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

The permanent textbook hypothesis: School inputs and student outcomes in Sierra Leone - Sabarwal, S.; Evans, D.; Marshak, A. (Compare: A Journal of Comparative and International Education, 2013)
Keywords: _C:Sierra Leone SLE; ⛔ No DOI found

“Give courage to the ladies”: Expansive apprenticeship for women in rural Malawi - Safford, K.; Cooper, D.; Wolfenden, F.; Chitsulo, J. (Journal of Vocational Education & Training, 2013)
Apprenticeship in developed and industrialised nations is increasingly understood and practised as learning which connects workplace activity and formal study. The concept of 'expansive apprenticeship' defines frameworks for workforce development where participants acquire knowledge and skills which will help them in the future as well as in their current roles; 'restrictive' apprenticeships limit opportunities for wider, lifelong learning. In developing world economies, apprenticeships are a traditional route to learning and employment, but tend to reflect a restrictive approach characterised by narrowly defined roles and weak educational outcomes. This paper examines the apprenticeship opportunities in a large scale Access to Teaching Scholarship in Malawi. The programme's study materials and support structures are designed to move participants from restrictive to expansive contexts for learning and to develop hybrid roles as students, community workers and apprentice teachers. The authors examine data from the first cohort of participants and consider the extent to which the Scholarship offers an innovative model of expansive apprenticeship to address barriers to female continuing education and chronic teacher shortages in Sub-Saharan Africa. © 2013 Copyright The Vocational Aspect of Education Ltd.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Malawi; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing world; F:access; F:gender; F:learning; F:motivation; F:outcomes; F:teaching; F:women; P:economy; P:measurement; P:teacher education; P:teacher training; P:teachers; Q:certificate; Q:distance education; Q:lifelong learning; T:Lehrlingsausbildung; T:TVET; T:Training; T:apprentice; T:career; T:continuing education; T:workplace education; Z:Access to Education; Z:Adult Education; Z:Apprenticeships; Z:Barriers; Z:Career aspirations; Z:Continuing Education; Z:Distance Education; Z:Distance education; Z:Donors and NGOs; Z:Economic Development; Z:Elementary Schools; Z:Female empowerment; Z:Females; Z:Foreign Countries; Z:Gender Issues; Z:Mentors; Z:Rural Areas; Z:Teacher Certification; Z:Teacher Education; Z:Teacher Shortage; Z:Teacher education; Z:Teacher motivation; Z:VET and development; Z:VET and economic development; Z:Vocational Education; Z:Vocational education and training; Z:Women Faculty; Z:Workplace Learning; Z:adult learning; Z:gender and learning; Z:learning in life &; Z:philosophy of VET; Z:teacher training; Z:training; Z:vocational education &; Z:work transitions; Z:workplace learning; publicImportV1

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

Learner-centred education in international perspective - Schweisfurth, Michele (Journal of International and comparative Education, 2013)

Establishing Public-ness in the Network: New Moorings for Development—A Critique of the Concepts of Openness and Open Development - Singh, Parminder Jeet; Gurumurthy, Anita (Open Development: Networked Innovations in International Development, 2013)

The Lifeline Program: A Case Study of Workforce Education Combating Poverty for Females in Ghana - Smith, Bettye P; Lowe, Tony; Hunt-Hurst, Patricia; Okech, David; Blalock, Emily; Dery, Alexis (International Education, 2013)
This case study research examined the contributions of the Lifeline Program in Ghana, West Africa to the preparation of young women for the workforce; this preparation is an effort to combat poverty. In this research report, a succinct overview of Ghana was provided, the economic status of the country was delineated, and the history of the Lifeline Program from its inception was given. The research provided an explanation of each of the three vocational skills training programs offered by Lifeline: catering, dressmaking, and hairdressing. The vocational skills training programs in Ghana are likened to workforce education programs in the United States. Conclusions were drawn for the Lifeline Program and the vocational skills training programs based on the Human Capital Theory, a major economic framework. Also, recommendations were suggested based on the findings and the theory that undergirded this case study. [PUBLICATION ABSTRACT]
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:women; P:economy; P:measurement; R:case study; T:Ausbildung; T:vocational skills; T:workplace education; Z:Accelerated death benefits; Z:Case studies; Z:Education; Z:Females; Z:Workforce; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Open development: networked innovations in international development - Smith, Matthew L. (Mit Press, 2013)

A meta-analysis of the effectiveness of intelligent tutoring systems on K–12 students’ mathematical learning - Steenbergen-Hu, Saiying; Cooper, Harris (Journal of Educational Psychology, 2013)
In this study, we meta-analyzed empirical research of the effectiveness of intelligent tutoring systems (ITS) on K–12 students’ mathematical learning. A total of 26 reports containing 34 independent samples met study inclusion criteria. The reports appeared between 1997 and 2010. The majority of included studies compared the effectiveness of ITS with that of regular classroom instruction. A few studies compared ITS with human tutoring or homework practices. Among the major findings are (a) overall, ITS had no negative and perhaps a small positive effect on K–12 students’ mathematical learning, as indicated by the average effect sizes ranging from g = 0.01 to g = 0.09, and (b) on the basis of the few studies that compared ITS with homework or human tutoring, the effectiveness of ITS appeared to be small to modest. Moderator analyses revealed 2 findings of practical importance. First, the effects of ITS appeared to be greater when the interventions lasted for less than a school year than when they lasted for 1 school year or longer. Second, the effectiveness of ITS for helping students drawn from the general population was greater than for helping low achievers. This finding draws attentions to the issue of whether computerized learning might contribute to the achievement gap between students with different achievement levels and aptitudes. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Keywords: Academic Achievement; Intelligent Tutoring Systems; Learning; Mathematics Education; Tutoring

A Meta-Analysis of the Effectiveness of Intelligent Tutoring Systems on K–12 Students’ Mathematical Learning - Steenbergen-Hu, Saiying; Cooper, Harris (2013)
Keywords: Final_citation; cited; existing

Teacher professional development in crisis edited series: Annotated bibliography - Sullivan, Timothy (Inter-Agency Network for Education in Emergencies Toolkit. Burns, M., Ed, 2013)
Keywords: __C:filed:1; ⛔ No DOI found

Assessment of policies to improve teacher quality and reduce teacher absenteeism - Suryahadi, Asep; Sambodho, Prio (Working paper, 2013)

An introduction to the coverage of the Data Citation Index (Thomson-Reuters): Disciplines, document types and repositories - Torres-Salinas, Daniel; Martín-Martín, Alberto (arXiv preprint arXiv:1306.6584, 2013)
Keywords: ⛔ No DOI found

Technical and vocational education and training (TVET) for young people in low- and middle-income countries: a systematic review and meta-analysis - Tripney, Janice S; Hombrados, Jorge G (Empirical Research in Vocational Education and Training, 2013)
The world is facing a worsening youth employment crisis. In response, technical and vocational education and training (TVET) is back on the development agenda after years of neglect. This systematic review examined the evidence from studies evaluating the impacts of TVET interventions for young people in low- and middleincome countries (LMICs). The 26 included studies evaluated 20 different interventions, predominantly from Latin America. Meta-analyses of the effectiveness of TVET on five outcome measure categories were conducted. The overall mean effects on overall paid employment, formal employment, and monthly earnings were small, positive, and significant; however, significant heterogeneity was observed. Moderator analysis was performed in an attempt to explain between-study differences in effects. The overall paucity of research in this area, together with specific gaps and methodological limitations, affirm the need for strengthening the evidence base. Implications for policy, practice and research are discussed.
Keywords: -AB-Review; -AB-Review-SSA; -RQAsummary; -codedOrSummarised; -review; C:Kenya; CLL:en; FF1.1/3; FF2.2; FF2.7.a; keyReview en; onLongList; retain_obsolete; revofrevSummarisedSeptember2018; summarised

Moving education into the digital age: the contribution of teachers’ professional development - Twining, P.; Raffaghelli, J.; Albion, P.; Knezek, D. (Journal of Computer Assisted Learning, 2013)
This article introduces the main outcomes of discussions at EDUsummIT 2011 by the specific Technical Working Group on Teacher Professional Development (TWG3). The focus was to explore how professional development of teachers may ensure that teachers are better prepared to use information and communication technology (ICT) to promote 21st century learning. The article is organized into three main sections: a review of key literature on professional development of teachers (TPD), in general and with specific reference to ICT; a summary of the key points emerging from TWG3's discussions; and recommendations for action. On the basis of discussions held within the TWG3, the authors concluded that effective TPD requires changes at several levels of educational systems (political, institutional and individual), and that ICTs should be seen as an opportunity for introducing new goals, structures and roles that support these changes. It is significant that while many of the issues highlighted by the group are well established, addressing them continues to be problematic globally.
Keywords: ICT; IT; digital age; policy recommendations; practitioner research; teacher professional development; transformation

Status of TVET in the SADC region: assessment and review of technical and vocational education and training (TVET) in the Southern African Development Community Region and of the development of a regional strategy for the revitalisation of TVET - UNESCO (UNESCO, 2013)
in spite of the importance of TVET for development and a range of national reform initiatives to support TVET over the past two decades, major concerns remain regarding the state of TVET in the Southern African region. These led SADC and UNESCO to intervene through the commissioning of a pilot TVET monitoring tool and a regional review of the state of TVET, with a view to developing a new strategic programme of action for regional cooperation in TVET. As is made clear throughout this report, the evidence gathering process for these activities demonstrated the very weak current knowledge base for TVET in the region. This means that the report has to be seen as a first step towards better knowledge for better policies and practices. The limitations of the data mean that the findings are often the best currently possible rather than meeting the highest standards of rigour. Equally, the comparative analysis cannot be as sophisticated as may be possible in future years when the data are more robust. Nonetheless, the report represents an important step forward in building an evidence-driven picture of the state of TVET in Southern Africa that provides a valuable basis for future strategic interventions.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; CC:Congo; CC:Lesotho; CC:Malawi; CC:Mauritius; CC:Mozambique; CC:Namibia; CC:Seychelles; CC:South Africa; CC:Tanzania; CC:Zambia; CC:Zanzibar (tz); CC:Zimbabwe; CC:eSwatini (Swaziland); CLL:en; publicImportV1

Facing the challenges of the One-Tablet-Per-Child policy in Thai primary school education. - Viriyapong, Ratchada; Harfield, Antony (International Journal of Advanced Computer Science & Applications, 2013)

Benefits and Limitations of iPads in the High School Science Classroom and a Trophic Cascade Lesson Plan - Ward, Nicholas D; Finley, Rachel J; Keil, Richard G; Clay, Tansy G (Journal of Geoscience Education, 2013)
Keywords: ⛔ No DOI found

A Review of Community Extension Approaches to Innovation for Improved Livelihoods in Ghana, Uganda and Malawi - Wellard, Kate; Rafanomezana, Jenny; Nyirenda, Mahara; Okotel, Misaki; Subbey, Vincent (The Journal of Agricultural Education and Extension, 2013)
Purpose: Farmer-to-farmer extension offers a potentially low-cost and wide-reach alternative in supporting agricultural innovation. Various approaches are being promoted but information on their impact and sustainability is sparse. This study examines experiences of Self Help Africa and partners in Ghana, Uganda and Malawi. It asks: What is good practice in community extension for agriculture? What has been the impact of community extension on food security for smallholder farmers? What is the potential for scale-up and policy influence? Design/methodology/approach: Findings are based on a three-country mixed methods study of 240 households, farmer groups and community, government and NGO extensionists. Findings: Models of good practice include: community selection of extensionists, a twin technical and community development focus, and mutual learning. Impact of community based extension approaches on uptake of technologies, food security and livelihoods of poor groups was found to be broadly positive. Practical implications: Community based approaches appear sustainable where: communities provide support for their extensionists; community extensionists have marketable skills; communities and extensionists are developing Community Based Organisations (CBOs); and linkages are maintained with research and extension bodies. Community based extension approaches are being scaled-up in Malawi and elsewhere. To achieve sustainable pro-poor impacts, support will be needed for continued technical and community development training and back-stopping for community extensionists, and evaluation of different approaches. Originality/value: The study provides important evidence that community extensionists can help facilitate innovation in sustainable agriculture and reach the poor in a cost-effective way. They should be seen by policy-makers as part of pluralistic demand-driven extension, complementing over-stretched extension services. (Contains 6 tables.)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Malawi; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:learning; F:policy; F:pro-poor; P:agricultural; P:agriculture; P:economy; P:measurement; P:services; P:technology; R:evaluation; R:impact; R:mixed method; T:Training; Z:Agricultural Occupations; Z:Agriculture; Z:Community Development; Z:Community Support; Z:Economically Disadvantaged; Z:Evidence; Z:Food; Z:Foreign Countries; Z:Innovation; Z:Poverty; Z:Rural Education; Z:Rural Extension; Z:Security (Psychology); Z:Sustainability; _C:Benin BEN; _C:Ghana GHA; _C:Malawi MWI; _C:Morocco MAR; _C:Norway NOR; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

