The Social and Ethical Component in AI Systems Design and Management - Mantelero, Alessandro (Beyond Data: Human Rights, Ethical and Social Impact Assessment in AI, 2022)
The extensive and frequently severe impact of AI systems on society cannot be fully addressed by the human rights legal framework. Many issues involve community choices or individual autonomy requiring a contextual analysis focused on societal and ethical values. The social and ethical consequences of AI represent a complementary dimension, alongside that of human rights, that must be properly investigated in AI assessment, to capture the holistic dimension of the relationship between humans and machines. This assessment is more complicated than that of human rights, as it involves a variety of theoretical inputs on the underlying values, as well as a proliferation of guidelines. This requires a contextualised and, as far as possible, a participative analysis of the values of the community in which the AI solutions are expected to be implemented. Here the experts play a crucial role in detecting, contextualising and evaluating the AI solutions against existing ethical and social values. Ethics committees in scientific research, bioethics and clinical trials, as well as corporate AI ethics boards, can provide inputs for future AI expert committees within the HRESIA model. Based on the experience of these committees, the assessment cannot be entrusted entirely to experts, but it should also include a participatory dimension, which is essential to effective democratic decision-making process concerning AI.
Keywords: Clinical Ethics Committees; Clinical trials; Data ethics; Ethical values; Ethics boards; Ethics committee; Participation; Research Ethics Committees; Social values

The soul behind the screen:understanding cultural enrichment as a motivation of informal MOOC learning - Lochlainn, Conchúr Mac; Mhichíl, Mairéad Nic Giolla; Beirne, Elaine; Brown, Mark (Distance Education, 2020)
This article explores the role of culture and the concept of openness as they relate to learning using a massive open online course which teaches the Irish language and Irish culture to learners around the world. It explores how best to describe the meaning of such learning, and the social, material, and relational tensions that exist in such provision. Using a qualitative case study design, we analyzed a collection of 3507 learner comments placed on key reflective steps throughout the course. From the analysis of learner experiences, motivations, and opinions, we identified five major themes. We then examined the role of inequality, social justice, and lifelong learning in light of the themes. The article concludes with recommendations for further research, in addition to reflections on the value of small-scale case studies to explore the diversity inherent in MOOC provision.
Keywords: massive open online course; online language learning; qualitative case study; social justice

The Sphere Handbook: Humanitarian Charter and Minimum Standards in Humanitarian Response - Sphere (Sphere, 2018)

The State of Ceará in Brazil is a Role Model for Reducing Learning Poverty - Loureiro, Andre; Cruz, Louisee; Lautharte, Ildo; Evans, David K. (World Bank, 2020)

The State of Digital Accessibility 2020 (G3ict, 2020)

The State of Global Learning Poverty: 2022 Update (2022)
Keywords: Final_citation

The State of Global Learning Poverty: 2022 Update - World Bank; UNESCO; UNICEF; FCDO; USAID; Bill and Melinda Gates Foundation (2022)

The State of Inclusive Education in Zimbabwe: Bachelor of Education (Special Needs Education) Students’ Perceptions - Chireshe, Regis (Journal of Social Sciences, 2013)
The study sought to establish the current state of inclusive education in Zimbabwe. Focus was on the perceived gains of inclusive education, challenges in its implementation and how the challenges could be addressed. A survey design which was fundamentally qualitative in nature was used. Forty-two Bachelor of Education (Special Needs Education)(BEd SNE) purposefully selected students from Great Zimbabwe University participated in the study. The data were collected using an open ended questionnaire and were content analysed. The results revealed that the participants perceived inclusive education as having resulted in social acceptance of children with special educational needs. They perceived inclusion as having promoted positive attitudes among children without disabilities and in communities. Stigmatisation and discrimination were perceived as having been reduced. The challenges that were still perceived to be experienced included: lack of specific policy on inclusive education; scarcity of resources such as special needs education trained teachers and assistive devices; existence of negative attitudes among some stakeholders and lack of understanding of the meaning of inclusive education. The participants suggested several ways to address some of the above challenges. These included enacting a specific policy on inclusive education, training more teachers in special needs education, implementing more community awareness programmes, having itinerant specialist teachers, sufficient funding of the education system as a whole and availing more resources for inclusion.
Keywords: Bachelor of Education; Disability; Inclusion; Mainstreaming; Perceptions; Students; Students with Special Needs; Zimbabwe

The-State-of-Mobile-Internet-Connectivity-Report-2022.pdf - GSMA (2022)

The State of Mobile Internet Connectivity Report 2023 - GSMA (GSMA, 2023)

The State of Ransomware in Education 2022 – Sophos Partner News - Sophos (Sophos Partner News July, 2022)
Insights into an ever more challenging attack environment and the growing financial and operational burden ransomware is placing on the education sector.
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

The State of the Global Education Crisis: A Path to Recovery (Vol. 1): Report - World Bank; UNESCO; UNICEF (: The World Bank, UNESCO, and UNICEF, 2021)

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

The Status of ICT in Education in Saint Lucia - Commonwealth of Learning (2017)

The strategic action field framework for policy implementation research - Moulton, Stephanie; Sandfort, Jodi R. (Policy Studies Journal, 2017)

The stratospheric circulation in the tropics - Haßler, Björn (University of Cambridge, 2002)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

The struggle of translating science into action: foundational concepts of implementation science - Rapport, Frances; Clay-Williams, Robyn; Churruca, Kate; Shih, Patti; Hogden, Anne; Braithwaite, Jeffrey (Journal of evaluation in clinical practice, 2018)

'The sun sets in the masked mountains' - Ajadi, S.B. (2012)

The Sustainable Development Goals Report 2019: Special Edition - UN Stat (2019)

The Sutton Trust-Education Endowment Foundation Teaching and Learning Toolkit. - Higgins, S; Katsipataki, M; Kokotsaki, D; Coleman, R; Major, LE; Coe, R (2013)
Keywords: ⛔ No DOI found

The Systems Approach to Child Protection - Joynes, Chris; Mattingly, Jacqui (2018)
This purpose of this review is to identify the outcomes of taking a systems approach to child protection by basing on six days of desk-based research. There are four basic principles of design reflectedin the system-based approaches to child protection services in a development context. First, organising all systems components around a common goal or vision in order to provide the strategic direction for system implementation (Delaney et al. 2014: 13; Wulczyn et al. 2010: 2, 11). Second, defining the activities of each system on the basis of a specific set of functions, structures and capacities that interact and influence each other (Wulczyn et al 2010: 2, 12-13; Delaney et al. 2014: 13), while also establishing clear systemic boundaries, roles and responsibilities in order to ensure accountability and good governance (Delaney et al. 2014: 14). Third, involving a wide range of different actors as part of the system, including across and within sectors in horizontal and vertical networks (Delaney et al. 2014: 13; Wulczyn et al. 2010: 10). And fourth, ensuring that the shape, functions and actions of the system should always be grounded in the context in which it operates, and make sense to the communities who are the end users (Wulczyn et al. 2010: 2, 11). There is limited evidence of the impact of a systems approach to child protection in a development context. Across many contexts and national settings, the consensus is that the necessary legal and policy frameworks for child protection are in place at national level, but programme implementation and service delivery still lags far behind (Stuckenbruck 2018: 12). This review noted that there is a significant gap in the availability of evidence, making an assessment of the impact of a systems approach extremely difficult (Krueger et al. 2014; Krueger 2014: 30; Stuckenbruck 2018). Additionally, much of the research and monitoring and evaluation focuses on systems-development programmes delivered by international agencies, rather than on national state-led child protection systems. Within the time available, the review was only able to identify limited examples where overviews of child protection systems development inputs are accompanied by evidence of impact on child protection, rather than just outcomes in terms of targets associated with systems strengthening.
Keywords: ⛔ No DOI found

The Teacher Educators’ Knowledge of Learner Support Services in Distance Teacher Education Programmes in Selected Public Colleges of Education in Zambia - Jere, Getrude; Mulenga, Innocent Mutale; Manchishi, Peter Chomba (How Africa Has Turned Around, 2021)
Keywords: ⛔ No DOI found

The teacher salary system in Sierra Leone - Turrent, Victoria (2012)
Keywords: C:Sierra Leone; _C:Sierra Leone SLE; ⛔ No DOI found

The Teacher Scheme for Educational Dialogue Analysis (T-SEDA): Developing a research-based observation tool for supporting teacher inquiry into pupils' participation in classroom dialogue - Vrikki, M.; Kershner, R.; Calcagni, E.; Hennessy, S.; Lee, L.; Hernández, F.; Estrada, N.; Ahmed, F. (International Journal of Research and Methods in Education, 2018)
In this paper we examine two systematic observation methods intended to be used by pre-service and in-service teachers to help increase their awareness of children's participation in productive classroom dialogue. We identify the affordances of these methods for supporting teachers' reflective practice, focusing in this case on students' equitable participation in science groupwork activities. This involves the use of Teacher-SEDA (T-SEDA), a sub-scheme of SEDA (Cam-UNAM Scheme for Educational Dialogue Analysis), which was empirically trialled by a mixed group of researchers and teachers, using video-recordings from primary science classrooms in the UK and Mexico. The T-SEDA trials reported in this paper compare a 'simulated live' approach based on time-sampling techniques, with a 'follow-up analysis' approach, which uses audio-recordings and transcripts. The findings suggest that using either technique regularly can aid teachers in noticing classroom events and adjusting teaching accordingly. The 'live' coding approach appears to be the more practical method that teachers could use to audit the development of classroom equitable participation. However, the follow-up analysis emerged as a more informative approach, shedding light on more ambiguous cases of relative participation.
Keywords: Analytic tool; CitedIn:eCubed; Classroom observation; Done:ReferenceFixed; Education; Teachers; classroom observation; eCubed; educational dialogue; equitable participation; reflective practice; teacher inquiry

The Theoretical and Empirical Basis of Teacher Leadership: A Review of the Literature - Wenner, Julianne A.; Campbell, Todd (Review of Educational Research, 2017)
In the current review, we examined teacher leadership research completed since York-Barr and Duke published the seminal review on teacher leadership in 2004. The review was undertaken to examine how teacher leadership is defined, how teacher leaders are prepared, their impact, and those factors that facilitate or inhibit teacher leaders’ work. Beyond this, the review considered theories informing teacher leadership, teacher leadership within disciplinary contexts, and the roles of teacher leaders in social justice and equity issues. The most salient findings were (a) teacher leadership, although rarely defined, focused on roles beyond the classroom, supporting the professional learning of peers, influencing policy/decision making, and ultimately targeting student learning; (b) the research is not always theoretically grounded; (c) principals, school structures, and norms are important in empowering or marginalizing teacher leaders; and (d) very little teacher leadership research examines issues of social justice and equity.
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Israel ISR; _C:Singapore SGP; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

The Theory of Educational Technology: Towards a Dialogic Foundation for Design - Wegerif, Rupert; Major, Louis (Routledge, 2023)

The Traditional Informal Apprenticeship System of West Africa as Preparation for Work - Ahadzie, William (International Handbook of Education for the Changing World of Work, 2009)
The traditional apprenticeship system in West Africa is gradually beginning to attract increasing interest not only for academic research and in professional disciplines but also as an active policy issue. This is not surprising given that this system has proved to be an enduring and an effective source of skills for much of West Africa. But its resilience is also attributable to its positive association with the equally pervasive informal sector of West African economies. Perhaps a more engaging argument for the resurgence of interest in traditional apprenticeship is the inability of formal systems to deliver the types of skills that are required to ensure employability of the ever-increasing new labour market entrants and to contribute to overall poverty reduction (Fluitman 2005).
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; HDR25; Informal; West Africa; publicImportV1

