Donor Programming in Albania in Other (Non-justice and Security) Sectors Relevant to Organised Crime - Haider, Huma (2019)
This helpdesk report provides an overview of sectors relevant to the existence and prevalence of organised crime in Albania; and a mapping of donor work in these sectors. While the programmes and projects discussed are not necessarily designed and adopted specifically to counter organised crime, linkages can be inferred. Literature was selected through database searches (Google, Google Scholar, Web of Science) and by visiting multilateral and bilateral donor websites. Corruption and organised crime are prevalent in Albania and remain key problems in the country. Institutional and everyday petty corruption undermine social trust and creates an environment in which the rule of law is weak and higher order criminal activity can more easily flourish (UNODC, 2015). Corruption is closely interlinked with organised crime as many of the country’s senior state officials are involved in smuggling, contrabands, tax evasions and land grabbing (Sokoli and Resulaj, 2013). Corruption poses a major money laundering risk in Albania as it generates significant amounts of criminal proceeds (COE, 2018). Trafficking in human beings and drugs are also key problems. Albania has been the region’s top producer of cannabis (Global Initiative, 2019). Trafficking in humans for sexual exploitation occurs internally. Many girls and women, particularly Roma and other marginalised groups with low socio-economic backgrounds, are trafficked in main cities in Albania (Meçe, 2016). Organised crime and economic inequality and development are correlated (EC, 2018). Key areas of development requiring attention to tackle organised crime in Albania and elsewhere include: livelihoods and employment; rural development; governance reform; and service delivery. Improving the poor socio-economic conditions of vulnerable populations, for example, can help to prevent human trafficking (Meçe, 2016). This query uses these core areas to structure this report.
Keywords: ⛔ No DOI found

Donor Organizations and the Principles for Digital Development: A Landscape Assessment and Gap Analysis - Haßler, Björn; Brugha, Meaghan; Muyoya, Chisenga; Mitchell, Joel; Hollow, David; Jackson, Alan (Digital Impact Alliance, 2018)
Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1)   Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Australia AUS; _C:Belgium BEL; _C:Cambodia KHM; _C:Canada CAN; _C:China CHN; _C:Finland FIN; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:Jordan JOR; _C:Kenya KEN; _C:Liberia LBR; _C:Norway NOR; _C:Philippines PHL; _C:Portugal PRT; _C:Rwanda RWA; _C:Spain ESP; _C:Sweden SWE; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:c; docs.opendeved.net

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

"Don't Be Too Polite, Girls!" Women, Work, and Vocational Education and Training: A Critical Review of the Literature - Butler, Elaine; Ferrier, Fran (National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia; E-mail: ncver@ncver, 2000)
Most of the research on women and vocational education and training (VET) in Australia and elsewhere that was published in 1987-1998 may be characterized as follows: (1) it was undertaken to inform or support policy decisions and is therefore framed by political and ideological agendas; (2) it is piecemeal; (3) it tends to consider women as "other" while normalizing the experiences of men; and (4) it lacks a perspective of "advantage" as opposed to "disadvantage." The literature on women and VET revolves around the following themes: (1) globalization and change; (2) social, cultural, and demographic changes; (3) policies, politics, and VET; (4) marketization of VET; (5) economic and social policies and practices for VET; (6) gender issues in VET; and (7) curriculum, pedagogies, and practices in VET. The literature on all these themes reveals a consistency in research findings and recommendations that seek structural systemic change in the VET system, including the political will to position equity as a central organizing feature. A scheme providing research grants for VET operating like the grants awarded by the Australian Research Council should be established. Grants should promote a vigorous, knowledge-seeking and inclusive culture in VET. (Fourteen tables/figures are included. The bibliography lists 279 references.) (MN)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; Adult Education; C:Australia; CLL:en; Continuing Education; Curriculum; Education Work Relationship; Educational Needs; Educational Policy; Educational Practices; Educational Research; Educational Trends; Employed Women; Equal Education; Foreign Countries; Literature Reviews; Marketing; Needs Assessment; Policy Formation; Politics of Education; Postsecondary Education; Public Policy; Secondary Education; Social Change; Teaching Methods; Trend Analysis; Vocational Education; Womens Education; publicImportV1

Dominica: Safe Education Sector Plan - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _internal; _r:AddedByMyEducationEvidence

Dominica: Safe Education Sector Plan - Vijil-Morin, Alejandra; Villavicencio, Xuzel; Moustafa, Nariman; Haßler, Björn (Open Development & Education, 2022)
An output of the Open Development & Education, https://opendeved.net/

Doly: Bengali chatbot for bengali education - Kowsher, Md; Tithi, Farhana Sharmin; Alam, M. Ashraful; Huda, Mohammad Nurul; Moheuddin, Mir Md; Rosul, Md Golam (IEEE, 2019)

Doing Well in Life? Thank Your Big Sister (Center For Global Development)
Older siblings—particularly sisters—play a much larger role in caring for young children in many low- and middle-income country (LMIC) contexts, particularly in rural areas and among households engaged in subsistence agriculture and other forms of domestic production. In spite of this, the role that older sisters play in childrearing is often ignored in research and policy discussions of early childhood.

Doing Research In and On the Digital: Research Methods across Fields of Inquiry - Costa, Cristina; Condie, Jenna (2018)

Doing Research: A New Researcher’s Guide - Hiebert, James; Cai, Jinfa; Hwang, Stephen; Morris, Anne K; Hohensee, Charles (Research in Mathematics Education, 2023)

Doing Reform Differently: Combining Rigor and Practicality in Implementation and Evaluation of System Reforms - Crouch, Luis; DeStefano, Joseph (2017)
This paper brings together two promising intellectual trends in development: Doing Development Differently (DDD), and whole-system reform. In addition, it provides a framework for evaluating system reforms, as rigorously as possible. Doing Development Differently proposes an approach to development in which many different things are tried, in smallish ways, involving stakeholders; in one sense it is a reaction against “blueprint” development. These approaches have much to recommend them.
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Does technology improve reading outcomes? Comparing the effectiveness and cost-effectiveness of ICT interventions for early grade reading in Kenya - Piper, Benjamin; Zuilkowski, Stephanie Simmons; Kwayumba, Dunston; Strigel, Carmen (International Journal of Educational Development, 2016)
Education policymakers are investing in information and communications technology (ICT) without a research base on how ICT improves outcomes. There is limited research on the effects of different types of ICT investments on outcomes. The Kenya Primary Math and Reading (PRIMR) study implemented a randomized controlled trial comparing the effects and cost of three interventions – e-readers for students, tablets for teachers, and the base PRIMR program with tablets for instructional supervisors. The results show that the ICT investments do not improve literacy outcomes significantly more than the base non-ICT instructional program. Our findings show that cost considerations should be paramount in selecting ICT investments in the education sector.
Keywords: Education policy; International education; Kenya; Literacy; Reading; Technology; __:import:01; __:match:final; __:matched; __:study_id:2457283; ___working_potential_duplicate; __finaldtb

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

Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research - Kini, Tara; Podolsky, Anne (Learning Policy Institute, 2016)
Do teachers continue to improve in their effectiveness as they gain experience in the teaching profession? This paper aims to answer that question by critically reviewing recent literature that analyzes the effect of teaching experience on student outcomes in K-12 public schools in the United States. This report reviews 30 studies published within the last 15 years that analyze the effect of teaching experience on student outcomes in the United States. The goal of this paper is to provide researchers and policymakers with a comprehensive and timely review of this body of work. A renewed look at this research is warranted due to advances in research methods (including the use of teacher and student fixed effects) and data systems that have allowed researchers to more accurately answer this question. Specifically, by including teacher fixed effects in their analyses, researchers have been able to compare a teacher with multiple years of experience to that same teacher when he or she had fewer years of experience. In contrast, older studies often used less precise methods, such as cross-sectional analyses, which compare distinct cohorts of teachers with different experience levels during a single school year. [For the research brief to this report "Does Teaching Experience Increase Teacher Effectiveness? A Review of the Research. Research Brief," see ED606427.]
Keywords: Achievement Gains; At Risk Students; Attendance; Collegiality; Correlation; Educational Legislation; Educational Policy; Elementary Secondary Education; Ethnicity; Federal Legislation; Gender Differences; Mathematics Achievement; Peer Influence; Public School Teachers; Racial Differences; Reading Achievement; Socioeconomic Status; Student Characteristics; Teacher Distribution; Teacher Effectiveness; Teaching Conditions; Teaching Experience; _C:India IND; _C:United States USA; __C:filed:1; __C:scheme:1

Does teacher training affect pupil learning? Evidence from matched comparisons in Jerusalem public schools - Angrist, J.; Lavy, V. (Journal of Labor Economics, 2001)

Does Teacher Training Actually Work? Evidence from a Large-Scale Randomized Evaluation of a National Teacher Training Program - Loyalka, Prashant; Popova, Anna; Li, Guirong; Shi, Zhaolei (American Economic Journal: Applied Economics, 2019)
Keywords: C:China; _genre:PR-primary_research

Does supply matter? Initial schooling conditions and the effectiveness of conditional cash transfers for grade progression in Nicaragua - Maluccio, John A.; Murphy, Alexis; Regalia, Ferdinando (Journal of development, 2010)
Keywords: ⛔ No DOI found

Does private schooling narrow wealth inequalities in learning outcomes? Evidence from East Africa - Alcott, Benjamin; Rose, Pauline (Oxford Review of Education, 2016)
In many low- and lower-middle-income countries, private schools are often considered to offer better quality of education than government schools. Yet, there is a lack of evidence to date on their role in reducing inequalities: namely, the extent to which private schooling improves learning among the most disadvantaged children. Our paper uses household survey data from Kenya, Tanzania, and Uganda to identify whether any observed impact of private schooling on core literacy and numeracy skills differs according to children’s household wealth. We demonstrate wealth gaps in access to private schooling, and use inferential models to account for observable differences between those who do and do not enrol in private schools. In Kenya and Uganda, we find that private schooling appears to improve the chances of children learning relative to their peers in government schools, but the chances of the poorest children learning in private schools remains low and is at best equivalent to the richest learning in government schools. In Tanzania, private schooling does not seem to improve poorer children’s learning, whereas it does for richer children. These findings raise a caution about the extent to which private provision can help narrow learning inequalities.

Does Outcomes-Based Reporting Contribute to or Contradict the Realisation of Social Outcomes? - Tomkinson, Emma (The Three Sector Solution: Delivering public policy in collaboration with not-for-profits and business, 2016)
Keywords: Final_citation

Does Math Achievement h'APP'en when iPads and Game-Based Learning are Incorporated into Fifth-Grade Mathematics Instruction? - Carr, Jennie M (Journal of Information Technology Education, 2012)
Keywords: ⛔ No DOI found

Does living in a community with more educated mothers enhance children's school attendance? Evidence from Sierra Leone - Kamanda, Mamusu; Madise, Nyovani; Schnepf, Sylke (International Journal of Educational Development, 2016)
In Sierra Leone girls are 23.4% less likely to attend secondary education than boys. This difference between sexes increases the gender gap in educational attainment since women's education is positively associated with children's educational wellbeing. This paper investigates the relationship between children's school attendance, their mothers’ level of education, as well as the overall level of women's education at the community level in Sierra Leone using multilevel statistical modelling techniques and the country's 2008 Demographic and Health Survey data. The findings suggest that, regardless of a child's own mother's education, an increase in the proportion of mothers with secondary or higher education in a community by 10% improves the probability of attending junior secondary school significantly by 8%; a 50% increase improves the likelihood of attending school by 45%. There was no significant relationship between the proportion of better educated mothers in a community and primary school attendance. However, relative to children whose mothers had no formal education, children whose mothers had attained primary, secondary or higher education were 7%, 14% and 22% more likely to attend primary school respectively. Future policies should seek to promote girls’ education at post-primary education and develop community based programmes to enable the diffusion and transmission of educational messages.
Keywords: Girls’ education; Mothers’ education; School attendance; Sierra Leone; _C:Sierra Leone SLE

Does it make a difference? Evaluating professional development - Guskey, Thomas R (Education Leadership, 2002)
Using five critical levels of evaluation, you can improve your school's professional development program. But be sure to start with the desired result—improved student outcomes.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Does having digital skills really pay off? - OECD (OECD, 2015)
Having the highest levels of skills in problem solving using ICT (information and communication technologies) increases chances of participating in the labour force by six percentage points compared with adults who have the lowest levels of these skills, even after accounting for various other factors, such as age, gender, level of education, literacy and numeracy proficiency, and use of e-mail at home. Adults without ICT experience are less likely to participate in the labour force; if they are employed, they earn less than adults with ICT experience, after accounting for various other factors. Experience in using ICT has a particularly large impact on participation in the labour force and earnings in Australia, England/Northern Ireland (UK) and the United States. Workers who use ICT frequently have substantially higher wages than those who do not use ICT often.
Keywords: Final_citation; existing

Does Google Scholar contain all highly cited documents (1950-2013)? - Martín-Martín, Alberto; Orduña-Malea, Enrique; Ayllón, Juan Manuel; López-Cózar, Emilio Delgado (arXiv preprint arXiv:1410.8464, 2014)
Keywords: ⛔ No DOI found

Does EdTech Substitute for Traditional Learning? Experimental Estimates of the Educational Production Function - Bettinger, Eric; Fairlie, Robert; Kapuza, Anastasia; Kardanova, Elena; Loyalka, Prashant; Zakharov, Andrey (National Bureau of Economic Research, 2020)
Keywords: _genre:PR-primary_research; interesting

Does Edtech Scale? (Center for Global Development | Ideas to Action)
School closures during the COVID crisis led many to hope that edtech could help to keep children learning. But does it work at scale?

