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

Predicting poverty and wealth from mobile phone metadata - Blumenstock, J.; Cadamuro, G.; On, R. (Science, 2015)

Predicting global patterns of long-term climate change from short-term simulations using machine learning - Mansfield, Laura A.; Nowack, Peer J.; Kasoar, Matt; Everitt, Richard G.; Collins, William J.; Voulgarakis, Apostolos (npj Climate and Atmospheric Science, 2020)

Predicting and resolving non-completion in higher (online) education – A literature review - Delnoij, Laurie E. C.; Dirkx, Kim J. H.; Janssen, José P. W.; Martens, Rob L. (Educational Research Review, 2020)
Non-completion in higher education is a persistent problem and even worse of a problem in higher online education. Although there is a lot of research on predictors of non-completion, less is known about what interventions resolve the non-completion problem and to what extent these interventions focus on relevant predictors of non-completion. To close that gap, the literature was systematically reviewed with a twofold aim: 1. Identify modifiable predictors of non-completion in higher (online) education 2. Investigate characteristics of effective interventions to reduce non-completion in higher (online) education. Results showed that study- or learning strategies, academic self-efficacy, (academic) goals and intentions, institutional or college adjustment, employment, supportive network, and faculty-student interaction are modifiable consistent predictors of non-completion. Coaching, remedial teaching, and peer mentoring are promising interventions to resolve the problem of non-completion in higher education. Interventions aimed at increasing completion rates are limited in targeting relevant modifiable predictors of non-completion.
Keywords: Higher education; Intervention; Non-completion; Predictors; Review

Predicting academic success in higher education: literature review and best practices - Alyahyan, Eyman; Düştegör, Dilek (International Journal of Educational Technology in Higher Education, 2020)
Student success plays a vital role in educational institutions, as it is often used as a metric for the institution’s performance. Early detection of students at risk, along with preventive measures, can drastically improve their success. Lately, machine learning techniques have been extensively used for prediction purpose. While there is a plethora of success stories in the literature, these techniques are mainly accessible to “computer science”, or more precisely, “artificial intelligence” literate educators. Indeed, the effective and efficient application of data mining methods entail many decisions, ranging from how to define student’s success, through which student attributes to focus on, up to which machine learning method is more appropriate to the given problem. This study aims to provide a step-by-step set of guidelines for educators willing to apply data mining techniques to predict student success. For this, the literature has been reviewed, and the state-of-the-art has been compiled into a systematic process, where possible decisions and parameters are comprehensively covered and explained along with arguments. This study will provide to educators an easier access to data mining techniques, enabling all the potential of their application to the field of education.

Pre-service teacher training in Malawi: findings of a pilot study on the viability of media players for teacher development - Carrier, Carol; Finholt-Daniel, Matt; Sales, Gregory C (International Journal of Education and Development using Information and Communication Technology, 2012)
As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT]
Keywords: Distance learning; Education; Learning; Malawi; Software; Student teachers; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096523; __finaldtb; ⛔ No DOI found

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

Pre-pilot findings on developing a literacy tablet - Chang, Angela; Nunez, David; Roberts, Tom; Sengeh, David; Breazeal, Cynthia (ACM, 2013)
We report observations on how children in a developing country respond to a literacy tablet that is designed to initiate and scaffold literacy learning toward self-sufficiency. This paper describes our first lessons from developing an educational system for enabling children who have no access to schooling to read with minimal outside intervention. We share lessons learned from challenges in the design process, discuss implementation considerations for deploying in remote developing areas, and discuss observations of how children use the technology. We reflect how this experience impacts ongoing work on developing countries regarding collaboration and literacy learning.
Keywords: developing countries; literacy tablet; tablet interaction; technology implementation

Praxishandbuch Wirtschaft in Afrika - Schmidt, Thomas; Pfaffenberger, Kay; Liebing, Stefan (Springer Gabler, 2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; CLL:de; publicImportV1

Práticas pedagógicas com o uso dos tablets no ensino médio técnico do IFRO - Pereira, Dauster Souza; Bueno, José Lucas Pedreira (2016)
Keywords: __C:filed:1; ⛔ No DOI found

Practical lessons for phone-based assessments of learning - Angrist, Noam; Bergman, Peter; Evans, David K.; Hares, Susannah; Jukes, Matthew C. H.; Letsomo, Thato (BMJ Global Health, 2020)
School closures affecting more than 1.5 billion children are designed to prevent the spread of current public health risks from the COVID-19 pandemic, but they simultaneously introduce new short-term and long-term health risks through lost education. Measuring these effects in real time is critical to inform effective public health responses, and remote phone-based approaches are one of the only viable options with extreme social distancing in place. However, both the health and education literature are sparse on guidance for phone-based assessments. In this article, we draw on our pilot testing of phone-based assessments in Botswana, along with the existing literature on oral testing of reading and mathematics, to propose a series of preliminary practical lessons to guide researchers and service providers as they try phone-based learning assessments. We provide preliminary evidence that phone-based assessments can accurately capture basic numeracy skills. We provide guidance to help teams (1) ensure that children are not put at risk, (2) test the reliability and validity of phone-based measures, (3) use simple instructions and practice items to ensure the assessment is focused on the target skill, not general language and test-taking skills, (4) adapt the items from oral assessments that will be most effective in phone-based assessments, (5) keep assessments brief while still gathering meaningful learning data, (6) use effective strategies to encourage respondents to pick up the phone, (7) build rapport with adult caregivers and youth respondents, (8) choose the most cost-effective medium and (9) account for potential bias in samples.
Keywords: __C:filed:1; health economics; health services research; public health

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

Practical implementation science: developing and piloting the quality implementation tool - Meyers, Duncan C.; Katz, Jason; Chien, Victoria; Wandersman, Abraham; Scaccia, Jonathan P.; Wright, Annie (American journal of community psychology, 2012)

Practical considerations informing teachers’ technology integration decisions: the case of tablet PCs - Pareja Roblin, Natalie; Tondeur, Jo; Voogt, Joke; Bruggeman, Bram; Mathieu, Griet; van Braak, Johan (Technology, Pedagogy and Education, 2018)
Keywords: __C:filed:1

PP1793-PAD-P158836-PUBLIC-OECS-Education-GPE032-07-05-2016-1467774367543.pdf

PowerUp! A Tool for Calculating Minimum Detectable Effect Sizes and Minimum Required Sample Sizes for Experimental and Quasi-Experimental Design Studies - Dong, Nianbo; Maynard, Rebecca (Journal of Research on Educational Effectiveness, 2013)
This paper and the accompanying tool are intended to complement existing supports for conducting power analysis tools by offering a tool based on the framework of Minimum Detectable Effect Sizes (MDES) formulae that can be used in determining sample size requirements and in estimating minimum detectable effect sizes for a range of individual- and group-random assignment design studies and for common quasi-experimental design studies. The paper and accompanying tool cover computation of minimum detectable effect sizes under the following study designs: individual random assignment designs, hierarchical random assignment designs (2-4 levels), block random assignment designs (2-4 levels), regression discontinuity designs (6 types), and short interrupted timeseries designs. In each case, the discussion and accompanying tool consider the key factors associated with statistical power and minimum detectable effect sizes, including the level at which treatment occurs and the statistical models (e.g., ﬁxed effect and random effect) used in the analysis. The tool also includes a module that estimates for one and two level random assignment design studies the minimum sample sizes required in order for studies to attain user-deﬁned minimum detectable effect sizes.

Powerful Reforms in Education: The perspective of developing countries on visuospatial reasoning in mathematics education - Owens, Kay
Keywords: _C:Australia AUS; _C:Ethiopia ETH; _C:Guinea GIN; _C:Malaysia MYS; _C:Nepal NPL; _C:Netherlands NLD; _C:Papua New Guinea PNG; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Power Profiler Kit II
The Power Profiler Kit II is an easy to use tool for measurement and optimization of power consumption for embedded solutions.

Power consumption on Adafruit TPL5110 vs. Sparkfun TPL5110 Nano Power Timer - adafruit industries

Potential long-term consequences of school closures: Lessons from the 2013-2016 Ebola pandemic - Smith, William C. (In Review, 2020)
Abstract The COVID-19 pandemic has seen an unprecedented shutdown of society. Nearly 1.725 billion children across the globe have been affected as over 95% of countries closed schools as the virus spread in April 2020. Much attention has been given to school closures as non-pharmaceutical mitigation tools to stem the spread of the disease through ensuring social distancing. Within education, focus has been given to keep students connected through remote learning and the immediate needs of schools upon reopening. This study takes a longer-term view. Using Demographic Health Surveys and Multiple Indicator Cluster Surveys from before and after the 2013-2016 Ebola outbreak in Guinea and Sierra Leone, this study examines changes in enrolment and dropout patterns, with targeted consideration given to traditionally marginalized groups. With schools closed for seven and nine months in the two countries, the length and intensity of the Ebola pandemic is the only health crises in the past century to come close to the school closures being experienced in 2020. Findings suggest that youth in the poorest households see the largest increase in dropout rates post-Ebola and that this impact can persist for years. Two years after being declared Ebola-free an additional 22,000 of the poorest secondary age youth remained out of school than would have been expected based on the pre-outbreak dropout rate. To halt the likely expansion in inequality post-pandemic, these results point to the need for longer term, sustainable planning that includes comprehensive financial support packages to groups most likely to be impacted.
Keywords: _C:Sierra Leone SLE

Postgraduate Students’ Perception of the Use of E-portfolios as a Teaching Tool to Support their Learning in an Open and Distance Education Institution - Modise, Mphoentle Puleng (Journal of Learning for Development, 2021)
E-portfolios have been used for decades in education; however, it is still a new trend in some developing countries as they continue to adopt e-learning practices. The study investigated postgraduate students’ experiences and perceptions of using an e-portfolio as a teaching tool to support their learning in an open and distance e-learning (ODeL) university in South Africa. A sample of 74 students registered for an online module were selected and an online questionnaire administered via Lime Survey. The results show that more than half of the respondents (71%) were using the e-portfolio for the first time. The study also revealed the contrasting views of the support received from the lecturer and institution for the e-portfolio platform, especially with technical issues. This study suggests that distance education institutions that are using e-portfolios need to strategically choose user-friendly technology tools and design appropriate student support strategies for delivering online modules. Higher education institutions that are planning to implement e-portfolios may find the results of this paper useful; however, further investigation of the learners’ needs, and available tools may assist with creative and appropriate designs of support strategies for their contexts.
Keywords: COVID-19; Community of Inquiry (CoI); Mahara; Open Distance Learning (ODL); _genre:PR-primary_research; e-learning; e-portfolio; student support; ⛔ No DOI found

Post-Primary Education in Africa: Challenges and Approaches for Expanding Learning Opportunities. - Hoppers, W (Association for the Development of Education in Africa, 2009)

Post-primary agricultural education and training in sub-Saharan Africa: Adapting supply to changing demand - Vandenbosch, T (2006)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Benin; C:Burkina Faso; C:Ethiopia; CA:AandC; CL:de; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:learning; F:ministry; P:agricultural; P:agriculture; P:economy; P:environment; Q:ICT; Q:certificate; Q:secondary education; R:impact; T:Ausbildung; T:Educação profissionalizante; T:TVET; T:Training; T:apprenticeship training; T:trainee; _C:Ghana GHA; _C:Uganda UGA; publicImportV1; ⛔ No DOI found

Post-development 25 years after The Development Dictionary - Ziai, Aram (Third World Quarterly, 2017)
Few books in the history of development studies have had an impact like The Development Dictionary – A Guide to Knowledge as Power, which was edited by Wolfgang Sachs and published by Zed Books in 1992, and which was crucial in establishing what has become known as the Post-Development (PD) school. This special issue is devoted to the legacy of this book and thus to discussing PD.
Keywords: Post-Development; development discourse; development studies; development theory

Post‐abyssal ethics in education research in settings of conflict and crisis: Stories from the field - Cremin, Hilary; Aryoubi, Hogai; Hajir, Basma; Kurian, Nomisha; Salem, Hiba (British Educational Research Journal, 2021)

Possible Retrofit Interventions for Classrooms (Infographic) - Toyinbo, Oluyemi; Villavicencio Peralta, Xuzel Ana; Megogo Bokamba, Tania Elena (Open Development & Education, 2023)
The infographic presents different options explored so far for possible modifications that could be implemented in classrooms in Tanzania. The interventions chosen will depend on the conditions of each classroom studied in the ‘Improving Learning Conditions through Classroom Experience’ programme.