The Train the Trainer-System ؊ Results of a research and development project for and with VET pedagogues in Sub-Saharan Africa - Haseloff, Gesine (2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; CLL:en; publicImportV1; ⛔ No DOI found

The transcendence of Augmented Reality in student motivation. A systematic review and meta-analysis - Gómez García, Gerardo; Rodríguez Jiménez, Carmen; Marín Marín, José Antonio (ALTERIDAD. Revista de Educación, 2020)
Keywords: __C:filed:1; ⛔ No DOI found

The True Cost of Freemiums in Edtech - Levine, Elliott (EdTech Digest, 2019)
An industry veteran has some on-point advice about what you pay for and what you get. GUEST COLUMN | by Elliott Levine They say, “the best things in life are free,” but that is not always the case. With education technology (edtech), sometimes the cost of “free” ends up being unreasonably high in the long […]

The Tyranny of Experts: Economists, Dictators, and the Forgotten Rights of the Poor - Easterly, William (Hachette UK, 2013)
In this "bracingly iconoclastic” book (New York Times Book Review), a renowned economics scholar breaks down the fight to end global poverty and the rights that poor individuals have had taken away for generations.In The Tyranny of Experts, renowned economist William Easterly examines our failing efforts to fight global poverty, and argues that the "expert approved" top-down approach to development has not only made little lasting progress, but has proven a convenient rationale for decades of human rights violations perpetrated by colonialists, postcolonial dictators, and US and UK foreign policymakers seeking autocratic allies. Demonstrating how our traditional antipoverty tactics have both trampled the freedom of the world's poor and suppressed a vital debate about alternative approaches to solving poverty, Easterly presents a devastating critique of the blighted record of authoritarian development. In this masterful work, Easterly reveals the fundamental errors inherent in our traditional approach and offers new principles for Western agencies and developing countries alike: principles that, because they are predicated on respect for the rights of poor people, have the power to end global poverty once and for all.
Keywords: Business & Economics / Development / Economic Development; Business & Economics / Development / Sustainable Development; Developing countries; Economic aspects; Economic policy; Political Science / Political Economy; Poverty; Social aspects

The UDL Guidelines

The United Nations Office on Drugs and Crime’s Efforts to Strengthen a Culture of Prevention in Low- and Middle-Income Countries - Heikkilä, Hanna; Maalouf, Wadih; Campello, Giovanna (Prevention Science, 2021)
Abstract This article discusses how decision-makers can be supported to strengthen a culture of prevention. This article presents an example of the United Nations Office on Drugs and Crime’s (UNODC) work to engage with decision-makers to create readiness, demand, and capacity for evidence-based prevention programming among them, particularly in low- and middle-income countries. First, we utilized two of the UNODC’s data sources to describe the context where the UNODC’s prevention efforts take place. Analysis of the first dataset on prevention activities implemented globally revealed a gap in translating evidence into practice on a global scale. The second dataset consisted of UNODC policy documents mandating and guiding global action to address substance use. The analysis showed that at the level of political frameworks, prevention is gradually gaining more attention but is still frequently left in the shadow of health- and law enforcement-related issues. In addition, these guiding documents did not reflect fully the current scientific understanding of what constitutes an effective prevention response. Against this background, the feasibility of the UNODC’s efforts to bridge the science–practice gap in the field of prevention was discussed by presenting the results from the UNODC’s regional capacity-building seminars focused on the role of monitoring and evaluation in prevention programming. The results showed potential of this capacity building to affect the attitudes and knowledge of targeted decision-makers. Such efforts to increase decision-makers’ readiness and ultimately their endorsement, adoption, and ongoing support of evidence-based preventive interventions should be continued and intensified.
Keywords: Final_citation

The university in the twenty-first century: teaching the new enlightenment in the digital age - Elkana, Yehuda; Kl??pper, Hannes; Lazerson, Marvin (2016)

THE UNIVERSITY OF ZAMBIA PRE-SERVICE TEACHER EDUCATION PROGRAMME: IS IT RESPONSIVE TO SCHOOLS AND COMMUNITIES’ASPIRATIONS? - Masaiti, Gift; Manchishi, Peter Chomba (European Journal of Educational Studies, 2011)
Keywords: ⛔ No DOI found

The Unprecedented Stock Market Reaction to COVID-19 - Baker, Scott R.; Bloom, Nicholas; Davis, Steven J.; Kost, Kyle; Sammon, Marco; Viratyosin, Tasaneeya (The Review of Asset Pricing Studies)
Abstract. No previous infectious disease outbreak, including the Spanish Flu, has affected the stock market as forcefully as the COVID-19 pandemic. In fact, pr
Keywords: __C:filed:1

The Use and Misuse of Computers in Education: Evidence From a Randomized Controlled Trial of a Language Arts Program. - Barrera-Osorio, Felipe; Linden, Leigh L. (Abdul Latif Jameel Poverty Action Lab (JPAL). www. leighlinden. com/Barrera-Linden 20, 2009)

The Use And Misuse Of Computers In Education: Evidence From A Randomized Experiment In Colombia - Barrera-Osorio, Felipe; Linden, Leigh L. (Policy Research Working Papers, 2009)
Keywords: COMMUNICATION TECHNOLOGIES; CURRICULUM; EMPLOYMENT; Final_citation; HUMAN DEVELOPMENT; LEARNING; LITERATURE; PAPERS; QUALITY OF EDUCATION; REGULAR CLASSROOM; RESEARCH; SCHOOL; SCHOOLS; SCIENCE; SOCIAL SCIENCE; STUDENTS; TEACHER; TEACHERS; TEACHING; TRAINING; UNIVERSITY

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

The use of AI chatbot as an assistant tool for SW education - Choi, Seo-Won; Nam, Jae-Hyun (Journal of the Korea Institute of Information and Communication Engineering, 2019)
Keywords: ⛔ No DOI found

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn (EdTech Hub, 2021)
Keywords: Author:OpenDevEd; _EdTechHub_Output

The use of 'building blocks' to develop digital platforms for education in sub-Saharan Africa - Adam, Taskeen; El-Serafy, Yomna; Podea, Marius; Haßler, Björn; Open Development & Education (EdTech Hub, 2021)
Keywords: Author:OpenDevEd

The use of learning technologies in complementary medicine education: Results of a student technology survey - Gray, Alastair C.; Diezel, Helene; Steel, Amie (Advances in Integrative Medicine, 2019)
Keywords: __C:filed:1

The Use of Manipulatives in Mathematics Education - Larbi, Ernest; Mavis, Okyere (Journal of Education and Practice, 2016)
The study was designed to investigate the efficacy of using algebra tile manipulatives in junior high school students' performance. The study sample comprised 56 students from two schools purposely selected from two towns within the Komenda Edina Eguafo Abirem municipality. The students were made up of two groups; the experimental and the control group. Each group was taught the same algebra units over a period of four weeks. However, the experimental group was taught using algebra tile manipulatives whilst the control group was taught using the conventional "talk and chalk" method. The instruments used for data collection were mathematics achievement pretest and posttest. Students' achievements on the posttest were analysed using percentages, mean, standard deviation and the independent t-test. The findings of the study were that, those who were taught through extensive use of algebra tiles performed significantly better. Thus the use of the algebra tiles proved very effective and promising approach to teaching and learning algebra, and that the tiles also improved students' thinking process as they solved problems in algebra. On the basis of these findings, it is recommended that algebra tiles should be used as a tool to introducing students to algebraic concepts.
Keywords: Algebra; Comparative Analysis; Control Groups; Conventional Instruction; Experimental Groups; Foreign Countries; Junior High School Students; Manipulative Materials; Mathematics Achievement; Mathematics Education; Pretests Posttests; Teaching Methods; ⛔ No DOI found

THE USE OF MOBILE PLATFORMS IN SCIENCE LEARNING: A COMPARATIVE STUDY BETWEEN PORTUGAL AND THE UK - Leitão, Rui; Turner, Sarah; Maguire, Martin (2017)
Keywords: _C:Portugal PRT; _C:Spain ESP; __C:filed:1; __C:scheme:1

The Use of Modern Educational Technologies in Remote Learning in Higher Education During a Pandemic: the Case of COVID-19 in Cameroon - Moluayonge, Gracemary (Journal of Learning for Development, 2020)
Abstract: In March 2020, the first case of COVID-19 was discovered in Cameroon. This led to the Higher Education Institutions resorting to remote learning to ensure continued teaching and learning. The researcher thus set out to bring to the limelight some recommendations for the use of educational technologies for remote learning in Cameroon and propose some suggestions to the government, the policy makers, the stakeholders and the teachers for more effective implementation of E-learning in Higher Education Institutions in Cameroon.
Keywords: COVID 19; Educational Technologies; Higher Education; remote learning; ⛔ No DOI found

The use of tablets and their impact on learning. A national research in Primary Education schools1 El uso de las tabletas y su impacto en el aprendizaje. Una investigación nacional en centros de Educación Primaria - Martí, Mar Camacho; Mon, Francesc Marc Esteve (Revista de Educación, 2018)
Keywords: _C:Dominican Republic DOM; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Iran IRN; _C:Lebanon LBN; _C:Malaysia MYS; _C:Netherlands NLD; _C:Spain ESP; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy - Drossel, Kerstin; Eickelmann, Birgit (Springer, 2017)
Keywords: __C:filed:1

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

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
Keywords: Final_citation; cited; existing

The Use of Technology in the CPD Implementation Plan in Tanzania - Adam, Taskeen; El-Sefary, Yomna; Haßler, Björn; Khalayleh, Abdullah; Kremeia, Adam; Proctor, Jamie; Mtebe, Joel (EdTech Hub, 2021)
An output of the EdTech Hub, https://edtechhub.org
Keywords: Author:OpenDevEd; _EdTechHub_Output; _MELA_seen; ___duplicate_item; _bjoern_cv; _cover:analysis:nopdf; _r:AddedByZotZen

The use of technology to support teacher learning circles in crisis contexts: A rapid review of the literature - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
Keywords: Author:OpenDevEd; _genre:LR-literature_review

The use of virtual learning environments and learning management systems during the COVID-19 pandemic - McBurnie, Chris (2020)
Keywords: Author:OpenDevEd; COV:COVID and reopening of schools; COVID-19; Distance learning; EdTech; F: Helpdesk response; H: Distance education; LP: English; Learning management system; Remote learning; Virtual learning environment; _C:Afghanistan AFG; _C:Armenia ARM; _C:Bangladesh BGD; _C:China CHN; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Iraq IRQ; _C:Italy ITA; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Kyrgyzstan KGZ; _C:Mexico MEX; _C:Myanmar MMR; _C:Nigeria NGA; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Senegal SEN; _C:Spain ESP; _C:Syrian Arab Republic SYR; _C:Tajikistan TJK; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _EdTechHub_Output; __C:filed:1; __C:scheme:1; ___duplicate_item; _cover:v1; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

The use of virtual learning environments and learning management systems during the COVID-19 pandemic - McBurnie, Chris; Megha-Bongnkar, Ghislaine; Regis, Callista; D’Angelo, Sophia; Haßler, Björn (Open Development & Education, 2021)
Keywords: Author:OpenDevEd; ___duplicate_item

The Washington Group / UNICEF Child Functioning Module (CFM) - Washington Group; UNICEF (2020)

The+WiKIT+Method+.pdf

The withdraw of european missionaries from St. Anthony's Catholic secondary school: what are the implications?. - Cheyeka, Austin; Masaiti, Gift; Mulenga, Innocent Mutale (2011)
Keywords: ⛔ No DOI found