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

Dual-mode teacher professional development: challenges and re-visioning future TPD in Indonesia - Widodo, Ari; Riandi (Teacher Development, 2013)
This paper presents the results of a two-year research project aimed at developing a teacher professional development (TPD) model in Indonesia. New government policies in this nation, its archipelagic nature, vast numbers of teachers and scarcity of support resources present a unique challenge to TPD. A needs assessment was conducted to identify teachers’ professional needs. Based on the results of this assessment, a dual-mode TPD that combines face-to-face sessions and online sessions was developed. Participation in face-to-face sessions was relatively high but the participation rate in online sessions was very low. Incentives, teachers’ autonomy as professional learners, ICT skills and infrastructure are important considerations when designing TPD in Indonesia. This study and an analysis of TPD policy allow us to suggest future directions for TPD in Indonesia
Keywords: CONTINUING education; EDUCATION & state; EDUCATION -- Forecasting; ERIC, Current Index to Journals in Education (CIJE); Education--Teaching Methods And Curriculum; Educational Change; Educational Strategies; Elementary Secondary Education; FORECASTING; Faculty Development; Foreign Countries; HIGHER education; Higher Education; INDONESIA; Indonesia; Information Skills; Instructional Design; Interviews; Models; Needs Assessment; Online instruction; PROFESSIONAL education; Pedagogical Content Knowledge; Postsecondary Education; Professional development; Public policy; Questionnaires; Science Teachers; TEACHER certification; TEACHER development; TEACHER education; Teacher Education; Teacher education; __:import:01; __:match:final; __:matched; __:study_id:2097039; ___working_potential_duplicate; __finaldtb

Republic of Sierra Leone Higher and Tertiary Education Sector Policy Note - World Bank (2013)
Keywords: _C:Sierra Leone SLE

A meta-analysis of the cognitive and motivational effects of serious games. - Wouters, Pieter; Van Nimwegen, Christof; Van Oostendorp, Herre; Van Der Spek, Erik D. (Journal of Educational Psychology, 2013)
It is assumed that serious games influences learning in 2 ways, by changing cognitive processes and by affecting motivation. However, until now research has shown little evidence for these assumptions. We used meta-analytic techniques to investigate whether serious games are more effective in terms of learning and more motivating than conventional instruction methods (learning: k = 77, N 5,547; motivation: k = 31, N 2,216). Consistent with our hypotheses, serious games were found to be more effective in terms of learning (d= 0.29, p .05) than conventional instruction methods. Additional moderator analyses on the learning effects revealed that learners in serious games learned more, relative to those taught with conventional instruction methods, when the game was supplemented with other instruction methods, when multiple training sessions were involved, and when players worked in groups.

Integrating service quality with system and information quality: an empirical test in the e-service context - Xu, J.; Benbasat, I.; Benbasat, I. (MIS Quarterly, 2013)
Keywords: _z:no_pdf

Critical pedagogy and emotion: Working through ‘troubled knowledge’in posttraumatic contexts - Zembylas, Michalinos (Critical Studies in Education, 2013)

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

Is the German Qualifications Framework an Instrument that Contributes to Permeability and Progression Within the VET System? – An International Perspective - Deissinger, Thomas (From Diagnostics to Learning Success: Proceedings in Vocational Education and Training, 2013)
Keywords: Apprenticeship System; Apprenticeship Training; Dual System; Qualification Framework; Vocational Qualification; ⚠️ Invalid DOI

Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools? - Harn, Beth; Parisi, Danielle; Stoolmiller, Mike (Exceptional Children, 2013)
Treatment fidelity, or the application of an intervention as it is designed, is a critical issue for the successful implementation of evidence-based practices. Typically it is assumed that evidence-based practices implemented with high fidelity will result in improved outcomes, whereas low fidelity will lead to poorer outcomes. These assumptions presume agreement across researchers and practitioners on what fidelity is, how to measure it, and what level of fidelity optimizes outcomes; however, there is no widespread agreement on any of these issues. This article discusses the dimensions and nuances of treatment fidelity as well as the implications for measuring and analyzing it in relation to student outcomes. The authors review research demonstrating the differential relationship of fidelity across schools, program type, and impact on student outcomes that special educators should consider when designing intervention studies and implementing evidence-based practices. Special educators should prioritize practices and programs with clearly identified components that are empirically validated yet designed flexibly to match various contexts and student populations. Suggestions to support schools in implementing and sustaining evidence-based practices are provided.

Reforming Teacher Education for Inclusion in Developing Countries in the Asia-Pacific Region - Sharma, Umesh; Forlin, Chris; Deppeler, Joanne; Guang-Xue, Yang (International Journal of Inclusive Education, 2013)
A number of Asian Pacific countries have ratified the UN Conventions on the Rights of People with Disabilities and have identified an urgent need to include children with special educational needs in regular school programs. Successful implementation of such a policy reform requires significant changes in the way education is provided to all students, but most importantly depends upon how adequately the teachers and related professionals are prepared to implement the reform. This paper reviews research from 13 Asian Pacific countries, undertaken in the last five years, to address two questions. First it reports on the issues, challenges, and proposals related to inclusive education in these countries. Second the review reports on how each region has progressed towards implementing the Millennium Development Goals with particular emphasis on how teacher education has or has not responded to this. The review concludes that a lack of well thought out policy, few resources, and limited understanding of inclusion seems widespread in the Asia-Pacific region. As yet special education and related service expertise and teacher education for inclusion, is not in place to support teachers to work inclusively.
Keywords: ⛔ No DOI found

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

GIS in Northern Ireland secondary schools: mapping where we are now - Roulston, Stephen (International Research in Geographical and Environmental Education, 2013)
A number of studies suggest that integrating Geographical Information Systems (GIS) into Geography teaching in schools has been and is challenging, and it seems that much of the early promise for the technology supporting learning in Geography has not been realised. This paper examines the progress made in Northern Ireland in implementing GIS in secondary schools. The deployment of a centrally procured entry-level GIS, in the context of a programme of centralised provision of information and communication technology (ICT) services to all schools, is examined and the results of an online survey of 85 Geography teachers provides an insight into how effective that provision has been. This combination of a regional strategy on GIS, curriculum changes and increased access to computers seems to have ensured that GIS is being used in many Geography classrooms. There is evidence that a range of GI systems are being used in schools and in a number of different ways, but mostly for teacher rather than for pupil use at present. Teachers expressed a need for coordinated training in order to make full use of the hardware and software available.
Keywords: C2k; Geographic Information Systems; Northern Ireland; _C:Australia AUS; _C:Germany DEU; _C:Ireland IRL; _C:Singapore SGP; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; geography education

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

Advanced Certificate in Education (ACE) Programme Evaluation - University of Fort Hare; African Institute for Mathematical Sciences Schools Enrichment Center (AIMSSEC); Kelello Consulting (2013)

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

Introducing Geographic Information Systems with ArcGIS: A Workbook Approach to Learning GIS - Kennedy, Michael D. (John Wiley & Sons, 2013)
An integrated approach that combines essential GIS background with a practical workbook on applying the principles in ArcGIS 10.0 and 10.1 Introducing Geographic Information Systems with ArcGISintegrates a broad introduction to GIS with a software-specific workbook for Esri's ArcGIS. Where most courses make do using two separate texts, one covering GIS and another the software, this book enables students and instructors to use a single text with an integrated approach covering both in one volume with a common vocabulary and instructional style. This revised edition focuses on the latest software updates—ArcGIS 10.0 and 10.1. In addition to its already successful coverage, the book allows students to experience publishing maps on the Internet through new exercises, and introduces the idea of programming in the language Esri has chosen for applications (i.e., Python). A DVD is packaged with the book, as in prior editions, containing data for working out all of the exercises. This complete, user-friendly coursebook: Is updated for the latest ArcGIS releases—ArcGIS 10.0 and 10.1 Introduces the central concepts of GIS and topics needed to understand spatial information analysis Provides a considerable ability to operate important tools in ArcGIS Demonstrates new capabilities of ArcGIS 10.0 and 10.1 Provides a basis for the advanced study of GIS and the study of the newly emerging field of GIScience Introducing Geographic Information Systems with ArcGIS, Third Edition is the ideal guide for undergraduate students taking courses such as Introduction to GIS, Fundamentals of GIS, and Introduction to ArcGIS Desktop. It is also an important guide for professionals looking to update their skills for ArcGIS 10.0 and 10.1.
Keywords: Science / Earth Sciences / Geography

Exploring Students' Perceptions of Academic Disengagement and Reengagement in a Dropout Recovery Charter School Setting - Iachini, Aidyn L.; Buettner, Cynthia; Anderson-Butcher, Dawn; Reno, Rebecca (Children & Schools, 2013)
Abstract. The purpose of this exploratory case study was to understand the academic disengagement and reengagement process from the perspective of students enro
Keywords: _Added to LR; _G:reviewed

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

The Challenge of Education and Learning in the Developing World - Kremer, M.; Brannen, C.; Glennerster, R. (Science, 2013)

The impact and reach of MOOCs: A developing countries’ perspective - Liyanagunawardena, Tharindu; Williams, Shirley; Adams, Andrew (eLearning Papers, 2013)
Massively Open Online Courses (MOOCs) are a recent but hugely popular phenomenon in the online learning world. They are hailed by many as a solution for the developing world’s lack of access to education because MOOCs can provide learning opportunities to a massive number of learners from anywhere in the world as long as they can access the course through Internet. However, a close consideration of the ability of learn- ers from most developing countries to make use of MOOCs seems to contradict this rhetoric. This paper discusses features of MOOCs and looks at them from a developing countries’ perspective to conclude that due to a complicated set of conditions (‘access’, language, computer literacy among others) prevailing in developing countries, MOOCs may not be a viable solution for education for a large proportion of people in these ar- eas of the world. The paper further shows the need for more data on the demograph- ics of MOOC participants from developing countries to form a better understanding of MOOCs role in educating people from developing countries.
Keywords: C:Low- and middle-income countries; MOOCs; NOTdocs.opendeved.net; _C:Afghanistan AFG; _C:Australia AUS; _C:Burundi BDI; _C:China CHN; _C:Denmark DNK; _C:Finland FIN; _C:France FRA; _C:India IND; _C:Italy ITA; _C:Jordan JOR; _C:Mexico MEX; _C:Nepal NPL; _C:Norway NOR; _C:Rwanda RWA; _C:Spain ESP; _C:Sri Lanka LKA; _C:Sweden SWE; _C:Switzerland CHE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Private-Public Partnership and Technical Vocational Education and Training (TVET) in a Developing Economy - Okoye, KRE; Chijioke, Okwelle P. (Arabian Journal of Business and Management Review (Oman Chapter); Sohar, 2013)
Technical Vocational Education and Training (TVET) system is widely recognised as education system expected to produce a competent workforce who can compete and excel in a rapidly changing environment and improves a country's economy. That TVET system in Nigeria and many other countries are in crisis or in immediate need for intervention, are often heard. Private Public Partnership (PPP) is viewed as an alternative strategy put forward to address the challenges confronting this all-important education system. Therefore, this paper attempts to add to the available literature on PPP in TVET by examining; conceptualizing PPP and its relative importance in economic growth, revamping TVET for technological advancement and economic growth in Nigeria through PPP collaboration. Constraints on TVET as a measure for economic development in Nigeria were also highlighted. The paper concludes by recommending for a proper PPP involvement in TVET system in Nigeria to enhance its economic potentiality. [PUBLICATION ABSTRACT]
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; Business And Economics--Management; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; Economic growth; P:economy; Public private partnerships; Q:Private Public Partnership; Studies; T:TVET; Vocational education; publicImportV1

