(coming soon) - Martin, Anna; Grace, Macharia; Ombeta, Magwari Charles (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

COMET South Africa: Final Report and Documentation of Test Results of Electricians, Mechatronics, Motor Mechanics, and Welders - Hauschildt, Ursel (2016)

Combining innovation systems and global value chains for development: Towards a research agenda - Jurowetzki, Roman; Lema, Rasmus; Lundvall, Bengt-Åke (The European Journal of Development Research, 2018)

Combined life cycle assessment and artificial intelligence for prediction of output energy and environmental impacts of sugarcane production - Kaab, Ali; Sharifi, Mohammad; Mobli, Hossein; Nabavi-Pelesaraei, Ashkan; Chau, Kwok-wing (Science of the Total Environment, 2019)

Combined effects of ventilation rates and indoor temperatures on cognitive performance of female higher education students in a hot climate - Ahmed, Riham; Mumovic, Dejan; Bagkeris, Emmanouil; Ucci, Marcella (Indoor air, 2022)
Keywords: BE:RELEVANT

Colloque de Libreville au Gabon Éducation technologique, formation professionnelle et développement durable (2005)
Dans notre série “Médiatisation des communications des membres du RAIFFET”, nous ouvrons aujourd’hui le livre d’histoire pour publier les actes du premier colloque qui s’est tenu en 2005 à LIBREVILLE au GABON . Bonne lecture… Jean Sylvain Bekale Nze, Jacques Ginestié, Bernard Hostein, Christian Mouity éditeurs Sous le haut patronage de son Excellence, Monsieur le Président de la République Gabonaise, Chef …
Keywords: ⛔ No DOI found

Collegial interaction and reflective practice - Manouchehri, A. (Action In Teacher Education, 2007)

College-Level Sex Education Courses: A Systematic Literature Review - Manning-Ouellette, Amber; Shikongo-Asino, Josephine (American Journal of Sexuality Education, 2022)
Understanding college-level sex education can help campus stakeholders understand student knowledge, inform policies, and influences on culture. Although there is a large amount of research on sexual health programming, little is known about the types of sex education curriculum on college campuses. This systematic literature review evaluates the breadth of postsecondary sex education research over the last 10 years. Three sex education course themes indicate research spans the following areas: philosophical and pedagogical considerations, perceived student knowledge and learning, and cultural and feminist-informed sex education. Finally, the results also indicate there are six types of courses taught at the college-level.
Keywords: College; higher education; sex education

College Improvement Advisors Manual

Collective impacts on a global education emergency: The power of network response - Moriarty, Kate (Prospects, 2020)

Collective action and the deployment of teachers in Niger: a political economy analysis (ODI: Think change)
This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution.

Collective action and the deployment of teachers in Niger: a political economy analysis - Cummings, Clare (2016)
This briefing paper explores causes of inequitable teacher deployment in Niger and asks whether collective action might be the solution.
Keywords: C:Niger

Collection

Collaborative workshops for sustainable teacher development. In Proceedings of AFRICME5 - Golding J. (AFRICME5, 2018)

Collaborative space in South African schools: A comparative perspective - Abrahams, Mark A. (Journal of Negro Education, 1997)

Collaborative inquiry as a professional learning structure for educators: a scoping review - DeLuca, Christopher; Shulha, Jason; Luhanga, Ulemu; Shulha, Lyn M.; Christou, Theodore M.; Klinger, Don A. (Professional Development in Education, 2015)

Collaborative construction of artificial intelligence curriculum in primary schools - Dai, Yun; Liu, Ang; Qin, Jianjun; Guo, Yanmei; Jong, Morris Siu‐Yung; Chai, Ching‐Sing; Lin, Ziyan (Journal of Engineering Education, 2023)
Abstract Background The recent discussion of introducing artificial intelligence (AI) knowledge to K–12 students, like many engineering and technology education topics, has attracted a wide range of stakeholders and resources for school curriculum development. While teachers often have to directly interact with external stakeholders out of the public schooling system, few studies have scrutinized their negotiation process, especially teachers' responses to external influences, in such complex environments. Purpose Guided by an integrated theoretical framework of social constructionism, this research examined the process of how a teacher‐initiated AI curriculum was constructed with external influences. The research focused on teachers' perspectives and responses in mediating external influences into local schools and classrooms. Methods A 3‐year ethnographic study was conducted in relation to an AI curriculum project among 23 Computer Science (CS) teachers from primary schools. Data collected from ethnographic observation, teacher interviews, and artifacts, were analyzed using open coding and triangulation rooted in the ethnographic, interpretivist approach. Results Three sets of external influences were found salient for teachers' curriculum decisions, including the orientation of state‐level educational policies, AI faculty at a partner university, and students' media and technology environments. The teachers' situational logics and strategic actions were reconstructed with thick descriptions to uncover how they navigated and negotiated the external influences to fulfill local challenges and expectations in classrooms and schools. Conclusions The ethnographic study uncovered the dynamic and multifaceted negotiation involved in the collaborative curriculum development, and offers insights to inform policymaking, teacher education, and student support in engineering education.

Collaborative activities enabled by GroupScribbles: An exploratory study of learning effectiveness - Looi, C.; Chen, W.; Ng, F. (Computers and Education, 2010)

Collaboration and self-regulation in teachers' professional development - Butler, D.L.; Lauscher, H.N.; Jarvis-Selinger, S.; Beckingham, B. (Teaching and Teacher Education, 2004)

colandr
Keywords: _Added-ailr-2024

COL in the Commonwealth: Sierra Leone - Commonwealth of Learning (2020)
Keywords: _C:Sierra Leone SLE

Coherence and the positioning of teachers in professional development programs. A systematic review - Lindvall, Jannika; Ryve, Andreas (Educational Research Review, 2019)
Keywords: Important; Read

Cognitive Science in the Field: A Preschool Intervention Durably Enhances Intuitive But Not Formal Mathematics. - Dillon, Moira R.; Kannan, Harina; Dean, Joshua T.; Spelke, Elizabeth S.; Duflo, Esther (2017)

Cognitive performance was reduced by higher air temperature even when thermal comfort was maintained over the 24–28°C range - Lan, Li; Tang, Jieyu; Wargocki, Pawel; Wyon, David P; Lian, Zhiwei (Indoor Air, 2022)
This study managed to create thermal comfort conditions at three temperatures (24°C-T24, 26°C-T26, and 28°C-T28) by adjusting clothing and air velocity. Thirty- six subjects (18 males and 18 females) were exposed to each of the three conditions for 4.5 h in a design balanced for order of presentation of conditions. During each exposure, 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. The subjects rated T24 to be comfortably cool, T26 to be comfortably neutral, and T28 to be comfortably warm. Their self-estimated performance did not differ between conditions but 12 of 14 objective metrics of cognitive performance decreased significantly at the elevated temperatures: compared with T24, their average cognitive performance decreased by 10% at T26 and by 6% at T28. At the elevated temperatures, their parasympathetic nervous system activity (as indicated by PNN50) and their arterial blood oxygen saturation level (SpO2) were both lower, which would be expected to result in reduced cognitive performance. The subjects also rated their acute subclinical health symptoms as more intense and their workload as higher at the elevated temperatures. These results suggest that where cognitive performance is the priority, it is wise to ensure a comfortably cool environment. The present study also supports the use of fans or natural ventilation to reduce the need for mechanical cooling.
Keywords: BE:RELEVANT

Cognitive Load and Classroom Teaching: The Double-Edged Sword of Automaticity - Feldon, David F. (Educational Psychologist, 2007)

Coding tool for a systematic review with meta-analysis: Understanding quality characteristics of EdTech interventions and implementation for disadvantaged pupils - Haßler, Björn; McBurnie, Chris; Walker, Hannah; Klune, Christopher (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: Coming soon; Internal; _forthcoming; _r:AddedByMyEducationEvidence

Codesigning Schools Toolkit - Phase 1

Codesigning Schools Toolkit

Codesign Framework (codesign)

Codebook for Systematic Literature Review: Understanding Quality Characteristics of EdTech Interventions and Implementation for Disadvantaged Pupils - McBurnie, Chris; Walker, Hannah; Haßler, Björn (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: Internal; _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Cochrane Rapid Reviews. Interim Guidance from the Cochrane Rapid Reviews Methods Group​ - Garritty, C.; Gartlehner, G.; Kamel, C.; King, V.J.; Nussbaumer-Streit, B.; Stevens, A.; Hamel, C.; Affengruber, L. (2020)

Cochrane Handbook for Systematic Reviews of Interventions: Eligibility criteria - Higgins, Julian P. T.; Thomas, James; Chandler, Jacqueline; Crumpston, Miranda; Li, Tianjing; Page, Matthew; Welch, Vivan (2019)

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, JPT; Green, S (John Wiley & Sons, Ltd, 2008)

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, Julian P. T.; Green, Sally (John Wiley & Sons, 2011)
Healthcare providers, consumers, researchers and policy makers are inundated with unmanageable amounts of information, including evidence from healthcare research. It has become impossible for all to have the time and resources to find, appraise and interpret this evidence and incorporate it into healthcare decisions. Cochrane Reviews respond to this challenge by identifying, appraising and synthesizing research-based evidence and presenting it in a standardized format, published in The Cochrane Library (www.thecochranelibrary.com). The Cochrane Handbook for Systematic Reviews of Interventions contains methodological guidance for the preparation and maintenance of Cochrane intervention reviews. Written in a clear and accessible format, it is the essential manual for all those preparing, maintaining and reading Cochrane reviews. Many of the principles and methods described here are appropriate for systematic reviews applied to other types of research and to systematic reviews of interventions undertaken by others. It is hoped therefore that this book will be invaluable to all those who want to understand the role of systematic reviews, critically appraise published reviews or perform reviews themselves. This title is also available as a mobile App from MedHand Mobile Libraries. Buy it now from Google Play or the MedHand Store.
Keywords: Medical / General

Cochrane Handbook for Systematic Reviews of Interventions - Higgins, Julian; Thomas, James (Cochrane Training, 2023)

Coaching at Scale v3.pdf

Co-design for a Competency Self-assessment Chatbot and Survey in Science Education - Durall, Eva; Kapros, Evangelos (Springer International Publishing, 2020)
This paper describes a co-design process for a formative assessment tool in the area of core competencies such as creativity, communication, collaboration, and critical thinking. This process has been carried out in the context of non-formal science education institutions in 19 countries in Europe and the Middle East. The results of the co-design have been influential in the design of a formative assessment chatbot and survey that supports learner competency and self-regulation. We also discuss some preliminary results from the use of the tool and introduce additional considerations with regard to inclusion, technical aspects, and ethics, towards a set of best practices in this area.
Keywords: Chatbots; Co-design; Competencies

Co-design as infrastructuring with attention to power: Building collective capacity for equitable teaching and learning through design-based implementation research - Penuel, William R. (Collaborative curriculum design for sustainable innovation and teacher learning, 2019)

Co-creation of OER by teachers and teacher educators in Colombia - Sáenz Rodríguez, María del Pilar; Pino, Ulises Hernandez; Hernández, Yoli Marcela (Adoption and impact of OER in the Global South, 2017)
This chapter, based on research conducted by members of the Collaborative CoCreation of Open Educational Resources by Teachers and Teacher Educators in Colombia (coKREA) project, assesses whether and how a contextually based, bottomup approach to the promotion and advocacy of Open Educational Resources (OER) – in which teachers are encouraged to collaboratively co-create resources – supports the adoption of OER in Colombian schools. The study, conducted with public school teachers in southwestern Colombia, used a Participatory Action Research approach, in which the object of study is not external to the researchers, as the social practices under study are performed by the same subjects who are conducting the investigation. This allows teachers to identify possibilities of OER in their own educational practices, as well as the conditions required for their adoption, based on collective thinking processes immersed in their own sociocultural contexts. A call for research participation was issued to teachers who were experienced in using information and communication technologies (ICT) in their teaching. The data collection process was undertaken through administration of a series of online questionnaires (completed by 19 teachers), a survey (completed by 248 teachers), webinars (in which 28 teachers connected and 14 participated actively), unstructured telephone interviews (with 30 teachers) and a series of focus group discussions (with a cohort of 49 teacher educators, teachers and students). A face-to-face workshop was also conducted with teachers to provide an introduction to OER, after which they identified challenges to incorporating OER into their pedagogical practices and discussed their own OER-related activities.
Keywords: __:import:02; __:match:final; __:matched; __:study_id:3123702; __finaldtb

