General Data Protection Regulation (GDPR) – Official Legal Text
General Data Protection Regulation (EU GDPR) – The official PDF of the Regulation (EU) 2016/679, its recitals & key issues as a neatly arranged website.
Keywords: Final_citation

(untitled) - Amarante (2013)
Keywords: auto_merged

(untitled) - Berlinski; Busso (2017)

DFID Research Open and Enhanced Access Policy (v1.1) - DFID (2013)

DFID Research Open and Enhanced Access - Implementation Guide (v1.1) - DFID (2013)

DFID Digital Strategy - DFID (2018)

(untitled) - Duflo (2017)
Keywords: auto_merged

& - Eyal, Woolard (Burns, 2014)

Education Regulation Bodies Bill, 2019 - Government of Ghana

(untitled) - Holon IQ (2022)

(untitled) - Jukes (2006)

(untitled) - Kazianga (2012)

(untitled) - Maluccio (2010)

(untitled) - Piper (2016)
Keywords: auto_merged

(untitled) - Piper; Korda (2011)

(untitled) - Roy, Paramita (International Journal of Innovative Knowledge Concepts, 2018)
Keywords: ⛔ No DOI found

(untitled) - T-TEL (Transforming Teacher Education and Learning, Ministry of Education (Ghana), 2015)

1.-FINAL-EdTechGenomeProject-FinalReport_July2021-2.pdf

1. Introduction to interactive teaching and the use of ICT - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.1.A. What is interactive teaching? - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.1.B. What is interactive teaching? - Part B - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.2.A. Introduction to interactive teaching with ICT - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.2.B. Introduction to interactive teaching with ICT - Part B - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.3.A. Activity planning and reflection - Part A - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.3.B. Activity Planning - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.4.A. ICTs in interactive teaching - Part A - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

1.4.B. ICTs in interactive teaching - Part B - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

10 Insights from the Mobile Internet Connectivity Report 2022

10 Jahre Qualitätsmerkmale im Praxistest - BIBB (2017)

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

10. UCOPS Vol 1_Iss 2.pdf

(11) The Perfect Mix of Luxury Ambience and Functionality with Gypsum & Ceiling Works: Everything you need to know about Gypsum Ceiling in Dubai. | LinkedIn

12. Profiling - ICO (UK) (2022)
Keywords: Final_citation; existing

12 years of quality education for all girls: A commonwealth perspective - Gordon, Rebecca; Rose, Pauline; Marston, Lauren; Zubairi, Asma (2019)
Keywords: ⛔ No DOI found

13th - Wikipedia (Wikipedia, 2020)
13th is a 2016 American documentary by director Ava DuVernay. The film explores the "intersection of race, justice, and mass incarceration in the United States;" it is titled after the Thirteenth Amendment to the United States Constitution, adopted in 1865, which abolished slavery throughout the United States and ended involuntary servitude except as a punishment for conviction of a crime. DuVernay contends that slavery has been perpetuated since the end of the American Civil War through criminalizing behavior and enabling police to arrest poor freedmen and force them to work for the state under convict leasing; suppression of African Americans by disenfranchisement, lynchings and Jim Crow; politicians declaring a war on drugs that weighs more heavily on minority communities and, by the late 20th century, mass incarceration of people of color in the United States. She examines the prison-industrial complex and the emerging detention-industrial complex, discussing how much money is being made by corporations from such incarcerations. 13th garnered acclaim from a number of film critics. It was nominated for the Academy Award for Best Documentary Feature at the 89th Academy Awards, and won the Primetime Emmy Award for Outstanding Documentary or Nonfiction Special at the 69th Primetime Emmy Awards.

1635838819_cpd_handbook_30_august_2021_final_en_approved.pdf

18. GLOBAL LEARNING ECOLOGIES: LEVERAGING TECHNOLOGIES FOR EQUITY - Barron, Brigid (Education, 2022)

2. Whole class dialogue and effective questioning - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.1.A. Introduction to dialogue and effective questioning - Part A - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.1.B. Mid-morning - final day - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.2.A. Questioning I - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.3.A. More on questioning - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.3.B. More on Question - Aligning OER - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.4.A. Concept mapping - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.4.B. Concept mapping - Aligning OER II - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.5.A. Engaging the community - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2.5.B. Engaging the community - Using applications - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

2008 Glewwe and Maiga - Linden (2011)

2012 to 2026 OECS Education Sector Strategy - OECS (Organisation of Eastern Caribbean States, 2016)

2015-07-Bridging-the-Gap-Report.pdf
Keywords: Author:OpenDevEd

2019 Annual Schools Census Report - MBSSE (Ministry of Basic and Senior Secondary Education, 2019)

2019 GEM Report | Migration, displacement and education

2019 Human Development Index Ranking - UNDP (2019)
United Nations Development Programme: Human Development Reports

2020/21 Education Statistical Yearbook - Ministry of Education (Rwanda) (2022)

2020 Annual School Census Report - Ministry of Basic and Senior Secondary Education (2021)

2020 Draft Framework for Curriculum Recovery Post COVID-19 - Department of Basic Education (Department of Basic Education, South Africa, 2020)

2020 Remote Teaching Guide (Web-linked) - CILT (Centre for Innovation in Learning and Teaching, 2020)
Please note: This is a live doc and will change from time to time. You can access this document from http://bit.ly/cilt-remote-teaching UCT Remote Teaching - Quick Guide Lecturers and academic support staff should prepare for remote teaching. Undertaking remote teaching and learning activit...

2020_ICAN-Tool_Brochure_EN.pdf

2020_Kanwar_COMSEC_Board_Meeting.pdf

2023 GEM Report background papers | Global Education Monitoring Report - GEM Report UNESCO
Technology in education

21 Ways to 21st Century Skills: Why Students Need Them and Ideas for Practical Implementation - Kaufman, Kristina J. (Kappa Delta Pi Record, 2013)

21st century learning in Zambia - iSchool.zm and OER4Schools.org - Cook, Peter (2014)
This video features http://ischool.zm and http://www.oer4schools.org. It was produced by Björn Haßler (http://bjohas.de), directed by Peter Cook, and camera by Rich Peart. The video was part-funded by ARM, and part-funded by OER4Schools.
Keywords: Author:Haßler; Author:OpenDevEd; _bjoern_cv; _r:ImportedToMyEducationEvidence

21st century learning in Zambia - Open Development & Education - Open Development & Education (2023)
A school-based teacher professional development programme initiated in Zambia around 2010 and later expanded to other countries such as Zambia, Kenya, Rwanda, and Sierra Leone.

21st Century Skills and Competences for New Millennium Learners in OECD Countries, - Ananiadou, K; Claro M (OECD Education Working Papers, 2009)

21st Century Skills: Evidence of Issues in Definition, Demand and Delivery for Development Contexts - Joynes, Chris; Rossignoli, Serena; Amonoo-Kuofi, Esi Fenyiwa (2019)
The purpose of this study is to provide a summary of the evidence related to issues associated with the definition, demand, and delivery of 21st Century Skills, with a particular focus on low- and middle-income countries (LMICs). In looking at definitions of ‘21st Century Skills’, Section 2 of this study finds that there is a broad range of available literature discussing 21st Century Skills, including a number of key synthesis studies. Within the examined literature, there is general agreement across the commentators on the need for new forms of learning to tackle global challenges. However, despite this consensus, there is no unique and single approach to the definition of ‘21st Century Skills’. In looking at the levels of demand for 21st Century Skills, evidence gathered in Section 3 suggests that the need for 21st Century Skills at the global level is dictated by a combination of factors including the change in societies resulting from the rapid spread of technology; increasing globalisation and internationalisation; and the shift from industrial social economies to information and knowledge-based social economies (Voogt & Roblin, 2010). Accordingly, evidence of demand at regional rather than the global level suggests a significant diversity in demand based on differences in developmental context. Findings presented in Section 4 suggest that approaches to the delivery of 21st Century Skills are currently impacted by ongoing discussions over the definition and understanding of 21st Century Skills (Care, Anderson & Kim, 2016). On this basis, while there is a broad range of documented interventions from around the world, many commentators conclude that it is currently little or no substantial evidence available on the most effective tools and approaches to delivering those skills. Section 5 concludes with a number of recommendations for proposed action in the development of regional and national programming for 21st Century Skills, and future research designed to strengthen the evidence base associated with levels of demand and approaches to the delivery of 21st Century Skills, particularly in LMICs.
Keywords: ⛔ No DOI found

2Dsearch: Facilitating reproducible and valid searching in evidence synthesis - Russell-Rose, T; Shokraneh, F (BMJ Evidence-Based Medicine, 2019)
Keywords: ⛔ No DOI found

3. Group work - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.1.A. Group work: Same task and different tasks group work - OER in Education - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.2.A. When to use group work and how to manage it - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.3.A. Mixed pace group work with and without ICT - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.4.A. Talking points and effective group work - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.5.A. Review of group work - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

