The role that access and attitudes toward tablets have on learners’ achievement in a Johannesburg school - Hart, Samantha Anne; Laher, Sumaya (South African Journal of Education, 2019)
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Korea, Republic KOR; _C:Singapore SGP; _C:South Africa ZAF; _C:Syrian Arab Republic SYR; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Understanding work-based learning in technical and vocational education and training in Nigeria - Haruna, Rabiu; Kamin, Yusri Bin; Buntat, Yahya Bin (International Journal of Recent Technology and Engineering, 2019)
© BEIESP. Work-based learning in technical and vocational education and training (TVET) is a separate pedagogy that strengthens the delivery of vocational education and training, and requires students to maintain balance in being a student and a trainee. While the concept of work-based learning is overwhelming, its practice in Nigerian Institutions is relatively low. This paper, therefore, investigates the awareness level of work-based learning in TVET in Nigerian education system. The study participants are 150 TVET Lecturers in Tertiary Institutions that have TVET departments. Mixed method research was adopted because of its ability to provide in-depth discussions into the investigation; questionnaires were developed in a two-step revision stage. First, a structured questionnaire was designed to collect quantitative and qualitative data. Second, validity test was carried out in which the questionnaire was applied to ten TVET lecturers outside the area of study to obtain feedback about the clarity of the questions, the use of appropriate terminology, and the possible omission of important issues. In follow up to validate the responses a focus group discussion was conducted to clarify some pertinent trends captured from the survey. Data collected were coded and analysed with SPSS. Findings among others revealed that there is low level of work-based learning awareness in Nigeria, adopting work-based learning in TVET program will increase students’ responsibilities related to acquiring new skills, which will expand their roles in contributing to nation’s building.
Keywords: ⛔ No DOI found

Functional approaches for applying workbased learning into electrical and electronic technology education in Nigeria - Haruna, Rabiu; Kamin, Yusri Bin; Buntat, Yahya Bin; Shuaibu, Halliru; Cledumas, Abdullahi Musa (International Journal of Engineering and Advanced Technology, 2019)
© 2019, Blue Eyes Intelligence Engineering and Sciences Publication. All rights reserved. The study examined functional approaches for applying work-based learning (WBL) into Electrical and Electronic Technology (EET) in northwest Nigeria. Survey research design was adopted to carry out the study. Random sampling technique was used to select two tertiary institutions offering Electrical and Electronic Technology. The entire 32 lecturers of EET from the two tertiary institutions and 64 supervisors of registered Electrical Technology firms in the two states making a total of 96 respondents were used for the study. Data were obtained using structured 48-item questionnaire titled ‘Functional Approaches for Applying Work-based Learning Questionnaire (FAAWBLQ)'. Data collected were analyzed using descriptive statistics such as frequency, percentages and mean ratings. In interpreting the results, work-based learning experience with percentage score of 50% and above were interpreted as ‘Practiced’ while those with less than 50% were interpreted as ‘Not Practiced’. Using 2.50 as the cut-off point, items with mean values of 2.50 and above were interpreted as ‘Agreed’. The results of the study showed that only 2 out of the 17 identified work-based learning components were practiced for skill acquisition in Electrical Technology in Northwest Nigeria. In addition, the study identified administrative, school-industry and resource inputs approach for effective application of WBL that will guarantee skill acquisition in Northwest Nigeria. The study recommended policies to strengthen a dynamic and robust WBL in technical and vocation education (TVE) in Nigeria and that work-based learning framework in Nigeria be carefully developed and overseen by Industrial Training Unit (ITU) of education sector to coordinate the synergy between training institutions and industry for improved skill acquisition of the teaming Nigerian youths.

Contrasting Experiences: Understanding the Longer-Term Impact of Improving Access to Preschool Education in Rural Indonesia. - Hasan, Amer; Jung, Haeil; Kinnell, Angela; Maika, Amelia; Nakajima, Nozomi; Pradhan, Menno (2019)

Systems Leadership for Learning - Haßler, Björn (Open Development & Education, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:a

Berufsbildung in Sub-Sahara Afrika: Stand der Forschung [ZIP Archive] (Berufsbildung in SSA, 2019)
This is a zip archive of the InDesign Files for Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Marsden, M., Watson, J., Gordon, R., & Damani, K. (2019). Berufsbildung in Sub-Sahara Afrika: Stand der Forschung (Berufsbildung in SSA). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3334690 Available from: https://docs.opendeved.net/lib/GEELRK57
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _yl:e

Berufsbildung in Sub-Sahara Afrika: Stand der Forschung - Haßler, Björn; Stock, Inka; Schaffer, Jens; Winkler, Enno; Kagambèga, Assèta; Haseloff, Gesine; Marsden, Melissa; Watson, Joe; Gordon, Rebecca; Damani, Kalifa (VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany, 2019)
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; Björn-CV-OECS; _r:ImportedToMyEducationEvidence; _yl:c

Exploring iPad Integration in Primary Schools: The Interaction of Policy-Initiated Reforms, Availability Assemblages, and Non-Digital Materials - Hembre, Oda Julie (Journal of Research on Technology in Education, 2019)
Keywords: __C:filed:1

Teacher professional development to support classroom dialogue - Hennessy, Sara; Davies, Maree (The Routledge International Handbook of Research on Dialogic Education, 2019)
Keywords: __C:filed:1

Online Peer-Tutoring: A Renewed Impetus for Autonomous English Learning - Herrera Bohórquez, Luis Ignacio; Largo Rodríguez, José David; Viáfara González, John Jairo; Herrera Bohórquez, Luis Ignacio; Largo Rodríguez, José David; Viáfara González, John Jairo (How, 2019)
Keywords: Final_citation; cited; existing

