings indicated thatteachers, head teachers and School In-service Coordinators participated in INSET activities under the School Programme of In-service for the Term (SPRINT). Head teachers monitored the activities and teachers participated in planning for the activities. Effective implementation of SPRINT activities was hampered by: •Inadequate time, •Negative attitude of some teachers, •Low funding, •Inconsistency in monitoring and evaluation, •Lack of organisational and facilitation skills among school in-service coordinators, •Lack of school libraries, and •Inadequate equipment and educational materials at Teachers Resource Centres. Based on these findings, the following recommendations were made: There was need for extension in time for SPRINT activities; teachers needed to change their negative attitude towards INSET activities under SPRINT; school head teachers should regularly sensitize old and new teachers on government policy regarding school-based INSET activities through induction and/or orientation workshops. Government through the Ministry of Education should increase funding to school-based INSET programmes and assist schools to establish libraries, especially in rural and remote schools; School In-service Coordinators needed to be trained in organisational and facilitation skills and Teachers Resource Centres should be equipped with modern equipment and educational materials like computers, internet and library facilities to enable teachers to do research and get information required for their SPRINT meetings.
Keywords: CitedIn:OER4S-TPE-HHH2; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; SPRINT; incomplete

Teacher Involvement in Curriculum Development in Zambia: A Role Analysis of Selected Secondary School Teachers in Lusaka District, Lusaka Province, Zambia - Mwanza, Christine (University of Zambia, 2017)
Keywords: ⛔ No DOI found

Voices Confined to Classrooms: The Marginalised Status of Teachers in Curriculum Development in Lusaka, Zambia - Mwanza, Christine (2018)

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

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

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

The influence of effective use of mobile devices for learning outside the classroom: case study of secondary school students in Tanzania and South Africa - Mwapwele, Samwel Dick (University of Cape Town, 2018)
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:China CHN; _C:Dominican Republic DOM; _C:Eritrea ERI; _C:France FRA; _C:Ghana GHA; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Malaysia MYS; _C:Namibia NAM; _C:Nepal NPL; _C:New Zealand NZL; _C:Nigeria NGA; _C:Portugal PRT; _C:Rwanda RWA; _C:Singapore SGP; _C:South Africa ZAF; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Teachers' ICT Adoption in South African Rural Schools: A Study of Technology Readiness and Implications for the South Africa Connect Broadband Policy - Mwapwele, Samwel Dick; Marais, Mario; Dlamini, Sifiso; Van Biljon, Judy (The African Journal of Information and Communication, 2019)
Keywords: __C:filed:1

Assessing ICT availability and use by Mathematics and Science Teachers of High Schools in Zambia: A Case of Copperbelt and North-Western Provinces of Zambia - Mwewa, Godfrey; Ndhlovu, Zanzini B. (SAARMSTE COMMITTEES)
Keywords: __C:filed:1; ⛔ No DOI found

Access to and Retention of Early School Leavers in Basic Technical Education in Kenya - Mwinzi, Dinah Changwony; Kelemba, Joy Kasandi (The Burden of Educational Exclusion, 2010)
Basic Technical Education in Kenya is fundamental to industrialization and national development (MSPNP, 2007). The objective of the reforms in Kenya is to improve access, equity and the quality and relevance of education and training at all levels. This chapter considers the revitalization of Youth Polytechnics (YPs) as a strategic approach to the development of technical competences in Kenya, especially for out-of-school youth. The YPs, which were once derided, have now become popular because of rising unemployment and many technological challenges in the workplace. Learners are admitted from different educational backgrounds, including those who left primary or secondary school early. The chapter provides a historical overview of basic technical education in Kenya, along with an analysis of early school leaving, the renewal of YPs, the Technical Industrial Vocational and Entrepreneurship Training (TIVET) initiative and a discussion of the issue of gender disparity. It finishes with a consideration of the challenges and dilemmas, which remain, followed by conclusions and recommendations.

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

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

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

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

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

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

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

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

Article processing charges are stalling the progress of African researchers: a call for urgent reforms - Nabyonga-Orem, Juliet; Asamani, James Avoka; Nyirenda, Thomas; Abimbola, Seye (BMJ Global Health, 2020)

Learning about Program Design With Rugged Fitness Spaces - Nadel, Sara; Pritchett, Lant
We propose that we live in a world characterized by a hyperdimensional design space with a rugged ﬁtness function. All aspects of our environment interact to change the outcomes and impact of social programs (hyperdimensionality). Small adjustments to program designs can cause big changes to outcomes and impact (rugged ﬁtness function). In this world, we beneﬁt from learning about social programs through testing more points along the design space, even when our sample sizes are compromised. We run a simulation comparing the program impact when learning is done through crawling the design space (CDS) vs. through randomized control trials and ﬁnd that CDS generates greater impact. We motivate our study through our experiences designing a skill set-signaling program for new entrants to the labor market.
Keywords: ⛔ No DOI found

The need of developing a self-critical experimental attitude – intentions, concepts and consequences for vocational teacher education - Naeve-Stoß, Nicole (2017)
The central aim of teacher education is to develop a profound scientific professionalism, which enables teachers to reflect upon their educational actions in a complex and non-standardized pedagogical environment. In this sense, study programs in teacher education for vocational schools should foster the development of both a self-critical experimental attitude and an inquiry-based disposition, as well as the willingness to engage in self-reflection. The development of such attitudes is enabled by the concepts of reflexive and research-based learning, which will be outlined in this paper.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; publicImportV1; ⛔ No DOI found

Literacy, Foundation Learning and Assessment in Developing Countries - Nag, Sonali; Chiat, Shula; Torgerson, Carole; Snowling, Margaret J. (2014)

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

Whatsapp auto responder using natural language processing and AI - Nagender, Y.; Patil, Kiran H. (Int. J. Comput. Eng. Technol, 2017)
Keywords: ⛔ No DOI found

Design of a braille learning application for visually impaired students in Bangladesh. Assistive Technology - Nahar, L.; Jaafar, A.; Ahamed, E.; Kaish, A. B. M. A. (2015)

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

Literature review in mobile technologies and learning - Naismith, Laura; Sharples, Mike; Vavoula, Giasemi; Lonsdale, Peter (2004)
Keywords: ⛔ No DOI found

AI language tools risk scientific diversity and innovation - Nakadai, Ryosuke; Nakawake, Yo; Shibasaki, Shota (Nature Human Behaviour, 2023)
Keywords: Cultural evolution; Scientific community

Research weaving: visualizing the future of research synthesis - Nakagawa, Shinichi; Samarasinghe, Gihan; Haddaway, Neal R.; Westgate, Martin J.; O’Dea, Rose E.; Noble, Daniel WA; Lagisz, Malgorzata (Trends in ecology & evolution, 2019)
Keywords: _Added-ailr-2024

Is farmer-to-farmer extension effective? The impact of training on technology adoption and rice farming productivity in Tanzania - Nakano, Yuko; Tsusaka, Takuji W.; Aida, Takeshi; Pede, Valerien O. (World Development, 2018)
Abstract Agricultural training is a potentially effective method to diffuse relevant new technologies to increase productivity and alleviate rural poverty in Sub-Saharan Africa (SSA). However, since it is prohibitively expensive to provide direct training to all the farmers in SSA, it is critically important to examine the extent to which technologies taught to a small number of farmers disseminate to non-trained farmers. This paper investigates the technology dissemination pathways among smallholder rice producers within a rural irrigation scheme in Tanzania. As an innovative feature, we compare the performance of three categories of farmers: key farmers, who receive intensive pre-season training at a local training center; intermediate farmers, who are trained by the key farmers; and other ordinary farmers. By collecting and analyzing a unique five-year household-level panel data set, we estimate difference-in-differences models to assess how the gap in performance evolve as the technologies spill over from the trained farmers to the ordinary farmers. To disentangle the technology spillover process, we also examine the extent to which social and geographical network with the key and intermediate farmers influences the adoption of technologies by the ordinary farmers, by incorporating social relationship variables into spatial econometric models. We found that the ordinary farmers who were a relative or residential neighbor of a key or intermediate farmer were more likely to adopt new technologies than those who were not. As a result, while the key farmers’ technology adoption rates rose immediately after the training, those of the non-trained ordinary farmers caught up belatedly. As the technologies disseminated, the paddy yield of the key farmers increased from 3.1 to 5.3 tons per hectare, while the yield of the ordinary farmers increased from 2.6 to 3.7 tons per hectare. Our results suggest the effectiveness and practical potential of farmer-to-farmer extension programs for smallholders in SSA as a cost effective alternative to the conventional farmer training approach.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CCZ:Tanzania; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; P:agricultural; P:economy; P:measurement; P:social; P:technology; R:impact; T:Training; T:trainee; Z:Agricultural training; Z:Rice cultivation; Z:Social learning; Z:Sub-Saharan Africa; Z:Technology adoption; publicImportV1