Audio-described educational materials: Ugandan teachers' experiences - Wormnaes, Siri; Sellaeg, Nina (British Journal of Visual Impairment, 2013)
This article describes and discusses a qualitative, descriptive, and exploratory study of how 12 visually impaired teachers in Uganda experienced audio-described educational video material for teachers and student teachers. The study is based upon interviews with these teachers and observations while they were using the material either individually, in pairs, or in small groups along with sighted teachers. The findings demonstrate that audio-described material was highly appreciated by the teachers, contributing to their involvement and emotional engagement with the situation for learners with disabilities. The teachers also benefited from the opportunity of participating in the discussion sessions that followed the viewing. In this article, questions regarding what and how to audio describe are discussed in the light of educational objectives and cultural relevance. The overall aim of the study is to make a contribution to knowledge about how audio-described educational videos may assist inclusive and reflective learning processes among blind teachers and student teachers in an East African context. (Contains 1 note.)
Keywords: Access to Education; Cultural Relevance; Culturally Relevant Education; ERIC, Current Index to Journals in Education (CIJE); Educational Objectives; Foreign Countries; Higher Education; Inclusion; Instructional Materials; Interviews; Learning Processes; Postsecondary Education; Qualitative Research; Reflection; Student Teachers; Teacher Attitudes; Teacher Education; Teachers; Uganda; Video Technology; Visual Impairments; __:import:01; __:match:final; __:matched; __:study_id:2098573; __finaldtb

A meta-analysis of the cognitive and motivational effects of serious games. - Wouters, Pieter; Nimwegen, Christof van; Oostendorp, Herre van; Spek, Erik D. van der (Journal of Educational Psychology, 2013)
Keywords: Final_citation; cited; existing

School drop out in Bangladesh: Insights using panel data - Sabates, Ricardo; Hossain, Altaf; Lewin, Keith M. (International Journal of Educational Development, 2013)
This paper examines the relative strength of different factors associated with school drop out using data collected between 2007 and 2009 in Bangladesh. A sample of 9046 children, aged 4–15, was selected across six districts for a household survey focusing on children's school access and experiences. Two groups of children were identified: those who were enrolled in school in both 2007 and 2009 and those who dropped out by 2009. Using a multivariate logit model, results show age and gender, together with financial constraints, such as lack of income and school expenditure, as the top predictors of school drop out. Two other important predictors are lack of parental support for children's school work and school absenteeism. This paper identifies some possible interventions that could reduce school drop out. These include campaigns to reduce late entry and overage enrolment, reductions in direct costs of schooling, and more support for low achieving children to compensate for lack of educational support at home.
Keywords: Bangladesh; Educational exclusion; Educational support; Household survey

Preparing teachers for early learning in Sub Saharan Africa - Pryor, J. Westbrook, J. (Faculty of Education, 2013)

Educational design research - McKenney, Susan; Reeves, Thomas C. (Handbook of research on educational communications and technology, 2013)
Educational design research is a genre of research in which the iterative development of solutions to practical and complex educational problems provides the setting for scientific inquiry. The solutions can be educational products, processes, programs, or policies. Educational design research not only targets solving significant problems facing educational practitioners but at the same time seeks to discover new knowledge that can inform the work of others facing similar problems. Working systematically and simultaneously toward these dual goals is perhaps the most defining feature of educational design research. This chapter seeks to clarify the nature of educational design research by distinguishing it from other types of inquiry conducted in the field of educational communications and technology. Examples of design research conducted by different researchers working in the field of educational communications and technology are described. The chapter concludes with a discussion of several important issues facing educational design researchers as they pursue future work using this innovative research approach.

not all literature ‘reviews’ are the same - Thomson, Pat (patter, 2013)
I was trying to explain to a doctoral researcher the other day that the literature work that you do at the beginning of the doctorate is not the same as the literature work for the actual, final th…

Staying or leaving? Designing for persistence in an online educator training programme in Indonesia - Burns, Mary (Open Learning: The Journal of Open, Distance and e-Learning, 2013)
Keywords: Indonesia; completion; online learning; persistence; readiness

Serious games as new educational tools: how effective are they? A meta-analysis of recent studies: Serious games as educational tools - Girard, C.; Ecalle, J.; Magnan, A. (Journal of Computer Assisted Learning, 2013)
Keywords: Final_citation; cited; existing

TVET for a Green Economy - Mertineit, Klaus-Dieter (2013)

The effectiveness of educational technology applications for enhancing mathematics achievement in K-12 classrooms: A meta-analysis - Cheung, Alan C. K.; Slavin, Robert E. (Educational Research Review, 2013)
The present review examines research on the effects of educational technology applications on mathematics achievement in K-12 classrooms. Unlike previous reviews, this review applies consistent inclusion standards to focus on studies that met high methodological standards. In addition, methodological and substantive features of the studies are investigated to examine the relationship between educational technology applications and study features. A total of 74 qualified studies were included in our final analysis with a total sample size of 56,886 K-12 students: 45 elementary studies (N=31,555) and 29 secondary studies (N=25,331). Consistent with the more recent reviews, the findings suggest that educational technology applications generally produced a positive, though modest, effect (ES=+0.15) in comparison to traditional methods. However, the effects may vary by educational technology type. Among the three types of educational technology applications, supplemental CAI had the largest effect with an effect size of +0.18. The other two interventions, computer-management learning and comprehensive programs, had a much smaller effect size, +0.08 and +0.07, respectively. Differential impacts by various study and methodological features are also discussed.
Keywords: Educational technology applications; K-12; Mathematics achievement; Meta-analysis

Computer assisted learning as extracurricular tutor? Evidence from a randomised experiment in rural boarding schools in Shaanxi - Lai, Fang; Zhang, Linxiu; Hu, Xiao; Qu, Qinghe; Shi, Yaojiang; Qiao, Yajie; Boswell, Matthew; Rozelle, Scott (Journal of Development Effectiveness, 2013)
This paper uses a clustered randomised field experiment to explore the effects of a computer assisted learning (CAL) programme on student academic and non-academic outcomes in poor, rural public schools in China. Our results show that a remedial, game-based CAL programme in math held outside of regular school hours with boarding students in poor rural public schools improved standardised math scores by 0.12 standard deviations. Students from poorer families tended to benefit more from the programme. However, CAL did not have any significant impact on either Chinese language standardised test scores or non-academic outcomes.
Keywords: China; _Added to LR; _G:reviewed; computer assisted learning; development; education; random assignment; rural schools; test scores

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

Strategiepapier der Bundesregierung zur internationalen Berufsbildungszusammenarbeit - BMBF (Drucksache, 2013)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CLL:de; publicImportV1

GIS in Education Planning: The Kenyan School Mapping Project - Mulaku, G. C.; Nyadimo, E. (Survey Review, 2013)
School mapping consists of the building of geospatial databases of educational, demographic and socioeconomic data for educational institutions in order to support educational planning and decision...
Keywords: _C:Ethiopia ETH; _C:France FRA; _C:India IND; _C:Ireland IRL; _C:Kenya KEN; _C:State of Palestine PSE; _C:Thailand THA; _C:Uganda UGA; __C:filed:1; __C:scheme:1

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

Sierra Leone: Education Country Status Report: An analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone - Ministry of Education, Science and Technology (Government of Sierra Leone, 2013)
Keywords: _C:Sierra Leone SLE

Inclusion of pupils with intellectual disabilities: primary school teachers' attitudes and willingness in a rural area in Uganda - Ojok, Patrick; Wormnæs, Siri (International Journal of Inclusive Education, 2013)
Teachers in regular schools have a responsibility to accommodate the needs and interests of all learners. The attitudes and willingness of teachers to include learners with intellectual disabilities in their classes in regular schools in a district with a semi-nomadic pastoral population in north-eastern Uganda was investigated. A survey of 125 school teachers was conducted, using an attitude scale and a willingness sub-scale. The results showed slightly more positive than negative attitudes, and more willingness than unwillingness to teach learners with intellectual disabilities. Attendance of workshops and seminars had a positive impact on teacher attitudes and willingness towards inclusive education. The findings are discussed with reference to historical–cultural characteristics of the district, as well as pupil and teacher characteristics.
Keywords: Uganda; attitudes; inclusive education; intellectual disabilities; teachers; willingness

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

Report shows student tablet flaws - Lamphai Intathep (2013)

MOOCs taken by educated few - Emanuel, Ezekiel J. (Nature, 2013)
Remarkably, human immunodeficiency virus (HIV)-1 infects macrophages — immune cells that are equipped to detect pathogens and mediate innate immune responses — without stimulating innate immunity. Greg Towers and colleagues now show that this depends on the recruitment to the HIV-1 capsid of specific cofactors that are involved in orchestrating nuclear entry and targeting. When these capsid–cofactor interactions are prevented either by virus mutation, cofactor depletion or pharmacological inhibition of cofactor recruitment, viral DNA can be detected by innate immune sensors, including cyclic GMP-AMP synthase.
Keywords: Final_citation; cited; existing

Utilization of water reed in production of various insulation panels - Karademir, Arif; Yetis, Ferhat; Imamoglu, Sami; Varlıbas, Hulya (Science and Engineering of Composite Materials, 2013)
Some panels and particleboards were made from reed mats and blends of reed-wood chips to be used inside buildings for sound and heat insulations. It was seen that the outer layers of the reed body (spike) was almost water resistant and exceptionally resistant to the penetration of common adhesives. Therefore, the panels from stitched reed mats exhibited very poor mechanical strength. The sound transmissions of such panels (1–3 km/s) made with various combinations, however, were recorded to be excellent compared with that of particleboards made of wood (17 km/s). Blends of reed chips (2 cm) and wood chips, however, gave particleboards with better mechanical properties (5–17 MPa) than that of panels made from reed mats (2 MPa). An increasing amount of reed chips in tested particleboards was recorded to be improving both sound and heat insulations from 17 to 6 km/s and from 0.34 to 0.27 W/mK, respectively. The bending strength of samples, however, was reduced from 26 to 5 MPa. Thickness swelling was also noted to increase from 18% to 85% due to reed chips addition. It was concluded that the outer layers of water reeds should be modified via chemical and/or enzymatic methods to increase the interfacial bounds between adhesives.
Keywords: heat insulation; insulation panels; particleboards; sound insulation; water reeds

Association between Ambient Noise Exposure and School Performance of Children Living in An Urban Area: A Cross-Sectional Population-Based Study - Pujol, Sophie; Levain, Jean-Pierre; Houot, Hélène; Petit, Rémy; Berthillier, Marc; Defrance, Jérôme; Lardiès, Joseph; Masselot, Cyril; Mauny, Frédéric (Journal of Urban Health, 2013)
Most of the studies investigating the effects of the external noise on children’s school performance have concerned pupils in schools exposed to high levels due to aircraft or freeway traffic noise. However, little is known about the consequences of the chronic ambient noise exposure at a level commonly encountered in residential urban areas. This study aimed to assess the relationship between the school performance of 8- to 9-year-old-children living in an urban environment and their chronic ambient noise exposure at home and at school. The children’s school performances on the national standardized assessment test in French and mathematics were compared with the environmental noise levels. Children’s exposure to ambient noise was calculated in front of their bedrooms (Lden) and schools (LAeq,day) using noise prediction modeling. Questionnaires were distributed to the families to collect potential confounding factors. Among the 746 respondent children, 586 were included in multilevel analyses. On average, the LAeq,day at school was 51.5 dB (SD= 4.5 dB; range = 38–58 dB) and the outdoor Lden at home was 56.4 dB (SD= 4.4 dB; range = 44–69 dB). LAeq,day at school was associated with impaired mathematics score (p = 0.02) or impaired French score (p = 0.01). For a + 10 dB gap, the French and mathematics scores were on average lower by about 5.5 points. Lden at home was significantly associated with impaired French performance when considered alone (p < 10−3) and was borderline significant when the combined home-school exposure was considered (p = 0.06). The magnitude of the observed effect on school performance may appear modest, but should be considered in light of the number of people who are potentially chronically exposed to similar environmental noise levels.
Keywords: C:France; openalex:import; openalex:yes

