Which World Bank Reports are Widely Read? - Doemeland, Doerte; Trevino, James (Policy Research Working Papers, 2014)

Who benefits from abolishing secondary school fees in Malawi, and what are the costs - Kadzamira, Esme; Rose, Pauline; Zubairi, Asma (World Education Blog. Global Education Monitoring Report.[online]. Available from: https://gemreportunesco. wordpress. com/2018/10/19/who-benefits-from-abolishing-secondary-school-fees-in-malawi-and-what-are-the-costs//>.[Accessed on 12th November 2018], 2018)
Keywords: _C:Malawi MWI; ⛔ No DOI found

Who benefits from abolishing secondary school fees in Malawi & what are the costs? - Kadzamira, Esme (Transforming Malawi: An Engagement on Affordable Secondary Education, Ministry of Education/ UNICEF, 2019)
Keywords: _C:Malawi MWI

Who Benefits from the Public Good? How OER Is Contributing to the Private Appropriation of the Educational Commons - Amiel, Tel; ter Haar, Ewout; Vieira, Miguel Said; Soares, Tiago Chagas (Radical Solutions and Open Science: An Open Approach to Boost Higher Education, 2020)
The idea of Open Educational Resources (OER) has a history and is embedded in social contexts that influence its practice. To get a handle on tensions between different conceptualizations of “open” we discuss some of the battles surrounding the usage of the term. We note the origin of the concept of OER and how the emergence of the OER movement fits into the discourse of educational improvements through technologies and techniques. We argue that there is a relation between an uncritical stance toward technology and the appropriation of education activities by private oligopolies, a phenomenon that could be mitigated by a larger awareness of recent history and current sociotechnical analysis. We point out how these dilemmas play out in the Brazilian context of the implementation of OER in public policies and conclude by mentioning some programs and projects that point to the way forward.
Keywords: Open education; Open educational resources; Private sector

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

Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa? - Lewin, Keith M.; Sabates, Ricardo (International Journal of Educational Development, 2012)
This paper explores changing patterns of access to basic education in six Sub-Saharan Africa countries using data from Demographic and Health Surveys at two points in time. In general the analysis confirms that participation of children in schooling has increased over the last decade. However, access to education remains strongly associated with household wealth. In most countries the differences associated with urban and rural residence and sex are smaller than those associated with household wealth. Over time the wealth gradient related to access has deteriorated more often than it has improved in the countries in the sample. Disturbingly, the proportion of over age children has also risen rather than fallen more often than not, and the poorer the household the more likely children are to be over age. Increased numbers of over age children are indicative of internal inefficiencies, and make it unlikely that goals to universalise access and completion will be achieved. Education for All should be pro-poor and where it is not, it is failing.
Keywords: Basic education; Educational access; Inequality; Over age; Participation; Sub-Saharan Africa; Wealth

Who has what? Assessing who has access to what devices in the education response to the COVID-19 pandemic - Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris; Adam, Taskeen; Allier-Gagneur, Zoe (Open Development & Education, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Ghana GHA; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:x

Who Needs Global Citizenship Education? A Review of the Literature on Teacher Education - Estellés, Marta; Fischman, Gustavo E. (Journal of Teacher Education, 2021)
Given the seemingly ever-increasing scholarly production about the ideas and ideals of global citizenship education (GCE), it is not surprising those discussions started to gain influence in teacher education (TE) debates. In this study, we examine the discourses that tacitly shape the meanings of GCE within the contemporary academic literature on TE. After analyzing the peer-reviewed scholarship published from 2003 to 2018, we identified patterns in how GCE for TE was described and defended, beyond the differences in their conceptual frameworks. The dominant trend found is to frame GCE as a redemptive educational solution to global problems. This framing requires teachers to embrace a redemptive narrative following a model of rationality based on altruistic, hyperrationalized and overly romanticized ideals. Ultimately, TE literature contributes to the configuration of an excessively naïve discourse that tends to ignore the neoliberal context in which both GCE and TE take place today.
Keywords: civic education discourses; global citizenship education; literature review; teacher education

Who opens online distance education, to whom, and for what? - Lee, Kyungmee (Distance Education, 2020)
In the previous era of open educational practices (OEP) based around distance teaching, its actors and their target group were clear to define: open universities and disadvantaged learners. In this new era of OEP linked to digitalized open educational resources, there are multiple actors and beneficiaries of OEP. This critical literature review examined numerous scholarly narratives about OEP in online distance education, by asking a simple but important question: “Who opens online distance education, to whom, and for what?”. The results suggest that despite the growing importance on the social mission to make Education for All among diverse actors, clear understanding of the actual process of OEP in real-life higher education settings and clarity on how those actors actually serve disadvantaged learners are lacking. This article suggests that we refocus our OEP effort on opening higher education to the disadvantaged and collecting real-life stories of OEP and the disadvantaged.
Keywords: distance education; online education; open educational practices; open educational resources; open university

WHO unveils framework for climate resilient and low carbon health systems
Climate change is the single biggest health threat facing humanity, and health professionals worldwide are already responding to the health harms caused by this unfolding crisis. Climate change is impacting human lives and health in a variety of ways. It threatens the essential ingredients of good health – clean air, safe drinking water, nutritious food supply and safe shelter – and has the potential to undermine decades of progress in global health.