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

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

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

Investigating the rationale for material selection in tropical housing projects in Uganda – a Case for Interlocking Stabilised Soil Blocks (ISSB) technology - Nambatya, Margret Mauricia (University of Cambridge, 2015)
Behind Uganda’s housing construction industry are conventional practices in the choice of building materials, particularly burned bricks (BBs) bonded together with thick mortar of up to 30 mm to erect walls for housing. Due to the growing population, the demand for houses in Uganda has increased in the recent years, increasing the demand for building materials. However, meeting this increased demand can speed up deforestation and worsen the effects of climate change since the firing of bricks in Uganda takes 5.7 times more energy than that recorded in the ICE database of general baked clay bricks in the UK.
Keywords: ⛔ No DOI found

Benefits of using ISSB in school buildings - Nambatya, Mauricia (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _r:AddedByMyEducationEvidence

The importance of climate-friendly school buildings in Africa - Nambatya, Mauricia (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Research, resources and client requirements - how can we achieve more widespread adoption of Interlocking Stabilized Soil Blocks (ISSB) - Nambatya, Mauricia; Marsh, Alastair (Global Partnership for Sustainable Construction and Resource Efficiency Workshop (Erasmus), 2021)

Interaction in a discussion list: an exploration of cognitive, social, and teaching presence in teachers’ online collaborations - Nami, Fatemeh; Marandi, S Susan; Sotoudehnama, Elaheh (ReCALL: the Journal of EUROCALL, 2018)
Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants’ asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave’s (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education.
Keywords: Asynchronous Communication; Blended Learning; CALL teacher education; CASE studies; COMPUTER assisted language instruction; Cognitive processes; Collaborative learning; Colleges & universities; Computer Mediated Communication; Computer assisted instruction--CAI; Computer assisted language learning; Critical thinking; Curriculum development; Data analysis; Discourse Analysis; Distance learning; ERIC, Current Index to Journals in Education (CIJE); Educational Technology; Educational technology; English (Second Language); English as a second language instruction; Faculty Development; Foreign Countries; Foreign languages; Group Discussion; Higher Education; Higher education; Hybrid computers; Interactive learning; Iran; LANGUAGE & languages; Language Teachers; Linguistics--Computer Applications; PROFESSIONAL education; Professional development; School environment; Second Language Instruction; Second language teachers; Social factors; TEACHERS; Teacher Education Programs; Teacher education; Teachers; Teaching; Technology Uses in Education; __:import:01; __:match:final; __:matched; __:study_id:2095858; __finaldtb; asynchronous interaction; cognitive presence; online collaboration; social presence; teaching presence

Digital School Census in 10 Weeks? How it was done in Sierra Leone - Namit, K.; Thi Mai, T. (World Bank Blogs, 2019)
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.
Keywords: _C:Sierra Leone SLE

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

Predicting Student Performance Using Data Mining and Learning Analytics Techniques: A Systematic Literature Review - Namoun, Abdallah; Alshanqiti, Abdullah (Applied Sciences, 2021)
The prediction of student academic performance has drawn considerable attention in education. However, although the learning outcomes are believed to improve learning and teaching, prognosticating the attainment of student outcomes remains underexplored. A decade of research work conducted between 2010 and November 2020 was surveyed to present a fundamental understanding of the intelligent techniques used for the prediction of student performance, where academic success is strictly measured using student learning outcomes. The electronic bibliographic databases searched include ACM, IEEE Xplore, Google Scholar, Science Direct, Scopus, Springer, and Web of Science. Eventually, we synthesized and analyzed a total of 62 relevant papers with a focus on three perspectives, (1) the forms in which the learning outcomes are predicted, (2) the predictive analytics models developed to forecast student learning, and (3) the dominant factors impacting student outcomes. The best practices for conducting systematic literature reviews, e.g., PICO and PRISMA, were applied to synthesize and report the main results. The attainment of learning outcomes was measured mainly as performance class standings (i.e., ranks) and achievement scores (i.e., grades). Regression and supervised machine learning models were frequently employed to classify student performance. Finally, student online learning activities, term assessment grades, and student academic emotions were the most evident predictors of learning outcomes. We conclude the survey by highlighting some major research challenges and suggesting a summary of significant recommendations to motivate future works in this field.
Keywords: Final_citation; academic performance; cited; educational data mining; existing; learning analytics; machine learning; performance prediction; student learning outcomes; student success; systematic literature review

UNICEF Child Friendly Schooling (CFS) - Nampota, Dorothy; Jere, Catherine; Chiwaula, Lizzie; Meke, Elizabeth; Kadzamira, Esme (2012)
Keywords: _C:Malawi MWI; ⛔ No DOI found

A Framework for Evaluating Tablet-based Educational Applications for Primary School Levels in Thailand - Nang, Hsu Mon Pyae; Harfield, Antony (International Journal of Interactive Mobile Technologies (iJIM), 2018)
Keywords: _C:Denmark DNK; _C:Korea XKOR; _C:Thailand THA; __C:filed:1; __C:scheme:1

Participatory Learning and Action (PLA) - Napier, Alison; Simister, Nigel (INTRAC for Civil Society, 2017)

Visual demands of modern primary classrooms and the impact of refractive anomalies on academic performance - Narayanasamy, Sumithira (Queensland University of Technology, 2015)

Increasing health worker capacity through distance learning: a comprehensive review of programmes in Tanzania - Nartker, AJ; Stevens, L (Human Resources for Health, 2010)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:motivation; P:health; Q:distance learning; T:Training; T:career; T:continuing education; publicImportV1

Fostering Early Math Comprehension: Experimental Evidence from Paraguay - Naslund-Hadley, Emma; Parker, Susan W; Hernandez-Agramonte, Juan Manuel (Global Education Review, 2014)
Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls’ increased participation in the classroom and general interest in math.
Keywords: ⛔ No DOI found

Artificial Intelligence and Machine Learning for Climate Change Mitigation and Adaptation - Natani, Garima (Artificial Intelligence and Sustainable Computing, 2023)
Keywords: _z:no_pdf

Nigerian Skills Qualification Framework - National Board for Technical Education

Valid Training Providers (Nigeria) - National Industrial Training Authority (2020)

National Digital Literacy Framework - National Information Technology Development Agency (2023)

National Sustainable Development Plan 2020-2035 - National Plan Secretariat (Ministry of Finance, Planning, Economic, and Physical Development, Grenada, 2019)
Keywords: _publish

Community Information Policing Booklet - National Police Service (2017)

Tanzania Weather & Climate - Natural habitat adventures (2022)
Tanzania has a generally comfortable climate year-round. Browse this month by month break down of weather and climate in Tanzania.

