Cross Sector Leadership Approaches to Solve Problems At the Scale At Which They Exist - Presidio Institute

Let’s Take the Con Out of Randomized Control Trials in Development: The Puzzles and Paradoxes of External Validity, Empirically Illustrated - Pritchett, Lant
The enthusiasm for the potential of RCTs in development rests in part on the assumption that the use of the rigorous evidence that emerges from an RCT (or from a small set of studies identified as rigorous in a “systematic” review) leads to the adoption of more effective policies, programs or projects. However, the supposed benefits of using rigorous evidence for “evidence based” policy making depend critically on the extent to which there is external validity. If estimates of causal impact or treatment effects that have internal validity (are unbiased) in one context (where the relevant “context” could be country, region, implementing organization, complementary policies, initial conditions, etc.) cannot be applied to another context then applying evidence that is rigorous in one context may actually reduce predictive accuracy in other contexts relative to simple evidence from that context—even if that evidence is biased (Pritchett and Sandefur 2015). Using empirical estimates from a large number of developing countries of the difference in student learning in public and private schools (just as one potential policy application) I show that commonly made assumptions about external validity are, in the face of the actual observed heterogeneity across contexts, both logically incoherent and empirically unhelpful. Logically incoherent, in that it is impossible to reconcile general claims about external validity of rigorous estimates of causal impact and the heterogeneity of the raw facts about differentials. Empirically unhelpful in that using a single (or small set) of rigorous estimates to apply to all other actually leads to a larger root mean square error of prediction of the “true” causal impact across contexts than just using the estimates from non-experimental data from each country. In the data about private and public schools, under plausible assumptions, an exclusive reliance on the rigorous evidence has RMSE three times worse than using the biased OLS result from each context. In making policy decisions one needs to rely on an understanding of the relevant phenomena that encompasses all of the available evidence.
Keywords: ⛔ No DOI found

The Rebirth of Education: Schooling Ain't Learning - Pritchett, Lant
Keywords: ⛔ No DOI found

Assessment Informed Instruction: Classroom level - Ralaingita, Wendi; Jordan, Rachel; Long, Elizabeth; Piper, Benjamin; Fesmire, Marion

Practical Language Choices for Improving Foundational Literacy & Numeracy in sub-Saharan Africa - Ralaingita, Wendi; Trudell, Barbara; Piper, Benjamin; Norman, Julianne

Raspberry Pi Pico - Raspberry Pi Ltd (Raspberry Pi)
The new, flexible $4 microcontroller board from Raspberry Pi

Raspberry Pi Zero 2 W - Raspberry Pi Ltd (Raspberry Pi)
Your tiny, tiny $15 computer

Key programme definitions - Refugees, United Nations High Commissioner for (UNHCR)

An educational calamity : Learning and teaching during the Covid-19 pandemic - Reimers, Fernando; Amaechi, Uche; Banerji, Alysha; Wang, Margaret
Keywords: ⛔ No DOI found

The Guide to Cross Sector Collaboration - Resonance Global

Scaling up Quality Education in Developing Countries - Robinson, Jenny Perlman; Winthrop, Rebecca
Around the world, countries are grappling with how to scale quality education for their children and youth. Quality education is at the center of a nation’s progress, and it is also enshrined in the United Nations Sustainable Development Goals, which 193 countries have recently committed to support. While the spread of schooling over the past 150 years is one of the most widely successful “going to scale” stories, this expansion too often has been met with little mastery of core academic content and higher-order thinking skills.
Keywords: ⛔ No DOI found

APK android manual - Roger Federer Founation

iAct – Apps on Google Play - Roger Federer Founation
The Roger Federer Foundation initiated and supported the development of this interactive learning and teaching methods course that was specially designed for the Zambian Community School context. In particular, a school-based, collaborative approach is promoted and the Zambian primary school curriculum is referenced in various exemplary lesson plans and activities. The course does however have a wider application and may be flexibly implemented with minor contextual adaptations and while a collaborative learning approach is strongly encouraged, the course materials are also suitable for individual study purposes. The course will provide teachers with the skills to: ● Plan, prepare and implement activities for interactive learning ● Adapt content and design age and grade appropriate activities ● Collect, make and store learning and teaching resources made from materials found in the local environment ● Manage interactive learning in large and multi-grade classes ● Manage interactive learning in mixed ability classes: Teaching or mediating content and knowledge for ALL learners regardless of ability ● Promote an enabling learning environment by creating safe classrooms in which all learners are heard and in which all learners are supported to succeed. Specific course focus areas and topics include: ● Planning and preparing activities for whole class, pair and group work in different contexts and /or for learners of different abilities ● Learning to make language and literacy, maths and science resources for teaching and learning from natural and commercial waste materials found in the local environment.