Closing the gap: efficacy of a tablet intervention to support the development of early mathematical skills in UK primary school children - Outhwaite, Laura A.; Gulliford, Anthea; Pitchford, Nicola J. (Computers & Education, 2017)
Keywords: __C:filed:1

Closing the Attainment Gap: Collaboration between Schools in Sierra Leone - Mason, Miriam; Galloway, David; Joyce-Gibbons, Andrew (Educational & Child Psychology, 2018)
Background: UK government policy views collaboration with outstanding schools as a way of helping apparently less successful schools to close the attainment gap. However, there has been little debate about criteria for defining a school's success or failure. Moreover it is unclear which aspects of outstanding schools could readily transfer to other schools. These questions applied when EducAid, an NGO with schools for disadvantaged children in Sierra Leone, was asked to provide a programme of workshops for teachers in neighbouring schools. Aims: (i) To establish whether EducAid's results justified agreeing to the request; (ii) To identify key features of EducAid schools that could be transferable to neighbouring schools; (iii) To propose key features of an evaluation. Methods: Collection of national and local data and analysis of key features of EducAid schools that could, and could not, transfer to other schools. Findings: The limited available data supported a decision that EducAid schools should offer workshops for other schools. Key components of the programme are identified, with a design including an ambitious evaluation framework. Conclusions: To our knowledge, this is the first time that teachers in successful schools have been asked to provide a structured programme of workshops for teachers in neighbouring schools. Discussion focuses on the challenge of inter-school collaboration in a low-income country. This includes the tension between the models of pedagogy and interpersonal relations promoted in the CPD and the constraints imposed by the public examination system.
Keywords: Achievement Gap; Data Collection; Developing Nations; Disadvantaged Youth; Elementary School Teachers; Exit Examinations; Foreign Countries; Institutional Cooperation; Nongovernmental Organizations; Outcomes of Education; Professional Continuing Education; Program Design; Replication (Evaluation); School Closing; School Effectiveness; Workshops; ⛔ No DOI found

Closing the achievement gap in mathematics: Evidence from a remedial program in Mexico City - Gutiérrez, Emilio; Rodrigo, Rodimiro (Latin American Economic Review, 2014)
This paper evaluates the impact of an intervention targeted at marginalized low-performance students in public secondary schools in Mexico City. The program consisted in offering free additional math courses, taught by undergraduate students from some of the most prestigious Mexican universities, to the lowest performance students in a set of marginalized schools in Mexico City. We exploit the information available in all students' (treated and not treated by the program) transcripts enrolled in participating and non-participating schools. Before the implementation of the program, participating students lagged behind non-participating ones by more than a half base point in their GPA (over 10). Using a difference-in-differences approach, we find that students participating in the program observed a higher increase in their school grades after the implementation of the program, and that the difference in grades between the two groups decreases over time. By the end of the school year (when the free extra courses had been offered, on average, for 10 weeks), participating students' grades were not significantly lower than non-participating students' grades. These results provide some evidence that short and low-cost interventions can have important effects on student achievement.
Keywords: _Added to LR; _G:reviewed

Climate Responsive Design - Clegg, Peter; Sandeman, Isabel (Enabel, 2019)
Although countries in East-Africa seem to have a perfect climate, people are not fully benefiting or making efficient use of its potential. They suffer from insufficient daylight or overheating and live on sites that are not coherently organized nor efficiently utilised. Energy is wasted. Trees are considered an abundant energy provider, especially for cooking purposes or for burning bricks. The Forum on ‘Raising Awareness for Climate Responsive Design in East Africa’ took place in Kampala (Uganda) on 27th and 28th February 2019. It was organized by Enabel, the Belgian development agency, and the Construction Management Unit of the Ministry of Education and Sports. Enabel (until 2018 called ‘BTC’ or Belgian Technical Cooperation) has been active in Uganda since 2005 mainly in the Education and Healthcare sectors. The group of organizers and speakers at the Forum decided to sustain momentum and set up a platform that would bring together a community of professionals from private and public sectors, to work towards a higher positive impact on our environment and communities. This document is the first step in this process. The topics of the Forum cover both hard and soft issues that contribute to improving people’s living conditions and environment. They include participation, using local and durable materials, passive ventilation and natural daylighting, sustainable landscapes, and water and waste-management. Architects and engineers must learn to identify the constraints and opportunities of each project site and help local communities to develop their full potential. We hope this document will achieve the critical mass necessary to instigate lasting behavioural change in the way we are living in our environment.

Climate-resilient school buildings - Villavicencio, Xuzel; Hassler, Bjoern (Open Development & Education, 2023)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Climate impacts of the metaverse - Stoll, Christian; Gallersdörfer, Ulrich; Klaaßen, Lena (Joule, 2022)
Christian Stoll is a research affiliate at the Center for Energy Markets of the Technical University of Munich and at the Center for Energy and Environmental Policy Research of the Massachusetts Institute of Technology. He co-founded CCRI and works as a management consultant. His research focuses on the intersection of sustainability and cryptocurrencies. Ulrich Gallersdörfer is a research associate at the Department of Informatics of the Technical University of Munich. He is a co-founder and CEO of CCRI, a company providing intelligence and data for cryptocurrencies, blockchain, and related technologies. His research focuses on blockchain technology and adjacent fields. Lena Klaaßen is a PhD student at the Climate Finance and Policy group at ETH Zurich. She is also a co-founder of CCRI. Her research focuses on the role of the financial sector in acelerating investment in low-carbon energy technologies as well as the environmental impact of companies and technologies.

Climate, Enviroment and Education - Presentation for the Tanzania Education Donors-Partners working group - Fab Inc; Laterite; Open Development and Education (Tanzania Education Donors-Partners working group, 2023)
Presentation for the Tanzania Education Donors-Partners working group – session on Education, Climate and Environment.

Climate change - WHO
WHO fact sheet on climate change and health: provides key facts, patterns of infection, measuring health effects and WHO response.

Classroom Temperature and Learner Absenteeism in Public Primary Schools in the Eastern Cape, South Africa - Pule, Vicky; Mathee, Angela; Melariri, Paula; Kapwata, Thandi; Abdelatif, Nada; Balakrishna, Yusentha; Kunene, Zamantimande; Mogotsi, Mirriam; Wernecke, Bianca; Wright, Caradee Yael (International Journal of Environmental Research and Public Health, 2021)
Children spend a significant proportion of their time at school and in school buildings. A healthy learning environment that supports children should be thermally conducive for learning and working. Here, we aimed to study the relations between indoor classroom temperatures and learner absenteeism as a proxy for children’s health and well-being. This one-year prospective study that spanned two calendar years (from June 2017 to May 2018) entailed measurement of indoor classroom temperature and relative humidity, calculated as apparent temperature (Tapp) and collection of daily absenteeism records for each classroom in schools in and around King Williams Town, Eastern Cape province, South Africa. Classroom characteristics were collected using a standardized observation checklist. Mean indoor classroom temperature ranged from 11 to 30 °C, while mean outdoor temperature ranged from 6 °C to 31 °C during the sample period. Indoor classroom temperatures typically exceeded outdoor temperatures by 5 °C for 90% of the study period. While multiple factors may influence absenteeism, we found absenteeism was highest at low indoor classroom Tapp (i.e., below 15 °C). Absenteeism decreased as indoor Tapp increased to about 25 °C before showing another increase in absenteeism. Classroom characteristics differed among schools. Analyses of indoor classroom temperature and absenteeism in relation to classroom characteristics showed few statistically significant relations—although not exceptionally strong ones—likely because of the multiple factors that influence absenteeism. However, given the possible relationship between indoor temperature and absenteeism, there is a learning imperative to consider thermal comfort as a fundamental element of school planning and design. Furthermore, additional research on factors besides temperature that affect learner absenteeism is needed, especially in rural areas.
Keywords: BE:LMIC; BE:RELEVANT; climate change; cold; environmental health; heat; humidity; public health; schoolchildren

Classroom, school and home factors that negatively affect girls’ education in Malawi - Chimombo, Joseph; Chibwanna, Mike; Dzimadzi, Chris; Kadzamira, Esme; Kunkwenzu, Esther; Kunje, Demis; Namphota, Dorothy (UNICEF, New York, 2000)
Keywords: _C:Malawi MWI; ⛔ No DOI found

Classroom of Hope (Classroom of Hope)
Classroom of Hope is a non-profit organisation that builds schools and distributes scholarships in rural parts of developing countries.

Classroom interaction in Kenyan primary schools. Compare: A - Ackers, J.; Hardman, F. (Journal of Comparative and International Education, 2001)

Classroom Environment: a literature review - MacAulay, Dolina J. (Educational Psychology, 1990)
The literature on classroom environment from 1980 onwards is reviewed. Special reference is made to elementary settings and to students with behavioral deficits. Structure and organization, cognitive processes, student characteristics and teacher characteristics are all seen as being capable of modification. It is concluded that the achievement of a match between students' preferences and instructional settings is a necessary condition for maximizing their cognitive, social and affective outcomes.
Keywords: BE:RELEVANT

Classroom dialogue and digital technologies: A scoping review - Major, L.; Warwick, P.; Rasmussen, I.; Ludvigsen, S.; Cook, V. (Education and Information Technologies, 2018)
This article presents a systematic scoping review of the literature focusing on interactions between classroom dialogue and digital technology. The first review of its type in this area, it both maps extant research and, through a process of thematic synthesis, investigates the role of technology in supporting classroom dialogue. In total, 72 studies (published 2000–2016) are analysed to establish the characteristics of existing evidence and to identify themes. The central intention is to enable researchers and others to access an extensive base of studies, thematically analysed, when developing insights and interpretations in a rapidly changing field of study. The discussion illustrates the interconnectedness of key themes, placing the studies in a methodological and theoretical context and examining challenges for the future.
Keywords: _C:Australia AUS; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:Greece GRC; _C:Israel ISR; _C:Korea XKOR; _C:Mexico MEX; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; literature / systematic review

Classifying settlement types from multi-scale spatial patterns of building footprints - Jochem, Warren C; Leasure, Douglas R; Pannell, Oliver; Chamberlain, Heather R; Jones, Patricia; Tatem, Andrew J (Environment and Planning B: Urban Analytics and City Science, 2020)
Urban settlements and urbanised populations continue to grow rapidly and much of this transition is occurring in less developed countries. Remote sensing techniques are now often applied to monitor urbanisation and changes in settlement patterns. In particular, increasing availability of very high resolution imagery (<1 m spatial resolution) and computing power is enabling complete sets of settlement data in the form of building footprints to be extracted from imagery. These settlement data provide information on the changes occurring in cities, particularly in countries which may lack other data on urbanisation. While spatially detailed, extracted building footprints typically lack other information that identify building types or can be used to differentiate intra-urban land uses or neighbourhood types. This work demonstrates an approach to classifying settlement types through multi-scale spatial patterns of urban morphology visible in building footprint data extracted from very high resolution imagery. The work uses a Gaussian mixture modelling approach to select and hierarchically merge components into clusters. The results are maps classifying settlement types on a high spatial resolution (100 m) grid. The approach is applied in Kaduna, Nigeria; Kinshasa, Democratic Republic of the Congo; and Maputo, Mozambique and demonstrates the potential of computational methods to take advantage of large spatial datasets and extract meaningful information to support monitoring of urban areas. The model-based approach produces a hierarchy of potential clustering solutions, and we suggest that this can be used in partnership with local knowledge of the context when creating settlement typologies.
Keywords: Urban morphology; classification; land use; spatial analysis; urban analytics