The MOOC Phenomenon: Who Takes Massive Open Online Courses and Why? - Christensen, Gayle; Steinmetz, Andrew; Alcorn, Brandon; Bennett, Amy; Woods, Deirdre; Emanuel, Ezekiel (Social Science Research Network, 2013)
Massive open online courses (MOOCs) have commanded considerable public attention due to their sudden rise and disruptive potential. But there are no robust, published data that describe who is taking these courses and why they are doing so. As such, we do not yet know how transformative the MOOC phenomenon can or will be. We conducted an online survey of students enrolled in at least one of the University of Pennsylvania’s 32 MOOCs offed on the Coursera platform. The student population tends to be young, well educated, and employed, with a majority from developed countries. There are significantly more males than females taking MOOCs, especially in BRIC and other developing countries. Students’ main reasons for taking a MOOC are advancing in their current job and satisfying curiosity. The individuals the MOOC revolution is supposed to help the most — those without access to higher education in developing countries — are underrepresented among the early adopters.
Keywords: C: International; Distance Education; MOOCs; Massive Open Online Courses; Online Education

Exploring technical vocational education and training systems in emerging markets: A case study on Ghana - Alagaraja, Meera; Arthur-Mensah, Nana (European Journal of Training and Development, 2013)
Purpose - The purpose of this study was to explore trends and changes in technical vocational education and training (TVET) in emerging economies as a national human resource development (NHRD) approach and its practical applications using Ghana as an example. Design/methodology/approach - A case study approach was used to develop an in-depth analysis of TVET practices in Ghana. The study utilizes a targeted review of literature, analysis of government documents and interviews with key informants as illustrative sources of evidence for developing the case study. Findings - TVET has been identified as a major contributor to skills development in Ghana. Capitalizing on the potential of TVET requires addressing the challenges of increasing employer participation in TVET, improving TVET curriculum to enhance student's employability and reflect labor market needs. Additionally, informal TVET plays a major role in skills development therefore it is recognized as part of the TVET planning process. Research limitations/implications - Data for this research were gathered from key informant interviews and archival records. Additional methods such as observations would further enhance this study. Further research of trends in Ghana to validate implications drawn from this research is recommended. Practical implications - This research provides an overview for HRD professionals to understand the potential of TVET as an approach to human capital development within emerging markets. This is because developing comprehensive plans that address national and employer needs regarding talent acquisition, development and retention will re-emerge as a critical objective for TVET system as nations compete in the global market place. Originality/value - This study provides a unique perspective of current TVET practices in Ghana and its implications for human resource development (HRD). Furthermore, it adds to the small but growing literature on HRD in Ghana and in the African context.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:emerging economies; F:curriculum; P:economy; P:human resources manager; P:measurement; R:case study; R:interview; R:observation; T:TVET; Z:Case studies; Z:Economic development; Z:Economic growth; Z:Emerging markets; Z:Globalization; Z:Human capital; Z:Human resource management; Z:Theory; Z:Workforce; _C:Ghana GHA; __C:filed:1; publicImportV1

The Role of E-Learning in the Professional Development of Student Teachers in Cameroon: A Discourse in Curriculum - Lumadi, Mutendwahothe Walter; Len, Kibinkiri Eric (Mediterranean Journal of Social Sciences, 2013)
This study was planned to investigate “the role of e-learning in the professional development of student teachers in Cameroon”. Nevertheless, the ineffectiveness of traditional or conventional methods of teaching and learning in education motivated the researchers to carry out this study. In order to proceed, six hypotheses were formulated to guide the investigation A survey of 796 student-teachers drawn from eight primary government teacher training colleges and three higher teacher training colleges in Cameroon was carried out. Data were collected using a questionnaire that was carefully designed with respect to the variables under study. Results revealed that the use of e-learning has a significant influence on the professional development of student teachers in Cameroon. Findings further revealed that internet-based problem-solving and computer-based direct instruction are the best predictors of the professional development of student teachers in Cameroon. Consequently, recommendations are made to teacher training institutions to adopt alternative and multidimensional perspectives (models) in their training programmes in order to solve existing and future educational challenges. DOI: 10.5901/mjss.2013.v4n13p791
Keywords: ⛔ No DOI found

Using Mobile Phone Texting to Support the Capacity of School Leaders in Ghana to Practise Leadership for Learning - Swaffield, Sue; Jull, Stephen; Ampah-Mensah, Alfred (Procedia - Social and Behavioral Sciences, 2013)
Several years into a collaborative professional development programme to build the Leadership for Learning capacity of Basic school headteachers throughout Ghana, the challenge is to sustain commitment, deepen understanding and share learning among the school leaders. Employing ubiquitous mobile phone technology, weekly text messages have been sent to the programme's 175 initial participants. During the year of the pilot project different forms of messages have been tried, and feedback from recipients suggests their value. The paper reports experience and findings from the pilot, and considers plans for scaling-up to reach all 18,000 Basic schools across the country.
Keywords: Ghana; Leadership for Learning; SMS; headteachers; mobile phone; professional development; school leaders; text messages

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

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

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

Professional Development Research: Consensus, Crossroads, and Challenges - Hill, Heather C.; Beisiegel, Mary; Jacob, Robin (Educational Researcher, 2013)
Commentaries regarding appropriate methods for researching professional development have been a frequent topic in recent issues of Educational Researcher as well as other venues. In this article, the authors extend this discussion by observing that randomized trials of specific professional development programs have not enhanced our knowledge of effective program characteristics, leaving practitioners without guidance with regard to best practices. In response, the authors propose that scholars should execute more rigorous comparisons of professional development designs at the initial stages of program development and use information derived from these studies to build a professional knowledge base. The authors illustrate with examples of both a proposed study and reviews of evidence on key questions in the literature.
Keywords: C:International

A new solution for the roommate problem: The Q-stable matchings (2014)
Keywords: _C:Hungary HUN; _C:Spain ESP; _C:United States USA; __C:filed:1; __C:scheme:1

Karlan and Leiden (2014)

Kenya National Qualifications Framework Act (2014)

Learning to Improve Learning: Lessons from Early Primary Interventions and Evaluations in India and Sub-Saharan Africa (Hewlett Foundation, 2014)

Organizational Agility (2014)

PG Day_Literature Review_10062013_Library Presentation.pdf (2014)

Piper & Mugenda (2014)

Real-Time Evaluation of World Vision's Response to the Syrian Crisis (World Vision, 2014)
Keywords: CitedIn:eCubed; eCubed

Teachers of Mathematics (NCTM) (Principles to actions: Ensuring mathematical success for all, 2014)

'The Impact of an Adolescent Girls Employment Program. The EPAG Project in Liberia. ', Policy Research Working Paper, The World Bank (2014)

Building mental health workforce capacity through training and retention of psychiatrists in Zimbabwe - Abas, Melanie A.; Nhiwatiwa, Sekai M.; Mangezi, Walter; Jack, Helen; Piette, Angharad; Cowan, Frances M.; Barley, Elizabeth; Chingono, Alfred; Iversen, Amy; Chibanda, Dixon; Barley, Elizabeth; Barley, Elizabeth; et al. (International Review of Psychiatry, 2014)
Despite the need to improve the quantity and quality of psychiatry training in sub-Saharan Africa (SSA), very little is known about the experiences of psychiatric trainees in the region. This is the first study examining psychiatric trainees in a low-income country in SSA. It was carried out as part of the needs assessment for a unique Medical Education Partnership Initiative (MEPI) programme to find African solutions for medical shortages in Africa. We approached all doctors who had trained in post-graduate psychiatry in Zimbabwe in 2010 and conducted in-depth qualitative interviews with all except one (n = 6). We analysed the data using constant comparison and thematic analysis. Trainees described the apprenticeship model as the programme's primary strength, through providing clinical exposure and role models. Programme weaknesses included shortages in information sources, trainee salaries, trainers, public health education, and in the mental health service. Most respondents were, however, eager to continue practising psychiatry in Zimbabwe, motivated by family ties, national commitment and helping vulnerable, stigmatized individuals. Respondents called for sub-speciality training and for infrastructure and training to do research. Resources need to be made available for psychiatric trainees in more SSA settings to develop public health competencies. However, investment in psychiatry training programmes must balance service provision with trainees' educational needs. Directing investment towards needs identified by trainees may be a cost-effective, context-sensitive way to increase retention and learning outcomes. © 2014 Institute of Psychiatry.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Zimbabwe; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:low-income country; F:assessment; F:learning; F:outcomes; F:salary; P:health; P:measurement; P:media; P:services; R:interview; R:qualitative; T:Lehrlingsausbildung; T:Training; T:trainee; _C:Canada CAN; _C:Ghana GHA; _C:Mexico MEX; _C:Nicaragua NIC; _C:South Africa ZAF; _C:United Kingdom GBR; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; publicImportV1

What matters most for education management information systems: A framework paper - Abdul-Hamid, Husein (2014)
Keywords: _C:Antigua and Barbuda ATG; _C:Australia AUS; _C:Bahrain BHR; _C:Bangladesh BGD; _C:Benin BEN; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Djibouti DJI; _C:Dominica DMA; _C:Ethiopia ETH; _C:Ghana GHA; _C:Grenada GRD; _C:Guinea GIN; _C:India IND; _C:Indonesia IDN; _C:Japan JPN; _C:Jordan JOR; _C:Liberia LBR; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mozambique MOZ; _C:Nicaragua NIC; _C:Nigeria NGA; _C:Pakistan PAK; _C:Philippines PHL; _C:Saint Kitts and Nevis KNA; _C:Saint Vincent and the Grenadines VCT; _C:Senegal SEN; _C:State of Palestine PSE; _C:Sudan SDN; _C:Thailand THA; _C:Tunisia TUN; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Examining factors affecting beginning teachers’ transfer of learning of ICT-enhanced learning activities in their teaching practice - Agyei, Douglas D.; Voogt, Joke (Australasian Journal of Educational Technology, 2014)
This study examined 100 beginning teachers’ transfer of learning when utilising Information Communication Technology-enhanced activity-based learning activities. The beginning teachers had participated in a professional development program that was characterised by ‘learning technology by collaborative design’ in their final year of their pre-service preparation program.  Transfer of learning was proposed as characteristic of (i) the professional development program,(ii) beginning teachers and (iii) school environment. Beginning teachers held positive views about active learning and ICT use developed during the professional development program, which seemed the strongest predictor in transfer of their learning. The study also showed that a significant amount of explained differences in the level of transfer of ICT-enhanced activity-based learning innovation could be attributed to range of factors across individual beginning teachers and school environment characteristics. Implications of these findings are discussed.
Keywords: __:import:02; __:match:final; __:matched; __:study_id:2425905; __finaldtb

Gender Inequalities and the Question of Human Rights Among the Hausa/Fulani Muslim Women - Aisha Abdu-Ismail (Bayero Journal of Political Science, Maiden Edition, 2014)
Keywords: ⛔ No DOI found

Muslim Women and The Balancing Act: Planning and Time Management to the Rescue - Aisha Abdu-Ismail (Journal of Policy and Development Studies, 2014)