Whose fault is failure? Contested perspectives of academic support in tertiary educational institutions in South Africa - Jeffery, David; Johnson, David (Research in Comparative and International Education, 2019)
© The Author(s) 2019. This paper explores the argument that to widen participation in higher education, educational institutions should bear a greater responsibility for students’ learning. Central to this debate is the notion of ‘academic support’. There are many perspectives on what works to scaffold student participation and learning but rarely are the perspectives of those receiving support taken into account. This paper reports the findings of an exploratory ethnographic study in which students in a vocational college in South Africa reflected on the nature of academic support and access to it. Student narratives that underpin their understandings of how the support system ‘worked’, and what responsibilities they and the college respectively bore for their studies, are compared to the official prescript on student support services in South Africa – the so-called ‘Student Support Services Manual’ which was developed by the South African Department of Higher Education and Training (DHET). The data indicate sharp incongruences in thinking. While the student support services manual maintains that students are a product of their disadvantaged contexts and therefore require an institutional form of academic support, students themselves placed much less responsibility for the provision of academic support on the colleges. Instead, they attributed their success or failure to ‘character’ and their own dispositions towards learning. This is an unexpected finding in the context of an often highly charged debate on the factors that constrain learning and learning outcomes. This paper argues that it is this ‘locus of control’ that undermines the idea that student success is dependent on prescription alone.

Why disability inclusion is important for climate resilience - King, Molly M. (2024)
Globally, more than a billion people have a disability. Most live in poverty and 80 percent live in low- and middle-income countries, which are more susceptible to climate disasters. Because of this, and sometimes because they are also members of other minorities, disabled people are much more likely to experience the worst impacts of climate change. People with disabilities are two to four times more likely to be hurt or die in climate-related disasters such as heatwaves, wildfires and floods. During the 2017 flooding in rural New South Wales in Australia, those with disabilities were disproportionately impacted by unstable housing, displacement, and post-traumatic stress disorder. When northern Bangladesh faced unprecedented flooding in June 2022, many with disabilities did not receive sufficient support from the government to reach safety and access to shelter, health care, and food.
Keywords: _z:class:countries; openalex:import; openalex:yes

Why do entrepreneurial mHealth ventures in the developing world fail to scale? - Sundin, Phillip; Callan, Jonathan; Mehta, Khanjan (Journal of Medical Engineering & Technology, 2016)
Telemedicine is an increasingly common approach to improve healthcare access in developing countries with fledgling healthcare systems. Despite the strong financial, logistical and clinical support from non-governmental organisations (NGOs), government ministries and private actors alike, the majority of telemedicine projects do not survive beyond the initial pilot phase and achieve their full potential. Based on a review of 35 entrepreneurial telemedicine and mHealth ventures, and 17 reports that analyse their operations and challenges, this article provides a narrative review of recurring failure modes, i.e. factors that lead to failure of such venture pilots. Real-world examples of successful and failed ventures are examined for key take-away messages and practical strategies for creating commercial viable telemedicine operations. A better understanding of these failure modes can inform the design of sustainable and scalable telemedicine systems that effectively address the growing healthcare disparities in developing countries.
Keywords: Telemedicine; business models; community health workers; failure modes; global health; mHealth

Why Governments Should Invest More to Educate Girls - Schultz, T.Paul (World Development, 2002)

Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings? - Moir, Taryn (Frontiers in Education, 2018)
The current challenging economic climate demands, more than ever, value for money in service delivery. Every service is required to maximize positive outcomes in the most cost-effective way. To date, a smorgasbord of interventions have been designed to benefit society. Those worthy of attention have solid foundations in empirical research, offering service providers reassurance that positive outcomes are assured; many of these programmes lie within the field of education and everyday school practice. However, often even these highly supported programmes yield poor results due to poor implementation. Implementation science is the study of the components necessary to promote authentic adoption of evidence-based interventions, thereby increasing their effectiveness. Following a brief definition of key terms and theories, this article will go on to discuss why implementation is not a straightforward process. To do so, this article will draw upon examples of evidence-based but poorly implemented school programmes. Having acknowledged how good implementation positively affects sustainability, we will then look at the growing number of frameworks for practice within this field. One such framework, the Core Components Model, will be used to facilitate discussion about the processes of successful design and evaluation. This article will continue by illustrating how the quality of implementation has directly affected the sustainability of the Incredible Years programmes and the Promoting Alternative Thinking Strategies (PATHS) curriculum. Then, by analyzing implementation science, some of the challenges currently faced within this field will be highlighted and areas for further research discussed. This article will then link to the implications for educational psychologists (EPs) and will conclude that implementation science is crucial to the design and evaluation of interventions, and that the EP is in an ideal position to support sustainable positive change.
Keywords: education

Why Is Implementation Science Important for Intervention Design and Evaluation Within Educational Settings? - Moir, Taryn (Frontiers in Education, 2018)
The current challenging economic climate demands, more than ever, value for money in service delivery. Every service is required to maximize positive outcomes in the most cost-effective way. To date, a smorgasbord of interventions have been designed to benefit society. Those worthy of attention have solid foundations in empirical research, offering service providers reassurance that positive outcomes are assured; many of these programmes lie within the field of education and everyday school practice. However, often even these highly supported programmes yield poor results due to poor implementation. Implementation science is the study of the components necessary to promote authentic adoption of evidence-based interventions, thereby increasing their effectiveness. Following a brief definition of key terms and theories, this article will go on to discuss why implementation is not a straightforward process. To do so, this article will draw upon examples of evidence-based but poorly implemented school programmes. Having acknowledged how good implementation positively affects sustainability, we will then look at the growing number of frameworks for practice within this field. One such framework, the Core Components Model, will be used to facilitate discussion about the processes of successful design and evaluation. This article will continue by illustrating how the quality of implementation has directly affected the sustainability of the Incredible Years programmes and the Promoting Alternative Thinking Strategies (PATHS) curriculum. Then, by analyzing implementation science, some of the challenges currently faced within this field will be highlighted and areas for further research discussed. This article will then link to the implications for educational psychologists (EPs) and will conclude that implementation science is crucial to the design and evaluation of interventions, and that the EP is in an ideal position to support sustainable positive change.