ClassBeacons: Designing Distributed Visualization of Teachers' Physical Proximity in the Classroom - An, Pengcheng; Bakker, Saskia; Ordanovski, Sara; Taconis, Ruurd; Eggen, Berry (Association for Computing Machinery, 2018)
As necessary for creating a learner-centered environment, nowadays teachers are expected to be more mindful about their proximity distribution: how to spend time in different locations of the classroom with individual learners. However feedback on this is only given to teachers by experts after classroom observation. In this paper we present the design and evaluation of ClassBeacons, a novel ambient information system that visualizes teachers' physical proximity through tangible devices distributed over the classroom. An expert review and a field evaluation with eight secondary school teachers were conducted to explore potential values of such a system and gather user experiences. Results revealed rich insights into how the system could influence teaching and learning, as well as how a distributed display can be seamlessly integrated into teachers' routines.
Keywords: ambient information system; classroom; distributed display; learner-centered education; teacher proximity

Class V + Class VI (Accelerated Teaching Syllabi) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
Keywords: SSEIP; _C:Sierra Leone SLE

Class III + Class IV (Accelerated Teaching Syllabi) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
Keywords: SSEIP; _C:Sierra Leone SLE

Class I + Class II (Accelerated Teaching Syllabi) - SSEIP (Zenodo, 2020)
This resource was produced by the Sierra Leone Secondary Education Improvement Programme (SSEIP).You can view and search all related records in the collection for Sierra Leone Secondary Education Improvement Programme. A full list of files is available here: full list. A zip file with all resources is available here: https://zenodo.org/record/3743296 (10.5281/zenodo.3743296).The document available under Creative Commons Attribution 4.0, https://creativecommons.org/licenses/by/4.0/.The document was uploaded by the EdTech Hub, https://edtechhub.org. For more information, see https://edtechhub.org/oer.
Keywords: SSEIP; _C:Sierra Leone SLE

CLA Toolkit - USAID Learning Lab

Civic education teaching resources and teacher preparedness for secondary school competency-based curriculum in Lusaka, Zambia - Mulenga, Innocent Mutale; Ng’andu, Moonga (East African Journal of Education and Social Sciences (EAJESS), 2022)

Cited documents as concept symbols - Small, H.G. (Social Studies of Science, 1978)

Circularity in the Built Environment; A Criteria Based Template’, (written in 2015, submitted for publication 2021) Master of Design Thesis - Ajadi, S.B. (Department of Design and Innovation for Sustainability, Centre for Creative and Competitive Design, 2015)
Keywords: ⛔ No DOI found

CIRCL Primer: Design-Based Implementation Research. - Fishman, B; Cheng, B; Penuel, W (CIRCL, 2019)

CIES Cost Guidance

Chronic Under-Completion in Malawi’s Primary Schools: Its trends and determinants - Kadzamira, Esme (2014)
Keywords: _C:Malawi MWI; ⛔ No DOI found

China’s peacekeeping operations in Africa: From unwilling participation to responsible contribution - Ayenagbo, Kossi; Njobvu, Tommie; Sossou, James V.; Tozoun, Biossey K. (African Journal of Political Science and International Relations, 2012)
Keywords: ⛔ No DOI found

China's cooperation in education and training with Kenya: A different model? - King, Kenneth (International Journal of Educational Development, 2010)
Abstract This is the first detailed study of the character and particularity of China's rapidly growing education and training cooperation with Kenya. Set against the 50-year history of Kenya's engagement with China, it pays special attention to the human resources targets of the Forum for China–Africa Cooperation (FOCAC) from 2000. It argues that the growing popularity of China as a destination for both short- and long-term training for Kenyans, and the increasing interest by Kenyans in learning Chinese, cannot be separated from the wider involvement of China in Kenya's infrastructure development, the growth of Chinese business and foreign direct investment, and Chinese migration to East Africa.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:learning; F:pay; T:Training; Z:African training in China; Z:China's education targets; Z:China–Africa; Z:China–Kenya; Z:Chinese aid; Z:Confucius Institutes; Z:Forum for China–Africa Cooperation; publicImportV1

Children with disabilities in Uganda: The hidden reality - The African Child Policy Forum (2011)

children with disabilities: a review of African scholarship. CANDER. - Singal, N.; Spenser, C.; Mitchell, R.
Keywords: ⛔ No DOI found

Children's Work and Apprenticeship - Lancy, DF (2012)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; A:East Africa; C:Burkina Faso; C:Guinea; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; P:crafts; R:survey; T:Formal apprenticeship; T:Lehrlingsausbildung; publicImportV1

Children's travel to school—the interaction of individual, neighbourhood and school factors - Easton, Sue; Ferrari, Ed (Transport Policy, 2015)
The increase in average distance from home to secondary school over recent decades has been accompanied by a significant growth in the proportion of pupils travelling to school by motorized means as opposed to walking or cycling. More recently this switch in travel mode has received considerable attention as declining levels of physical activity, growing car dependence and the childhood obesity “crisis” have pushed concerns about the health of future generations up the public health agenda, particularly in the U.S., but also in the UK and Europe. This has led to a proliferation of international studies researching a variety of individual, school and spatial characteristics associated with children's active travel to school which has been targeted by some governments as a potential silver bullet to reverse the trend. However, to date national pupil census data, which comprises annual data on all English pupils, including a mode of travel to school variable, has been under-utilised in the analysis of how pupils commute to school. Furthermore, methodologically, the grouped nature of the data with pupils clustered within both schools and residential neighbourhoods has often been ignored - an omission which can have considerable consequences for the statistical estimation of the model. The research presented here seeks to address both of these points by analysing pupil census data on all 26,709 secondary pupils (aged 11–16) who attended schools in Sheffield, UK during the 2009–10 school year. Individual pupil data is grouped within school, and neighbourhood, within a cross-classified multilevel model of active versus motorised modes of commuting to school. The results support the findings of other research that distance to school is key, but suggest that sociospatial clustering within neighbourhoods and schools is also critical. A further finding is that distance to school varies significantly by ethnicity, with white British pupils travelling the shortest distance of all ethnic groups. The implications of these findings for education and transport policy are discussed.
Keywords: Active transport; Mode of travel; Motorised transport; Multilevel model; Pupils; Secondary; Sociospatial; Travel to school

Children's Privacy: An Evaluation of EdTech Privacy Policies - West, Tobi (2022)
Due to social distancing requirements at the onset of the pandemic many schools suddenly transitioned to online learning platforms. Additionally, minors create a significant amount of digital assets, often without regard for privacy or future use. Without ill intent, adults may encourage children to create digital assets containing private information, potentially leading to future embarrassment. During the child's younger years, they have the autonomy to create digital assets, yet they do not have the legal right to determine the use or deletion of those assets. Children's Online Privacy Protection Act (COPPA) is meant to protect children's privacy and as early adopters of new education technology, eager teachers are deciding which tools to use that may circumvent their school or district's approval processes. As features of their products, Education technology (EdTech) companies may share the data collected from children with third-party service providers to perform data analysis. Those service providers may not share the same compliance level in their privacy policy, putting the privacy and security of consumer data at further risk. This study reviews the privacy policies of three EdTech tools for COPPA compliance based on the Federal Trade Commission's tips for consumers. The report includes information about the privacy implications of third-party data processing, the legal consequences of privacy violations after the collection of minors' digital assets, and an explanation of the privacy policy evaluation reports of EdTech tools provided by Common Sense Media with suggestions for parents, teachers, and school administrators.
Keywords: Final_citation; anystyle; existing

Children’s Home – Sovereign House GH

Children’s data protection in an education setting - Guidelines - Council of Europe (Council of Europe Publishing, 2021)
Children's digital footprint: guidelines to support organisations and individuals in the educational context to respect, protect and fulfil children's rights in the digital environmentThe digital environment shapes children’s lives in many ways, creating opportunities and risks to their well-being and enjoyment of Human Rights.This applies in the everyday life but also increasingly in education settings where tools designed for teaching, supervision, assessment of children are deployed without the various actors always being aware of the challenges to children’s private life and personal data protection.The introduction of digital tools to the classroom in effect opens up the school gates to a wide range and high volume of stakeholders who interact with children’s everyday activities. The majority of the devices and applications, software and learning platforms, adopted in educational settings are developed by private, commercial actors.The Guidelines on Children’s Data Protection in an Educational Setting aim at supporting organisations and individuals in the context of education to respect, protect and fulfil the data protection rights of the child in the digital environment, within the scope of Article 3 of the modernised Convention 108 (more commonly referred to as “Convention 108+”), and in accordance with the CoE instruments including the Guidelines on Children in the Digital Environment Recommendation CM/Rec(2018)7.
Keywords: Final_citation; existing

Children, Learning and Chronic Natural Disasters: How Does the Government of Dominica Address Education During Low-Intensity Hurricanes? - Serrant, Ted Donaldson (2014)
By the time today’s Grade K students graduate high school in the Commonwealth of Dominica, they will have experienced five major and many low-intensity hurricanes (LIH). Between August and November each year, each hurricane, major or low-intensity, represents a major threat to their safety and schooling. This mixed-method case study investigated how the Government of the Commonwealth of Dominica (GOCD) addressed education during low-intensity hurricanes. I identified and discussed government’s assertions, actions and consequences associated with education and LIH. I reviewed ten official documents to identify government’s policies and assertions about education and LIH. I interviewed nine key senior or elite officers in the Ministries of Finance, Public Works and Education responsible for handling low-intensity hurricanes to identify their perspectives and actions. I also interviewed ten school principals who experienced Hurricane Dean in 2007 and Hurricane Ophelia in 2011 on their experiences and perspectives. Finally, I inspected ten school buildings to assess the extent to which repairs adhered to building codes and standards as mitigation strategy for LIH. Theoretically, this study proposed an adaptive developmental approach as an anticipatory approach that sustainably incorporates LIH into educational development, planning and operations. Results of this study indicated that government and its agencies adopted a response-recovery approach based on the perception of disasters as “Acts of God” and insufficient local funds to address them. This resulted in proposed externally-based funding strategies that have not been implemented since announced in 2006. There appears to be the desire to shift to anticipatory mitigation-risk reduction approaches rather than the present response-recovery approach. This would have to be articulated in language that is binding. Institutional and administrative frameworks for addressing low-intensity hurricanes and education were described as not meeting their mission and objectives. The result was a set of administrative failures that cascaded from the national to the ministerial level and onto schools putting children at risk as LIH events unfolded. Principals were left mostly on their own without the appropriate training, support and working communication links to address LIH; unable to safely evacuate students in the case of Hurricane Ophelia. The Ministry of education must become a lead agency in LIH management. The Ministry of Education needs to put in place policies, institutional and financial frameworks for managing education during LIH. This should include LIH professional development for teachers, principals and elite officers; development of school disaster plans; the conduct of regular disaster drills and exercises at schools, and rescheduling lost instruction days. Finally, LIH as chronic events must be incorporated into the plans, budget and operations of the Ministry of Education using the adaptive developmental approach. Keywords: education in emergencies, mixed-method case study; low-intensity hurricanes, adaptive developmental approach, disasters.
Keywords: _Added to LR; _G:reviewed

Children in the digital environment: Revised typology of risks - OECD (OECD, 2021)
The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged. This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives.
Keywords: Final_citation; existing

Children can learn new facts equally well from interactive media versus face to face instruction - Kwok, Kristine; Ghrear, Siba; Li, Vivian; Haddock, Taeh; Coleman, Patrick; Birch, Susan AJ (Frontiers in psychology, 2016)
Keywords: __C:filed:1

Children and the Internet: Learning, in the Times to Come - Mitra, Sugata (Journal of Learning for Development, 2020)
It is proposed that the purpose of education is to enable people to live happy, healthy and useful lives — now and in the future. A curriculum and framework for children’s education is derived from the above purpose. Using the results of over twenty years of research, the pedagogical and physical environments required that will enable children to learn are discussed in the post-pandemic world. Scenarios for schools and homes are presented with a special emphasis on the role of the Internet in children’s learning. New methods for assessment and certification are described to complete a framework for children’s education that is fit for purpose for our times.
Keywords: Internet; SOLE; assessment; certification; children’s education; curriculum; learning environments; pandemic; pedagogy; self-organization; ⛔ No DOI found

Childhood development stages and learning on global issues - Bourn, Douglas; Hunt, Frances; Hassan, Ahmed (2017)
This helpdesk report provides a summary of available literature and evidence relating to childhood development stages; specifically, when is the best time to influence children’s thinking on global issues. This question is related to a second query covered in a separate helpdesk report that examines the development education landscape in the UK: specifically, what else apart from 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 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. Key definitions and terminology can be found in Annex 1.
Keywords: ⛔ No DOI found

Child Rights Impact Assessment - A tool to realise children’s rights in the digital environment - Digital Futures Commission (2021)
Keywords: Final_citation

Child rights impact assessment (European Union Agency for Fundamental Rights, 2014)
Keywords: Final_citation

Child Online Protection | ITU COP Guidelines - ITU (2020)
Keywords: Final_citation; anystyle; existing

Child marriages skyrocket in Malawi as Covid-19 closes schools, figures show - Rigby, Jennifer (The Telegraph (UK), 2020)

Child disability overview (UNICEF DATA)
The 2006 UN Convention on the Rights of Persons with Disabilities establishes that children with “long-term physical, mental, intellectual or sensory impairments” should enjoy the same human rights and freedoms as other children. The Convention goes on to say: “In all actions concerning children with disabilities, the best interests of the child shall be a primary consideration,” and “…children with disabilities have the right to express their views freely on all matters affecting them.” Discrimination against children with disabilities often leads to reduced access to basic social services, especially education, and general lack of recognition. Addressing discrimination and promoting inclusion is an issue of concern in all sectors, and can be accomplished through information and advocacy, strengthening policy and facilitating access to services. The development of relevant policies and programmes, however, has been constrained by a lack of accurate data. This is due mainly to inadequate data collection and research on the subject, especially in low- and middle-income countries. No reliable global estimates on child disability are therefore currently available, although efforts to remedy the situation are well under way.