Findings from a Mobile Tablet Project Implementation in Rural South Africa. - Herselman, Marlien; Botha, Adele; Dlamini, Sifiso; Marais, Mario; Mahwai, Nare (International Association for Development of the Information Society, 2019)
Keywords: _C:Japan JPN; _C:South Africa ZAF; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Learning technology and disability—Overcoming barriers to inclusion: Evidence from a multicountry study - Hersh, Marion; Mouroutsou, Stella (British Journal of Educational Technology, 2019)
The paper uses data from a 15-country study to discuss the factors which affect the use of information and communication technologies (ICT) and learning technologies by disabled people and consequently their access to education. Significant differences were found both between and within countries: income and language were the main factors affecting availability. Thus, the greatest availability was in the higher income English-speaking countries and the richer European countries. The main barriers to technology use included cost, lack of funding and lack of information. A particular disparity in technology access was found between the English-speaking European population and Aboriginal speakers of indigenous languages in Australia, with considerably greater access by the former than the latter group. A number of recommendations are presented to increase access to learning and assistive technologies by disabled people. They include encouragement for developers to produce free of charge (minority language) technologies, research on more effective provision of technologies and personal assistance, assistive technology centres in all learning institutions, simple funding mechanisms and a fund to support technology provision in poorer countries.
Keywords: Final_citation; cited; existing

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

How Research Affects Policy: Experimental Evidence from 2,150 Brazilian Municipalities. - Hjort, Jonas; Moreira, Diana; Rao, Gautam; Santini, Juan Francisco (National Bureau of Economic Research, 2019)
Keywords: ⛔ No DOI found

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

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

Independent and combined effects of improved water, sanitation, and hygiene, and improved complementary feeding, on child stunting and anaemia in rural Zimbabwe: a cluster-randomised trial - Humphrey, Jean H.; Mbuya, Mduduzi NN; Ntozini, Robert; Moulton, Lawrence H.; Stoltzfus, Rebecca J.; Tavengwa, Naume V.; Mutasa, Kuda; Majo, Florence; Mutasa, Batsirai; Mangwadu, Goldberg (The Lancet Global Health, 2019)

Machine learning and artificial intelligence to aid climate change research and preparedness - Huntingford, Chris; Jeffers, Elizabeth S.; Bonsall, Michael B.; Christensen, Hannah M.; Lees, Thomas; Yang, Hui (Environmental Research Letters, 2019)

The Future is Now: Transversal Skills in Latin America and the Caribbean in the 21st Century - IADB (Inter-American Development Bank, 2019)
Keywords: Final_citation; cited; existing

An evaluation of classroom-illumination: a critical requirement for effective designing and construction of naturally-illuminated schools in Nigeria - Ibhadode, Osagie; Ajayi, Oluseyi Olarenwaju; Abioye, Abiodun Ayodeji; Ismaila, Joseph; Adekunle, Adebayo Abidemi (Progress in Industrial Ecology, an International Journal, 2019)
Keywords: BE:Annotated; BE:RELEVANT; BE:light; ❓ Multiple DOI

Technology and Teacher Professional Development (TPD): the process and content of microlearning in a school-based integrated in-service teacher education (INSET) project - Ibn Junaid, Muhammad; Ogange, Betty; Allela, Melissa (2019)

Technical and vocational education and training in Uganda: A critical analysis - Ibrahim, Mike Okumu; School of Economics, Makerere University, Kampala, Uganda; Bbaale, Edward (Development Policy Review, 2019)
This article undertakes a diagnostic study of the Technical and Vocational Education and Training (TVET) sub‐sector in Uganda, with a view to characterizing the sub‐sector and identifying its potential strengths and weakness. We undertook a cross‐sectional pre‐survey of purposively selected key stakeholders in the TVET sub‐sector. We selected performance indicators following their importance in influencing the TVET reform process. Both qualitative and quantitative data was solicited from the stakeholders. Quantitative data was collected through stakeholder‐specific structured questionnaires, whilst qualitative data was collected through desk review and field visits, individual focused interviews and focus group discussions. Our findings indicate that financing and planning constraints have resulted in poor quality equipment, under‐ and ill‐trained staff, limited adoption of a competence‐based education and training (CBET) curriculum, not to mention the supervision inadequacies of TVET institutions. Besides, the limited TVET sub‐sector interaction with the private sector has incapacitated TVET curriculum development to nurture skills demanded by the private sector. Furthermore, backward technology use in the private sector has equally inhibited the success of student attachment programmes. Finally, legal ambiguities have perpetuated a qualification jungle and overlapping curricula.

The Scaling Playbook - IDRC (2019)
Keywords: Common good; Public interest; Scaling (Social sciences)

Improving School Work in Challenging Context: Practitioners’ Views following a Participatory Action Research Project from Eritrea - Idris, Khalid Mohammed; Asfaha, Yonas Mesfun (Nordic Journal of Comparative and International Education (NJCIE), 2019)
Keywords: _C:China CHN; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Ghana GHA; _C:Namibia NAM; _C:Nigeria NGA; _C:Saudi Arabia SAU; _C:Senegal SEN; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Turkey TUR; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

On Technology Integration: Perspective from Nigeria - Ifinedo, Eloho (JYU dissertations, 2019)
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Egypt EGY; _C:Estonia EST; _C:Finland FIN; _C:France FRA; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Israel ISR; _C:Italy ITA; _C:Kenya KEN; _C:Korea, Republic KOR; _C:Luxembourg LUX; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mauritius MUS; _C:Mexico MEX; _C:Morocco MAR; _C:Mozambique MOZ; _C:Netherlands NLD; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1; ⛔ No DOI found