Does computer-assisted learning improve learning outcomes? Evidence from a randomized experiment in migrant schools in Beijing - Lai, Fang; Luo, Renfu; Zhang, Linxiu; Huang, Xinzhe; Rozelle, Scott (Economics of Education Review, 2015)
The education of the disadvantaged population has been a long-standing challenge to education systems in both developed and developing countries. Although computer-assisted learning (CAL) has been considered one alternative to improve learning outcomes in a cost-effective way, the empirical evidence of its impacts on improving learning outcomes is mixed. This paper uses a randomized field experiment to explore the effects of CAL on student academic and non-academic outcomes for students in migrant schools in Beijing. Our results show that a remedial CAL program held out of regular school hours improved the student standardized math scores by 0.15 standard deviations and most of the program effect took place within 2 months after the start of the program. Students with less-educated parents benefited more from the program. Moreover, CAL also significantly increased the students’ interest in learning.
Keywords: China; Computer-assisted learning; Development; Education; Migration; Random assignment; Test scores; __C:filed:1

Does changing behavioral intentions engender behavior change? A meta-analysis of the experimental evidence - Webb, Thomas L.; Sheeran, Paschal (Psychological Bulletin, 2006)
Numerous theories in social and health psychology assume that intentions cause behaviors. However, most tests of the intention- behavior relation involve correlational studies that preclude causal inferences. In order to determine whether changes in behavioral intention engender behavior change, participants should be assigned randomly to a treatment that significantly increases the strength of respective intentions relative to a control condition, and differences in subsequent behavior should be compared. The present research obtained 47 experimental tests of intention-behavior relations that satisfied these criteria. Meta-analysis showed that a medium-to-large change in intention (d = 0.66) leads to a small-to-medium change in behavior (d = 0.36). The review also identified several conceptual factors, methodological features, and intervention characteristics that moderate intention-behavior consistency.
Keywords: Attitude; Cooperative Behavior; Female; Humans; Intention; Male; Social Behavior

Document de Travail - La formation en secteur informel: Note de problématique - Walther, Richard (Agence Française de Développement, 2006)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; C:Benin; C:Cameroon; C:Morocco; C:Senegal; C:South Africa; CLL:fr; publicImportV1

Doctrine and Layers in Space: A Critique of Stephen Ajadi’s Design for the Anglican Church in Ogidi, Nigeria’ - Igwe, M.J. (Lagos Journal of Architecture, 2019)
Keywords: ⚠️ Invalid DOI

Do youth employment programs improve labor market outcomes? A systematic review - Kluve, Jochen; Puerto, Susana; Robalino, David A.; Romero, Jose Manuel; Rother, Friederike; Stöterau, Jonathan; Weidenkaff, Felix; Witte, Marc (Ruhr Economic Papers, 2016)
This study reviews the evidence on the labor market impact of youth employment programs. We analyze the effectiveness of interventions, and factors that influence program performance including country context, target beneficiaries, program design, implementation, and evaluation type. We identify 113 impact evaluations covering a wide range of methodologies, interventions, and countries. The meta-analysis synthesizes the evidence based on 2,259 effect sizes (Standardized Mean Differences) and the statistical significance of 3,105 impact estimates (Positive and Statistically Significant). Just more than one-third of youth employment program evaluations worldwide show a significant positive impact on labor market outcomes - either employment rates or earnings. In general, programs have been more successful in middle- and low-income countries; this may be because programs' investments are especially helpful for the most vulnerable population groups that they target. We conjecture that recent programs might have benefited from innovations in design and implementation. In middle-low income countries, skills training and entrepreneurship programs have had a higher impact. In high-income countries, the role of intervention type is less decisive - much depends on context and how services are chosen and delivered, a result that holds across country types. We find evidence that programs integrating multiple interventions more likely succeed because they respond better to different needs of beneficiaries. Results also point to the importance of profiling and follow-up systems in determining program performance, as well as to incentive systems for services provider
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Ethiopia; C:Kenya; C:Liberia; C:Malawi; C:South Africa; CLL:en; Employment; _C:Uganda UGA; publicImportV1

Do the maths: An analysis of the gender gap in mathematics in Africa - Dickerson, Andy; McIntosh, Steven; Valente, Christine (Economics of Education Review, 2015)

Do Tests Applied to Teachers Predict Their Effectiveness? - Cruz-Aguayo, Yyannú; Ibarrarán, Pablo; Schady, Norbert (Economics Letters, 2017)

Do ResearchGate Scores create ghost academic reputations? - Orduna-Malea, Enrique; Martín-Martín, Alberto; Thelwall, Mike; López-Cózar, Emilio Delgado (Scientometrics, 2017)

Do Muslim Women Really Need Saving? Anthropological Reflections on Cultural Relativism and Its Others - Abu-Lughod, Lila (American Anthropologist, 2002)
This article explores the ethics of the current 'War on Terrorism, asking whether anthropology, the discipline devoted to understanding and dealing with cultural difference, can provide us with critical purchase on the justifications made for American intervention in Afghanistan in terms of liberating, or saving, Afghan women. I look first at the dangers of reifying culture, apparent in the tendencies to plaster neat cultural icons like the Muslim woman over messy historical and political dynamics. Then, calling attention to the resonances of contemporary discourses on equality, freedom, and rights with earlier colonial and missionary rhetoric on Muslim women, I argue that we need to develop, instead, a serious appreciation of differences among women in the world—as products of different histories, expressions of different circumstances, and manifestations of differently structured desires. Further, I argue that rather than seeking to 'save' others (with the superiority it implies and the violences it would entail) we might better think in terms of (1) working with them in situations that we recognize as always subject to historical transformation and (2) considering our own larger responsibilities to address the forms of global injustice that are powerful shapers of the worlds in which they find themselves. I develop many of these arguments about the limits of 'cultural relativism' through a consideration of the burqa and the many meanings of veiling in the Muslim world. [Keywords: cultural relativism, Muslim women, Afghanistan war, freedom, global injustice, colonialism]

Do Large Language Models Understand Chemistry? A Conversation with ChatGPT - Castro Nascimento, Cayque Monteiro; Pimentel, André Silva (Journal of Chemical Information and Modeling, 2023)
Large language models (LLMs) have promised a revolution in answering complex questions using the ChatGPT model. Its application in chemistry is still in its infancy. This viewpoint addresses the question of how well ChatGPT understands chemistry by posing five simple tasks in different subareas of chemistry.

Do impact bonds affect the ecosystem of social services delivery and financing? - Gustafsson-Wright, Emily; Osborne, Sarah; Massey, Meg (2020)
Keywords: Final_citation; ⛔ No DOI found

Do financial education interventions for women from poor households impact their financial behaviors? Experimental evidence from India - Bhutoria, Aditi; Vignoles, Anna (Journal of Research on Educational Effectiveness, 2018)

Do extra hours of tutoring payoff? Evaluation of a community education programme in Bangladesh - Ruthbah, Ummul; Rabbani, Atonu; Hossain, Salim; Sarwar, Golam (Journal of Development Effectiveness, 2016)
Primary school dropout rate in Bangladesh is very high. Both the government and the NGOs have taken many initiatives to raise the quality of education and reduce the dropout rate. In this study we explore the impacts of supplementary tutoring provided to primary school students in different districts of Bangladesh. The goal of this programme is to reduce dropouts and to improve the class performance of the primary school students. We find that after-hour tutoring, offered to Grade 2 students, helped them to continue up to Grade 5. However, it did not exhibit any significant impact on test scores.
Keywords: _Added to LR; _G:reviewed

Do Conditional Cash Transfers for Schooling Generate Lasting Benefits? A Five-Year Followup of PROGRESA/Oportunidades. - Behrman, Jere R.; Parker, Susan W.; Todd, Petra E. (Journal of Human Resources, 2011)
Keywords: ❓ Multiple DOI

Do cognitive interventions improve general cognition in dementia? A meta-analysis and meta-regression - Huntley, J. D.; Gould, R. L.; Liu, K.; Smith, M.; Howard, R. J. (BMJ Open, 2015)
Objectives To review the efficacy of cognitive interventions on improving general cognition in dementia. Method Online literature databases and trial registers, previous systematic reviews and leading journals were searched for relevant randomised controlled trials. A systematic review, random-effects meta-analyses and meta-regression were conducted. Cognitive interventions were categorised as: cognitive stimulation (CS), involving a range of social and cognitive activities to stimulate multiple cognitive domains; cognitive training (CT), involving repeated practice of standardised tasks targeting a specific cognitive function; cognitive rehabilitation (CR), which takes a person-centred approach to target impaired function; or mixed CT and stimulation (MCTS). Separate analyses were conducted for general cognitive outcome measures and for studies using ‘active’ (designed to control for non-specific therapeutic effects) and non-active (minimal or no intervention) control groups. Results 33 studies were included. Significant positive effect sizes (Hedges’ g) were found for CS with the mini-mental state examination (MMSE) (g=0.51, 95% CI 0.29 to 0.69; p<0.001) compared to non-active controls and (g=0.35, 95% CI 0.06 to 0.65; p=0.019) compared to active controls. Significant benefit was also seen with the Alzheimer's disease Assessment Scale-Cognition (ADAS-Cog) (g=−0.26, 95% CI −0.445 to −0.08; p=0.005). There was no evidence that CT or MCTS produced significant improvements on general cognition outcomes and not enough CR studies for meta-analysis. The lowest accepted minimum clinically important difference was reached in 11/17 CS studies for the MMSE, but only 2/9 studies for the ADAS-Cog. Additionally, 95% prediction intervals suggested that although statistically significant, CS may not lead to benefits on the ADAS-Cog in all clinical settings. Conclusions CS improves scores on MMSE and ADAS-Cog in dementia, but benefits on the ADAS-Cog are generally not clinically significant and difficulties with blinding of patients and use of adequate placebo controls make comparison with the results of dementia drug treatments problematic.
Keywords: GERIATRIC MEDICINE

Do boys and girls use computers differently, and does it contribute to why boys do worse in school than girls? - Fairlie, Robert W. (The BE Journal of Economic Analysis & Policy, 2016)
Boys are doing worse in school than are girls, which has been dubbed “the Boy Crisis.” An analysis of the latest data on educational outcomes among boys and girls reveals extensive disparities in grades, reading and writing test scores, and other measurable educational outcomes, and these disparities exist across family resources and race. Focusing on disadvantaged schoolchildren, I then examine whether time investments made by boys and girls related to computer use contribute to the gender gap in academic achievement. Data from several sources indicate that boys are less likely to use computers for schoolwork and are more likely to use computers for playing games, but are less likely to use computers for social networking and email than are girls. Using data from a large field experiment randomly providing free personal computers to schoolchildren for home use, I also test whether these differential patterns of computer use displace homework time and ultimately translate into worse educational outcomes among boys. No evidence is found indicating that personal computers crowd out homework time and effort for disadvantaged boys relative to girls. Home computers also do not have negative effects on educational outcomes such as grades, test scores, courses completed, and tardies for disadvantaged boys relative to girls.