Child-centred Educational Radio Project in Kailahun District, Sierra Leone - Walker, David; Tristram, Bella; Pereznieto, Paola; Young, Tricia (United Nations Girls' Education Initiative; Overseas Development Institute)
Keywords: _C:Sierra Leone SLE

Chiefs’ Act - Chapter 128 - Government of Kenya (2012)

Chesterton Tablet Learning Scheme - Evaluation Report - Chesterton Community College (2014)

ChatGPT’s ability to classify virtual reality studies in cardiology - Nakaya, Yuichiro; Higaki, Akinori; Yamaguchi, Osamu (European Heart Journal - Digital Health, 2023)
We recently published a novel categorization of studies related to virtual reality (VR) in your journal, European Heart Journal—Digital Health.1 Our categorization is based on the usage of VR devices, where type A studies refer to those in which healthcare providers use VR devices and type B studies refer to those in which patients use them. Using this simple definition, we clarified the study trends and characteristics of the two research directions. In this study, we used a classical natural language processing (NLP) methodology, specifically ‘term frequency–inverse document frequency’ to develop an automatic abstract categorizer, which is available as a web application at https://ahigaki-vr-categorizer-str-app-gb1m6v.streamlit.app. Meanwhile, ChatGPT, a conversational artificial intelligence (AI) system launched by OpenAI, has had a significant impact on the field of NLP.2 Several proposed uses of ChatGPT as a scholarly tool, including systematic review literature searches, have already been suggested.3 Therefore, we sought to test whether ChatGPT can also perform the classification task that we previously conducted using traditional NLP methods.

ChatGPT Pricing: How Much Does ChatGPT Cost? - Drapkin, Aaron (Tech.co, 2023)
ChatGPT has lots of different plans, models and services. But how much do they actually cost? We take a closer look.

ChatGPT Pricing, Explained: Plus & Tokens (2024) - Ch, David (Guides.ai, 2023)
ChatGPT Plus costs $20 per month ($23.80/month for EU + UK). The ChatGPT API costs $0.002 for every 1000 tokens.

ChatGPT has entered the classroom: how LLMs could transform education - Extance, Andy (Nature, 2023)
Researchers, educators and companies are experimenting with ways to turn flawed but famous large language models into trustworthy, accurate ‘thought partners’ for learning.
Keywords: Computer science; Education; Machine learning; Mathematics and computing

ChatGPT: Fundamentals, applications and social impacts - Abdullah, Malak; Madain, Alia; Jararweh, Yaser (IEEE, 2022)
Keywords: Final_citation

ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide_EN_FINAL.pdf

ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide_EN_FINAL.pdf

Chatbot, the Future of Learning? - Ouatu, Bogdan-Ioan; Gîfu, Daniela (2020)
Our position is that, in order to improve the quality of Romanian education, an intelligent learning system could become a substantial and versatile tool for aiding the achievement of every student’s potential, always aiding and encouraging him/her. The limits of the conventional learning process and mental health are major issues in many education systems. Chatbots are centered on assisting humans in performing their tasks efficiently and require a low amount of digital literacy to interact with. Chatbots have been shown to be effective in the fields of education and well-being. Due to the substantial difference between artificial intelligence technology waves, the interaction process can occur in several ways depending on the communication interface. How can we combine both traditional and automated educational approaches in the digital age? On one hand, an artificial intelligence tutor does not get angry or annoyed explaining the same problem at the student’s discretion and can also function as a personal therapist, while a human professor could be empathic, trying to keep a balanced teaching method adapted to all students.

Chatbot technology: A possible means of unlocking student potential to learn how to learn - Kiptonui, Bii (Educational Research, 2013)
This paper explores the possibility of implementing a constructivist learning environment using chatbot technology as a basis of enabling students acquire global economy and technological information age skills and competencies (21st century skills) within the context of a developing country. The suggested approach is to integrate chatbot technology into the prevailing teaching-learning environment taking into consideration enabling and constraining factors. Social constructivism provides the basis for concretization of this approach, where social interaction plays a fundamental role in the development of cognition, with mediation using cultural tools and scaffolding contributing to the process of learning.
Keywords: ⛔ No DOI found

Chatbot for education system - Hiremath, Guruswami; Hajare, Aishwarya; Bhosale, Priyanka; Nanaware, Rasika; Wagh, K. S. (International Journal of Advance Research, Ideas and Innovations in Technology, 2018)
Keywords: ⛔ No DOI found

Chatbot-facilitated Nursing Education - Chang, Ching-Yi; Kuo, Shu-Yu; Hwang, Gwo-Haur (Educational Technology & Society, 2022)
Keywords: ⛔ No DOI found

Chatbot and conversational analysis to promote collaborative learning in distance education - Neto, Antonio Justiniano Moraes; Fernandes, Márcia Aparecida (IEEE, 2019)

Chatbot: An education support system for student - Clarizia, Fabio; Colace, Francesco; Lombardi, Marco; Pascale, Francesco; Santaniello, Domenico (Springer, 2018)

Charity (The Next Smile)
Charity The Next Smile is there for the 152 million children aged 5-17 years old who have to work across the world. We make sure that those children can go to school, study and graduate.

Characteristics of micro, small and medium enterprises in Ghana: Gender and implications for economic growth - Asare, Roland; Akuffobea, Mavis; Quaye, Wilhelmina; Atta-Antwi, Kwasi (African Journal of Science, Technology, Innovation and Development, 2015)
© 2015 African Journal of Science, Technology, Innovation and Development. This paper sought to investigate the characteristics of MSMEs and to suggest ways of improving performance, particularly tackling constraints faced by women and youth entrepreneurs in Ghana. A total of 4 433 MSME operators were interviewed in all the ten regions of Ghana using a structured questionnaire. The study revealed that apprenticeship was the most common form of training received by the MSME operators interviewed. Disaggregating data by gender, it was observed that more men had received training in their business operations than women. Close to 90% of the MSMEs were under sole proprietorship. There was significant correlation between gender and scale of enterprises, with increasing numbers of men as scale of operations increased. Women, who dominated the agro-processing, agro-industrial and services sectors, were constrained by ineffective marketing strategies, lack of capital, inadequate equipment and machinery, lack of improved technology, inadequate training and low skill development. Marketing strategies employed by the majority of women were limited, mostly patronising markets within their respective districts of business operations. The study recommended support for women to access sizeable business credit with flexible payment plans, tailor-made skill development training and improved access to institutional markets with quality and well-packaged products.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:access; F:gender; F:payment; F:women; P:economy; P:media; P:services; P:technology; Q:flexible; R:interview; R:questionnaire; T:Lehrlingsausbildung; T:Training; Z:Businesses; Z:Constraints; Z:Development; Z:Gender; Z:Practices; _C:Ghana GHA; __C:filed:1; publicImportV1

Characteristics of Effective Technology-Enabled Teacher Learning Circles — Rapid Review of the Literature - Khalayleh, Abdullah; El-Serafy, Yomna; Megha-Bongnkar, Ghislaine; Haßler, Björn (Open Development & Education, 2021)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; _yl:a

Characteristics of effective teacher professional development: what we know, what we don’t, how we can find out - Sims, Sam; Fletcher-Wood, Harry (2018)
Several influential reviews and one meta-review have converged on the position that teacher professional development (PD) is more effective when it is: sustained, collaborative, subjectspecific, draws on external expertise, has buy-in from teachers and is practice-based. This consensus view has now been incorporated in government policy and official guidance in several countries. Despite this, several recent PD programmes incorporating these characteristics have failed to have any detectable impact on pupil attainment. This article reviews the evidence underpinning the consensus, arguing that the reviews on which it based are methodologically flawed because they employ inappropriate exclusion criteria and depend on an invalid inference method. The consensus view is therefore likely to be inaccurate. Researchers would make more progress on identifying characteristics of effective professional development by looking for alignment between evidence from basic research on human skill acquisition and features of rigorously-evaluated PD interventions.
Keywords: C:International; __C:filed:1; ⛔ No DOI found

Characteristics of effective teacher education in low- and middle-income countries: What are they and what role can EdTech play? - Allier-Gagneur, Zoe; McBurnie, Chris; Haßler, Björn; Chuang, Rachel (EdTech Hub, 2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _C:Australia AUS; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Burundi BDI; _C:China CHN; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Jordan JOR; _C:Kenya KEN; _C:Malawi MWI; _C:Myanmar MMR; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Pakistan PAK; _C:Paraguay PRY; _C:Portugal PRT; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Spain ESP; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; _bjoern_cv; _forthcoming; _r:ImportedToMyEducationEvidence; _yl:h; _zenodoODE; docs.opendeved.net

Characteristics of effective teacher education in low- and middle-income countries: an overview (HDR10A) (forthcoming) - Haßler, Björn; McBurnie, Chris; Allier-Gagneur, Zoe (2020)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; C:Bangladesh; COV:COVID and reopening of schools; E:Pedagogy; E:Teacher education (pre-service and in-service); F: Helpdesk response; LP: English; _EdTechHub_Output; __C:filed:1; _cover:v1; _forthcoming; _r:ImportedToMyEducationEvidence; _yl:g; _zenodoETH; _zenodoODE; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

Characteristics of effective teacher education in low- and middle-income countries: an annotated bibliography (HDR10C) - McBurnie, Chris; Allier-Gagneur, Zoe; Haßler, Björn (2020)
Keywords: Author:Haßler; Author:OpenDevEd; E:Pedagogy; E:Teacher education (pre-service and in-service); LP: English; _EdTechHub_Output; __C:filed:1; _cover:v1; _forthcoming; _r:ImportedToMyEducationEvidence; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Characteristics of academic publications, preprints, and registered clinical trials on the COVID-19 pandemic - Gianola, Silvia; Jesus, Tiago S.; Bargeri, Silvia; Castellini, Greta (PLOS ONE, 2020)
The COVID-19 pandemic has unleashed a deluge of publications. For this cross-sectional study we compared the amount and reporting characteristics of COVID-19-related academic articles and preprints and the number of ongoing clinical trials and systematic reviews. To do this, we searched the PubMed database of citations and abstracts for published life science journals by using appropriate combinations of medical subject headings (MeSH terms), and the COVID-19 section of the MedRxiv and BioRxiv archives up to 20 May 2020 (21 weeks). In addition, we searched Clinicaltrial.gov, Chinese Clinical Trial Registry, EU Clinical Trials Register, and 15 other trial registers, as well as PROSPERO, the international prospective register of systematic reviews. The characteristics of each publication were extracted. Regression analyses and Z tests were used to detect publication trends and their relative proportions. A total of 3635 academic publications and 3805 preprints were retrieved. Only 8.6% (n = 329) of the preprints were already published in indexed journals. The number of academic and preprint publications increased significantly over time (p<0.001). Case reports (6% academic vs 0.9% preprints; p<0.001) and letters (17.4% academic vs 0.5% preprints; p<0.001) accounted for a greater share of academic compared to preprint publications. Differently, randomized controlled trials (0.22% vs 0.63%; p<0.001) and systematic reviews (0.08% vs 5%) made up a greater share of the preprints. The relative proportion of clinical studies registered at Clinicaltrials.gov, Chinese Clinical Trial Registry, and EU Clinical Trials Register was 57.9%, 49.5%, and 98.9%, respectively, most of which were still “recruiting”. PROSPERO listed 962 systematic review protocols. Preprints were slightly more prevalent than academic articles but both were increasing in number. The void left by the lack of primary studies was filled by an outpour of immediate opinions (i.e., letters to the editor) published in PubMed-indexed journals. Summarizing, preprints have gained traction as a publishing response to the demand for prompt access to empirical, albeit not peer-reviewed, findings during the present pandemic.
Keywords: COVID 19; Clinical trials; Database searching; Medical journals; Pandemics; Peer review; Randomized controlled trials; Systematic reviews

Chapter 9: INVEST Africa - Isaacs, Shafika (Using ICTs and Blended Learning in Transforming TVET, 2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Kenya; C:Zambia; CA:AandC; CLL:en; publicImportV1

Chapter 4 Pooling Effect Sizes | Doing Meta-Analysis in R - Harrer, Mathias; Cuijpers, Pim; Furukawa, Toshi A.; Ebert, David D.
A long and winding road already lies behind us. Fortunately, we have now reached the core part of every meta-analysis: the pooling of effect sizes. We hope that you were able to resist the...