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

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

Legale Wege nach Europa. Arbeits- und Ausbildungsmöglichkeiten für Personen ohne Schutzperspektive - Institute Europe (2019)

Exploring the use of Augmented Reality in a Kinesthetic Learning Application Integrated with an Intelligent Virtual Embodied Agent - Iqbal, Muhammad Zahid; Mangina, Eleni; Campbell, Abraham G. (IEEE, 2019)
Keywords: __C:filed:1

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

Impact of tablet PCs on learning outcomes in a classroom environment - Javed, Yasir; Samara, Khalid (International Journal of Learning Technology, 2019)
Keywords: __C:filed:1; ❓ Multiple DOI

Whose fault is failure? Contested perspectives of academic support in tertiary educational institutions in South Africa - Jeffery, David; Johnson, David (Research in Comparative and International Education, 2019)
© The Author(s) 2019. This paper explores the argument that to widen participation in higher education, educational institutions should bear a greater responsibility for students’ learning. Central to this debate is the notion of ‘academic support’. There are many perspectives on what works to scaffold student participation and learning but rarely are the perspectives of those receiving support taken into account. This paper reports the findings of an exploratory ethnographic study in which students in a vocational college in South Africa reflected on the nature of academic support and access to it. Student narratives that underpin their understandings of how the support system ‘worked’, and what responsibilities they and the college respectively bore for their studies, are compared to the official prescript on student support services in South Africa – the so-called ‘Student Support Services Manual’ which was developed by the South African Department of Higher Education and Training (DHET). The data indicate sharp incongruences in thinking. While the student support services manual maintains that students are a product of their disadvantaged contexts and therefore require an institutional form of academic support, students themselves placed much less responsibility for the provision of academic support on the colleges. Instead, they attributed their success or failure to ‘character’ and their own dispositions towards learning. This is an unexpected finding in the context of an often highly charged debate on the factors that constrain learning and learning outcomes. This paper argues that it is this ‘locus of control’ that undermines the idea that student success is dependent on prescription alone.

Interconnectedness of Reward Dissatisfaction of Public Technical Vocational Education and Training (TVET) Educators with Educator Turnover Intentions and Prolonged Tenure - Jeremiah, Andrew; Senior Lecturer - Human Resource Management Namibia University of Science and Technology (NUST), Windhoek, Namibia (2019)
Educator turnover intentions and prolonged tenure is a huge problem in Public TVET institutions in the Western Cape in South Africa. Educator turnover and prolonged tenure intentions is interconnected to educators ' dissatisfaction with rewards (intrinsic and extrinsic). Public TVET educators ' dissatisfaction with rewards result in increased turnover and lack of the desire to prolong tenure among educators. In 2006 educator turnover increased by 5.6%. Due to this problem the South African government was forced to replace about 20 000 educators annually in the education sector in all provinces. The major problem encountered by the government was that during this period of time, was that it was not producing enough teachers to fill in the gaps created increased educator turnover. As a result, high turnover experienced in educational institutions had a negative effect on the quality of service delivery. A structured self-administered Job Descriptive Index (JDI) questionnaire was utilized in collecting data. Data was processed using Software Package for Social Science (SPSS) Version 23. Results revealed that dissatisfaction with rewards (extrinsic and intrinsic) increased turnover and lack of a desire to prolong tenure among Public TVET educators in Public TVET institutions in the Western Cape. Recommendations were that Public TVET institutions needed to improve rewards (intrinsic and extrinsic) to manage increased turnover and lack of a desire by educators to prolong tenure. Therefore, it was recommended that Public TVET had to adopt the Total Rewards model invented by World at Work to manage the problem of increased Public TVET educator turnover.

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

Essential Elements for Costed Implementation Plans - Johns Hopkins Center for Communication Programs (2019)

The Automation of Management and Business Science - Johnson, C.D.; Bauer, BC; Niederman, F. (Academy of Management Perspectives, 2019)
Keywords: _Added-ailr-2024

Reducing Inequality Through Dynamic Complementarity: Evidence from Head Start and Public School Spending. - Johnson, R.C.; Jackson, C.K. (American Economic Journal: Economic Policy, 2019)

Gender differential effects of technical and vocational training: Empirical evidence for Tanzania - Joseph, Cornel; Leyaro, Vincent (CREDIT Research Paper, 2019)
This paper investigates the gender differential effect of technical and vocational educational and training (TVET) in Tanzania using data from the 2014 Integrated Labour Force Survey (ILFS). The multinomial logit model results for employment mobility show that TVET training significantly improves males as well as females chances of entering into formal employment while at the same reduces their probability of working in informal, agriculture or being unemployed. The effects are much higher for females relatively to males almost for all categories of education and training. The results further show that though the TVET training increases males as well as females earnings significantly, though the returns to TVET are substantially higher and statistically significant for females than males. The decomposed gender earnings gap using Oaxaca and Blinder (1973) decomposition technique reveal there is a significant gender earning gap in Tanzania, where males tends to earn significantly higher income by 58 percent than females. Clearly, two implications come out here: one, as TVET and general education increases the probability of females more than males to be in the formal employment, investing in girls skills training and education will address the problem of rising youth unemployment and formalize the economy. Two, as returns to TVET and general education is substantially high for females than males, investing in girls' skills skills training and education will address the problem of rising inequality and by extension the higher level of poverty rate in the country.
Keywords: ⛔ No DOI found