Why is India obsessed with English-medium education – when it goes against scientific consensus? - Daniyal, Shoaib (Scroll.in)
Several empirical studies support what the New Education Policy is proposing about education in the mother tongue early on, adding English later.

Why Is India So Dominant in the Demand for New Smart Feature Phones That Are Internet Connected? - James, Jeffrey (New Perspectives on Current Development Policy: Covid-19, the Digital Divide, and State Internet Regulation, 2021)
In recent years, an innovation called the smart feature phone has brought the Internet to millions of poor people who would not otherwise have been able to go online. The purpose of this chapter is to show and explain why the new phones have spread most widely in India.
Keywords: Affordability; India; KaiOS technology; Multi-sequential model; Smart feature phones

Why lockdown and distance learning during the COVID-19 pandemic are likely to increase the social class achievement gap - Goudeau, Sébastien; Sanrey, Camille; Stanczak, Arnaud; Manstead, Antony; Darnon, Céline (Nature Human Behaviour, 2021)

Why Programs Fail: Lessons for Improving Public Service Quality from a Mixed-Methods Evaluation of an Unsuccessful Teacher Training Program in Nepal - Schaffner, Julie; Glewwe, Paul; Sharma, Uttam (Staff Paper P21-3, 2021)
Using a randomized control trial embedded within a mixed-methods evaluation, we find that an at-scale government teacher training program, of a common but seldom-evaluated form, has little or no impact on student learning. We then document five challenges that the policy’s design failed to address, related to: oversight of training sessions, school-level difficulties in releasing teachers for training (lack of substitute teachers), deficits in teachers’ subject knowledge, deficits in teachers’ post-training accountability and support, and students’ needs for differentiated instruction. We discuss implications for the literatures on teacher training program design and on good governance for public service provision
Keywords: Community/Rural/Urban Development; Final_citation; Public Economics; Teaching/Communication/Extension/Profession; cited; existing

Why Publish a Systematic Review: An Editor’s and Reader’s Perspective - Dowd, Alicia C.; Johnson, Royel M. (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
Systematic reviews provide more than just a summary of the research literature related to a particular topic or question--rather they offer clear and compelling answers to questions related to the ”who,” "why," and "when" of studies. In this chapter, the authors draw on their experiences with systematic reviews—one as an editor of a highly regarded educational research journal, the other as a researcher and review author—to trace the growing popularity of systematic reviews in education literature and to pose a series of challenges to aspiring review authors to motivate and enliven their work. In particular, the authors stress the importance of melding scientific and rigorous review procedures with 'stylish' academic writing that engages its audience through effective storytelling, attention to context (the people, places, policies, and practices represented in the studies under review), and clear implications for research and practice.

Why schools shouldn't use Whatsapp - Safeguarding In Schools - Safeguarding In Schools (2022)
Keywords: Final_citation; cited; existing

Why study national systems and national styles of innovation? - Lundvall, Bengt-å (Technology analysis & strategic management, 1998)

Why the COVID Crisis Is Not EdTech’s Moment in Africa - CrawFurd, Lee (Open Development & Education, 2020)
This blog was originally posted on the Center for Global Development blog on the 18th May 2020. Open Development & Education is part of The EdTech Hub and the data used here was from the EdTech Hub’s database of interventions. This database, which was initially limited to sub-Saharan Africa, now has […]

Why the TVET System of French-Speaking African Countries is Not Able to Produce a Highly Qualified and Operational Man Power? A Comparison with Canadian Community Colleges - Assignon, Efia R. (Handbook of Comparative Studies on Community Colleges and Global Counterparts, 2018)
Most of the French-speaking African countries gained political independence in the 1960s. Since then, the Technical and Vocational Education and Training (TVET) system inherited from France has not allowed them to develop their economies. Moreover, in these countries, there are many new building projects that need highly qualiﬁed workers, and due to the problems with the TVET system, they cannot hire the needed workers locally. This chapter analyzes why for over 50 years, these countries are unable to provide their economies with effective manpower with professional and operational abilities that can function to attract investors and why the system produces so many unemployed graduates. To answer these questions, this chapter will ﬁrst analyze the TVET system in West African Economic and Monetary Union (WAEMU) countries, Benin, Burkina Faso, Guinea-Bissau, Ivory Coast, Mali, Niger, Senegal, and Togo to then compare it with Canadian Community Colleges. The comparison is made because there are strong similarities between the Francophone African economies and the Canadian economy, both of which are based essentially on small and medium enterprises.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1

Why the World Needs a Curriculum Alignment Hub - Chandra, Shivi (Learning Equality, 2020)
Keywords: Final_citation; cited; existing

Why the World Needs a Curriculum Alignment Hub - Chandra, Shivi (Learning Equality, 2020)
Keywords: _zenodoETH

Widely used machine learning models reproduce dataset bias: Study - Bogna, John; University, Rice
Rice University computer science researchers have found bias in widely used machine learning tools used for immunotherapy research.