Chapter 16. Conclusion - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a16

Chapter 15. Research Networks and Capacity Building - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a15

Chapter 14. Research Interests and Topics of the SCR Participants - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a14

Chapter 14: Conclusions and Recommendations - Latchem, Colin (Using ICTs and Blended Learning in Transforming TVET, 2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; publicImportV1

Chapter 13: Planning for the Use of ICTs at the National and Institutional Levels - Latchem, C (Using ICTs and Blended Learning in Transforming TVET, 2017)
Open and distance learning (ODL) and information and communication technologies (ICTs) are viewed by many policy makers, at both national and institutional levels, as a potentially cost-effective means of tackling the challenges of access, equity and quality in education. Sound and rigorous financial planning is essential for governments and institutions seeking to harness these methods, but unfortunately there has been little analysis of the costs of such provision in the Technical and Vocational Education and Training (TVET) sector. Arguably, this is because there appears to have been less of a focus on research in TVET compared to tertiary education. Also, there may be a perception among some in the sector that ODL is an inappropriate means of imparting vocational and technical skills, a perception that possibly derives from memories of the shortcomings of earlier correspondence education and the notion that technical and vocational skills can only be mastered in the workplace or training centres. With the growing ability to present simulations and modelling using ICTs, it is becoming increasingly possible to offer new forms of TVET at a distance. However, there may be misguided or ill-informed assumptions and claims about the cost savings of employing these technologies that suggest that ODL is less expensive than traditional contact education. For a start, achieving economies of scale can be a major challenge in integrating ICTs in TVET, since the training demand in most developing countries is for small numbers of graduates in a wide range of occupational profiles (UNESCO IITE, 2005). Economic concerns can raise major barriers to offering ODL programmes in TVET. This is particularly challenging in contexts where government funding for TVET is low. For example, in Zambia, the level of government subvention to TVET institutions is less than 6 per cent in some cases (Herd and Mead Richardson, 2015). This lack of funding limits the Considerations in Costing ODL and ICTs in TVET Sarah Hoosen and Neil Butcher CHAPTER 186 extent of training, the number of students who can be trained and the quality of the training, with the recruitment of teachers, modernisation of equipment and acquisition of training resources being especially affected (Siriwardene and Qureshi, 2009). With many TVET systems in the developing world now considering the adoption of ODL and ICTs because of the promised cost efficiencies, it is important to examine the costing of these new educational and training practices. Given the dearth of resources focusing specifically on costing ODL in TVET, this chapter focuses more generally on costs in the use of ODL and ICTs and extrapolates these findings to the TVET context. This chapter explores the costs of ODL and how to avoid the ramifications of weak financial planning.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CLL:en; publicImportV1

Chapter 13. Challenges to Policy Implementation - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a13

Chapter 12. National Standards and Regulations - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a12

Chapter 12: Considerations in Costing ODL and ICTs in TVET - Hoosen, S; Butcher, N (Using ICTs and Blended Learning in Transforming TVET, 2017)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Botswana; C:Namibia; C:South Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:Q; CT:T; Q:OER; T:TVET; publicImportV1

Chapter 11. Non-state TVET Providers - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a11

Chapter 10. State Authorities for TVET Management - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a10

Chapter 10 - Improving Education Outcomes in Developing Countries: Evidence, Knowledge Gaps, and Policy Implications - Glewwe, P.; Muralidharan, K. (Handbook of the Economics of Education, 2016)
Improvements in empirical research standards for credible identification of the causal impact of education policies on education outcomes have led to a significant increase in the body of evidence available on improving education outcomes in developing countries. This chapter aims to synthesize this evidence, interpret their results, and discuss the reasons why some interventions appear to be effective and others do not, with the ultimate goal of drawing implications for both research and policy. Interpreting the evidence for generalizable lessons is challenging because of variation across contexts, duration and quality of studies, and the details of specific interventions studied. Nevertheless, some broad patterns do emerge. Demand-side interventions that increase the immediate returns to (or reduce household costs of) school enrollment, or that increase students’ returns to effort, are broadly effective at increasing time in school and learning outcomes, but vary considerably in cost-effectiveness. Many expensive “standard” school inputs are often not very effective at improving outcomes, though some specific inputs (which are often less expensive) are. Interventions that focus on improved pedagogy (especially supplemental instruction to children lagging behind grade level competencies) are particularly effective, and so are interventions that improve school governance and teacher accountability. Our broad policy message is that the evidence points to several promising ways in which the efficiency of education spending in developing countries can be improved by pivoting public expenditure from less cost-effective to more cost-effective ways of achieving the same objectives. We conclude by documenting areas where more research is needed, and offer suggestions on the public goods and standards needed to make it easier for decentralized and uncoordinated research studies to be compared across contexts.
Keywords: Cost effectiveness; Demand for education; Education in developing countries; Learning outcomes; Pedagogy; Policy evaluation; School enrollment and attendance; School governance; School inputs

Chapter 10: Analysing data and undertaking meta-analyses - Deeks, JJ; Higgins, JPT; Altman, DG (Cochrane Handbook for Systematic Reviews of Interventions, 2023)

Chapter 09. Inclusion-related Challenges and Policies - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a9

Chapter 08. Models for Designing, Developing and Delivering Berufsbildung - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a8

Chapter 07. Systematic Review of TVET Research - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a7

Chapter 06. Themes, Perspectives and Current Debates in TVET Research - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a6

Chapter 05. TVET Actors - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a5

Chapter 04. Conception and Practice of TVET - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a4

Chapter 03. Overview of the Discovered Literature - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a3

Chapter 02. Research Design - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a2

Chapter 01. Introduction - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a1

Chapter 00. Executive Summary - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a0

Changing teaching in a changing society - Goldstein, C; Mnisi, P; Rodwell, P (Mathematics Teacher Education: Critical International Perspectives, 1999)

Changing pedagogical practice in Kenyan primary schools: the impact of school‐based training - Hardman, Frank; Abd‐Kadir, Jan; Agg, Catherine; Migwi, James; Ndambuku, Jacinta; Smith, Fay (Comparative Education, 2009)
This study reports on an investigation into the impact of a national, school‐based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video‐recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate whole‐class teaching and group‐based learning. Interviews were also conducted with school management committees, head teachers, teachers and pupils to elicit their views on the impact of the school‐based training programme on learning and teaching. The study found that compared to the earlier baseline, teachers were more interactive with the pupils in their whole‐class teaching and greater use was being made of group work. Lesson plans, teaching resources and flexible classroom layouts were also much more in evidence. However, the greatest impact on classroom practice was seen in the classrooms of those teachers who had undergone the most systematic in‐service training. The wider implications of the findings for improving the quality of classroom learning in Kenyan primary classrooms are considered.
Keywords: C:Kenya; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Ghana GHA; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Nigeria NGA; _C:South Africa ZAF; _C:Tanzania TZA; __C:filed:1; __C:scheme:1

Changing climate change: The carbon budget and the modifying-work of the IPCC - Lahn, Bard; Lahn, Bård (Social Studies of Science, 2021)
Over the last 10 years, the concept of a global ‘carbon budget’ of allowable CO 2 emissions has become ubiquitous in climate science and policy. Since it was brought to prominence by the Fifth Assessment Report of the IPCC, the carbon budget has changed how climate change is enacted as an issue of public concern, from determining the optimal rate of future emissions to establishing a fixed limit for how much emissions should be allowed before they must be stopped altogether. Exploring the emergence of the carbon budget concept, this article shows how the assessment process of the IPCC has offered scientific experts the means to modify how the climate issue is problematized, and discusses the implications of this ‘modifying-work’ for the politics of climate change. It finds that the ‘modified climate issue’ must be seen as an outcome of the ordinary work within established scientific and political institutions, and the agency these institutions afford scientists to enact the issue differently. On this basis, it argues that the case of the carbon budget holds important insights not only for the relationship between climate science and policy, but also for the pragmatist literature on ‘issue formation’ in STS.

Changing classroom practice using a school-based professional development approach to introducing digital resources in Zambia - Haßler, Björn; Hennessy, S.; Lubasi, B. (Itupale Online Journal of African Studies, 2011)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:b; ⛔ No DOI found

Changes in student motivation during online learning - Kim, Kyong-Jee; Frick, Theodore W (Journal of Educational Computing Research, 2011)
Keywords: ❓ Multiple DOI

Challenging Systematic Prejudices - An Investigation into Bias Against Women and Girls in Large Language Models - Daniel van Niekerk; María Pérez-Ortiz; John Shawe-Taylor; Davor Orlič; Ivana Drobnjak; Jackie Kay; Noah Siegel; Katherine Evans; Nyalleng Moorosi; Tina Eliassi-Rad; Leonie Maria Tanczer; Wayne Holmes; et al. (UNESCO / IRCAI, 2024)

Challenging Conventional Wisdom for Multivariate Statistical Models With Small Samples - McNeish, Daniel (Review of Educational Research, 2017)

Challenges to the Effective Teaching and Learning of Geography through ODeL at the Zimbabwe Open University - Tanyanyiwa, Vincent Itai; Madobi, Rejoice (Journal of Learning for Development, 2021)
ODeL offers a lot of opportunities and unique challenges for adult learners. In this paper, the authors sought to examine the main problems that influence the effective teaching and learning of geography and environmental studies in Zimbabwe through ODeL as perceived by the students at the ZOU's Harare/Chitungwiza Regional Campus. This single case study employed vital informant semi-structured interviews, documentary analysis and observations to solicit information from ten students and four tutors in the Geography and Environmental Studies Department (DGES) over three months. Thematic analysis and review of qualitative gained insight into the challenges that are faced by ODeL students in the DGES. The study found out that students in the department face personal and socio-economic challenges as well as related institutional challenges. The study recommends that the ZOU DGES should offer more academic support and improve its communication to the students so that they are aware of all university-related developments that impact on their studies. Keywords: challenges, teaching, learning, ODL, ODeL
Keywords: _genre:PR-primary_research; ⛔ No DOI found