Enhancing self-reliant of students in technical and vocational skills through work-based learning for 4th industrial revolution; Review of Nigerian higher institutions - Jwasshaka, Shirka Kassam; Mohd Amin, Nor Fadila (International Journal of Recent Technology and Engineering, 2019)
© BEIESP. Journal writing is a common practice for pre-service teachers to reflect on their learning and teaching experiences about the course in the campus. Dewey (1933) believed that thinking is natural but that reflective habits of mind needed to be taught. This study aims to investigate the use of written journal to promote reflective thinking by the pre-service teachers. The case study was conducted among the twenty pre-service teachers who carried out a micro-teaching session in a childrens literature course. A content analysis was carried out on the reflective journals written by the pre-service teachers. The findings indicated that the pre-service teachers employed five strategies of reflective thinking such as identifying, associating, analysing, assessing and decision-making in their written journals. It is recommended for teacher education to establish learning and teaching environment and promote a shared practice among the peers that facilitate reflective thinking.
Keywords: ⛔ No DOI found

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

Implementation of the competency-based curriculum by teachers of History in selected Secondary Schools in Lusaka district, Zambia - Kabombwe, Yvonne Malambo; Mulenga, Innocent Mutale (Yesterday and today, 2019)

Who benefits from abolishing secondary school fees in Malawi & what are the costs? - Kadzamira, Esme (Transforming Malawi: An Engagement on Affordable Secondary Education, Ministry of Education/ UNICEF, 2019)
Keywords: _C:Malawi MWI

Will the poorest children benefit from abolishing secondary school fees in Malawi” - Kadzamira, Esme (2019)
Keywords: _C:Malawi MWI; ⛔ No DOI found

Investigating ICTs for Education in Marginalized Communities - Kamal, Mehruz; Diksha, Diksha (2019)
Keywords: ⛔ No DOI found

A Co-design Methodology for Blended Teacher Professional Development in Contexts of Mass Displacement - Kennedy, E.; Moghli, M. A.; Chase, E.; Pherali, T.; Laurillard, D. (NORRAG SPECIAL ISSUE 02: Data collection and evidence building to support education in emergencies, 2019)
Keywords: ⛔ No DOI found

The Potential of MOOCs for Large-Scale Teacher Professional Development in Contexts of Mass Displacement - Kennedy, Eileen; Laurillard, Diana (London Review of Education, 2019)
The mass displacement of people across the world, currently estimated at 65 million, creates a massive demand for new forms of education for children, young people and adults. However, this cannot be addressed without attending to what this means for teachers and other professionals involved in education and training. Clearly, there is a need for large-scale teacher professional development (TPD). Digital technology has the potential to meet this demand, but challenges are presented by the poor digital infrastructure in contexts of mass displacement. Data from two projects are analysed to explore the viability of scaling up TPD in the form of co-designed massive open online courses (MOOCs). The first data set is from a co-designed TPD MOOC project Blended Learning Essentials, to show that digital technology can be effective for scaling up TPD, but that a sustainability plan must be in place from the outset. The second data set is from a project that built on the first to run stakeholder co-design workshops in Lebanon, as a way of developing large-scale TPD in this most challenging context. Lebanon has the highest proportion of refugee to host communities in the world. This case study indicates that MOOCs could be viable in such a context, but also highlights the need to balance the generic principles being offered with a focus on localized practice. A theory of change is presented to outline a method of meeting these challenges by employing a co-design methodology to create self-sustaining digital TPD in the context of Lebanon, and to test this model with the contexts of mass displacement experienced by other participants in the MOOC.
Keywords: Access to Education; Blended Learning; Children; Developing Nations; Faculty Development; Foreign Countries; Handheld Devices; Instructional Design; Instructional Effectiveness; Internet; Online Courses; Public Schools; Refugees; Sustainability; Teacher Collaboration; Teacher Educators; Teachers; Telecommunications; Vocational Education; Workshops; __C:filed:1; ⛔ No DOI found

Use of remedial teaching approaches for dyslexic students: Experiences of remedial teachers working in urban Pakistan - Khalid, M.; Anjum, G. (Cogent Psychology, 2019)
The purpose of this study was to examine the experiences of remedial teachers while teaching dyslexic students in the urban hub of Pakistan—Karachi. The study explored assessment related experiences, the effectiveness of these approaches, and the challenges incurred by the teachers. Semi-structured interviews were conducted with nine remedial teachers: Interpretive Phenomenological method was used for analysis of their experiences. Results yielded six major themes: Assessment process (Pre- and follow-up assessments), Effective Teaching Techniques (the Orton-Gillingham approach, Sequential approach, Technology-assisted learning, Integrative approach, and Play Therapy), Common challenges (stigma and denial, late diagnosis, behavioral problems, slow progress, and incongruence in teaching), and Role of family (role of parents, and role of other family members). Based on the interview responses, the most effective and popular approach used was the Orton-Gillingham approach, which incorporated multiple senses in the learning process, and was altered to meet the specific needs of a student. Results, implications, and directions for future research are also discussed. © 2019, © 2019 The Author(s). This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
Keywords: LMIC; Orton-Gillingham approach; SEN; Special education and; _AcademicRecoveryOECS; assessment and implementation; behavioral problems; challenges faced in remedial teaching; dyslexia in Pakistan; effective teaching approaches for dyslexia

NEEV: An education informational chatbot - Khan, Aysha; Ranka, Sakshi; Khakare, Chaitali; Karve, Subodh (International Research Journal of Engineering and Technology, 2019)
Keywords: ⛔ No DOI found