Do animations in enhanced ebooks for children favour the reading comprehension process?: a pilot study - Dalla Longa, Nicol; Mich, Ornella (ACM, 2013)

dmetar - Companion R Package for the Guide Doing Meta-Analysis in R
Serves as the companion R package for the open-source guide Doing Meta Analysis in R. Aimed at beginners, the package contains complementary functions to facilitate performing meta-analysis using the meta, metafor, netmeta and gemtc packages.
Keywords: _Added-ailr-2024

District Profile: Tonkolili (Sierra Leone) - UNOCHA (2015)
English News and Press Release on Sierra Leone about Education, Food and Nutrition, Epidemic and more; published on 03 Dec 2015 by OCHA
Keywords: _C:Sierra Leone SLE

District Profile: Bombali (Sierra Leone) - UNOCHA (2015)
Keywords: _C:Sierra Leone SLE

Distribution of Soil Chemical Properties of Smallholder Farms on Derelict Mined-Sites of Jos South LGA, Jos Plateau, Nigeria - Dakagan, J.B.; Tudunwada, I.Y.; Ajiji, S.A.; Aliyu, J.A. (Asian Journal of Soil Science and Plant Nutrition, 2024)

Distributed learning as a potential approach to distance education: prospects and challenges at Allama Iqbal Open University. - Bukhsh, Qadir (2014)

DistillerSR | Systematic Review Software | Literature Review Software (DistillerSR)
DistillerSR is the leading systematic review software that automates every stage of your review to produce evidence-based research faster and more accurately.
Keywords: _Added-ailr-2024

Distance_Learning_Toolkit_10Aug2021-508.pdf

Distance to School and the educational consequences - Theunynck, Serge (World Bank, 2018)

Distance learning solutions - https://plus.google.com/+UNESCO (UNESCO, 2020)
Below is a list of educational applications and platforms to help parents, teachers, schools and school systems facilitate student learning and provide social caring and interaction during periods of school closure. While these solutions do not carry UNESCO’s explicit endorsement, they tend to have wide reach, a strong user-base and evidence of impact. Most of the solutions

'Distance learning' or 'learning at a distance'? Case study of an education initiative to deliver an in‐service bachelors degree in Zambia - Smith, CJ (Innovations in Education and Teaching International, 2010)
In 1998, as part of what was then Zambia’s Department of Technical Education and Vocational Training’s (DTEVT) human resources capacity building initiative, under the Ministry of Science, Technology and Vocational Training (MSTVT), donor funding was secured to provide degree-level training for key teachers and managers within the technical education and vocational education and training (TEVET) system. However, the lack of degree-level courses designed for TEVET personnel at both of Zambia’s universities prevented progress. This situation has disadvantaged TEVET staff and for years has limited their professional development. To address this, a pilot project involving a British Higher Education Institution delivering a degree programme, in-country and in-service (part-time), was proposed by senior DTEVT staff. Some seven years after the commencement of this programme and with three cohorts having successfully been completed, this paper examines some of the key issues in delivery of the programme over the years and reflects on significant events that have influenced the programme’s development and are likely to continue to impact on its future direction. Keywords: blended learning; distance learning; e-learning; international development; professional development; TVET (technical and vocational education and training)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Zambia; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; P:service industry; Q:degree; Q:distance learning; Q:open learning; R:case study; T:TVET; publicImportV1

Distance Learning for Teacher Training in Brazil - Bof, Alvana (International Review of Research in Open and Distance Learning, 2004)
Keywords: C:Brazil; _C:Brazil BRA; _C:Germany DEU; __C:filed:1; __C:scheme:1

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

Dissipative motion in galaxies with non-axisymmetric potentials - El-Zant, Amr (Physics reports, 1999)

Dissemination and implementation research in health: translating science to practice - Brownson, Ross C.; Colditz, Graham A.; Proctor, Enola Knisley (Oxford University Press, 2012)
Keywords: Clinical Trials as Topic; Information Dissemination; Translational Research; methods

Dissemination and implementation research in health: translating science to practice - Brownson, Ross C.; Colditz, Graham A.; Proctor, Enola Knisley (Oxford University Press, 2018)
Keywords: Information Dissemination; Translational Medical Research; methods

Disseminating the evidence and outputs generated by your programme - Haßler, Björn; Friese, Laila; Mansour, Hassan (EdTech Hub, 2023)
An output of the EdTech Hub, https://edtechhub.org/
Keywords: Coming Soon; _comingsoon; _forthcoming; _r:AddedByMyEducationEvidence

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

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

Discover Scholarcy Features - Try it now! (Scholarcy | The long-form article summariser)
Discover the innovative features of our cutting-edge tool designed to revolutionize the way students researcher study and summarize articles.

Disclosable Restructuring Paper-Support to Implementation of the Regional Education Strategy-P158836 - Yang, Hongyu (The World Bank, 2018)

Disadvantaged Schools and Students in Ethiopia: Why is the GEQIP-E Reform Necessary? - Tiruneh, Dawit; Sabates, Ricardo; Woldehanna, Tassew (Research on Improving Systems of Education (RISE), 2021)
This Insight provides an overview of the prevalence of inequity in access to quality primary education for children and particularly girls living in the emerging regions, and children with disabilities in Ethiopia.

disabilityevidence.org - Education (Disability Evidence Portal)

Disability in contexts of displacement - Karanja, Michael (Disability Studies Quarterly, 2009)
Keywords: __C:filed:1

Disability in and Around Urban Areas of Sierra Leone - Trani, Jean-Francois; Bah, Osman; Bailey, Nicki; Browne, Joyce; Groce, Nora; Kett, Maria (2017)
Keywords: _C:Sierra Leone SLE

Disability, computer and school data in Zanzibar (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)

Disability, Bias, and AI - Mills, Mara; Whittaker, Meredith (AI Now Institute Report, 2019)
Keywords: Final_citation; anystyle; existing

Directory of accredited programmes offered in polytechnics, technical and vocational institutions in Nigeria

Directory of Accredited Programmes Offered in Polytechnics, Technical and Vocational Institutions - Government of Nigeria (2017)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; TVET Provider; publicImportV1

Directorate of Industrial Training - Government of Uganda
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Directive de curation de cours - Smart Africa Alliance; Omboto, Charles; Waziri, Nafisa; Haßler, Björn (Smart Africa Alliance, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Dinus Intelligent Assistance (DINA) Chatbot for University Admission Services - Agus Santoso, Heru; Anisa Sri Winarsih, Nurul; Mulyanto, Edy; Wilujeng saraswati, Galuh; Enggar Sukmana, Septian; Rustad, Supriadi; Syaifur Rohman, Muhammad; Nugraha, Adhitya; Firdausillah, Fahri (2018 International Seminar on Application for Technology of Information and Communication, 2018)
Nowadays, universities offer most of their services using corporate website. In higher education services including admission services, a university needs to always provide excellent service to ensure student candidate satisfaction. To obtain student candidate satisfaction apart from the quality of education must also be accompanied by providing consultation services and information to them. This paper proposes the development of Chatbot which acts as a conversation agent that can play a role of as student candidate service. This Chatbot is called Dinus Intelligent Assistance (DINA). DINA uses knowledge based as a center for machine learning approach. The pattern extracted from the knowledge based can be used to provide responses to the user. The source of knowledge based is taken from Universitas Dian Nuswantoro (UDINUS) guest book. It contains of questions and answers about UDINUS admission services. Testing of this system is done by entering questions. From 166 intents, the author tested it using ten random sample questions. Among them, it got eight tested questions answered correctly. Therefore, by using this study we can develop further intelligent Chatbots to help student candidates find the information they need without waiting for the admission staffs's answer.
Keywords: Chatbot; Knowledge based systems; NLP; Neural network; Ontologies; Robots; Seminars; Task analysis; ontology

Dimensions of Executive-Legislature Relations In the Katsina State House of Assembly - (1999-2011)” - Ojo, E.O.; Omotola, S.J.; Aisha Abdu-Ismail (The Legislature and Governance in Nigeria, 2014)

Dimensions of digital literacy in the 21st century competency frameworks - Martínez-Bravo, María Cristina; Sádaba Chalezquer, Charo; Serrano-Puche, Javier (Sustainability, 2022)

Dimensions - A Collaborative Approach to Enhancing Research Discovery - Dimensions Resources; Adams, Jonathan; Phill Jones; Porter, Simon; Szomszor, Martin; Draux, Hélène; Osipov, Igor (2018)
Developed in partnership with over 100 leading research organizations around the world, Dimensions aims to break down barriers to discovery and innovation by enabling users to find and access the most relevant information faster, analyze the academic and broader outcomes of research, and gather insights to inform future activities. This report takes a closer look at some of the research insights that can be gathered using the new Dimensions platform, with a focus on the benefits of its collaborative approach to development.
Keywords: 160511 Research, Science and Technology Policy; FOS: Political science

DIHK - Deutscher Industrie- und Handelskammertag

Dignitas by Design 2021.pdf

Digitization, Digitalization, and Digital Transformation: Confuse Them At Your Peril - Bloomberg, J. (Forbes, 2018)
We digitize information, we digitalize processes and roles that make up the operations of a business, and we digitally transform the business and its strategy. Each one is necessary but not sufficient for the next.
Keywords: Final_citation; anystyle; existing

Digitalisierung beruflicher Lern- und Arbeitsprozesse. Impulse aus der Bauwirtschaft und anderen gewerblich-technischen Sektoren - Appenrodt, Jan; Becker, Matthias; Böttcher, Sven; Bozkurt, Askim; Dettmann, Kai; Diekmann, Susanne; Dziumbla, Uwe; Ebert, Wolfgang; Falk, Roland; Freytag, Nora-Fabienne; Ganz, Kerstin; Goos, Ulrich; et al. (2022)
The anthology presents current approaches to digitally supported professional learning. The articles provide insights into the dynamic development of the interfaces between gainful employment and vocational training and further education in the context of digitization of work and learning aids. The volume is thus connected to the publication “Berufsbildung am Bau digital” (edited by Bernd Mahrin and Johannes Meyser), which was published in 2019 by the University Press of the Technische Universität Berlin. The first chapter discusses fundamental didactic questions about digitally supported learning and working, including the framework conditions. The second chapter picks contributions on capacity development, standards, and digital tools out as central themes. The third chapter is dedicated to concrete specific solutions with strong practical relevance and high transfer potential for digitized work and learning in the construction sector and in the metal sector. The final fourth chapter presents comprehensive and freely accessible online offers such as a media pool for educational purposes, a learning media database and a hybrid learning system with a virtual 3D building model. The book was created as part of the DigiBAU project - digital vocational learning and working in the field of construction - funded by the German Federal Ministry of Education and Research and the European Social Fund. (DIPF/Orig.)
Keywords: 370 Education; 370 Erziehung, Schul- und Bildungswesen; Arbeitsprozess; Bauberuf; Bauingenieur; Bautechnik; Bauwirtschaft; Berufliche Fortbildung; Berufsausbildung; Berufsbildung; Berufsbildungszentrum; Career centers; Construction technique; Continuing education; Continuing training; Digitale Medien; Digitalisierung; Digitalization; E-Learning; E-learning; Fachdidaktik; Further education; Gewerblich-technischer Beruf; Holzbau; Learning by playing; Learning process; Lehr-Lern-Prozess; Lernprozess; Media didactics; Mediendidaktik; Metallberuf; Occupation in a trade or technical field; Occupation in the field of construction; Occupational training; On line; Online service; Online-Angebot; Professional training; Specialized didactics; Spielerisches Lernen; Subject didactics; Teaching post; Teaching profession; Teaching-learning process; Virtual learning; Vocational Education; Vocational education and training; Vocational training; Weiterbildung; Working process; auto_merged; Überbetriebliche Ausbildung