Wider collateral damage to children in the UK because of the social distancing measures designed to reduce the impact of COVID-19 in adults - Crawley, Esther; Loades, Maria; Feder, Gene; Logan, Stuart; Redwood, Sabi; Macleod, John (BMJ Paediatrics Open, 2020)
Keywords: __C:filed:1

Wie transnationale Ausbildungspartnerschaften in Deutschland vorangebracht werden können - Azahaf, Najim (Policy Brief Migration, 2020)

Wiki - Wikipedia

Will, Skill or Conscientiousness: What Predicts Teachers' ICT-Related Professional Development? - Fütterer, Tim; Lachner, Andreas; Scheiter, Katharina; Scherer, Ronny; Stürmer, Kathleen (2020)
Keywords: _C:Germany DEU; _C:Netherlands NLD; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Will the pandemic change schools? - Sahlberg, Pasi (Journal of Professional Capital and Community, 2020)
Purpose This essay offers a perspective for practitioners and decision-makers to look beyond short-term recovery from the COVID-19 pandemic and consider longer-term consequences that it may have on schools. Design/methodology/approach In this essay, I discuss some general observations about education during the pandemic and then provide a perspective to some issues related to educational inequalities and learning from home during the pandemic. The essay is informed by recent media articles and reports of national and international institutions. Findings This essay makes three claims: Despite high hopes, there is only a little chance schools will change as a consequence of this pandemic without bold and brave shifts in mindset in how that change happens. The COVID-19 pandemic has exacerbated the effects of preexisting social and educational inequalities; fixing these would be an important consequence of the pandemic. During school closures, learning from home has been mostly based on the old logic of consuming information and knowledge rather than creating or cocreating new ideas and solutions to real-life problems. Research limitations/implications This is an essay that offers evidence-informed perspectives to current development in education, and it should not be treated as a research-based article. Originality/value This essay will contribute to the evolving public conversation and professional debate on the future of school education. It will be part of the series of essays that will support those who are seeking to not just adapt to meet the pandemic but also to step back and consider the medium to longer-term implications.
Keywords: COVID-19; Professionalism; School change; __C:filed:1

Will the poorest children benefit from abolishing secondary school fees in Malawi” - Kadzamira, Esme (2019)
Keywords: _C:Malawi MWI; ⛔ No DOI found

Windcatcher (Wikipedia, 2022)
A windcatcher (wind tower, wind scoop) (Persian: بادگیر, Arabic: برجيل) is a traditional architectural element used to create cross ventilation and passive cooling in buildings. Windcatchers come in various designs: unidirectional, bidirectional, and multidirectional. Windcatchers are widely used in North Africa and in the West Asian countries around the Persian Gulf, and have been for the past three thousand years.Neglected by modern architects in the latter half of the 20th century, the early 21st century saw them used again, to increase ventilation and cut power demand for air-conditioning. Generally, the cost of construction for a windcatcher-ventilated building is less than that of a similar building with conventional heating, ventilation, and air conditioning (HVAC) systems. The maintenance costs are also lower. Unlike powered air-conditioning and fans, windcatchers are silent and continue to function when the electrical grid power fails (a particular concern in places where grid power is unreliable and expensive).Windcatchers rely on local weather and microclimate conditions, and not all techniques will work everywhere; local factors must be taken into account in design.

Wired citizenship: youth learning and activism in the Middle East - Sakr, Rehab; Herrera, Linda (2014)
"Wired Citizenship examines the evolving patterns of youth learning and activism in the Middle East and North Africa (MENA). In todays digital age, in which formal schooling often competes with the peer-driven outlets provided by social media, youth all over the globe have forged new models of civic engagement, rewriting the script of what it means to live in a democratic society. As a result, state-society relationships have shifted never more clearly than in the MENA region, where recent uprisings were spurred by the mobilization of tech-savvy and politicized youth.Combining original research with a thorough exploration of theories of democracy, communications, and critical pedagogy, this edited collection describes how youth are performing citizenship, innovating systems of learning, and re-imagining the practices of activism in the information age. Recent case studies illustrate the context-specific effects of these revolutionary new forms of learning and social engagement in the MENA region"--

Wireless laptops as means for promoting active learning in large lecture halls - Barak, M.; Lipson, A.; Lerman, S. (Journal of Research on Technology in Education, 2006)

Wissenschaftliche Begleitung der Programmlinie: Internationalisierung der Berufsbildung (WB-IBB) (Internationalisierung der Berufsbildung)

With the help of one's neighbors: externalities in the production of nutrition in Peru - Alderman, Harold; Hentschel, Jesko; Sabates, Ricardo (Social Science & Medicine, 2003)
Both public and private resources contribute to the nutritional status of children. In addition, the investments made by one household may contribute to the health of other households in the neighborhood through improvements in the sanitation environment and through increases in shared knowledge. This paper measures the externalities of investments in nutrition by indicating the impact of the education of women in Peruvian neighborhoods on the nutrition of children in other households, after controlling for the education and income of those households. We find that in rural areas this shared knowledge has a significant impact on nutrition, with the coefficient of an increase in the average education of women in the neighborhood being appreciable larger than the coefficient of education in isolation. In addition, we indicate the impact of the water and sanitation environment in the neighborhood, again controlling for the household's own access to sanitation and water. In both urban and rural areas, we observe externalities from investments in such household level infrastructure with the evidence particularly strong for sanitation made by neighboring households.
Keywords: Externalities; Female education; Nutrition; Peru; Sanitation; Water

‘Without Education You Can Never Become President’: Teenage Pregnancy and Pseudo-empowerment in Post-Ebola Sierra Leone - Menzel, Anne (Journal of Intervention and Statebuilding, 2019)
This article analyses the emergence of ‘teenage pregnancy’ as a new policy focus in post-Ebola Sierra Leone and explores how Sierra Leoneans interpret the problem of ‘teenage pregnancy’. I argue that the new policy focus is not indicative of changing or new problems. Rather, ‘teenage pregnancy’ has created opportunities for donors and the Government of Sierra Leone to continue cooperation in gender politics. At the same time, Sierra Leoneans are clearly concerned about ‘teenage pregnancy’, and many agree with sensitization campaigns that responsibilize young women and girls while downplaying structural factors that render them vulnerable to arrangements involving transactional sex.
Keywords: Sierra Leone; _C:Sierra Leone SLE; aid and development; gender politics; neoliberalism; sexual violence; teenage pregnancy