3.6.A. Designing interactive lesson plans - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

30 Years of Gender Inequality and Implications on Curriculum Design in Open and Distance Learning - Koseoglu, Suzan; Ozturk, Tugba; Ucar, Hasan; Karahan, Engin; Bozkurt, Aras (Journal of Interactive Media in Education, 2020)
Gender inequality is a pressing issue on a global scale, yet studies on this important issue have stayed on the margins of open and distance learning (ODL) literature. In this study, we critically analyse a batch of ODL literature that is focused on gender inequality in post-secondary and higher education contexts. We use Therborn’s social justice framework to inform and guide the study. This is a comprehensive social justice lens that sees inequality as “a life and death issue,” approaching empowerment as a central area of concern. Qualitative content analysis of 30 years of peer-reviewed literature reveals patriarchy and androcentrism as significant mechanisms that continue to produce gender inequality, in particular in women’s access to educational resources and formal learning opportunities. We highlight three themes that emerged in the content analysis: (1) ODL and equal opportunity; (2) Feminism and gender-sensitive curriculum design; and (3) Culturally relevant curriculum design. We critique views of access to technology-enabled education as an instrument for social justice, and provide a pedagogical model for an ODL curriculum centred on empowerment and agency, two concepts closely linked to existential inequality. We argue that such a curriculum is public service and requires a model of education that is based on participation and co-construction, and lies at the intersection of critical, feminist, and culturally relevant pedagogical practices.
Keywords: _C:Australia AUS; _C:Canada CAN; _C:China CHN; _C:Finland FIN; _C:Germany DEU; _C:Ghana GHA; _C:Guinea GIN; _C:Iceland ISL; _C:India IND; _C:Jordan JOR; _C:Korea, Republic KOR; _C:Malaysia MYS; _C:Mongolia MNG; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Saudi Arabia SAU; _C:State of Palestine PSE; _C:Sweden SWE; _C:Tanzania TZA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; distance education; gender inequality; gender studies; open and distance learning; social justice; women empowerment

34428351.pdf

3797.pdf

3D printed case for pico datalogger (rev1.00) - Haßler, Björn (Open Development & Education, 2023)
Keywords: _r:ImportedToMyEducationEvidence

4. Assessment for learning and lesson pacing - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.-Efficient-School-Siting-Using-GIS-Modelling.pdf

4 questions to help you avoid a CPD image problem (sponsored) (Tes)
Empty CPD courses and disinterested attendees are clear signs you need to rethink CPD delivery

4. What are the effects of education on health? - Feinstein, Leon; Sabates, Ricardo; Anderson, Tashweka M; Sorhaindo, Annik; Hammond, Cathie (2006)
Keywords: ⛔ No DOI found

4.1.A. Introduction to Assessment for Learning - OER in Education - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.1.B. Introduction to Assessment for Learning - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.2.A. Learning objectives and success criteria - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.3.A. Formative feedback - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.4.A. Peer and self-assessment - OER4Schools Zimbabwe (2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

4.5.A. Review of AfL and lesson pacing - Zimbabwe, OER4Schools (Open Development & Education, 2022)
This resource is an adaptation of the Zambian OER4Schools programme, available here: https://oer.opendeved.net/wiki/OER4Schools. The Zambian OER4Schools programme was adapted for use at Mpumeleo High School (Nkayi District, Zimbabwe) and Siachilaba School (Binga District, near Victoria Town, Zimbabwe).
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

5 Challenges of Digital Transformation in the Public Sector - Kelly, Piers (GovNet, 2023)
Discover the hurdles of digital transformation in the public sector: legacy systems, budget constraints, data security, and change resistance.
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

6. ORACY AND LITERACY IN THE MAKING - ROJAS-DRUMMOND, SYLVIA; MÁRQUEZ, ANA MARÍA; HOFMANN, RIIKKA; MAINE, FIONA; RUBIO, ANA LUISA; HERNÁNDEZ, JOSÉ; GUZMÁN, KISSY (Open Spaces for Interactions and Learning Diversities, 2016)
Keywords: __C:filed:1

6 Out of 10 Children and Adolescents Are Not Learning a Minimum in Reading and Math (2017)
New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs)....

6 out of 10 children and adolescents are not learning a minimum in reading and math - UIS (News, Sustainable Development Goals, 2017)
New data from the UNESCO Institute for Statistics show that 617 million children and adolescents worldwide are not achieving minimum proficiency levels in reading and mathematics. The figure signals “a learning crisis” according to the UIS, which could threaten progress towards the Sustainable Development Goals (SDGs)....

6 Social choice and research capacity strengthening in Nigeria - Watts, Michael; Waziri, Nafisa; Akogun, Oladele (Social Choice, Agency, Inclusiveness and Capabilities, 2024)

72_Edtech_in_Developing_Countries.pdf

8 common problems with literature reviews and how to fix them - Moodie, Gavin (Impact of Social Sciences, 2020)
Literature reviews are an integral part of the process and communication of scientific research. Whilst systematic reviews have become regarded as the highest standard of evidence synthesis, many l…

810_CIPRolesandResponsibilitiesFINAL.pdf

9781464809507.pdf

A 10-step guide to monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (A Toolkit for Monitoring and Evaluating Children’s Participation, 2014)
Booklet 4: A 10-step guide to monitoring and evaluating children’s participation looks at involving children, young people and adults in the process. It includes guidance on identifying objectives and progress indicators, systematically collecting data, documenting activities and analysing findings.
Keywords: CitedIn:eCubed; _yl:d; eCubed

A Bayesian Network Meta-Analysis to Synthesize the Influence of Contexts of Scaffolding Use on Cognitive Outcomes in STEM Education - Belland, Brian R.; Walker, Andrew E.; Kim, Nam Ju (Review of Educational Research, 2017)
Computer-based scaffolding provides temporary support that enables students to participate in and become more proficient at complex skills like problem solving, argumentation, and evaluation. While meta-analyses have addressed between-subject differences on cognitive outcomes resulting from scaffolding, none has addressed within-subject gains. This leaves much quantitative scaffolding literature not covered by existing meta-analyses. To address this gap, this study used Bayesian network meta-analysis to synthesize within-subjects (pre-post) differences resulting from scaffolding in 56 studies. We generated the posterior distribution using 20,000 Markov Chain Monte Carlo samples. Scaffolding has a consistently strong effect across student populations, STEM (science, technology, engineering, and mathematics) disciplines, and assessment levels, and a strong effect when used with most problem-centered instructional models (exception: inquiry-based learning and modeling visualization) and educational levels (exception: secondary education). Results also indicate some promising areas for future scaffolding research, including scaffolding among students with learning disabilities, for whom the effect size was particularly large (ḡ = 3.13).
Keywords: Bayesian network meta-analysis; STEM; cognitive tutor; intelligent tutoring systems; problem-centered instruction; scaffold

A Better Way to Teach Children to Read? Evidence from a Randomized Controlled Trial - He, Fang; Linden, Leigh L; MacLeod, Margaret (2009)
Keywords: ⛔ No DOI found

A Blueprint for Education Data: Realising Children’s Best Interests in Digitised Education - Commission, Digital Futures (2023)
Keywords: Final_citation; anystyle; existing

A breakthrough for Josh: How use of an iPad facilitated reading improvement. - McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (TechTrends, 2012)

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
Keywords: Final_citation; cited; existing

A Case for a Systems Approach to EdTech - Bapna, Akanksha; Nicolai, Susan; Myers, Christina; Pellini, Arnaldo; Sharma, Namrata; Wilson, Sam (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:analysis:nopdf; _r:AddedByZotZen; _zenodo:submitted

A case study of the One Laptop per Child Project in Rwanda: Exploring the socio-cultural dimensions of delivery and implementation. - Girgis, Robert (University of Cambridge, 2015)
Keywords: AWP2-actual; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS

A case study of using an online community of practice for teachers' professional development at a secondary school in China - Wang, Qiyun; Lu, Zhiping (Learning, Media and Technology, 2012)
In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT]
Keywords: Case Studies; China; Communities of Practice; Distance Education; ERIC, Current Index to Journals in Education (CIJE); Education--Teaching Methods And Curriculum; Educational Practices; Electronic Learning; Electronic Mail; Foreign Countries; Interviews; Learning; Lesson Plans; Mail Surveys; Online instruction; Participant Satisfaction; Pedagogy; Polls & surveys; Professional Development; Professional development; Secondary Education; Secondary School Teachers; Secondary school teachers; Teacher Surveys; Teaching Methods; Technology Uses in Education; Transformative Learning; __:import:01; __:match:final; __:matched; __:study_id:2096477; __finaldtb

A Chatbot for Changing Lifestyle in Education - Kasthuri, E.; Balaji, S. (IEEE, 2021)