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

Positive Lobbying: A Tool for Youth Empowerment in a Democracy - Umar, B.A.; A., Yusuf M.; Dandago, K.A.; Aisha Abdu-Ismail (Issues in Youth Development: A Multidisciplinary Perspective, 2010)

Positioning large language model artificial intelligence tools within discourse analysis: Opportunities, challenges and ethical considerations - Anand, Pranit; Li, Dongmei; Keen, Joel; Henrickson, Leah (ASCILITE Publications, 2023)

'Portrait of Gani Odutokun' - Ajadi, S.B. (2010)

Portability, Feasibility, Collaborativeness: Teachers’ Perception Of Tablet Use For Inclusive Education - Benigno, Vincenza; Caruso, Giovanni; Epifania, Marina Ottavia; Fante, Chiara; Ravicchio, Fabrizio; Trentin, Guglielmo (ICERI2017 Proceedings, 2017)
Tablet are characterized by features such as their ease of use, portability, feasibility and they are easily employable in collaborative learning (Schuck et al., 2013). Students themselves consider them as an effective tool for reflection, since it allows them to deepen their knowledge thanks to the possibility of on-line searching (Parmigiani et al., 2015). On the other side, teachers are aware of the fact that tablets can help in making lesson more interesting and varied (Heinrich, 2012), but their use also needs a rethinking of the pedagogical approach (Culé & Gasparini, 2012) since tablets allow a more students-centred learning (Ludwig et al., 2011). Further, Information and Communication Technologies in general are also used for the inclusion of the disabled children into class activities (Ifenthaler & Schweinbenz, 2013). We argue that tablets, thanks to their abovementioned features, may be particularly helpful in fostering the inclusion of children who are not disabled, but who cannot attend school for medical reasons. The socio-educational inclusion of these children was the main aim of the TRIS project (Tecnologie per l’Inclusione Socio-educativa [Technologies for socio-educational inclusion]), and Information and Communication Technologies, combined with new pedagogical methodologies, played a key role for the pursuing of this aim. During this project, we equipped a middle school classroom with one tablet for each teacher and student. In addition, after one year several activities were planned in collaboration with teachers to evaluate the use of tablets and some specific apps in different teaching area. The activity developed for chemistry involved the use of augmented reality software, and we were investigating its effect on students’ attitudes towards the subject. The one developed for Italian language was aimed to the investigation of whether the affordance of a specific app for the creation of mental app have helped the students in their creation in respect to paper and pencil. In this paper, we report the results regarding teachers’ perception of tablet use in everyday class activities, involving both their competencies and the frequency of use. We considered the impact of the tablet after six months and after one year and a half from their introduction. Furthermore, at the end of the specific activity, the teachers were interviewed in order to understand the potentiality of the tablet for the abovementioned subjects, for the inclusion of the homebound student, and the difficulty found in the planning and managing of the activities. All the teachers involved (n= 7) sustained the utility of the tablet for classes, mentioning its capacity to foster communication in collaborative working and to gain students’ attention. They mostly used the tablet for students’ individual work, on-line research, and for collaborative activities with the homebound student. Regarding the activities carried out with the teachers, they kept sustaining the tablet capacity to motivate students and to foster their active participation, but they also expressed several concerns regarding the high amount of time needed to plan and to implement the activities using the tablet.
Keywords: _C:Italy ITA; _C:Trinidad and Tobago TTO; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Popbots: Designing an artificial intelligence curriculum for early childhood education - Williams, Randi; Park, Hae Won; Oh, Lauren; Breazeal, Cynthia (2019)
Keywords: ⛔ No DOI found

Poor indoor climate: Its impact on health and life satisfaction, as well as its wider socio-economic costs - Phillips, William; Janta, Barbara; Gehrt, Daniel; Flemons, Lillian; Gkousis, Evangelos; Cole, Sam; Smith, Pamina; Hafner, Marco (2022)
Keywords: BE:Annotated; BE:RELEVANT

Poor diet: Children 20cm shorter as a result, analysis says (BBC News, 2020)
A global analysis suggests that on average the world's tallest teenagers live in the Netherlands.

Polytechnic Law - Government of Ghana (2007)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ghana; publicImportV1

Pollution from Tanning Industries in Challawa Industrial Estate, Kano - Tudunwada, I.Y. (Bayero Journal of Biological and Environmental Studies. Department of Biological, 2007)
Keywords: ⛔ No DOI found

Políticas públicas em educação: um apanhado histórico - Cá, Lourenço Ocuni; Ocuni Cá, Cristina Mandu (2015)
Este trabalho pretende documentar e analisar as estruturas educacionais da Guiné-Bissau, a falta de infraestrutura deixada pelo colonialismo português e a implementação do novo sistema educacional pelo Partido Africano para Independência da Guiné e Cabo Verde (PAIGC). A análise é feita por meio de avaliação do desempenho de sucessivos períodos que fizeram parte da história educacional do país. Nesta análise, destaca-se, em primeiro momento, a ausência de instituições escolares na sociedade linhageira africana, não que isto significasse a inexistência de ensino-aprendizagem, pois se tratava de uma cultura oral que veio a ser sobreposta pela cultura escrita europeia. Nesse sentido, no ensino colonial, a Igreja Católica desempenhou o papel fundamental na docilização dos guineenses. A igreja não só ajudou na implantação da política educacional, como também participou na legitimação do colonialismo português, sancionando e santificando a missão civilizadora e função histórica de Portugal. Paralelamente a essa educação, o movimento de libertação nacional da Guiné e Cabo Verde (PAIGC) idealizou e instaurou a educação nas Zonas Libertadas (1963-1973) esta educação era mais aberta e mais dinâmica em relação ao mundo exterior. Ela não tinha mais como objetivo principal produzir uma situação de equilíbrio e de estagnação e sim procurava apoiar-se e favorecer o processo geral da luta de libertação nacional em que se inseria.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Cape Verde; C:Guinea; C:Guinea-Bissau; CA:AandC; CL:en; CL:fr; CL:pt; CLL:pt; CLS:en; CT:A; CT:C; CT:P; CT:T; P:culture; P:health; T:apprenticeship; publicImportV1

'Political vandalism': DfID and Foreign Office merger met with anger by UK charities - Ford, Liz (The Guardian, 2020)
Unicef, Save the Children and Christian Aid among organisations warning move will harm those most in need and reduce UK’s power overseas
Keywords: Aid; Boris Johnson; Department for International Development (DfID); Global development; Politics; Society; UK news; World news

Political Settlements and the Governance of Growth-Enhancing Institutions - Khan, Mushtaq H
It is well known that institutions work very differently across countries because their political contexts are different. It is also understood that this has important implications for the design of governance priorities in different countries. This paper develops an analysis of the ‘political settlement’ to provide an analytical framework for analysing institutions and governance in developing countries.
Keywords: ⛔ No DOI found

Political Economy of Education - Barrera-Osorio, Felipe; Paglayan, Agustina S; Jorrat, Diego
Keywords: ⛔ No DOI found

political-economy-analysis-guidance-note.pdf

Policy Review on Adult Learning: The Adult Non-formal Education Policy of Mali, West Africa - Gadio, Moussa (Adult Learning, 2011)
The shift to democracy was manifested in a constitution voted in 1992 that declared education a fundamental civil right and granted citizens the freedom of organizing themselves around their own needs. [...]new actors emerged in the education sector like the civil society and the private sector. Rapid changes in all societies today are creating new needs in relation with lifelong learning that the policy document doesn't cover sufficiently. [...]the policy document should be amended and completed with enforcement laws to provide adult education professionals and practitioners with instruments that would help to effectively recognize and reorganize the field to adapt it to the changing needs of modern Mali.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Mali; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:policy; Q:adult education; Q:lifelong learning; T:continuing education; Z:Adult education; Z:Adult learning; Z:Continuing education; Z:Decentralization; Z:Democracy; Z:Education policy; Z:Lifelong learning; publicImportV1

Policy Response, Social Media and Science Journalism for the Sustainability of the Public Health System Amid the COVID-19 Outbreak: The Vietnam Lessons - La, Viet-Phuong; Pham, Thanh-Hang; Ho, Manh-Toan; Nguyen, Minh-Hoang; P. Nguyen, Khanh-Linh; Vuong, Thu-Trang; Nguyen, Hong-Kong T.; Tran, Trung; Khuc, Quy; Ho, Manh-Tung; Vuong, Quan-Hoang (Sustainability, 2020)
Having geographical proximity and a high volume of trade with China, the first country to record an outbreak of the new Coronavirus disease (COVID-19), Vietnam was expected to have a high risk of transmission. However, as of 4 April 2020, in comparison to attempts to containing the disease around the world, responses from Vietnam are seen as prompt and effective in protecting the interests of its citizens, with 239 confirmed cases and no fatalities. This study analyzes the situation in terms of Vietnam’s policy response, social media and science journalism. A self-made web crawl engine was used to scan and collect official media news related to COVID-19 between the beginning of January and April 4, yielding a comprehensive dataset of 14,952 news items. The findings shed light on how Vietnam—despite being under-resourced—has demonstrated political readiness to combat the emerging pandemic since the earliest days. Timely communication on any developments of the outbreak from the government and the media, combined with up-to-date research on the new virus by the Vietnamese science community, have altogether provided reliable sources of information. By emphasizing the need for immediate and genuine cooperation between government, civil society and private individuals, the case study offers valuable lessons for other nations concerning not only the concurrent fight against the COVID-19 pandemic but also the overall responses to a public health crisis.
Keywords: COVID-19; SARS-CoV-2; Vietnam; _C:Australia AUS; _C:Belgium BEL; _C:Brazil BRA; _C:China CHN; _C:France FRA; _C:Germany DEU; _C:India IND; _C:Iran IRN; _C:Italy ITA; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Nigeria NGA; _C:Switzerland CHE; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; coronavirus; pandemic; policy response; public health system; science journalism; social media

Policy Makers and Girls' Education in Emergencies in Kenya: Initial findings from first round of interviews - Megha-Bongnkar, Ghislaine; Gichuhi, Loise; Khalayleh, Abdullah (2021)

Policy Makers and Girls’ Education in Emergencies in Kenya - Megha-Bongnkar, Ghislaine; Gichuhi, Loise; Khalayleh, Abdullah (2021)

Policy Linking for Measuring Global Learning Outcomes - USAID; World Bank; Foreign, Commonwealth, and Development Office; Australian Council for Education Research; MSI (2021)
Check out the policy linking video below , Express Interest in an Upcoming Training , USAID has worked closely with global partners including with the World Bank, UNESCO Institute for Statistics (UIS)

Policy Learning with Adaptively Collected Data - Zhan, Ruohan; Zhimei, Ren; Athey, Susan; Zhou, Zhengyuan (2021)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Policy Implications for Teaching during the Health Emergency - Rudder, Roderick (SDG-Education 2030 Webinar Series for Latin America and the Caribbean: Leaving no one behind in times of the COVID-19 pandemic, 2020)
Keywords: _Added to LR; _T:reviewed

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

Policy formulation and programme development - International Institute for Educational Planning (UNESCO, 2018)

Policy and practice: roles of the guidance and counseling teachers in the implementation of the girls’ reentry policy in selected schools in Lusaka, Zambia. - Mulenga, Innocent Mutale; Mukaba, Brenda (2018)
Keywords: ⛔ No DOI found

Policies and interventions to remove gender-related barriers to girls' school participation and learning in low- and middle-income countries: A systematic review of the evidence - Psaki, Stephanie; Haberland, Nicole; Mensch, Barbara; Woyczynski, Lauren; Chuang, Erica (Campbell Systematic Reviews, 2022)
Background Gender disparities in education continue to undermine girls' opportunities, despite enormous strides in recent years to improve primary enrolment and attainment for girls in low- and middle-income countries (LMICs). At the regional, country and subnational levels gender gaps remain, with girls in many settings less likely to complete primary school, less likely to complete secondary, and often less likely to be literate than boys. The academic and policy literatures on the topic of gender-related barriers to girls' education are both extensive. However, there remain gaps in knowledge regarding which interventions are most likely to work in contexts with different combinations of barriers. Objectives This systematic review identified and assessed the strength of the evidence of interventions and exposures addressing gender-related barriers to schooling for girls in LMICs. Search Methods The AEA RCT Registry, Africa Bibliography, African Education Research Database, African Journals Online, DEC USAID, Dissertation Abstracts, EconLit, ELDIS, Evidence Hub, Global Index Medicus, IDEAS-Repec, Intl Clinical Trials Registry, NBER, OpenGrey, Open Knowledge Repository, POPLINE, PsychINFO, PubMed, Research for Development Outputs, ScienceDirect, Sociological Abstracts, Web of Science, as well as relevant organization websites were searched electronically in March and April of 2019. Further searches were conducted through review of bibliographies as well as through inquiries to authors of included studies, relevant researchers and relevant organizations, and completed in March 2020. Selection Criteria We included randomized controlled trials as well as quasi-experimental studies that used quantitative models that attempted to control for endogeneity. Manuscripts could be either published, peer-reviewed articles or grey literature such as working papers, reports and dissertations. Studies must have been published on or after 2000, employed an intervention or exposure that attempted to address a gender-related barrier to schooling, analyzed the effects of the intervention/exposure on at least one of our primary outcomes of interest, and utilized data from LMICs to be included. Data Collection and Analysis A team of reviewers was grouped into pairs to independently screen articles for relevance, extract data and assess risk of bias for each included study. A third reviewer assisted in resolving any disputes. Risk of bias was assessed either through the RoB 2 tool for experimental studies or the ROBINS-I tool for quasi-experimental studies. Due to the heterogeneity of study characteristics and reported outcome measures between studies, we applied the GRADE (Grading of Recommendation, Assessment, Development and Evaluation) approach adapted for situations where a meta-analysis is not possible to synthesize the research. Results Interventions rated as effective exist for three gender-related barriers: inability to afford tuition and fees, lack of adequate food, and insufficient academic support. Promising interventions exist for three gender-related barriers: inadequate school access, inability to afford school materials, and lack of water and sanitation. More research is needed for the remaining 12 gender-related barriers: lack of support for girls' education, child marriage and adolescent pregnancy, lack of information on returns to education/alternative roles for women, school-related gender-based violence (SRGBV), lack of safe spaces and social connections, inadequate sports programs for girls, inadequate health and childcare services, inadequate life skills, inadequate menstrual hygiene management (MHM), poor policy/legal environment, lack of teaching materials and supplies, and gender-insensitive school environment. We find substantial gaps in the evidence. Several gender-related barriers to girls' schooling are under-examined. For nine of these barriers we found fewer than 10 relevant evaluations, and for five of the barriers—child marriage and adolescent pregnancy, SRGBV, inadequate sports programs for girls, inadequate health and childcare services, and inadequate MHM—we found fewer than five relevant evaluations; thus, more research is needed to understand the most effective interventions to address many of those barriers. Also, nearly half of programs evaluated in the included studies were multi-component, and most evaluations were not designed to tease out the effects of individual components. As a result, even when interventions were effective overall, it is often difficult to identify how much, if any, of the impact is attributable to a given program component. The combination of components varies between studies, with few comparable interventions, further limiting our ability to identify packages of interventions that work well. Finally, the context-specific nature of these barriers—whether a barrier exists in a setting and how it manifests and operates—means that a program that is effective in one setting may not be effective in another. Authors' Conclusions While some effective and promising approaches exist to address gender-related barriers to education for girls, evidence gaps exist on more than half of our hypothesized gender-related barriers to education, including lack of support for girls' education, SRGBV, lack of safe spaces and social connections, inadequate life skills, and inadequate MHM, among others. In some cases, despite numerous studies examining interventions addressing a specific barrier, studies either did not disaggregate results by sex, or they were not designed to isolate the effects of each intervention component. Differences in context and in implementation, such as the number of program components, curricula content, and duration of interventions, also make it difficult to compare interventions to one another. Finally, few studies looked at pathways between interventions and education outcomes, so the reasons for differences in outcomes largely remain unclear.