The Words Between Us: How Well Do Enumerators Understand the Terminology Used in Humanitarian Surveys? A Study from Northeast Nigeria - Translators Without Borders (2018)

The World Bank Group A to Z 2015 - Group, World Bank (World Bank Publications, 2014)
Note: Information in this title reflected the institution at the time of publication and may be subject to change... The World Bank Group (also known as the "Bank Group") is the largest anti-poverty institution in the world, offering loans, advice, knowledge, and an array of customized resources to more than 100 developing countries and countries in transition. Established in 1944 and headquartered in Washington DC, the Bank Group is a specialized agency of the United Nations that is made up of 188 member countries. It works with country governments, the private sector, civil society organizations (CSOs), regional development banks, think tanks, and other international institutions on a range of issues--from climate change, conflict, and food crises to education, agriculture, finance, and trade--with the sole purpose of meeting two goals: ending extreme poverty by 2030 and boosting shared prosperity of the bottom 40 percent of the population in all developing countries. The World Bank Group A to Z provides ready-reference insight into the history, mission, organization, policies, financial services, and knowledge products of the institution's five agencies. Each of the more than 200 entries are arranged in encyclopedic A-to-Z format and are extensively cross-referenced to related information in the book. This volume also has a detailed index, reference materials on World Bank Group country membership, organizational charts of the five agencies, and information about how to connect with or work for the institution. Building on previous editions of A Guide to the World Bank, The World Bank Group A to Z has been completely revised and updated to reflect the wide ranging reforms of recent years, including the new World Bank Group Strategy; new approaches to development assistance; the establishment of new Global Practice Groups and Cross Cutting Solutions Areas; and the goal of becoming a "Solutions Bank", one that will marshal the vast reserves of evidence and experiential knowledge across the five World Bank Group agencies and apply them to local problems. An indispensable guide for anyone interested in understanding what the World Bank Group does and how it does it, this book shows readers who want to learn more where to begin.
Keywords: Business & Economics / Banks & Banking; Business & Economics / Development / Economic Development; Business & Economics / Development / Sustainable Development; Business & Economics / International / Economics & Trade; Business & Economics / Nonprofit Organizations & Charities / General; Final_citation; Political Science / Public Policy / Economic Policy; Social Science / Developing & Emerging Countries; Social Science / Poverty & Homelessness; Social Science / Sociology / General

The World Bank Human Capital Index: A Guide. - Kraay, Aart C. (The World Bank Research Observer, 2019)

The world is off track in achieving the global education goal, SDG 4 - UNESCO Digital Library - UNESCO (2017)
Keywords: Final_citation; cited; existing

The wretched of the earth - Fanon, Frantz (MacGibbon & Kee, 1961)
Keywords: Africa; Algeria; DEVELOPING countries; History; Imperialism; National liberation movements; Politics and government; Politics and governments; Revolution, 1954-1962

THE WRITING AND SUPERVISION OF BRIGHT ENGLISH TEXTBOOK DEVELOPMENT FOR PRIMARY SCHOOL TEACHERS IN INDONESIAN CONTEXT - Inayati, Nina; Abidasari, Erlyna; WS, Kharisma Naidi (Englisia: Journal of Language, Education, and Humanities, 2019)
Keywords: _C:Indonesia IDN; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

The Youth, Gender and Sustainable Development: An Assessment of Girl-Child Education in Kano State - Aisha Abdu-Ismail (The Nigerian Youth: PoliticalParticipation and National Development, 2010)

The Zambia eSchool 360 Evaluation Project (American Institutes for Research)
Impact Network’s eSchool 360 program is a multifaceted program comprising an e-learning technology component, ongoing teacher training and professional development, and community ownership among students in community schools in rural Zambia. AIR will design and implement a two-stage mixed-methods evaluation to measure the effect of Impact Network’s eSchool 360 program on learning outcomes among students in community schools in rural Zambia as well as the cost-effectiveness of any measured impacts.

The Zambia eSchool 360 Evaluation Project - AIR (American Institutes for Research)
Impact Network’s eSchool 360 program is a multifaceted program comprising an e-learning technology component, ongoing teacher training and professional development, and community ownership among students in community schools in rural Zambia. AIR will design and implement a two-stage mixed-methods evaluation to measure the effect of Impact Network’s eSchool 360 program on learning outcomes among students in community schools in rural Zambia as well as the cost-effectiveness of any measured impacts.

The Zambia eSchool 360 Expansion Project: A Program That Aims to Improve Education in Zambia (American Institutes for Research)
The current Zambian educational system is neither providing the access to nor the quality of education that its students and communities need. AIR is working to expand and evaluate the eSchool 360 program to 35 rural schools in Zambia. The program aims to deliver higher quality and low-cost education to children in primary grades through a holistic technology solution.

The_Beginner_s_Guide_to_PEA.pdf

The_Beginner_s_Guide_to_PEA.pdf - Whaites, A. (UKAID, 2017)
Keywords: Final_citation; cited; existing

Theme 1: Creative Approaches (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 1: Creative Approaches (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 1: Creative approaches (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 2: Questioning (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 2: Questioning (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 2: Questioning (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 3: Talk for Learning (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 3: Talk for Learning (Facilitators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Facilitators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 3: Talk for Learning (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 3: Talk for Learning (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 4: Group Work (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2016)
This handbook is the HANDBOOK FOR PD COORDINATORS for Theme 4, focusing on group work. In many everyday situations people work alongside colleagues, speak and listen to friends, and see what others do and how they do it. This is how we all learn. As we talk to others, we discover new ideas and information. If activities in the college classrooms are centred on the tutor, then the student teachers do not get enough time to be active: they do not have the opportunity to try, to demonstrate their learning or to ask questions. In such situations, some students may only give short answers and some may say nothing at all. In large classes, the situation is even worse, with only a small proportion of students saying anything at all. One reason for doing group work in the classroom is to give students more opportunities to participate. Working in groups and pairs is about learning collaboratively. Collaborative learning means two or more student teachers working together to achieve a shared goal. This includes peer collaboration (for groups of two student teachers), and small group work (for smaller groups). It requires you to interact and talk about what you are thinking with one another in a specific learning context. Questions can be posed, ideas can be challenged and misunderstandings can be heard and investigated.
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 4: Group Work (Facilitators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Facilitators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 4: Group Work (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 4: Group Work (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 5: Teaching and learning materials (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 5: Teaching and Learning Materials (Facilitators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Facilitators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 5: Teaching and Learning Materials (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 5: Teaching and Learning Materials (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 6: Leadership for Learning (Coordinators) - Swaffield, Sue; MacBeath, J. (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 6: Leadership for Learning Materials (Facilitators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Facilitators), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 6: Leadership for Learning (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Develoment Guide for Student Teachers), 2016)
Keywords: Author:Haßler; Author:OpenDevEd

Theme 6: Leadership for Learning (Tutors) - Swaffield, Sue; MacBeath, J. (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2016)
Keywords: Author:Haßler; Author:OpenDevEd; _C:Chad TCD; _C:Ghana GHA; _C:Greece GRC; _C:United Kingdom GBR; _C:Uruguay URY; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence

Theme 6 National Teachers_ Standards (NTS) and National Teacher Education Curriculum Framework (NTECF) Handbook - Professional Development Coordinators.pdf

Theme 6 National Teachers_ Standards (NTS) and National Teacher Education Curriculum Framework (NTECF) - Professional Development for Tutors.pdf

Theme 7 Assessing Student Teachers - Professional Development Coordinators.pdf

Theme 7 Assessing Trainee Teachers - Professional Development for Tutors.pdf

Themes and issues in inservice programmes - Jaworski, B; Wood, T (Mathematics Teacher Education: Critical International Perspectives, 1999)

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

Theories and research methodologies for design-based implementation research: Examples from four cases - Russell, Jennifer Lin; Jackson, Kara; Krumm, Andrew E.; Frank, Kenneth A. (Teachers College Record, 2013)

Theorising Evidence-Informed Learning Technology Enterprises: A Participatory Design-Based Research Approach - Moeini, Anissa (UCL (University College London), 2020)
The goal of this doctoral work was to build a bridge between academia and small and medium-sized enterprises (SMEs) in the educational technology (edtech) sector by bringing the rigour of academic research methods to start-up and scale-up environments so that they can conceptualise and realise products that are built with evidence from the learning sciences. The overall research question, What theoretical framework supports edtech enterprises to build evidence-informed products and services? is answered through a design-based research methodology with six Cycles of research, grouped into three Phases, each with goals that evolve in an iterative way. A design-based research approach was chosen after a highly exploratory Phase surveying London’s edtech ecosystem prior to Cycle 1. Part 1 (Cycles 1 and 2) focused on developing the construct in question (a practical framework for building research-minded edtech enterprises) through a participatory design process with key Participants. Part 2 (Cycles 3 and 4) focused on evaluating the new construct with Participants. Part 3 (Cycles 5 and 6) validated the framework developed in Parts 1 and 2 with edtech enterprises both from the EDUCATE programme and also the greater global ecosystem. The theoretical contribution of this study is the ELTE construct and its 7 Sub-Constructs, including Learning Culture, Leadership Vision, Sense of Purpose, Teamwork, Research Know-How and Action Orientation; the ELTE Survey outlining all facets each Sub-Construct in the framework; and the ELTE Sub-Construct Hierarchy Model, introducing Sub-Construct dependencies. Methodological contributions of this study include the ELTE Action Model, an effective boundary object for researchers when approaching edtech enterprises to understand how the ELTE framework has uniquely manifested within the structures of their organisations, and ELTE Hallmark Questions, an introductory tools for researchers to give context to enterprises regarding the ELTE model prior to a workshop, line of inquiry, or discussion regarding the model’s particular manifestation enterprise context. The contributions of this study represent an intellectual advancement in our understanding of evidence-informed design and development within the edtech sector, and it provides a tool of practical use to edtech SMEs that want to become Evidence-informed Learning Technology Enterprises.

Theory-based systematic reviews - White, Howard (Journal of Development Effectiveness, 2018)
It has been common to say that studies should address not just the question of what works, but also how, where, for whom and at what cost? A unifying framework for such an approach is the theory of change. This paper lays out an approach for using such a theory-based approach to systematic reviews, discussing issues which arise in mixed-methods causal chain analysis. I illustrate the funnel of attrition which is a heuristic device to understand why effect sizes are lower at the higher reaches of the causal chain, including why participation is less than usually expected. Examples are given from the international development sector.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CLL:en; Systematic reviews; causal chain analysis; impact evaluation; publicImportV1; theory-based approach

Theory of change - Wikipedia (2020)
Theory of Change (ToC) is a specific type of methodology for planning, participation, and evaluation that is used in companies, philanthropy, not-for-profit and government sectors to promote social change. Theory of Change defines long-term goals and then maps backward to identify necessary preconditions.Theory of Change explains the process of change by outlining causal linkages in an initiative, i.e., its shorter-term, intermediate, and longer-term outcomes. The identified changes are mapped – as the “outcomes pathway” – showing each outcome in logical relationship to all the others, as well as chronological flow. The links between outcomes are explained by “rationales” or statements of why one outcome is thought to be a prerequisite for another.The innovation of Theory of Change lies (1) in making the distinction between desired and actual outcomes and (2) in requiring stakeholders to model their desired outcomes before they decide on forms of intervention to achieve those outcomes. Theory of Change can begin at any stage of an initiative, depending on the intended use. A theory developed at the outset is best at informing the planning of an initiative. Having worked out a change model, practitioners can make more informed decisions about strategy and tactics. As monitoring and evaluation data become available, stakeholders can periodically refine the Theory of Change as the evidence indicates. A Theory of Change can be developed retrospectively by reading program documents, talking to stakeholders, and analyzing data. This is often done during evaluations reflecting what has worked or not in order to understand the past and plan for the future.