iAct Course Outline - Roger Federer Founation

iAct Teacher Guide - Roger Federer Founation

iAct Trainer Guide - Roger Federer Founation

R. Mitchell (2019)‘Mapping the landscape of education research by scholars based in sub-Saharan Africa: Insights from the African Education Research Database. Synthesis report’, REAL Centre, University of Cambridge - Rose, P.; Downing, P.; Asare, S.

Assessment Report and Snag List on the Completion of Bayero University Senate Building - S.M. Ali

Assessment Report and Snag List on the Completion of Bayero University Senate Building - S.M. Ali

Design Report on the Nigerian Shippers Council’s Maritime Resource Centre - S.M. Ali

Design Report on the Nigerian Shippers Council’s Maritime Resource Centre - S.M. Ali

Monitoring and Evaluation Report of TETFund Intervention Projects in Federal University Gusau, Zamfara State - S.M. Ali

Project Status Report on the Construction of 2-Blocks of 44-Room Students - S.M. Ali (Hostel at Federal University)

Projects in Federal College of Education (Technical - S.M. Ali

Structural Investigation Report at GSS Tsakuwawa Classrooms Complex, Tsakuwawa - S.M. Ali

Structural Investigation Report on a One-Story Classrooms and Laboratory Complex under Construction at Binyaminu Usman Polytechnic, Hadejia - S.M. Ali

Technical and Financial Report for the Award of Contract for the Construction of 300 capacity Lecture Theatre for the Faculty of Natural Sciences, Sule Lamido University, Kafin-Hausa, Jigawa State - S.M. Ali

Technical and Financial Report from the 1st Meeting of the Procurement Planning Committee (PPC - S.M. Ali
Keywords: ⛔ No DOI found

Technical Report on the Site Inspection of 84-units of three bedrooms of the Ministerial Pilot Housing Scheme funded by Federal Mortgage Bank of Nigeria at Western bye-pass - S.M. Ali

Preface to the New Edition - Sachs, Wolfgang
Keywords: ⛔ No DOI found

What is the Southern African Development Community Qualifications Framework? - SADCQF

GIS in Schools: Experiences and Progress in Germany - Schaefer, Dirk
Keywords: _C:Germany DEU; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Handbook-01_Core-Concepts-in-Assessment.pdf - Schools2030

Handbook-03_Measuring-Non-Academic-Learning.pdf - Schools2030

Holistic Learning Domains - Schools2030

Schools 2030 Human-Centered Design Toolkit - Schools2030

Schools2030-Domains.pdf - Schools2030

Summary-of-Handbook-03_Measuring-Non-Academic-Learning.pdf - Schools2030

Uganda’s Record-Breaking Two-Year School Closure Led to… No Decline in the Number of Kids Who Can Read? - Schools2030 (Center For Global Development)
A couple weeks ago, Uganda finally ended the longest national school closure on record, reopening its public schools after nearly two full years. One might anticipate a fairly dramatic decline in learning levels. Indeed, in a very non-scientific poll of my twitter followers, the dominant view was that reading levels would collapse. That is not exactly what the Uwezo team found in their data, however. On Uwezo’s headline measure of reading competency, the new data reveal essentially the opposite: an improvement.