PMS5003 Particulate Matter Sensor

Playing with the Multiple Intelligences: How Play Helps Them Grow - Eberle, Scott G (American Journal of Play, 2011)
Howard Gardner first posited a list of "multiple intelligences" as a liberating alternative to the assumptions underlying traditional IQ testing in his widely read study "Frames of Mind" (1983). Play has appeared only in passing in Gardner's thinking about intelligence, however, even though play instructs and trains the verbal, interpersonal, intrapersonal, logical, spatial, musical, and bodily intelligences that Gardner regards as original human endowments. Playing out of doors also enhances and exercises the faculty that Gardner later marked as the naturalist intelligence. As recess dwindles in American schools, and as free play shrinks in the childhood experience, this article finds fresh cause to inspect the merits of multiple-intelligence theory through the lens of play.
Keywords: ⛔ No DOI found

Playing around in School: Implications for Learning and Edu-cational Policy - Fisher, Kelly R; Hirsh-Pasek, Kathy; Golinkoff, Roberta M; Singer, Dorothy G; Berk, Laura E (The Oxford Handbook of the Development of Play, 2011)

Play in Crisis: support for parents and carers - Casey, Theresa (International Play Association, 2020)

Play and self-regulation: Lessons from Vygotsky - Bodrova, Elena; Germeroth, Carrie; Leong, Deborah (American Journal of Play, 2013)
The authors consider the analysis of the literature on play research by Lillard and others in the January 2013 Psychological Bulletin, an analysis that questioned the prevailing assumption of a causal relationship between play and child development, especially in the areas of creativity, reasoning, executive function, and regulation of emotions. The authors regard these connections as critical for teachers in early-childhood classrooms and for other advocates of child play. They claim that the conclusions of Lillard and her coauthors place these professionals in a difficult position because they already face sharp pressure to replace play with academic activities. The authors suggest that the difficulty researchers have in linking play to development partly results from a failure to account for both cognitive and non cognitive developments across a complex trajectory. To help see the problem more clearly, they argue for a return to the Vygotskian and post-Vygotskian theories that differentiate between immature and mature play. The authors then describe their creation, an observational tool based on such theories, that helps researchers and practitioners judge the quality of pretend play. Key words: Lev Vygotsky; mature play; Mature Play Observation Tool; play and child development; self-regulation
Keywords: ⛔ No DOI found

Play and Child Development - Frost, Joe L; Wortham, Sue C; Reifel, Stuart (Pearson, 2012)

Planning Tool - Haßler, Björn; Regis, Callista; Khalayleh, Abdullah; McBurnie, Chris; Megha-Bongnkar, Ghislaine; Blower, Tom (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _yl:r1; _zenodo:submitted; _zenodoETH:submitted

Planning the Location of Schools: An Instrument of Educational Policy - Hallak, Jacques (International Institute for Educational Planning, 1977)
Keywords: _C:Afghanistan AFG; _C:Albania ALB; _C:Algeria DZA; _C:Australia AUS; _C:Austria AUT; _C:Bangladesh BGD; _C:Belgium BEL; _C:Bolivia BOL; _C:Brazil BRA; _C:Brunei Darussalam BRN; _C:Bulgaria BGR; _C:Cameroon CMR; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Costa Rica CRI; _C:Denmark DNK; _C:Ecuador ECU; _C:Estonia EST; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Greece GRC; _C:Honduras HND; _C:Hungary HUN; _C:India IND; _C:Iran IRN; _C:Iraq IRQ; _C:Ireland IRL; _C:Italy ITA; _C:Ivory Coast CIV; _C:Japan JPN; _C:Jordan JOR; _C:Latvia LVA; _C:Lebanon LBN; _C:Lithuania LTU; _C:Luxembourg LUX; _C:Mexico MEX; _C:Morocco MAR; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nicaragua NIC; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Panama PAN; _C:Peru PER; _C:Philippines PHL; _C:Poland POL; _C:Russian Federation RUS; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:Ukraine UKR; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Venezuela VEN; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

Planning maize hybrids adaptation to future climate change by integrating crop modelling with machine learning - Zhang, Liangliang; Zhang, Zhao; Tao, Fulu; Luo, Yuchuan; Cao, Juan; Li, Ziyue; Xie, Ruizhi; Li, Shaokun (Environmental Research Letters, 2021)
Keywords: _z:no_pdf

Planning for School Reopening and Recovery After COVID-19 - Carvalho, Shelby; Rossiter, Jack; Angrist, Noam; Hares, Susannah; Silverman, Rachel (Centre for Global Development, 2020)
Keywords: ⛔ No DOI found

Planning for Educational Change: Putting people and their contexts first - Wedell, Martin (Bloomsbury Publishing, 2009)
This book highlights the current ideas about the what, why and how of educational change and what these suggest about the essential issues that change policy makers and planners need to consider. It analyses international case studies of change initiatives to illustrate how the change process can be affected when such issues are insufficiently acknowledged or ignored. Finally the book introduces a number of key questions for educational change practitioners to consider when they find themselves responsible for the planning and/or implementation and/or monitoring of changes within an institution, a locality or a region. Educational change scenarios, from change within a single institution to local implementation of a national change, are used to show how answers to these questions can help change planners to closely match their implementation processes to their local contextual realities.

Planning and governance for blended pedagogies and engagement of knowledge economy for South Africa's national development agenda - Ramoroka, Tlou Millicent (University of Limpopo, 2016)
Keywords: _C:Algeria DZA; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Congo XCO; _C:Dominican Republic DOM; _C:Egypt EGY; _C:Estonia EST; _C:Finland FIN; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Ireland IRL; _C:Japan JPN; _C:Jordan JOR; _C:Kenya KEN; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Latvia LVA; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Netherlands NLD; _C:Nigeria NGA; _C:North Macedonia MKD; _C:Norway NOR; _C:Poland POL; _C:Romania ROU; _C:Serbia SRB; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sweden SWE; _C:Thailand THA; _C:Turkey TUR; _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

'Plan S' and 'cOAlition S' – Accelerating the transition to full and immediate Open Access to scientific publications
About Plan S Plan S is an initiative for Open Access publishing that was launched in September 2018. The plan is supported by cOAlition S, an international consortium of research funding and performing organisations. Plan S requires that, from 2021, scientific publications that result from research funded by public grants must be published in compliant Open […]

Places to go: Connectivism & connective knowledge - Downes, Stephen (Innovate: Journal of Online Education, 2008)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Pitfalls of Participatory Programs: Evidence from a Randomized Evaluation in Education in India. - Banerjee, A.V.; Banerji, R.; Duflo, E.; Glennerster, R.; Khemani, S. (American Economic Journal: Economic Policy, 2010)

Pitch Deck: Academic Recovery Programme Phase II - Gonsalves, Sarah-Lee; Regis, Callista; Haßler, Björn (Organisation of Eastern Caribbean States, 2022)
Keywords: Author:OpenDevEd

Piper & Mugenda (2014)

'Pin the tail on the donkey' - Ajadi, S.B. (The Minetta Review, 2011)
Keywords: ⛔ No DOI found

Piloting Qatar’s First Edtech TestBed: The Journey Towards Best Practice, Sustainable Partnerships and Innovation - Lee, Seungah S.; Basma, Victoria (WISE, Qatar Foundation, 2021)
Keywords: Carmen

Pilot Readiness Audit (Leanlab Education)
Usability research helps you understand how people interact with your product. You’ll learn what’s working and what isn’t, so you can make data-informed decisions about how to improve your product. We’ll present you with distilled feedback from educators and students based on interviews, observation

Pilot of the Early Grade Mathematics Assessment: Final report. Prepared for USAID under the Education Data for Decision Making (EdData II) project, Task Order No. EHC-E-02-04-00004-00 (RTI Task 2) - Reubens, A. (What causes differences in achievement in Zimbabwe’s secondary schools, 2009)

Pilot assessment of indoor environmental qualities of learning environments in Bayero University, Kano - Ali, S.M.; Martinson, D.B.; Al-Maiyah, S. (2016)
Keywords: ⛔ No DOI found

Pico Datalogger with Integrated Power-Management - Haßler, Björn; Bablok, Bernhard (Open Development & Education, 2023)
Pico board for data-logging with power-management and micro-sd storage
Keywords: _r:ImportedToMyEducationEvidence

Pico board for data-logging with power-management and micro-sd storage - Bablok, Bernhard; Haßler, Björn (Open Development & Education, 2023)
Pico board for data-logging with power-management and micro-sd storage
Keywords: _r:ImportedToMyEducationEvidence

Physical, psychological, sexual, and systemic abuse of children with disabilities in East Africa: Mapping the evidence - Winters, Niall; Langer, Laurenz; Geniets, Anne (PloS one, 2017)

Physical education and arts programme approaches in conflict settings - Boateng, Pearl (2017)
This helpdesk report is the concluding report in the query addressing psycho-social interventions in protracted crises with reference to Syria and its neighbouring countries as well as from other fragile and conflict affected states (FACS). This report specifically addresses sports/physical education programmes in and around Syria and its impact
Keywords: ⛔ No DOI found

Phone survey on the Covid crisis in Senegal - Le Nestour, Alexis; Moscoviz, Laura; Mbaye, Samba (Centre for Global Development, 2020)
Keywords: _COVID-Continuity-Blogpost-01

Philippines conditional cash transfer program impact evaluation 2012 - Chaudhury, Nazmul; Friedman, Jed; Onishi, Junko (World Bank Report, 2013)

Phase II | Early Childhood Education Ethiopia

Pharmacists, Pharmacy Training and Mental Health Care Provision in Ghana - Owusu-Daaku, Frances (Pharmacy Education, 2014)
Background: Generally, mental health care seeking in Ghana, a small, very religious West African nation of about 25 million people, is a pluralistic phenomenon, fraught with stigma. The advent of biomedical medicines, with pharmacists involved in providing medicines for mental health care, has somewhat lessened this stigma. Context: Has the pharmacy curriculum in Ghana adequately prepared students to be part of a mental health team? What is the attitude of pharmacy students and pharmacists towards mental health provision? Will the passage of the Mental Health Bill make any impact on pharmacists' role in mental health? Answers to these questions are explored by examining literature and relevant institutional documents Evaluation: Minimal attention has been paid to the training of pharmacists in the provision of mental health care, especially in Ghana. It is recommended that pharmacists themselves and related bodies collaborate to make effective use of this neglected potential.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:attitude; F:curriculum; P:health; P:measurement; P:media; R:impact; T:Ausbildung; Z:Pharmacists; Z:mental health; Z:pharmacy training; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Pharmaceutical education in the South African multicultural society - Summers, R; Haavik, C; Summers, B; Moola, F; Lowes, M; Enslin, G (American Journal of Pharmaceutical Education, 2001)
In 1995, South Africa commenced the implementation of a new quality assurance program at all educational levels, which promotes outcomes-based education. Degree programs and academic institutions have to be accredited by the South African Qualifications Authority through discipline-specific Education Training and Quality Assurance bodies. In response to these changes in education structure, the South African Pharmacy Council has developed outcomes-based competency standards for entry-level pharmacists. On the basis of these standards, the School of Pharmacy of the Medical University of Southern Africa, which served a non-white population during the apartheid era, and the Technikon Pretoria, which served a predominantly white student population, have jointly established an integrated, problem-based BPharm curriculum. The student intake on the program reflects the South African demographic composition. The course is designed to meet both the competency requirements and the needs of historically disadvantaged sections of the community. It is now in its third year, with encouraging pass rates.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:curriculum; F:outcomes; F:qualification; F:standards; P:media; P:technology; Q:degree; T:Ausbildung; publicImportV1; ⛔ No DOI found