Grenada-OECS fiscal issues: policies to achieve fiscal sustainability and improve efficiency and equity of public expenditure - Nauges, Celine; van den Berg, Caroline
Keywords: ⛔ No DOI found

The Importance of Educating Girls in the Newly Merged Districts of Khyber Pakhtunkhwa, Pakistan: Policy Paper - Naveed, Sumbal (Center for Universal Education at The Brookings Institution, 2018)
The Federally Administered Tribal Areas (FATA) in Pakistan, named the Newly Merged Districts (NMDs) of Khyber Pakhtunkhwa province in July 2018, have begun rebuilding after years of Talibanization and military operations. This policy paper focuses on how the government-led education activities can be best aligned to make education possible for the districts' girls, who have long been excluded from education due to conflict and war. Based on stakeholder perceptions, the paper identifies some barriers missed by the FATA's Education Sector Plan (ESP) and points out the opportunities within communities to accelerate the efforts to improve the girls' participation in schools. The results of the study propose to use a gender lens for planning and implementing the activities that can improve access to quality education, to prepare the girls for a better and more productive life.
Keywords: Access to Education; Attitude Change; Barriers; Community Involvement; Cultural Influences; Educational Finance; Educational Planning; Educational Quality; Equal Education; Equal Opportunities (Jobs); Females; Foreign Countries; Gender Bias; Governance; Government Role; Males; Political Issues; Single Sex Schools; Social Attitudes; Teacher Competencies; Transportation; War; Women Faculty

Loans and scholarships in Africa’s higher education finance: a comparative analysis of capitation, policy and recoveries in eleven countries. - Nayame-Chirwa, Ireen; Masaiti, Gift; Mwale, Nelly; Mkandawire, Sitwe Benson; Mulenga, Innocent Mutale; Sichula, Noah Kenny (2022)
Keywords: ⛔ No DOI found

Mobile Technology in a Transnational Project: The Experiences of Teacher Educators and Teachers - Naylor, Amanda; Gibbs, Janet; Igland, Anbjorg; Armundson, Monica (Transforming Teacher Education with Mobile Technologies, 2020)
Keywords: __C:filed:1

Overview of emerging country-level response to providing educational continuity under COVID-19 What are the lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in lower- and middle-income countries? - Naylor, Ruth; Gorgen, Kristine (EdTech Hub, 2020)
Keywords: COV:COVID and reopening of schools; L:Gender and education; LP: English; _EdTechHub_Output; _cover:other:ok; _zenodoETH; ⛔ No DOI found

Strengthening the Education Workforce - Naylor, Ruth; Jones, Charlotte; Boateng, Pearl (2019)
Keywords: ⛔ No DOI found

Guidelines for Establishing New Programmes in Polytechnics and Similar Tertiary Institutions in Nigeria - NBTE (2013)

Standards for Accreditation and Re-accreditation of Diploma Programmes in Polytechnics and Similar Post–Secondary Technical institutions in Nigeria - NBTE (2013)

A Literature Review of the Impacts of Heat Stress on Human Health across Africa - Ncongwane, Katlego P.; Botai, Joel O.; Sivakumar, Venkataraman; Botai, Christina M. (Sustainability, 2021)
Heat stress-related illness attributed to the changing climate, particularly the more frequent extreme high temperatures, is becoming a theme of public concern, especially in the most vulnerable regions, such as the African continent. Knowledge of the existing research directions and gaps on heat stress and human health is vital for informing future strategic research foci capable of influencing policy development, planning, adaptation, and mitigation efforts. In this regard, a bibliometric analysis was conducted, with an emphasis on Africa, to assess regional research contributions to heat stress impacts on human health. The goals of the study were to review publication growth and patterns of the scientific publications and to identify key players (especially collaborating institutions and countries) and the evolution of research themes on the African continent, while paying attention to global trends and emergent hot topics and methodology of heat stress research. Using the Web of Science (WoS) and Scopus core collection databases, a structured keyword search was undertaken, which yielded 463 and 58 research publications from around the world and Africa, respectively. The retrieved scientific documents, published between 1968 and 2020, were analyzed and visualized using a bibliometric analysis technique and the VOSviewer software tool. The results indicate low statistics and slow scientific growth in publication output, with the highest peak having been reached in 2018, resulting in 13 scientific publications. While global research collaborations are successfully reflected in the literature, there is a considerable gap in understanding heat stress and related collaborations between African countries and international institutions. The review study has identified key opportunities that can benefit Africa through the expansion of the scope of heat stress and human health research on the continent. These opportunities can be achieved by closing the following research gaps: (1) vulnerability assessments within demographic classes, such as the elderly, (2) personal exposure and associated risks, (3) Urban Heat Island (UHI) evaluation for urban environments, and (4) heat adaptation research, which will enable informed and targeted preventive actions that will limit future heat health impacts. The authors opine that the pursuit of such studies will be most impactful if the current knowledge gaps are bridged through transdisciplinary research supported by local, regional, and international collaborators.
Keywords: BE:LMIC; BE:RELEVANT; type:literature review

Teacher perceptions on the effectiveness of an English remedial teaching programme in primary schools in Zimbabwe: towards an alternative to the deficit model - Ndebele, Clever (International Journal of Educational Sciences, 2014)
In the Zimbabwean education system, primary school pupils are tested at the beginning of grade four to determine their English proficiency and based on the test results those who fall below a certain predetermined score are placed on a generic remedial programme offered by a specially designated teacher. This study set out to evaluate the effectiveness of this English remedial education programme in Zimbabwe. Using the descriptive survey method, a total of thirty respondents from ten schools, comprising ten heads of schools, ten Grade four teachers and ten remedial teachers were issued with a semi structured questionnaire. For data analysis, substantive themes were deduced and outlined from the data through content analysis. The study showed that very few pupils were benefiting from remedial instruction. Remedial teachers were poorly trained for remedial teaching, materials for use for both teachers and pupils were grossly inadequate, while supervision and monitoring by Schools Psychological Services (SPS) was virtually non-existent. The study recommends that Schools Psychological Services considers an integrated approach where, rather than pupils being sent to an external expert for fixing, the grade four teacher provides the extra tuition using authentic contextualized grade four material.
Keywords: _Added to LR; _T:reviewed; ❓ Multiple DOI

Evaluation of artisan training in metal silo construction for grain storage in Africa: Impact on uptake, entrepreneurship and income - Ndegwa, M.K.; de Groote, Hugo; Gitonga, Z.M. (International Journal of Educational Development, 2015)
This study assesses the impact of training sheet metal workers in Kenya on their uptake of learned skills and their income. Fifty-eight artisans trained in the construction of metal silos for hermetic grain storage were compared to a random sample of 123 untrained artisans. Results show that two-thirds of the trained artisans were making the silos, half of these in their own workshops and half as employees. The probability of using the skills learned declined with age but increased with previous experience in technical work. The training did not significantly increase the income of employed artisans, but increased the annual income of those who made the silos in their own workshops by KSh315,173 (about US$3,600). The overall impact could be improved by better targeting of trainees, by using apprenticeships as an alternative mode of training, and by encouraging entrepreneurship through business training and provision of credit.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:artist; P:construction; P:metal; R:evaluation; R:impact; T:Lehrlingsausbildung; T:TVET; T:Training; T:trainee; Z:Adult education; Z:Benefits of education; Z:Employment skills; Z:Engineering education; Z:Intervention evaluation; Z:Vocational education and training; publicImportV1

Mitigating errors and misconceptions among Grade 11 learners in algebra through error analysis - Ndemo, Zakaria; Ndemo, Osten (African Journal of Teacher Education and Development, 2023)

Themes in mathematics teacher professional learning research in South Africa: A review of the period 2006–2015 - Ndlovu, Mdutshekelwa (Springer, Cham, 2018)

A Comparative Analysis of Firm Based Training in East African Manufacturing Sector: Does Level of Education Matter? - Ndlovu, Tchaka; Kajiba, John; Aiko, Rose; Kessy, Flora; Mkenda, Beatrice K.; Kweka, Josaphat; Kabelwa, George (2006)
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.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Kenya; C:Tanzania; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:outcomes; F:policy; P:manufacture; P:measurement; P:technology; Q:degree; Q:distance learning; Q:tertiary education; R:impact; T:Ausbildung; T:Lehrlingsausbildung; T:TVET; T:firm-based training; _C:Ghana GHA; _C:Uganda UGA; publicImportV1; ⚠️ Invalid DOI; ⛔ No DOI found

Baseline Study on the Current State of Open and Distance Learning in Cameroon - Ndongfack, Michael N. (Commonwealth of Learning (COL), 2016)
Meeting in Mauritius in May 2014, COL Focal Points from Africa and the Mediterranean Regions reviewed the state of ODL in their respective countries and proceeded to map out their strategic plans for 2015–2018. The report from Cameroon demonstrated that although the country is making some progress in the domain of ODL, it lacks an ODL policy framework, a national body to manage distance education and expertise in the field of ODL. To address the issues raised, it was important to establish the baseline situation. The general objective of this study was to establish the current situation of ODL in Cameroon.