Challenges of Using Icibemba in the Learning of Initial Literacy in Selected Primary Schools in Serenje District of Zambia: An Analysis of Views of Teachers and Learners - Chibesakunda, Mwimba; Mulenga, Innocent Mutale (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2019)
The purpose of this study was to establish views and investigate challenges faced by teachers and learners in the use of Icibemba in teaching initial literacy in primary schools in Serenje district. A descriptive research design supported by qualitative data collection techniques was employed. A purposive sampling procedure was used to select all the participants giving the study a sample size of 56 comprising of 40 grade four learners and 16 of their teachers sampled from 10 primary schools. Researchers decided to have more learners in this study since they were the direct beneficiaries of the curriculum. And thus the need to have a wider view from them. This was also done so as to have enough participants from each school. Data was collected through interviews, focus group discussions and classroom observations of literacy lessons. Lesson observation was used to get first hand information on the learning experiences and helped the researchers to triangulate with what participants expressed during interviews and focus group discussions. Focus group discussions and interviews enabled participants to provide their detailed views of the exact situation learners and teachers encountered. Thematic analysis was used to analyze all the data. It involved organizing data through use of open, axial and selective coding before presenting the emerging themes. The findings revealed that although the Ministry of General Education zoned Serenje district under Icibemba instead of Icilala in teaching initial literacy, learners’ performance was low because the language used in school was unfamiliar to learners. Additionally, findings also showed that there was a lack of teacher’s guide books and learners’ text books to use in teaching initial literacy hence teacher’s delivery of lessons was negatively affected. Researchers concluded that learners performed poorly in literacy due to the fact that the zoned language was unfamiliar to learners in that area where it was used as a medium of teaching literacy. It is therefore recommended that the Ministry of General Education through the Curriclum Development Center should develop and produce and distribute learning materials for the teaching of literacy in grades one to four. Furthermore, lessons for literacy should be taught using concrete and real teaching and learning resources that can enhance learning. Additionally, there is a need to start thinking about the possibility of rezoning the whole country.
Keywords: Familiar language; Initial literacy; Language of Instruction; Local language; ⛔ No DOI found

Challenges of Training Motor Vehicle Mechanics for Changing World Contexts and Emergent Working Conditions: Cases of Kenya and Australia - Kitainge, Kisilu M (Handbook of Research on E-Learning Applications for Career and Technical Education: Technologies for Vocational Training, 2009)
This chapter is an extract from a study that examined how institute-based automotive training in the retail, service and repair (RS&R) sector could be made more responsive and effective to the changes in workplace demands and new technology. It dealt with the promotion of vocational relevance in the training of motor mechanics in the contexts of a changing world and emergent working conditions. It was an applied learning study that followed a comparative case study research design aimed at advancing reciprocal lessons between the two regions of Kenya and State of Victoria, Australia. The research was propelled by the fact that technology used in this area is now changing faster than at any other time in modern history and is impacting upon most of the human lifestyles. This chapter deals with a summary of the main issues that were researched. Specifically the chapter deals with relevance of institute-based automotive training, stakeholders’ involvement in programs development, and program transfer from one region to another: and learning for work and at workplace. It highlights the views if trainers, trainees and industry practitioners on equity in program development, relevance to workplace requirements and ownership of the automotive training programs. It was found that Australian trainers felt somehow sidelined in the program design while the Kenyan trainers complained of being left alone by relevant industry in the program development venture. None of these two cases produces optimal results since participation in program design should be equitably distributed among the stakeholders.

Challenges of Technical Vocational Teacher Education and Teaching in Nigeria: The Need for Intervention - Kennedy, George W; Udoetuk, Udeme S (2017)
This paper reviews the critical roles of Technical Vocational teacher education and teaching in Nigeria. The paper establishes a nexus between quality Technical Vocational teacher education and national development. Critical challenges to Technical Vocational teacher education programmes and the teaching profession in Nigeria are identified to include over-crowded classes for teacher’s trainees, inequity in urban/rural deployment of teachers, poor funding and inadequate facilities, low quality Information and Communication technology (ICT) compliance and non-professionalization of teaching in Nigeria. Recommendations which include, a standard class, equity in urban/rural deployment of teachers, training/or retraining of Technical Vocational teacher in qualitative Information and Communication technology (ICT), Technical Vocational teacher mandatory membership in professional organisation, periodic attendance and active participation at conferences, seminars and workshop were made.
Keywords: _C:China CHN; _C:India IND; _C:Japan JPN; _C:Nigeria NGA; _C:Turkey TUR; _C:United States USA; __C:filed:1; __C:scheme:1

Challenges of Teachers on Teaching Practice: A Case Study of Students of Freetown Teachers’ College in Sierra Leone - Kamara, Alhaji Bakar (Asian Journal of Interdisciplinary Research, 2020)
As the Ministry of Education, Science and Technology focuses on the agenda for free and quality education in all stages of teaching and learning in Sierra Leone, It is obvious that Teachers are at the center of all school activities. To ease the challenges of teachers in teaching, it is important to search for the problems of teachers on teaching practices. This study was conducted to find out some of the challenges that teachers on teaching practice experience in schools in Sierra Leone. The result will help to shed light on the aspect of the training exercise that needs to be improved to increase quality in schools. The study investigated the main challenges that teachers on teaching practice from Freetown Teachers College encounter in Social Studies and Business. Even though teaching practice teachers do their best to enrich students with their wealth of experiences, yet still, they got their obstacles that hinder their ability for effective teaching. The study employs qualitative procedures with a case study design where the main actor’s informant interview, observation focus group discussion and documentary review as the main methods of data collection. The respondents covered, 10 teaching practice teachers, 10 heads of schools, 9 college lecturers and 1 teaching practice coordinator of Freetown Teachers Polytechnic. The result revealed some problems in posting of student for teaching practice to various schools, payment of salaries to teaching practice teachers, school support, teaching methods, classroom environment, and language proficiency.
Keywords: Training College

Challenges of life outside the dual system: VET in neo-liberal economies - Hayward, Geoff (2018)

Challenges of Curtin-AVU-AAU Distance Learning Program in Ethiopia: A Case Study - Belwal, Rakesh; Dawit Ayalew Kassa; Medhanie Gaim Asgedom (MERLOT Journal of Online Learning and Teaching, 2010)
Distance education programs are emerging globally in the form of joint ventures among higher educational institutions. This paper describes the research undertaken to explore one such joint venture program in business between Australian and African universities. This study utilizes both primary and secondary data gathered through a review of the literature, consultations with program administrators, interviews with faculty members, direct observations, and questionnaires administered to sample students. This case study explores factors affecting the program. Using quantitative and qualitative analytical tools, this study discusses the outcomes of the analyses to facilitate experiential learning. It finds that for students originating mainly from remote regions of Ethiopia, distance learning can offer good opportunities of receiving cost-effective, quality-education on their doorsteps. This experience could contribute immensely to the extension of such programs to other regions of the country. Although the joint venture reveals the potential of coordinated educational efforts, internal weaknesses and inefficiencies need serious attention to ensure the success of such initiatives in the future.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A: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:learning; F:outcomes; P:technology; Q:distance learning; Q:higher education; R:case study; R:interview; R:observation; R:qualitative; R:quantitative; R:questionnaire; T:distance learning program; Z:Alliances; Z:Distance learning; Z:Education reform; Z:Market entry; Z:Qualitative research; Z:Technological change; __C:filed:1; publicImportV1; ⛔ No DOI found

Challenges in the training of teachers through open and distance learning: Implications for quality - Mubika, KA; Bukaliya, R (Asian Journal of Social Sciences & Humanities, 2013)
This study aimed at establishing the challenges that may have affected the training of teachers through ODL at the Zimbabwe Open University. The study was carried out in order to put in place a model that may be implemented to improve the quality teacher training programme. The study adopted the case study design for the gathering the in-depth perceptions held by the given population. Questionnaires, telephone interviews and documentary analysis were adopted for data collection. The population of the study consisted of the National Programme Leader, Regional Programme Coordinators and graduate diploma students and their former school heads. Thirty-three members of the population constituted the sample for this study. Among other findings, results of the study show that while the training of teachers was a very viable undertaking at ZOU, existing collaboration between the schools and the training institution was very informal. Teaching practice faced numerous problems such as inadequate funding and unavailability of teaching practice vehicles. The study recommended that there be collaboration among all the stakeholders. There is also need for the setting up of a Teaching Practice Department which should be fully equipped with to enable the smooth flow of teaching practice supervisory activities.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:teachers; Q:ODEL; T:Lehrlingsausbildung; T:Training; publicImportV1; ⛔ No DOI found

Challenges in the Informal Construction Artisan Training System in the Ghanaian Construction Industry - Damasah, SK (College of Art and Built Environment, 2016)
This research sought to find out the challenges confronting the informal artisan training system in the Ghanaian construction industry and provide available opportunities to help improve the system. The study was limited to two regions namely Greater Accra and Volta regions of Ghana. In all, two hundred and thirty-three (233) artisans comprising of one hundred and thirteen (113) apprentices and one hundred and twenty (120) master artisans were used for the study. Questionnaires were the main research instrument but personal observation was also used by the researcher. The sample of three hundred (300) was used in the data analysis. Qualitative research approach was used, employing the descriptive approach. Data from the field was analysed using percentages. From the findings, it was realized that two main modes of skill acquisition were in play pertaining to the informal sector, these are the traditional method (75%) and the attachment method (25%). Another finding was that, one shortcoming of the informal system appears to be a lack of consistency and adequate content in the training that apprentice receive. The study concludes that there is little external motivation or capability for the system’s trainees to progress in performance or in improving their methods. More than 55% of the master artisans apply experimentation or trial and error in their work. It is recommended that, it will be essential to involve the master artisans in a reform process including efforts to provide them with opportunities to upgrade their own knowledge of construction skills.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:artist; P:construction; T:Formal apprenticeship; T:Training; _C:Ghana GHA; publicImportV1

Challenges in the Evaluation and Implementation of School-Based Prevention and Intervention Programs on Sensitive Topics - Jaycox, Lisa H.; McCaffrey, Daniel F.; Ocampo, Beverly Weidmer; Shelley, Gene A.; Blake, Susan M.; Peterson, Donna J.; Richmond, Lucinda S.; Kub, Joan E. (American Journal of Evaluation, 2006)
The current emphasis on best practices for school-based health and mental health programs brings with it the demand for evaluation efforts in schools. This article describes the challenges of launching a successful school program and evaluation, with lessons learned from three projects that focus on intimate partner violence. The authors discuss issues related to constraints on the research design in schools, the recruitment of schools and participants within schools, program and evaluation implementation issues, the iterative implementation-evaluation cycle, and the dissemination of programs and study findings. The authors emphasize the need for flexibility and cultural awareness during all stages of the process.

Challenges in Educational Reform: An Experiment on Active Learning in Mathematics. - Berlinski, Samuel; Busso, Matias (Economics Letters, 2017)

Challenges facing technical and vocational education in Ghana - Amedorme, SK; Fiagbe, YAK (International Journal of Scientific & Technology Research, 2013)
Abstract : Technical and vocational education and training (TVET) in Ghana is facing a number of challenges. The problems ranging from the limited number of technical institutes available in the country, lack of facilities and materials for training students, inadequate technical teachers or facilitators, limited number of training institutions for technical teachers and difficulty in career progression to the negative public attitudes and perceptions towards technical and vocational education and training in Ghana. In this paper, these challenges confronting TVET and the pertinent issues are discussed with the aim of recommending ways of addressing them.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:TVET; T:training needs; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

Challenges Experienced in Implementing School-based Continuing Professional Teacher Development in Fort Beaufort Education District in South Africa - Ajibade, Benedicta A.; Rembe, Symphorosa (Anthropologist, 2018)
Keywords: __C:filed:1

Challenges and Solutions of Higher Education in the Eastern Caribbean States. - Browne, Raffie A.; Shen, Hong (International Journal of Higher Education, 2017)
Keywords: __C:filed:1

Challenges and Prospects of Information Communication Technology (ICT) in Teaching Technical Education towards Globalisation - Olabiyi, OS (Effects of Information Capitalism and Globalization on Teaching and Learning, 2014)
The relevance of Information and Communication Technologies (ICTs) in the field of Technical Vocational Education and Training (TVET) cannot be overemphasised in the knowledge-based and globalised society. The world of works is in as continuous a state of change as ICT itself, thus posing more challenges to the workers in the 21st century and the institutions responsible for their preparation. Therefore, this chapter discusses the challenges and prospects of ICT in teaching TVE towards globalisation. The chapter points out clearly the meaning, philosophy, and objectives of TVET, concept and types of ICT, the need for effective utilisation of ICTs and its role in TVET, the challenges and solutions to the effective utilisation of ICTs in TVET, and the prospect of using ICT in teaching TVET. The chapter concludes by suggesting solutions for proper planning, management, and effective utilisation of ICTs resources in TVET.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:teaching; P:technology; Q:ICT; T:TVET; publicImportV1