Digital Undergraduate Education in Dentistry: A Systematic Review - Zitzmann, Nicola U.; Matthisson, Lea; Ohla, Harald; Joda, Tim (International Journal of Environmental Research and Public Health, 2020)
The aim of this systematic review was to investigate current penetration and educational quality enhancements from digitalization in the dental curriculum. Using a modified PICO strategy, the literature was searched using PubMed supplemented with a manual search to identify English-language articles published between 1994 and 2020 that reported the use of digital techniques in dental education. A total of 211 articles were identified by electronic search, of which 55 articles were selected for inclusion and supplemented with 27 additional publications retrieved by manual search, resulting in 82 studies that were included in the review. Publications were categorized into five areas of digital dental education: Web-based knowledge transfer and e-learning, digital surface mapping, dental simulator motor skills (including intraoral optical scanning), digital radiography, and surveys related to the penetration and acceptance of digital education. This review demonstrates that digitalization offers great potential to revolutionize dental education to help prepare future dentists for their daily practice. More interactive and intuitive e-learning possibilities will arise to stimulate an enjoyable and meaningful educational experience with 24/7 facilities. Augmented and virtual reality technology will likely play a dominant role in the future of dental education.
Keywords: _genre:LR-literature_review; augmented reality (AR); dental education; digital dentistry; virtual reality (VR)

Digital trust: Why it matters for businesses | McKinsey - McKinsey (2022)
Keywords: Final_citation; existing

Digital Transformation in Higher Education Institutions: A Systematic Literature Review - Benavides, Lina María Castro; Tamayo Arias, Johnny Alexander; Arango Serna, Martín Darío; Branch Bedoya, John William; Burgos, Daniel (Sensors, 2020)
Higher education institutions (HEIs) have been permeated by the technological advancement that the Industrial Revolution 4.0 brings with it, and forces institutions to deal with a digital transformation in all dimensions. Applying the approaches of digital transformation to the HEI domain is an emerging field that has aroused interest during the recent past, as they allow us to describe the complex relationships between actors in a technologically supported education domain. The objective of this paper is to summarize the distinctive characteristics of the digital transformation (DT) implementation process that have taken place in HEIs. The Kitchenham protocol was conducted by authors to answer the research questions and selection criteria to retrieve the eligible papers. Nineteen papers (1980–2019) were identified in the literature as relevant and consequently analyzed in detail. The main findings show that it is indeed an emerging field, none of the found DT in HEI proposals have been developed in a holistic dimension. This situation calls for further research efforts on how HEIs can understand DT and face the current requirements that the fourth industrial revolution forced.
Keywords: digital transformation; digitalization; higher education institution; systematic literature review; university

Digital transformation in German higher education: student and teacher perceptions and usage of digital media - Bond, Melissa; Marín, Victoria I.; Dolch, Carina; Bedenlier, Svenja; Zawacki-Richter, Olaf (International Journal of Educational Technology in Higher Education, 2018)
Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set. Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools. Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.
Keywords: Digital media usage; Digitalization; Educational technology; Germany; Higher education; Student perceptions; Teacher perceptions; University professors; University students; _C:Australia AUS; _C:Canada CAN; _C:Finland FIN; _C:Germany DEU; _C:Israel ISR; _C:Luxembourg LUX; _C:New Zealand NZL; _C:Spain ESP; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; _genre:LR-literature_review

Digital transformation in education: A mixed methods study of teachers and systems - McCarthy, Aidan (Murdoch University, 2020)
Keywords: _C:Australia AUS; _C:Finland FIN; _C:Malaysia MYS; _C:Myanmar MMR; _C:New Zealand NZL; _C:Singapore SGP; _C:Spain ESP; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Digital Transformation at Scale: Why the Strategy Is Delivery [2nd edition] - Greenway, Andrew; Terrett, Ben; Bracken, Mike; Loosemore, Tom (2021)

Digital Transformation at Scale: Why the Strategy Is Delivery. - Greenway, Andrew (LONDON Publishing PARTNER, 2018)
Organisations that grew up on the web have changed our attitude to the services we rely on every day. We expect them to work, be simple, cheap or free. They have done this by perfecting new technologies, practices, cultures and business models. However, organizations founded before the Internet aren't keeping pace - despite spending millions on IT. Faced with the digital revolution, many people working in large organisations instinctively see its consequences as another layer of complexity. To some of them, `digital' promises a better fax machine, a quicker horse, a brighter candle. In fact, digital is about applying the culture, practices, business models and technologies of the Internet era to respond to people's raised expectations. It is not a new function. It is not even a new way of running the existing functions of an organisation, whether those are IT or communications. It is a new way of running organisations. A successful digital transformation makes it possible not only to deliver products and services that are simpler, cheaper and better, but for the organisation as a whole to operate effectively in the online era. This book is a guide to building a digital institution. Based on experience and not theory it explains how a growing band of reformers in businesses and governments around the world have helped their organisations pivot to this new way of working, and what lessons others can learn from their experience. It is based on the authors' experience designing and helping to deliver the UK government's successful `Government Digital Service'. The GDS was a new institution made responsible for the digital transformation of government, designing public services for the Internet era. It snipped GBP4 billion off the government's technology bill, opened up public sector contracts to thousands of new suppliers, and delivered online services so good that citizens chose to use them over the offline alternatives, without a big marketing campaign. Other countries, and private sector companies too, took note. Here is a simple map to navigate a path through the blockers, buzzwords and bloody-mindedness that doom analogue organisations.
Keywords: ⛔ No DOI found

Digital tools for real-time data collection in education - Gustafsson-Wright, Emily; Osborne, Sarah; Aggarwal, Muskan (2022)
Keywords: Final_citation; ⛔ No DOI found

Digital tools for real-time data collection in education - Gustafsson-Wright, Emily; Osborne, Sarah; Aggarwal, Muskan (Brookings, 2022)
Real-time performance data in education enable critically needed tracking of program activities and instructors' and learners' progress to better inform adaptations along the way. In this report, we provide an overview of some of the key considerations related to real-time data collection in education, with a particular focus on the digital tools that enable their collection. Importantly, we have developed a typology of tools and selection criteria to support policymakers, practitioners, and researchers around the globe in either developing new tools or selecting from the landscape of existing ones. Our aim is to help initiate dialogue around the use of real-time data for adaptive management in education and contribute to data-informed decisions toward ensuring that all children have access to quality teaching and learning experiences.
Keywords: Final_citation; existing; ⛔ No DOI found

Digital technology in physical education: global perspectives - Koekoek, Jeroen; Hilvoorde, Ivo van (2018)

Digital technology and the futures of education: Towards ‘Non-Stupid’optimism - Facer, Keri; Selwyn, Neil (Paper commissioned for the UNESCO Futures of Education report, 2021)
Keywords: Final_citation; ⛔ No DOI found

Digital technologies in support of students learning in Higher Education: literature review - Pinto, Marta; Leite, Carlinda (Digital Education Review, 2020)
Autorías: Marta Pinto, Carlinda Leite. Localización: Digital Education Review. Nº. 37, 2020. Artículo de Revista en Dialnet.
Keywords: _genre:LR-literature_review

Digital Technologies in Education 4.0. Does it Enhance the Effectiveness of Learning? A Systematic Literature Review - Qureshi, Muhammad Imran; Khan, Nohman; Raza, Hamad; Imran, Amina; Ismail, Fadillah (International Journal of Interactive Mobile Technologies (iJIM), 2021)
Over the past decade, digitalization shapes the overall educational structure worldwide, with the attention received from practitioners, researchers, and policymakers for educational development. Digital technologies are bringing massive changes across education, skills, and employment. These changes mirror how technology is increasingly central to education 4.0. Digital technologies are expanding beyond innovative and less traditional techniques of teaching and learning via education collaboration. However, the present study will explore the research conducted on digital technologies and education. Data is selected from the Scopus database reputed journals. The final 47 studies are chosen for the review process using PRISMA statement 2015, and bibliometric analysis is done to find the occurrence of keywords. The findings of the study are strengthening the value of educational growth and development of high-tech skills. Education's Future focuses on digital technologies, and the traditional modes of education will be replaced entirely.

Digital Technologies and Innovative Learning Environments in Schooling: A New Zealand Experience - Fletcher, Jo; Everatt, John; Mackey, Julie; Fickel, Letitia Hochstrasser (New Zealand Journal of Educational Studies, 2020)
Keywords: __C:filed:1; ⛔ No DOI found

Digital storytelling and reflection in higher education: a case of pre-service student teachers and their lecturers at a university of technology - Ivala, Eunice; Gachago, Daniela; Condy, Janet; Chigona, Agnes (Journal of Education and Training Studies, 2014)
Employers in South Africa are calling for students graduating from higher education institutions (HEIs) to exhibit the capacity for reflection. However, many tertiary institutions fall short in allowing opportunities for reflection. As a result, HEIs are grappling to find ways of fostering reflection amongst their students. This paper argues that digital storytelling if implemented properly is one of the ways which can be used to help HEIs in this accomplishment. It documents results of production of digital stories by 29 final-year pre-service student teachers at the Cape Peninsula University of Technology (CPUT), South Africa, as part of their assessment in their professional development course. The study was informed by structuration theory and levels of reflection and cognitive processing to help the researchers understand the potential of digital storytelling in enhancing reflection. Qualitative methods of collecting data were utilized. Focus group interviews were conducted with the students and their facilitators to elicit whether production of digital stories led to reflection. Findings showed that the production of digital stories promoted the three levels of reflection and thus deep learning and higher-order thinking skills.
Keywords: Case Studies; Cognitive Processes; College Faculty; ERIC, Current Index to Journals in Education (CIJE); Educational Technology; Focus Groups; Foreign Countries; Higher Education; Personal Narratives; Postsecondary Education; Preservice Teachers; Professional Development; Qualitative Research; Reflection; Skill Development; South Africa; Story Telling; Teaching Methods; Technology Uses in Education; Video Technology; __:import:02; __:match:final; __:matched; __:study_id:2096367; __finaldtb

Digital Skills: Frameworks and Programs - Bashir, Sajitha (World Bank, 2020)

Digital School Census in 10 Weeks? How it was done in Sierra Leone
Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.
Keywords: _C:Sierra Leone SLE

Digital School Census in 10 Weeks? How it was done in Sierra Leone - Namit, K.; Thi Mai, T. (World Bank Blogs, 2019)
Note: This blog is specifically about Sierra Leone’s successful transition to a digital school census but has broader implications for other countries who plan to adopt digital tools at a wider scale to collect data and monitor education and healthcare facilities in their countries. In April of last year, the new Minister of Finance of Sierra Leone approached the World Bank with a strong commitment to prioritize education and an intriguing request.
Keywords: _C:Sierra Leone SLE

Digital Rights in Closing Civic Space: Lessons from Ten African Countries - Roberts, Tony; Ali, Abrar Mohammed; Karekwaivanane, George; Msonza, Natasha; Phiri, Sam; Zorro; Nanfuka, Juliet; Bosch, Tanja; Oladapo, Oyewole; Ojebode, Ayo; Nyabola, Nanjala; Gagliardone, Iginio; et al. (Institute of Development Studies, 2021)

Digital Resilience in the American Workforce (DRAW) | Adult Education and Literacy | U.S. Department of Education - DRAW
Building Skills and Literacy for Equitable Advancement September 2021

Digital Promise – Research Map (Research Map)
The Research Map connects education practitioners to relevant and accessible learning sciences research findings that can help them shape powerful learning solutions for all students.

Digital Promise (Digital Promise)
Digital Promise shapes the future of learning and advances equitable education systems by bringing together solutions across research, practice, and technology. We work at the intersection of education leaders, researchers, and technology developers to improve learning opportunities...