Theory of Change Analysis: Building Robust Theories of Change - Mayne, John (Canadian Journal of Program Evaluation, 2017)
Models for theories of change vary widely as do how they are used. What constitutes a good or robust theory of change has not been discussed much. This article sets out and discusses criteria for robust theories of change. As well, it discusses how these criteria can be used to undertake a vigorous assessment of a theory of change. A solid analysis of a theory of change can be extremely useful, both for designing or assessing the designs of an intervention as well as for the design of monitoring regimes and evaluations. The article concludes with a discussion about carrying out a theory of change analysis and an example.

TheoryOn: A Design Framework and System for Unlocking Behavioral Knowledge Through Ontology Learning - Li, Jingjing; Larsen, Kai; Abbasi, Ahmed (MIS Quarterly, 2020)
The scholarly information-seeking process for behavioral research consists of three phases: searching, accessing, and processing of past research. Existing IT artifacts, such as Google Scholar, have in part addressed the searching and accessing phases, but fall short of facilitating the processing phase, creating a knowledge inaccessibility problem. We propose a behavioral ontology learning from text (BOLT) design framework that presents concrete prescriptions for developing systems capable of supporting researchers during their processing of behavioral knowledge. Based upon BOLT, we developed a search engine—TheoryOn—to allow researchers to directly search for constructs, construct relationships, antecedents, and consequents, and to easily integrate related theories. Our design framework and search engine were rigorously evaluated through a series of data mining experiments, a randomized user experiment, and an applicability check. The data mining experiment results lent credence to the design principles prescribed by BOLT. The randomized experiment compared TheoryOn with EBSCOhost and Google Scholar across four information retrieval tasks, illustrating TheoryOn’s ability to reduce false positives and false negatives during the information-seeking process. Furthermore, an in-depth applicability check with IS scholars offered qualitative support for the efficacy of an ontology-based search and the usefulness of TheoryOn during the processing phase of existing research. The evaluation results collectively underscore the significance of our proposed design artifacts for addressing the knowledge inaccessibility problem for behavioral research literature.
Keywords: _Added-ailr-2024

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

Thermal comfort and energy-saving potential in university classrooms during the heating season - Jing, Shenglan; Lei, Yonggang; Wang, Hongjian; Song, Chongfang; Yan, Xufeng (Energy and Buildings, 2019)
Keywords: BE:RELEVANT

Thermal energy storage enhanced windcatcher system for hybrid cooling and ventilation in buildings - Eso, Olamide (2023)
Keywords: _z:class:countries; _z:class:themes

Thermal Modeling of the Air Flow Inside and Around Your House (COMSOL)
Quickly and easily build thermal models to predict the air flow inside and around your house using tabulated meteorological data. Learn how.

‘They Give Him a Chance’-Parents’ Perspectives on Disability and Inclusive Primary Education in Uganda - Bannink, Femke; Nalugya, Ruth; van Hove, Geert (International Journal of Disability, Development and Education, 2020)

'Things Fall Apart', The writers' block magazine - Ajadi, S.B. (The Press, 2011)

Think Tanks’ Influence on Education Policymaking in Low-Income Contexts - Boateng, Pearl (2018)
Though think tanks are acknowledged as critical partners bridging research with policy formulation, one significant challenge that almost all think tanks face is measuring and demonstrating their effectiveness and influence. Whilst their engagement might be visible in public discourse, think tanks’ direct impact on policy is somewhat limited. Many ideas generated by think tanks, even when adopted as government policy, are rarely credited as such. Even in instances where think tanks’ ideas seem to have influenced policy change or processes, the timing of such decisions by policymakers often suggests that larger political forces are driving the agenda. In addition to measuring impact, think tanks face a number of challenges which impinge on their operational and organisational capacity and therefore their ability to engage and influence policymakers and other end users of their outputs such as the general public. These challenges include: financing, autonomy and integrity, changes in political and economic environments, relevance, staff capacity, quality and overall sustainability. Notwithstanding, there are a number of potential opportunities for think tanks to increase their efficacy. These include: exploring alternative funding routes, co-creation and genuine partnership with government and other end users of their research/policy outputs, establishing regional/continental think tank networks, making research accessible using technology and other means, creating strategic plans, designing a creative and proactive research agenda, developing a pipeline for early career researchers and collaboration with universities and other research institutions to strengthen influence. There is great interest in collaboration between universities and think tanks and when collaborating under mutually beneficial terms, partnership has resulted in strong engagement with decision makers. This interest in collaboration is not only among the institutions themselves but extends to the individuals working in them as well as the organisations that use and fund policy research, training, policy dialogue and consultancy. Potentially useful synergies between both types of institutions include improved quality of research outputs and training, networking, increased visibility, financial gains and capacity building.
Keywords: ⛔ No DOI found

Thinking and working politically (GSDRC)
Development assistance works best, and is least liable to do harm, when the people designing it are thinking and working politically (TWP). This thought has been around for some time, but what it implies in practice has not always been clear. Big steps have been taken to encourage donor agency staff to think politically about […]

Thinking and Working Politically - Booth, David
Keywords: ⛔ No DOI found

Thinking and Working Politically Through Applied Political Economy Analysis (2018)
This guidance provides information on how USAID can think and work in ways that are more politically aware — an approach known as “thinking and working politically” (TWP) 1 — through the use of applied political economy analysis. PEA is a structured approach to examining power dynamics and economic and social forces that influence development. Through programming that seeks to more rigorously respond and adapt to these realities, USAID is working to improve the effectiveness and sustainability of its international development efforts.

THINKING AND WORKING POLITICALLY THROUGH APPLIED POLITICAL ECONOMY ANALYSIS: A GUIDE FOR PRACTITIONERS - Menocal, Alina Rocha; Cassidy, Marc; Swift, Sarah; Jacobstein, David; Rothblum, Corinne; Tservil, Ilona
Keywords: ⛔ No DOI found

Thinking and working with political settlements - Kelsall, Tim
Keywords: ⛔ No DOI found

Thinking and working with political settlements: the case of Tanzania (ODI)
This paper trials a new political settlements concept and, in doing so, develops a new political settlements typology for donors and domestic reformers.

Thinking Critically in Space: Toward a Mixed-Methods Geospatial Approach to Education Policy Analysis - Yoon, Ee-Seul; Lubienski, Christopher (Educational Researcher, 2018)
Keywords: Lebanon_event_2021; _C:Canada CAN; _C:China CHN; _C:New Zealand NZL; _C:Russian Federation RUS; _C:United States USA; __C:filed:1; __C:scheme:1

“Thinking Outside the Camp”: Education Solutions for Syrian Refugees in Jordan - VON BAEYER - 2017 - Ethnographic Praxis in Industry Conference Proceedings - Wiley Online Library - Lebaron von Baeyer, Sarah (2018)

Thnal Udom Chomnes: Promoting Cambodian Higher Education Innovation (ResearchGate)
Start date: Jun 1, 2019 | THNAL UDOM CHOMNES: PROMOTING CAMBODIAN HIGHER EDUCATION INNOVATION | This three-year programme is supported by the Australian Department of Foreign Affairs and Trade (DFAT) through The Asia Foundation (TAF)’s Ponlok Chomnes Programme: Data and Dialogue for Development in Cambodia. In this programme CDRI aims at strengthening the capacity of...

Three Decades of Research: The Case for Comprehensive Sex Education - Goldfarb, Eva S.; Lieberman, Lisa D. (Journal of Adolescent Health, 2021)
Purpose School-based sex education plays a vital role in the sexual health and well-being of young people. Little is known, however, about the effectiveness of efforts beyond pregnancy and sexually transmitted disease prevention. The authors conducted a systematic literature review of three decades of research on school-based programs to find evidence for the effectiveness of comprehensive sex education. Methods Researchers searched the ERIC, PsycINFO, and MEDLINE. The research team identified papers meeting the systematic literature review criteria. Of 8,058 relevant articles, 218 met specific review criteria. More than 80% focused solely on pregnancy and disease prevention and were excluded, leaving 39. In the next phase, researchers expanded criteria to studies outside the U.S. to identify evidence reflecting the full range of topic areas. Eighty articles constituted the final review. Results Outcomes include appreciation of sexual diversity, dating and intimate partner violence prevention, development of healthy relationships, prevention of child sex abuse, improved social/emotional learning, and increased media literacy. Substantial evidence supports sex education beginning in elementary school, that is scaffolded and of longer duration, as well as LGBTQ–inclusive education across the school curriculum and a social justice approach to healthy sexuality. Conclusions Review of the literature of the past three decades provides strong support for comprehensive sex education across a range of topics and grade levels. Results provide evidence for the effectiveness of approaches that address a broad definition of sexual health and take positive, affirming, inclusive approaches to human sexuality. Findings strengthen justification for the widespread adoption of the National Sex Education Standards.
Keywords: CSE; K-12; National Sex Education Standards; National Sexuality Education Standards; Sex education; Sexuality education; Systematic Literature Review; comprehensive sex education

Three ex-PMs attack plan to merge DfID with Foreign Office - Stewart, Heather; Wintour, Patrick (The Guardian, 2020)
Aid organisations accuse Johnson of tying aid to security and diplomatic aims
Keywords: Aid; Boris Johnson; Dominic Raab; Foreign policy; Global development; Politics; UK news

Three (Post-Secondary Agricultural Education and Training) Challenges and the Concept of "Workforce Education Systems" - Rivera, William M. (Journal of agricultural education and extension, 2008)
The Comprehensive Africa Agriculture Development Program (CAADP) of the Africa Union's New Partnership for Africa's Development (AU/NEPAD), the International Food Policy Research Institute (IFPRI), in collaboration with the University of KwaZulu-Natal, held in January 2008, a conference on the subject of "Convergence between Social Service Provision and Productivity Enhancing Investments in Development Strategies" with a view to improving the complementaries between investments in social sciences and those aimed directly at raising agricultural productivity. The present paper is intended as part of a seminar series in this regard to be held at IFPRI, 9 October 2007, and serves as the basis for a paper to be presented at the CAADP/IFPRI conference in January 2008 in Durban, South Africa. (Contains 7 notes and 4 figures.)
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:agricultural; P:agriculture; P:economy; P:services; P:social; T:Training; T:workplace education; Z:Agricultural Education; Z:Conference Papers; Z:Economic Development; Z:Foreign Countries; Z:Labor Force Development; Z:Productivity; Z:Social Sciences; publicImportV1

Three Principles to Support Teacher Effectiveness During COVID-19 - Beteille, Tara Ding, Elaine Molina, Ezequiel Pushparatnam, Adelle Wilichowski, Tracy (Policy Notes, 2020)
Keywords: CORONAVIRUS; COVID-19; EARLY CHILDHOOD EDUCATION; TEACHER TRAINING

Through the Looking Glass: Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? - Bruns, Barbara; Costa, Leandro; Cunha, Nina (2018)
Keywords: _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Dominican Republic DOM; _C:Ecuador ECU; _C:Ethiopia ETH; _C:Guatemala GTM; _C:Honduras HND; _C:India IND; _C:Japan JPN; _C:Kenya KEN; _C:Malawi MWI; _C:Nepal NPL; _C:Peru PER; _C:Philippines PHL; _C:Portugal PRT; _C:Singapore SGP; _C:United States USA; __C:filed:1; __C:scheme:1; _yl:a