PG Day_Literature Review_10062013_Library Presentation.pdf (2014)

Pervasive human-driven decline of life on Earth points to the need for transformative change - Díaz, Sandra; Settele, Josef; Brondízio, Eduardo S.; Ngo, Hien T.; Agard, John; Arneth, Almut; Balvanera, Patricia; Brauman, Kate A.; Butchart, Stuart H. M.; Chan, Kai M. A.; Garibaldi, Lucas A.; Ichii, Kazuhito; et al. (Science, 2019)
The time is now For decades, scientists have been raising calls for societal changes that will reduce our impacts on nature. Though much conservation has occurred, our natural environment continues to decline under the weight of our consumption. Humanity depends directly on the output of nature; thus, this decline will affect us, just as it does the other species with which we share this world. Díaz et al. review the findings of the largest assessment of the state of nature conducted as of yet. They report that the state of nature, and the state of the equitable distribution of nature's support, is in serious decline. Only immediate transformation of global business-as-usual economies and operations will sustain nature as we know it, and us, into the future. Science , this issue p. eaax3100 , BACKGROUND Human actions have long been known to drive declines in nature, and there is growing awareness of how globalization means that these drivers increasingly act at a distance (telecoupling). However, evidence from different disciplines has largely accumulated in parallel, and the global effects of telecouplings have never been addressed comprehensively. Now, the first integrated global-scale intergovernmental assessment of the status, trends, and future of the links between people and nature provides an unprecedented picture of the extent of our mutual dependence, the breadth and depth of the ongoing and impending crisis, and the interconnectedness among sectors and regions. ADVANCES Human impacts on life on Earth have increased sharply since the 1970s. The world is increasingly managed to maximize the flow of material contributions from nature to keep up with rising demands for food, energy, timber, and more, with global trade increasing the geographic separation between supply and demand. This unparalleled appropriation of nature is causing the fabric of life on which humanity depends to fray and unravel: Most indicators of the state of nature, whether monitored by natural and social scientists or by Indigenous Peoples and local communities, are declining. These include the number and population size of wild species, the number of local varieties of domesticated species, the distinctness of ecological communities, and the extent and integrity of many terrestrial and aquatic ecosystems. As a consequence, nature’s capacity to provide crucial benefits has also declined, including environmental processes underpinning human health and nonmaterial contributions to human quality of life. The costs are distributed unequally, as are the benefits of an expanding global economy. These trends in nature and its contributions to people are projected to worsen in the coming decades—unevenly so among different regions—unless rapid and integrated action is taken to reduce the direct drivers responsible for most change over the past 50 years: land and sea use change, direct harvesting of many plants and animals, climate change (whose impacts are set to accelerate), pollution, and the spread of invasive alien species. Exploratory scenarios suggest that a world with increased regional barriers—resonating with recent geopolitical trends—will yield more negative global trends in nature, as well as the greatest disparity in trends across regions, greater than a world with liberal financial markets, and much greater than one that prioritizes and integrates actions toward sustainable development. Evidence from target-seeking scenarios and pathways indicates that a world that achieves many of the global biodiversity targets and sustainability goals related to food, energy, climate, and water is not—yet—beyond reach, but that no single action can get us there. OUTLOOK Our comprehensive assessment of status, trends, and possible futures for nature and people suggests that action at the level of direct drivers of nature decline, although necessary, is not sufficient to prevent further deterioration of the fabric of life on Earth. Reversal of recent declines—and a sustainable global future—are only possible with urgent transformative change that tackles the root causes: the interconnected economic, sociocultural, demographic, political, institutional, and technological indirect drivers behind the direct drivers. As well as a pan-sectoral approach to conserving and restoring the nature that underpins many goals, this transformation will need innovative governance approaches that are adaptive; inclusive; informed by existing and new evidence; and integrative across systems, jurisdictions, and tools. Although the challenge is formidable, every delay will make the task even harder. Crucially, our analysis pinpoints five priority interventions (“levers”) and eight leverage points for intervention in the indirect drivers of global social and economic systems where they can make the biggest difference. Traditional diversity-rich human landscapes, and the livelihoods and identities that depend on them, face global threats. Mosaics of crops, forest, and pasture have been maintained for millennia around the world. Now, they are under increasing threat from climate change and large-scale land use change to accommodate global demands for commodities. So are the livelihoods and cultural identity of the peoples that live in them, such as this woman collecting fodder for her flock in the Checacupe district, Perú. Photo credit www.estebantapella.com , The human impact on life on Earth has increased sharply since the 1970s, driven by the demands of a growing population with rising average per capita income. Nature is currently supplying more materials than ever before, but this has come at the high cost of unprecedented global declines in the extent and integrity of ecosystems, distinctness of local ecological communities, abundance and number of wild species, and the number of local domesticated varieties. Such changes reduce vital benefits that people receive from nature and threaten the quality of life of future generations. Both the benefits of an expanding economy and the costs of reducing nature’s benefits are unequally distributed. The fabric of life on which we all depend—nature and its contributions to people—is unravelling rapidly. Despite the severity of the threats and lack of enough progress in tackling them to date, opportunities exist to change future trajectories through transformative action. Such action must begin immediately, however, and address the root economic, social, and technological causes of nature’s deterioration.
Keywords: Final_citation

Perspectives on the pedagogical use of technology - Open Development & Education (2023)
ARM is a leading semiconductor company, which supports other producers (such as Apple and Samsung) as an original equipment manufacturer in developing devices like phones and tablets. Additionally, they support manufacturers in exploring new business areas, including education.

Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development - Haßler, Björn; Major, L; Warwick, P; Watson, Steve; Hennessy, S; Nichol, B (Faculty of Education, University of Cambridge, 2016)
Keywords: AWP2; Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; CitedIn:BIBBTVET; CitedIn:OER4Schools-HHH3-B; CitedIn:OER4Schools-HHH3-B-AUTHORS; CitedIn:eCubed; DIAL-RDO; Done:ReferenceFixed; IMPORT_FROM_DFID_RITE; InPrep; TPD@Scale-cited; _bjoern_cv; _r:ImportedToMyEducationEvidence; eCubed; ⛔ No DOI found

Perspectives on Elections and the Challenges for Democracy in Nigeria - Aisha Abdu-Ismail (2018)

Perspectives on Curriculum Design: Comparing the Spiral and the Network Models - Ireland, Jo; Mouthaan, Melissa (Research Matters, 2020)
Does one approach fit all when it comes to curriculum design? In debates on curriculum design, educators have argued that a curriculum model should take into account the differing knowledge structures of different subjects. Subjects such as maths and science are generally defined as well-structured knowledge domains, characterised by a linearity in learning objectives, and well-defined and predictable learning outcomes. Less structured subjects such as the arts and humanities could, however, benefit from models that encompass a different approach to learning. Two competing perspectives on curriculum design have emerged: the spiral model developed by Bruner in 1960, and non-linear models based on processes of learning in different knowledge domains. Research on curriculum design has tended to focus on the needs of science, technology, engineering and maths (STEM) subjects. Many alternative models to the spiral have come from arts-based disciplines, in particular visual arts. This article contributes to the ongoing debate about curriculum design in different subjects. It details the key characteristics of Bruner's spiral model, and presents the main arguments made in favour of adopting flexible and non-linear curriculum models in specific subjects. We discuss a number of alternatives to the spiral model and analyse the relative strengths and weaknesses of these different approaches. The conclusion offers a discussion of implications of our findings for further research in curriculum design.
Keywords: Curriculum Design; Mathematics Education; Medical Education; Models; Music Education; Networks; Science Education; Sequential Approach; Spiral Curriculum; ⛔ No DOI found

Perspectives and Metaphors of Learning: A Commentary on James Lester’s Narrative-Centered AI-Based Environments - Vivitsou, Marianna (AI in Learning: Designing the Future, 2023)
This commentary aims to discuss perspectives on narrative-centered learning and metaphors of AI-based learning environments. To this end, the commentary draws from James Lester’s keynote and an interview with a focus on the narrative element that underlies the use of AI in Learning. In both texts, Lester offers an account of the narrative-centered learning environments that he has been developing with his research group. One example of such environments is Crystal Island, an AI-based game for K-12 students learning science. Along with Crystal Island, more metaphors of learning emerge. Based on these, this chapter uses Paul Ricoeur’s narrative theory and metaphor theory to reflect on the role of characters and the narrative plot in relation to Lester’s visualization of the future of learning with AI-based technologies. In this process, new roles in AI-based learning are introduced. One such example is the role of drama manager. The drama manager is a novel metaphor in game-based learning. In addition, more conventional metaphors, such as the tutorial dialogue, are brought forward as well as technological metaphors. The multiplicity of metaphors have agency at the core, as connecting tissue. Agency, although not explicitly articulated in the keynote and the interview, is an all-encompassing metaphor in learning. As technological advancement shakes the boundaries of thinking about agency nowadays, new dynamic metaphors are needed in AI-based learning. Toward this direction, the commentary draws from new materialist and post-humanist thinkers to raise these issues and the need to take the narrative further.
Keywords: Agency; Crystal Island; Metaphors of learning; Narrative; Narrative-based learning

Personalized education and artificial intelligence in United States, China, and India: A systematic review using a Human-In-The-Loop model - Bhutoria, Aditi (Computers and Education: Artificial Intelligence, 2022)
The traditional “one size fits all” education system has been largely criticized in recent years on the ground of its lacking the capacity to meet individual student needs. Global education systems are leaning towards a more personalized, student-centered approach. Innovations like Big Data, Machine Learning, and Artificial Intelligence (AI) have given the modern-day technology to accommodate the distinctive features of human beings - smart machines and computers have been built to understand individual-specific needs. This opens an avenue for “personalization” in the education sector. From, mushrooming of Education Technology (EdTech) start-ups to government funding in AI research, it is evident that the next generation educational reforms would take a quantum leap forward piloted by Big Data analysis and AI. The objective of this paper is to organize the vast literature on the use of AI for personalization of education and to shed light on the key themes by which an AI-driven approach makes structural modifications to the existing education system. To this effect, the paper employed a systematic review using a Human-In-The-Loop natural language processing model of past two years' literature (2019–2021) in English language from IEEE Xplore on countries China, India and the USA. This process yielded more than 2000 search results at first and these were eventually shortlisted to 353 relevant papers for in-depth analysis. Being the pioneers in EdTech innovations, insights from research done in these three countries provides valuable input for the development of global education systems and research. The findings bring forward AI's success in catering to specific learning requirements, learning habits, and learning abilities of students and guiding them into optimized learning paths across all three countries. Not just that, it is also evident from the literature that AI augments educational content, customizes it for any individual according to their needs, and raises the flag of caution for anticipated learning difficulties. This recalibrates the role of instructors as well as optimizes the teaching-learning environment for a better learning experience. The upward trajectory of educational development with AI opens a new horizon of personalized education for the future generation, but also comes with its challenges. Data privacy issues, availability of digital resources, and affordability constraints have been reported in the recent literature as impediments in the way of promoting such technologies for day-to-day practice.
Keywords: Artificial intelligence; Big data; China; India; Personalized education; USA; _genre:LR-literature_review

Personalization in bert with adapter modules and topic modelling - Braga, Marco; Raganato, Alessandro; Pasi, Gabriella (2023)
Keywords: ⛔ No DOI found

Perplexity AI: Review, Advantages & Guide (2023) - Aayush (Elegant Themes Blog, 2023)
AI assistants are changing how we interact with technology, helping us with tasks like answering questions and creating content. Google and Bing have already added AI like Bard and Bing Chat to their platforms. However, there’s a new player in the market: Perplexity AI. In this post, we will look at Perplexity AI and its […]

Perplexity

Permanent Working Group on TVET in Kenya - Government of Kenya (Permanent Working Group on TVET in Kenya)
An engagement platform for public/private stakeholders to enhance the efforts of Kenya’s vocational training transformation

Permanent Working Group

Permanent Exclusion Experiences of Black Girls in the UK - Bennett, Gemma (University of Exeter)

Period teasing, stigma and knowledge: A survey of adolescent boys and girls in Northern Tanzania - Benshaul-Tolonen, Anja; Aguilar-Gomez, Sandra; Heller Batzer, Naomi; Cai, Rebecca; Nyanza, Elias Charles (PloS one, 2020)
Keywords: _yl:b