Digital pathways for greater education impact for all: A Country-level Framework - Rajasekaran, Subhashini; Adam, Taskeen; Tilmes, Klaus; Hawkins, Robert (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Digital neocolonialism and massive open online courses (MOOCs): colonial pasts and neoliberal futures - Adam, Taskeen (Learning, Media and Technology, 2019)
Through evaluating dominant MOOC platforms created by Western universities, I argue that MOOCs on such platforms tend to embed Western-centric epistemologies and propagate this without questioning their global relevance. Consequently, such MOOCs can be detrimental when educating diverse and complex participants as they erode local and indigenous knowledge systems. Arguing that the digital divide is an exacerbation of historical inequalities, I draw parallels between colonial education, specifically across Sub-Saharan Africa, and ‘digital neocolonialism’ through Western MOOC platforms. I analyse similarities in ideology, assumptions, and methods of control. Highlighting evolving forms of coloniality, I include contemporary problems created by neoliberal techno-capitalist agendas, such as the commodification of education. Balance is needed between the opportunities offered through MOOCs and the harms they cause through overshadowing marginalised knowledges and framing disruptive technologies as the saviour. While recommending solutions for inclusion of marginalised voices, further problems such as adverse incorporation are raised.
Keywords: Author:OpenDevEd; Decolonising education; _C:Canada CAN; _C:China CHN; _C:Cuba CUB; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Iran IRN; _C:Italy ITA; _C:Jordan JOR; _C:Korea, Democratic People's Republic PRK; _C:Mexico MEX; _C:Nigeria NGA; _C:Somalia SOM; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Tonga TON; _C:Turkey TUR; __C:filed:1; __C:scheme:1; decolonising technology; digital neocolonialism; epistemic injustice; neoliberal education

Digital media and youth: A primer for school psychologists - Savina, Elena; Mills, Jennifer L.; Atwood, Kelly; Cha, Jason (Contemporary School Psychology, 2017)
Keywords: __C:filed:1

Digital Literacy Research from an International and Comparative Point of View - Pietrass, Manuela (Research in Comparative and International Education, 2007)
The fear of a growing digital divide between those having access to the Internet and those who do not results from the still uneven distribution of digital media. Though the number of Internet users is rapidly growing, there is evidence for the further existence of a digital divide caused by the lack of digital literacy. Thus, the digital divide cannot be closed by access alone and becomes a matter of media education. To find appropriate methods for increasing digital literacy demands knowledge about the ways users deal with computers and the Internet. This knowledge is gained by empirical research in different formal and non-formal contexts of computer and Internet use. This introductory article to a special issue of Research in Comparative and International Education devoted to ‘Digital Literacy Research’ gives an insight into international data on Internet use and outlines a theoretical framework of digital literacy. It also discusses the single studies collected in the special issue. It shows that further research will profit by an international and comparative approach which considers national, cultural, social and age differences between the users.

Digital Literacy Program (Ministry of Information, Communication and the Digital Economy)

Digital Literacy Needs for Online Learning Among Peri-Urban, Marginalised Youth in South Africa - Adam, Taskeen (International Journal of Mobile and Blended Learning (IJMBL), 2022)
As online learning modes become more common, this can exacerbate educational inequalities for learners who do not have the ability to utilise these modes effectively. This has been seen in the COVID-19 crisis where there has been a shift to remote and distance learning modalities despite the limited...
Keywords: Author:OpenDevEd; Final_citation; cited; existing

Digital Literacy For Citizens Policy Framework for Africa - Smart Africa Alliance (Smart Africa Alliance, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Digital Literacy for Citizens - Course Curation Guideline - Smart Africa Alliance (Smart Africa Alliance, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Digital Literacy Assessment Tool Report - Macharia, Grace; Walker, Hannah; Waziri, Nafisa; Martin, Anna; Haßler, Björn (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Digital Literacy Assessment Tool - Smart Africa Alliance (Smart Africa Alliance, 2024)
An output of the Open Development & Education, https://.opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Digital Literacy and Skills Toolkit Implementation in Indonesia: Experience and Lessons Learned from a Small Survey - CSIS Indonesia (2022)

Digital Literacy and Public Policy through the Library Lens - Visser, Marijke (Maine Policy Review, 2013)

Digital Literacy Among Teachers: Identifying Digital Divide Among Interactive Whiteboard Users in Public High Schools - Oatis, Tammy (2019)
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:Georgia GEO; _C:Greece GRC; _C:Jordan JOR; _C:Korea, Republic KOR; _C:Netherlands NLD; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:South Africa ZAF; _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

Digital literacies for international teacher education: a Ghanaian perspective - Taner, Lisa (The Open University, 2018)
Teacher education in Sub Saharan Africa has been highlighted as key in helping to ensure inclusive and equitable quality education across the continent. Digital technologies that support new modes of teacher education can improve access and quality in developing regions (Moon and Villet, 2017a, b; Moon, 2007; Power, 2013), however little is known about how teachers develop digital literacies to enable them to effectively use these new resources, nor the ways in which student teachers are introduced to the technologies they need to support their professional development. Given the scarcity of research in this area and with teacher support and preparation having been the least examined topics in mobile learning research, this project investigated the ways in which student teachers in one College of Education in Ghana participate in learning experiences that develop their digital literacies to support their professional development throughout the college course, both on campus and in school placements. Using ethnographic approaches within a sociocultural theoretical rationale, the aim of this research was to address the gap in literature by examining the ways in which student teachers participate in learning experiences that develop their digital literacies during their training at a College of Education in Ghana. In view of the slow pace of ICT infrastructure advancement in Ghanaian schools, tutors at one college of education are encouraging the use of student teachers’ personal devices such as mobile phones to support their professional learning, both on campus and in the absence of other equipment in school placements. Smartphone use was found to be an enabling tool for students, whose formal and informal use of communication tools such as WhatsApp supported their developing professionalism and gave them access to new ways to locate and use materials for teaching and their wider professional development, including the academic requirements of their courses.
Keywords: _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Education management; _THEME: Open systems; _THEME: School management; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2426091; ___working_potential_duplicate; __finaldtb

Digital learning innovations for Syrian refugees and host communities external evaluation report - Tawileh, Anas (2018)

Digital learning in schools: What does it take beyond digital technology? - Sailer, Michael; Murböck, Julia; Fischer, Frank (Teaching and Teacher Education, 2021)
We investigated how often teachers apply digital technology in their teaching and which student learning activities teachers initiate. Further, we analyzed factors relating to technology use. 410 teachers in our sample, representative for the state of Bavaria (Germany), reported that they spend a substantial amount of time using digital technologies in a typical lesson. Results indicated that rather teachers’ basic digital skills and technology-related teaching skills than digital technology resources are crucial. Even though a certain threshold level of digital technology is necessary in school, our results suggest shifting the focus from equipping schools to teachers’ skills using technologies effectively.
Keywords: Digital technologies; Structural equation modeling; Student learning activities; Teachers’ skills; Technology use in classroom

Digital learning for developing Asian countries - Lim, Cher Ping; Tinio, Victoria; Smith, Matthew; Bhowmik, Miron Kumar (Routledge International Handbook of Schools and Schooling in Asia, 2018)
Keywords: __C:filed:1; __C:scheme:1

Digital Interactions in Developing Countries: An Economic Perspective - James, Jeffrey (Routledge, 2013)
Jeffrey James is one of the relatively few academics to have systematically taken on the topic of IT and development. In this timely book he undertakes a methodological critique of prominent topics in the debate. Challenging the existing literature by international and governmental institutions, the book looks not only at the digital divide but also at issues such as digital preparedness, leapfrogging and low-cost computers. James also raises important issues which have been largely neglected in the literature, such as the implications for poverty in developing countries and the macroeconomics of mobile phones. The book argues that benefits from IT are captured in a different form in developing as opposed to developed countries. In the latter, gains come from technology ownership and use, whereas in the former, benefits cannot be captured as much in this way because ownership is more limited. Interestingly, the author shows that developing countries have responded to this distinction with a series of local innovations which are often low-cost and pro-poor. This finding contradicts the widely held view that poor countries are unable to generate major innovations within their own borders. Accessible and clearly written, this book will be of great interest to scholars of development economics and development studies, and is relevant to both policy-makers and academics.
Keywords: Business & Economics / Development / Economic Development; Business & Economics / Industries / Computers & Information Technology

Digital humanities, libraries, and partnerships: a critical examination of labor, networks, and community - Kear, Robin; Joranson, Kate (Chandos Information Professional Series, 2018)
Keywords: Digital humanities; Digital libraries; Humanities; Libraries and Museums

Digital Games, Design, and Learning: A Systematic Review and Meta-Analysis - Clark, Douglas B.; Tanner-Smith, Emily E.; Killingsworth, Stephen S. (Review of Educational Research, 2016)
In this meta-analysis, we systematically reviewed research on digital games and learning for K-16 students. We synthesized comparisons of game versus nongame conditions (i.e., media comparisons) and comparisons of augmented games versus standard game designs (i.e., value-added comparisons). We used random-effects meta-regression models with robust variance estimates to summarize overall effects and explore potential moderator effects. Results from media comparisons indicated that digital games significantly enhanced student learning relative to nongame conditions ([Formula: see text] = 0.33, 95% confidence interval [0.19, 0.48], k = 57, n = 209). Results from value-added comparisons indicated significant learning benefits associated with augmented game designs ([Formula: see text] = 0.34, 95% confidence interval [0.17, 0.51], k = 20, n = 40). Moderator analyses demonstrated that effects varied across various game mechanics characteristics, visual and narrative characteristics, and research quality characteristics. Taken together, the results highlight the affordances of games for learning as well as the key role of design beyond medium.
Keywords: digital games; learning; meta-analysis; systematic review; ⛔ No DOI found

Digital game-based learning for K-12 mathematics education: A meta-analysis - Byun, JaeHwan; Joung, Eunmi (School Science and Mathematics, 2018)
Keywords: Final_citation; cited; existing

Digital Frameworks - UNEVOC

Digital Escape Rooms as Innovative Pedagogical Tools in Education: A Systematic Literature Review - Makri, Agoritsa; Vlachopoulos, Dimitrios; Martina, Richard A. (Sustainability, 2021)
This paper aims to present a systematic literature review on state-of-the-art Educational Escape Rooms (EERs) with the use of digital technologies. More specifically, the focus of the study is to present the current developments and trends concerning Digital Educational Escape Rooms (DEERs) and investigate how they foster learning outcomes for online learners. Additionally, the present study provides insights into the design process of such technology enhanced EERs. This review is attributed to identifying and covering research gaps since the current literature has focused on the pedagogical aspects of Escape Rooms (ERs) in education, but no studies seem to have been conducted in regard to the pedagogical implications of Digital Escape Rooms (DERs) in educational environments. Based on the exhaustive literature review, an agenda for future research is promised and the implications for designing innovative ER approaches have been highlighted. The anatomy of the fundamental components of conducting systematic literature reviews was followed. The results of the review could be addressed to multidisciplinary teams related to education, game researchers, educational researchers, faculty members, scholars, instructors, and protagonists of educational systems to encourage them to thoroughly study the core elements of DEERs and how they can be applied in virtual educational contexts to facilitate students’ learning achievements.
Keywords: digital escape rooms; digital technologies; educational escape rooms; engagement; escape rooms; game-based learning; gamification; motivation; systematic literature review; technology enhanced learning

Digital equity and intercultural education - Resta, Paul; Laferrière, Thérèse (Education and Information Technologies, 2015)
Keywords: Final_citation

digital education after COVID-19 - Selwyn, Neil; MacGilchrist, Felicitas; Williamson, Ben (TECHLASH, 2020)

Digital Earth Partnership: Climate, Environment & Education in Tanzania – Gaps & Policy implications - Anderson, Edward (2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Digital Dystopia The Danger in Buying What the EdTech Surveillance Industry is Selling - Marlow, C. (American Civil Liberties Union (ACLU), 2023)
Keywords: Final_citation; anystyle; existing

Digital divides in education. An analysis of the Romanian public discourse on distance and online education during the COVID-19 pandemic - Hosszu, Alexandra; Rughiniș, Cosima (Sociologie Românească, 2020)

Digital Divide meets video-based learning: Video production, distribution, and use within the developing world - Haßler, Björn (3. tele-TASK-Symposium - Von der Aufnahme zur virtuellen Bibliothek, 2008)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

Digital competence in higher education research: A systematic literature review - Zhao, Yu; Pinto Llorente, Ana María; Sánchez Gómez, María Cruz (Computers & Education, 2021)
In the information and knowledge society, where technology develops rapidly and penetrates deeply into our lives, the discussion about digital competence has become a hot topic today. After the emergence of the Coronavirus (Covid-19) and with its huge impact on the education industry, the concern about digital competence has reached a new height. This systematic literature review uses Web of science and Scopus as databases to store and analyze the existing research on digital competence in higher education settings. The purpose of this review is to provide the scholar community with a current overview of digital competence research from 2015 to 2021 in the context of higher education regarding the definition of digital competence, dimensions used to evaluate digital competence, research purposes, methodologies, and results and limitations. Major findings include that the majority of publications cited both research and EU policy in describing the definition of digital competence. The review indicates that most university students and teachers have a basic level of digital competence. Besides, the institutions of higher education are encouraged to focus on the development students and teachers’ digital competence, create relevant learning strategies and use appropriate tools to improve the quality of education.
Keywords: 21st century abilities; Digital competence; Higher education

Digital accesibility toolkit (Christian Blind Mission, 2018)
CBM publications. Download our reports, policies, guidelines, evaluation summaries, and more here. Search by topic, year & type.