Through the looking glass: can classroom observation and coaching improve teacher performance in Brazil? - Bruns, Barbara; Costa, Leandro; Cunha, Nina (Economics of Education Review, 2018)
Keywords: Final_citation; cited; existing

Tich Me Ar Tich Dem — Inception Report - Haßler, Björn; Lurvink, Anne-Fleur; Beoku-Betts, Iman; McBurnie, Chris; Adam, Taskeen; Blower, Tom (OpenDevEd, 2022)
Our research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service TPD. As noted, a distributed TPD model is favoured (building on the World Bank’s Free Education project and the Sierra Leone Education Attendance Monitoring System (SLEAMS), using a ‘one-tablet-per-school’ (OTPS) model). Evidence indicates that this low-tech approach to TPD can improve learning outcomes in emergencies (⇡Haßler, et al., 2019). In contrast, COVID-19 interventions that focus on ‘remote learning for children’ are catastrophically failing (⇡Asadullah, 2020; ⇡Asanov, et al., 2020; ⇡BRAC, 2020; ⇡Le Nestour, et al., 2020; ⇡Uwezo Kenya, 2020). Our research provides crucial and timely evidence to shore up current government plans for a scalable, effective TPD intervention. Our research identifies whether this TPD model addresses the needs of rural / disadvantaged teachers. Our study focuses on a sample of teachers and students from schools in rural / semi-rural areas to understand whether and how school-based TPD initiatives promote student learning (as an alternative to traditional centralised and cascade models). Such traditional models are severely disrupted by COVID-19, highlighting our study’s relevance to education continuity in emergencies.
Keywords: Author:OpenDevEd; AuthorFirst:Haßler; _bjoern_cv; _r:AddedByZotZen; _yl:b

‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris (Open Development & Education, 2022)
Reading Time: 4 minutes Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and […]
Keywords: _C:Sierra Leone SLE

‘Tich Mi Ar Tich Dem’: Designing a low-cost and scalable teacher professional development in Sierra Leone - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Tich mi ar tich dem (E-Cubed) - Open Development & Education - Ferrao, Evette (2022)
Funded by Dubai Cares via the Interagency Network for Education in Emergencies’ E-Cubed research grant, the Tich Mi Ar Tich Dem (‘Teach me to teach them’) programme research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service teacher professional development (TPD) in crisis-vulnerable areas of the country.

Tich Mi Ar Tich Dem - Open Development & Education - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris; McBurnie, Hannah Walker, Ghislaine Tegha, Anne-Fleur Lurvink and Chris (2022)
Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and

Tich Mi Ar Tich Dem - Open Development & Education - Walker, Hannah; Tegha, Ghislaine; Lurvink, Anne-Fleur; McBurnie, Chris; McBurnie, Hannah Walker, Ghislaine Tegha, Anne-Fleur Lurvink and Chris (2022)
Over the past two decades, Sierra Leone has faced a series of shocks: a civil war, landslides, Ebola, and the COVID-19 pandemic. These shocks have aggravated the learning crisis that the country’s education system faces—and dramatically increased the pressure on teachers to deliver high-quality support to children. In this context, the Ministry of Basic and

Tich Mi Ar Tich Dem Open Development & Education and EducAid Sierra Leone - Lurvink, Anne-Fleur; Mason-Sesay, Miriam (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Time to Teach: Teacher attendance and time on task in Eastern and Southern Africa - Karamperidou, Despina; Brossard, Mathieu; Peirolo, Silvia; Richardson, Dominic (2020)

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

To Assess a Gamified 5E Flipped Learning Platform’s Effectiveness in Promoting Student Learning and Achievement in Physics: A Design-Based Research - Lai, Kar Hei; Foon, Hew Khe (Shaping the Future of Education, Communication and Technology, 2019)
Keywords: _C:Canada CAN; _C:China CHN; _C:Singapore SGP; _C:Turkey TUR; __C:filed:1; __C:scheme:1

To truly ‘build back better’ we must reimagine what prosperity looks like - Moore, Henrietta (Financial Times, 2021)
Focusing on GDP and physical infrastructure is futile without real-life benefits for people living in left-behind towns

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

To vocationalise or not to vocationalise? Perspectives on current trends and issues in technical and vocational education and training (TVET) in Africa - Oketch, Moses O. (International Journal of Educational Development, 2007)
In recent years, there has been a renewed interest in the dichotomy of vocational education versus general education. This is more so as political pronouncements in many countries across the globe have taken on knowledge and skills as the key aim of the desire to improve access to education at all levels. Nowhere is this debate more tested, fiercely debated and gained controversy as in Africa. However, given recent developments in which knowledge and skills have become more acceptable terms in economically more developed nations, in which both are seen to go hand in hand, what is happening in Africa where development is highly sought but has proven to be more elusive? This has brought back to the forefront one of the dilemmas which has pre-occupied many African countries for a long time: whether to concentrate investment in general education or in vocational education. In this paper, I reflect on current trends and issues in TVET in Africa.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; Education; F:learning; F:policy; P:administration; P:nature; Q:secondary education; R:interview; Skills; T:Educação profissionalizante; T:TVET; T:occupational education; T:vocational training scheme; Technical and vocational education; publicImportV1

Today's challenges for girls' education - King, Elizabeth; Winthrop, Rebecca (Brookings Global Working Paper Series., 2015)

“Together we are better”: Professional learning networks for teachers - Trust, Torrey; Krutka, Daniel G.; Carpenter, Jeffrey Paul (Computers & Education, 2016)
In recent years, many educators have turned to professional learning networks (PLNs) to grow in their craft with peers who are more accessible online because of reduced temporal and spatial constraints. While educators have cultivated PLNs, there is a dearth of research about the effects of PLNs. This manuscript reports the findings of a qualitative study that investigated PLN experiences through the analysis of survey data from 732 P-12 teachers. Data analysis suggests that the anytime, anywhere availability of expansive PLNs, and their capacity to respond to educators’ diverse interests and needs, appear to offer possibilities for supporting the professional growth of whole teachers. These findings have implications for defining the present and future of teacher learning in a digital age.
Keywords: Computer-mediated communication; Final_citation; Learning communities; Lifelong learning; PLN; Professional development; existing

Too Little or Too Much? Actionable Advice in an Early-Childhood Text Messaging Experiment - Cortes, Kalena E.; Fricke, Hans; Loeb, Susanna; Song, David S. (2018)

Tool: Assessing the Quality of Education Evaluations - USAID Office of Education (2017)

Toolkit for Designing a Comprehensive Distance Learning Strategy - Morris, Emily; Tan, Yvette (USAID, 2021)
BACKGROUND TO THE TOOLKIT ........................................................................................................1 INTRODUCTION TO DISTANCE LEARNING......................................................................................3 What is distance learning? ...................................................................................................................................... 3 How does distance learning work? ...................................................................................................................... 3 Who is the intended audience for distance learning? ...................................................................................... 4 What are the overarching instructional goals for distance learning? ........................................................... 6 What are the key requirements for successful distance learning?................................................................ 6 What are the different ways technology may be used in distance learning? .............................................. 7 OVERVIEW OF A COMPREHENSIVE DISTANCE LEARNING STRATEGY .................................10 What is a comprehensive distance learning strategy?.................................................................................... 10 How does a comprehensive distance learning strategy support resilience to crises? ........................... 13 What are the phases for operationalizing a comprehensive distance learning strategy? ...................... 14 OUTLINE OF A COMPREHENSIVE DISTANCE LEARNING STRATEGY DOCUMENT..........16 COMPONENT 1: ANALYZE THE EXISTING DISTANCE LEARNING LANDSCAPE AND DEVELOP A STRATEGIC VISION.............................................................................................................18 COMPONENT 2: DESIGN A DISTANCE LEARNING APPROACH...............................................36 COMPONENT 3: DEVELOP A MONITORING, EVALUATION, AND LEARNING PLAN ......43 COMPONENT 4: CREATE A BUDGET ..................................................................................................53 CONCLUSION ...............................................................................................................................................60 REFERENCES ...................................................................................................................................................61 ANNEXES ........................................................................................................................................................67 Annex A. Roadmap for Measuring Distance Learning ................................................................................... 67 Annex B: Key terms and definitions................................................................................................................... 68

Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) - Haßler, Björn (2019)
Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) The document is an extract from: Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:b

Tools | Applications for Decision Makers, Implementers and Researchers (EdTech Hub)
Learn more about how to use tools to advance the use of technology in education. Visit our website to explore a collection of EdTech tools and applications for decision makers, implementers, and researchers.

Tools for mapping multi-scale settlement patterns of building footprints: An introduction to the R package foot - Jochem, Warren C.; Tatem, Andrew J. (PLOS ONE, 2021)
Spatial datasets of building footprint polygons are becoming more widely available and accessible for many areas in the world. These datasets are important inputs for a range of different analyses, such as understanding the development of cities, identifying areas at risk of disasters, and mapping the distribution of populations. The growth of high spatial resolution imagery and computing power is enabling automated procedures to extract and map building footprints for whole countries. These advances are enabling coverage of building footprint datasets for low and middle income countries which might lack other data on urban land uses. While spatially detailed, many building footprints lack information on structure type, local zoning, or land use, limiting their application. However, morphology metrics can be used to describe characteristics of size, shape, spacing, orientation and patterns of the structures and extract additional information which can be correlated with different structure and settlement types or neighbourhoods. We introduce the foot package, a new set of open-source tools in a flexible R package for calculating morphology metrics for building footprints and summarising them in different spatial scales and spatial representations. In particular our tools can create gridded (or raster) representations of morphology summary metrics which have not been widely supported previously. We demonstrate the tools by creating gridded morphology metrics from all building footprints in England, Scotland and Wales, and then use those layers in an unsupervised cluster analysis to derive a pattern-based settlement typology. We compare our mapped settlement types with two existing settlement classifications. The results suggest that building patterns can help distinguish different urban and rural types. However, intra-urban differences were not well-predicted by building morphology alone. More broadly, though, this case study demonstrates the potential of mapping settlement patterns in the absence of a housing census or other urban planning data.
Keywords: Cities; Open data; Radii; Rural areas; Settlement patterns; Software tools; Urban areas; Urban environments

Tools for monitoring and evaluating children’s participation - Lansdown, Gerison; O’Kane, Claire (A Toolkit for Monitoring and Evaluating Children’s Participation, 2014)
Booklet 5: Tools for monitoring and evaluating children’s participation provides a range of tools that you can use with children and young people, as well as other stakeholders.
Keywords: CitedIn:eCubed; _yl:e; eCubed

Tools, tactics and methods to harness the power of people, data and technology to solve global challenges - Peach, Kathy; Berditchevskaia, Aleks; Bass, Theo (Nesta, 2020)

Tools to create and democratize conversational artificial intelligence - Van Brummelen, Jessica Jessica Raquelle (Massachusetts Institute of Technology, 2019)

Top Marks for Rising in Final Year Liberia Evaluation (Rising Academies)
The final report of a randomised controlled trial of Liberia’s flagship education reform has praised Rising Academies for producing “a consistently positive pattern of results across learning, access, and safety dimensions.” The three year ‘gold standard’ evaluation of the Liberia Education Adv

Topic modeling as a strategy of inquiry in organizational research: A tutorial with an application example on organizational culture - Schmiedel, T.; Müller, O; Brocke, J. (Organizational Research Methods, 2019)
Keywords: _Added-ailr-2024

Topic models - Blei, David M.; Lafferty, John D. (Text mining, 2009)
Keywords: _yl:b

Topics | Education Links

Toward a Deeper Understanding: Testing a Multidimensional Framework of Professional Learning Communities in Sub-Saharan African Schools - Soares, Fernanda; Galisson, Kirsten (Comparative Education Review, 2021)
Professional learning communities (PLCs) are becoming increasingly popular, in a recognition that teachers’ knowledge is situated in teachers’ daily experiences and best acquired through ongoing practice and reflection. This study examines the relationship between participation in PLCs and teaching practices and tests specific aspects of a PLC framework for sub-Saharan Africa, which has not been studied before. Data originate from a teacher survey implemented with over 2,300 preschool and primary education teachers in Equatorial Guinea, Ghana, and Nigeria. Our results show a positive significant relationship between higher levels of participation in PLC and constructivist student-centered practices for two out of the three countries under study. Findings also indicate that PLCs’ four core characteristics conceptualized by the literature from high-income countries are associated with higher constructivist student-centered practice across all three countries.