Mastery of Active and Shared Learning Processes for Techno-Pedagogy (MASLEPT): A Model for Teacher Professional Development on Technology Integration - Ndongfack, Michael Nkwenti (Creative Education, 2015)

TPACK Constructs: A Sustainable Pathway for Teachers Professional Development on Technology Adoption - Ndongfack, Michael Nkwenti (Creative Education, 2015)

Critical knowledge, skills and qualifications for accelerated and sustainable development in Africa - Ndoye, M; Walther, R (2012)
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.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; A:Central Africa; C:Burkina Faso; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:qualification; Q:lifelong learning; T:Ausbildung; T:Lehrlingsausbildung; T:TVET; T:journeyman; T:vocational skills; publicImportV1; ⛔ No DOI found

Promoting effective Work Integrated Learning (WIL) and Recognition of Prior Learning (RPL) practices in the TVET sector through research - Nduna, Nothemba Joyce (2017)
There is a growing interest in increasing research capacity in South African public Higher Education Institutions (HEIs) in general and in Universities of Technology (UoTs) and Technical and Vocational Education and Training (TVET) Colleges in particular. As part of its strategy to increase research capacity, the Education, Training and Development Practices Ϫ Sector Education and Training Authority (ETDP SETA) has established six Research Chairs in six public HEIs. This article introduces the work of the Research Chair for Work Integrated Learning (WIL) and Recognition of Prior Learning (RPL) that was established by the ETDP SETA in August 2015. The purpose of introducing the work of the Research Chair is to explore possibilities for research collaborations and partnerships with a variety of stakeholders at local, national and international levels. The article is divided into five sections. The first section is an introduction which provides the context, focus and purpose of the Research Chair. This section also highlights the need for research into WIL current practices and WIL staff development needs and advocates for the development of WIL related HEQSF qualifications in the TVET sector. The second section provides an overview of literature on WIL and RPL and relates the work of the Research Chair to the 2013 Policy on Professional Qualifications for lecturers in TVET and the 2015 Draft RPL Policy for the Higher Education Qualifications Sub-Framework (HEQSF). The third section deals with the research methodology that covers the research questions, intended outcomes and data collection processes that were involved. The fourth section discusses the research findings and enabling factors for the Research Chair. The final section provides a summary of the findings and calls for research collaborations.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; CLL:en; publicImportV1; ⛔ No DOI found

Review: Southgate, E. (2020). Virtual Reality in Curriculum and Pedagogy: Evidence from Secondary Classrooms. Routledge. - Neal, Terry (Journal of Learning for Development, 2021)
Keywords: immersive virtual reality; pedagogy technology; ⛔ No DOI found

Towards an inclusive digital literacy framework for digital India - Nedungadi, Prema P.; Menon, Rajani; Gutjahr, Georg; Erickson, Lynnea; Raman, Raghu (Education + Training, 2018)
Purpose – The purpose of this paper is to illustrate an Inclusive Digital Literacy Framework for vulnerable populations in rural areas under the Digital India program. Key challenges include addressing multiple literacies such as health literacy, financial literacy and eSafety for low-literate learners in low-resource settings with low internet bandwidth, lack of ICT facilities and intermittent electricity.

Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India - Nedungadi, Prema; Mulki, Karunya; Raman, Raghu (Education and Information Technologies, 2018)
Keywords: Final_citation; cited; existing

Improving educational outcomes & reducing absenteeism at remote villages with mobile technology and WhatsApp: findings from rural India - Nedungadi, Prema; Mulki, Karunya; Raman, Raghu (Education and Information Technologies, 2018)
Reduction of teacher and student absenteeism, together with consistent teacher support and training, are critical factors in improving the quality of education in rural India. As part of an ongoing project involving schools and educational centers in rural areas spread across 21 Indian states, this study investigated how implementation of two simple, accessible technologies could not only reduce absenteeism but also increase teachers' effectiveness and improve student performance. In addition to students and teachers, key stakeholders included educational coordinators who provided support and monitoring regarding use of WhatsApp and two additional apps designed specifically to support simple educational improvements. In our study we coded and analyzed nine months of messages (n = 8968), both photographs and texts, posted by 26 participants. The number of text messages related to attendance was strongly positively correlated with frequency of interactions between coordinators and teachers. Our approach resulted in increased teacher and student attendance, as well as improvements in lessons and other planned educational activities. This model functions well in rural settings where there is poor internet connectivity and lack of supporting infrastructure. Remote schools can easily adopt this tablet-based model to reduce teacher absenteeism, improve teaching techniques, improve educational resources, and increase student performance.
Keywords: Absenteeism; Academic Achievement; Attendance; Attendance Patterns; Computer Oriented Programs; Computers--Information Science And Information Theory; ERIC, Current Index to Journals in Education (CIJE); Educational Opportunities; Educational Quality; Educational technology; Foreign Countries; ICT; India; Monitoring; Quality of education; Rural Areas; Rural areas; Rural education; School education; Software; Students; Teacher Effectiveness; Teacher absence; Teacher monitoring; Teachers; Tele-education; WhatsApp; __:import:01; __:match:final; __:matched; __:study_id:2097863; __finaldtb

Enhanced STEM learning with Online Labs: Empirical study comparing physical labs, tablets and desktops - Nedungadi, Prema; Raman, Raghu; McGregor, Mark (IEEE, 2013)

Towards an inclusive digital literacy framework for digital India - Nedungandi, Prema; Menon, Rajani; Gutjahr, Georg; Erickson, Lynnea; Raman, Raghu (Emerald Publishing, 2018)

Connecting reflective practice, dialogic protocols, and professional learning - Nehring, J.; Laboy, W.T.; Catarius, L. (Professional Development in Education, 2010)

Design and Implementation of a Learning Application to Sensitize Senior Citizens for Internet Security - Nellesen, Marcel
Keywords: _C:Germany DEU; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Computational Grounded Theory: A Methodological Framework - Nelson, Laura K. (Sociological Methods & Research, 2020)
This article proposes a three-step methodological framework called computational grounded theory, which combines expert human knowledge and hermeneutic skills with the processing power and pattern recognition of computers, producing a more methodologically rigorous but interpretive approach to content analysis. The first, pattern detection step, involves inductive computational exploration of text, using techniques such as unsupervised machine learning and word scores to help researchers to see novel patterns in their data. The second, pattern refinement step, returns to an interpretive engagement with the data through qualitative deep reading or further exploration of the data. The third, pattern confirmation step, assesses the inductively identified patterns using further computational and natural language processing techniques. The result is an efficient, rigorous, and fully reproducible computational grounded theory. This framework can be applied to any qualitative text as data, including transcribed speeches, interviews, open-ended survey data, or ethnographic field notes, and can address many potential research questions.
Keywords: _Added-ailr-2024

Recommendations for the safe opening of schools for the 2020-2021 school year - COVID-19 SMART - NEMO (Ministry of National Security, 2020)