Period Poverty Impact on the Economic Empowerment of Women - Tull, Kerina (2019)
The aim of this review was to present the recent evidence on the period poverty (lack of access to sanitary products, WASH facilities, dignity, and information about menstruation) impact on the economic empowerment of women. Improving menstrual health management (MHM, also known as ‘period poverty’) can substantially improve girls’ education, health and wellbeing. The literature, as well as experts consulted for this rapid review, confirm that that MHM has an impact on the lives of women and girls, albeit indirectly (expert comment). Given the shortage of information on period poverty globally, the expected sensitivities around the topic, and the lack of standardised tools and methods (Phillips-Howard et al., 2016), evidence is predominantly provided from qualitative, participatory, and descriptive methods. It is difficult from the qualitative studies to determine the extent to which period poverty impacts any of these outcomes or economic empowerment, or how influential period poverty contrasts with other challenges facing women and girls in the contexts studied.
Keywords: ⛔ No DOI found

Perinteisistä oppimisympäristöistä villeihin: Sitoutuneisuuden taso viidesluokkalaisilla oppilailla perinteisessä oppikirjaympäristössä ja digitaalisessa ViLLE-oppimisympäristössä matematiikan oppitunneilla - Aaltonen, Antti; Hotanen, Valtteri (2018)
Keywords: _C:Myanmar MMR; _C:Netherlands NLD; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Perezhivanie as a phenomenon and a unit of analysis for studying children’s interactions with iPads in the early years of school in Saudi Arabia - Sulaymani, Omar; Fleer, Marilyn (Early Child Development and Care, 2019)
Keywords: __C:filed:1

Perceptions of professional learning communities - Huffman, Jane; Jacobson, Arminta (Int. Leadership in Education, 2003)

Perceptions of pre-service English teachers towards the integration of an LMS into English language teacher education - Basal, Ahmet (Journal of Technology and Teacher Education, 2015)
With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments.
Keywords: ERIC, Current Index to Journals in Education (CIJE); Education--Computer Applications; Educational technology; English (Second Language); English teachers; Foreign Countries; Foreign language instruction; Higher Education; Language Teachers; Language teachers; Learning management systems; Likert Scales; Management Systems; Mixed Methods Research; Positive Attitudes; Postsecondary Education; Preservice Teachers; Questionnaires; Second Language Instruction; Second Language Learning; Semi Structured Interviews; Student Attitudes; Teacher Education; Teacher education; Technology Integration; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2096949; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Perceptions of caring for children with disabilities: Experiences from Moshi, Tanzania - McNally, Anna; Mannan, Hasheem (African journal of disability, 2013)

Perception, performance, and detectability of conversational artificial intelligence across 32 university courses - Ibrahim, Hazem; Liu, Fengyuan; Asim, Rohail; Battu, Balaraju; Benabderrahmane, Sidahmed; Alhafni, Bashar; Adnan, Wifag; Alhanai, Tuka; AlShebli, Bedoor; Baghdadi, Riyadh (Scientific Reports, 2023)
Keywords: ❓ Multiple DOI

Perception of gender in children's voices - Barreda, Santiago; Assmann, Peter F. (The Journal of the Acoustical Society of America, 2021)

Perception of gender in children's voices - Barreda, Santiago; Assmann, Peter F. (The Journal of the Acoustical Society of America, 2021)

Percepción docente sobre la transformación digital del aula a través de tabletas: un estudio en el contexto español - Suárez-Guerrero, Cristóbal; Lloret-Catalá, Carmen; Mengual-Andrés, Santiago (Comunicar: Revista Científica de Comunicación y Educación, 2016)
Keywords: __C:filed:1

Perceived Self-Efficacy in Cognitive Development and Functioning - Bandura, Albert (Educational Psychologist, 1993)
In this article, I review the diverse ways in which perceived self-efficacy contributes to cognitive development and functioning. Perceived self-efficacy exerts its influence through four major processes. They include cognitive, motivational, affective, and selection processes. There are three different levels at which perceived self-efficacy operates as an important contributor to academic development. Students' beliefs in their efficacy to regulate their own learning and to master academic activities determine their aspirations, level of motivation, and academic accomplishments. Teachers' beliefs in their personal efficacy to motivate and promote learning affect the types of learning environments they create and the level of academic progress their students achieve. Faculties' beliefs in their collective instructional efficacy contribute significantly to their schools' level of academic achievement. Student body characteristics influence school-level achievement more strongly by altering faculties' beliefs in their collective efficacy than through direct affects on school achievement.

Perceived air quality and cognitive performance decrease at moderately raised indoor temperatures even when clothed for comfort - Lan, Li; Xia, Lulu; Hejjo, Rihab; Wyon, David P.; Wargocki, Pawel (Indoor Air, 2020)
This study investigated whether adjusting clothing to remain in neutral thermal comfort at moderately elevated temperature is capable of avoiding negative effects on perceived acute subclinical health symptoms, comfort, and cognitive performance. Two temperatures were examined: 23°C and 27°C. Twelve subjects were able to remain thermally comfortable at both temperatures by adjusting their clothing. They rated the physical environment, their comfort, the intensity of acute subclinical health symptoms, and their mental load, and they performed a number of cognitive tasks. Their physiological reactions were monitored. Their performance of several tasks was significantly worse at 27°C, and they reported increased mental load at this temperature. Skin temperature and humidity and respiration rate were higher, while blood oxygen saturation (SpO2) and pNN50 were lower at this temperature, the latter indicating increased stress. It is inferred that the observed physiological responses were mainly responsible for the negative effects on performance, as the subjects did not indicate any increased intensity of acute subclinical health symptoms although perceived air quality was worse at the higher temperature. The present results suggest that moderately elevated temperatures should be avoided even if thermal comfort can be achieved, as it may lead to reduced performance.
Keywords: BE:RELEVANT

PER6. The SABER-ICT policy framework in brief [English] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; language:English

PER6. The SABER-ICT policy framework in brief [Arabic/English] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence; language:Arabic; language:English

PER6. The SABER-ICT policy framework in brief [Arabic] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; language:Arabic

PER5. Strategies for Effective Teaching and Learning [English, Arabic] - Haßler, Björn; Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane (Activating EdTech, 2020)
Keywords: Author:Haßler; Author:OpenDevED; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:f; language:Arabic; language:English

PER5. Spreadsheet: Strategies for Effective Teaching and Learning [English, Arabic] - Haßler, Björn; Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane (Activating EdTech, 2019)
Keywords: Author:Haßler; Author:OpenDevED; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:m; language:Arabic; language:English

PER4. UIS EdTech Indicators [English/Arabic] - Alawamleh, Nour; Abed, Reema; Khalayleh, Abdullah; Metni, Eliane; Haßler, Björn (Activating EdTech, 2020)
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence; language:Arabic; language:English

PER3. Principles for Digital Development in Education - Haßler, Björn (Activating EdTech, 2020)
Keywords: Author:Haßler; Author:OpenDevED; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:e

PER2. Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? [English/Arabic] - Haßler, Björn; Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane (Activating EdTech, 2020)
Keywords: Author:Haßler; Author:OpenDevED; AuthorFirst:Haßler; _r:ImportedToMyEducationEvidence; _yl:d

PER1. Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development) [English, Arabic] - Abed, Reema; Khalayleh, Abdullah; Alawamleh, Nour; Metni, Eliane; Haßler, Björn (Activating EdTech, 2019)
Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Parallel text: English, Arabic This document is based on: Haßler, B. (2019). Toolkit for discussion (Technology, Resources and Learning: Productive Classroom Practices and Effective Teacher Professional Development). Cambridge: Open Development and Education Ltd. DOI: 10.5281/zenodo.2626545. Licence: Creative Commons Attribution 4.0 International. The Toolkit itself is an extract from:  Haßler, B., Major, L., Warwick, P., Watson, S., Hennessy, S., & Nichol, B. (2016). Perspectives on Technology, Resources and Learning - Productive Classroom Practices, Effective Teacher Professional Development. DOI: 10.5281/zenodo.2626440. Retrieved from http://bjohas.de/Publications/Perspectives. Licence: Creative Commons Attribution 4.0 International. The document is available as PDF, docx and odt. It is also available as a Google Document.
Keywords: Author:Haßler; Author:OpenDevED; _r:ImportedToMyEducationEvidence

Peer-reviewed article Faculty productivity in Zambian higher education in the face of internationalization: unpacking research, publication and citation at the University of Zambia - Masaiti, Gift; Mwila, Kennedy; Kulyambanino, Cecilia; Njobvu, Tommie
Keywords: ⛔ No DOI found

Peer effects, teacher incentives, and the impact of tracking: Evidence from a randomized evaluation in Kenya - Duflo, E.; Dupas, P.; Kremer, M. (The American Economic Review, 2011)

Pedagogy of the Oppressed: 50th Anniversary Edition, Edition 4 by Paulo Freire – Books on Google Play

Pedagogy of the oppressed - Freire, Paulo (The Continuum International Publishing Group Inc, 1970)

Pedagogy: Instructivism to socio-constructivism through virtual reality - Onyesolo, M.; Nwasor, V.; Ositanwosu, O.; Iwegbuna, O. (International Journal of Advanced Computer Science and Applications, 2013)
Keywords: ⛔ No DOI found

Pedagogy, Curriculum, Teaching Practices and Teacher Education in Developing Countries. Final Report. Education Rigorous Literature Review - Westbrook, Jo; Durrani, Naureen; Brown, Rhona; Orr, David; Pryor, John; Boddy, Janet; Salvi, Francesca (Department for International Development, 2013)
Keywords: C:Low- and middle-income countries; STC-TLC; __C:filed:1

Pedagogy, curriculum, teaching practices and teacher education in developing countries: final report. - Westbrook, J.; Durrani, N.; Brown, R.; Orr, D.; Pryor, J.; Boddy, J.; Salvi, F. (2013)

Pedagogy, curriculum, teaching practices and teacher education in developing countries - Westbrook, Jo; Durrani, Naureen; Brown, Rhona; Orr, David; Pryor, John; Boddy, Janet; Salvi, Francesca (Department for International Development and Centre for International Education, University of Sussex, 2013)
Keywords: Read; ⛔ No DOI found

Pedagogy, Curriculum, Teaching Practices and Teacher Education - Westbrook, J.; Durrani, N; Brown, R (2013)

Pedagogies of embodiment in physical education – a literature review - Aartun, Iselin; Walseth, Kristin; Standal, Øyvind Førland; Kirk, David (Sport, Education and Society, 2022)
Physical education puts the body center stage. Embodiment has emerged as a concept that broadens the focus on the body beyond the dualistic natural scientific point of view. Research into embodied learning and embodiment has had various focuses, including the sociological aspects of embodiment and the embodied experiences of students. This article is a literature review of peer-reviewed empirical studies aiming to explore empirical research on pedagogies of embodiment in physical education. We ask what characterizes the empirical research literature on pedagogies of embodiment in physical education, and what implications for teaching and learning we can find in this literature. Forty-two studies met the criteria and were included in the review. Based on a thematic analysis of the studies, two main themes emerged. The first theme, ‘enabling critical reflection’, highlights that physical education can contribute to the development of critical thinking skills among pupils and provide them with safe spaces to discuss ‘taken for granted’ understandings of gender, health, and body ideals within physical education. The second main theme, ‘Exploring (new) movements’, shows how pupils’ exploration of (new) movements can contribute to the development of body awareness and meaningful experiences. Physical education taught after principles of pedagogies of embodiment involves pupil-centered approaches and inductive approaches to teaching. These approaches give pupils the opportunity to be involved in choosing activities and creating content. Pedagogies of embodiment place focus on the importance of reflection before, during, and after activities in physical education, and expand the repertory of activities that physical education may include. In this way, pedagogies of embodiment may facilitate embodied learning, empowerment, and positive experiences of being in movement. Future research should investigate further the possibilities pedagogies of embodiment gives for teachers and learners, and how the potential to challenge traditional pedagogy can be developed.
Keywords: critical reflection; embodiment; experience; movement exploration; pedagogies; physical education

Pedagogical renewal in sub‐Saharan Africa: the case of Uganda - Altinyelken, Hülya K. (Comparative Education, 2010)
Keywords: C:sub-Saharan Africa; _C:Australia AUS; _C:Botswana BWA; _C:Cuba CUB; _C:Egypt EGY; _C:Ethiopia ETH; _C:France FRA; _C:Gabon GAB; _C:Gambia GMB; _C:Ghana GHA; _C:Kenya KEN; _C:Mali MLI; _C:Mauritius MUS; _C:Namibia NAM; _C:Netherlands NLD; _C:South Africa ZAF; _C:Tanzania TZA; _C:Tibet XTIBT; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

Pedagogical renewal: Improving the quality of classroom interaction in Nigerian primary schools - Hardman, Frank; Abd-Kadir, Jan; Smith, Fay (International Journal of Educational Development, 2008)
This study reports on an investigation of classroom interaction and discourse practices in Nigerian primary schools. Its purpose was to identify key issues affecting patterns of teacher–pupil interaction and discourse as research suggests managing the quality of classroom interaction will play a central role in improving the quality of teaching and learning, particularly in contexts where learning resources and teacher training are limited. The study was based on the interaction and discourse analysis of video recordings of 42 lessons and 59 teacher questionnaires from 10 States, drawn mainly from the north of Nigeria. The findings revealed the prevalence of teacher explanation, recitation and rote in the classroom discourse with little attention being paid to securing pupil understanding. The wider implications of the findings for improving the quality of classroom interaction in Nigerian primary schools through more effective school-based training are considered.