Teacher Experience of Integrating Tablets in One-to-One Environments: Implications for Orchestrating Learning - Kim, Hye Jeong; Choi, Jiyoung; Lee, Suyoun (Education Sciences, 2019)
Keywords: _C:Korea XKOR; _C:Korea, Republic KOR; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

An artificial intelligence education program development and application for elementary teachers - Kim, Kapsu (Journal of The Korean Association of Information Education, 2019)

Further Training Needs for TVET Trainers: Lessons from a National Survey on Rwandan TVET Trainers' Instructional Competencies - Kim, Woocheol; Shin, Heh Youn; Woo, Heajung; Kim, Jiyoung (Journal of Technical Education and Training, 2019)
Recently the Republic of Rwanda has expanded the national TVET system in response to the country's growing need for a skilled youth population. However, policymakers have generally overlooked that the quality of the TVET. system as a whole largely depends on the quality of TVET trainers. Recognising this lack, we conducted a national survey on TVET trainer's instructional competencies to gather information about the current status of TVET trainers' teaching quality. Additionally, after operating a pilot training program for TVET trainers at the RTTI, the national training institution for TVET trainers, we executed the same survey to the training participants to examine their instructional competencies. Then we compared its results in comparison to the results attained from the national survey. All assessments were done by measuring TVET trainers - and students' perceptions of TVET trainers' teaching behaviors. This research represents the first efforts to understand the current level of TVET trainers' teaching skills in Rwanda. Also, the survey results of the teaching behaviors of TVET trainers who received the training indicated the positive effect of the training. Implications of this research at the individual (trainers), institutional, and national levels are discussed at the end.\n

An Exploration of Strategies for Facilitating Graduates’ Transition to the World of Work: A Case of Technical, Vocational Education and Training Graduates in Uganda - Kintu, Denis (International Journal of Vocational Education and Training Research, 2019)

The Relevance of Teacher Autonomy-A Qualitative Case-Study of Malawi Unlocking Talent: Learning Through Technology - Kleiberg, Elisabeth Vestvik (2019)
Keywords: _C:Botswana BWA; _C:Ethiopia ETH; _C:Greece GRC; _C:Malawi MWI; _C:Mozambique MOZ; _C:Norway NOR; _C:Portugal PRT; _C:Senegal SEN; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:Thailand THA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Technologie w\lasne czy szkolne? Podział cyfrowy i jego skutki w kontekście nauczania i uczenia się wzbogaconego technologicznie - Kopciewicz, Lucyna; Bougsiaa, Hussein (2019)
Keywords: _C:Denmark DNK; _C:Poland POL; __C:filed:1; __C:scheme:1; ⛔ No DOI found

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

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

Large-scale studies of holistic professional competence in vocational education and training (VET). The case of Norway - Lahn, Leif Chr; Nore, Hæge (International Journal for Research in Vocational Education and Training, 2019)
© 2019 European Research Network Vocational Education and Training. All rights reserved. Context: In this paper, we review and discuss the piloting in Norway of a German methodology for competence diagnostics in vocational education and training: the Competence Development and Assessment in TVET (COMET) project. Our overarching theme is determining to what extent such large-scale assessment systems are valid for international comparisons in this sector. Method: We present the theoretical underpinnings of the COMET model and position our discussion within the broader context of the concept of “professional competence” (berufliche Kompetenz) and methodological guidelines for its measurement. Terminology from psychometrics on “measurement equivalence” is described and serves as a template for identifying challenges in using the Norwegian data for comparative purposes. Our pilot included students and apprentices in health care, industrial mechanics and electricians and was designed as a three-year follow-up study from the second year of upper secondary school through two years of apprenticeship. Each year, a test on professional competence and a context survey were administered. Similar studies have been conducted in Germany, China and South Africa. Results: In line with the results from these countries, the Norwegian participants had low scores, particularly the electricians. However, the diagnostic instrument was sensitive to the development of professional competence, and progress on the assessment was influenced by the quality of the learning support in the companies, as reported by apprentices in the context survey. Conclusions: The COMET platform may be a viable prototype for the development of diagnostic tools, which may support the monitoring of quality factors at different levels and inspire local improvement projects in schools, companies and training offices. Such an objective would be in line with the latest summaries of the COMET project, in which its contribution to a model for international large-scale assessment is toned down and replaced by a stronger emphasis on its potential for measuring competence development, evaluating contextual factors and generating data for didactic innovations.

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

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

TVET teachers’ perceptions on competencies: An application of Malaysian human resource development practitioners competency model - Lai, Chee Sern; Hamisu, Mohammed Adamu; Salleh, Kahirol Mohd; Adamu, Babayo Yakubu (International Journal of Economics and Business Research, 2019)
Copyright © 2019 Inderscience Enterprises Ltd. Competency of TVET teacher is one of the major factors that influence the quality of TVET graduates and TVET system. This paper attempted to investigate the TVET teachers’ perceptions on the competency needs in Nigerian higher learning institutions based on the competency model of Malaysian human resource development practitioners (MHRDP) which focused on thinking competency, organisational competency, and application competency. This study employed a survey design in which a set of questionnaire was used for data collection. A total of 205 TVET teachers from universities, polytechnics, and colleges of education were involved in this research. Descriptive statistics which involved mean and standard deviation was utilised to analyse the data. The findings revealed that the Nigerian TVET teachers perceived that all elements related to thinking competency, organisational competency, and application competency are important for TVET teachers for higher learning institutions in Nigeria. Therefore, this research suggests that the Nigerian policy makers and the TVET higher learning institutions should provide training to the TVET teachers in order to equip those teachers with the competency elements that are important and relevant to TVET.