Wnioski z międzynarodowych doświadczeń w wykorzystywaniu tablic interaktywnych - rola doskonalenia zawodowego we wprowadzaniu nowych technologii do szkół - Hennessy, Sara; London, Laura; Dzierzgowski, Jan (2013)
Keywords: _C:Australia AUS; _C:Mexico MEX; _C:Tanzania TZA; _C:United Kingdom GBR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Women and Youth in Peace-Building: The Case of the Mano River Basin Peace Initiative - Muhammad, H.; Aisha Abdu-Ismail (Concepts and Issues in Peace Studies and Conflicts Resolution, 2006)

Women Empowerment in Kano State from 1967-2017: An Assessment - I.A., Muhammad J.; Bala, I.; Musa, A.; Kano; Aisha Abdu-Ismail (Isa, M.A.,Kurawa, 1967)
Keywords: ⛔ No DOI found

Women, Gender and Society - Aisha Abdu-Ismail (Nigerian Army Resource Centre (NARC), Forthcoming)

Women Rights and the Shari’ah” in Al-Ijtihad – The Journal of the Islamization of Knowledge and Contemporary Issues - Aisha Abdu-Ismail (2006)

Women's access to agricultural technologies in rice production and processing hubs: A comparative analysis of Ethiopia, Madagascar and Tanzania - Achandi, Esther L.; Mujawamariya, Gaudiose; Agboh-Noameshie, Afiavi R.; Gebremariam, Shewaye; Rahalivavololona, Njaka; Rodenburg, Jonne; Rahalivavololona, Njaka; Rodenburg, Jonne; Rodenburg, Jonne (Journal of Rural Studies, 2018)
© 2018 Elsevier Ltd This study presents results from a farmer survey conducted with 560 rice farmers from 27 villages spread over five hubs (concentration areas of rice production and processing) in three different countries in Eastern Africa (Ethiopia, Tanzania and Madagascar). The main research objective was to assess women's access to rice technologies and constraints to adoption of technologies. Constraints were analyzed over five different categories: (1) institutional (2) access to agricultural inputs, (3) technology-contextual, (4) household and socio-cultural and (5) extension. Key providers of extension were public (government), Non-Governmental Organizations (NGOs) and international organizations. Our study identifies that the overarching constraints to technology adoption are institutional and cultural impediments and related to the mode of delivery of extension services. Furthermore, the Focus Group Discussions (FGD) with the women, revealed that empowerment of women in decision making at the household level can enhance women's access and engagement in better farming practices suggested under extension advisory services. This is specifically true where women are able to overcome the hurdles of acquisition of extension training and access to the improved technologies.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:eastern Africa; C:Ethiopia; C:Madagascar; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; F:women; P:agricultural; P:culture; P:production; P:services; P:technology; R:focus groups; R:survey; T:Training; __C:filed:1; publicImportV1

Women’s Education and Fertility: Results from 26 Demographic and Health Surveys - Martin, Castro; Teresa (Studies in Family Planning, 1995)

Women’s Empowerment in Action: Evidence from a Randomized Control Trial in Africa - Bandiera, Oriana; Buehren, Niklas; Burgess, Robin; Goldstein, Markus; Gulesci, Selim; Rasul, Imran; Sulaiman, Munshi (American Economic Journal: Applied Economics, 2019)
Keywords: ⛔ No DOI found

Women Voter Behaviour in the Rural Areas: A Case Study of Dawakin-Tofa Local Government Area in Kano State - Aisha Abdu-Ismail (with Hafsat Y. Yakasai, in Perspectives on Elections and the Challenges for Democracy in Nigeria)

Word Embedding based Generalized Language Model for Information Retrieval - Ganguly, Debasis; Roy, Dwaipayan; Mitra, Mandar; Jones, Gareth J.F. (SIGIR '15: The 38th International ACM SIGIR conference on research and development in Information Retrieval, 2015)

Work from Home after the COVID-19 Outbreak - Bick, Alexander; Blandin, Adam; Mertens, Karel (Social Science Research Network, 2020)
Based on rich novel survey data, we document that 35.2 percent of the US workforce worked entirely from home in May 2020, up from 8.2 percent in February. Highly educated, high-income and white workers were more likely to shift to working from home and maintain employment following the pandemic. Individuals working from home daily before the pandemic lost employment at similar rates as daily commuters. This suggests that, apart from the potential for home-based work, demand conditions also mattered for job losses. We find that 71.7 percent of workers that could work from home effectively did so in May.
Keywords: Adam Blandin; Alexander Bick; Karel Mertens; SSRN; Work from Home after the COVID-19 Outbreak

Work-integrated learning for TVET lecturers: Articulating industry and college practices - Bijl, André van der; Taylor, Vanessa (Journal of Vocational, Adult and Continuing Education and Training, 2018)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:LOW; -RRQ:M:final; C:South Africa; RRQ:other; __C:filed:1; publicImportV1; ⛔ No DOI found