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

Toward Successful Development Policies: Insights from Research in Development Economics - Artuc, Erhan; Cull, Robert; Dasgupta, Susmita; Fattal, Roberto; Filmer, Deon; Gine, Xavier; Jacoby, Hanan; Jolliffe, Dean; Kee, Hiau Looi; Klapper, Leora; Kraay, Aart; Loayza, Norman; et al. (World Bank, 2020)
What major insights have emerged from development economics in the past decade, and how do they matter for the World Bank? This challenging question was recently posed by World Bank Group President David Malpass to the staff of the Development Research Group. This paper assembles a set of 13 short, nontechnical briefing notes prepared in response to this request, summarizing a selection of major insights in development economics in the past decade. The notes synthesize evidence from recent research on how policies should be designed, implemented, and evaluated, and provide illustrations of what works and what does not in selected policy areas.
Keywords: Agricultural Economics; Development Economics; Development Policy; Economic Growth; Education; Environmental Economics; Final_citation; Financial Economics; Health; International Economics; Macroeconomics; Monetary Economics; Natural Resource Economics; Public Economics; Welfare; cited; existing

Toward Sustainable Learning during School Suspension: Socioeconomic, Occupational Aspirations, and Learning Behavior of Vietnamese Students during COVID-19 - Tran, Trung; Hoang, Anh-Duc; Nguyen, Yen-Chi; Nguyen, Linh-Chi; Ta, Ngoc-Thuy; Pham, Quang-Hong; Pham, Chung-Xuan; Le, Quynh-Anh; Dinh, Viet-Hung; Nguyen, Tien-Trung (Sustainability, 2020)
The overspread of the novel coronavirus—SARS-CoV-2—over the globe has caused significant damage to manufacturing and service businesses, regardless of whether they are commercial, public, or not-for-profit sectors. While both the short-term and long-term impacts of most companies can be approximately measured or estimated, it is challenging to address the enduring effects of COVID-19 on teaching and learning activities. The target of this research is to investigate students’ manners of studying at home during the school suspension time as a result of COVID-19. Through analyzing original survey data from 420 K6–12 students in Hanoi, Vietnam, this work demonstrates the different learning habits of students with different socioeconomic statuses and occupational aspirations during the disease’s outbreak. In particular, we featured the differences in students’ learning behaviors between private schools and public schools, as well as between students who plan to follow STEM-related careers and those who intend to engage in social science-related careers. The empirical evidence of this study can be used for the consideration of the local government to increase the sustainability of coming policies and regulations to boost students’ self-efficacy, as it will affect 1.4 million students in Hanoi, as well as the larger population of nearly 10 million Vietnamese students. These results can also be the foundation for future investigations on how to elevate students’ learning habits toward Sustainable Development Goal 4 (SDG4)—Quality Education—especially in fanciful situations in which the regular school operation has been disrupted, counting with limited observation and support from teachers and parents.
Keywords: COVID-19; SDG4; Vietnam; _C:Australia AUS; _C:Canada CAN; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Iran IRN; _C:Italy ITA; _C:Japan JPN; _C:Korea XKOR; _C:Korea, Democratic People's Republic PRK; _C:Korea, Republic KOR; _C:Netherlands NLD; _C:Poland POL; _C:Singapore SGP; _C:Switzerland CHE; _C:Thailand THA; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; learning habit; occupational aspiration; school closure; secondary school; socioeconomic; sustainable education

Toward systematic review automation: a practical guide to using machine learning tools in research synthesis - Marshall, Iain J.; Wallace, Byron C. (Systematic Reviews, 2019)
Technologies and methods to speed up the production of systematic reviews by reducing the manual labour involved have recently emerged. Automation has been proposed or used to expedite most steps of the systematic review process, including search, screening, and data extraction. However, how these technologies work in practice and when (and when not) to use them is often not clear to practitioners. In this practical guide, we provide an overview of current machine learning methods that have been proposed to expedite evidence synthesis. We also offer guidance on which of these are ready for use, their strengths and weaknesses, and how a systematic review team might go about using them in practice.
Keywords: Evidence synthesis; Machine learning; Natural language processing; _Added-ailr-2024

Toward the 2020 goal of soil-transmitted helminthiasis control and elimination (2018)

Toward the 2020 goal of soil-transmitted helminthiasis control and elimination - Becker, Sören L.; Liwanag, Harvy Joy; Snyder, Jedidiah S.; Akogun, Oladele B; Belizario., Vicente; Freeman, Matthew C.; Gyorkos, Theresa W.; Imtiaz, Rubina; Keiser, Jennifer; Krolewiecki, Alejandro; Levecke, Bruno; Mwandawiro, Charles; et al. (PLOS Neglected Tropical Diseases, 2018)

Towards a Dialogic Foundation for the Design of Educational Technology - Wegerif, Rupert; Major, Louis (The Theory of Educational Technology, 2023)
This chapter summarises our investigation into the theory of education technology and outlines a dialogic theory which we hope will prove useful as a foundation for educational technology design. To better understand education and how to improve it, we need to take technology seriously and listen to its ‘voice’. Our proposed dialogic theory focuses on how to design educational technology to support the opening, widening and deepening of dialogic spaces. It is about designing pedagogy with technology to facilitate the dynamic inter-weaving of educational dialogues at different spatio-temporal scales, linking short-term face-to-face dialogues to longer-term and more global dialogues.

Towards a framework for researching the quality of education in low‐income countries - Tikly, Leon (Comparative Education, 2011)
This article introduces the themes and the various contributions to the special issue. It describes the evolution of the overall approach and framework for researching education quality used by the Implementing Education Quality in Low-Income Countries (EdQual) Research Programme Consortium (RPC). The article commences with the background to the RPC including some theoretical starting points. It provides a critique of dominant approaches to researching education quality, namely the human capital and rights based approaches. This provides a basis for setting out the approach and framework adopted by EdQual which is founded on social justice principles. The framework is outlined in relation to three intersecting contexts, namely the policy context, the home/ community context of the learner and the context of the school.

Towards a framework for the use of ICT in teacher training in Africa - Unwin, Tim (Open Learning: The Journal of Open, Distance and e-Learning, 2005)

Towards a Maturity Model for Learning Analytics Adoption An Overview of its Levels and Areas - Freitas, Elyda; Fonseca, Fernando; Garcia, Vinicius; Ferreira, Rafael; Gašević, Dragan (2020 IEEE 20th International Conference on Advanced Learning Technologies (ICALT), 2020)
Learning Analytics is a new field in education whose adoption can bring benefits for teaching and learning processes. However, many higher education institutions may not be ready to start using learning analytics due to challenges such as organizational culture, infrastructure, and privacy. In this context, Maturity Models (MMs) can support institutions to systematize their processes, enabling them to progress successively in the learning analytics adoption. MMs are used in different fields to support the improvement of processes, describing them in terms of maturity levels, and identifying enhancements that could lead an organization to higher levels of such maturity. Thus, this paper presents an outline of a MM for Learning Analytics adoption in higher education institutions, describing its levels and areas, together with its development methodology.
Keywords: Analytical models; Data analysis; Data models; Education; Final_citation; Organizations; Standards organizations; Task analysis; adoption; learning analytics; maturity model; policy development

Towards a regional strategy for resolving the human resources for health challenges in Africa - Asamani, J.A.; Akogun, Oladele B; J., Nyoni; A., Ahmat; J., Nabyonga-Orem; Tumuslime, P. (BMJ Global Health, 2019)

Towards a renewal of apprenticeship in West Africa - Walther, R (2008)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Central Africa; A:East Africa; A:Sub-Saharan Africa; A:West Africa; C:Angola; C:Benin; C:Cameroon; C:Ethiopia; C:Mali; C:Senegal; C:South Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:inclusion; F:pedagogy; P:crafts; P:economy; P:nature; Q:certificate; Q:higher education; Q:secondary education; T:Ausbildung; T:Lehrlingsausbildung; T:TVET; T:apprentice; T:trainee; publicImportV1

Towards a study of information geographies: (im)mutable augmentations and a mapping of the geographies of information: Towards a study of information geographies - Graham, Mark; De Sabbata, Stefano; Zook, Matthew A. (Geo: Geography and Environment, 2015)
Keywords: Digital Divide; Geoweb; augmented realities; immutable mobiles; information geography

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

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

Towards competence-based technical-vocational education and training in Ethiopia - Solomon, GH (2016)
In the human development effort, different countries are underscoring the role of TVET in providing relevant knowledge and skills to improve productivity, increase access to employment opportunities and raise the standard of living. It is in recognition of this that, in all Ethiopian educational development endeavors, TVET has been considered to play a key role to tackle the country’s socioeconomic underdevelopment through knowledgeable and skillful manpower. Since its introduction in 1941, TVET has been guided by different policies and strategies adopted by successive governments who came to power at different times. This thesis investigates how TVET has reached the current stage of its development in Ethiopia and the challenges encountered in implementing a competence-based system aimed at improving present and future TVET practices. This introduction opens with the general state of affairs in Ethiopia as a basis for considering TVET to be a pivotal component of its socio-economic development. Describing the context in which the different studies in this thesis were conducted, this introduction closes with an introduction of the research questions that guided the different studies presented as separate chapters
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:T; F:outcomes; F:standards; T:TVET; T:company-based training; publicImportV1; ⛔ No DOI found

Towards Dialogic Teaching: Rethinking Classroom Talk - Alexander, Robin (Dialogos, 2008)

Towards Improving the Accessibility and Usability of a Mobile-based Learning Management System for Blind Primary School Teachers - Kondoro, Aron; Maro, Salome; Mtebe, Joel; Proctor, Jamie; Komba, Aneth; Haßler, Björn (2023 IST-Africa Conference (IST-Africa), 2023)
Learning management systems (LMS) have been widely adopted to deliver learning materials for blended and online courses. Nonetheless, most of these systems suffer from accessibility and usability flaws that prevent visually impaired users from using them effectively. Despite existing studies evaluating the accessibility and usability of LMSs, very few of them have been done with actual visually impaired users. This study assessed the accessibility and usability of the Moodle LMS with 15 visually impaired teachers from 3 schools in 3 regions in Tanzania. The study used the Axe Dev automated tool and Concurrent Think Aloud Protocol usability testing in two phases. Results show that despite efforts of LMSs such as Moodle to follow accessibility and usability guidelines, the system still has problems such as insufficient colour contrast, links with indiscernible text, meaningless alternative texts, and invisible gaps in the content. Furthermore, this accessibility and usability can only be detected while testing with real users. Therefore, we recommend putting more effort into real-world user testing before such a system can be deployed to visually impaired school teachers.
Keywords: Accessibility.; Color; Learning Management System; Learning management systems; Object recognition; Protocols; Testing; Usability; User experience; Visually impaired

Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in Uganda - Okiror, J.J.; Hayward, Geoff; Winterbottom, M (The Journal of Agricultural Education and Extension, 2017)
This paper examines the in-service teacher training needs of secondary school agriculture teachers in Uganda as the country moves towards an ‘outcome-based’ education by removal of subjects and instead, uses learning areas, presenting a need for new pedagogical skills among teachers. Design/methodology/approach: A cross-sectional survey was conducted in Uganda between June and September 2016 to assess the teaching methods and teacher training needs for secondary school agriculture curriculum. Data were collected from 80 agriculture teachers and 57 administrators from 60 secondary schools, randomly drawn from 25 districts in Uganda. The data were analysed with descriptive statistics. Findings: The findings show that there about 10 key competences required by the teachers to thrive in their profession. These range from traditional classroom teaching to community outreach and linkages with agribusinesses which is in tandem with outcome-based education beyond the classroom walls. Respondents highlight lack of practical agriculture skills and exposure to the modern farming practices. Theoretical implications: This paper examines role of formal in-service teacher training based on theory of change and proposes using professional learning communities for school-level improvements. Practical implication: The results were not significant enough to warrant strong recommendations. However, they suffice to highlight a growing need for in-service teacher support mechanism for a dynamic subject like agriculture using communities of practice at school and district levels. Originality/value: In the current context of growing concern for unemployment in Africa, secondary schools will require competent teachers to engage students into transferable learning, given that it is the terminal level of education for majority. © 2017 Wageningen University.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; 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:Improvement; F:curriculum; F:learning; F:outcomes; F:pedagogy; F:teaching method; P:agricultural; P:agriculture; P:measurement; P:mechanic; P:services; P:teacher education; P:teacher training; P:teachers; Q:community of practice; Q:secondary education; R:interview; R:observation; R:questionnaire; R:survey; T:Classroom teaching; T:learning community; T:work-based learning; Z:Administrator Surveys; Z:Agricultural Education; Z:Agricultural education; Z:Curriculum reform; Z:Educational Needs; Z:Employment skills; Z:Foreign Countries; Z:Inservice Teacher Education; Z:Interviews; Z:Observation; Z:Outcome Based Education; Z:Questionnaires; Z:Secondary School Teachers; Z:Secondary education; Z:Teacher Competencies; Z:Teacher Surveys; Z:Teacher capacity; Z:Teacher education; Z:Teaching Methods; Z:Teaching methods; _C:Uganda UGA; publicImportV1

Towards Interpreting Topic Models with ChatGPT - Rijcken, Emil; Scheepers, Floortje; Zervanou, Kalliopi; Spruit, Marco; Mosteiro, Pablo; Kaymak, Uzay (2023)
Keywords: ⛔ No DOI found

Towards Rice Yield Forecasting and Development of Early Warning System using Geoinformatics in the Kano River Irrigation Project. A project submitted to the Regional Centre for Training in Aerospace Survey (United Nations Commission for Africa) Obafemi Awolowo University, Ile Ife, for fulfilment of the requirements of Certificate in GIS & Remote Sensing - Tudunwada, I.Y. (2009)

Towards Safer School Construction: A community-based approach - Paci-Green, Rebekah; Pandey, Bishnu (2015)

Towards sustainable technology-enhanced innovation in higher education: Advancing learning design by understanding and supporting teacher design practice - Bennett, Sue; Lockyer, Lori; Agostinho, Shirley (British Journal of Educational Technology, 2018)

Towards Systemic EdTech Testbeds: A Global Perspective - Vanbecelaere, Stefanie; Adam, Taskeen; Sieber, Carmen; Clark-Wilson, Alison; Boody Adorno, Katie; Haßler, Björn (Global EdTech Testbeds Network, 2023)
This document is an output of the Global EdTech Testbeds Network, https://globaledtech.org/.
Keywords: _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

Towards universal health coverage:reforming the neglected district health system in Africa (2019)

Towards universal health coverage: reforming the neglected district health system in Africa - Tumusiime, Prosper; Kwamie, Aku; Akogun, Oladele B; Elongo, Tarcisse; Nabyonga-Orem, Juliet (BMJ Global Health, 2019)
In most African countries, the district sphere of governance is a colonial creation for harnessing resources from the communities that are located far away from the centre with the assistance of minimally skilled personnel who are subordinate to the central authority with respect to decision-making and initiative. Unfortunately, postcolonial reforms of district governance have retained the hierarchical structure of the local government. Anchored to such a district arrangement, the (district) health system (DHS) is too weak and impoverished to function in spite of enormous knowledge and natural resources for a seamless implementation of universal health coverage (UHC). Sadly, the quick-fix projects of the 1990s with the laudable intention to reduce the burden of disease within a specified time-point dealt the fatal blow on the DHS administration by diminishing it to a stop-post and a warehouse for commodities (such as bednets and vaccines) destined for the communities. We reviewed the situation of the district in sub-Saharan African countries and identified five attributes that are critical for developing a UHC-friendly DHS. In this analytical paper, we discuss decision-making authority, coordination, resource control, development initiative and management skills as critical factors. We highlight the required strategic shifts and recommend a dialogue for charting an African regional course for a reformed DHS for UHC. Further examination of these factors and perhaps other ancillary criteria will be useful for developing a checklist for assessing the suitability of a DHS for the UHC that Africa deserves.
Keywords: ❓ Multiple DOI

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

TPD@Scale Compendium. Foundation for Information Technology Education and Development. - TPD@Scale Coalition for the Global South (2022)

TPD@Scale: Designing teacher professional development with ICTs to support system-wide improvement in teaching - Wolfenden, F (Foundation for Information Technology Education and Development., 2022)

TPL5110 data sheet, product information and support | TI.com

TPL5110 Nano Power Timer Hookup Guide - SparkFun Learn

Tracking the reach of COVID-19 kin loss with a bereavement multiplier applied to the United States - Verdery, Ashton M.; Smith-Greenaway, Emily; Margolis, Rachel; Daw, Jonathan (Proceedings of the National Academy of Sciences, 2020)
The coronavirus disease 2019 (COVID-19) pandemic has led to a large increase in mortality in the United States and around the world, leaving many grieving the sudden loss of family members. We created an indicator—the COVID-19 bereavement multiplier—that estimates the average number of individuals who will experience the death of a close relative (defined as a grandparent, parent, sibling, spouse, or child) for each COVID-19 death. Using demographic microsimulation-based estimates of kinship networks in the United States, the clear age gradient in COVID-19 mortality seen across contexts, and several hypothetical infection prevalence scenarios, we estimate COVID-19 bereavement multipliers for White and Black individuals in the United States. Our analysis shows that for every COVID-19 death, approximately nine surviving Americans will lose a grandparent, parent, sibling, spouse, or child. These estimates imply, for example, that if 190,000 Americans die from COVID-19, as some models project, then ∼1.7 million will experience the death of a close relative. We demonstrate that our estimates of the bereavement multiplier are stable across epidemiological realities, including infection scenarios, total number of deaths, and the distribution of deaths, which means researchers can estimate the bereavement burden over the course of the epidemic in lockstep with rising death tolls. In addition, we provide estimates of bereavement multipliers by age group, types of kin loss, and race to illuminate prospective disparities. The bereavement multiplier is a useful indicator for tracking COVID-19’s multiplicative impact as it reverberates across American families and can be tailored to other causes of death.
Keywords: COVID-19; __C:filed:1; bereavement; demography; mortality; social support

Trade-oﬀs in School Choice: Comparing Deferred Acceptance, the Classic and the Adaptive Boston Mechanism - Mennle, Timo; Seuken, Sven
The three most common school choice mechanisms are the Deferred Acceptance mechanism (DA), the classic Boston mechanism (BM), and a variant of the Boston mechanism where students automatically skip exhausted schools, which we call the adaptive Boston mechanism (ABM). Assuming truthful reporting, we compare student welfare under these mechanisms both from a conceptual and from a quantitative perspective: We first show that, BM rank dominates DA whenever they are comparable; and via limit arguments and simulations we show that ABM yields intermediate student welfare between BM and DA. Second, we perform computational experiments with preference data from the high school match in Mexico City. We find that student welfare (in terms of rank transitions) is highest under BM, intermediate under ABM, and lowest under DA. BM, ABM, and DA can thus be understood to form a hierarchy in terms of student welfare. In contrast, in (Mennle and Seuken, 2017), we have found that the same mechanisms also form a hierarchy in terms of incentives for truthtelling that points in the opposite direction. A decision between them therefore involves an implicit trade-off between incentives and student welfare.
Keywords: _C:Belgium BEL; _C:Estonia EST; _C:Germany DEU; _C:Mexico MEX; _C:Spain ESP; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Traditional apprenticeship in Ghana and Senegal: Skills development for youth for the informal sector - Sonnenberg, K (Journal of International Cooperation in Education, 2012)
The demographic youth bulge, representing large cohorts of youth, coupled with lack of pathways to education and employment and therefore social mobility, have become issues of great concern. As a result, youth employment and technical and vocational skills development have grown in prominence on international and national agendas in recent years. However, skills development strategies often overlook the informal sector despite the fact that in developing countries, income-generating activities in the informal sector often far exceed those of the formal sector. UNESCO’s 2012 EFA Global Monitoring Report on youth skills development states that traditional apprenticeships are an important way of acquiring transferable and job-specific skills, particularly for the informal sector. An extensive review of the literature of Ghana and Senegal reveals that these two countries have long histories of traditional apprenticeship and that these forms of skills training reach more youth than formal technical and vocational training. This paper examines the approaches these two countries’ governments have taken to increase access to and quality of non-formal skills training opportunities. Despite a lack of data on the long-term outcomes of these initiatives, programs and reforms, several important implications arise from these countries’ experiences. These implications are discussed as well as areas for future research.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Senegal; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; HDR25; P:agriculture; P:measurement; Q:ICT; T:Ausbildung; T:Formal apprenticeship; T:Lehrlingsausbildung; T:apprentice; T:education and skills training; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Traditional eye medicine practice in Benin-City, Nigeria - Ebeigbe, JA (Southern African Optometrist, 2013)
The use of traditional eye medicines as a form of eye care in Africa is very common. However, there is concern about the harmful effects of some traditional medicines on the eyes. This study was a cross-sectional survey conducted in Benin-City, Edo state, Nigeria. Sixty-eight traditional medicine practitioners (TMPs) who treated eye conditions participated in this study. Most (87%) were males and 13% were females. Their age ranged between 25 to 65 years with a mean age of 42.25 ± 2.14 years. Information was obtained through one-on-one oral interviews and a structured questionnaire consisting of open-ended questions. The most common method of training (46%) was by father-to-son tutelage. Conjunctivitis, itching and poor vision were the most common conditions treated by all practitioners. The majority of the TMPs (62%), practiced full time while 38% practiced part time. Forty six percent considered patients’ case histories as more important than physical examination of the eye while 54% felt both history and examination were equally important. Thirty-six percent of practitioners reported inverting the upper eyelids as part of their examination. Couching of cataracts was done by 38%. While 49% had referred ‘difficult’ or ‘stubborn’ cases to orthodox hospitals, 51% had never referred a case. Traditional healers are well accepted in their communities and will continue to be consulted by the people. Health education programs with emphasis on safe eye care practices need to be established for traditional healers. Working with healers and training them to recognize cases needing urgent referral and encouraging the use of non-harmful practices may provide a more sustainable health care structure in the community. Cooperation between these two aspects of medicine is extremely important for the provision of primary eye care services in rural Africa.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; F:payment; P:healers; P:media; T:Formal apprenticeship; T:Lehrlingsausbildung; T:Training; publicImportV1; ⛔ No DOI found