Pedagogical renewal and teacher development in sub-Saharan Africa: A thematic synthesis - Dembélé, Martial; Miaro-II, Be Rammaj (Citeseer, 2003)
Keywords: ⛔ No DOI found

Pedagogical framework of m-learning - Ozdamli, Fezile (Procedia-Social and Behavioral Sciences, 2012)

Pedagogical design of K-12 artificial intelligence education: A systematic review - Yue, Miao; Jong, Morris Siu-Yung; Dai, Yun (Sustainability, 2022)

Pedagogical Demands in Mathematics and Mathematical Literacy: A Case of Mathematics and Mathematical Literacy Teachers and Facilitators - Machaba, France Masilo (EURASIA Journal of Mathematics, Science and Technology Education, 2017)
The purpose of this article is to examine teachers’ and facilitators’ (subject advisors) views of the approaches to teaching mathematics and mathematical literacy (ML). Using Bernstein’s (1996) constructs of recognition and realisation rules, I analysed data from interviews conducted with mathematics and ML teachers and facilitators. The analysis shows that some teaching strategies are associated with mathematics and others with ML. That is, teachers and facilitators refer to teaching strategies that are domain specific (mathematics and ML). I therefore ask what it means for teaching strategies to be domain specific, particularly in the context of mathematics and ML.

Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year - Hennessy, Sara; Haßler, Björn; Hofmann, Riikka (Research Papers in Education, 2015)
Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:sub-Saharan Africa; CAREER development; EDUCATION -- Study & teaching; GRADUATE education; PROFESSIONAL education; TEACHER training; ZAMBIA; Zambia; _C:Australia AUS; _C:India IND; _C:Iran IRN; _C:Japan JPN; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Rwanda RWA; _C:South Africa ZAF; _C:Tonga TON; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __:import:01; __:match:final; __:matched; __:study_id:2099887; __C:filed:1; __C:scheme:1; ___working_potential_duplicate; __finaldtb; _r:ImportedToMyEducationEvidence; _yl:a; digital technology; docs.opendeved.net; interactive pedagogy; open educational resources; sub-Saharan Africa; teacher professional development

Pedagogía del abrazo: una propuesta educativa - Vijil-Morin, Alejandra (2020)
La alfabetización es una experiencia transformadora a nivel cognitivo, biológico, emocional y político, pero ¿Cómo están aprendiendo lxs niñxs a leer y escribir en Nicaragua? ¿Cómo se reflejan las políticas educativas del régimen en pruebas estandarizadas de desempeño lector? ¿Qué esperanza le queda a un país empobrecido; a una infancia cargada de traumas, violencia, pandemias; a un sistema educativo rehén de la dictadura? En este escrito me gustaría rescatar la importancia de la alfabetización a través de una revisión de investigaciones; luego, dejar en evidencia las carencias de una administración educativa que se jacta de haber superado el analfabetismo. Y, finalmente, proponer una alternativa sencilla pero profundamente política para transformar la educación en Nicaragua: un abrazo.
Keywords: Author:OpenDevEd; ⛔ No DOI found

pdiatoolkit_ver_1_oct_2018.pdf

PDIA toolkit: A DIY Approach to Solving Complex Problems - Samji, Salimah; Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Center for International Development at Harvard University, 2018)
Keywords: Final_citation; cited; existing

PDIA toolkit: A DIY Approach to Solving Complex Problems - Samji, Salimah; Andrews, Matt; Pritchett, Lant; Woolcock, Michael (Center for International Development at Harvard University, 2018)

PDIA Toolkit

Patterns of cognitive returns to Information and Communication Technology (ICT) use of 15-year-olds: Global evidence from a Hierarchical Linear Modeling approach using PISA 2018 - Bhutoria, Aditi; Aljabri, Nayyaf (Computers & Education, 2022)
Existing literature shows varying impacts of Information and Communication Technology (ICT) on learning outcomes depending on the type and quality of technology used. However, current research on the optimal level of ICT use for the cognitive development of students is scarce and has remained country-specific, primarily focusing on developed economies. This paper undertakes a cross-country comparison across 79 nations, investigating ICT use and its association with cognitive gain patterns as determined by reading, mathematics, and science test scores of 15-year-olds. The Programme for International Student Assessment (PISA) 2018 dataset collected by the Organisation of Economic Cooperation and Development (OECD) has been used by applying two-stage regression analysis. The first stage involves a three-level Hierarchical Linear Modeling (HLM) factoring for data nested at the student-, school-, and country-level. The second stage of the empirical model involves a heterogeneity analysis to evaluate variance in ICT use patterns across different groups of countries, clustered on the basis of their level of ICT development. The results show a positive impact of ICT engagement on the test scores of students across all the subjects. However, returns to ICT use tend to start diminishing after the engagement level of students crosses a medium threshold of using ICT several times within a week. Furthermore, the heterogeneity analysis supports conspicuous diminishing patterns in ICT use irrespective of the economic status of the students. Cross-country comparisons show that diminishing returns to ICT use are more prominent in countries with well-developed ICT infrastructure than in less-developed ones. Where diminishing returns hold, excessive use of ICT in education is not an optimal choice, and significant cognitive gains can be achieved by using the complementarity between traditional learning techniques with ICT-based learning in different blended settings.
Keywords: Concave returns; Hierarchical linear modeling (HLM); Information and communication technology (ICT); Organisation of economic cooperation and development (OECD); Programme for international student assessment (PISA); _genre:PR-primary_research

Pattern of accessibility and use of Nigeria-education.org as an online education resource - Adesina, Adedoyin
Keywords: ⛔ No DOI found

Patient data as medical facts: social media practices as a foundation for medical knowledge creation - Kallinikos, J; Tempini, N (Information Systems Research, 2014)

: Passing Success Across the Generations - Feinstein, Leon; Duckworth, Kathryn; Sabates, Ricardo (Routledge, 2008)
Why it is that success, deprivation or disadvantage are so often passed down intergenerationally? What part does education play? The educational achievement of parents is often reflected in that of their children and there are many underlying causes for such a relationship. Education and the Family argues that government policy has an important role to play in addressing this inequality even though many of the causes lie within the home. Although each child should be supported to achieve his or her objectives, differences in the willingness or capabilities of families to take advantage of educational opportunities exacerbate social class differences and limit actual equality of opportunity for many. Understanding the causes of this transmission is key to tackling both social class inequality and to expanding the skill base of the economy. By providing an overview of academic and policy thinking in relation to the role of the family, this book explores the educational success of children. It focuses on the education of the parents but also considers how the family - compared to wider, external influences such as schools - is a driver of differences in educational outcomes. It concludes with a consideration of what policy-makers are attempting to do about this key issue and why, and how this will impact on schools and teachers. This book will interest researchers and academics in education and social policy, as well as teachers and other education and social policy practitioners.

Partnerships with industry for efficient and effective implementation of TVET - Lee, J (International Journal of Vocational Education and Training, 2010)
This article focuses on partnership with industry as a means to efficiently and effectively implement technical and vocational education and training (TVET). Specifically, this article examines the situation in Africa, which is suffering from a chronic lack of skilled workforces both quantitatively and qualitatively. It outlines applicable six strategies to strengthen partnerships in TVET: (1) the industry’s involvement in the development and expansion of TVET, (2) a 60+40 training system to increase efficiency and productivity, (3) introducing national technology qualification (NTQ) system, (4) systemizing lifelong TVET, (5) TVET’s strategic transition, and (6) establishing regulatory and systemic framework. In addition, it displays an overview of partnership-based TVET system, which is a combination of the six strategies.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:policy; Q:distance learning; R:evaluation; T:Ausbildung; T:Educação profissionalizante; T:TVET; T:firm-based training; publicImportV1; ⛔ No DOI found

Partnerships in Education - Bajinder Pal Singh (2019)
Partnerships in Education Models, Types, Reach, Benefits, Pitfalls,

Partnering with the private sector in the post-2015 era? The main political and social implications in the educational arena - VERGER, ANTONI; MOSCHETTI, MAURO (Progressive Lab for Sustainable Development, 2017)
Keywords: Final_citation; ⛔ No DOI found

Particle Boards from Papyrus Fibers as Thermal Insulation - Tangjuank, Singhadej; Kumfu, Supreya (Journal of Applied Sciences, 2011)

Particle Boards from Papyrus Fibers as Thermal Insulation - Tangjuank, Singhadej; Kumfu, Supreya (Journal of Applied Sciences, 2011)

Participatory visual methods and school-based responses to HIV in rural South Africa: insights from youth, preservice and inservice teachers - MacEntee, Katie (Sex Education: Sexuality, Society and Learning, 2020)
This paper explores students', preservice teachers' and inservice teachers' perceptions of the contributions and challenges of using participatory visual methodologies (PVM) to enhance HIV education in rural schools. Drawing on findings from three research projects conducted in KwaZulu Natal, South Africa, four positive contributions are identified: 1) novelty, fun and engagement; 2) amplifying youth voices; 3) the facilitation of teachers' reflexive learning; and 4) the production of local resources in under-resourced schools. Challenges include: 1) limited technology access; 2) teacher discomfort; and 3) resistance to PVM integration. Teachers and young people, especially in under resourced rural settings, can benefit from integrating such methodologies into their responses to HIV and AIDS. However, sustainable integration must rely on choosing the most appropriate participatory visual methodologies given the technological resources available in school. The paper concludes with recommendations to optimise participatory visual methodologies integration into rural school-based HIV responses.
Keywords: Acquired Immunodeficiency Syndrome (AIDS); Children And Youth - About; Disadvantaged Schools; ERIC, Current Index to Journals in Education (CIJE); Educational Resources; Foreign Countries; HIV; Health Education; Higher Education; Media Selection; Photography; Postsecondary Education; Preservice Teachers; Rural Schools; Secondary Education; Secondary School Students; Sex Education; South Africa; Story Telling; Student Attitudes; Teacher Attitudes; Teaching Methods; Visual Aids; __:import:01; __:match:final; __:matched; __:study_id:2096729; __finaldtb; participatory visual methodology; rural education; sexual health education

Participatory rural appraisal as qualitative research: distinguishing methodological issues from participatory claims - Campbell, John R. (Human Organization, 2001)

Participatory rural appraisal - Chandra, Ganesh (Katiha, PK, Vaas, KK, Sharma, AP, Bhaumik, U. & Chandra Ganesh (Eds). Issues and tools for social science research in inland fisheries. Central Inland Fisheries Research Institute, Barrackpore, Kolkata, India. Bulletin, 2010)
Keywords: ⛔ No DOI found

Participatory Research Methods: A Methodological Approach in Motion - Bergold, Jarg; Thomas, Stefan (Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 2012)
This article serves as an introduction to the FQS special issue "Participatory Qualitative Research." In recent years there has been a resurgence of interest in participatory research strategies. The articles in this special issue come from different disciplines. Against the background of concrete empirical research projects, they address numerous conceptual considerations and methodological approaches. After reading the contributions, and engaging with the authors' arguments, we were prompted to focus in particular on those areas in which further work needs to be done. They include, on the one hand, fundamental principles of participatory research, such as democratic-theory considerations, the concept of "safe space," participation issues, and ethical questions. And, on the other hand, we focus on practical research considerations regarding the role and tasks of the various participants; specific methodological approaches; and quality criteria—understood here in the sense of arguments justifying a participatory approach. Our aim is to stimulate a broad discussion that does not focus only on participatory research in the narrower sense. Because participatory methodology poses certain knowledge- and research-related questions in a radical way, it has the potential to draw attention to hitherto neglected areas in qualitative methodology and to stimulate their further development.URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1201302
Keywords: academic requirements; degrees of participation; ethical norms; focus group; interview; marginalization; participatory research methods; quality criteria; reflexivity; safe space; subjectivity

Participatory Management as an Enabler of Articulation in the Post-School Environment: A case study of a University of Technology and Technical and Vocational Education and Training College - Maistry, Anandh; Durban University of Technology; Lortan, Darren Brendan; Grobbelaar, Heleen (2019)
This paper is based on a study which aimed to explore factors which enable articulation and are challenges to successful articulation from a management perspective between two kinds of higher educational institutions: Universities of Technology and Technical and Vocational Education and Training Colleges. The study assumed that participatory management could contribute to improving the quality of management and the uneven quality of articulation possibilities and cooperation, as identified in the White Paper for Post School Education and Training (Republic of South Africa, DHET, 2013). Individuals from senior management and academic staff of both institutions formed the sample for this qualitative study. Interview schedules were used as data collection instruments and analysis of data was thematic. The findings highlighted the existing management systems within and between the two institutions; enablers of and challenges to articulation; and an understanding of participatory management within and between the two institutions. One of the objectives of this study, which is covered in the final part of this paper, was a framework for participatory management of articulation processes between the two institutions.
Keywords: ⛔ No DOI found

Participatory Learning and Action (PLA) - Napier, Alison; Simister, Nigel (INTRAC for Civil Society, 2017)

Participatory Case Study Work: Approaches, Authenticity and Application in Ageing Studies - Williams, Sion; Keady, John (2021)

Participating in an international master’s programme: impact on agency for African in-service teachers - Impedovo, Maria Antonietta; Ligorio, Maria Beatrice (Professional Development in Education, 2016)
Keywords: __C:filed:1

Parsifal - Perform Systematic Literature Reviews (Parsifal)
Parsifal is a tool to support researchers to perform systematic literature reviews. Performing a systematic literature review is a labor-intensive task that requires a huge amount of work from the researcher. Parsifal will help you planning, conducting and reporting the review.