Digest of TVET institutions statistics in Nigeria 2014-15 - Government of Nigeria (2017)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

DigComp into Action: Get inspired, make it happen. A user guide to the European Digital Competence Framework - Kluzer, Stefano; Pujol Priego, Laia (Publications Office of the European Union, 2018)

DigComp 2.2: The Digital Competence Framework for Citizens - With new examples of knowledge, skills and attitudes - Riina, Vuorikari; Stefano, Kluzer; Yves, Punie (Publications Office of the European Union, 2022)

DigComp 2.2, The Digital Competence framework for citizens: with new examples of knowledge, skills and attitudes - Vuorikari, Riina; Kluzer, Stefano; Punie, Yves (Publications Office of the European Union, 2022)
Digital skills for work and for life are at the top of the European Policy Agenda. The EU digital skills strategy and related policy initiatives have the objective of enhancing digital skills and competences for the digital transformation. The European Skills Agenda, of 1 July 2020, supports digital skills for all, including by supporting the objectives of the Digital Education Action Plan, which has the objectives of i) en-hancing digital skills and competences for the digital transformation while ii) fostering the development of a high-performing digital education system. The Digital Compass and the European Pillar of Social Rights Action Plan set the ambitious policy targets of reaching a minimum of 80% of the population with basic digital skills and having 20 million ICT specialists by 2030

Difficulties in the Material of Skeleton Systems and the Application of ICT in Learning Natural Sciences (IPA) - Gafur, Irfan Andi; Yustina, Yustina; Zulfarina, Zulfarina (Journal of Educational Sciences, 2020)
Keywords: _C:China CHN; _C:Indonesia IDN; _C:Malaysia MYS; _C:Singapore SGP; __C:filed:1; __C:scheme:1

Differences of TVET teachers’ perceptions on competency across different types of TVET institutions in nigeria - Sern, Lai Chee; Hamisu, Mohammed Adamu; Salleh, Kahirol Mohd; Adamu, Babayo Yakubu (International Journal of Recent Technology and Engineering, 2019)
© BEIESP. Competency is regarded as one of the main elements related to human resource development because it supports the aims of an organisation and the capabilities of its employees. This paper aimed at finding out the differences of the TVET teachers’ perceptions on competency (Thinking, Organizational and Application Competencies) across the three categorises of Nigerian tertiary institutions (University, Polytechnics, and College of Education) based on Malaysian Human Resource Development Practitioners (MHRDP) Competency Model. The study was quantitative by nature and 218 questionnaires were distributed to TVET teachers in five tertiary institutions based on stratified sampling technique. A total of 205 questionnaires were retrieved and ANOVA was conducted for data analysis. The present findings revealed that there was no statistically significant differences of the TVET teachers’ perceptions across the three categorises of Nigerian tertiary institutions in terms of Thinking Competency, Organisational Competency, and Application Competency. This outcome reflects that the competency model (MHRDP) can be used by TVET teachers regardless of their affiliated TVET institutions.
Keywords: ⛔ No DOI found

Difference and Similarities: Digitization, Digitalization, and Digital Transformation - Monton, Aryne Leigh (GlobalSign, 2022)
Digitization, Digitalization, and Digital Transformation are critical for modern businesses. Know their similarities, differences, and how they benefit businesses in this blog.
Keywords: Final_citation; anystyle; existing

Diferencias por Género y Contexto Socioeconómico del Impacto de la Plataforma Adaptativa de Matemática. - Perera, Marcelo; Aboal, Diego (CINVE., 2017)

Dietary patterns related to attainment in school: the importance of early eating patterns - Feinstein, L.; Sabates, R.; Sorhaindo, A.; Rogers, I.; Herrick, D.; Northstone, K.; Emmett, P. (Journal of Epidemiology & Community Health, 2008)
Objectives: To empirically test the impact of dietary intake at several time points in childhood on children’s school attainment and to investigate whether any differences in school attainment between children who ate packed lunches or school meals was due to who these children were, their pre-school dietary patterns, or to what they ate at school. Design: Using longitudinal data available in the Avon Longitudinal Study of Parents and Children (ALSPAC), multivariate linear regression was used to assess the relative importance of diet at different ages for school attainment. Main outcome measures: Three indicators of school attainment were used: at ages 4–5 entry assessments to school, at ages 6–7 Key Stage 1 national tests and at ages 10–11 Key Stage 2 national tests. These outcome variables were measured in levels as well as in changes from the previous educational stage. Results: The key finding at age 3 was that “junk food” dietary pattern had a negative association with the level of school attainment. A weak association remained after controlling for the impact of other dietary patterns at age 3, dietary patterns at ages 4 and 7 and other confounding factors. The authors did not find evidence that eating packed lunches or eating school meals affected children’s attainment, once the impact of junk food dietary pattern at age 3 was accounted for in the model. Conclusions: Early eating patterns have implications for attainment that appear to persist over time, regardless of subsequent changes in diet.

Die Schritte zu einer internationalen und international vergleichenden Berufsbildungsforschung - Lauterbach, Uwe (Handbuch Berufsbildungsforschung, 2006)

Die Schritte zu einer internationalen und international vergleichenden Berufsbildungsforschung - Lauterbach, Uwe (Handbuch Berufsbildungsforschung, 2018)
Mit der 3. erweiterten Auflage des Handbuchs Berufsbildungsforschung liegt ein Werk vor, das für alle Dimensionen der beruflichen Bildung den Stand der neuesten Erkenntnisse dokumentiert: sowohl für die Forschung als auch für den Wissenschaftstransfer in die Berufsbildungspraxis und -politik.Das Handbuch beinhaltet 125 Beiträge zu Fragestellungen, Methoden und Ergebnissen der Berufsbildungsforschung. Es stellt besonders für die Planung und Durchführung von Forschungs- und Entwicklungsvorhaben – Modellversuche und Pilotprojekte eingeschlossen – ein wichtiges Werkzeug dar.Die Artikel der insgesamt 119 Autorinnen und Autoren sind wie folgt gegliedert:1. Kapitel – Genese der Berufsbildungsforschung2. Kapitel – Berufsbildungsplanung und Berufsbildungspraxis3. Kapitel – Felder der Berufsbildungsforschung4. Kapitel – Fallbeispiele: Berufsbildungsforschung5. Kapitel – Forschungsmethoden

Die richtigen Mitarbeiter finden: Berufsbildung und HR-Management - Bauer, Annette; Kühnrich, Heinz-Joachim (Praxishandbuch Wirtschaft in Afrika, 2017)
Qualifizierte Fachkräfte stellen einen wichtigen Faktor für die Eintrittsentscheidung in einen Markt dar. Eine der am häufigsten genannten Hemmnisse für eine Investition in Afrika, ist deren Mangel. Vor allem für deutsche Unternehmen ist es wichtig mit ausgebildetem Personal die höhere Produktivität und Lebensdauer ihrer Produkte und Maschinen zu erreichen, um den meist höheren Investitionskosten im Marktvergleich Rechnung zu tragen und einen kosten- und zeiteffizienten After Sales Service anbieten zu können. Doch in vielen Ländern Afrikas ist diese Voraussetzung von qualifizierten Fachkräften noch nicht geschaffen. Folgendes Kapitel gibt einen Überblick über den wachsenden Bedarf an Fachkräften, die aktuelle Situation in der Berufsbildung, sowie Lösungsansätze zur Reduzierung der Lücke zwischen Angebot und Nachfrage an Fachkräften aus Sicht eines deutschen Anbieters für Aus- und Weiterbildungslösungen in Afrika.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:West Africa; C:Rwanda; CA:AandC; CL:de; CL:en; CLL:de; CLS:en; CT:A; CT:C; CT:P; CT:T; P:agriculture; T:Ausbildung; T:TVET; T:in-service TVET; publicImportV1

Die Agenda 2030 für nachhaltige Entwicklung - Bundesministerium für wirtschaftliche Zusammenarbeit und Entwicklung

Did the shift to computer-based testing in PISA 2015 affect reading scores? A View from East Asia - Komatsu, Hikaru; Rappleye, Jeremy (Compare: A Journal of Comparative and International Education, 2017)

Dialoguing teaching for visual impairment from the perspective of inclusive special education - Hulten, Thomas Peter; Junger, Alex Paubel; de Oliveira, Victor Inacio; Lui, Márcio de La Cruz; Fernandes, Vera Maria Jarcovis; Pinto, Marcelo Vianello (Revista de Gestão e Secretariado, 2023)

Dialogue, Teachers and Professional Development - Hofmann, Riikka (The Routledge International Handbook of Research on Dialogic Education, 2019)
Keywords: __C:filed:1

Dialogic Readers: Children talking and thinking together about visual texts - Maine, Fiona (Routledge, 2015)

Dialling up Learning: Testing the Impact of Delivering Educational Content via Interactive Voice Response to Students and Teachers in Ghana - Afoakwah, Edmund; Carballo, Francisco; Caro, Alex; D’Cunha, Samantha; Dobrowolski, Stephanie; Fallon, Alexandra (EdTech Hub, 2021)
Keywords: Final_citation; cited; existing

Di Gropello & (Marshall, 2011)

DFID rated “very good”, FCO “poor”, in aid transparency index - Bond (2018)
While DFID is rated as one of the most transparent donors in the world, the FCO is lagging far behind.

DFID Ethics Principles for Research and Evaluation - DFID (2011)

DFID Ethical guidance for research evaluation and monitoring activities [interactive version] - DFID (2019)

DFID ethical guidance for research, evaluation and monitoring activities - DFID (2019)
Keywords: ⛔ No DOI found

DFID Education Policy: Get Children Learning - DFID (2018)

DFID Education Policy 2018: Get Children Learning - GOV.UK (Arabic/English)
DFID calls for action to tackle the learning crisis; prioritising effective teaching and education systems, and renewed focus on poor and marginalised children.
Keywords: TL:Arabic; TL:English; TL:Translated; TranslationQuestioned; _r:ImportedToMyEducationEvidence

DFID Digital Strategy 2018 to 2020: Doing Development in a Digital World - GOV.UK (Arabic/English)
DFID’s Digital Strategy 2018 to 2020 sets out a vision and approach for doing development in a digital world.
Keywords: TL:Arabic; TL:English; TL:Translated; TranslationQuestioned; _r:ImportedToMyEducationEvidence

DFID and FCO merger: Let us learn from our past - Allier-Gagneur, Zoé (Open Development & Education, 2020)
On June 16th, UK Prime Minister Boris Johnson announced his decision to the House of Commons to merge the British Department for International Development (DFID) and the Foreign and Commonwealth Office (FCO). This decision is not a complete surprise, given that Mr Johnson openly sought to persuade Theresa May to give him the aid department […]
Keywords: _r:ImportedToMyEducationEvidence

Devising New Models for School Improvement in Developing Nations: Sierra Leone, a case study - Mason, Miriam Theresa (Durham University, 2019)
Abstract Background and Introduction: This research describes the planning, design, implementation and evaluation of a (Continuous Professional Development & Learning) CPDL-based programme for schools in Sierra Leone, a low-income country with low educational standards. Aims: The research aimed to: (i) assess evidence of EducAid schools’ effectiveness; (ii) identify features of EducAid practice that government schools might adopt; (iii) design a CPDL programme for Sierra Leonean teachers; (iv) report the programme’s impact on students’ progress; (v) explore the possibility of programme delivery by local and largely untrained teachers; (vi) throw light on aspects of the programme that participants saw as strengths and weaknesses. Design and Methods: Within an innovative quasi-experimental design, an impact evaluation drew on data from five intervention and ten comparison schools, and a process evaluation drew on data on information from programme participants and the trainers. The impact evaluation was based on public exam results, literacy test scores and attendance data collected pre- and post-CPDL. Process data included information from lesson observations, semi-structured interviews, focus groups and a post-intervention evaluation workshop. Results: The impact evaluation showed larger improvements in student attendance and literacy test results in the intervention schools than in the comparison schools. The process evaluation identified challenges in embedding changes in pedagogic practice, and in data collection. However, it also identified consistent evidence of improvements in student behaviour. These were supported by head teachers and community groups and were seen as a necessary but not sufficient condition for the literacy score improvements. Discussion and Conclusions: Discussion focuses on how far the six aims were met and on how the research adds to understanding of CPDL and school improvement in a low-income country. The impossibility of randomisation in sample selection prevents any strong causal claims for the CPDL’s impact. The possibility of a larger scale roll-out is considered, subject to changes in the programme suggested by the process evaluation.
Keywords: Must-read; _C:Sierra Leone SLE