A child-to-child approach to improve literacy: Design of the Buddy Reading program - Jasti, C.; Jukes, M.C.; Dubeck, M.M.; Elliott; Inyega, H.N. (2016)
Keywords: ⛔ No DOI found

A cluster‐randomized trial assessing the impact of school water, sanitation and hygiene improvements on pupil enrolment and gender parity in enrolment - Garn, Joshua V.; Greene, Leslie E.; Dreibelbis, Robert; Saboori, Shadi; Rheingans, Richard D.; Freeman, Matthew C. (Journal of Water Sanitation and Hygiene for Development, 2013)

A Co-design Methodology for Blended Teacher Professional Development in Contexts of Mass Displacement - Kennedy, E.; Moghli, M. A.; Chase, E.; Pherali, T.; Laurillard, D. (NORRAG SPECIAL ISSUE 02: Data collection and evidence building to support education in emergencies, 2019)
Keywords: ⛔ No DOI found

A command line interface for Gmail (bjohas/sendgmail) - Haßler, Björn; Gangwar, Abhimanyu (2020)
Send gmail form the commandline.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

A command line interface for Trello (edtechhub/trello-export) - Haßler, Björn (EdTech Hub, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

A command line interface for Zenodo (bjohas/zenodo-cli) - Haßler, Björn; Gangwar, Abhimanyu (EdTech Hub (Open Dvelopment & Education), 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

A command line interface for Zotero (edtechhub/zotero-cli) - Haßler, Björn; Gangwar, Abhimanyu; Heyns, Emiliano (EdTech Hub (Open Dvelopment & Education), 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

A command line interface linking Zotero and Zenodo (edtechhub/zotzen) - Haßler, Björn; Gangwar, Abhimanyu (EdTech Hub (Open Dvelopment & Education), 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence

A Commonwealth Guide to Ocean Climate Finance: A Guidance Document for Policy-Makers and Ocean Advocates - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
Drawing from a wide range of resources on ocean climate finance, this guide is intended to support practitioners, policy-makers and ocean advocates to understand the ‘seascape’ of ocean climate finance, and empower them to design and develop more successful ocean climate finance applications. It introduces the special characteristics of ocean-based mitigation and adaptation projects, explains the diffferent sources and types of finance available, and equips readers with a practical understanding of the priorities of different funding groups from both the public and private sectors. The global ocean is a critically important component of the Earth’s biosphere and climate system, but it faces tremendous threats from the impacts of climate change, including warming, acidification, pollution and development. While the global landscape of climate finance is growing quickly, funding for ocean-based climate mitigation and adaptation projects remains disproportionately small. In this context, the guide provides a clear and practical guide for project design and development, including best practices for securing finance and a wealth of tools and resources for those seeking funding for ocean-based initiatives. These include decision trees to identify the best funding match for your project; checklists for finance applications; and perhaps most importantly, a long-term, strategic approach to project development that is focused on building communities of practice and partnerships between governments, the private sector, public institutions, civil society organisations and communities. It also includes summaries of funding sources and investment models, as well as case studies and examples of best practice. The guide encourages project proponents to pursue long-term planning for crosscutting projects that deliver multiple integrated goals, both environmental and social. Recognising and addressing the unique features and opportunities of ocean-based projects, and the barriers to them, can contribute to realistic and impactful project design. Furthermore, proactively building partnerships with the private sector allows project proponents to access the largest source of finance in the global economy as well as its associated skills and resources.

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

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

A comparative study between tablet and laptop PCs: User satisfaction and preferences - Ozok, A Ant; Benson, Dana; Chakraborty, Joyram; Norcio, Anthony F (Intl. Journal of human–computer interaction, 2008)

A comparative study between Telegram and Whatsapp in respect of library services - Manna, Rubi Acherjya; Ghosh, Shyamal (International Journal of Library & Information Science (IJLIS), 2018)
Keywords: ⛔ No DOI found

A comparative study of TVET in 5 African Countries with a specific focus on TVET Teacher Education - Papier, Joy (2017)
This article describes a five country (Cameroun, Egypt, Ghana, South Africa, Tanzania) study of ‘TVET Teacher Education in Africa’ that was commissioned in terms of an EU-South African collaboration in 2013. While the focus was on vocational teacher education, the contextual realities of each country‘s vocational systems was studied as this would impact on every aspect of vocational teacher development, for instance, what teachers would have to teach, who the students might be, how students would be expected to learn, available funding for Vocational Education and so on. Comparisons were therefore made over a range of elements that included the systems in place for vocational training, systems of vocational teacher education, and the modalities for training of VET teachers.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CLL:en; _C:Denmark DNK; _C:Egypt EGY; _C:Finland FIN; _C:Ghana GHA; _C:Ireland IRL; _C:Netherlands NLD; _C:South Africa ZAF; _C:Sweden SWE; _C:Tanzania TZA; __C:filed:1; __C:scheme:1; publicImportV1; ⛔ No DOI found

A comparative study on the traditional and intensive delivery of an online course: Design and facilitation recommendations - Vlachopoulos, P.; Jan, S.K.; Lockyer, L. (Research in Learning Technology, 2019)
In this paper, we present findings from a comparative study on a fully online postgraduate course offered in traditional (i.e. 13-week academic session) and intensive (i.e. 6-week academic session) delivery formats. Keeping the course curriculum, structure and quality consistent in both delivery modes, the study investigated student participation and academic performance given different facilitation techniques applied to the discussion forums. Using data from the learning management system and students’ final marks, we conducted quantitative and qualitative analysis and found no difference in the academic performance of students in both courses; however, there was a statistically significant relationship between student participation and academic performance in the intensive delivery format but not in the traditional delivery format. We also found differences in the type of interactions in the different delivery formats. Two key takeaways emerge from our study. Firstly, intensive online courses can be as effective as traditional courses in terms of achievement of learning outcomes with variations in learning design, in this case, the facilitation approach used. Secondly, considering the level and nature of interactions, student-centred discussion forums that allow students to assume different roles work well in the intensive delivery format especially in open discussions. These are important findings for academics and practitioners who wish to offer intensive courses without compromising on course quality and student success. © 2019 P. Vlachopoulos et al.
Keywords: Discussion; Facilitation; Intensive; Interactions; Online; Performance; _AcademicRecoveryOECS

A Comparison of Children’s Reading on Paper Versus Screen: A Meta-Analysis - Furenes, May Irene; Kucirkova, Natalia; Bus, Adriana G. (Review of Educational Research, 2021)
This meta-analysis examines the inconsistent findings across experimental studies that compared children’s learning outcomes with digital and paper books. We quantitatively reviewed 39 studies reported in 30 articles (n = 1,812 children) and compared children’s story comprehension and vocabulary learning in relation to medium (reading on paper versus on-screen), design enhancements in digital books, the presence of a dictionary, and adult support for children aged between 1 and 8 years. The comparison of digital versus paper books that only differed by digitization showed lower comprehension scores for digital books. Adults’ mediation during print books’ reading was more effective than the enhancements in digital books read by children independently. However, with story-congruent enhancements, digital books outperformed paper books. An embedded dictionary had no or negative effect on children’s story comprehension but positively affected children’s vocabulary learning. Findings are discussed in relation to the cognitive load theory and practical design implications.
Keywords: ECE; Mixed outcomes; Primary; _Import_to_OpenDevEd_EvLib; adult support; ebooks; high quality; reading; vocabulary

A Comparison of National Enterprise Architecture and e-Government Perspectives - Mayakul, Theeraya; Sa-Nga-Ngam, Prush; Srisawat, Wasin; Kiattisin, Supaporn (2019 4th Technology Innovation Management and Engineering Science International Conference (TIMES-iCON), 2019)
Enterprise Architecture (EA) has been adopted as a framework for all tier of the organization to deliver effective IT services and management. E-Government is a public service for all citizens. The basic needs are accessibility, equity and engagement. Thus, EA is relevant to e-Government because it establishes all stakeholder's participation leading to governance. Citizen also requires transparency and participation in monitoring process of the government project. EA ensures the best practices in business alignment with IT implementation and integration. It results in the efficient management of e-Government services including the shared resources/ services and the rational use of technology. This study selected the world front-runners are Denmark, Australia, South Korea, Estonia, and Singapore to compared the EA approach with e-Government perspectives. It found that there is no best approach for all countries. Each nation should develop and customize the specific detail or context to align with the nationwide vision. The EA should be legislated as the digital transformation/ e-Government policy. The fundamental IT initiatives are electronic identification, communication and core infrastructure given as national cloud. The EA approach leads governance and standard of sharing and integration for the entire enterprise including business, data, service and technology across the country.
Keywords: EA; Electronic government; Enterprise Architecture; Final_citation; Indexes; Interoperability; Monitoring; National Enterprise Architecture; Standards; eGov

A competency-based curriculum for Zambian primary and secondary schools: learning from theory and some countries around the world. - Mulenga, Innocent Mutale; Kabombwe, Yvonne Malambo (2019)
Keywords: ⛔ No DOI found