Religion and Politics: The Debate with Reference to Nigeria - Aisha Abdu-Ismail (International Journal of Islamic Thought, 2014)
Keywords: ⛔ No DOI found

Secularism and The Secular State - Aisha Abdu-Ismail (International Journal of Islamic Thought, 2014)
Keywords: ⛔ No DOI found

'Apoptosis in City Systems: A Biomimetic Approach to City Regeneration' - Ajadi, S.B. (Journal of Planning and Construction Management, 2014)
Keywords: ⚠️ Invalid DOI

'Lady Marina: Proposed Skyscraper in Lagos Nigeria', Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2014)

Impact of a Workplace-based Malaria Treatment Program on Earnings, Labor Supply and Productivity of Agricultural Workers in Nigeria - Akogun, Oladele B; Dillon, A.; Friedman, J.; Serneels, P. (Mimeo, 2014)
Keywords: ⛔ No DOI found

Informing the scale-up of Kenya's nursing workforce: A mixed methods study of factors affecting pre-service training capacity and production - Appiagyei, Ashley A.; Kiriinya, Rose N.; Gross, Jessica M.; Wambua, David N.; Oywer, Elizabeth O.; Kamenju, Andrew K.; Higgins, Melinda K.; Riley, Patricia L.; Rogers, Martha F. (Human Resources for Health, 2014)
© 2014 Appiagyei et al.; licensee BioMed Central Ltd. Background: Given the global nursing shortage and investments to scale-up the workforce, this study evaluated trends in annual student nurse enrolment, pre-service attrition between enrolment and registration, and factors that influence nurse production in Kenya.Methods: This study used a mixed methods approach with data from the Regulatory Human Resources Information System (tracks initial student enrolment through registration) and the Kenya Health Workforce Information System (tracks deployment and demographic information on licensed nurses) for the quantitative analyses and qualitative data from key informant interviews with nurse training institution educators and/or administrators. Trends in annual student nurse enrolment from 1999 to 2010 were analyzed using regulatory and demographic data. To assess pre-service attrition between training enrolment and registration with the nursing council, data for a cohort that enrolled in training from 1999 to 2004 and completed training by 2010 was analyzed. Multivariate logistic regression was used to test for factors that significantly affected attrition. To assess the capacity of nurse training institutions for scale-up, qualitative data was obtained through key informant interviews.Results: From 1999 to 2010, 23,350 students enrolled in nurse training in Kenya. While annual new student enrolment doubled between 1999 (1,493) and 2010 (3,030), training institutions reported challenges in their capacity to accommodate the increased numbers. Key factors identified by the nursing faculty included congestion at clinical placement sites, limited clinical mentorship by qualified nurses, challenges with faculty recruitment and retention, and inadequate student housing, transportation and classroom space. Pre-service attrition among the cohort that enrolled between 1999 and 2004 and completed training by 2010 was found to be low (6%).Conclusion: To scale-up the nursing workforce in Kenya, concurrent investments in expanding the number of student nurse clinical placement sites, utilizing alternate forms of skills training, hiring more faculty and clinical instructors, and expanding the dormitory and classroom space to accommodate new students are needed to ensure that increases in student enrolment are not at the cost of quality nursing education. Student attrition does not appear to be a concern in Kenya compared to other African countries (10 to 40%).
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CCZ:Kenya; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:health; P:logistics; P:nurse; P:production; P:services; R:interview; R:mixed method; R:qualitative; R:quantitative; R:regression; T:Training; Z:Nursing workforce; Z:Scale-up; Z:Training; __C:filed:1; publicImportV1

Using the Infrastructure of a Conditional Cash Transfer Program to Deliver a Scalable Integrated Early Child Development Program in Colombia: Cluster Randomized Controlled Trial. - Attanasio, Orazio P.; Fernández, Camila; Fitzsimons, Emla O.A.; Grantham-McGregor, Sally M.; Meghir, Costas; Rubio-Codina, Marta (BMJ, 2014)

An assessment of the impacts of Sri Lanka’s programme for school improvement and school report card programme on students’ academic progress - Aturupane, Harsha; Glewwe, Paul; Ravina, Renato; Sonnadara, Upul; Wisniewski, Suzanne (The Journal of Development Studies, 2014)

Is theory king?: questioning the theory fetish in Information Systems - Avison, D; Malaurent, J (Journal of Information Technology, 2014)

Design-based research: a methodological toolkit for engineering change - Barab, S. (Handbook of the Learning Sciences, 2014)

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

A Systematic Review of One-to-One Access to Laptop Computing in K-12 Classrooms: An Investigation of Factors That Influence Program Impact - Bethel, Edward C. (2014)
Keywords: Final_citation; anystyle; existing

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

Strengthening systems for integrated early childhood development services: a cross-national analysis of governance - Britto, Pia Rebello; Yoshikawa, Hirokazu; van Ravens, Jan; Ponguta, Liliana Angelica; Reyes, Maria; Oh, Soojin; Dimaya, Roland; Nieto, Ana María; Seder, Richard (Annals of the New York Academy of Sciences, 2014)
While there has been substantial growth in early childhood development (ECD) services in low- and middle-income countries (LMICs), there is considerable inequity in their distribution and quality. Evidence-based governance strategies are necessary, but currently they are insufficient for widespread, quality implementation. In particular, there is a limited understanding of the use of systems approaches for the analysis of ECD services as they go to scale. The aim of this paper is to present findings from four countries, using a cross-national case study approach to explore governance mechanisms required to strengthen national systems of ECD services. While different sets of governance strategies and challenges were identified in each country, overarching themes also emerged with implications for systems strengthening. Study results focus on local, mid-level and central governance, with recommendations for effective coordination and the integration of ECD services in LMICs.
Keywords: coordination; early childhood; governance; low- and middle-income countries (LMICs); systems strengthening

Great teachers: How to raise student learning in Latin America and the Caribbean - Bruns, Barbara; Luque, Javier (World Bank Group, 2014)
Keywords: C:Latin America and the Carribeans

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

Rural development: Putting the last first - Chambers, Robert (Routledge, 2014)

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

Measuring the impacts of teachers II: Teacher valueadded and student outcomes in adulthood - Chetty, R.; Friedman, J.N.; Rockoff, J.E. (The American Economic Review, 2014)

Learning in a mobile age: an investigation of student motivation: Learning in a mobile age - Ciampa, K. (Journal of Computer Assisted Learning, 2014)

Teacher education in anglophone west Africa: Does policy match practice? - Colley, Kabba E. (International Perspectives on Education and Society, 2014)
© 2014 by Emerald Group Publishing Limited All rights of reproduction in any form reserved. This chapter focuses on a study, which investigates the question: How do teacher education policies match teacher education practices in Anglophone West Africa? Teacher education policy in this chapter refers to action statements in verbal or written form made by national education authorities/agencies about teacher education, while teacher education practice refers to the work that teachers do. Using the method of research synthesis, multi-layered, purposeful sampling of various data sources, Boolean and non-Boolean search strategies, qualitative and quantitative analytical procedures, the study identified over a hundred documents. Out of these, 77 documents met the criteria for inclusion in the study. The distribution of research outcomes by Anglophone West African countries were as follows: 18.2% were on Gambia, 27.3% were on Ghana, 10.4% were on Liberia, 24.7% were on Nigeria, and 19.5% were on Sierra Leone. From this research synthesis, it is evident that there is a gap between teacher education policy and practice in Anglophone West Africa. Most teacher education policies are "add-on," meaning that they were formulated as part of a larger national policy framework on basic, secondary and tertiary education. In addition, the research synthesis found that Gambia, Ghana, Nigeria, and Sierra Leone are very similar in terms of their pre-service teacher training models, but differ in their in-service and professional development systems, while Liberia has a slightly different in-service model with varying durations. The limitations and implications of the findings for further comparative and international education research are discussed in the chapter.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; AAZ:West Africa; C:Gambia; C:Liberia; C:Nigeria; C:Sierra Leone; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:inclusion; F:outcomes; F:policy; P:services; P:teacher education; P:teacher training; P:teachers; Q:tertiary education; R:qualitative; R:quantitative; R:synthesis; T:Training; Z:Education; Z:Policy; Z:Supply; Z:Teacher; Z:Training; _C:Ghana GHA; _C:Sierra Leone SLE; publicImportV1

Identifying effective education interventions in sub-Saharan Africa: A meta-analysis of rigorous impact evaluations - Conn, K. (Columbia University, 2014)

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

Student acceptance of tablet devices in secondary education: A three-wave longitudinal cross-lagged case study - Courtois, Cédric; Montrieux, Hannelore; De Grove, Frederik; Raes, Annelies; De Marez, Lieven; Schellens, Tammy (Computers in Human Behavior, 2014)

Student-teacher relationships matter for school inclusion: school belonging, disability, and school transitions - Crouch, Ronald; Keys, Christopher B.; McMahon, Susan D. (Journal of Prevention & Intervention in the Community, 2014)
For students with disabilities, the process of school inclusion often begins with a move from segregated settings into general education classrooms. School transitions can be stressful as students adjust to a new environment. This study examines the adjustment of 133 students with and without disabilities who moved from a school that served primarily students with disabilities into 23 public schools in a large urban school district in the Midwest. These students and 111 of their teachers and other school staff rated the degree that students felt they belonged in their new schools and the quality of their social interactions. Results show that students who experienced more positive and fewer negative social interactions with school staff had higher school belonging. Teachers accurately noted whether students felt they belonged in their new settings, but were not consistently able to identify student perceptions of negative social interactions with staff. Implications for inclusion and improving our educational system are explored.
Keywords: Adaptation, Psychological; Adolescent; Data Collection; Disabled Children; Faculty; Female; Humans; Interpersonal Relations; Mainstreaming, Education; Male; Midwestern United States; Peer Group; Social Adjustment; Social Identification; Social Perception; Surveys and Questionnaires

iPads as instructional tools to enhance learning opportunities for students with developmental disabilities: An action research project - Cumming, Therese M; Strnadová, Iva; Singh, Sylvia (Action Research, 2014)

Simulations for STEM Learning: Systematic Review and Meta-Analysis - D’Angelo, Cynthia; Rutstein, Daisy; Harris, Christopher; Haertel, Geneva; Bernard, Robert; Borokhovski, Evgueni (SRI Education, 2014)

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

TVET System Research - Deissinger, Thomas (Areas of Vocational Education Research, 2014)
Research on TVET systems now comes up with various theoretical approaches. Apart from methodological issues, such as ‘typologies’, comparative criteria are crucial theoretical components by which existing TVET systems can be analysed. It is against this background—and not just by looking at the institutional and/or organisational pattern typical of a given TVET system—that underlying factors, such as the evaluation given to TVET, the different cultural imprints, the meaning of TVET and the political attention states dedicate to the field of post-compulsory education in general, should be taken into account. Differences between the German-speaking countries and the Anglo-Saxon world are hereby obvious and a good example for depicting cultural and pedagogical diversity in the field of TVET. The article focusses on various methodological perspectives for the purpose of understanding, among others, these differences.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; Dual System; Vocational Pathway; Vocational School; Vocational Training; Workplace Learning; publicImportV1

Violence against primary school children with disabilities in Uganda: a cross-sectional study - Devries, Karen M.; Kyegombe, Nambusi; Zuurmond, Maria; Parkes, Jenny; Child, Jennifer C.; Walakira, Eddy J.; Naker, Dipak (BMC public health, 2014)

Orchestrating the XO computer with digital and conventional resources to teach mathematics - Diaz, A; Nussbaum, M; Varela, I (Journal of Computer Assisted Learning, 2014)

Which World Bank Reports are Widely Read? - Doemeland, Doerte; Trevino, James (Policy Research Working Papers, 2014)