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

Evaluating secondary input devices to support an automotive touchscreen HMI: A cross-cultural simulator study conducted in the UK and China - Large, David R.; Burnett, Gary; Crundall, Elizabeth; Lawson, Glyn; Skrypchuk, Lee; Mouzakitis, Alex (Applied Ergonomics, 2019)
Keywords: __C:filed:1

The efficacy of learning analytics interventions in higher education: A systematic review - Larrabee Sønderlund, Anders; Hughes, Emily; Smith, Joanne (British Journal of Educational Technology, 2019)
Educational institutions are increasingly turning to learning analytics to identify and intervene with students at risk of underperformance or discontinuation. However, the extent to which the current evidence base supports this investment is currently unclear, and particularly so in relation to the effectiveness of interventions based on predictive models. The aim of the present paper was to conduct a systematic review and quality assessment of studies on the use of learning analytics in higher education, focusing specifically on intervention studies. Search terms identified 689 papers, but only 11 studies evaluated the effectiveness of interventions based on learning analytics. These studies highlighted the potential of such interventions, but the general quality of the research was moderate, and left several important questions unanswered. The key recommendation based on this review is that more research into the implementation and evaluation of scientifically driven learning analytics is needed to build a solid evidence base for the feasibility, effectiveness and generalizability of such interventions. This is particularly relevant when considering the increasing tendency of educational institutions around the world to implement learning analytics interventions with only little evidence of their effectiveness. Practitioner Notes What is already known about this topic? Drop-out rates and underachivement is a significant issue at most Western universities. Learning analytics have been shown to predict student performance and risk of dropping out. Interventions based on learning analytics have emerged in recent years, some reportedly successful. What this paper adds The paper also reviews and synthesizes the evidence on the effectiveness of learning analytics interventions targeting student underperformance, experience and discontinuation. The paper compares and contrasts past and current learning analytics methods and foci, and makes recommendations for the future research and practice. It critically synthesizes the current evidence base on learning analytics interventions, which is a field that is in constant flux and development. Implications for practice and/or policy The paper focuses on an increasing part of higher education with the goal of validating learning analytics methods and usefulness. The paper makes evidence-based recommendations for institutions wishing to implement learning analytics programs and/or interventions. The paper makes evidence-based recommendations for instructors as well as researchers in the field.
Keywords: Final_citation; cited; existing

Understanding the elephant: the discourse approach to boundary identification and corpus construction for theory review articles - Larsen, K.; Hovorka, D.; Dennis, A.R. (Journal of the Association for Information Systems, 2019)
Keywords: _Added-ailr-2024

Using Digital Technology to Improve Learning: Evidence Review - Lewin, Cathy; Smith, Andrew; Morris, Stephen; Craig, Elaine (Education Endowment Foundation, 2019)

Employment Mobility and Returns to Technical and Vocational Training: Empirical Evidence for Tanzania - Leyaro, Vincent; Cornel, Joseph (2019)
This paper examines the employment mobility and returns to technical and vocational training (TVET) relative to general education in Tanzania, using data from the 2014 Integrated Labour Force Survey (ILFS). The result shows that TVET training facilitates individual transition into employment. Both in descriptive statistics and regression results, technical, on the job training, vocational and apprenticeship training are particularly important in acquiring formal employment. The results further show that, though the returns to general education (GED) and TVET are positive and statistically significant, on average those with TVET training are earning relatively less than those with general education, implying lower returns to TVET graduates compared to general education graduates. The descriptive statistics confirm this by showing that, in Tanzania, workers with a university degree earn twice those with technical training and three times those with vocational training. Two implications stand out: technical and vocational training are instrumental in addressing the rising youth unemployment; and, to make it attractive to parents and students governments across the region have to work towards raising the returns to TVET.
Keywords: ⛔ No DOI found

The effect of principal behaviors on student, teacher, and school outcomes: A systematic review and meta-analysis of the empirical literature - Liebowitz, David D.; Porter, Lorna (Review of Educational Research, 2019)

Learning Environments and Pupils’ Participation in Primary Education in Nairobi Urban Slums: Implications for Sustainable Development - Limboro, Charity Mukiri (MSINGI JOURNAL of the Department of Educational Foundations, 2019)
Keywords: BE:LMIC; BE:RELEVANT

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

Google Scholar as a data source for research assessment - López-Cózar, Emilio Delgado; Orduña-Malea, Enrique; Martín-Martín, Alberto (Springer handbook of science and technology indicators, 2019)

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

Facilitating Students’ Digital Competence: Did They Do It? - Lucas, Margarida (Springer, 2019)
Keywords: __C:filed:1; ⛔ No DOI found

Expecting the unexpected: effects of data collection design choices on the quality of crowdsourced user-generated content - Lukyanenko, R.; Parsons, J.; Wiersma, Y.F. (MIS Quarterly, 2019)
Keywords: _z:no_pdf

Tablet computers in Philippine public schools: school-level factors that influence technology management and use - Lumagbas, Jedaiah Joel; Smith, Wally; Care, Esther; Scoular, Claire (Technology, Pedagogy and Education, 2019)
Keywords: __C:filed:1