A Comprehensive Review of Educational Technology on Objective Learning Outcomes in Academic Contexts - Yeung, Kam Leung; Carpenter, Shana K.; Corral, Daniel (Educational Psychology Review, 2021)
Rapid advances in technology during the last few decades have provided a multitude of new options for teaching and learning. Although technology is being widely adopted in education, there is a shortage of research on the effects that this technology might have on student learning, and why those effects occur. We conducted a comprehensive review of the literature on various uses of digital technology in educational settings, and the effects of that technology on students’ objective learning outcomes. We interpret these effects within the context of empirical research on effective principles of learning, and the extent to which the affordances of technology permit opportunities for increased engagement with the material, retrieval practice, and spacing. Results revealed that technology is neither beneficial nor harmful for learning when used primarily as a means of presenting information (e.g., information viewed on a computer screen vs. on paper), but can be beneficial when it involves unique affordances that leverage effective learning principles. We discues these findings in light of the ever-increasing availability of technology in education, and the importance of evidence-guided criteria in decisions about adoption and implementation.
Keywords: Classroom; Cognitive Science; Effective Learning Principles; Final_citation; Learning; Technology; cited; existing

A Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone: Final report presented to the Teaching Service Commission - Teaching Service Commission; Wright, Dr. Cream (Global Partnership for Education; World Bank, 2018)
Keywords: _C:Sierra Leone SLE

A computational literature review of the field of System Dynamics from 1974 to 2017 - Kunc, Martin; Mortenson, Michael J.; Vidgen, Richard (Journal of Simulation, 2018)
System Dynamics celebrated its 60th anniversary in 2017. While there have been numerous special issues in diverse journals that bring together work by System Dynamics scholars who share similar research interests, there have been no systematic reviews of scholarly activity across the broad field. This paper presents a computational literature review of the field from 1974 to 2017. A CLR automates the analysis of research articles with analysis of content (topic modelling of abstracts) to identify emergent themes in the literature. We performed a broad review of the field by initially searching using the term “System Dynamics” with more than 8000 articles. However, the results obtained were not satisfactory so we decided to restrict our sample to less than 800 articles from recognised journals and proceedings. After evaluation of the results obtained from topic modelling, we decided to use 51 topics covering most of the articles in our sample. A list of 51 topics provides enough granularity to identify relevant patterns of activity within the community of System Dynamics scholars. For each of these 51 topics, we present a commentary on the key insights obtained.
Keywords: System Dynamics; computational literature review; healthcare; methodology; supply chain

A computational literature review of the technology acceptance model - Mortenson, Michael J.; Vidgen, Richard (International Journal of Information Management, 2016)
A literature review is a central part of any research project, allowing the existing research to be mapped and new research questions to be posited. However, due to the limitations of human data processing, the literature review can suffer from an inability to handle large volumes of research articles. The computational literature review (CLR) is proposed here as a complementary part of a wider literature review process. The CLR automates some of the analysis of research articles with analyses of impact (citations), structure (co-authorship networks) and content (topic modeling of abstracts). A contribution of the paper is to demonstrate how the content of abstracts can be analyzed automatically to provide a set of research topics within a literature corpus. The CLR software can be used to support three use cases: (1) analysis of the literature for a research area, (2) analysis and ranking of journals, and (3) analysis and ranking of individual scholars and research teams. The working of the CLR software is illustrated through application to the technology acceptance model (TAM) using a set of 3,386 articles. The CLR is an open source offering, developed in the statistical programming language R, and made freely available to researchers to use and develop further.
Keywords: Citation analysis; Co-authorship analysis; Computational literature review; Journal ranking; Lda; Literature review; Social network analysis; Technology acceptance model; Topic models

A conceptual framework for examining HRD and NHRD linkages and outcomes: Review of TVET literature - Kim, Sehoon; Kotamraju, Pradeep; Alagaraja, Meera (European Journal of Training and Development, 2014)
This paper aims to review technical vocational education and training (TVET) literature, identify different components of the TVET system and develop a conceptual framework that integrates human resource development (HRD) and national human resource development (NHRD) outcomes. The renewed focus on technical vocational education and training (TVET) is important for human resource development (HRD), as it expands current understanding of its role in economic development through workforce training. National human resource development (NHRD) perspectives recognize the role of TVET in linking regional and national economic development strategies. Furthermore, TVET’s focus on literacy education, poverty alleviation and inclusion of marginalized and vulnerable populations emphasizes social development outcomes that are critical for NHRD. Using this background, the integration of HRD and NHRD outcomes into one conceptual TVET framework for addressing workforce, economic and social development outcomes has been proposed.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; _C:Australia AUS; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Israel ISR; _C:Kenya KEN; _C:Korea XKOR; _C:Netherlands NLD; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:South Africa ZAF; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; publicImportV1

A conceptual framework to understand teachers’ Professional Dispositions and Orientation towards tablet technology in secondary schools - Sackstein, Suzanne; Slonimsky, Lynne (South African Computer Journal, 2017)
Keywords: _C:Cuba CUB; _C:South Africa ZAF; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

A Conceptual Understanding of How Educational Technology Coaches Help Teachers Integrate iPad Affordances into Their Teaching. - Drennan, Gail; Moll, Ian (Electronic Journal of e-Learning, 2018)
Keywords: __C:filed:1; ⛔ No DOI found

A Content Analysis of Teaching and Learning in a 1: 1 K-12 Tablet Environment as Evidenced by Student Achievement and Pedagogy - Grogan, Kelly (Lamar University-Beaumont, 2018)
Keywords: __C:filed:1

A continuum of teachers'e-learning practices - Sadeck, Osman (Academic Conferences International Limited, 2016)
Keywords: _C:South Africa ZAF; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

A Critical Analysis of the What3Words Geocoding Algorithm - Arthur, Rudy (arXiv.org, 2023)
What3Words is a geocoding application that uses triples of words instead of alphanumeric coordinates to identify locations. What3Words has grown rapidly in popularity over the past few years and is used in logistical applications worldwide, including by emergency services. What3Words has also attracted criticism for being less reliable than claimed, in particular that the chance of confusing one address with another is high. This paper investigates these claims and shows that the What3Words algorithm for assigning addresses to grid boxes creates many pairs of confusable addresses, some of which are quite close together. The implications of this for the use of What3Words in critical or emergency situations is discussed.

A critical approach to humanizing pedagogies in online teaching and learning - Mehta, Rohit; Aguilera, Earl (The International Journal of Information and Learning Technology, 2020)
Purpose In this paper, the authors draw on theories of critical pedagogy to interrogate recent trends in online education scholarship, calling for more humanizing pedagogies. By using vignettes from their own teaching experiences, the paper illustrates tensions between autonomous and ideological visions of humanizing approaches, particularly how they apply to issues of inclusion in online teaching and learning. Design/methodology/approach The authors draw on critical theory to interrogate the framings of humanizing online teaching. Sharing three illustrative vignettes from their own reflexive teaching practice, the authors demonstrate how a critically framed approach to humanizing digital pedagogies can promote the design and enactment of more inclusive learning environments across online contexts. Findings Based on the pedagogical cases presented, the authors demonstrate (1) how methods promoted in autonomous models of humanizing pedagogy can present challenges for inclusive design, (2) how participatory media production activities can still intersect with issues of racialization, and (3) how humanizing pedagogical commitments by individual instructors can be constrained by material, structural, and institutional realities. Practical implications While critical framings of pedagogy necessarily resist prescriptive recommendations, the authors conclude the article by underscoring the importance of critically interrogating the ideological dimensions of humanizing pedagogies, the need to grapple with social inequities even as educational contexts are increasingly digitized; the importance of considering structural issues of power and privilege that produce and constrain pedagogical possibilities. Originality/value The authors offer a critical framing of humanizing pedagogies in online education that runs counter to the often-autonomous framings of these approaches, highlighting issues of power, privilege, and ideology that can be overlooked in online educational contexts, especially at the level of institutional, instructional design and support.