The Elements of Play: Towards a Philosophy and Definition of Play - Eberle, Scott G (American Journal of Play, 2014)
Scholars conventionally find play difficult to define because the concept is complex and ambiguous. The author proffers a definition of play that takes into consideration its dynamic character, posits six basic elements of play (anticipation, surprise, pleasure, understanding, strength, and poise), and explores some of their emotional, physical, and intellectual dimensions. He argues for a play ethos that recognizes play is evolution based and developmentally beneficial. He insists, however, that, at its most elemental, play always promises fun. In this context, any activity that lacks these six elements, he contends, will not fully qualify as play.
Keywords: ⛔ No DOI found

You get what you pay for: Schooling incentives and child labor - Edmonds, Eric V.; Shrestha, Maheshwor (Journal of Development Economics, 2014)

EEF Toolkit - Education Endowment Foundation (2014)

The importance of context in implementation research - Edwards, Nancy; Barker, Pierre M. (JAIDS Journal of Acquired Immune Deficiency Syndromes, 2014)

The importance of context in implementation research - Edwards, Nancy; Barker, Pierre M. (JAIDS Journal of Acquired Immune Deficiency Syndromes, 2014)

Mobile phone images and video in science teaching and learning - Ekanayake, Sakunthala; Wishart, Jocelyn (Learning Media and Technology, 2014)

The eLearning Africa Report 2014 - Elletson, H; MacKinnon,, A (ICWE, 2014)

Knowledge Production in the Knowledge Economy: Higher Education Institutions and the Application of Innovations in ICT for Capacity Development in Africa - Evoh, CJ; Mugimu, Christopher; Chavula, Hopestone (2014)
[FRGMNT] … 16.7 101.6 34.1 6 6.1 0 20 40 60 80 100 120 Pre-primary Primary secondary TVET Tertiary Fig. 1. Education Access in Sub-Saharan Africa (% GER), 2011. Sources: Nsapato, Limbani (2012). Knowledge Production in the Knowledge Economy 295 Page 12 … [...]… RESEARCH METHODOLOGY Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … [...]… Data for the study was gathered through qualitative research method, and theory-driven multiple case study approach was adopted (Yin, 2004) to examine the higher education system in Kenya and Uganda (East Africa) … 120 Pre-primary Primary secondary TVET Tertiary Fig …
Keywords: -FullBiblioUHMLgen; -RRQ:LOW; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Kenya; CA:AandC; CL:de; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:access; P:economy; P:measurement; P:production; Q:ICT; Q:higher education; R:case study; R:qualitative; R:research method; T:TVET; _C:Uganda UGA; publicImportV1; ⛔ No DOI found

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

& - Eyal, Woolard (Burns, 2014)

iPads in the Primary School: Emerging Research - Falloon, Garry (ACEC 2014, 2014)
Keywords: ⛔ No DOI found

Exploring young students’ talk in iPad-supported collaborative learning environments - Falloon, Garry; Khoo, Elaine (Computers & Education, 2014)

Stakeholders' Roles in Prioritizing Technical Vocational Education and Training in Postconflict Liberia - Forh, Edward (2014)

Stakeholders' Roles in Prioritizing Technical and Vocational Education and Training in PostConflict Liberia - Forh, Edward S. (Walden University, 2014)
Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Liberia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:achievement; F:leadership; F:motivation; F:policy; P:administration; P:social; Q:higher education; R:case study; R:focus groups; R:interview; R:qualitative; T:TVET; T:Training; Z:Education Policy; Z:Higher Education Administration; Z:Higher education; Z:Sub Saharan Africa Studies; Z:Vocational education; publicImportV1; ⛔ No DOI found

Estimating Reading Growth Attributable to Accelerated Reader at One American School in the Caribbean - Foster, David K; Foster, Dean P (Reading Psychology, 2014)
This article provides a statistical analysis of the reading gains observed at one American school in the Caribbean that was using Accelerated Reader. It provides an estimate of the number of hours students needed to read to advance their reading performance an additional year. The authors estimate how much Accelerated Reader contributed to the advancement and determine how many points per grade a student needs to earn to make a year of reading growth. When points are converted to hours of time, the data show that it takes about 800 hours of time each year for students in grade 3 through grade 12 to achieve a year of growth. It is the conclusion then that students who read this much would spend about 9,600 total hours reading during their first 12 years of schooling.
Keywords: _Added to LR; _G:reviewed

Preparing for life in a digital age: The IEA International Computer and Information Literacy Study international report - Fraillon, Julian; Ainley, John; Schulz, Wolfram; Friedman, Tim; Gebhardt, Eveline (Springer Nature, 2014)
Keywords: Final_citation

Students’ Use of and Engagement with ICT at Home and School - Fraillon, Julian; Ainley, John; Schulz, Wolfram; Friedman, Tim; Gebhardt, Eveline (Preparing for Life in a Digital Age, 2014)
Keywords: Final_citation

Transforming education through teacher leadership - Frost, David (Leadership for Learning: The Cambridge Network, 2014)

Mobile learning vs. traditional classroom lessons: a comparative study - Furió, D; Juan, M-C; Seguí, I; Vivó, R (Journal of Computer Assisted Learning, 2014)

Understanding the distribution of teacher effectiveness - Gagnon, Douglas Jude (University of New Hampshire, 2014)
The classroom teacher plays a powerful role in improving student outcomes, and teachers are increasingly looked at as a means to address disparities in achievement. Consequently, policy makers are becoming interested in understanding the distribution of teacher effectiveness across school characteristics. Very recent research suggests that, on average, students in high-poverty schools receive instruction from less effective teachers (as operationalized through teacher value-added scores) than do students in lower-poverty schools. This research seeks to build upon this literature by also examining how teacher effectiveness varies across urbanicity and location, doing so while using an often overlooked subset of schools—namely those that come from small and/or rural districts. The results of this study support the notion that teacher effectiveness is not equal across the poverty level of schools, as it finds a meaningful and robust connection between school FRPL rates and teacher value-added scores; findings pertaining to the urbanicity of schools are less conclusive. This study also finds that teacher effects vary across location, as does the connection between teacher effects and school FRPL rates. Evidence is put forth which suggests that this variability may do due in part to the supply of teachers in a given region. This study is organized into three essays: the first examines teacher effects across school income and urbanicity; the second incorporates the impact of location and teacher staffing theory; the third essay is a policy brief intended for a wide audience, as it synthesizes the findings of the first two essays to make concrete policy recommendations.
Keywords: Distribtution of Effectiveness; Education; Equality of Opportunity; Social sciences; Teacher Effectiveness; Teacher Supply; Value-Added Modeling; _C:United States USA; __C:filed:1; __C:scheme:1

Summary of research on the effectiveness of math professional development approaches - Gersten, R.; Taylor, M.J.; Keys, T.D.; Rolfhus, E.; Newman-Gonchar, R. (for Education Evaluation and Regional Assistance, U. S. Department of Education; and Regional Educational Laboratory Southeast at Florida State University, 2014)

Labor Market Returns to an Early Childhood Stimulation Intervention in Jamaica. - Gertler, Paul; Heckman, James; Pinto, Rodrigo; Zanolini, Arianna; Vermeersch, Christel; Walker, Susan; Chang, Susan M.; Grantham-McGregor, Sally (Science, 2014)

Conceptual design science research? How and why untested meta-artifacts have a place in *IS* - Gleasure, R. (2014)
Keywords: ⛔ No DOI found

School Resources and Educational Outcomes in Developing Countries: A Review of the Literature from 1990 to 2010 - Glewwe, P.W.; Hanushek, E.; Humpage, S.D.; Ravina, R. (Education Policy in Developing Countries, 2014)

Gender Responsive Pedagogy Manual - Government of Ethiopia (2014)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Gender Strategy for the Education and Training Sector - Government of Ethiopia (2014)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Ethiopia; gender; inclusion; publicImportV1

Education (Early Childhood Education Services) Regulations - Government of Grenada (Government of Grenada, 2014)
Keywords: _publish

Kenya National Qualifications Framework Act Nº 22 - Government of Kenya (2014)
AN ACT of Parliament to establish the Kenya National Qualifications Authority; to provide for the development of a Kenya Qualifications Framework and for connected purposes
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Qualification Framework; publicImportV1

Guidelines and Procedures for the Establishment of Private Technical and Technological Institutions - Government of Nigeria (2014)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Nigeria; publicImportV1

UBTEB rules on the assessment of competences and conduct of business, technical and vocational examinations in Uganda - Government of Uganda (2014)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Randomized trials with missing outcome data: how to analyze and what to report - Groenwold, Rolf HH; Moons, Karel GM; Vandenbroucke, Jan P. (Canadian Medical Association Journal, 2014)
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

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

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants' Version - Haßler, Björn (2014)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; ___duplicate_item

School-based professional development in a developing context: Lessons learnt from a case study in Zambia - Haßler, Björn; Hennessy, S.; Cross,, A. (Professional Development in Education, 2014)
This paper reports on the development and outcomes of the second phase of OER4Schools, a school-based professional development programme supporting interactive forms of subject teaching in conjunction with Open Educational Resources (OER) and technology in Zambian primary schools. We worked with partners to identify the needs of school-based continuing professional development adapted to the local context; the programme was based on participatory, collaborative and inquiry-based pedagogies for both classroom learning and teacher development. We worked over a one-year period with four experienced teachers in two basic (primary) schools serving disadvantaged communities. Data were collected from observations, interviews, surveys, lesson planning/review meetings and team workshops. All participants integrated OER and technology into mathematics and science lessons and developed more interactive practices, including collaborative learning. Professional dialogue, quality conversations, reflective practice, cultural sensitivity, peer learning and cooperation were pivotal mechanisms through which teachers shifted their focus from teaching (and teacher exposition) to student learning. Seeing students as capable individuals, teachers raised their expectations and developed insight into interactive practices such as group work, providing meaningful opportunities for student collaboration and active learning by all.
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Iran IRN; _C:Italy ITA; _C:Malawi MWI; _C:Namibia NAM; _C:Nigeria NGA; _C:South Africa ZAF; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence; _yl:a

Developing an Open Resource Bank for Interactive Teaching of STEM: Perspectives of school teachers and teacher educators - Haßler, Björn; Hennessy, Sara; Knight, Simon; Connolly, Teresa (Journal of Interactive Media in Education, 2014)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:b; ⛔ No DOI found

The Role of Meta-analysis in Educational Research - Hattie, John; Rogers, H. Jane; Swaminathan, Hariharan (A Companion to Research in Education, 2014)

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Additional Materials - Hennessy, S.; Haßler, Björn (2014)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _DOILIVE; _zenodo:submitted

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Facilitators' Version - Hennessy, S.; Haßler, Björn (2014)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _DOILIVE; _zenodo:submitted

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa - Participants' Version - Hennessy, S.; Haßler, Björn (The Centre for Commonwealth Education, 2014)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _DOILIVE; ___duplicate_item; _zenodo:submitted; dode_eth-src-dode; dode_eth-trf2-dode

Reading at the Transition - Higgins, Steve; Katsipataki, Maria; Coleman, Robbie (Education Endowment Foundation, 2014)
Keywords: _Added to LR; _T:reviewed

School and system improvement: A narrative state-of-the-art review - Hopkins, David; Stringfield, Sam; Harris, Alma; Stoll, Louise; Mackay, Tony (School Effectiveness and School Improvement, 2014)

Methods of Meta-Analysis: Correcting Error and Bias in Research Findings - Hunter, JE; Schmidt, FL (Sage, 2014)

The Hartung-Knapp-Sidik-Jonkman method for random effects meta-analysis is straightforward and considerably outperforms the standard DerSimonian-Laird method - IntHout, Joanna; Ioannidis, John Pa; Borm, George F (BMC Medical Research Methodology, 2014)
Background: The DerSimonian and Laird approach (DL) is widely used for random effects meta-analysis, but this often results in inappropriate type I error rates. The method described by Hartung, Knapp, Sidik and Jonkman (HKSJ) is known to perform better when trials of similar size are combined. However evidence in realistic situations, where one trial might be much larger than the other trials, is lacking. We aimed to evaluate the relative performance of the DL and HKSJ methods when studies of different sizes are combined and to develop a simple method to convert DL results to HKSJ results. Methods: We evaluated the performance of the HKSJ versus DL approach in simulated meta-analyses of 2–20 trials with varying sample sizes and between-study heterogeneity, and allowing trials to have various sizes, e.g. 25% of the trials being 10-times larger than the smaller trials. We also compared the number of “positive” (statistically significant at p < 0.05) findings using empirical data of recent meta-analyses with > = 3 studies of interventions from the Cochrane Database of Systematic Reviews. Results: The simulations showed that the HKSJ method consistently resulted in more adequate error rates than the DL method. When the significance level was 5%, the HKSJ error rates at most doubled, whereas for DL they could be over 30%. DL, and, far less so, HKSJ had more inflated error rates when the combined studies had unequal sizes and between-study heterogeneity. The empirical data from 689 meta-analyses showed that 25.1% of the significant findings for the DL method were non-significant with the HKSJ method. DL results can be easily converted into HKSJ results. Conclusions: Our simulations showed that the HKSJ method consistently results in more adequate error rates than the DL method, especially when the number of studies is small, and can easily be applied routinely in meta-analyses. Even with the HKSJ method, extra caution is needed when there are = <5 studies of very unequal sizes.