ICTs and development in developing countries: a systematic review of reviews - Lwoga, Edda Tandi; Sangeda, Raphael Zozimus (The Electronic Journal of Information Systems in Developing Countries, 2019)
This systematic review of reviews aimed to explore the contribution of information and communication technologies (ICTs) for development in developing countries. This systematic review of reviews determines and summarizes ICTD research trends, and methodologies and conceptual frameworks used in ICTD research discuss the findings and evidence and then suggest approaches for further research. We reviewed existing systematic reviews published on ICT and development between January 1990 and July 2017. The review of reviews shows that a growing number of ICTD research works have used qualitative research approaches for data collection and analysis. We note several attempts to develop and apply models/frameworks over explanatory and predictive theories, most notably in the area of social, sociotechnical, and technical. Nevertheless, there is limited evidence on the long‐term contribution of ICT use on livelihoods, patterns of economic inequality, human freedom, and well‐being in developing countries. This review of reviews synthesizes existing systematic reviews on the contribution of ICT for development than was previously available for developing countries. This review has the potential for several stakeholders, including the public and private sector, intermediaries, and nonprofit organizations, to utilize the accumulated evidence from selected systematic reviews to enable/improve the appropriate and sustainable use of ICTs for development.

Reengineering mass career acquisition through technical vocational education training counseling in Kenya - Macharia, Muriu Stephen; Department of Human Resource Development. School of Business, Karatina University, Kenya (International Journal of Research In Business and Social Science, 2019)
Vocational and Technical Education forms a very key foundation in enabling a nation to achieve aspired MDGs and SDG. Kenya as a country highly depends on technical skills to achieve The Vision 2030 and Sustainable Development Goals. However, this can only be achieved through proper and realistic career counseling information provided by the counseling teachers at secondary school level. According to KCSE results released every year, majority of the candidates score below grade C+ especially in 2016 and 2017 though above D- which is the requirements for entrance for proficiency level for TVET courses. However, majority of students do not join Vocational or Technical Education due to a missing link between the natures of career counseling services offered at secondary school level. Counselors has expectations and premise that majority of the candidates join trainings at university levels thus package their counseling information on the few ignoring other students. The objective behind this study was to examine the final results scored by students and the subject choice at secondary school, various career theories and models that guide career choices formed foundation for the study. The study used a descriptive design where data was collected through past existing data review from KNEC and one Technical Training Institute over a period of four years. Data was analyzed and presented in tables and figures. Findings revealed that majority of the candidates (86.92%) of the KCPE candidates scored less than C+ and had no career information on Vocational and Technical Education. The study recommends reengineering of the career guidance in Kenya education system to involve the Ministry, professionals and Human Resource Management experts.

Technical and implementation issues in reading literacy interactive games - Mahalingam, G.R.; Samah, N.A.; Rahman, K.A.A.; Ali, D.F.; Abdullah, A.H.; Ashari, Z.M.; Jumaat, N.F.; Harikrishnan, H. (International Journal of Engineering and Advanced Technology, 2019)
The technology-based learning process is able to influence pupils on learning and teaching, especially the use of interactive games can transform the way learning of problematic learners in reading skills. Although interactive games are said to be very effective in learning but there are still many technical and implementation shortcomings on remedial education students which identified as slow learners. This paper focuses on technical and implementation issues which restrict the effective integration of Reading Literacy Interactive Games (RLIG) in learning of reading skill among slow learners. The aim of this study is to investigate the critical issues and develop the effective RLIG in order to fulfill the slow learners’ needs. Therefore, a need-analysis was conducted to investigate the issues of technical and implementation of RLIG among slow learners. The findings revealed that there are many technical and implementation issues that restricted slow learners from adapting RLIG in the process of teaching and learning. The findings of this research can assist educators to improve the development of RLIG by incorporating relevant pedagogical approaches and game-based features in the development process. © 2019, Blue Eyes Intelligence Engineering and Sciences Publication. All rights reserved.
Keywords: Interactive games; Reading literacy; Slow learners; _AcademicRecoveryOECS; edtech; remedial

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

A study on mobile devices used by individuals for formal learning - Mangu, Hohepa (2019)
Keywords: _C:Australia AUS; _C:China CHN; _C:Indonesia IDN; _C:Kuwait KWT; _C:New Zealand NZL; _C:Nigeria NGA; _C:Tanzania TZA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

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

Impossible generalisations: meta‐analyses of education interventions in international development. - Masset, Edoardo (RISE Annual Conference, 2019)

Teachers’ pedagogical content knowledge for teaching computer studies in rural Zambian secondary schools of North-western province. - Masumba, Collins Kasoka; Mulenga, Innocent Mutale (2019)
Keywords: ⛔ No DOI found

The Physics Teachers Acceptance of Multimedia Applications-Adaptation of the technology acceptance model to investigate the influence of TPACK on physics teachers acceptance behaviour of multimedia applications. - Mayer, Peter; Girwidz, Raimund (Frontiers, 2019)
Keywords: __C:filed:1

Evaluation in African contexts: The promises of participatory approaches in theory-based evaluations - Mbava, Nombeko P.; Dahler-Larsen, Peter (African Evaluation Journal, 2019)
Keywords: __C:filed:1

Inputs, Incentives, and Complementarities in Education: Experimental Evidence from Tanzania. - Mbiti, Isaac; Muralidharan, Karthik; Romero, Mauricio; Schipper, Youdi; Manda, Constantine; Rajani, Rakesh (The Quarterly Journal of Economics, 2019)