A Critical Investigation into How Year 8 Students’ Narrative Writing Skills are Developed Through the Medium of Oral Storytelling - Walker, Hannah (Journal of Classics Teaching, 2018)
This research project seeks to examine, using approaches drawn from a case study, how oral storytelling within the classroom can influence various aspects of narrative writing. Therefore, certain teaching strategies and oral activities were implemented in a sequence of lessons which aimed to develop the style and content base of students’ narrative writing.
Keywords: Author:OpenDevEd

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

A critical reflection of teacher professionalism in Cambodia - Tan, Charlene; Ng, Pak Tee (Asian Education and Development Studies, 2012)
Purpose – The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area. Design/methodology/approach – This paper uses Hargreaves’ four ages of teacher professionalism and

A critical review of frameworks for digital literacy: Beyond the flashy, flimsy and faddish–Part 1 - Brown, Mark (ASCILITE ℡all blog, 2017)
Keywords: ⛔ No DOI found

A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda - Mulder, Martin; Roelofs, Eline (2011)
This paper gives a description of research in the field of Vocational Education and Training (VET). The field of VET research is quite scattered, so giving a full overview is hardly possible. Nevertheless, the VET research presented at the European Conference of Educational Research 2011 (Berlin) is reviewed, as well as the content of a number of VET research journals of publication year 2011. Research themes and topics are defined, and according to the categories the research is reviewed. The conclusions of the review are: 1. there is a large amount of research on VET which is quite diverse and fragmented; 2. much VET research lacks theoretical and empirical foundation; the dominant research methods are case and desk studies and explorative and analytical studies. There are hardly any experiments and intervention and design-based research studies; 3. there are various urgent topics for further research, which are elaborated in the paper.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CLL:en; _C:Australia AUS; _C:Austria AUT; _C:Canada CAN; _C:China CHN; _C:Czech Republic CZE; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Indonesia IDN; _C:Italy ITA; _C:Latvia LVA; _C:Luxembourg LUX; _C:Netherlands NLD; _C:Saudi Arabia SAU; _C:Spain ESP; _C:Sweden SWE; _C:Switzerland CHE; _C:Turkey TUR; _C:Ukraine UKR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1; ⛔ No DOI found

A Critical Review of Vocational Education and Training Research in 2012 and Suggestions for the Research Agenda - Mulder, Martin; Roelofs, Eline (2012)
This paper is a follow-up of the paper ECER-presented in 2012, ‘A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda’ (Author & Co-author, 2012). This paper gave a description of research in the field of Vocational Education and Training (VET) in 2011. This new paper gives an overview of the field of VET research in 2012. In this article the VET research presented at the European Conference of Educational Research 2012 (Cádiz) is reviewed, as well as the articles of a number of VET research journals of publication year 2012. A total of 173 articles are reviewed and after a qualitative interpretation divided into seven different research themes. The conclusions of the review are quite similar to last year. 1. There is a lot of VET research and this research is quite diverse and fragmented. 2. The quality of the articles is not always very high, also because a lot of conference proceedings are included. 3. There are many important topics for further research.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:policy; P:social; T:TVET; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

A critical view on the suitability of machine learning techniques to downscale climate change projections: Illustration for temperature with a toy experiment - Hernanz, Alfonso; García‐Valero, Juan Andrés; Domínguez, Marta; Rodríguez‐Camino, Ernesto (Atmospheric Science Letters, 2022)
Abstract Machine learning is a growing field of research with many applications. It provides a series of techniques able to solve complex nonlinear problems, and that has promoted their application for statistical downscaling. Intercomparison exercises with other classical methods have so far shown promising results. Nevertheless, many evaluation studies of statistical downscaling methods neglect the analysis of their extrapolation capability. In this study, we aim to make a wakeup call to the community about the potential risks of using machine learning for statistical downscaling of climate change projections. We present a set of three toy experiments, applying three commonly used machine learning algorithms, two different implementations of artificial neural networks and a support vector machine, to downscale daily maximum temperature, and comparing them with the classical multiple linear regression. We have tested the four methods in and out of their calibration range, and have found how the three machine learning techniques can perform poorly under extrapolation. Additionally, we have analysed the impact of this extrapolation issue depending on the degree of overlapping between the training and testing datasets, and we have found very different sensitivities for each method and specific implementation.

A Curriculum Framework for the Sustainable Development Goals First Edition - Osman, Amina; Ladhani, Sultana; Findlater, Emma; Mckay, Veronica (2017)
The 2030 Agenda for Sustainable Development marks a paradigm shift in the global framework for development and presents a unique opportunity to reorient efforts towards a new path for development with sustainability at its core. Education is central to this and to the achievement of all 17 Sustainable Development Goals (SDGs). Education directly relates to one goal (SDG 4) but cuts across the entire SDG agenda. At the 19th Conference of Commonwealth Education Ministers (CCEM) held in The Bahamas (June 2015), ministers reinforced the centrality of education for building resilience and preparing the next generation of Commonwealth citizens to contribute positively to the social, environmental and economic development of their communities. Ultimately, ministers highlighted the pivotal role that education has in achieving sustainable development and driving the SDGs. Given this and following the recommendations made at the 19th CCEM, the Education Section of the Health and Education Unit within the Commonwealth Secretariat has developed a Curriculum Framework for the SDGs to support member countries in addressing all 17 SDGs through education and learning. Goal 4 of the Sustainable Development Goals seeks to ensure “inclusive and equitable quality education and promote lifelong learning opportunities for all”. Within the framework, a life course approach is followed, reinforcing the need for lifelong learning and for all citizens to participate in achieving the SDGs. It is envisioned that this framework will help countries to develop successful learners, confident individuals and responsible citizens who are resilient and uphold the core values and principles of the Commonwealth, as declared in the Commonwealth Charter, and who strive for sustainable development. The framework aims to ensure that citizens develop the knowledge, skills, values and attitudes to flourish in life, learning and work environments, and to appreciate their place in a diverse world, while building and strengthening pathways to peace and tolerance. The Curriculum Framework for the SDGs allows for a high degree of flexibility through the non-prescriptive nature of its content. It is hoped that this framework will serve as a guide for countries to conceptualise, review or further develop their national curricula and ensure that education is integral to any strategy to create a resilient generation that will advocate for action and the attainment of the SDGs in a holistic, integrated manner. It will provide conceptual support for teacher training, adult learning and community development.

A Decade of MOOCs: A Review of MOOC Stats and Trends in 2021 - Shah, Dawal (The Report by Class Central, 2021)
In 2021, 10 years after it burst on the scene, the MOOC ecosystem has reached 220M learners and 19.4K courses.
Keywords: Final_citation; cited; existing

A description of the self-perceived educational needs of emergency nurses in Durban, KwaZulu-Natal, South Africa - Dulandas, Reka; Brysiewicz, Petra (African Journal of Emergency Medicine, 2018)
© 2018 African Federation for Emergency Medicine Introduction: Emergency nurses are usually the first to interact with critically ill patients and victims of violence and injuries, and require advanced skills and knowledge to manage such patients. Inadequate training prevents nurses from providing optimal emergency care, and it is important to investigate if there are any skills and competencies lacking in these emergency nurses. We sought to describe the self-perceived educational needs of emergency nurses in Durban, South Africa. Methods: A descriptive quantitative survey was conducted with nurses working in four emergency centres (two state, and two privately funded hospitals) in Durban, South Africa. Results: The survey questionnaire was distributed with a response rate of 79% (n = 128). Almost half the respondents (48%, n = 61) scored less than the mean score of 29, thus indicating lower competency levels. The majority of respondents (67%, n = 85) perceived themselves as highly competent in basic skills (e.g. assess breathing, administer oxygen, assess circulation). Less than half the respondents (45%, n = 57) perceived themselves as highly competent in the intermediate skills (e.g. control haemorrhage, assist with endotracheal intubation, manage shock). A large number of respondents (46%, n = 59) perceived themselves as least competent in advanced skills (e.g. defibrillation/cardioversion, interpreting an echocardiogram [ECG]). The mean score obtained for educational need was 100, thus reflecting a high educational need, and more than half the respondents (62%, n = 79) scored higher than the mean score of 100 for educational needs. The lowest score was 41. Thirty percent (n = 38) of the respondents scored 117, indicating educational needs for all the competencies listed. Overall, 72% (n = 92) agreed that emergency education was a need. Discussion: The study emphasises the need for support systems for educational development of emergency nurses. Further training in specific skills and competencies may enhance emergency care provided. There is a growing need for ongoing educational development of emergency nurses in South Africa.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CCZ:South Africa; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:media; P:nurse; R:quantitative; R:questionnaire; R:survey; T:Training; Z:Competency needs; Z:Educational needs; Z:Emergency nurses; _C:Australia AUS; _C:Botswana BWA; _C:Ghana GHA; _C:Pakistan PAK; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; publicImportV1

A Design Approach to Mathematics Teacher Educator Development in East Africa - Golding, Jennie; Batiibwe, Marjorie Sarah K. (Journal of Research and Advances in Mathematics Education, 2021)
Keywords: Final_citation; cited; existing

A Detailed Example: Galactic Dynamics - Vallejo, Juan C.; Sanjuan, Miguel AF (Predictability of Chaotic Dynamics, 2019)

A development and application of the teaching and learning model of artificial intelligence education for elementary students - Kim, Kapsu; Park, Youngki (Journal of The Korean Association of Information Education, 2017)
Keywords: ❓ Multiple DOI

A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlement approach - Zubairi, Asma Tahseen (University of Cambridge, 2021)

A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlements approach - Zubairi, Asma (University of Cambridge, 2020)
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Cambodia KHM; _C:Chile CHL; _C:China CHN; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Jamaica JAM; _C:Japan JPN; _C:Kenya KEN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mauritius MUS; _C:Mexico MEX; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Peru PER; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:South Africa ZAF; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