Pareto optimality and game theory approach for optimal deployment of DG in radial distribution system to improve techno-economic benefits - Nagaballi, Srinivas; Kale, Vijay S. (Applied Soft Computing, 2020)
This paper discusses the application of nature-inspired swarm intelligence methods for optimal allocation and sizing of distributed generation (DG) in the radial distribution system (RDS). Introducing DG units in the RDS will enhance the technical and economic benefits if they are optimally deployed. The objective functions considered are to improve the technical aspects and net economical saving cost with DG units integration on RDS. In this paper, a weighted multi-objective index considers a wide range of technical issues such as active and reactive power losses of the system, voltage profile, line loading, and the voltage stability, these are assumed as technical improvement aspects in the RDS. A recent optimization method, i.e. improved raven roosting optimization (IRRO) algorithm has been implemented for optimal deployment of DG in RDS. The state of the art of IRRO algorithm parameters will improve the ability for exploration and prevent premature convergence. Pareto optimality is used in making a set of the best solutions between two conflicting objectives considered, i.e. technical and economical aspects. The main contribution in this paper is to utilize a game theory based (minimax) algorithm in taking the best decision from a set of non-dominated solutions obtained by Pareto optimality criteria. IEEE 33-bus and 69-bus RDS’s are considered as the test systems for verifying the effectiveness of the IRRO algorithm. A comparative analysis with other nature-inspired swarm optimization techniques such as particle swarm optimization (PSO), modified teaching learning based optimization (MTLBO), Jaya algorithm (JAYA), and grey wolf optimizer (GWO) is also presented in this work. The simulation results of IRRO are compared with similar existing papers. It is observed that the IRRO algorithm can produce better results for the considered multi-objective functions. The MATLAB software is employed for the purpose. The novelty of the paper lies in the use of Pareto optimal and game theory in obtaining better results to the problem of optimal deployment of DG in RDS to improve technical as well as economic benefits.
Keywords: Distributed generation; Game theory; Improved raven roosting optimization; Pareto optimality; Radial distribution system; Swarm intelligence algorithms; Technical and economical issues

Parental involvement in low-achieving children’s learning: The role of household wealth in rural India - Cashman, Laura; Sabates, Ricardo; Alcott, Benjamin (International Journal of Educational Research, 2021)
Existing research recognises that while parents often aspire to be involved in their children’s education, some face barriers that prevent this. Studies situated in the Global North recognise economic constraints as a barrier, presenting a steep gradient whereby the richer households are, the higher their parental involvement levels. This paper analyses the influence of household wealth on parental involvement in low-achieving children's education in a resource-constrained area in rural Uttar Pradesh, India. Based on regression models from a sample of 13,558 households, we corroborate evidence from wealthier contexts: wealthier parents are consistently more likely to be involved in low-achieving children’s learning. This suggests that stakeholders should be aware of the potential influence of household wealth on parental involvement in rural India.
Keywords: Asset ownership; India; Parental involvement; Principal component analysis; Wealth

Parental Human Capital and Effective School Management: Evidence from the Gambia. - Blimpo, M.; Evans, D.; Lahire, N. (World Bank, 2015)

Parental aspirations for their children’s educational attainment and the realisation of universal primary education (UPE) in Kenya: Evidence from slum and non-slum residences - Oketch, M., Mutisya, M., Sagwe, J., (2012)
There is a sound research base attesting to the importance of parental involvement and to the many potential benefits it can offer for children's education. This study sought to examine differences in parental aspirations (as a mechanism of parental involvement in their children's education) for their children's educational attainment between slum and non-slum residing parents in Kenya. The study used cross-sectional household data for a sample of 4065 parents, collected in 2007 by the African Population and Health Research Centre (APHRC) in Nairobi. A multinomial logistic model was used for the analysis to explore the factors determining parental aspirations. The results indicate the following: (i) that parents who live in the slums have lower aspirations for their children's educational attainment when compared to those who live in non-slum areas; (ii) that parents in the slums have aspirations for higher levels of educational attainment for their children than their own levels of education. We conclude that parents in urban Kenya have a strong belief in the education of their children irrespective of their slum or non-slum residence but aspirations are higher in non-slums than in slums. © 2011 Elsevier Ltd.
Keywords: -FullBiblioUHMLgen; -RRQ:LOW; A:Africa; C:Kenya; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:attainment; F:learning; P:health; P:logistics; P:measurement; P:mechanic; Q:primary education; T:career; Z:Benefits of education; Z:Career aspirations; Z:Parental involvement; Z:Regional disparities in access and learning; Z:Regional disparities in resourcing; publicImportV1

Parametric Climate Insurance Using Blockchain Technology: A Feasibility Study on Technical and Economic Viability in Fiji - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
Blockchain technology has the potential to drive efficiencies throughout the insurance value chain. This study aimed to investigate the likely customer demand for, technical feasibility and economic viability of blockchain-based climate catastrophe insurance (BBCCI) in Fiji. The report analysed BBCCI’s application in the context of Fiji by undertaking a technical feasibility assessment, which was followed by an economic feasibility assessment. Based on these assessments, a roadmap for the implementation of BBCCI in Fiji is recommended.

Paradigms for Networking Universities and Vocational Education and Training (VET) Institutions on Competency-Based Further Education in Sub-Saharan Africa - Ezekoye, Benadeth N (2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; CLL:en; publicImportV1; ⛔ No DOI found

Paradigm shifts and the practice of participatory research and development - Chambers, Robert (1994)
Keywords: ⛔ No DOI found

paperdigest (AI-Powered Research Platform) (Paper Digest, 2023)
Based in New York, we serve users from thousands of universities & companies on search, review, text rewriting and more.

Pandemic underscores gross inequalities in South Africa, and the need to fix them - Graham, Lauren (The Conversation, 2020)
While small businesses will be partially cushioned by government support measures, there's no support for the most vulnerable workers.

Pakistani teachers' professional learning experiences: comparing face-to-face versus online learning - Khan, Asma (TEFLIN Journal, 2018)
This qualitative in-depth interview study investigated the experiences of Pakistani English teachers in an online community, English Companion Ning (ECN). The main purpose of the study was to investigate what ECN meant to these Pakistani teachers and how they found their professional learning experiences different in ECN from face-to-face professional development programs in Pakistan. Data were gathered from six teachers through in-depth interviews, guided tours, field notes, memos, and ECN logs. Using the grounded theory approach, this study analyzed and interpreted the data through initial, focused, and axial coding. Data analysis revealed that being free from budget, temporal, and geographical constraints, the ECN provided numerous opportunities to the Pakistani teachers for a sustained and long-term professional learning in a collaborative setting.
Keywords: Collaboration; College Faculty; Communities of Practice; Comparative Analysis; Computer assisted language learning; Computer mediated communication; Conventional Instruction; Cooperative Learning; Cooperative learning; Distance learning; ERIC, Current Index to Journals in Education (CIJE); Educational technology; Electronic Learning; English Teachers; English as a second language--ESL; English teachers; Faculty Development; Foreign Countries; Grounded Theory; Higher Education; Interaction; Learning Experience; Linguistics; Pakistan; Professional development; Teacher Attitudes; Teacher education; Teaching; Technology Uses in Education; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2095920; ___working_potential_duplicate

Pakistan Topic Brief: Providing Distance Learning to Hard-to-reach Children - Baloch, Imdad; Kaye, Tom; Koomar, Saalim; McBurnie, Chris (EdTech Hub, 2020)
Keywords: Author:OpenDevEd; F: Helpdesk response; L:Out-of-school populations; LP: English; _C:Bangladesh BGD; _C:China CHN; _C:India IND; _C:Kenya KEN; _C:Liberia LBR; _C:Malaysia MYS; _C:Maldives MDV; _C:Mexico MEX; _C:Mongolia MNG; _C:Nepal NPL; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Sri Lanka LKA; _C:Tanzania TZA; _EdTechHub_Output; _GS:indexed; __C:filed:1; __C:scheme:1; _cover:v1; _r:CopiedFromEvLib; _r:ImportedToMyEducationEvidence; _zenodoETH; dode_eth-src-eth; dode_eth-trf2-dode

Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children - Lynch, Paul; Kaye, Tom; Terlektsi, Emmanouela (EdTech Hub, 2020)
The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
Keywords: C:Pakistan; F: Helpdesk response; L:Special education needs and disabilities (SEND); LP: English; _C:Bangladesh BGD; _C:Ethiopia ETH; _C:India IND; _C:Ireland IRL; _C:Kenya KEN; _C:Pakistan PAK; _C:Rwanda RWA; _C:United Kingdom GBR; _C:United States USA; _DOILIVE; _EdTechHub_Output; _GS:indexed; __C:filed:1; __C:scheme:1; _cover:v1; _r:CopiedFromEvLib; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Pakistan Digital Learning Landscape Analysis - Zubairi, Asma; Khalayleh, Abdullah; Baloch, Imdad; Mazari, Haani; Kaye, Tom; Groeneveld, Caspar (EdTech Hub, 2022)

P for Platform. Architectures of large-scale participatory design - Roland, Lars Kristian; Sanner, Terje Aksel (2017)
Participatory Design (PD) has traditionally been committed to extensive interaction between developers and situated users to mitigate the disempowering consequences of computerization, such as the deskilling of labour workers. However, the widespread adoption of off-the-shelf software and the emergence of complex information system architectures with interdependencies across user groups and organizations challenge the applicability of traditional custom PD. Pressure is put on PD to scale with initiatives that span an increasing number and distribution of heterogeneous settings, developers, users and uses over time. In this article, we follow a PD project that started out in post-apartheid South Africa more than two decades ago. The project, which centres on the development of a software product for decentralised public health care management, has since grown into a venture with a significant footprint in the Global South. In order to problematise the scaling of key aspects of PD, such as the politics of design, the nature of participation and participatory design techniques, we first review extant literature and develop a classification of four different types of PD with respect to scale. We then apply the typology to our empirical case to discuss PD in relation to architectural traits at different stages of project scale. We contribute to PD literature by addressing the exploratory research question: What role does architecture play in large scale PD? Specifically, the study highlights how an emergent platform architecture and its surrounding ecosystem co-constitute a platform for participation in design.

Overview of UK development education landscape with a focus on partnerships between UK schools and those overseas - Bourn, Douglas; Blum, Nicole; Ndaruhutse, Suzy; Mattingly, Jacqui (2017)
This rapid review provides an overview of the UK development education landscape with a focus on what else apart from the British Council’s Connecting Classrooms Programme is going on to build partnerships between schools in the UK and schools overseas? How many children/schools are part of something like this? These questions are related to a second query covered in a separate helpdesk report that examines childhood development stages; specifically, when is the best time to influence children’s and young people’s thinking on global issues? These helpdesk reports are designed to help inform a business case and guide DFID’s thinking for a new approach to delivering development education in the UK when the current phases of Connecting Classrooms and the Global Learning Programme (GLP) ends.
Keywords: ⛔ No DOI found

Overview of funding for construction craft skills training in Sub-Saharan Africa: A case study of Zambia - Muya, Mundia; Price, A. D F; Edum-Fotwe, F. T. (Construction Management and Economics, 2006)
The wealth of any nation is ultimately based on its human resource or social capital. Education and training are the primary vehicles of developing this resource. Funding of formal construction craft skills training at trade institutions in Sub-Saharan Africa (SSA) is examined, using Zambia as a country case study. The data in the research were collected via semi-structured questionnaire interviews directed at government financed trades training schools offering construction programmes in Zambia. Results of the research show that formal construction craft skills training in Zambia has not been adequately funded over the years resulting in: ill-qualified low numbers of poorly remunerated teaching staff; poorly maintained infrastructure and workshop facilities not well equipped for teaching purposes; and out-dated curricula of construction craft programmes. A wide range of measures is required to improve funding for construction craft skills training. These include: increased training regulation and co-ordination by government, development of efficient and effective funding mechanisms that involve employers of crafts-persons, and training provision frameworks that encourage increased involvement of private training providers. © 2006 Taylor & Francis.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Zambia; CA:AandC; CCZ:Zambia; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:regulation; F:teaching; P:construction; P:crafts; P:measurement; P:mechanic; P:social; R:case study; R:interview; R:questionnaire; T:Training; Z:Construction craft skills; Z:Sub-Saharan Africa; Z:Training; publicImportV1

Overview of Enterprise Architecture work in 15 countries - Heikkilä, Jukka; Penttinen, Katja (2016)
This research report is an overview of enterprise architec- ture work in 15 countries. The report supports the ongoing enterprise architecture work of Finnish government done by the Ministry of Finance in the Interoperability Development Programme, by Finnish Enterprise Architecture Research -project.
Keywords: Final_citation