Review of agricultural technical vocational education and training (ATVET) in Africa : best practices from Benin, Ethiopia, Namibia and Sierra Leone - NEPAD (2013)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Benin; C:Ethiopia; C:Namibia; C:Sierra Leone; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:agricultural; T:TVET; _C:Sierra Leone SLE; publicImportV1

Medien im naturwissenschaftlichen Unterricht - Nerdel, Claudia (Grundlagen der Naturwissenschaftsdidaktik, 2017)
Keywords: __C:filed:1

Using research evidence - A practice guide - Nesta (2016)

Chatbot and conversational analysis to promote collaborative learning in distance education - Neto, Antonio Justiniano Moraes; Fernandes, Márcia Aparecida (IEEE, 2019)

Teaching approaches and strategies that work; Keeping children engaged and achieving in mathematics - New Zealand Government (2018)
Keywords: C:New Zealand

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

Systematic Reviews in Educational Research: Methodology, Perspectives and Application [Chapter] - Newman, Mark; Gough, David (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter explores the processes of reviewing literature as a research method. The logic of the family of research approaches called systematic review is analysed and the variation in techniques used in the different approaches explored using examples from existing reviews. The key distinctions between aggregative and configurative approaches are illustrated and the chapter signposts further reading on key issues in the systematic review process.

Reports from the Field: Secondary School in Hong Kong Integrating the Spirit of Humanities into STEAM Education - Ng, Sin Fai Eric; Ng, Chin Hung (Journal of Learning for Development, 2021)
A small project of STEAM education called “Innovation for Love and Care” was implemented in a local secondary school in Hong Kong. Four seventh-grade students participated from November 2020 to February 2021. The project aims to integrate humanism into the traditional STEAM curriculum to stimulate the students’ innovation in a people-oriented approach. The project consisted of three modules implemented by means of both online teaching and face-to-face lessons due to the COVID-19 pandemic. The responses of the students were very positive. The overall performance has been recognised by the school management team. For the next step, the project team plans to expand the project to all seventh-grade students.
Keywords: Hong Kong; STEAM education; humanities; interdisciplinary approach; ⛔ No DOI found

Integration of ICTs into the Curriculum of Cameroon Primary and Secondary Schools: A Review of Current Status, Barriers and Proposed Strategies for Effective Integration - Ngajie, Berty Nsolly; Ngo, Mback Marie Charlotte (International Journal of Education and Development using Information and Communication Technology, 2016)
Many sub-Saharan African countries are progressively integrating information and communication technologies (ICTs) into their education systems especially in primary and secondary schools. These efforts that are seen in both private and public schools to bring technologies into the classroom are just starting but are encountering a lot of difficulties. Cameroon, a Sub-Saharan African country, is not an exception to the situation in this group of countries. ICTs were officially introduced in schools in Cameroon since 2001 and since then many initiatives have been carried out but the difficulties supersede the progress. Based on available research, this study focuses on the current status of ICTs in Cameroon primary and secondary schools. It gives a brief description of the country's education system, and reviews major initiatives that have been carried out so far in the integration of ICTs in primary and secondary schools. It further identifies and analyzes some barriers that cause ICT integration into curriculum ineffective. Lastly, it recommends some strategies to overcome the barriers, and guidelines for a contextualized and effective ICT integration.
Keywords: Administrator Qualifications; Barriers; Change Strategies; Educational Administration; Educational History; Educational Technology; Elementary Secondary Education; Foreign Countries; Knowledge Level; Professional Development; Teacher Qualifications; Technology Integration; Technology Uses in Education; ⛔ No DOI found

Exploring the Emergence of Community Support for School and Encouragement of Innovation for Improving Rural School Performance: Lessons Learned at Kitamburo in Tanzania - Ngalawa, Athanas August; Simmt, Elaine; Glanfield, Florence (Global Education Review, 2015)
This article describes a qualitative exploration of a primary school in a remote rural community of Tanzania, whose students showed promising performance in mathematics, as measured by the Primary School Leaving Examinations (PSLE). Case study methods were used to conduct research about the school and community in order to understand the dynamics that shape the school and village as community and communities. Interviews, focus groups, and observations were conducted. The paper identifies the role of village leadership in generating a learning community (Warren, 2005), that initiated community support of the school, which in turn prompted teachers’ innovations for developing in their work as professionals, that improved teaching and learning practices in mathematics and contributed to the noted promising performance on the PSLE. The article concludes that although school principals and teachers are regarded as keys in generating professional learning communities (DuFour, DuFour, & Eaker, 2008; Fullan, Hill &Crévola, 2006 ), under good community leadership communities may be essential catalysts in establishing and sustaining professional learning communities and contribute to school improvement.
Keywords: ⛔ No DOI found

Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria: Challenges in Disability Inclusion - Nganji, J.T; Nggada, S.H (Advancing Technology and Educational Development through Blended Learning in Emerging Economies:, 2014)
Keywords: HDR25

Strategies That Enhance Students Access to Public Technical Training Institutions in Kenya - Nganyi, JE; Odebero, SO; Onderi, H; Musera, G (International Journal of Academic Research in Business and Social Sciences, 2014)
Stakeholders in the education sector in Kenya are concerned about low students’ participation in Technical Training Institutions. Despite the Government of Kenya’s efforts to upgrade infrastructure in these institutions, students’ participation has remained low yet the realisation of Vision 2030 depends on middle level training. Therefore this study was conceptualised to establish strategies adopted by Technical Training Institutions to support students access in these institutions. This study was conducted in Western Region of Kenya. Western Region comprise of the former Western, Nyanza and rift valley Provinces. The sample constituted of 200 lecturers (principals, deputy principals, heads of departments and registrars) and 400 students from 30 Technical Training Institutions. Data was collected using questionnaires. The results show that the strategies used to attract students are bursaries, provision of competitive courses and opening more centres. However these strategies do not attract students to these Technical Training Institutions because of weak administration and implementation by the institutions. It was recommended that in an effort to promote enrolment in Technical Training Institutions, the Kenyan Government should fully fund students enrolled in Technical Training Institutions. Besides Technical Training Institutions should enhance advertisement of the courses offered; strengthen distance/e-learning; and review courses offered to meet the market demand.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; C:Ethiopia; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; Q:open learning; T:TVET; publicImportV1; ⛔ No DOI found

Modelling TVET Colleges as Alternative Centres to Deliver eSkills Training in Rural Communities of Eastern Cape - Ngqulu, Ndiyakholwa; Gumbo, Sibukele; Nogwina, Mnoneleli (2019 IST-Africa Week Conference, IST-Africa 2019, 2019)
© 2019 The authors. The National Electronic Media Institute of South Africa (NEMISA) has adopted, among other objectives, a focus and dedication of time and resources in upskilling people to be digitally competent. This objective is delivered through provincial e-Skills CoLabs distributed around South Africa which have the mandate to roll out the necessary digital skills (e-skills) courses for various ICT user groups usually at ICT Centres with adequate infrastructure. This is necessary as it is public knowledge that while people may own ICT devices, they still face challenges utilising them to work, get further training and conduct business. However, many ICT Centres that are either donated or provided by various stakeholders have failed due to sustainability. This study interrogates the potential of Eastern Cape Technical and Vocational Education and Training colleges (TVETs) as ICT centres to deliver e-skills training. Most of these TVET college campuses are located in rural areas; therefore provide a means to bridge the digital gap between and develop the capacity of our rural communities and up skill people. Informed by the brief background above, the research question guiding this study is 'What is the state of readiness of TVET colleges as ICT centres of choice to service communities'? To respond to this question, 6 Eastern Cape TVET colleges of Eastern Cape were sampled.