Learning basic life support (BLS) with tablet PCs in reciprocal learning at school: Are videos superior to pictures? A randomized controlled trial - Iserbyt, Peter; Charlier, Nathalie; Mols, Liesbet (Resuscitation, 2014)

Technical Vocational Education Training (TVET) Brief - Iyengar, R; Shin, HI; Aliyu, B; Menkiti, A (2014)
As Kaura Specialist Development Foundation (KSDF) explores various pathways to support Technical Vocational Education Training (TVET) for the youth in Bauchi state, Nigeria, this brief has been written to provide information on the current status of education and youth in Bauchi state, as well as to document relevant strategies and best practices utilized around the world for TVET. Positioned within the global framework, under Sustainable Development Goals (SDGs), the aim of this brief is to highlight prevalent trends cited in the TVET literature and global examples to support a design of an effective program for Bauchi state’s youth to develop their personal and professional skills to become an integral part of the workforce and engage in lifelong learning.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Guinea; C:Mali; C:Mauritania; C:Nigeria; C:Senegal; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:gender; F:learning; P:economy; Q:distance learning; Q:mobile learning; T:Ausbildung; T:TVET; T:Training; publicImportV1; ⛔ No DOI found

Sustainable Development in the OECS, an Antiguan and Barbudan case study. - Jenkins, Colin John (2014)

Implementing a one-to-one iPad program in a secondary school - Johnson, Donald P (UNIVERSITY OF NEBRASKA AT OMAHA, 2014)

NMC Horizon Report: 2014 Library Edition - Johnson, L.; Adams Becker, S.; Estrada, V.; Freeman, A. (Austin, Texas: The New Media Consortium, 2014)

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

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

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)

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

A Toolkit for Monitoring and Evaluating Children’s Participation — Introduction - Lansdown, Gerison; O’Kane, Claire (A Toolkit for Monitoring and Evaluating Children’s Participation, 2014)
Booklet 1: Introduction provides an overview of children’s participation, how the toolkit was created and a brief guide to monitoring and evaluation.
Keywords: CitedIn:eCubed; _yl:a; eCubed

How to measure the scope, quality and outcomes of children’s - Lansdown, Gerison; O’Kane, Claire (A Toolkit for Monitoring and Evaluating Children’s Participation, 2014)
Booklet 3: How to measure the scope, quality and outcomes of children’s participation provides a conceptual framework for children’s participation and introduces a series of benchmarks and tables to measure children’s participation.
Keywords: CitedIn:eCubed; _yl:c; eCubed

Measuring the creation of a participatory and respectful environment for children provides - Lansdown, Gerison; O’Kane, Claire (A Toolkit for Monitoring and Evaluating Children’s Participation, 2014)
Booklet 2: Measuring the creation of a participatory and respectful environment for children provides a framework and practical tools to measure children’s participation in their community and society.
Keywords: CitedIn:eCubed; _yl:b; eCubed

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

Effects of prior knowledge on learning from different compositions of representations in a mobile learning environment - Liu, Tzu-Chien; Lin, Yi-Chun; Paas, Fred (Computers & Education, 2014)

Improving early-grade literacy in East Africa: Experimental evidence from Kenya and Uganda - Lucas, A.M.; McEwan, P.J.; Ngware, M.; Oketch, M. (Journal of Policy Analysis and Management, 2014)

The emerging pattern of disability in Rwanda - M’kumbuzi, Vyvienne RP; Sagahutu, J.-B.; Kagwiza, J.; Urimubenshi, G.; Mostert-Wentzel, Karien (Disability and Rehabilitation, 2014)

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

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

Zambia: An overview of formal education - Masaiti, Gift; Chita, Joseph (Education in East and Central Africa, 2014)
Keywords: ⛔ No DOI found

The relationship between education, economy and employment: is higher education curriculum an ingredient?. - Masaiti, Gift; Mulenga, Innocent Mutale (Keurkopie, 2014)

Knowledge is beautiful - McCandless, David (Harper Design, an imprint of HarperCollinsPublishers, 2014)
Keywords: Curiosities and wonders; Pictorial works

An ROI Ed-Biz Approach for Deploying Mobile Pedagogy - McConatha, Douglas (Mobile Pedagogy and Perspectives on Teaching and Learning, 2014)
An ROI Ed-Biz Approach for Deploying Mobile Pedagogy: 10.4018/978-1-4666-4333-8.ch015: The long history and short past of online distance education is posited as a precursor to the monumental changes revolutionizing global educational activity.

Ambientes online na profissionalização de professores em Cabo Verde: um projeto de investigação ação - Mendonça, Adriana (Universidade do Minho, 2014)
A introdução de ambientes online nas práticas docentes no ensino superior, tem-se afigurado numa necessidade um pouco por todo o mundo. Nesta investigação apresenta-se uma dessas iniciativas desenvolvidas na universidade de Cabo Verde (Uni-CV), no Departamento de Ciências Sociais e Humanas (DCSH). A Uni-CV conta com oito anos de existência, encontrando-se ainda na caminhada para a inclusão digital, a par do que ocorre no arquipélago cabo-verdiano. Mesmo com limitações, luta-se para alcançar os desafios da infoinclusão, nomeadamente através de programas como o Mundu Novu. É com esta preocupação que se trabalhou com estudantes finalistas em Ciências da Educação – Percurso de Desenvolvimento Pessoal e Social - futuros docentes da disciplina, do ensino secundário, de Formação Pessoal e Social/Educação para os Direitos Humanos e Cidadania. Isto para vivenciarem na sua formação inicial uma experiência inovadora, no período de estágio pedagógico, que enriquecesse a sua vivência e contribuísse para ampliar a sua visão sobre o potencial pedagógico dos ambientes online. Assim, a preocupação central da investigação foi perceber que desafios coloca a integração dos ambientes online nos processos de profissionalização dos docentes do Ensino Secundário em Cabo Verde, bem como compreender o espaço dos ambientes online nesse processo. Para tal, propôs-se compreender como é que as orientações legais e representações dos sujeitos estão a ser compreendidas pela Uni-CV, procurando-se simultaneamente contribuir com a organização de conteúdos formativos destinados aos estagiários e seus orientadores, de forma a contribuir para o aprofundamento das suas competências e simultaneamente criar um referencial indicativo de áreas prioritárias de formação em contexto de profissionalização para os professores de ensino secundário em Cabo Verde. Neste sentido levou-se a cabo um projeto de investigação ação, de natureza descritiva, com caráter eminentemente qualitativo, no âmbito do qual se concebeu e se implementou o b-curso: SuperVisão de estágio. Para a realização, com sucesso, desta investigação, foi necessário recorrer a diversas técnicas de recolha de dados em distintos momentos do processo, designadamente questionários, entrevistas (semi estruturadas e informais na modalidade individual e em focus group), observações participante e não participante, conversas e observações informais. Procedeu-se à análise estatística e de conteúdo com recurso ao Nvivo10 e ao Statistical Package for the Social Sciences (SPSS) garantindo uma triangulação destes que permitiu inferir da vontade dos parte dos participantes em ganharem destrezas no uso das Tecnologias de Informação e Comunicação (TIC) e na exploração dos ambientes online, revelando-se altamente motivados para a formação nos domínios, por eles, identificados como prioritários, a saber: TIC e ambientes online, planificação em educação, designadamente formulação de objetivos e competências em educação, estratégias e recursos pedagógicas. Tais domínios são percecionados como meio de desenvolvimento das competências científicas, técnicas e transversais no seu processo de profissionalização. Foi possível aferir, a partir dos resultados de investigação, que houve um considerável aumento do acesso à Internet pelos participantes. A par disso, também se verificou que a Uni-CV não dispõe, ainda, de condições técnicas e tecnológicas ideais para o desenvolvimento deste tipo de ações, com recurso a ambientes online. Porém, o recurso à Moodle no estágio pedagógico garantiu mais autonomia e flexibilidade ao estagiário, bem como ajudou-o na partilha quer de informações, quer de ansiedades, pelo que destacaram como atividades preferenciais, fóruns, o acesso a informações em diversos formatos, livro interativo e glossários. Como principais ganhos identificou-se o maior acesso a conteúdos específicos para trabalho na disciplina dinamizada pelos estagiários, bem como o feedback imediato facultado pela docente/investigadora e alguns colegas de estágio. As principais limitações relacionam-se com a duração do estágio (apenas quatro meses), o que limitou, nas atividades online, o envolvimento dos estagiários e seus orientadores, impossibilitando inclusivamente a participação destes últimos, bem como a evolução reflexiva na prática pedagógica. A estas dificuldades acresce a dificuldade de resposta da Uni-CV em facultar as condições ideais para que este b-curso decorresse com menos pressão. Apesar das dificuldades vivenciadas, entende-se que esta experiência contribuiu para que estes estagiários saíssem muito mais enriquecidos da sua formação académica inicial, pois, ainda que por pouco tempo, tiveram a possibilidade de “mergulharem no mundo digital”, de uma forma em que não o poderiam fazer sem que esta experiência ocorresse. Estes futuros professores interiorizam a necessidade de integração das TIC e dos ambientes online nas suas rotinas diárias e a necessária aprendizagem destas nas suas aprendizagens profissionais na perspetiva de formação ao longo da vida. Foi possível comprovar que, não obstante as dificuldades, é possível realizar uma prática pedagógica mediada por ambientes online na Uni-CV, desde que profissionais e gestores estejam cientes do seu potencial e procurem desenvolver as condições ideais para a sua exploração e desenvolvimento na Instituição, procurando envolver todas as forças ativas de modo a reunir sinergias e contribuir para o seu sucesso. A infoinclusão assumiria, aqui, um papel relevante na prossecução dos objetivos dos participantes neste processo da prática pedagógica, tornando-o ainda mais desafiador, para uns e para outros no âmbito das políticas e práticas da profissionalização docente em Cabo Verde.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Cape Verde; CLL:pt; publicImportV1

Scripted and narrowed curriculum reform in urban schools - Milner, H.R. (Urban Education, 2014)

National Education Sector Plan, volume one: Basic Education Programme, rationale and approach, 2013/2014–2017/2018 - Ministry of Education (MoE), Republic of Kenya (MoE, 2014)