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63 - Gordon, Morris; Patricio, Madalena; Horne, Laura; Muston, Alexandra; Alston, Sebastian R.; Pammi, Mohan; Thammasitboon, Satid; Park, Sophie; Pawlikowska, Teresa; Rees, Eliot L.; Doyle, Andrea Jane; Daniel, Michelle (Medical Teacher, 2020)
Background The novel coronavirus disease (COVID-19) was declared a pandemic in March 2020. This rapid systematic review synthesised published reports of medical educational developments in response to the pandemic, considering descriptions of interventions, evaluation data and lessons learned.Methods The authors systematically searched four online databases and hand searched MedEdPublish up to 24 May 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction and assessed risk of bias for included articles. Discrepancies were resolved by a third author. A descriptive synthesis and outcomes were reported.Results Forty-nine articles were included. The majority were from North America, Asia and Europe. Sixteen studies described Kirkpatrick’s outcomes, with one study describing levels 1–3. A few papers were of exceptional quality, though the risk of bias framework generally revealed capricious reporting of underpinning theory, resources, setting, educational methods, and content. Key developments were pivoting educational delivery from classroom-based learning to virtual spaces, replacing clinical placement based learning with alternate approaches, and supporting direct patient contact with mitigated risk. Training for treating patients with COVID-19, service reconfiguration, assessment, well-being, faculty development, and admissions were all addressed, with the latter categories receiving the least attention.Conclusions This review highlights several areas of educational response in the immediate aftermath of the COVID-19 pandemic and identifies a few articles of exceptional quality that can serve as models for future developments and educational reporting. There was often a lack of practical detail to support the educational community in enactment of novel interventions, as well as limited evaluation data. However, the range of options deployed offers much guidance for the medical education community moving forward and there was an indication that outcome data and greater detail will be reported in the future.
Keywords: Best evidence medical education; medicine; methods; postgraduate; undergraduate

Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8 - Copple, Carol; Bredekamp, Sue (National Association for the Education of Young Children, 2010)

Development of the TAIL rating scheme for indoor environmental quality in schools - Tran, Minh-Tien; Wei, Wenjuan; Dassonville, Claire; Mandin, Corinne; Wargocki, Pawel; Hequet, Valérie (CLIMA 2022 conference, 2022)
The TAIL rating scheme was developed to assess indoor environmental quality (IEQ) in offices and hotels undergoing deep renovation and was recently extended by the PredicTAIL method allowing prediction of IEQ through modeling. TAIL provides the methodology for rating the quality of the thermal, acoustic, and luminous environments, the indoor air quality, and the overall quality of the indoor environment. The present work is an extension of the use of TAIL rating scheme for school classrooms to provide necessary information for effective actions and mitigation measures to improve classroom IEQ. The TAIL was invented by examining the literature and certification schemes to identify the parameters that characterize IEQ in offices and hotels; 12 parameters were selected. A similarly pragmatic approach is followed when developing the TAIL for schools. The literature published after 2010 was surveyed to identify papers presenting measurements of IEQ in classrooms in Europe, the USA, and Australia; 75 papers were identified. Besides the 12 parameters already included in TAIL, the studies also used other parameters to characterize classroom IEQ. These parameters will be evaluated for their importance for the teaching, learning, and well-being of pupils, as well as measuring complexity, among others. Based on this assessment, the relevant parameters will be selected for inclusion in the TAIL rating for schools. The selection will be assisted using the measurements from the extensive campaign organized by the Indoor Air Quality Observatory in 308 schools and 602 classrooms in France; some of these data will be used to assess the efficacy of the TAIL for schools indicator. The relationships between the newly developed TAIL for schools, the teacher’s perceptions of indoor environmental quality, and detailed building characteristics will be studied.
Keywords: BE:RELEVANT; auto_merged

Development of SW education class plan using artificial intelligence education platform: focusing on upper grade of elementary school - Son, Won-Seong (Journal of The Korean Association of Information Education, 2020)

Development of special needs classroom prototypes to respond to the sensory needs of students with exceptionalities - Patel, Tina; Dorff, Juliann; Baker, Allison (Archnet-IJAR: International Journal of Architectural Research, 2022)

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

Development of executive function and attention in preterm children: a systematic review - Mulder, Hanna; Pitchford, Nicola J.; Hagger, Martin S.; Marlow, Neil (Developmental neuropsychology, 2009)

Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi - Pitchford, Nicola J. (Educational Psychology, 2015)
Evaluation of educational interventions is necessary prior to wide-scale rollout. Yet very few rigorous studies have been conducted on the effectiveness of tablet-based interventions, especially in the early years and in developing countries. This study reports a randomized control trial to evaluate the effectiveness of a tablet intervention for supporting the development of early mathematical skills in primary school children in Malawi. A total sample of 318 children, spanning Standards 1–3, attending a medium-sized urban primary school, were randomized to one of three groups: maths tablet intervention, non-maths tablet control, and standard face-to-face practice. Children were pre-tested using tablets at the start of the school year on two tests of mathematical knowledge and a range of basic skills related to scholastic progression. Class teachers then delivered the intervention over an 8-weeks period, for the equivalent of 30-min per day. Technical support was provided from the local Voluntary Service Overseas (VSO). Children were then post-tested on the same assessments as given at pre-test. A final sample of 283 children, from Standards 1–3, present at both pre- and post-test, was analyzed to investigate the effectiveness of the maths tablet intervention. Significant effects of the maths tablet intervention over and above standard face-to-face practice or using tablets without the maths software were found in Standards 2 and 3. In Standard 3 the greater learning gains shown by the maths tablet intervention group compared to both of the control groups on the tablet-based assessments transferred to paper and pencil format, illustrating generalization of knowledge gained. Thus, tablet technology can effectively support early years mathematical skills in developing countries if the software is carefully designed to engage the child in the learning process and the content is grounded in a solid well-constructed curriculum appropriate for the child’s developmental stage.

Development of early mathematical skills with a tablet intervention: a randomized control trial in Malawi - Pitchford, Nicola J. (Frontiers in psychology, 2015)

Development of Competency Framework for Nigerian TVET Teachers in Tertiary TVET Institutions - Lai, Chee Sern; Hamisu, Mohammed Adamu; Salleh, Kahirol Mohd (JOURNAL OF TECHNICAL EDUCATION AND TRAINING, 2019)
Competency framework is a tool that determines the needed competencies for individuals in order to curtail the challenges that are existing currently and to uphold sustainable development. From the educational perspective, the competencies of TVET teachers are important as they might affect the teachers' implementation of tasks, career development and graduates' quality. Therefore, this research attempted to develop a competency framework for TVET teachers in Nigerian TVET tertiary institutions based on the Malaysian Human Resource Practitioners Development (MHRDP) Competency Model. The study adopted a survey design and 427 TVET teachers were identified as targeted sample. A set of questionnaire was developed based on the MHRDP Competency Model (alpha=0.61). A total of 218 questionnaires were distributed to five TVET tertiary institutions using stratified sampling technique and 205 questionnaires were successfully returned. Exploratory Factor Analysis was used to analyse the data. The findings revealed that 19 elements of competency were significantly relevant to Nigerian TVET teachers who work at tertiary institutions. The proposed competency framework is beneficial to be used as a guideline for the Nigerian TVET institutions and policy makers to plan the competency training and retraining courses for TVET teachers and staff development.\n

Development of artificial intelligence education system for K-12 based on 4P - Ryu, Hyein; Cho, Jungwon (Journal of Digital Convergence, 2021)
Keywords: ⛔ No DOI found

Development of an emergency nursing training curriculum in Ghana - Bell, Sue Anne; Oteng, Rockefeller; Redman, Richard; Lapham, Jeremy; Bam, Victoria; Dzomecku, Veronica; Yakubu, Jamila; Tagoe, Nadia; Donkor, Peter (International Emergency Nursing, 2014)
Abstract The formal provision of emergency health care is a developing specialty in many sub-Saharan African countries, including Ghana. While emergency medicine training programs for physicians are on the rise, there are few established training programs for emergency nurses. The results of a unique collaboration are described between a university in the United States, a Ghanaian university and a Ghanaian teaching hospital that has developed an emergency nursing diploma program. The expected outcomes of this training program include: (a) an innovative, interdisciplinary, team-based clinical training model, (b) a unique and low-resource emergency nursing curriculum and (c) a comprehensive and sustainable training program to increase in-country retention of nurses.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; F:outcomes; F:teaching; P:health; P:media; P:nurse; Q:diploma; T:Training; Z:Curriculum; Z:Emergency Nursing; Z:Sub-Saharan Africa; Z:Training; _C:Ghana GHA; __C:filed:1; publicImportV1

Development of a tool to predict the socio-economic consequences of better air quality and temperature control in classrooms - Toftum, Jørn; Andersen, Rune; Prado, Jose Joaquin Aguilera; Kolstrup, Kristian; Hauberg, Daniel Sloth; Clausen, Geo (Energy and Buildings, 2021)
Keywords: BE:RELEVANT

Development of a Caricom strategic plan for primary and secondary education services in the Caricom single market and economy (CSME) - Jules, Didacus; Council, Caribbean Examinations (Retrieved October, 2010)
Keywords: ⛔ No DOI found

Development Co-operation Report 2021: Shaping a Just Digital Transformation - OECD (Development Co-operation Report, 2021)
Digital transformation is revolutionising economies and societies with rapid technological advances in AI, robotics and the Internet of Things. Low and middle-income countries are struggling to gain a foothold in the global digital economy in the...
Keywords: Final_citation; existing

Development and validation of a measure to assess head start children's appraisals of teacher support - Mantzicopoulos, Panayota; Neuharth-Pritchett, Stacey (Journal of School Psychology, 2003)
In this study, we present data on the development of Young Children's Appraisals of Teacher Support (Y-CATS), a measure designed to explore children's perceptions of their relations with teachers along dimensions that comprise warmth, conflict, and autonomy. Three cohorts of Head Start children and prior Head Start attendees (N=364) served as the sample. Cohort 1 children (n1=108) were in first grade, cohort 2 children (n2=123) were in kindergarten, and cohort 3 children (n3=133) attended the Head Start program. Factor analyses supported a three-factor solution, with acceptable internal consistency, along hypothesized dimensions. Males, compared to females, reported more conflictual relationships with their teachers. Conflict scores were particularly pronounced for African American males. Children's reports on the Y-CATS were significantly associated with academic achievement and with teachers' ratings of social skills and behavior problems.