Implications of the University of South Africa's (UNISA) shift to open distance e-learning on teacher education - Ngubane-Mokiwa, Sindile A. (Australian Journal of Teacher Education, 2017)
Keywords: ⛔ No DOI found

Shift from open distance learning to open distance e-learning - Ngubane-Mokiwa, Sindile; Letseka, Moeketsi (Open distance learning (ODL) in South Africa, 2015)
Keywords: ⛔ No DOI found

iPads in higher education—Hype and hope - Nguyen, Lemai; Barton, Siew Mee; Nguyen, Linh Thuy (British Journal of Educational Technology, 2015)

Information, Role Models, and Perceived Returns to Education: Experimental Evidence from Madagascar. - Nguyen, Trang (World Bank, 2013)

Information and Communication Technology as Agents of Change for Teaching and Teacher Development: A Case Study of a Secondary School, KwaZulu-Natal - Ngwane, Knowledge S.
Keywords: _C:Finland FIN; _C:South Africa ZAF; __C:filed:1; __C:scheme:1

Randomized impact evaluation of education interventions: Experiences and lessons from a reading to learn intervention in East Africa - Ngware, M.W.; Abuya, B.; Oketch, M.; Admassu, K.; Mutisya, M.; Musyoka, P. (International Journal of Research & Method in Education, 2015)

Does teaching style explain differences in learner achievement in low and high performing schools in Kenya? - Ngware, M.W.; Oketch, M.; Mutisya, M. (International Journal of Educational Development, 2014)

Assessing learning: How can classroom-based teachers assess students’ competencies in numeracy? - Ngware, Moses W.; Hungi, Njora; Mutisya, Maurice (Assessment in Education: Principles, Policy & Practice, 2019)
Keywords: __C:filed:1

Impact Evaluation of Tayari School Readiness Program in Kenya. - Ngware, Moses W.; Hungi, Njora; Wekulo, Patricia; Mutisya, Maurice; Njagi, Joan; Muhia, Nelson; Wambiya, Elvis; Donfouet, Hermann; Gathoni, Grace; Mambe, Shem (African Population and Health Research Center, RTI International, 2018)
Keywords: ⛔ No DOI found

Should we collaborate with AI to conduct literature reviews? Changing epistemic values in a flattening world - Ngwenyama, Ojelanki; Rowe, Frantz (Journal of the Association for Information Systems, 2024)

When Artificial Intelligence Voices Human Concerns: The Paradoxical Effects of AI Voice on Climate Risk Perception and Pro-Environmental Behavioral Intention - Ni, Binbin; Wu, Fuzhong; Huang, Qing (International Journal of Environmental Research and Public Health, 2023)

To Use or not Use Collaborative Learning Techniques in Teleconference Teaching? A Case Study from the Hellenic Open University - Niari, Maria (Journal of Learning for Development, 2021)
The purpose of the small-scale qualitative research study was to examine the use and perceived value of integrating collaborative learning techniques at teleconferences at the School of Humanities of the Hellenic Open University (HOU). Qualitative semi-structure interviews with tutors from the School of Humanities at the HOU were conducted in order for the research plan to be fundamentally heuristic and generate original results. Purposeful sampling was chosen for the data collection process, cross-sectional organization for the data classification and thematic analysis for the data analysis. The results of the present research study indicate the parameters need to be taken into account in order for the tutors to use collaborative learning techniques at teleconference teaching at HOU. Adequate teleconference platform, tutors’ training on distance collaborative learning and group dynamics, and a common understanding regarding distance learning and group dynamics in e-learning environments are some of the most significant findings derived from this research study. The role of students, as well as the role of the distance-learning provider, in integrating and adopting distance collaborative learning strategies is also highlighted by the results.
Keywords: collaborative learning techniques; distance collaborative learning; distance education; group dynamics; qualitative research; teleconference; ⛔ No DOI found

INTEGRATED OPERATIONS FRAMEWORK FOR THE EARLY CHILDHOOD DEVELOPMENT (ECD) SECTOR IN THE OECS REGION - Nichols, Tristi
Keywords: ⛔ No DOI found

scite: A smart citation index that displays the context of citations and classifies their intent using deep learning - Nicholson, Josh M.; Mordaunt, Milo; Lopez, Patrice; Uppala, Ashish; Rosati, Domenic; Rodrigues, Neves P.; Grabitz, Peter; Rife, Sean C. (Quantitative Science Studies, 2021)
Citation indices are tools used by the academic community for research and research evaluation that aggregate scientific literature output and measure impact by collating citation counts. Citation indices help measure the interconnections between scientific papers but fall short because they fail to communicate contextual information about a citation. The use of citations in research evaluation without consideration of context can be problematic because a citation that presents contrasting evidence to a paper is treated the same as a citation that presents supporting evidence. To solve this problem, we have used machine learning, traditional document ingestion methods, and a network of researchers to develop a “smart citation index” called scite, which categorizes citations based on context. Scite shows how a citation was used by displaying the surrounding textual context from the citing paper and a classification from our deep learning model that indicates whether the statement provides supporting or contrasting evidence for a referenced work, or simply mentions it. Scite has been developed by analyzing over 25 million full-text scientific articles and currently has a database of more than 880 million classified citation statements. Here we describe how scite works and how it can be used to further research and research evaluation.

EdTech’s three promising approaches to #SaveOurFuture - Nicolai, Susan; Haßler, Björn (EdTech Hub, 2020)
By Susan Nicolai and Björn Haßler Covid-19 has led to the biggest upheaval to daily life that many of us have ever seen, including for education. Even before schools shut in early March, there was a recognised global learning crisis and some 260 million not in school. The pandemic has further interrupted education for 90% of children around the world,…
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone - Nicolai, Susan; Jefferies, Kate; Lockhart, Ashley Stepanek (EdTech Hub, 2022)
Keywords: Final_citation; cited; existing

EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone - Nicolai, Susan; Jefferies, Kate; Stepanek Lockhart, Ashley (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Toward a holistic approach to EdTech effectiveness: Lessons from Covid-19 research in Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone - Nicolai, Susan; Jordan, Katy; Adam, Taskeen; Myers, Christina; Jefferies, Kate; Lockhart, Ashley Stepanek (International Journal of Educational Development)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Edtech and parental engagement - Nicolai, Susan; Rui, Tingting Yang; Zubairi, Asma; Seluget, Chebet; Kamninga, Tony (2023)
Keywords: ⛔ No DOI found

AI in Learning: Designing the Future - Niemi, Hannele; Pea, Roy D.; Lu, Yu (Springer International Publishing, 2023)
Keywords: Open Access; artificial intelligence; deep learning; games; human-machine interaction; intelligent digital tools; learning analytics; life-long learning; robotics; simulations; tutoring; virtual learning; well-being

Introduction to AI in Learning: Designing the Future - Niemi, Hannele; Pea, Roy D.; Lu, Yu (AI in Learning: Designing the Future, 2023)
The introduction chapter focuses on the main questions of the whole book AI in Learning: Designing the Future: (1) How is learning changing when human learning and machine learning are connected and what consequences does this conjunction have for education, also for working life as lifelong learning and (2) what kind of ethical issues are emerging with AI in education from the viewpoints of schools and other learning environments. The chapter first summarizes how recent AI technologies provide several options for learning and educational services and how AI is applied already in societies. In education and learning, many advanced techniques are already available, and we have tentatively promising findings. However, the accelerating pace of development of technology expands AI’s potentialities in education, so we need extensive new research about educational implementations and their effects on human learning and people’s lives. The chapter also summarizes how different chapters provide new research on AI in learning and education.
Keywords: AI ethical issues; Artificial intelligence; Human learning; Lifelong learning; Machine learning

Role of IEIs - Nigeria's Entreprise Institutions and Education (2019)

The combined use of qualitative and quantitative methods in educational research - Niglas, Katrin (undefined, 2004)
Figure 2. Relationship between philosophy and methodology in social science and educational research (adapted from Niglas 2001a and 2001b) - "THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT"
Keywords: ⛔ No DOI found

THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT - Niglas, Katrin (undefined, 2004)
Semantic Scholar extracted view of "THE COMBINED USE OF QUALITATIVE AND QUANTITATIVE METHODS IN EDUCATIONAL RESEARCH ABSTRACT" by Katrin Niglas
Keywords: ⛔ No DOI found