Working From Home Under COVID-19: Who Is Affected? Evidence From Latin American and Caribbean Countries - Delaporte, Isaure; Pena, Werner (Social Science Research Network, 2020)
Millions of individuals are required to work from home as part of national efforts to fight COVID-19. To evaluate the employment impact of the pandemic, an important point is whether individuals are able to work from home. This paper estimates the share of jobs that can be performed at home in 23 Latin American and Caribbean (LAC) countries as well as examines the workers' characteristics associated with such jobs. To carry out this analysis, this paper uses rich harmonised household surveys and presents two measures of teleworkability. The first measure of the feasibility of working from home is borrowed from Dingel and Neiman (2020), while the second closely follows the methodology of Saltiel (2020). We use the second measure as our benchmark, as it is based on a more representative task content of occupations for LAC countries. We find that the share of individuals who are able to work from home varies from 7% in Guatemala to 16% in the Bahamas. We document considerable variation in the potential to work from home across occupations, industries, regions and workers' socioeconomic characteristics. Our results show that some individuals are better positioned to cope with the current situation than others. This highlights the need to assist the most vulnerable workers in the context of the global pandemic.
Keywords: COVID-19; Demographics; Employment; Teleworking

Working paper Journal

Working with children, young people, and families to mitigate the impact of the Covid-19 pandemic - COVID Trauma Response Working Group (2020)

World Bank EdTech Readiness Index (ETRI) - World Bank Group (2021)

World Bank EduTech Podcast Series - World Bank

World Bank Group | Home
With 189 member countries, the World Bank Group is a unique global partnership fighting poverty worldwide through sustainable solutions.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; Networks; publicImportV1

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

World Development Report 2015: Mind, Society, and Behavior (World Bank, 2015)
Keywords: AWP2; AWP2-actual

World Development Report 2016: Digital Dividends (2016)
Keywords: AWP2; AWP2-actual

World Development Report 2018: Learning to realize education’s promise - The World Bank (2018)
Keywords: Final_citation; cited; existing

World Development Report 2018: Learning to Realize Education's Promise - World Bank (World Development Report, 2018)
World Development Report 2018: LEARNING to Realize Education’s Promise
Keywords: C:Low- and middle-income countries; CitedIn:PhD_Thesis; EDUCATION; EDUCATION SYSTEMS; HUMAN CAPITAL; LEARNING CRISIS; PRIMARY EDUCATION; SCHOOL MANAGEMENT; SECONDARY EDUCATION; SHARED PROSPERITY; SKILLS GAP; SOCIAL COHESION; SOCIOEMOTIONAL SKILLS

World Development Report 2019: The Changing Nature of Work - World Bank (Washington, DC: World Bank, 2019)

World Education Forum 2015, Final Report (UNESCO, 2015)

World Employment and Social Outlook: Trends for Women 2017 - I.L.O. (Essays on the Economics of Education'. International Initiative for Impact Evaluation (3ie). 2016. "Impact Evaluation Repository." In. Islam, Asad. 2019. 'Parent–teacher meetings and student outcomes: Evidence from a developing country, 2017)
Keywords: ⛔ No DOI found

World Population Prospects 2022 - United Nations (United Nations, Department of Economic and Social Affairs, Population Division, 2022)
Keywords: Final_citation

World reacts to BBC #sexforgrades investigation (BBC News)
The documentary on sexual harassment allegations in African universities has prompted a global outcry.

World Report on Disability - World Health Organisation; World Bank (2011)

World: TVET Coordination Committee founded in South Sudan (2019)

World TVET Database - UNESCO-UNEVOC (2016)

World Yearbook of Education 2014: Governing Knowledge: Comparison, Knowledge-Based Technologies and Expertise in the Regulation of Education - Fenwick, Tara; Mangez, Eric; Ozga, Jenny (Routledge, 2014)
This latest volume in the World Yearbook of Education Series focuses on a major and highly significant development in the governing of education across the globe: the use of knowledge-based technologies as key policy sources. A combination of factors has produced this shift: first, the massive expansion of technological capacity signalled by the arrival of ‘big data’ that allows for the collection, circulation and processing of extensive system knowledge. The rise of data has been observed and discussed extensively, but its role in governing and the rise of comparison as a basis for action is now a determining practice in the field of education. Comparison provides the justification for ‘modernising’ policy in education, both in the developed and developing world, as national policy makers (selectively) seek templates of success from the high performers and demand solutions to apparent underperformance through the adoption of the policies favoured by the likes of Singapore, Finland and Korea. In parallel, the growth of particular forms of expertise: the rise and rise of educational consultancy, the growth of private (for profit) involvement in provision of educational goods and services and the increasing consolidation of networks of influence in the promotion of ‘best practice’ are affecting policy decisions. Through these developments, the nature of knowledge is altered, along with the relationship between knowledge and politics. Knowledge in this context is co-constructed: it is not disciplinary knowledge, but knowledge that emerges in the sharing of experience. This book provides a global snapshot of a changing educational world by giving detailed examples of a fundamental shift in the governing and practice of education learning by: • Assessing approaches to the changing nature of comparative knowledge and information • Tracking the translation and mobilisation of these knowledges in the governing of education/learning; • Identification of the key experts and knowledge producers/circulators/translators and analysis of how best to understand their influence; • Mapping of the global production of these knowledges in terms of their range and reach the interrelationships of actors and their effects in different national settings. Drawing on material from around the world, the book brings together scholars from different backgrounds who provide a tapestry of examples of the global production and national reception and mediation of these knowledges and who show how change enters different national spaces and consider their effects in different national settings.
Keywords: Education / Educational Policy & Reform / General; Education / General; Education / Higher