Overview of emerging country-level response to providing educational continuity under COVID-19: What’s working? What isn’t? - Joynes, Chris; Gibbs, Emma; Sims, Kate (2020)
Keywords: COV:COVID and reopening of schools; LP: English; _DOILIVE; _EdTechHub_Output; _cover:other:ok; _zenodoETH; ⛔ No DOI found

Overview of emerging country-level response to providing educational continuity under COVID-19 What are the lessons learned from supporting education for marginalised girls that could be relevant for EdTech responses to COVID-19 in lower- and middle-income countries? - Naylor, Ruth; Gorgen, Kristine (EdTech Hub, 2020)
Keywords: COV:COVID and reopening of schools; L:Gender and education; LP: English; _EdTechHub_Output; _cover:other:ok; _zenodoETH; ⛔ No DOI found

Overview of emerging country-level response to providing continuity under COVID-19 What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? - Gould, Briony (EdTech Hub)
Overview of emerging country-level response to providing continuity under COVID-19 What steps are being taken to reach the most disadvantaged students during the period of Covid-19 school closure? FULL REPORT PDF DOWNLOAD Summary of report Scope of study This report provides a rapid summary of country-level responses to the management of school closures in 2020, with a focus on the…

Overlapping meta-analyses on the same topic: survey of published studies - Siontis, Konstantinos C.; Hernandez-Boussard, Tina; Ioannidis, John P. A. (BMJ, 2013)
Objective To assess how common it is to have multiple overlapping meta-analyses of randomized trials published on the same topic. Design Survey of published meta-analyses. Data sources PubMed. Study selection and methods Meta-analyses published in 2010 were identified, and 5% of them were randomly selected. We further selected those that included randomized trials and examined effectiveness of any medical intervention. For eligible meta-analyses, we searched for other meta-analyses on the same topic (covering the same comparisons, indications/settings, and outcomes or overlapping subsets of them) published until February 2013. Results Of 73 eligible meta-analyses published in 2010, 49 (67%) had at least one other overlapping meta-analysis (median two meta-analyses per topic, interquartile range 1-4, maximum 13). In 17 topics at least one author was involved in at least two of the overlapping meta-analyses. No characteristics of the index meta-analyses were associated with the potential for overlapping meta-analyses. Among pairs of overlapping meta-analyses in 20 randomly selected topics, 13 of the more recent meta-analyses did not include any additional outcomes. In three of the four topics with eight or more published meta-analyses, many meta-analyses examined only a subset of the eligible interventions or indications/settings covered by the index meta-analysis. Conversely, for statins in the prevention of atrial fibrillation after cardiac surgery, 11 meta-analyses were published with similar eligibility criteria for interventions and setting: there was still variability on which studies were included, but the results were always similar or even identical across meta-analyses. Conclusions While some independent replication of meta-analyses by different teams is possibly useful, the overall picture suggests that there is a waste of efforts with many topics covered by multiple overlapping meta-analyses.

Overcoming the challenges of using automated technologies for public health evidence synthesis - Hocking, Lucy; Parkinson, Sarah; Adams, Avery; Molding Nielsen, Emmanuel; Ang, Cecilia; De Carvalho Gomes, Helena (Eurosurveillance, 2023)
Many organisations struggle to keep pace with public health evidence due to the volume of published literature and length of time it takes to conduct literature reviews. New technologies that help automate parts of the evidence synthesis process can help conduct reviews more quickly and efficiently to better provide up-to-date evidence for public health decision making. To date, automated approaches have seldom been used in public health due to significant barriers to their adoption. In this Perspective, we reflect on the findings of a study exploring experiences of adopting automated technologies to conduct evidence reviews within the public health sector. The study, funded by the European Centre for Disease Prevention and Control, consisted of a literature review and qualitative data collection from public health organisations and researchers in the field. We specifically focus on outlining the challenges associated with the adoption of automated approaches and potential solutions and actions that can be taken to mitigate these. We explore these in relation to actions that can be taken by tool developers (e.g. improving tool performance and transparency), public health organisations (e.g. developing staff skills, encouraging collaboration) and funding bodies/the wider research system (e.g. researchers, funding bodies, academic publishers and scholarly journals).

Overall effects of temperature steps in hot summer on students' subjective perception, physiological response and learning performance - Liu, Jiajing; Kang, Jian; Li, Zeyu; Luo, Hanbin (Energy and Buildings, 2021)
Keywords: BE:RELEVANT

Over-promotion and caution in abstracts of preprints during the COVID-19 crisis - Bordignon, Frederique; Ermakova, Liana; Noel, Marianne (Learned Publishing)
The abstract is known to be a promotional genre where researchers tend to exaggerate the benefit of their research and use a promotional discourse to catch the reader's attention. The COVID-19 pandemic has prompted intensive research and has changed traditional publishing with the massive adoption of preprints by researchers. Our aim is to investigate whether the crisis and the ensuing scientific and economic competition have changed the lexical content of abstracts. We propose a comparative study of abstracts associated with preprints issued in response to the pandemic relative to abstracts produced during the closest pre-pandemic period. We show that with the increase (on average and in percentage) of positive words (especially effective) and the slight decrease of negative words, there is a strong increase in hedge words (the most frequent of which are the modal verbs can and may). Hedge words counterbalance the excessive use of positive words and thus invite the readers, who go probably beyond the ‘usual’ audience, to be cautious with the obtained results. The abstracts of preprints urgently produced in response to the COVID-19 crisis stand between uncertainty and over-promotion, illustrating the balance that authors have to achieve between promoting their results and appealing for caution.
Keywords: COVID-19; abstract; academic writing

Outreach Activities by Universities as a Channel for Science Communication - Davis, Lloyd Spencer (Communicating Science to the Public, 2014)
Universities engage in outreach activities about science for a variety of reasons, including enhancing their reputation, recruitment and the personal satisfaction of those involved. Be that as it may, such activities are typically portrayed as a form of science communication whereby the public is informed about science. Outreach activities may be classified according to their costs, their reach (i.e. the audience size) and their persistence (i.e. the duration of the activity and how long it is available to the public). When costs of many activities traditionally favoured by universities as outreach for science are weighed against their reach and persistence, they prove not to be the most effective forms of outreach in terms of the value they provide. Encouraging and facilitating staff (and, where appropriate, students) to engage in interviews about science with the media as well as to popularise science – through writing books and articles for the popular press and, where possible, being involved in documentaries about science – are amongst the most effective means by which universities can communicate science to the public. Enhancing such practices will require universities to recognise and reward staff for popularising science, rather than rewarding only publications and citations in scientific journals. Online outreach activities are also an area of great potential when it comes to persistence and the size of the audience: promoting science on the university’s website, encouraging staff to write blogs or contribute to group blogs or forums about science and posting material about science to iTunes U are some of the most cost-effective ways to communicate science to the public. When using more traditional forms of outreach – such as public talks, café scientifiques and U3A – their effectiveness may be enhanced if they occur regularly or are packaged as a group of activities in a way that the public can subscribe to them. Talks in schools, often treated as a source of potential recruitment by universities, can also be viewed as critical for helping to reverse a developing trend in recent times of disinterest in science amongst secondary school pupils. Finally, there may be social reasons favouring outreach activities by universities that go beyond a simple cost-benefit analysis, such as engaging indigenous peoples in science.

Outputs Register: The impact of GIS-supported teacher allocation in Sierra Leone - McBurnie, Chris (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

Outputs register for Tich Me Ar Tich Dem - Haßler, Björn (OpenDevEd, 2022)
Keywords: Author:OpenDevEd; _r:AddedByZotZen

Outputs register for HLR3 - Teacher Allocation Sierra Leone - Haßler, Björn; McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: Author:OpenDevEd; _C:Sierra Leone SLE; _r:AddedByZotZen

Outputs Register for HLR 3: The Impact of GIS-Supported Teacher Allocation in Sierra Leone - Haßler, Björn; McBurnie, Chris; Beoku-Betts, Iman (EdTech Hub, 2023)

Outil d'évaluation de la littératie numérique - Smart Africa Alliance; Hassan, Mansour; Grace, Macharia; Waziri, Nafisa; Haßler, Björn (Smart Africa Alliance, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: Coming soon; _r:AddedByMyEducationEvidence

Outdoor thermal comfort and adaptive behaviors in a university campus in China's hot summer-cold winter climate region - Huang, Zefeng; Cheng, Bin; Gou, Zhonghua; Zhang, Fan (Building and environment, 2019)
Keywords: BE:RELEVANT

Outcomes for Implementation Research: Conceptual Distinctions, Measurement Challenges, and Research Agenda - Proctor, Enola; Silmere, Hiie; Raghavan, Ramesh; Hovmand, Peter; Aarons, Greg; Bunger, Alicia; Griffey, Richard; Hensley, Melissa (Administration and Policy in Mental Health and Mental Health Services Research, 2011)

Outcomes for Implementation Research: Conceptual Distinctions, Measurement Challenges, and Research Agenda - Proctor, Enola; Silmere, Hiie; Raghavan, Ramesh; Hovmand, Peter; Aarons, Greg; Bunger, Alicia; Griffey, Richard; Hensley, Melissa (Administration and policy in mental health and mental health services research, 2011)
An unresolved issue in the field of implementation research is how to conceptualize and evaluate successful implementation. This paper advances the concept of “implementation outcomes” distinct from service system and clinical treatment outcomes. This paper proposes a heuristic, working “taxonomy” of eight conceptually distinct implementation outcomes—acceptability, adoption, appropriateness, feasibility, fidelity, implementation cost, penetration, and sustainability—along with their nominal definitions. We propose a two-pronged agenda for research on implementation outcomes. Conceptualizing and measuring implementation outcomes will advance understanding of implementation processes, enhance efficiency in implementation research, and pave the way for studies of the comparative effectiveness of implementation strategies.

Outcomes-based education and educational reform in South Africa - Botha, Nico (International Journal of Leadership in Education, 2002)
The outcomes-based education or OBE paradigm (the underlying philosophy behind South Africa's ‘Curriculum’ 2005), which focuses on the outcomes of the educational process, was introduced in South Africa during the last decade as one of the measures to improve the quality of education in post-apartheid South Africa and to address the demands for an increasingly skilled working force. The OBE system (model) was introduced in South Africa on the assumption that it would lead to an increase in the quality of education that South African learners attain in schools. However, questions remain regarding whether OBE will necessarily improve the quality of education and transform South African schools. These questions are addressed, and the introduction of outcomes-based education in South Africa is discussed.

Outcome mapping: building learning and reflection into development programs - Earl, Sarah; Carden, F.; Patton, Michael Quinn; Smutylo, Terry (International Development Research Centre, 2001)
Keywords: Assistance technique; Community development; Coopération internationale; Développement communautaire; Economic development projects; Evaluation; Evaluation research (Social action programs); International cooperation; Projets de développement économique; Technical assistance; Évaluation; Évaluation de programme

Outcome Mapping: A Basic Introduction - in, Copyright © 2022 Research to Action All rights reserved Log (Research to Action, 2012)
Outcome mapping (OM) is a methodology for planning and assessing projects that aim to bring about ‘real’ and tangible change. It has been developed with...

Outcome Harvesting: Principles, Steps, and Evaluation Applications - Wilson-Grau, Ricardo (2018)
Keywords: Final_citation

Outcome Harvesting: Principles, Steps, and Evaluation Applications - Wilson-Grau, Ricardo (Information Age Publishing, 2018)
Are you a grant maker, manager or evaluator who must assess your work to improve as well as be accountable for the use of resources and results? Does the project, program or organization you fund, manage or evaluate contend with substantial uncertainty about what to do and what will be the results? Do you thus experience constant change and unexpected and unforeseeable actors and factors in your intervention? Do you need to know what you are achieving and how in real time? And therefore, do you seek an alternative to conventional monitoring and evaluation of social change results? If yes, then you are the audience for this book. Beginning in 2002, working closely with co-evaluators and commissioners of evaluations, the author developed Outcome Harvesting to enable evaluators, grant makers, and managers to identify, formulate, verify, and make sense of changes that interventions have influenced in a broad range of cutting–edge innovation and development projects and programs around the world. Over these years, he led Outcome Harvesting evaluative exercises involving almost 500 non-governmental organizations, networks, government agencies, funding agencies, community-based organizations, research institutes and university programs. In over fifty evaluations, with forty co-evaluators he has harvested thousands of outcomes on six continents. Outcome Harvesting has proven useful in evaluations of a great diversity of initiatives: human rights advocacy, political, economic and environmental advocacy, arts and culture, health systems, information and communication technology, conflict and peace, water and sanitation, taxonomy for development, violence against women, rural development, organic agriculture, participatory democracy, waste management, public sector reform, good governance, eLearning, social accountability, and business competition, amongst others. In this book, the author explains the steps of Outcome Harvesting and how to customize them according to the nine underlying principles. He shares his experience and gives practical advice on how to work with Outcome Harvesting and remain true to its essential features.

out.pdf

Our Rights, Our Lives, Our Future (O3): Making positive sexual and reproductive health and education outcomes a reality for adolescents and young people in sub-Saharan Africa. - UNESCO (2020)

Our Journey Towards Contextualizing A Relevant Evidence Portal: The Role of Networking and Collaborations on Effective Basic Services - Akofu, Aweh (Effective Basic Services)
...