Design Thinking for Educators - Schurr, Michael

Design Thinking for Educators - Designers Workbook - Schurr, Michael

Reforming Teacher Education for Inclusion in Developing Countries in the Asia-Pacific Region - Sharma, Umesh; Forlin, Chris; Deppeler, Joanne; Guang-xue, Yang
A number of Asian Pacific countries have ratified the UN Conventions on the Rights of People with Disabilities and have identified an urgent need to include children with special educational needs in regular school programs. Successful implementation of such a policy reform requires significant changes in the way education is provided to all students, but most importantly depends upon how adequately the teachers and related professionals are prepared to implement the reform. This paper reviews research from 13 Asian Pacific countries, undertaken in the last five years, to address two questions. First it reports on the issues, challenges, and proposals related to inclusive education in these countries. Second the review reports on how each region has progressed towards implementing the Millennium Development Goals with particular emphasis on how teacher education has or has not responded to this. The review concludes that a lack of well thought out policy, few resources, and limited understanding of inclusion seems widespread in the Asia-Pacific region. As yet special education and related service expertise and teacher education for inclusion, is not in place to support teachers to work inclusively.
Keywords: ⛔ No DOI found

Using Formative Assessment to Create Coherent and Equitable Assessment Systems - Shepard, Lorrie A; Penuel, William R; Davidson, Kristen
Keywords: ⛔ No DOI found

Adventures with the Linux Command Line - Shotts, William
Keywords: ⛔ No DOI found

The Linux Command Line - Shotts, William
Keywords: ⛔ No DOI found

Teacher Monitoring Pilot - Sierra Leone Education Attendance Monitoring System (SLEAMS)
A pilot project to monitor teacher attendance aimed at achieving better education outcomes in Sierra Leone.
Keywords: _C:Sierra Leone SLE

Literature Review on Pre-service Teacher Education for Primary Grade Literacy and Numeracy - Simmons Zuilkowski, Stephanie; Sowa, Patience; Ralaingita, Wendi; Piper, Benjamin

Pre-service Teacher Education - Simmons Zuilkowski, Stephanie; Sowa, Patience; Ralaingita, Wendi; Piper, Benjamin

children with disabilities: a review of African scholarship. CANDER. - Singal, N.; Spenser, C.; Mitchell, R.
Keywords: ⛔ No DOI found

Schule und Ausbildung - Staatsministerium für Kultus

POSSIBILITIES FOR APPLICATION OF DOCUMENT CAMERAS AND WEBCAMS IN THE LECTURE HALLS AND LABORATORIES OF THE UNIVERSITIES - Stoykova, Vanya; Zlatev, Zlatin; Baycheva, Stanka
Keywords: __C:filed:1

Evidence-Based Policymaking: What is it? How does it work? What relevance for developing countries? - - Sutcliffe, Sophie; Court, Julius
Keywords: ⛔ No DOI found

THE USE OF TABLETS IN TEACHING POLITICAL ECONOMY AT CZECH UNIVERSITIES - Svoboda, Roman; Šrédl, Karel; Severová, Lucie; Kopecká, Lenka; Rodonaia, Elizbar
Keywords: _C:Austria AUT; _C:Czech Republic CZE; _C:Germany DEU; _C:Ireland IRL; _C:Romania ROU; _C:Slovenia SVN; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Large Language Model (LLM) Racial Bias Evaluation - Tang, Fuliang; Wu, Kunguang; Guo, Zhendong; Huang, Shuaishuai; Mei, Yingtian; Wang, Yuxing; Yang, Zeyu; Gong, Shiming
Keywords: ⛔ No DOI found

Sex/Gender Research in Music Education: A Review - Trollinger, Laree M

Language of Instruction in Foundational Literacy & Numeracy Programs in subSarahan Africa: The Basics - Trudell, Barbara; Ralaingita, Wendi; Dubeck, Margaret M.; Piper, Benjamin; Norman, Julianne

Some Trace and Heavy Metals in the Soils of Challawa Industrial Estate, Kano - Tudunwada I.Y.
Keywords: ⛔ No DOI found

Gender-Environment Nexus: Towards More Equitable and Inclusive Forms of Sustainability - UNEP

Accelerated learning programmes: what can we learn from them about curriculum reform? - UNESCO Digital Library - UNESCO

Don't remediate, accelerate! Effective catch-up learning strategies: evidence from the United States - UNESCO Digital Library - UNESCO

Malawi - Comprehensive Sexuality Education - UNESCO (education-profiles.org)

Policy formulation and programme development | Unesco IIEP Learning Portal - UNESCO

Recovering lost learning: what can be done quickly and at scale? - UNESCO Digital Library - UNESCO