World Yearbook of Education 2019: Comparative Methodology in the Era of Big Data and Global Networks - Gorur, Radhika; Sellar, Sam; Steiner-Khamsi, Gita (Routledge, 2018)
Digital methodologies, new forms of data visualization and computer-based learning and assessment are creating new challenges as well as opportunities for scholars in educational research. The World Yearbook of Education 2019 explores this highly relevant topic, opening a new discussion about the various conceptual and methodological challenges and opportunities in contemporary educational research. This volume explores contemporary methods of inquiry, with chapters organized around four topics of enduring interest in this field: impacts, patterns, relations and contexts. The World Yearbook of Education 2019 comprises contributions from internationally renowned scholars exploring novel concepts and methodologies in grappling with contemporary empirical phenomena in educational research. Vital questions such as how we understand the technological developments that are creating new possibilities for and demands on education, and how we make sense of complex cases that cut across multiple nations, are discussed. This newest addition to the prestigious World Yearbook of Education series provides a fascinating read for scholars in the fields of education policy and comparative education. It is not only a useful resource for educational researchers and policy makers examining new trends and emerging issues, but would be of interest to graduate students exploring innovative methodologies, particularly in the study of education and education policy.
Keywords: Education / Experimental Methods; Education / General; Education / Research

Worldreader | Sierra Leone - Worldreader (2020)
Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation.
Keywords: _C:Sierra Leone SLE

WorldSkills

WorldSkills | Home
WorldSkills raise the profile and recognition of skilled people, and show how important skills are in achieving economic growth.

Worms in Nigerian Folklore, Parasitology Today (ENGLAND - Akogun, Oladele B (Parasitology Today (ENGLAND, 1991)
Keywords: ⛔ No DOI found

WPS8464.pdf

WRAHA: We Refugees Also Have Ambitions! - research design for an unsuccessful eCubed application - Haßler, Björn (Open Development & Education, 2018)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; _yl:e

wwwlitbaskets.io, an IT artifact supporting exploratory literature searches for Information Systems research - Boell, SK; Wang, B (2019)
Keywords: _Added-ailr-2024; ⛔ No DOI found

Yale Journal of International Law | COVID-19: Towards a Digital Fragmentation of the Right to Education?

Year long monitoring of indoor air quality and ventilation in school classrooms in Victoria, Australia - Rajagopalan, Priyadarsini; Andamon, Mary Myla; Woo, Jin (Architectural Science Review, 2022)
Keywords: BE:RELEVANT

Yearbook of Educational Data - Oliveira, Andre Correa de (State Department of Education of Minas Gerais, 2018)
Keywords: Author:OpenDevEd

Yi - Baird (et al. 2015 Garn et al, 2011)

YOL-Ethiopia-Headlines-PhoneSurvey-Aug20.pdf

You Are Sick”, “No, We Are Not”: Africa, the Pandemic, and the Convolution of Denial - Ajadi, S.B. (Harvard Urban Review, 2021)
Keywords: ⛔ No DOI found

You get what you pay for: Schooling incentives and child labor - Edmonds, Eric V.; Shrestha, Maheshwor (Journal of Development Economics, 2014)

You use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools - Larkin, Kevin (Journal of Research on Technology in Education, 2011)
The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.

Young children and tablets: A systematic review of effects on learning and development - Herodotou, Christothea (Journal of Computer Assisted Learning, 2018)
Keywords: __C:filed:1; literature / systematic review

Young Persons with Disabilities: Global Study on Ending Gender-Based Violence, and Realizing Sexual and Reproductive Health and Rights (2018)

Your Questions Answered: Using Technology to Support Gender Equity, Social Inclusion and Out-Of-School Learning - Allier-Gagneur, Zoé; Moss Coflan, Caitlin (EdTech Hub Helpdesk Response, 2020)
Keywords: F: Helpdesk response; L:Gender and education; L:Out-of-school populations; LP: English; _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Bhutan BTN; _C:Burkina Faso BFA; _C:Burundi BDI; _C:Cambodia KHM; _C:Colombia COL; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Congo, Republic COG; _C:El Salvador SLV; _C:France FRA; _C:Kenya KEN; _C:Kyrgyzstan KGZ; _C:Lebanon LBN; _C:Maldives MDV; _C:Mexico MEX; _C:Nepal NPL; _C:Nigeria NGA; _C:Peru PER; _C:Sierra Leone SLE; _C:Somaliland XSMLD; _C:South Africa ZAF; _C:South Sudan SSD; _C:Spain ESP; _C:Sudan SDN; _C:Zimbabwe ZWE; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-dode

Youth and Artificial Intelligence.“Berkman Klein Center - Hasse, A. (2019)
How can we empower young people to meaningfully interact with AI-based technologies to promote and bolster learning, creative expression, and well-being, while also addressing key challenges and concerns?
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Youth Employment and Productivity: Medium-term Experimental Evidence from Rwanda - McIntosh, Craig; Zeitlin, Andrew (2022)
Keywords: ⛔ No DOI found

Youth Excel's Research-to-Change Toolkit
Involving Youth in Research Are you a youth practitioner, or a development professional in any sector, with a passion for using data for decision-making? Have you ever wished you had time in your project to gather data so that you could improve your work while implementing? Have you ever realized that project ​implementation wasn’t going as expected? And wished that you had noticed that earlier? Are you a development practitioner who is looking for more inclusive ways to co-create with youth? If so, this toolkit is for you!