Barns och lärares aktiviteter med datorplattor och appar i förskolan - Nilsen, Malin (2018)
Keywords: __C:filed:1; ⛔ No DOI found

Blended learning vid lärares professionella lärande - Nilsson, Malin (2017)
Keywords: _C:Canada CAN; _C:Finland FIN; _C:New Zealand NZL; _C:Portugal PRT; _C:Tanzania TZA; _C:United Kingdom GBR; _C:Viet Nam VNM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Recursos educativos abiertos: oportunidades y barreras - Nincehelser, García; Elena, María (2018)
Keywords: __C:filed:1; ⛔ No DOI found

Teaching Systematic Review - Nind, Melanie (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter is about teaching systematic review; it is not, however, the product of a systematic review. It combines and builds on insights from two sets of research experiences: being taught about how to conduct systematic reviews ahead of doing this myself, and more recently, conducting study of the Pedagogy of Methodological Learning for the National Centre for Research Methods in the UK. The latter engaged teachers and learners in the process of building capability and capacity in the co-construction of understandings of what is important in teaching and learning advanced social science research methods, including systematic review. The chapter advocates teaching systematic review in ways that support critical thinking, utilising deep knowledge of the method and a willingness to be reflexive and open about its messy realities.

Mapping Teacher Distribution Analysis with Digitation Technology Implementation to Improve Education Management in Bengkulu City - Nirwana, Nirwana; Vatresia, Arie; Utama, F. P. (International Conference on Educational Sciences and Teacher Profession (ICETeP 2018), 2019)
Embedded technology in education management is one of the most important things as an aid for Education Department. Not only help in learning process, the use of technology has been also used in many part of education to improve learning process. In this paper, we proposed the idea of mapping the digitation of High School (SMA) in Bengkulu city to manage...
Keywords: _C:France FRA; _C:India IND; _C:Indonesia IDN; _C:Italy ITA; __C:filed:1; __C:scheme:1

Artificial intelligence for sustainability: Challenges, opportunities, and a research agenda - Nishant, Rohit; Kennedy, Mike; Corbett, Jacqueline (International Journal of Information Management, 2020)

Multiple Users’ Experiences of an AI-Aided Educational Platform for Teaching and Learning - Niu, Shuanghong Jenny; Li, Xiaoqing; Luo, Jiutong (AI in Learning: Designing the Future, 2023)
This chapter aims to provide a better understanding of how AI technology can be used to assist in teaching and learning at schools. The Smart Learning Partner (SLP) educational platform is based on AI technology to provide new possibilities for individualized learning and more educational resources. We used a case study approach to investigate how this AI-aided SLP platform helped to assist in teaching and learning from the multiple users’ perspectives of students, teachers, and the principal at a Chinese school. This chapter starts with a description of AI used in education and learning. The AI-aided SLP educational platform is then presented to illustrate in what ways it works to assist in teaching and learning. Based on the users’ self-reported experience, this platform can support students’ learning by providing students with individualized diagnostic feedback and assessments as well as information about the progress of their learning. In addition, students receive recommendations of micro lectures from the platform to aid improvement based on the students’ assessment results. Additionally, students can also access various micro lectures according to their interests. This platform provides teachers with reports of real-time learning situations and progress at the individual or class level. Accordingly, teachers can better adjust their pedagogical decision and teaching according to the students’ needs. The principal used the information to allocate resources and assist in curriculum planning at school. In conclusion, all users positively stated that this AI-aided SLP platform assisted in teaching and learning at school even though there were still certain challenges. At the end of the chapter, recommendations for the future platform design are offered.
Keywords: AI-aided educational platform; Artificial intelligence (AI); Multiple perspectives; Teaching and learning

Creating Spaces for Filling the Gender Gap in university leadership and management: The case for Zambian Women Professors - Njobvu, T.; Yang, Y. X. (International Journal of Education and Research Vol. 2 No. 12 December 2014, 249, 2014)
Keywords: ⛔ No DOI found

Pupil Indiscipline in the ‘No Corporal Punishment Era’in Zambia: Trends and Implications for Management in Schools - Njobvu, Tommie; Hamomba, Ian; Simuyaba, Eunifridah
Keywords: ⛔ No DOI found

Exploring selected theories applicable to educational disciplines and social sciences research. - Nkhata, Bentry; Mkandawire, Sitwe Benson; Nachiyunde, Kabunga; Phiri-Nalube, Patricia; Kaani, Bestern; Mulenga, Innocent Mutale; Phiri, Chidongo; Chileshe, Bernard; Sichula, Noah Kenny; Sikayomya, Patrick (2019)
Keywords: ⛔ No DOI found

Revisiting global development frameworks and research on universal basic education in Ghana and Sub-Saharan Africa: a review of evidence and gaps for future research - Nkrumah, Rodney Buadi; Sinha, Vandna (Review of Education, 2020)
The emergence of global development frameworks such as Education for All, Millennium Development Goals, and Sustainable Development Goals have expanded opportunities for Universal Basic Education (UBE) in Ghana and Sub-Saharan Africa (SSA). In the three decades of their implementation, these frameworks have also stimulated a culture of research based on measuring development and educational outcomes through established indicator-based approaches. Subsequently, research on UBE in Ghana and SSA remains largely dominated by quantitative indicators which concentrate on enrolment and completion numbers in measuring a country’s progress. Yet, emerging literature shows that the expansion in enrolment is accompanied by high rates of drop-outs, non completion, and low learning outcomes even for those able to complete basic education. Using structured and unstructured procedures to identify both academic and grey literature, this review explores the state of educational expansion and research on UBE in Ghana and SSA. We argue that the current reliance on dominant quantitative, indicator-based approaches to assessing UBE reveals little about the differential experiences of children, particularly those in rural and marginalised communities, who receive poor quality education. The lack of information about children’s experiences of access reinforces inequalities in education, employment, and upward mobility in later life. Future research should seek to unpack micro-level experiences which characterise access, as well as the pathways through which factors such as poverty and location create unequal experiences in schooling access, to inform context-specific policies for UBE.
Keywords: Ghana; Sub-Saharan Africa; educational expansion; global development frameworks; universal basic education

The eclectic roots of strategy implementation research - Noble, Charles H. (Journal of business research, 1999)

COVID-19 employment stress and child vulnerability.pdf - Noble, K.; Hurley, P.; Macklin, S. (2020)

Thermal and visual comfort of schoolchildren in air-conditioned classrooms in hot and humid climates - Noda, Lumy; Lima, Amanda VP; Souza, Jullyanne F.; Leder, Solange; Quirino, Luana M. (Building and Environment, 2020)
Keywords: BE:RELEVANT

Video Improves Learning in Higher Education: A Systematic Review - Noetel, Michael; Griffith, Shantell; Delaney, Oscar; Sanders, Taren; Parker, Philip; del Pozo Cruz, Borja; Lonsdale, Chris (Review of Educational Research, 2021)
Universities around the world are incorporating online learning, often relying on videos (asynchronous multimedia). We systematically reviewed the effects of video on learning in higher education. We searched five databases using 27 keywords to find randomized trials that measured the learning effects of video among college students. We conducted full-text screening, data extraction, and risk of bias in duplicate. We calculated pooled effect sizes using multilevel random-effects meta-analysis. Searches retrieved 9,677 unique records. After screening 329 full texts, 105 met inclusion criteria, with a pooled sample of 7,776 students. Swapping video for existing teaching methods led to small improvements in student learning (g = 0.28). Adding video to existing teaching led to strong learning benefits (g = 0.80). Although results may be subject to some experimental and publication biases, they suggest that videos are unlikely to be detrimental and usually improve student learning.
Keywords: _genre:LR-literature_review; active learning; cognitive load; instructional design; multimedia; online learning

Examining the service quality of administrative practices in Technical Vocational Education and Training (TVET) Colleges in South Africa - Nomzamo, Monica Mpanza; Green, Paul; Sentoo, Naresh; Cecile N. Gerwel Proches (African Journal of Business and Economic Research, 2019)
The purpose of the research was to evaluate administrative practices in three selected Technical Vocational Education and Training (TVET) Colleges in KwaZulu-Natal, South Africa. In the higher education sector, students are the clients who are to be given service and whose needs are to be satisfied. A SERVQUAL theoretical framework was employed in this study. The study drew on a mixed method research design. Questionnaires were administered to students, and semi-structured interviews were conducted with administrative clerks and administrative managers. A stratified sampling technique was used when collecting data from staff, and a convenience sample was applied when collecting data from students. Content analysis was used to analyse data from the interviews and the responses from questionnaires were analysed using the Statistical Package for Social Scientists (SPSS). The results of the research indicated a need for TVET Colleges to implement an appropriate set of processes for administrative practices and how critical it is that all employees should adhere to principles of quality customer service.