UIS Statistics - UNESCO

UNESCO Institute for Lifelong Learning - UNESCO

Sierra Leone - UNESCO Institute for Statistics
...
Keywords: _C:Sierra Leone SLE

Digital Frameworks - UNEVOC

Accessible Digital Learning Portal — eKitabu: Digital story time - UNICEF (Accessible Digital Learning Portal)
eKitabu Studio KSL Director Georgine Auma signing in Kenyan Sign Language on a Digital Story Time video (ekitabu, Kenya, 2020) About: Digital Story Time (DST) is an accessible digital content initiative launched by KICD (Kenyan Institute for Curriculum Development) and eKitabu in Kenya and which helped to respond to the remote learning needs of students […]

COVID-19 Learning Losses - UNICEF
Rebuilding Quality Learning for All in the Middle East and North Africa

Framework for Reopening Schools Supplement - UNICEF

UN Convention on the Rights of the Child (UNCRC) - UNICEF

COVID-19: How are Countries Preparing to Mitigate the Learning Loss as Schools Reopen? Trends and emerging good practices to support the most vulnerable children - UNICEF Office of Research- Innocenti
Some countries are starting to reopen schools as others develop plans to do so following widespread and extended closures due to COVID-19. Using data from two surveys and 164 countries, this research brief describes the educational strategies countri

Sustainable Development Goals - United Nations

AEWG Accelerated Education - United Nations High Commissioner for Refugees
The Education 2030: Framework for Action identified the need for certified education programming which affords flexible and alternative pathways and entry/re-entry

AEWG Accelerated Education Brief - United Nations High Commissioner for Refugees

AEWG Accelerated Education Checklist - United Nations High Commissioner for Refugees

AEWG Accelerated Education - Decision Tree - United Nations High Commissioner for Refugees

AEWG Accelerated Education Guide to the principles - United Nations High Commissioner for Refugees

AEWG Accelerated Education Learning agenda - United Nations High Commissioner for Refugees

Mapping Education Research in sub-Saharan Africa - University of Cambridge Faculty of Education

Effective use of EdTech for remedial learning programs: Considerations for Mongolia - Upadhyay, Arjun; Shoobridge, James; Moss Coflan, Caitlin (EdTech Hub)

10 Tips on Implementation Research for Decision Makers in Low- and Middle-Income Countries - USAID

How-To Note: Evaluation Statements of Work (SOW) - USAID

Local Capacity Strengthening Policy - USAID

CLA Toolkit - USAID Learning Lab

Engaging Stakeholders - USAID Learning Lab
“Achieving and sustaining any development outcome depends on the contributions of multiple and interconnected actors...Each set of interconnected actors whose collective actions produce a particular outcome is a local system.” ~ USAID Local Systems Framework Development is an inherently collaborative process and so engaging with stakeholders is essential when designing and implementing effective development strategies and activities. By engaging across technical and support teams, with other USAID units, or with local communities, host governments, and partners we can identify areas of shared interest and potential cooperation. This helps us avoid duplication of effort, share what does and does not work, and develop innovative approaches to shared development challenges. When we don't invest in collaboration, we create information silos, miss opportunities, and lack critical perspectives that can make the difference between success and failure in our development interventions.

Engaging with Stakeholders - USAID Learning Lab

Evaluation Stakeholder Participation Planning Matrix - USAID Learning Lab

Evaluation Toolkit - USAID Learning Lab

Datasets - UWESO

Aprender se escribe con app: una revisión de la literatura sobre el uso de aplicaciones móviles en el aula de Primaria - Vacas Criado, Miriam
Keywords: _C:Colombia COL; _C:Greece GRC; _C:India IND; _C:Jamaica JAM; __C:filed:1; __C:scheme:1; literature / systematic review; ⛔ No DOI found

A Natural Ventilation Steady-State Calculation Tool for the Early Design Stage of Buildings. - Vallejo, Juan; Ford, Brian; Aparicio, Pablo; Diaz, Camilo
Keywords: ⛔ No DOI found

Putting learning at the centre - Valters, Craig; Cummings, Clare; Nixon, Hamish
Keywords: ⛔ No DOI found

Child-centred Educational Radio Project in Kailahun District, Sierra Leone - Walker, David; Tristram, Bella; Pereznieto, Paola; Young, Tricia (United Nations Girls' Education Initiative; Overseas Development Institute)
Keywords: _C:Sierra Leone SLE