Challenges and opportunities for teacher professional development in interactive use of technology in African schools - Hennessy, Sara; Haßler, Björn; Hofmann, Riikka (Technology, Pedagogy and Education, 2015)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Bangladesh BGD; _C:France FRA; _C:Japan JPN; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:b

Challenges and opportunities for climate change education (CCE) in East Africa: A critical review - Apollo, Abigael; Mbah, Marcellus Forh (Climate, 2021)
It is undoubtedly clear that climate change is happening, and its adverse impacts could reverse the progress made toward meeting sustainable development goals. The global crisis poses one of the most severe challenges to reducing poverty and existing inequalities, especially in developing countries that are projected to be highly vulnerable to climate variability. However, the education sector provides an untapped opportunity for successful climate change adaptation and mitigation through knowledge and skill acquisitions, and consequently, positive behavioral change. Specifically, education can capacitate individuals and communities to make informed decisions and take practical actions for climate-resilient sustainable development. This study is focused on East Africa, a region whose economy heavily relies on climate-dependent activities. At present, East African governments are already embedding climate change in their school curriculum. However, they lack coherent approaches to leverage climate change education as a tool in their adaptation and mitigation strategies. Therefore, this review explores some of the critical barriers to climate change education and possible opportunities for leveraging learning to promote sustainable development in East Africa.
Keywords: _z:class:countries; _z:class:themes; oa:keyword:climate change; oa:keyword:climate change education; oa:topic:T10439 Adaptation to Climate Change in Agriculture; oa:topic:T10898 Factors Influencing Pro-environmental Behavior; oa:topic:T11336 Indoor Air Pollution in Developing Countries; openalex:n:1; openalex:yes

Challenges and burden of the Coronavirus 2019 (COVID-19) pandemic for child and adolescent mental health: a narrative review to highlight clinical and research needs in the acute phase and the long return to normality - Fegert, Jörg M.; Vitiello, Benedetto; Plener, Paul L.; Clemens, Vera (Child and Adolescent Psychiatry and Mental Health, 2020)
Background:  The coronavirus disease 2019 (COVID-19) is profoundly affecting life around the globe. Isolation, contact restrictions and economic shutdown impose a complete change to the psychosocial environment in affected countries. These measures have the potential to threaten the mental health of children and adolescents significantly. Even though the current crisis can bring with it opportunities for personal growth and family cohesion, disadvantages may outweigh these benefits. Anxiety, lack of peer contact and reduced opportunities for stress regulation are main concerns. Another main threat is an increased risk for parental mental illness, domestic violence and child maltreatment. Especially for children and adolescents with special needs or disadvantages, such as disabilities, trauma experiences, already existing mental health problems, migrant background and low socioeconomic status, this may be a particularly challenging time. To maintain regular and emergency child and adolescent psychiatric treatment during the pandemic is a major challenge but is necessary for limiting long-term consequences for the mental health of children and adolescents. Urgent research questions comprise understanding the mental health effects of social distancing and economic pressure, identifying risk and resilience factors, and preventing long-term consequences, including—but not restricted to—child maltreatment. The efficacy of telepsychiatry is another highly relevant issue is to evaluate the efficacy of telehealth and perfect its applications to child and adolescent psychiatry. Conclusion:  There are numerous mental health threats associated with the current pandemic and subsequent restrictions. Child and adolescent psychiatrists must ensure continuity of care during all phases of the pandemic. COVID-19-associated mental health risks will disproportionately hit children and adolescents who are already disadvantaged and marginalized. Research is needed to assess the implications of policies enacted to contain the pandemic on mental health of children and adolescents, and to estimate the risk/benefit ratio of measures such as home schooling, in order to be better prepared for future developments.
Keywords: __C:filed:1

Challenge of integrating entrepreneurial competencies into technical college programs - Muhammad, Abubakar Ibrahim; Kamin, Yusri Bin; Wahid, Nur Husna Binti Abd (International Journal of Engineering and Advanced Technology, 2019)
© 2019, Blue Eyes Intelligence Engineering and Sciences Publication. All rights reserved. For a country to keep abreast of being competitive in global economy technical and vocational education must play a critical role. For long time, technical and vocational education disciplines have been in cache, living graduates unable to connect learned knowledge with real life problems. The emergence of integrating technical education with entrepreneurial competencies in some institutions in Nigeria advocates transformative changes both at the conceptual and technological levels. One of the challenge facing technical education in Nigeria is lack of appropriate entrepreneurial competencies in the content of technical college curriculum. The purpose of the study was to explore the challenge facing the integration of entrepreneurial competencies into the technical college curriculum. This study uses phenomenological research design method was guided by interview protocol, thus the data were qualitatively collected. This research involved ten experts from three technical institutions in Kano state Nigeria based on their educational background, field of teaching and experience in entrepreneurship education. The study found that poor funding, lack of qualified teachers, inappropriate curriculum and negative attitude toward on entrepreneurship education are the main challenges hindering the integration of entrepreneurial competencies into technical college programs in Nigeria. It is recommended that the need for an appropriate entrepreneurial competencies for technical college programs this will facilitate easy and rapid self-employment among the graduates to enable them become novice entrepreneurs for self-reliance. Consequently, 20 per cent of public expenditure should be allocated to bridge the gap in funding education.

Challenge-based learning in higher education: an exploratory literature review - Gallagher, Silvia Elena; Savage, Timothy (Teaching in Higher Education, 2020)
The application of Challenge-Based Learning (CBL) has increased in higher education institutions, fostering student transversal competencies, knowledge of sociotechnical problems, and collaboration with industry and community actors. However, a broad range of different frameworks, hybrid approaches, and educational interventions are using this term to define their approach. This lack of standardization creates definitional and conceptual challenges for the domain. A review of CBL literature was conducted to examine key characteristics, challenges and benefits, and educational factors. A total of 100 articles were reviewed using a qualitative thematic matrix. Results describe CBL benefits despite many institutional, practical and academic challenges. Although there was much variability in CBL approaches, eight common characteristics emerged from the literature. This research can support future research and implementation of CBL by providing a guiding conceptual framework and a preliminary classification of CBL approaches.
Keywords: Challenge-based learning; educational methods; educational theories; higher education

CEEOL - Error

CBETA Standards and guidelines

Causal loop diagram (Wikipedia, 2023)
A causal loop diagram (CLD) is a causal diagram that aids in visualizing how different variables in a system are causally interrelated. The diagram consists of a set of words and arrows. Causal loop diagrams are accompanied by a narrative which describes the causally closed situation the CLD describes. Closed loops, or causal feedback loops, in the diagram are very important features of CLDs. The words with arrows coming in and out represent variables, or quantities whose value changes over time and the links represent a causal relationship between the two variables (i.e., they do not represent a material flow). A link marked + indicates a positive relation where an increase in the causal variable leads, all else equal, to an increase in the effect variable, or a decrease in the causal variable leads, all else equal, to a decrease in the effect variable. A link marked - indicates a negative relation where an increase in the causal variable leads, all else equal, to a decrease in the effect variable, or a decrease in the causal variable leads, all else equal, to an increase in the effect variable. A positive causal link can be said to lead to a change in the same direction, and an opposite link can be said to lead to change in the opposite direction, i.e. if the variable in which the link starts increases, the other variable decreases and vice versa. The words without arrows are loop labels. As with the links, feedback loops have either positive (i.e., reinforcing) or negative (i.e., balancing) polarity. CLDs contain labels for these processes, often using numbering (e.g., B1 for the first balancing loop being described in a narrative, B2 for the second one, etc.), and phrases that describe the function of the loop (i.e., "haste makes waste"). A reinforcing loop is a cycle in which the effect of a variation in any variable propagates through the loop and returns to reinforce the initial deviation (i.e. if a variable increases in a reinforcing loop the effect through the cycle will return an increase to the same variable and vice versa). A balancing loop is the cycle in which the effect of a variation in any variable propagates through the loop and returns to the variable a deviation opposite to the initial one (i.e. if a variable increases in a balancing loop the effect through the cycle will return a decrease to the same variable and vice versa). Balancing loops are typically goal-seeking, or error-sensitive, processes and are presented with the variable indicating the goal of the loop. Reinforcing loops are typically vicious or virtuous cycles. Example of positive reinforcing loop: The amount of the Bank Balance will affect the amount of the Earned Interest, as represented by the top blue arrow, pointing from Bank Balance to Earned Interest. Since an increase in Bank balance results in an increase in Earned Interest, this link is positive, which is denoted with a "+". The Earned interest gets added to the Bank balance, also a positive link, represented by the bottom blue arrow. The causal effect between these variables forms a positive reinforcing loop, represented by the green arrow, which is denoted with an "R".

Causal Inference Without Balance Checking: Coarsened Exact Matching - Iacus, Stefano M.; King, Gary; Porro, Giuseppe (Political Analysis, 2012)
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Causal inference in statistics, social, and biomedical sciences - Imbens, G.W.; Rubin, D.B. (Cambridge University Press, 2015)

Catering for Diversity in Psychosocial and Learning Needs in a Low-Income Country - Mason, Miriam; Galloway, David; Joyce-Gibbons, Andrew (Diversifying Learner Experience: A kaleidoscope of instructional approaches and strategies, 2020)
This chapter reviews the work of three largely residential schools run by EducAid, a small NGO in Sierra Leone. Thousands of children had missed out on schooling following the rebel war (1991–2002). Marginalised children included child soldiers, children whose parents had died in the fighting and children returning from refugee camps. The post-conflict context was one in which many students had been exposed to violence, trauma and tragedy. The challenge was to provide a loving, learning community with appropriate teaching and learning methods for a wide range of ages, educational experience, competence and confidence. Some students have missed years of schooling, but others arrive at EducAid having missed little or none of their education. Consequently, some teenagers are illiterate on admission, with attainments below those of much younger children. EducAid, therefore, devised a personalised learning system that encourages children to take responsibility for their own learning, and to learn with and from peers, supported by teachers. Progression depends on reaching a specified standard in each module. The purpose-written modules cover the content of the national exams but provide opportunities for students to interact with each other in ways that challenge their previous negative and violent experiences. In other words, catering for diversity in learning can not be carried out independently of diversity in psychosocial experiences.
Keywords: Low-income country; Marginalised children; Non-government organisation; Personalised learning

CASTOR: learning to create context-sensitive and emotionally engaging narrations in-situ - Pittarello, Fabio; Bertani, Luca (ACM, 2012)

Cassava Development at the Local Government Level: “Implementation Strategies - Tudunwada, I.Y. (2005)
Keywords: ⛔ No DOI found

Cash transfers and teen education: evidence from South Africa - Eyal, Katherine; Woolard, Ingrid; Burns, Justine (Report, unpublished, 2014)

Cash or condition? Evidence from a cash transfer experiment - Baird, Sarah; McIntosh, Craig; Özler, Berk (The Quarterly Journal of Economics, 2011)

Case study for integrating education for sustainable development in model youth polytechnics in Kenya - Kelemba, Joy Kasandi (2010)

Case studies in Diagnostic Testing for Maths - Atkinson, R.; Barry, M.; Haßler, Björn; Quinney, D. (Diagnostic Testing for Maths, 2003)
"Diagnostic Testing for Maths" (2003), LTSN MathsTEAM, MSOR connections, Vol 3, No 2.
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence

Cascade training and teachers' professional development - Hayes, David (ELT journal, 2000)

Caring for children with neurodevelopmental disability: Experiences from caretakers and health workers in rural eastern Uganda - Namazzi, Gertrude; Hanson, Claudia; Nalwadda, Christine; Tetui, Moses; Nampijja, Margaret; Waiswa, Peter; Tumwine, James K.; Hildenwall, Helena (Plos one, 2020)

Caricom report v2 final.pdf

Caribbean Regional Communications Infrastructure Program (CARCIP) - Submarine Cable Map (Submarine Cable Map, 2020)