Development and evaluation of Ning social network for teaching training online surveillance - Mohd Nawi, Mohd Aliff; Jamsari, Ezad Azraai; Sulaiman, Adibah; Hamzah, Mohd Isa (Turkish Online Journal of Distance Education, 2013)
Supervision of teaching practice is an important aspect of training teachers in improving their teaching skills. Barriers such as distance and time factor are the constraints faced by the lecturers at the National University of Malaysia to communicate with the teacher trainees under their supervision. Therefore, this study aims to develop and evaluate a social-networking site Ning's platform for the supervision of lecturers to teach on-line training. This study used the case design where a total of nine teacher trainees involved in this study. It found that overall, acceptance of the use of the social-networking site Ning mean score at the highest level of 3.91. In addition, all student teachers have positive attitudes towards the use of the social-networking site Ning social-networking site and agree a suitable approach to the supervision of one of the online teaching practices. While the "blog" is the most active facility used by student teachers in which they do self-reflection. In conclusion, the social-networking site Ning has the potential to assist lecturers to carry out supervision on-line teaching practice. (Contains 5 figures and 1 table.)
Keywords: Courseware; ERIC, Current Index to Journals in Education (CIJE); Foreign Countries; Higher Education; Interviews; Malaysia; Observation; Online Courses; Social Networks; Student Teachers; Supervisory Methods; Teacher Education Programs; Teacher Supervision; Teaching Methods; Trainees; Web 2.0 Technologies; __:import:01; __:match:final; __:matched; __:study_id:2098097; __finaldtb; ⛔ No DOI found

Developing world MOOCs: A curriculum view of the MOOC landscape - Czerniewicz, Laura; Deacon, Andrew; Small, Janet; Walji, Sukaina (Journal of Global Literacies, Technologies, and Emerging Pedagogies, 2014)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Developing use of ICT to enhance teaching and learning in East African schools: a review of the literature - Hennessy, S.; Onguko, B.; Ang'ondi, E.K.; Harrison, D.; Namalefe, S.; Naseem, A.; Wamakote, L. (Faculty of Education, University of Cambridge and Aga Khan University Institute for Educational Development - Eastern Africa., 2010)

Developing theory using machine learning methods - Choudhury, P.; Allen, R; Endres, M. (2018)

Developing Theory Through Integrating Human and Machine Pattern Recognition - Lindberg, Aron (Journal of the Association for Information Systems, 2020)
Keywords: _Added-ailr-2024

Developing the ‘E’in PSHE - Shakespeare, Ben (Teaching Personal, Social, Health and Economic and Relationships,(Sex) and Health Education in Primary Schools: Enhancing the Whole Curriculum, 2021)
Keywords: ⛔ No DOI found

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

Developing soft skills through project-based learning in technical and vocational institutions - Dogara, Gimba; Bin Saud, Muhammad Sukri; Bin Kamin, Yusri; Bin Abd Hamid, Mohd Zolkifli; Bin Nordin, Mohd Safarin (International Journal of Recent Technology and Engineering, 2019)
© BEIESP. Soft skills have become critical in the preparation of employable graduates. The education system must, therefore, aim to ensure quality training for the production of employable graduates. Soft skills are personal abilities that one retains and can adequately be nurtured through active participation of students in the teaching and learning process. It is validated by researchers that the prevalent employability skills deficiencies have been one of the main causes of unemployment globally. Consequently, soft skills have all the potentials for equipping graduates with adequate employability skills. Thus, this study investigated the effect of project-based learning on the development of soft skills among technical students at technical and vocational colleges, Kaduna State, Nigeria Smart PLS software was used to test the developed model. As the sample size for this study was relatively small, the researchers were not certain to have normally distributed data. Subsequently, Smart PLS is appropriate for non-normally distributed data and therefore, it was used to simultaneously evaluate the measurement model, structural models and to confirm the convergent and discriminant validity of the measure. The study revealed that collaborative skills construct have a significant positive relationship with soft skills of technical students at technical and vocational colleges, while communication skills, initiative skills, and problem-solving skills have a positive insignificant relationship with soft skills of technical students at technical and vocational colleges. The findings of this study suggest that the curriculum of technical programs in Nigerian technical colleges need to be reviewed and geared more towards activity-based teaching and learning to enable technical students effectively develop soft skills for employment.

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

Developing Science, Mathematics, and ICT Education in Sub-Saharan Africa: Patterns and Promising Practices - Ottevanger, Wout; van den Akker, Jan; de Feiter, Leo (World Bank Working Papers, 2007)

Developing Partnerships to Acquire Impact: The Role of Three Regional Centres’ Capacity Building Efforts for ODL Adoption in the Emerging World - Perris, Kirk; McGreal, Rory (Journal of Learning for Development, 2021)
Partnerships are central to the awareness, implementation and development of open and distance learning (ODL). It is an attribute that is distinct in the higher education sector, where ODL has made a large footprint by dispelling the notion that university enrolment is reserved for a narrow and elite demographic. The Commonwealth of Learning (COL) operates to advance the uptake of ODL amongst the 54 member states of the Commonwealth. COL leverages its work through various channels, and the COL Regional Centres play a pivotal role as partners to COL and, in turn, to acquire new partners that may benefit from COL’s technical expertise. The Regional Centres, strategically located across the Commonwealth, engage primarily in capacity building for ODL. Their constituents include governments, institutions, and individual learners. This paper explores the role of COL Regional Centres to grow existing partnerships and to form new ones in the pursuit of ODL expansion. The formation of partnerships is understudied in the ODL space, yet it has been pivotal in augmenting the visibility and importance of ODL around the world. Drawing on data from an evaluation of three COL Regional Centres conducted at the end of 2019, and reporting on follow-up activities to the mid-point of 2021, this paper highlights how the RCs are achieving their mandate to engage partners and, in the process, have achieved short- and long-term outcomes since 2018. Findings provide insight into the effectiveness of RC activities, relative to the number of institutions and individuals reached, complemented with inputs from RC stakeholders, mostly comprised of RC staff.  Recommendations are offered, with the paper positing that the role of the Regional Centres should continue and expand to other areas of the Commonwealth premised on their ability to build and sustain partnerships through capacity building efforts.
Keywords: ODL; Partnerships; Regional Centres; _genre:PR-primary_research; ⛔ No DOI found

Developing Multimedia Programmes for Out-of-School Girls: The Case of GIRLS Inspire in Tanzania - Gasuku, Samwel (Journal of Learning for Development, 2021)
Learning resources such as audio, video and online content are developed as supplementary learning resources to print-based materials. This study focuses on the development of multimedia learning in adult education programmes for out-of-school girls and young women in Tanzania. It defines multimedia and adult education before showing the relationship between them. The study used a descriptive paradigm and adopted a qualitative case study design. It is informed by 25 in-depth interviews that were conducted with Institute of Adult Education (IAE) facilitators in April, 2018. Participants were purposely selected based on their multimedia experience. The findings revealed that most facilitators have little experience in multimedia resource development. However, 13 self-instructional audio and audio-visual programmes were produced to elaborate and enhance the effectiveness of instructions. It will be argued that IAE should include development and use of multimedia resources in its strategic rolling plan. Learning material development policy should also include multimedia resources and create awareness.
Keywords: _genre:PR-primary_research; adult education; multimedia; out-of-school girls and young women; ⛔ No DOI found

Developing mobile digital skills in low- and middle-income countries - Jacobs, Lani (GSMA, 2021)

Developing learning diaries for action research on healthcare management in Ghana, Tanzania and Uganda - Mshelia, Comfort; Lê, Gillian; Mirzoev, Tolib; Amon, Samuel; Kessy, Ambrose; Baine, Sebastian Olikira; Huss, Reinhard (Action Research, 2016)
© 2016, © The Author(s) 2016. Action research (AR) can be an effective form of ‘on the job’ training. However, it is critical that AR cycles can be appropriately recorded in order to contribute to reflection and learning. One form of recording is for coresearchers to keep a diary. We found no previous literature describing the use of diaries in AR in sub-Saharan Africa. We therefore use this paper to reflect on how diaries were used by district health management teams in the PERFORM project. We share five lessons from our experience. First, it is important to foster ownership of the diary by the people who are responsible for filling it in. Second, the purpose of keeping a diary needs to be clear and shared between researchers and practitioners from the very beginning. Third, diaries should be allowed to evolve. Fourth, it is a challenge for busy practitioners to record the reflection and learning processes that they go through. Last, diaries on their own are not sufficient to capture reflection and learning. In conclusion, there is no best way for practitioners to keep a diary; rather the focus should be on ensuring that an AR recording process (whether diary or otherwise) is locally owned and complements the specific practice setting.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CCZ:Ghana; CCZ:Tanzania; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; P:health; T:Training; Z:Diaries; Z:action research; Z:district health management teams; _C:Ghana GHA; _C:Uganda UGA; publicImportV1

Developing inclusive pre-service and in-service teacher education : Insights from Zanzibar primary school teachers - Juma, Said; Lehtomäki, Elina; Naukkarinen, Aimo (International Journal of Whole Schooling, 2017)
Developing inclusive teacher education to improve learning and schooling for all children is attracting increasing interest worldwide. This study examined teachers’ insights into the development of inclusive teacher education by drawing on collaborative action research conducted by 20 primary school teachers in Zanzibar, Tanzania. The data were collected through semi-structured interviews and self-reflective journals kept by the teachers and the first author. The qualitative thematic content analysis revealed: (1) the need to embed inclusive education and action research into pre-service and in-service teacher education curricula and (2) both school-based organisational learning and school–community and school–university collaborations may foster collaborative school cultures and inclusive inservice teacher education. The study discusses the role of teachers’ voices in informing teacher education development for educational equity and inclusion.
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Central African Republic CAF; _C:Finland FIN; _C:India IND; _C:Japan JPN; _C:Namibia NAM; _C:North Macedonia MKD; _C:Pakistan PAK; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Developing Inclusive Education Policy in Sierra Leone: A Research Informed Approach - Rose, R.; Garner, P.; Farrow, B. (Inclusion, Equity and Access for Individuals with Disabilities., 2019)
Keywords: _C:Sierra Leone SLE

Developing inclusive education policy and practice in Zanzibar : collaborative action research - Juma, Said (Jyväskylä studies in education, psychology and social research, 2018)
This doctoral dissertation, which consists of three interrelated sub-studies and an overarching summary, explores the inclusive education development process in Zanzibar, Tanzania. The purpose of the research is to contribute to the development of inclusive policies and practices in order to increase the presence, participation and achievement of all learners. The overarching research question investigated in this research was as follows: How is inclusive education developed in Zanzibar, and how can it be better integrated into the education system? This question was divided into six sub-questions. Each of the three interrelated sub-studies in this dissertation focused on specific sub-questions. The data included several documents related to inclusive education development; interviews conducted with 20 teachers from two primary schools; these teachers’ reflective diaries, which were kept during their action research projects, and the researcher’s reflective diary. The data were analysed using qualitative content analysis and thematic analysis. The findings revealed that Zanzibar has taken several measures to make its education system more inclusive. These measures include acknowledging inclusive education in its 2006 education policy, drafting an inclusive education policy, introducing a re-entry policy for school girls who become pregnant, increasing the number of years of compulsory education from 10 to 12, removing school fees for both primary and secondary schools, providing in-service teacher training for inclusive education, recruiting inclusive education and life skills advisors and resource teachers, and introducing inclusive education courses in teacher training colleges. It is also worth noting that the teachers in this research experienced collaborative action research as valuable in developing their inclusive practices, despite the challenges they encounter in the course of conducting their projects. Despite its advantages, collaborative action research demands additional time from the teachers beyond their teaching responsibilities. The research participants found the teacher resource centres to be key in enhancing their professional development. This research shows the need to review the teaching methods and materials used in schools. Reforms in teacher education curricula are also needed in response to increasingly diverse learning needs and educational changes. In addition, this research emphasises the integration of inclusive education and collaborative action research into teacher education so that all teachers can teach inclusively. Both school-based organisational learning and school–community and school–university collaborations can foster collaborative school cultures and inclusive teacher education.
Keywords: _C:Argentina ARG; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Cambodia KHM; _C:Canada CAN; _C:Central African Republic CAF; _C:China CHN; _C:Finland FIN; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Ireland IRL; _C:Italy ITA; _C:Japan JPN; _C:Kenya KEN; _C:Lesotho LSO; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Mongolia MNG; _C:Namibia NAM; _C:Nepal NPL; _C:New Zealand NZL; _C:North Macedonia MKD; _C:Norway NOR; _C:Oman OMN; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Developing Great Teaching: Lessons from the international reviews into effective professional development. - Cordingley, P; Huggins, S; Greany, T; Buckley, N; Coles-Jordan, D; Crisp, B; Saunders, L; Coe, R (Teacher Development Trust, 2015)
Developing Great Teaching: Lessons from the international reviews into effective professional development In September 2014 the Teacher Development Trust, with kind support from TES Global, commissioned a review of the international research into what constitutes effective professional development for teachers. The review was conducted by an...
Keywords: C:England / International; STC-TLC; __C:filed:1; ___working_potential_duplicate; ⛔ No DOI found

Developing evaluation tools for assessing the educational potential of apps for preschool children in the UK - Kolak, Joanna; Norgate, Sarah H.; Monaghan, Padraic; Taylor, Gemma (Journal of Children and Media, 2021)

Developing critical and theoretical approaches to educational technology research and practice - Jameson, Jill (British Journal of Educational Technology, 2019)
Keywords: __C:filed:1

Developing Costed Implementation Plans - Health Policy Project (2015)

Developing communities of instructional practice - Supovitz, Jonathan A. (Teachers college record, 2002)