Predicting school performance using a combination of traditional and non-traditional education data from South Africa - Wandera, Henry; Marivate, Vukosi; Sengeh, Moinina David
The application of big data analytics in education is transforming learning, teaching and administration in schools. Current Education Data Mining (EDM) research focuses on teaching and personalized learning in higher institutions mostly in western countries with limited research conducted in African countries. Most research has been conducted using small datasets, simple learning analytics techniques and machine learning black box models to predict students’ performance. Black box modelling approaches use complex structures which are difﬁcult to be easily interpreted by stakeholders. We synthesize EDM approaches and tree based machine learning techniques to identify important features that can predict school performance across African countries such as South Africa. We apply LightGBM a gradient boosting framework and interpretable tree based algorithms on combined data sources from community surveys, school master lists and examination results to perform feature importance. The challenge faced in EDM research is limited education data sources, we merged different existing datasets from government reports and archives. We used community survey data to determine the standards of living in secondary schools within those communities. Cell phone internet, toilets, security, usable water sources, number of teachers and students, school location, and family head were identiﬁed as control variables impacting the attainment of schools. LightGBM, underlies the developed prediction model. It empowered the model with high accuracy, stability and easy interpretation hence outperforming XGBoost, decision tree and random forest algorithms.
Keywords: ⛔ No DOI found

Climate change - WHO
WHO fact sheet on climate change and health: provides key facts, patterns of infection, measuring health effects and WHO response.

Andragogy - Wikipedia

Wiki - Wikipedia

EdTech Toolkit for Remote Learning - World Bank (World Bank)
EdTech Toolkit for Remote Learning

GINI index (World Bank estimate) - South Africa | Data - World Bank

Recovering learning: from emergency response to rebuilding back better education for the future - World Bank
This is the first blog focused on the Continuous and Accelerated Learning (CAL) program financed by GPE. It provides an overview of the five workstreams led by the World Bank (EdTech, Assessment, Read@Home, Lesson Plans, and Technology for Teaching) and lessons learned so far.

Remote Formative Assessment Solutions - World Bank (World Bank)
Remote Formative Assessment Solutions

Reversing the pandemic's education losses - World Bank
When schools around the world moved online due to COVID-19, children in developing countries suffered the most. Even though digital learning does not produce the same outcomes as in-person education, technology used effectively can close educational gaps and prevent learning loss

Sierra Leone | Data - World Bank
Keywords: _C:Sierra Leone SLE

Skills Development TVET - World Bank (World Bank)
A Regional TVET Centers of Excellence initiative is under development to support development of specialized TVET skills in the region.

Technical Guidance Note: Monitoring and Evaluation for in-Service Teacher Professional Development Programs (COACH) - World Bank

Technology for Teaching - World Bank (World Bank)
Technology for Teaching

The global education crisis – even more severe than previously estimated - World Bank
The State of the Global Education Crisis: A Path to Recovery report (produced jointly by UNESCO, UNICEF, and the World Bank), we sounded the alarm: this generation of students now risks losing $17 trillion in lifetime earnings in present value, or about 14 percent of today’s glob

The State of the Global Education Crisis : A Path to Recovery (Vol. 2) : Executive Summary (English) - World Bank
The State of the Global Education Crisis : A Path to Recovery (Vol. 2) : Executive Summary (English)

World Bank EduTech Podcast Series - World Bank

World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty - World Bank (World Bank)
World Bank: Pandemic Threatens to Drive Unprecedented Number of Children into Learning Poverty

Continuing Professional Development (CPD) Framework for school leaders - Wright, Mat
Keywords: ⛔ No DOI found

Continuing Professional Development (CPD) Framework for teachers - Wright, Mat
Keywords: ⛔ No DOI found

The Potential Impact of COVID-19 on Student Learning and How Schools Can Respond - Wyse, Adam E.; Stickney, Eric M.; Butz, David; Beckler, Amanda; Close, Catherine N. (Educational Measurement: Issues and Practice)
There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020.
Keywords: COVID-19; __C:filed:1; assessment; instruction; practice; student learning

Research Guides: AI-Based Literature Review Tools: Home - Xiao, Daniel
Research Guides: AI-Based Literature Review Tools: Home
Keywords: _Added-ailr-2024

guidelines-for-the-re-accreditation-of-diploma-programmes-nbte - Yumpu.com (yumpu.com)
Guidelines for the Re Accreditation of diploma Programmes - NBTE