A double challenge for the disabled - Toesland, F (United Nation, 2019)

A educação e aprendizagem de jovens e adultos na África Austral: visão geral de um estudo para cinco nações - Aitchison, John (Open Society Initiative for Southern Africa (OSISA), 2012)
A pesquisa para este relatório foi realizada em 2010 e 2011 em cinco países da África Austral e, em seguida, foi conferido e editado pelo professor John Aitchison, da Universidade de KwaZulu-Natal.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Angola; C:Lesotho; C:Mozambique; C:Namibia; C:Swaziland; CLL:pt; publicImportV1

A five-part education response to the COVID-19 pandemic - Haßler, Björn; Khalayleh, Abdullah; McBurnie, Chris (2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Ghana GHA; _C:India IND; _C:Jordan JOR; _C:Malawi MWI; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Tanzania TZA; _Not used in LR; _T:reviewed; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:i

A Formative Evaluation of Chinsapo Community School - Msiska, F. G. W.; Kadzamira, Esme C. (Zomba: Centre for Social Research, 1995)
Keywords: _C:Malawi MWI; ⛔ No DOI found

A framework for an ICT-based development program for science teachers in state universities and colleges in region VI - Magallanes, Amel Lavezores; Lavezores, Amel (Universal Journal of Educational Research, 2014)
Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In State Universities and Colleges in Region VI, with its remarkable achievement of a high literacy rate in a few decades, the next step is bringing its resources to bear on providing a quality education so that Filipino science professors and students may take their places in the global labor force. This study concerns the integration of information and communications technologies (ICT) into the science curriculum of Higher Education Institutions in State Universities and Colleges in the Philippines particularly in Region VI, and the training and development requirements of science professors in this regard. A mixed methodology was employed to obtain qualitative data from 11 policy makers as represented by the Vice President of Academic Affairs of the SUC's in region VI, and quantitative data from a questionnaire for which 139 replies were received from SUC's science professors in Region VI.The findings of this study confirmed those citations in the literature that inefficient management planning and inadequate resources influence the integration of ICT in the science curriculum. Furthermore, the qualitative and quantitative findings confirmed that teachers' access to training is affected by time constraints, ineffective ICT course material, unavailability of ICT infrastructures and facilities, and high cost of ICT trainings. The policy makers interviewed in this study perceived the teachers as having a positive attitude toward ICT integration in the science curriculum, quantitative data from the teachers pointed to a high interest in ICT integration, and their willingness to pursue further professional development in the effective use of ICT in the science curriculum. Furthermore, age factor exhibited a significant difference in ICT skills, utilization and individual barriers of science teachers in SUC's Region VI. The length of service also showed a very significant difference as to the ICT skills, utilization attitudes, and individual barriers of the teacher respondents. However, as to their gender and highest educational attainment, home location and school location, there was no such factor implicating a non-significant difference in the attitudes, skills, utilization and perceived barriers.
Keywords: Barriers; College Faculty; College Science; Computer Literacy; Computer Uses in Education; ERIC, Current Index to Journals in Education (CIJE); Foreign Countries; Higher Education; Information Technology; Mixed Methods Research; Philippines; Postsecondary Education; Science Teachers; State Colleges; State Universities; Teacher Attitudes; Technology Integration; Training

A Framework for Evaluating Appropriateness of Educational Technology Use in Global Development Programs - Massachusetts Institute of Technology (2016)

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

A Framework For Evaluating The Outcome Of Use Of ICTOn Early Grade Literacy Assessment; A Case Study Of Tusome Literacy Programme In Kenya - Olubendi, Doreen (University of Nairobi, 2019)
Previous research work in the field of education has highlighted how information and communication technology plays an integral role in deepening and accelerating learning. Little has been done focusing on its adoption among public schools in Kenya. Systematic use of mobile devices and other information and communication technologies to assess early grade literacy and numeracy, especially in developing countries, remains limited to date. The purpose of this study is to develop a framework for evaluating the outcomes of ICT use on early grade literacy assessment. The focus of this study is on Tusome Literacy program, which is a USAID funded program of over five years, which has been adopted by the Kenyan Government. Education officials under Ministry of Education are equipped with tablets that have pre-installed software to be used for continuous assessment of Curriculum Support Officers, teachers and learners in early grade literacy in public primary schools. The specific objectives are: the relationship between the ICT infrastructure and the level of use of the assessment tool; the relationship between the ICT skills of the Curriculum Support Officer/County Director of Education and the level of use of the assessment tool; the relationship between the local support and the level of use of the assessment tool; the relationship between the level of use of the assessment tool and the frequency of the lessons observed; the relationship between the frequency of lessons observed and the literacy score of the learners. The design of this study is a survey research that was conducted in three counties in Kenya i.e Uasin Gishu, Bungoma and Busia counties. The sample size determination for the CSOs was equal to the population. The study targeted 30 CSOs and 2 County Directors from Bungoma, 14 CSOs and 2 County Directors from Busia; and 17 CSOs and 2 County Directors from Uasin Gishu. Questionnaires were used to collect data. The response rate was 89%. Analysis of the data was done by both descriptive statistics and inferential analysis. The study found out that the issuance of tablets with preloaded monitoring tools and applications to the CSOs and County Directors of Education enabled implementation and use of the ICT tools. The tablets had a source of internet connection so as to send the collected data to a central server. Continuous training and support of the CSOs on use of the ICT gadgets for classroom support was also key. Proper implementation resulted to increased frequency of CSOs visit to schools to iii continuously support teachers and assess teachers and learners using the ICT tools. Frequency of lessons observed and the implementation (use of the assessment tools) was significantly related as the OR=1.599, p=0.004. The study compared the literacy score and the ICT outcome (frequency of lessons observed by CSOs). The result showed that the ICT outcome significantly relates to the literacy score the with an odds ratio OR=9.531E-019, p=0.001. In conclusion, Tusome Literacy Programme has enabled improved literacy on early grade learners through use of ICT tools to monitor and support teachers and continuous assessment of learners in the early grade. A recommendation for further research is the integration of the ICT monitoring tool (Tangerine:Tutor) with other Ministry of Education systems such as The National Education Management Information System (NEMIS). The integrated data and information would enable better use for decision-making and formulation of transparent and accountable policies within the education sector in Kenya.
Keywords: Final_citation; cited; existing

A Framework for Rigorously Identifying Research Gaps in Qualitative Literature Reviews - Mã, Christoph (2015)
Identifying research gaps is a fundamental goal of literature reviewing. While it is widely acknowledged that literature reviews should identify research gaps, there are no methodological guidelines for how to identify research gaps in qualitative literature reviews ensuring rigor and replicability. Our study addresses this gap and proposes a framework that should help scholars in this endeavor without stifling creativity. To develop the framework we thoroughly analyze the state-of-the-art procedure of identifying research gaps in 40 recent literature reviews using a grounded theory approach. Based on the data, we subsequently derive a framework for identifying research gaps in qualitative literature reviews and demonstrate its application with an example. Our results provide a modus operandi for identifying research gaps, thus enabling scholars to conduct literature reviews more rigorously, effectively, and efficiently in the future.
Keywords: ⛔ No DOI found

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

'A ghost soon to die' - Ajadi, S.B. (The punch (Nigerian National Newspaper) February, 2011)
Keywords: ⛔ No DOI found

A GIS Based Biophysical Analysis of the Karfi Sector in Kano River Irrigation Project, Kano State, Nigeria - Tudunwada, I.Y.; Khalifa, S.S. (Soil Science Society of Nigeria. ATBU Bauchi, 2017)
Keywords: ⛔ No DOI found

A Global Framework of Reference on Digital Literacy Skills for Indicator 4.4.2 - Law, Nancy; Woo, David; de la Torre, Jimmy; Wong, Gary (UNESCO Institute for Statistics, 2018)

A Global Framework to Measure Digital Literacy - Manos Antoninis (2018)

A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis - Bozkurt, Aras; Jung, Insung; Xiao, Junhong; Vladimirschi, Viviane; Schuwer, Robert; Egorov, Gennady; Lambert, Sarah; Al-Freih, Maha; Pete, Judith; Don Olcott, Jr; Rodes, Virginia; Aranciaga, Ignacio; et al. (Asian Journal of Distance Education, 2020)
Keywords: Author:OpenDevEd; COVID-19; Coronavirus Pandemic; _C:Algeria DZA; _C:Argentina ARG; _C:Australia AUS; _C:Belize BLZ; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:Congo, Democratic Republic COD; _C:Egypt EGY; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Guatemala GTM; _C:India IND; _C:Ireland IRL; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Korea (Republic of) KOR; _C:Korea XKOR; _C:Mexico MEX; _C:Namibia NAM; _C:Netherlands NLD; _C:Peru PER; _C:Philippines PHL; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:Somalia SOM; _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:Uruguay URY; __C:filed:1; __C:scheme:1; _genre:LR-literature_review; _r:ImportedToMyEducationEvidence; distance education; docs.opendeved.net; emergency remote education; online learning; ⛔ No DOI found