Youth unemployment in resource-rich Sub-Saharan Africa: A critical review - Ackah-Baidoo, Patricia (The Extractive Industries and Society, 2016)
This paper critically reviews the youth unemployment crisis in resource-rich Sub-Saharan Africa. Although the region has experienced continuous and a seemingly limitless ﬂow of investment in all types of extractive industries in recent decades, this growth has not directly translated into signiﬁcant poverty reduction. Its overdependence on natural resources economically seems to have had a negative impact on socioeconomic development overall, generating very few jobs for youth and exacerbating existing unemployment crises. The paper uses Ghana, one the region’s top mineral-rich countries, as a case study to explore these issues further.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; _C:Ghana GHA; __C:filed:1; publicImportV1

Zambia: An overview of formal education - Masaiti, Gift; Chita, Joseph (Education in East and Central Africa, 2014)
Keywords: ⛔ No DOI found

Zambia’s Education Sector Support Technical Assistance Facility (ZESSTA) - Open Development & Education - Open Development & Education (2023)
Effective teaching and learning of large cohorts in institutions of higher learning in Zambia: Challenges and opportunities

Zero-rate mobile services for health, education and development. NOW! - DGMT (DGMT: The Human Factor)
Investing in South Africa's potential

Zero-rate mobile services for health, education and development now - Harrison, David (The Mail & Guardian, 2020)
Operators must work together — if each network picks which sites to zero-rate, access to information will be determined by the colour of a person’s sim card

Zero-Rating Educational Content in Low- and Middle-Income Countries - McBurnie, Chris; Adam, Taskeen; Kaye, Thomas; Haßler, Björn (EdTech Hub, 2020)
Keywords: Final_citation; cited; existing

Zero-rating educational content in low- and middle-income countries - McBurnie, Chris; Adam, Taskeen; Kaye, Thomas; Haßler, Björn (2020)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; LP: English; _C:Afghanistan AFG; _C:Benin BEN; _C:Botswana BWA; _C:Burkina Faso BFA; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Egypt EGY; _C:Ghana GHA; _C:India IND; _C:Jamaica JAM; _C:Jordan JOR; _C:Kenya KEN; _C:Korea (Republic of) KOR; _C:Korea XKOR; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Nigeria NGA; _C:Paraguay PRY; _C:Rwanda RWA; _C:Senegal SEN; _C:Somalia SOM; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _EdTechHub_Output; __C:filed:1; __C:scheme:1; _bjoern_cv; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Zoom Around the World: Using Videoconferencing Technology for International Trainings - Scanga, Lauren Hrncirik; Deen, Mary Katherine Y.; Smith, Suzanne R.; Wright, Kevin (Journal of Extension, 2018)
This article describes an innovative model of educational programming used by our team of U.S. Extension educators for an international development project in Burundi, Africa. Our team designed a model to provide ongoing professional development trainings at a distance using Zoom, a videoconferencing platform. Over a 2-year period, we conducted 18 Zoom trainings with Burundian educators. On the basis of participant evaluation data and the literature, we present key principles for using distance technology in international development projects. Given the current economy and budget cuts in Extension, videoconferencing provides an opportunity for Extension to remain engaged internationally.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:Burundi; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:economy; P:technology; R:evaluation; T:Ausbildung; Z:international development; Z:professional development; Z:school gardens; Z:videoconferencing; publicImportV1; ⛔ No DOI found

Zotero Bookmarklet - Haßler, Björn (2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler

Zotero workbook - ETH-Version (current) (Google Docs)
#EdTechHub The Zotero Workbook Contents Contents 4 Why use Zotero? 8 Before we begin: Registering for Zotero and Hub libraries 9 Section 1: Installing the software: Basic features 9 STEP 1: Download & install Zotero 9 STEP 2: Download & install Zotero browser connector 10 STEP 3: Check ...

Zum Stand der Forschung zum Tableteinsatz in Schule und Unterricht aus nationaler und internationaler Sicht - Aufenanger, Stefan (Tablets in Schule und Unterricht, 2017)
Keywords: __C:filed:1

Особенности структуры интеллекта младших школьников, обучаемых посредством гаджетов - Водяха, Сергей Анатольевич; Водяха, Юлия Евгеньевна; Минюрова, Светлана Алигарьевна (Педагогическое образование в России, 2019)
Keywords: __C:filed:1; ⛔ No DOI found

Тёмная материя в галактиках - Засов, Анатолий Владимирович; Сабурова, Анна Станиславовна; Хоперсков, Александр Валентинович; Хоперсков, Сергей Александрович (Успехи физических наук, 2017)
Keywords: __C:filed:1; ⛔ No DOI found

কিশোর বাতায়ন - Konnect YouTube Channel - Konnect Portal (Youtube, 2020)

ভূ-অভ্যন্তরের গঠন ।। BGS ।। শ্রেণি নবম, অধ্যায় ৩য় ।। আমার ঘরে আমার স্কুল - Konnect Portal (2020)

指尖上的学习: 触屏学习的作用 - 谢和平; 周宗奎; 黄勖喆; 朱晓伟; 范翠英 (心理科学, 2020)
Keywords: _C:Greece GRC; _C:New Zealand NZL; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

스마트폰을 이용한 한국 간호대학생 대상 간호교육의 통합적 고찰 - 신혜원; 이정민; 김신정 (한국간호교육학회지, 2018)
Keywords: __C:filed:1; ⛔ No DOI found

입원 아동 대상 통증 완화 중재에 대한 통합적 고찰 - 조해련; 이정민; 김신정 (Child Health Nursing Research, 2020)
Keywords: __C:filed:1; ⛔ No DOI found

한국의 대학생을 대상으로 한 성교육 프로그램에 관한 통합적 고찰 - 신혜원; 이정민; 민혜영 (한국간호교육학회지, 2020)
Keywords: _C:Korea XKOR; _C:Korea, Republic KOR; _C:Uganda UGA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

한국의 초등학생을 대상으로 한 성폭력 예방 교육 프로그램에 관한 통합적 고찰 - 신혜원; 이정민; 강경아; 김신정 (Child Health Nursing Research, 2019)
Keywords: _C:Korea XKOR; _C:Korea, Republic KOR; __C:filed:1; __C:scheme:1; ⛔ No DOI found