An analysis of pre-service family planning teaching in clinical and nursing education in Tanzania - Muganyizi, Projestine S; Ishengoma, Joyce; Kanama, Joseph; Kikumbih, Nassoro; Mwanga, Feddy; Killian, Richard; McGinn, Erin (BMC medical education, 2014)
Doc number: 142 Abstract Background: Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Methods: Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. Results: A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Conclusions: Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills. Promoting family planning (FP) is a key strategy for health, economic and population growth. Sub-Saharan Africa, with one of the lowest contraceptive prevalence and highest fertility rates globally, contributes half of the global maternal deaths. Improving the quality of FP services, including enhancing pre-service FP teaching, has the potential to improve contraceptive prevalence. In efforts to improve the quality of FP services in Tanzania, including provider skills, this study sought to identify gaps in pre-service FP teaching and suggest opportunities for strengthening the training. Data were collected from all medical schools and a representative sample of pre-service nursing, Assistant Medical Officer (AMO), Clinical Officer (CO) and assistant CO schools in mainland Tanzania. Teachers responsible for FP teaching at the schools were interviewed using a semi-structured questionnaire. Observations on availability of teaching resources and other evidence of FP teaching and evaluation were documented. Relevant approved teaching documents were assessed for their suitability as competency-based FP teaching tools against predefined criteria. Quantitative data were analyzed using EPI Info 6 and qualitative data were manually analyzed using content analysis. A total of 35 pre-service schools were evaluated for FP teaching including 30 technical education and five degree offering schools. Of the assessed 11 pre-service curricula, only one met the criteria for suitability of FP teaching. FP teaching was typically theoretical with only 22.9% of all the schools having systems in place to produce graduates who could skillfully provide FP methods. Across schools, the target skills were the same level of competence and skewed toward short acting methods of contraception. Only 23.3% (n = 7) of schools had skills laboratories, 76% (n = 22) were either physically connected or linked to FP clinics. None of the degree providing schools practiced FP at its own teaching hospital. Teachers were concerned with poor practical exposure and lack of teaching material. Pre-service FP teaching in Tanzania is theoretical, poorly guided, and skewed toward short acting methods; a majority of the schools are unable to produce competent FP service providers. Pre-service FP training should be strengthened with more focus on practical skills.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:teaching; P:economy; P:health; P:media; P:medical officers; P:nurse; P:service industry; P:services; P:teachers; Q:degree; R:evaluation; R:interview; R:observation; R:qualitative; R:quantitative; R:questionnaire; T:Ausbildung; T:TVET; publicImportV1

Literacy, Foundation Learning and Assessment in Developing Countries - Nag, Sonali; Chiat, Shula; Torgerson, Carole; Snowling, Margaret J. (2014)

Fostering Early Math Comprehension: Experimental Evidence from Paraguay - Naslund-Hadley, Emma; Parker, Susan W; Hernandez-Agramonte, Juan Manuel (Global Education Review, 2014)
Research indicates that preschool children need to learn pre-math skills to build a foundation for primary- and secondary-level mathematics. This paper presents the results from the early stages of a pilot mathematics program implemented in Cordillera, Paraguay. In a context of significant gaps in teacher preparation and pedagogy, the program uses interactive audio segments that cover the entire preschool math curriculum. Since Paraguayan classrooms tend to be bilingual, the audio and written materials use a combination of Spanish and Guaraní. Based on an experimental evaluation since the program’s implementation, we document positive and significant improvements of 0.16 standard deviations in standardized test scores. The program helped narrow learning gaps between low- and high-performing students, and between students with trained teachers and those whose teachers lack formal training in early childhood education. Moreover, the program improved learning equally among both Guaraní- and Spanish-speaking students. But not all learning gaps narrowed as a result of the program. Although girls improved significantly, boys improved much more, ultimately increasing the gender gap. To close this gender gap, the program has been modified to encourage girls’ increased participation in the classroom and general interest in math.
Keywords: ⛔ No DOI found

Teacher perceptions on the effectiveness of an English remedial teaching programme in primary schools in Zimbabwe: towards an alternative to the deficit model - Ndebele, Clever (International Journal of Educational Sciences, 2014)
In the Zimbabwean education system, primary school pupils are tested at the beginning of grade four to determine their English proficiency and based on the test results those who fall below a certain predetermined score are placed on a generic remedial programme offered by a specially designated teacher. This study set out to evaluate the effectiveness of this English remedial education programme in Zimbabwe. Using the descriptive survey method, a total of thirty respondents from ten schools, comprising ten heads of schools, ten Grade four teachers and ten remedial teachers were issued with a semi structured questionnaire. For data analysis, substantive themes were deduced and outlined from the data through content analysis. The study showed that very few pupils were benefiting from remedial instruction. Remedial teachers were poorly trained for remedial teaching, materials for use for both teachers and pupils were grossly inadequate, while supervision and monitoring by Schools Psychological Services (SPS) was virtually non-existent. The study recommends that Schools Psychological Services considers an integrated approach where, rather than pupils being sent to an external expert for fixing, the grade four teacher provides the extra tuition using authentic contextualized grade four material.
Keywords: _Added to LR; _T:reviewed; ❓ Multiple DOI

Adoption of Blended Learning Technologies in Selected Secondary Schools in Cameroon and Nigeria: Challenges in Disability Inclusion - Nganji, J.T; Nggada, S.H (Advancing Technology and Educational Development through Blended Learning in Emerging Economies:, 2014)
Keywords: HDR25

Strategies That Enhance Students Access to Public Technical Training Institutions in Kenya - Nganyi, JE; Odebero, SO; Onderi, H; Musera, G (International Journal of Academic Research in Business and Social Sciences, 2014)
Stakeholders in the education sector in Kenya are concerned about low students’ participation in Technical Training Institutions. Despite the Government of Kenya’s efforts to upgrade infrastructure in these institutions, students’ participation has remained low yet the realisation of Vision 2030 depends on middle level training. Therefore this study was conceptualised to establish strategies adopted by Technical Training Institutions to support students access in these institutions. This study was conducted in Western Region of Kenya. Western Region comprise of the former Western, Nyanza and rift valley Provinces. The sample constituted of 200 lecturers (principals, deputy principals, heads of departments and registrars) and 400 students from 30 Technical Training Institutions. Data was collected using questionnaires. The results show that the strategies used to attract students are bursaries, provision of competitive courses and opening more centres. However these strategies do not attract students to these Technical Training Institutions because of weak administration and implementation by the institutions. It was recommended that in an effort to promote enrolment in Technical Training Institutions, the Kenyan Government should fully fund students enrolled in Technical Training Institutions. Besides Technical Training Institutions should enhance advertisement of the courses offered; strengthen distance/e-learning; and review courses offered to meet the market demand.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; C:Ethiopia; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; Q:open learning; T:TVET; publicImportV1; ⛔ No DOI found

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

Creating Spaces for Filling the Gender Gap in university leadership and management: The case for Zambian Women Professors - Njobvu, T.; Yang, Y. X. (International Journal of Education and Research Vol. 2 No. 12 December 2014, 249, 2014)
Keywords: ⛔ No DOI found

Investigating Turkish pre-service teachers' perceptions of blogs: implications for the FATIH project - Ocak, Mehmet Akif; Gökçearslan, Sahin; Solmaz, Ebru (Contemporary Educational Technology, 2014)
This study aimed to investigate pre-service teachers' perceptions on the use of blogs regarding ICT integration in the FATIH project in Turkey. Participants were 174 pre-service teachers continuing their education. Data collection tool was a questionnaire which measured pre-service teachers' perceptions of the blogs. Questionnaire embodied some sub-categories of blog use such as learning, motivation, active participation, writing skills, group work, and critical thinking. Findings revealed that using blogs in classes affected learning and teaching process. The obtained results also showed that the blogs contributed to the recuperation of writing and critical thinking skills. These results indicated that students found social contributions of the blogs such as sharing information and interacting with peers. Based on the findings of study, appropriate conclusions and implications were addressed within the context of the FATIH project.
Keywords: Critical Thinking; Diaries; ERIC, Current Index to Journals in Education (CIJE); Educational Technology; Electronic Publishing; Factor Analysis; Foreign Countries; Group Activities; Higher Education; Online Surveys; Postsecondary Education; Preservice Teachers; Questionnaires; Student Attitudes; Student Motivation; Student Participation; Technology Integration; Technology Uses in Education; Turkey; Web Sites; Writing Skills; __:import:01; __:match:final; __:matched; __:study_id:2098538; __finaldtb

Revitalizing Technical and Vocational Education in Nigeria for Youths and National Development - Ogbondah, Livinus; Wobi, KK (Journal of Education and Practice, 2014)
Nigeria as a developing nation cannot but strive to meet with the fast speed of technological advancement and the challenges in a globalize world nowadays. If she must address the numerous technological and job challenges, the issue of technology, skills and vocation acquisition must be tackled with all sincerity in the country’s education system. Highly industrialized nations have at one time or the other identified technical and vocational education as a transformational and development key index policy trust for technological growth, economic performance and development in general. Technical and vocational education lays emphasis on learning, skills acquisition; job creation and development that would enable individual engaged in it adjust to the changes in the ever dynamic society of today. This paper therefore, tends to examine this aspect of education in the country’s education system and the need to revitalize it to promote the technological growth in particular and development in general. It suggests among others; adequate funding, improvement of the status of technical and vocational education and training of needed manpower to impart the requisite skills and competencies the youths required in the technology world of today.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; Q:educational technology; T:Educação profissionalizante; T:TVET; publicImportV1; ⛔ No DOI found

Implementation science: A brief overview and a look ahead. - Ogden, Terje; Fixsen, Dean L. (Zeitschrift für Psychologie, 2014)

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

Technical Vocational Education and Training (TVET) as intervention mechanism for global competitiveness: perspectives from Nigeria - Okoye, KRE; Okwelle, PC (Developing Country Studies, 2014)
At national and international platforms, it has been maintained that TVET provides the needed employable skills and attitudes necessary for effective performance in the workplace. In many nations across the globe, some reform strategies to build on the inherent strength of TVET systems has been vigorously adopted, Nigeria not left behind. This paper explores the national TVET system in response to the emergent global issues on economic productivity. The following outlines provided a guide in the discourse; TVET defined, TVET reform standard and adaptability, TVET and the state of the art in Nigeria, unemployment level and the causes in Nigeria, concept transformation as mechanism for skill acquisition and why few enrolment in TVET Programs. Based on the analysis made in this paper, some recommendations were made on ways of strengthening TVET system in Nigeria for global competitiveness.
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:F; CT:P; CT:Q; CT:T; F:access; P:mechanic; P:service industry; P:social; Q:open learning; T:Educação profissionalizante; T:TVET; publicImportV1; ⛔ No DOI found

Forging New Partnerships: Lessons from the Dissemination of Agricultural Training Videos in Benin - Okry, Florent; Van Mele, Paul; Houinsou, Felix (The Journal of Agricultural Education and Extension, 2014)
Purpose: This article evaluates the dissemination and use of rice training videos by radio stations, farmers, farmer associations and extension services in Benin. It pays attention to positive deviants and process innovation within a 'hands-off experiment'. Design/methodology/approach: Using questionnaires and checklists we interviewed leaders of radio stations, extension services of nine municipalities and organized focus discussions with 13 farmer associations. Interviews focused on the processes of video dissemination/acquirement and the use and usefulness of the video. Findings: The commercial radio of Glazoué developed persuasive adverts and sold most of the 240 VCDs to farmers and extension services, whereas the community radios distributed most VCDs free of charge. About 20% of all the VCDs were sold, suggesting that farmers are eager to invest in acquiring knowledge. Extension services acquired the rice videos in various ways, indicating the need to inject videos via multiple pathways into the agricultural innovation system. Watching the farmer-to-farmer videos during staff meetings gave extension agents more confidence to interact with farmers. Practical implications: Videos do not need to be distributed to all farmer associations in the same village, as dissemination may take place between different associations. Farmers appreciate watching videos with their families if they are available in their local language. When suitable language versions are not available, group viewing is more appropriate. Originality/value: The farmer-to-farmer rice videos have created a momentum in Benin and across Africa, especially in the current context of rapid changes in the agricultural systems. The newly established non-governmental organization Access Agriculture aims at further supporting video-mediated learning in developing countries. [PUBLICATION ABSTRACT]
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Benin; CA:AandC; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing country; F:access; F:learning; F:pay; P:agricultural; P:agriculture; P:media; P:service industry; P:technology; R:focus groups; R:interview; R:questionnaire; T:Ausbildung; T:Training; publicImportV1

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