A glossary for dissemination and implementation research in health - Rabin, Borsika A.; Brownson, Ross C.; Haire-Joshu, Debra; Kreuter, Matthew W.; Weaver, Nancy L. (Journal of Public Health Management and Practice, 2008)

A grid-based sample design framework for household surveys - Boo, Gianluca; Darin, Edith; Thomson, Dana R.; Tatem, Andrew J. (Gates Open Research, 2020)
Traditional sample designs for household surveys are contingent upon the availability of a representative primary sampling frame. This is defined using enumeration units and population counts retrieved from decennial national censuses that can become rapidly inaccurate in highly dynamic demographic settings. To tackle the need for representative sampling frames, we propose an original grid-based sample design framework introducing essential concepts of spatial sampling in household surveys. In this framework, the sampling frame is defined based on gridded population estimates and formalized as a bi-dimensional random field, characterized by spatial trends, spatial autocorrelation, and stratification. The sampling design reflects the characteristics of the random field by combining contextual stratification and proportional to population size sampling. A nonparametric estimator is applied to evaluate the sampling design and inform sample size estimation. We demonstrate an application of the proposed framework through a case study developed in two provinces located in the western part of the Democratic Republic of the Congo. We define a sampling frame consisting of settled cells with associated population estimates. We then perform a contextual stratification by applying a principal component analysis (PCA) and k -means clustering to a set of gridded geospatial covariates, and sample settled cells proportionally to population size. Lastly, we evaluate the sampling design by contrasting the empirical cumulative distribution function for the entire population of interest and its weighted counterpart across different sample sizes and identify an adequate sample size using the Kolmogorov-Smirnov distance between the two functions. The results of the case study underscore the strengths and limitations of the proposed grid-based sample design framework and foster further research into the application of spatial sampling concepts in household surveys.

A guia OER para as Escolas - Haßler, Björn; Cabral, Marilena (African Virtual University, 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

A guide for Accelerated Education Programme designers, implementers, evaluators and agencies - Kayla Boisvert; Jennifer Flemming; Ritesh Shah (2017)

A Guide for Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn
Keywords: Author:OpenDevEd

A guide to implementation research - Werner, Alan (The Urban Insitute, 2004)

A Guide to the Dimensions Data Approach - Dimensions Resources (2019)
Dimensions is a modern and innovative, linked research data infrastructure and tool, re-imagining discovery and access to research: grants, publications, citations, clinical trials and patents in one place. This document provides an overview of the Dimensions content.
Keywords: 160511 Research, Science and Technology Policy; FOS: Political science

A high-impact, on-line tutoring programme for disadvantaged pupils in response to Covid-19 - Arriola, Miriam; Gortazar, Lucas; Hupkau, Claudia; Pillado, Zaida; Roldán, Toni
Keywords: Final_citation; ⛔ No DOI found

A high-usability application to determine your geolocation in rural settings (OpenDevEd/ShareOLC) - Haßler, Björn; Adam, Taskeen (Open Development & Education, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _r:ImportedToMyEducationEvidence

A Historic Shock to Parental Engagement in Education: Parent Perspectives in Botswana during COVID-19. Policy Brief - Winthrop, Rebecca; Ershadi, Mahsa; Angrist, Noam; Bortsie, Efua; Matsheng, Moitshepi (Center for Universal Education at The Brookings Institution, 2020)
When schools closed in Botswana on March 23, 2020 due to the COVID-19 pandemic, education administrators, teachers, and ultimately parents were faced with difficult decisions about how to help children continue learning without setting foot inside a classroom. In-person classes returned on June 17, 2020, though a second school closure occurred for two weeks beginning July 30 in greater Gaborone. The COVID-19 pandemic has provided a historic shock to education systems worldwide, necessitating parents to join the frontlines of the teaching-learning process. In this report, the authors share data from recent research on parents in Botswana, seeking to shed light on a range of questions, including: (1) What have been parents' experiences in relation to their children's education? (2) What are parents' beliefs about what makes for a quality education for their child? (3) What informs parents' beliefs about education at this time? and (4) What can the education community learn from the different parent engagement approaches used during COVID-19 that could be relevant long term? While there is much to learn from parents' responses, the report presents three main findings that have implications for education policymakers, administrators, educators, and civil society partners: (1) parents have high but declining levels of satisfaction with their children's education; (2) parents want schools to teach a breadth of academic and non-academic competencies and skills but believe their children's teachers primarily value academic skills; and (3) despite prioritizing non-academic skills, parents rely heavily on academic exams to indicate a good quality education. [This report was co-produced by Young 1ove.]
Keywords: Blended Learning; COVID-19; Course Content; Distance Education; Educational Quality; Electronic Learning; Experience; Foreign Countries; Pandemics; Parent Attitudes; Parent Influence; Parent Role; Parents as Teachers; Satisfaction; School Closing; Skill Development

A history of meta‐regression: Technical, conceptual, and practical developments between 1974 and 2018 - Tipton, Elizabeth; Pustejovsky, James E.; Ahmadi, Hedyeh (Research Synthesis Methods, 2019)
At the beginning of the development of meta‐analysis, understanding the role of moderators was given the highest priority, with meta‐regression provided as a method for achieving this goal. Yet in current practice, meta‐regression is not as commonly used as anticipated. This paper seeks to understand this mismatch by reviewing the history of meta‐regression methods over the past 40 years. We divide this time span into four periods and examine three types of methodological developments within each period: technical, conceptual, and practical. Our focus is broad and includes development of methods in the fields of education, psychology, and medicine. We conclude the paper with a discussion of five consensus points, as well as open questions and areas of research for the future.
Keywords: _yl:a

A incompatibilidade entre os atributos dos recursos educacionais abertos e as preferências dos usuários como barreira à difusão de inovação - Correa, Juliana Nelia do Nascimento (Universidade de São Paulo, 2019)
Keywords: _C:Australia AUS; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Germany DEU; _C:Iceland ISL; _C:India IND; _C:Ireland IRL; _C:Korea XKOR; _C:Luxembourg LUX; _C:Mauritius MUS; _C:Montenegro MNE; _C:Netherlands NLD; _C:Pakistan PAK; _C:Peru PER; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Venezuela VEN; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

A journal of the Environmental and Social Sciences - University, Bayero; Savanna, Kano Nigeria; Ali, S.M.; Martinson, D.B.; Al-Maiyah, S. (Savanna, 2022)
Keywords: ⛔ No DOI found

A journey to BSO: evaluating earlier and more recent ideas of Mario Bunge as a foundation for information and software development - Lukyanenko, R. (Exploring Modeling Methods for Systems Analysis and Development, 2020)
Keywords: ⛔ No DOI found

A Knowledge Development Perspective on Literature Reviews: Validation of a New Typology in the IS Field - Schryen, Guido; Wagner, Gerit; Benlian, Alexander; Paré, Guy (Communications of the AIS, 2020)
Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory.
Keywords: ⛔ No DOI found

A Landscape Review of ICT for Disability-Inclusive Education - World Bank (2021)
Keywords: Final_citation; cited; existing

A Landscape Review of ICT for Disability-inclusive Education - World Bank (World Bank, 2022)
Information and communication technology (ICT) tools can have a catalytic effect in advancing both educational access and learning outcomes for children with disabilities. Despite tremendous potential, a gap exists between technology advancements and their large-scale application in educating children with disabilities in low- and middle-income countries. This landscape review of ICTs for disability inclusive education by the Inclusive Education Initiative seeks to understand the current status and trends in the practice of educational technology (EdTech) and the use of ICT in improving the educational participation and outcomes of children with disabilities. The review explores what factors enable or restrict this improvement within the wider EdTech ecosystem.
Keywords: Access to Education; Access to Learning; Disability Inclusion; Edtech; Education Technology; Inclusive Education

A Learning Design for Deep Learning for a Distance Teacher Education Programme - Bose, Sutapa (Journal of Learning for Development, 2021)
Self-learning materials (SLM) generally lack the mechanisms for ensuring deep learning but help address the learning needs of large number of learners. Hence, it was retained as the key instructional component for a distance in-service teacher education programme offered by the Indira Gandhi National Open University (IGNOU), India. However, for the programme’s personal contact programme, a learning design was developed with the aim of addressing the SLM’s pedagogic limitations. This study aimed to determine how learners were using the SLM for learning while the design was being implemented at multiple units of analysis. It used the case-study method, and the findings suggested that the learning design encouraged deep learning processes that included the use of workplace learning as a context for interrogating the SLM and evaluating their relevance. Findings of qualitative studies are not generally generalisable. Nevertheless, this study will help in making informed decisions favouring ‘learning designs’ instead of instructional designs for IGNOU’s future teacher education programmes.
Keywords: Distance teacher education; deep learning; learning design; pedagogy; self learning material; ⛔ No DOI found