Turning a New Page: Guiding Instruction and Using MAP Growth amid COVID-19 School Closures - Nordengren, Chase; Jensen, Nate
Keywords: __C:filed:1; ⛔ No DOI found

Teachers as agents of sustainable peace, social cohesion and development: theory, practice & evidence - Novelli, Mario; Sayed, Yusuf (Education as Change, 2016)
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:India IND; _C:Lebanon LBN; _C:Myanmar MMR; _C:Nepal NPL; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Availability and usage of information communication technology facilities in secondary schools in Zambia - Nsama, Peggy; Masaiti, Gift; Akakandelwa, Akakandelwa (Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL)(ISSN-Print: 2706-7416, Online: 2709-1864), 2020)
Keywords: ⛔ No DOI found

Exploring the mismatch between teacher demand-supply in sub-Saharan Africa: Ghana as case study - Ntim, S., (Mediterranean Center of Social and Educational Research, 2013)
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.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:incentives; F:learning; F:motivation; F:remuneration; F:teaching; P:economy; P:services; P:teacher education; P:teachers; Q:higher education; R:case study; T:career; Z:Higher education; Z:Teacher career; Z:Teacher deployment; Z:Teacher education; Z:Teacher motivation; _C:Ghana GHA; publicImportV1; ⚠️ Invalid DOI

UPDATE: The government of the republic of South Sudan has ordered the closure of all schools starting from Monday, 18th, March 2024 due to the high temperatures. According to the country's health ministry, there are reported cases of death resulting from high heat #NTVNews https://t.co/8s6Vr71yK1 - NTV UGANDA [@ntvuganda] (Twitter, 2024)
Keywords: _z:class:countries

Lagu Nusantara: Android Role Playing Game for Elementary School Music Learning - Nugraha, R. Gita Ardhy; Florentinus, Totok Sumaryanto; Utomo, Kamsidjo Budi (Journal of Primary Education, 2018)
Keywords: _C:Indonesia IDN; _C:Korea XKOR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Developing Android Role Playing Game for Elementary Music Learning - Nugraha, R. Gita Ardhy; Sumaryanto, Totok; Utomo, Kamsijo Budi (Harmonia: Journal of Arts Research and Education, 2018)
Keywords: _C:Indonesia IDN; __C:filed:1; __C:scheme:1

Time to Teach: Teacher Attendance and Time on Task in Primary Schools in Mozambique - Nugroho, Dita; Karamperidou, Despina (UNICEF, 2021)
Teacher attendance is one of the prerequisites on the path toward universal learning in developing countries. Over the past decades, however, studies from across the developing world have found national rates of teacher absenteeism that range from 3 to 27 per cent. Therefore, enhancing teachers' presence in the classroom and ensuring that class time is spent teaching, can contribute significantly to the productivity and inclusive prosperity of a country. This Time to Teach study collates and strengthens the evidence base on primary school teacher absenteeism in Mozambique. The study uses a mix of qualitative and quantitative research methods to provide critical insights into the factors that underpin the multiple forms of teacher absenteeism and time on task. It also examines how factors vary across countries, school types, gender of teacher and other teacher characteristics. Despite high levels of teacher absenteeism, the study shows that teachers are generally committed and that what is needed is education system strengthening. It is hoped that findings will inform workable solutions and policies that will ensure a motivated teaching force, increase opportunities for children to learn at school and, ultimately, improve their life and work opportunities.
Keywords: Barriers; C:Mozambique; Developing Nations; Educational Change; Educational Policy; Elementary School Teachers; Employee Absenteeism; Foreign Countries; Gender Differences; Influences; Institutional Characteristics; Rural Urban Differences; Sanctions; Teacher Attendance; Teacher Attitudes; Teacher Characteristics; Teacher Education; Teacher Persistence; Teaching Conditions; Time Management; ⛔ No DOI found

COVID-19: Trends, Promising Practices and Gaps in Remote Learning for Pre-Primary Education - Nugroho, Dita; Lin, Hsiao-Chen; Borisova, Ivelina; Nieto, Ana; Ntekim, Maniza (Primary Education)
This paper examines the remote learning options that countries around the world have made available for pre-primary students and their families while schools are closed during the COVID-19 pandemic. It highlights trends, gaps and emerging good practices that are supported by existing evidence.
Keywords: ⛔ No DOI found

Distance Education for Rohingya Children during COVID 19 Emergency: Bangladesh Rohingya Response Perspectives; Challenges, Recommendations and Proximities - Nurul Mostafa Kamal, Zafari (Social Science Research Network, 2020)
COVID 19 leaves the humanity in a burdened edge. During this unprecedented health emergency, a big lapse in education sector is hampering the educational services in the Rohingya camps in Bangladesh. This paper will focus on the foundational ideas and concepts of distance education and distance education in emergencies. Distance education in emergencies is a very new concept. The present paper will layout the principles of distance education or remote learning. Also the paper frame the learning delivery modalities, learning competencies, offline games for Rohingya learners, and support systems for EiE practitioners during the COVID 19 emergency for health, mental, and psychosocial well-being. This paper will recommend some particular actions, will check the challenges and present some proximities.
Keywords: Education in emergency; distance education in emergency; home schooling.; remote learning; remote schooling

Who Gets to Wield Academic Mjolnir?: On Worthiness, Knowledge Curation, and Using the Power of the People to Diversify OER - Nusbaum, Amy T. (Journal of Interactive Media in Education, 2020)
1In many academic fields Western/white/male/cishetero2/abled perspectives are often centered, while other perspectives are presented as “other.” Implicitly, this sends messages to students that success looks like one type of person, knowledge is generated in one kind of way, and their background is not worth being centered. While open educational resources (OER) are often marketed as a tool for social justice, due to their ability to neutralize class-based differences (e.g., Okamoto 2013), there is no evidence that OER are any better than commercial texts at addressing issues of diversity, equity, and inclusion (see Mishra 2017 for a discussion of context). However, OER do present a good opportunity for diversification, due to the relatively simple nature of updating the content. This project takes a crowdsourcing approach to diversify OpenStax Psychology (OpenStax College 2014), an OER for Introductory Psychology courses. Contributors were asked to read areas of the textbook they were comfortable with and make suggestions to diversify the content. The author then used some of the suggestions to create modified chapters and conducted a study investigating the impact of the revisions. Participants read either the original chapter or the diversified chapter and completed a questionnaire assessing their sense of belongingness in the classroom/on campus. Overall, first-generation students had a reduced sense of belonging related to their financial circumstances. However, this effect was ameliorated for first-generation students who read the diversified chapter, compared to those who read the original chapter.
Keywords: diversity; equity; open educational resources; open pedagogy

Technology as small group face-to-face collaborative scaffolding - Nussbaum, M.; Alvarez, C.; McFarlane, A.; Gomez, F.; Claro, S.; Radovic, D. (Computers and Education, 2009)

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