Training community healthcare workers on the use of information and communication technologies: a randomised controlled trial of traditional versus blended learning in Malawi, Africa - Mastellos, Nikolaos; Tran, Tammy; Dharmayat, Kanika; Cecil, Elizabeth; Lee, Hsin-Yi; PengWong, Cybele C.; Mkandawire, Winnie; Ngalande, Emmanuel; Tsung-ShuWu, Joseph; Hardy, Victoria; Chirambo, Baxter Griphin; O'Donoghue, John Martin (BMC Medical Education, 2018)
Background: Despite the increasing uptake of information and communication technologies (ICT) within healthcare services across developing countries, community healthcare workers (CHWs) have limited knowledge to fully utilise computerised clinical systems and mobile apps. The ` Introduction to Information and Communication Technology and eHealth' course was developed with the aim to provide CHWs in Malawi, Africa, with basic knowledge and computer skills to use digital solutions in healthcare delivery. The course was delivered using a traditional and a blended learning approach. Methods: Two questionnaires were developed and tested for face validity and reliability in a pilot course with 20 CHWs. Those were designed to measure CHWs' knowledge of and attitudes towards the use of ICT, before and after each course, as well as their satisfaction with each learning approach. Following validation, a randomised controlled trial was conducted to assess the effectiveness of the two learning approaches. A total of 40 CHWs were recruited, stratified by position, gender and computer experience, and allocated to the traditional or blended learning group using block randomisation. Participants completed the baseline and follow-up questionnaires before and after each course to assess the impact of each learning approach on their knowledge, attitudes, and satisfaction. Per-item, pre-post and between-group, mean differences for each approach were calculated using paired and unpaired t-tests, respectively. Per-item, between-group, satisfaction scores were compared using unpaired t-tests. Results: Scores across all scales improved after attending the traditional and blended learning courses. Self-rated ICT knowledge was significantly improved in both groups with significant differences between groups in seven domains. However, actual ICT knowledge scores were similar across groups. There were no significant differences between groups in attitudinal gains. Satisfaction with the course was generally high in both groups. However, participants in the blended learning group found it more difficult to follow the content of the course. Conclusions: This study shows that there is no difference between blended and traditional learning in the acquisition of actual ICT knowledge among community healthcare workers in developing countries. Given the human resource constraints in remote resource-poor areas, the blended learning approach may present an advantageous alternative to traditional learning.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Malawi; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; F:attitude; F:gender; F:learning; HDR25; P:health; P:service industry; Q:ICT; R:impact; R:questionnaire; R:trial; T:Ausbildung; Z:Blended learning; Z:Community healthcare workers; Z:Developing countries; Z:Information and communication technologies; Z:Traditional learning; Z:eHealth; Z:mLearning; publicImportV1

Training Compute-Optimal Large Language Models - Hoffmann, Jordan; Borgeaud, Sebastian; Mensch, Arthur; Buchatskaya, Elena; Cai, Trevor; Rutherford, Eliza; Casas, Diego de Las; Hendricks, Lisa Anne; Welbl, Johannes; Clark, Aidan; Hennigan, Tom; Noland, Eric; et al. (arXiv, 2022)
We investigate the optimal model size and number of tokens for training a transformer language model under a given compute budget. We find that current large language models are significantly undertrained, a consequence of the recent focus on scaling language models whilst keeping the amount of training data constant. By training over 400 language models ranging from 70 million to over 16 billion parameters on 5 to 500 billion tokens, we find that for compute-optimal training, the model size and the number of training tokens should be scaled equally: for every doubling of model size the number of training tokens should also be doubled. We test this hypothesis by training a predicted compute-optimal model, Chinchilla, that uses the same compute budget as Gopher but with 70B parameters and 4$×$ more more data. Chinchilla uniformly and significantly outperforms Gopher (280B), GPT-3 (175B), Jurassic-1 (178B), and Megatron-Turing NLG (530B) on a large range of downstream evaluation tasks. This also means that Chinchilla uses substantially less compute for fine-tuning and inference, greatly facilitating downstream usage. As a highlight, Chinchilla reaches a state-of-the-art average accuracy of 67.5% on the MMLU benchmark, greater than a 7% improvement over Gopher.
Keywords: Computer Science - Computation and Language; Computer Science - Machine Learning

Training Hard Skills in Virtual Reality: Developing a Theoretical Framework for AI-Based Immersive Learning - Korhonen, Tiina; Lindqvist, Timo; Laine, Joakim; Hakkarainen, Kai (AI in Learning: Designing the Future, 2023)
Advances in virtual reality (VR) technology afford creation of immersive virtual learning environments that simulate real-life learning contexts with increasing fidelity. When supported by sufficiently advanced artificial intelligence (AI)-based tutoring software, such environments may facilitate asynchronous, embodied learning approaches for learning hard, procedural skills in industrial settings – addressing timeliness, accuracy, and scalability issues common in the industry.
Keywords: 4E cognition; AI; Artificial intelligence; Grounded cognition; Hard skills training; Intelligent tutoring system; Machine learning; Virtual reality

Training of School Teachers in West Africa: Remediation of Reading Difficulties through Training in Phonological Awareness and Letter Names - Briquet-Duhazé, Sophie (FIRE: Forum for International Research in Education, 2014)
The training of teachers of West Africa is carried out by the Academy of Rouen (France) and organized around an annual training plan approved by the AEFE. Each trainer only supervises twenty teachers for 5 days. Teachers from eight countries (Mauritania, Cape Verde, Senegal, Gambia, Mali, Guinea, Côte d'Ivoire and Burkina Faso), come to Dakar for a week. We have been asked four times tn Dakar (Senegal) to provide training for teachers of West Africa. It is all about being trained in order to resolve reading difficulties for students using our scientific research. This paper presents the theoretical framework of phonological awareness and letter names and the 0 phase and the beginning of Phase 1 of our research. We use these predictors as remedial reading difficulties among students aged 8 to 11 years. We present the first results.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Burkina Faso; C:Cape Verde; C:Gambia; C:Guinea; C:Ivory Coast; C:Mali; C:Mauritania; C:Senegal; CA:AandC; CL:de; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:Improvement; P:teachers; T:TVET; T:Training; T:trainee; Z:Alphabets; Z:Elementary School Students; Z:Faculty Development; Z:Foreign Countries; Z:Longitudinal Studies; Z:Phoneme Grapheme Correspondence; Z:Phonological Awareness; Z:Predictor Variables; Z:Professional Continuing Education; Z:Reading Difficulties; Z:Relevance (Education); Z:Remedial Reading; Z:Teacher Improvement; __C:filed:1; publicImportV1; ⛔ No DOI found

Training of Teachers on Assistive Technologies and Interactive Digital Textbooks in Kenya, Uganda and Rwanda | UNESCO - UNESCO (2021)

Training Teachers at a Distance: Perceptions and Challenges of Open and Distance Learning (ODL) in Teacher Education the Zimbabwean Experience - Samkange, Wellington (Turkish Online Journal of Distance Education, 2013)
Zimbabwe like most developing countries continues to experience shortages in skills. One such area that has experienced skills shortages is education. This has resulted in governments and education institutions coming up with innovative ways to improve the training of of teachers. Such innovative models include the Open & Distance Learning (ODL) model in the development of skills. In some instances, there has been a combination of the conventional model and the ODL model. The purpose of the study was to examine the different methods used in the training of teachers and the role of ODL in addressing skills shortages. The study used the qualitative methodology and the case study design. The respondents were purposively selected. Data was collected through lesson observations, document analysis and open-ended questionnaires that were administered to senior teachers, deputy school heads and school heads. These gave a total of twenty respondents from different schools. At the same time twenty trainee teachers in different programmes with the Zimbabwe Open University (ZOU) were observed teaching and were assessed. The study also examined views, attitudes and perceptions about the training of teachers. From the data it could be concluded that the model being used by teachers' colleges (2-5-2) was more inclined to ODL than the 'conventional' model, thus demonstrating that indeed teachers can be trained through ODL. Whilst there were mixed feelings about the role of universities in the training of pre-service teachers, it could be concluded that universities had a role in the training of teachers regardless of the mode of delivery they used. The study noted that the lack of resources and lack of understanding between different stakeholders was negatively affecting the success of the ODL model of training teachers at the Zimbabwe Open University (ZOU).
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AA:Africa; C:Zimbabwe; CA:AandC; CL:en; CL:fr; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:R; CT:T; D:developing country; F:attitude; F:teaching; P:measurement; P:service industry; P:teacher education; P:teacher training; P:teachers; Q:ODEL; Q:distance education; Q:distance learning; R:case study; R:observation; R:qualitative; R:questionnaire; T:Ausbildung; T:trainee; Z:Zimbabwe Open University (ZOU); Z:distance education; Z:teacher training; publicImportV1; ⛔ No DOI found

Training Teachers on the Job: What Works and How to Measure It - Popova, Anna; Evans, David K.; Arancibia, Violeta (Policy Research Working Papers, 2016)
Keywords: C:Low- and middle-income countries; _genre:LR-literature_review

Trajectories of School Recovery After a Natural Disaster: Risk and Protective Factors - Lai, Betty S.; Esnard, Ann-Margaret; Wyczalkowski, Chris; Savage, Ryan; Shah, Hazel (Risk, Hazards & Crisis in Public Policy, 2019)
Disasters may have significant and lasting impacts on educational programs and academic achievement, yet the examination of differing patterns of school recovery after disasters is understudied. This paper focused on two aims: (i) identification of school academic recovery trajectories; and (ii) examination of potential risk factors associated with these trajectories. We used latent class growth analysis to identify school academic recovery trajectories for a cohort of 462 Texas public schools that were in the path of Hurricane Ike in 2008. Using Texas Assessment of Knowledge and Skills (TAKS) data from 2005 to 2011, we found that attendance and percent of economically disadvantaged youth emerged as significant risk factors for two identified academic recovery trajectories (High-Stable and Low-Interrupted). Higher levels of economically disadvantaged youth were associated with lower likelihood of falling in the High-Stable trajectory, relative to the Low-Interrupted trajectory. Higher levels of attendance were associated with higher likelihood of membership in the High-Stable trajectory, relative to the Low-Interrupted trajectory. These findings are consistent with the notion that disasters do not affect all people or communities equally. Findings highlight the need for policy initiatives that focus on low performing schools, as these schools are at highest risk for adverse outcomes post-disaster.
Keywords: disaster recovery; escuelas; preparación de la salud pública; public health preparedness; recuperación después de los desastres; schools; social vulnerability; vulnerabilidad social; 公共卫生预备; 学校; 灾害恢复; 社会脆弱性

Transactional sex in the wake of COVID-19: sexual and reproductive health and rights of the forcibly displaced - Jacobson, Lauren; Regan, Alexandra; Heidari, Shirin; Onyango, Monica Adhiambo (Sexual and Reproductive Health Matters, 2020)
Keywords: COVID-19; forcibly displaced people; sexual and reproductive health; transactional sex

Transformation of Education Policy and Governance in the Digital Era - Kamp-Hartong, S.; Piattoeva, N.; Saari, A.; Savage, G. (2022)
Keywords: Final_citation; anystyle; existing

Transformations in Teachers' Discourse About Their Students During a School-Led Pedagogic Intervention - Rainio, Anna Pauliina; Hofmann, Riikka (The European Journal of Social & Behavioural Sciences, 2015)
Keywords: _C:Finland FIN; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1