A level and other 16 to 18 results, Academic year 2022/23 - ONS (2023)
In 2022/23 there was a return to pre-pandemic standards for GCSEs, AS and A levels, with protection built into the grading process to recognise the disruption that students have faced. For VTQs that are taken alongside, or instead of, GCSEs and A levels, there was also a return to pre-pandemic standards in 2022/23. More information on qualification grading approaches in 2023 and in 2022 can be found at Exam results 2023: 10 things to know about GCSE, AS and A level grades - The Ofqual blog and Vocational and technical qualifications grading in 2023  - The Ofqual blog and Ofqual’s approach to grading assessments in summer 2022 article. The 16 to 18 performance measures reported in this release for the 2022/23 academic year have been affected by the following factors:  The return to pre-pandemic grading in 2022/23, with some protections.  2023 performance measures may include some qualification grades that were awarded in 2021/22 using a different grading approach. Results achieved between January 2020 and August 2021 are not included in the calculations. The ongoing uneven impacts of the pandemic on different schools/colleges and students. Throughout this release, comparisons are made with 2022 and with 2019. The more meaningful comparison is with 2019, which is the last year that summer exams were taken before the pandemic, as 2023 saw a return to pre-pandemic grading, with some protections. In 2022, outcomes broadly reflected a mid-point between 2019 and 2021, to take account of the impact of the pandemic and in line with Ofqual’s approach to grading in 2022. It is expected that performance in 2023 will generally be lower than in 2022. For this reason, users need to exercise extreme caution when considering comparisons over time, as they may not reflect changes in student performance alone.

A Lifeline to learning: leveraging mobile technology to support education for refugees - UNESCO Digital Library

A lifeline to learning? Leveraging technology to support education for refugees - UNESCO (UNESCO, 2018)

A lifeline to learning: leveraging technology to support education for refugees - UNESCO, Education Sector (2018)

A lifeline to learning: leveraging technology to support education for refugees | VOCEDplus, the international tertiary education and research database

A Literature Overview of Accountability and EdTech: Recommendations for Using Technology to Improve Accountability in Educational Systems from Ghana and Other LMICs. - McIntyre, Nora; Sabates, Ricardo; Eberhardt, Molly Jamieson (2021)
[No description available.]

A literature review: efficacy of online learning courses for higher education institution using meta-analysis - Castro, Mayleen Dorcas B.; Tumibay, Gilbert M. (Education and Information Technologies, 2021)
The Internet has made online learning possible, and many educators and researchers are interested in online learning courses to enhance and improve the student learning outcomes while battling the shortage in resources, facilities and equipment particularly in higher education institution. Online learning has become popular because of its potential for providing more flexible access to content and instruction at any time, from any place. It is imperative that the researchers consider, and examine the efficacy of online learning in educating students. For this study, the researchers reviewed literature through meta-analysis as the method of research concerning the use of ADDIE (Analysis, Design, Development, Implementation and Evaluation) framework for designing and developing instructional materials that can provide wider access to quality higher education. This framework can be used to list generic processes that instructional designers and training developers use (Morrison et al., 2010). It represents a descriptive guideline for building effective training and performance support tools in five phases, as follows: 1.) Analysis, 2.) Design, 3.) Development, 4.) Implementation, and 5.) Evaluation. The researchers collected papers relating to online learning courses efficacy studies to provide a synthesis of scientifically rigorous knowledge in online learning courses, the researchers searched on ERIC (Education Resources Information Center), ProQuest databases, PubMed, Crossref, Scribd EBSCO, and Scopus. The researchers also conducted a manual search using Google Scholar. Based on the analysis, three main themes developed: 1.) comparison of online learning and traditional face-to-face setting, 2.) identification of important factors of online learning delivery, and 3.) factors of institutional adoption of online learning. Based on the results obtained 50 articles. The researchers examine each paper and found 30 articles that met the efficacy of online learning courses through having well-planned, well-designed courses and programs for higher education institution. Also, it highlights the importance of instructional design and the active role of institutions play in providing support structures for educators and students. Identification of different processes and activities in designing and developing an Online Learning Courses for Higher Education Institution will be the second phase of this study for which the researchers will consider using the theoretical aspect of the ADDIE framework.

A Literature Review of E-Learning and E-Teaching in the Era of Covid-19 Pandemic - Mseleku, Zethembe (2020)
The emergence of Covid-19 pandemic undoubtedly resulted in devastating socio-economic challenges across the world. In attempt to manage the contagion, many countries have implemented restrictive measures to reduce social gatherings and to promote social distancing. This meant the closure of higher learning institutions and a major shift from traditional classroom-based teaching and learning to virtual approach. While higher education may have transformed and moved to online due to Covid-19, it is unknown whether this transformation produces positive teaching and learning outcomes. This literature review is conducted to elicit relevant evidence on E-learning and E-teaching outcomes, challenges and opportunities in the era of Covid-19 pandemic.

A literature review of emotional intelligence and nursing education - Dugué, Manon; Sirost, Olivier; Dosseville, Fabrice (Nurse Education in Practice, 2021)
Aim The purpose of this study is to investigate the current state of knowledge about emotional intelligence (EI) in nursing education Background Human relationships and emotions are an integral part of nursing care and contribute to care quality. This part of the profession must be addressed in nursing education to prepare students and deal with their emotions and the patients’s. Research on emotional intelligence (EI) in nursing has been particularly developed recently. A broad understanding of many benefits of EI is crucial to include EI in this training program. Design Systematic literature review Methods Undertaken using electronic database (Cairn; PubMed; Science Direct; Wiley online library) and specific search terms. This research covered articles published in English and French between 2007 and 2021. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines (PRISMA) directed the systematic review process. Results 57 articles are included in this systematic review. The literature focuses on EI and nursing education. The findings categorized into four themes: EI and performances; EI and Physical and mental health; EI and Social Relationship; and EI program. Conclusions This literature review reveals that EI has many benefits in nursing students. Several training programs aimed at developing this concept have proven to be effective in nursing education. We believe that a synthesis of this knowledge will then allow us to better understand the benefits of EI for a further implementation in nursing education. Perspectives and recommendations will also be formulated to enable the implementation of emotional skill development programs in such training.
Keywords: Emotional intelligence; Health; Nursing education; Performances; Social relationships; Training

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

A Literature Review on Impact of COVID-19 Pandemic on Teaching and Learning - Pokhrel, Sumitra; Chhetri, Roshan (Higher Education for the Future, 2021)
The COVID-19 pandemic has created the largest disruption of education systems in human history, affecting nearly 1.6 billion learners in more than 200 countries. Closures of schools, institutions and other learning spaces have impacted more than 94% of the world’s student population. This has brought far-reaching changes in all aspects of our lives. Social distancing and restrictive movement policies have significantly disturbed traditional educational practices. Reopening of schools after relaxation of restriction is another challenge with many new standard operating procedures put in place., Within a short span of the COVID-19 pandemic, many researchers have shared their works on teaching and learning in different ways. Several schools, colleges and universities have discontinued face-to-face teachings. There is a fear of losing 2020 academic year or even more in the coming future. The need of the hour is to innovate and implement alternative educational system and assessment strategies. The COVID-19 pandemic has provided us with an opportunity to pave the way for introducing digital learning. This article aims to provide a comprehensive report on the impact of the COVID-19 pandemic on online teaching and learning of various papers and indicate the way forward.
Keywords: Internet Use; Learning; Pedagogy; Teaching (Academic)

A longitudinal study of learning, progression, and personal growth in Sierra Leone - Johnson, David; Hsieh, Jenny (University of Oxford, 2019)
Keywords: _C:Sierra Leone SLE

A longitudinal study of learning, progression, and personal growth in Sierra Leone: Final report - Johnson, David; Hsieh, Pei-Tseng Jenny (University of Oxford, 2019)
Keywords: _C:Sierra Leone SLE

A machine-learning solution for quantifying the impact of climate change on roads - Piryonesi, S. M.; El-Diraby, T. (2019)
Keywords: ⛔ No DOI found

A manual for writers of research papers, theses, and dissertations (Choice Reviews Online, 2007)

A Manual for Writers of Research Papers, Theses, and Dissertations, Ninth Edition: Chicago Style for Students and Researchers - Turabian, Kate L.; Booth, Wayne C.; Colomb, Gregory G.; Williams, Joseph M.; Bizup, Joseph (University of Chicago Press, 2018)

A Map of Mkushi District Health Centres - Iseje, Fatuma (2023)
This map is an accurate map of the Health Centres coming under the Ministry of Health, Mkushi District. The health centre locations were collected an validated over a period of approximately two years (2022-23).
Keywords: _r:AddedByMyEducationEvidence