Caribbean Learning Recovery Programme - Leadership for Learning - 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:o1a; _zenodo:submitted; _zenodoETH:submitted

Career challenges in construction craft training in technical vocational education and training in Ghana - Yangben, PN; Seniwoliba, JA (2014)
The study examined the challenges of the Pilot Training Centre (PTC) at the National Vocational Training Institute (NVTI) at Kokomlemle, a suburb of Accra in the training of tradesmen for the construction industry. A descriptive survey design was used for the study. The population consists of tutors, current students and past students of the PTC/NVTI and contractors within the Accra Metropolis. The sample comprised ten tutors, fifteen past students, one hundred and ten currents and ten contractors were randomly selected from the PTC and contractors. A set of questionnaire was prepared and used for collecting data for the study. The data were analyzed using the descriptive statistics from the Statistical Package for Social Scientist (SPSS 16 version).For many years, technical and vocational education in Africa has been considered as a career path for the less academically endowed. This perception has been fuelled by the low academic requirements for admission into TVET programmes and the limited prospects for further education and professional development. Worse of all, the impression is sometimes created by governments that the primary objective of the vocational education track is to keep dropouts from the basic and senior high school system off the streets, rather than project this type of training as an effective strategy to train skilled workers for the employment market. However, 84.3% of the respondents refuted the assertion and only 15.7% supported the assertion. Based on these findings on the career challenges TVET trainees face, it was recommended that training institutions should be well resourced by the collective efforts of government and all other stakeholders so that training programmes can achieve their set objectives. Training providers should liaise with those in the industry so that in-service training activities could be organized which would enrich students with the right skills for the job market. There should be a clear cut for technical students climbing the academic ladder without bottlenecks.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:construction; P:crafts; P:nature; Q:masters; T:Educação profissionalizante; T:TVET; T:Training; T:career; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Care Is Not a Fad: Care Beyond COVID-19 - Bali, Maha (Reflecting Allowed, 2020)
I’ve been thinking recently about how some people who don’t normally focus on care are taking actions that show care. This is great. If you never thought about care in education, but th…

Capturing cost data: a first-mile problem - Holla, Alaka (2019)
Before we bought our house, my husband and I knew the price. The real estate agent wasn’t allowed to give us a back-of-the-envelope estimate right at the end of the process. She wasn't allowed to just declare that the house was low cost, affordable, or sustainable for our budget. We ...

Capacity Building For Entrepreneurship Education: The Challenge For The Developing Nations - Eze, John F.; Nwali, Anthony C. (American Journal of Business Education (AJBE), 2012)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; Capacity Building; D:developing country; D:developing nation; D:developing world; Economic Development; Entrepreneurship; Entrepreneurship Education; F:curriculum; F:inclusion; F:learning; F:policy; P:economy; P:service industry; P:social; Q:certificate; Q:degree; Q:diploma; Q:higher education; T:Ausbildung; T:entrepreneurship education; Z:Business education; Z:Business schools; Z:Curriculum development; Z:Developing countries--LDCs; Z:Economic development; Z:Entrepreneurship; Z:Higher education; Z:Studies; publicImportV1

Can we use Google Scholar to identify highly-cited documents? - Martín-Martín, Alberto; Orduña-Malea, Enrique; Harzing, Anne-Wil; López-Cózar, Emilio Delgado (Journal of informetrics, 2017)

Can we open the black box of AI? - Castelvecchi, D. (Nature, 2016)
Keywords: ❓ Multiple DOI

Can We Afford Free Textbooks - Haßler, Björn (2017)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa - Cilliers, J; Fleisch, B; Kotze, J; Mohohlwane, N; Taylor, S; Thulare, T (2021)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proﬁciency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proﬁciency (0.12 SD), had no impact on English reading proﬁciency, and an unintended negative eﬀect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude eﬀectiveness, but rather that in-person contact enabled more accountability and support.

Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa - Cilliers, J.; Fleischz, B.; Kotze, J.; Mohohlwanex, N.; Taylor, S.; Thulare, T. (2020)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proﬁciency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proﬁciency (0.12 SD), had no impact on English reading proﬁciency, and an unintended negative eﬀect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude eﬀectiveness, but rather that in-person contact enabled more accountability and support.
Keywords: Final_citation; cited; existing

Can virtual replace in-person coaching? Experimental evidence on teacher professional development and student learning - Cilliers, J; Fleischz, B; Kotzex, J; Mohohlwanex, N; Taylor, S; Thulare, T (2020)
We experimentally compare on-site with virtual coaching of South African teachers. After three years, on-site coaching improved students’ English oral language and reading proﬁciency by 0.31 and 0.13 SD, respectively. Virtual coaching improved English oral language proﬁciency (0.12 SD), had no impact on English reading proﬁciency, and an unintended negative eﬀect on home language literacy. Classroom observations show that on-site coaching improved teaching practice and that virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest that the use of technology did not preclude eﬀectiveness, but rather that in-person contact enabled more accountability and support.
Keywords: Important; Read; ⛔ No DOI found

Can Touchscreen Devices be Used to Facilitate Young Children’s Learning? A Meta-Analysis of Touchscreen Learning Effect - Xie, Heping; Zhou, Zongkui; Peng, Ji; Qin, Mengyuan; Huang, Xuzhe; Tian, Fei (Frontiers in psychology, 2018)
Keywords: __C:filed:1

Can the Ugly Duckling of ODL be Transformed into a Swan? The MOOC Effect - Kanwar, Asha (2013)
Public Lecture, University of South Africa (Unisa), Johannesburg, South Africa, 4 October 2013 by Professor Asha Kanwar, Commonwealth of Learning // Or more pertinently for us,‘Can the ugly duckling of ODL be transformed into a swan? What is the MOOC Effect? As you know, as distance educators we have been constantly working towards ‘parity of esteem’ with a system of higher education which goes back 900 years. In many developing countries ODL is still regarded as a second chance and second choice option. MOOCs, a form of distance learning has captured global media attention in the past two years. Will some of this high profile rub off on more traditional ODL provision?
Keywords: ⛔ No DOI found

Can the Kenyan Jua Kali Mechanic be Trusted in Servicing the New Technology Rich Vehicles? | African Journal of Education,Science and Technology - Wanyeki, Paul; Kitainge, Kisilu; Ferej, A (African Journal of Education,Science and Technology, 2018)
Mechanics in automotive garages need to keep pace with the ever evolving technological changes in the industry in order to provide relevant service to their clients. The formal garage mechanics have their training provided by vehicle suppliers on every critical technological innovation introduced in their automobiles. But the Jua Kali mechanics on the other hand do not have this symbiotic connection with suppliers. This paper tries to answer the question:  can the jua kali mechanic be trusted in servicing the new technology rich vehicles? The study used a descriptive survey research design. The study population consisted of Jua Kali practitioners who deal with repairs and servicing of automobiles within Eldoret town. Data was analyzed using the statistical package for social sciences (SPSS) software and content analysis techniques. The study found that the Jua Kali mechanics cannot be trusted in handling the new technology rich vehicle as they mostly relied on trial and error which more often than not leads to more damages.
Keywords: ⛔ No DOI found

Can technology help mitigate the impact of COVID-19 on education systems in Europe and Central Asia?
With the need to contain the virus, many countries are implementing measures to reduce gatherings of large crowds.

Can technology help mitigate the impact of COVID-19 on education systems in Europe and Central Asia? - Patrinos, Harry; Shmis, Tigran (World Bank, 2020)
With the need to contain the virus, many countries are implementing measures to reduce gatherings of large crowds.

Can tablet apps support the learning of handwriting? An investigation of learning outcomes in kindergarten classroom - Bonneton-Botté, Nathalie; Fleury, Sylvain; Girard, Nathalie; Le Magadou, Maëlys; Cherbonnier, Anthony; Renault, Mickaël; Anquetil, Eric; Jamet, Eric (Computers & Education, 2020)
Keywords: __C:filed:1

Can’t Wait to Learn: A quasi-experimental mixed-methods evaluation of a digital game-based learning programme for out-of-school children in Sudan - Brown, Felicity L; Farag, Alawia I; Hussein Abd Alla, Faiza; Radford, Kate; Miller, Laura; Neijenhuijs, Koen; Stubbé, Hester; de Hoop, Thomas; Abdullatif Abbadi, Ahmed; Turner, Jasmine S.; Jetten, Andrea; Jordans, Mark J.D. (Journal of Development Effectiveness, 2020)
Innovations are needed to address the global issue of access to highquality education, particularly in low- and middle-income countries. This paper shows quasi-experimental evidence that a digital game-based learning programme (‘Can’t Wait to Learn’) led to significantly greater improvements in mathematics competency, Arabic literacy competency, and psychological wellbeing of children aged 7–9 in Sudan, compared to state-provided education for out-of-school children, 6 months after the start of the programme implementation (n = 221). These findings were corroborated and extended by qualitative data from 33 focus group discussions and key informant interviews with children, learning directors, caregivers, community leaders, and supervisory staff. We found no differ ence between groups on child-reported hope, and we found evidence for a significant negative intervention effect on child-reported self-esteem, though the psychometric properties of these instruments were not ade quate. We report several considerations related to the experience of local facilitators, programme implementation challenges, and the importance of community acceptance and engagement for fidelity of implementation.

Can Public Rankings Improve School Performance? Evidence from a Nationwide Reform in Tanzania - Cilliers, Jacobus; Mbiti, Isaac; Zeitlin, Andrew (Research on Improving Systems of Education (RISE), 2019)
In 2013, Tanzania introduced “Big Results Now in Education”, a low-stakes accountability program that published both nationwide and within-district school rankings. Using data from the universe of school performance from 2011-2016, we identify the impacts of the reform using a diﬀerence-in-diﬀerences estimator that exploits the diﬀerential pressure exerted on schools at the top and bottom of their respective district rankings. We ﬁnd that BRN improved learning outcomes for schools in the bottom two deciles of their districts. However, the program also led schools to strategically exclude students from the terminal year of primary school.

Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience - Kraft, M.A.; Papay, J.P. (Educational Evaluation and Policy Analysis, 2014)

Can private school subsidies increase enrollment for the poor? The Quetta Urban Fellowship Program - Kim, Jooseop; Alderman, Harold; Orazem, Peter F. (The World Bank Economic Review, 1999)

Can online learning communities foster professional development? - Beach, Richard (Language Arts, 2012)
Keywords: ⛔ No DOI found

Can online learning communities achieve the goals of traditional professional learning communities? What the literature says - Blitz, Cynthia L (2013)
Keywords: ⛔ No DOI found

Can new modes of digital learning help resolve the teacher crisis in sub-Saharan Africa? - Moon, Bob; Villet, Charmaine (Journal of Learning for Development, 2017)
Sub-Saharan Africa, more than any other part of the world, is experiencing a crisis in finding sufficiently qualified teachers to meet the needs of expanding school systems. The professional development support provided to serving teachers is also inadequate in most countries. The most recent data on learner outcomes has revealed a worrying picture of significant under-achievement across the region. This paper argues that the teacher education and training structures of the last century will never be able to meet urgent contemporary needs. Given population growth, especially among the young, large-scale expansion of the teaching force and the associated teacher education systems will be the norm through to the middle years of the century and beyond. In this context the paper argues for a significant policy shift to expand quality teacher education and professional support at scale through a more school-based and digitally supported network model of provision. Examples of current digital programmes within the region are considered as well as the new technologies that are emerging with relevance to teacher education. The paper suggests a three-phase process through which national governments might move in making the necessary changes in policy and practice.
Keywords: Africa; Computer Uses in Education; ERIC, Current Index to Journals in Education (CIJE); Educational Change; Educational Policy; Electronic Learning; Faculty Development; Foreign Countries; Higher Education; Inservice Teacher Education; Online Courses; Postsecondary Education; Preservice Teacher Education; Resource Units; Teacher Shortage; ⛔ No DOI found

Can Mobile Phones Improve Learning? Evidence from a Field Experiment in Niger. - Aker, Jenny C.; Ksoll, Christopher; Lybbert, Travis J. (American Economic Journal: Applied Economics, 2012)