Management control system, organizational processes and institutional performance of technical training institutions in Kenya - Mbore, Clement Karani; School of Business and Economics, Moi University, Nairobi, Kenya; Sang, Jane; Komen, Joyce (2019)
The purpose of this study was to determine the Moderating Effect of Management Control System (MCS) in the relationship between Organizational Processes and Institutional Performance of Technical Training Institutions (TTIs) in Kenya. The study was a cross-sectional survey in nature and used explanatory research design with the population obtained from the TTIs that were registered with the Ministry of Education, Science and Technology ßiOEST) and Technical and Vocational Education and Training Authority (TVETA) by 2015. The main research instrument was a closed-ended questionnaire. The hypotheses in this study were tested using Hierarchical Moderated Multiple Regression ĢMMR) and the study found that Organizational Processes had a significant positive influence on the institutional performance of TTIs in Kenya. The study findings indicated that the estimated coefficient was 0.555 indicating that Organizational Processes had a significant influence on institutional performance. Further, the study found evidence that (i) MCS moderates the relationship between organizational processes and institutional performance, (ii)) MCS had a moderating effect on the relationship between organizational processes and institutional performance of Technical Training Institutions (TTIs) in Kenya.

2019 Annual Schools Census Report - MBSSE (Ministry of Basic and Senior Secondary Education, 2019)

Transforming mobile learning and digital pedagogies: An investigation of a customized professional development program for teachers in a hospital school - McCarthy, Aidan; Maor, Dorit; McConney, Andrew (Contemporary Issues in Technology and Teacher Education, 2019)
Keywords: _C:Australia AUS; _C:New Zealand NZL; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

What if compulsory schooling was a 21st century invention? Weak signals from a systematic review of the literature - McGrath, Jason; Fischetti, John (International Journal of Educational Research, 2019)

Handbook of Vocational Education and Training : Developments in the Changing World of Work - McGrath, Simon; Mulder, Martin; Papier, Joy; Suart, Rebecca (Springer International Publishing, 2019)
This handbook brings together and promotes research on the area of vocational education and training (VET). It analyzes current and future economic and labor market trends and relates these to likely implications for vocational education and training. It questions how VET engages with the growing power of human development approaches and with the sustainable development agenda. Equity and inclusion are discussed in a range of ways by the authors and the consideration of the construction of these terms is an important element of the handbook. It further addresses both the overall notion of system reform, at different scales, and what is known about particular technologies of systems reform across a variety of settings. Vocational learning and VET teacher/trainer education are discussed from a comparative perspective. National and comparative experiences are also shared on questions of equity and efficiency in funding in terms of those that fund and are funded, and for a range of funding methodologies. As well as reviewing existing gaps, this handbook is looking forward in identifying promising new directions in research and environment.Areas covered:The Changing World of Work | Editors: Margarita Pavlova and Salim AkoojeeSkills for Sustainable Human Development | Editor: Lesley PowellPlanning and Reforming Skills Systems | Editor: Robert PalmerPrivate Training Markets | Editors: Michael Gessler, Larissa Freund and Susanne PetersVocational Learning | Editors: Karen Evans and Natasha KershCompetence and Excellence | Editor: Kirby BarrickMeasuring Learning and Instructional Performance | Editor: Esther WintherSupporting Learners | Editor: Joy PapierVET Teacher/Trainer Education | Editor: Volker Wedekind

A survey of OER implementations in 13 higher education institutions - McGreal, Rory (The International Review of Research in Open and Distributed Learning, 2019)
Keywords: Final_citation; cited; existing

Literature Review on Professional Standards for Teaching - McMahon, Margery A (2019)
Keywords: ⛔ No DOI found

Private engagement in refugee education and the promise of digital humanitarianism - Menashy, Francine; Zakharia, Zeena (Oxford Review of Education, 2019)

The Routledge International Handbook of Research on Dialogic Education - Mercer, Neil; Wegerif, Rupert; Major, Louis (Routledge, 2019)
Keywords: __C:filed:1

LIMITATIONS OF OUTCOME BASED ACCOUNTING CURRICULUM IN ETHIOPIA - Mersha, Deresse; Assistant Professor, Department of Accounting and Finance, Jimma University, Ethiopia; Getahun, Mohammed (2019)
The demand for accounting profession is increasing from time to time because of the increase in complexity of the business environment. Education institutions are responsible to produce qualified and ethical accountant required by the accounting profession. Specifically, Technical and Vocational Education and training (TVET) colleges play great role in training lower and middle level accountant in Ethiopia. However, Academicians, practitioners and employers are raising concern on the quality and relevance of education and training given by TVET colleges. The major objective of this study is to examine the limitations of TVET in accounting curriculum in relation to relevance and contents of the competences included. The finding of the study showed that the existing curriculum has a lot of limitations in terms of relevance, coherence and content. As a result, the existing curriculum should be revisited in order to make it better.
Keywords: ⛔ No DOI found

Awareness and use of a mobile phone as a potential pedagogical tool among secondary school teachers in Tanzania - Mfaume, Hamisi (International Journal of Education and Development using Information and Communication Technology (IJEDICT), 2019)
The government of Tanzania through its ICT Policy for Basic Education, has indicated a commitment to use of mobile phones among other ICTs, as a strategy to enhance the quality of education. It is from this fact that this study determined teachers’ awareness of the educational benefits of the device, their use and barriers towards their educational use. The study was qualitative in nature, using a sample of twenty one (21) teachers who were purposefully selected from three secondary schools. Data were sought through semi-structured interviews and were thematically analysed. The findings revealed that teachers are well informed of the benefits, but they hardly utilize it for educational purposes. Lack of knowledge and skills, a negative attitude, lack of awareness of the ICT policy, age and low motivation emerged as key barriers. In light of the findings, the study concluded that the government’s commitment to integrate the device in the promotion of quality education has not yet moved beyond policy statements. Thus, a concerted effort is needed to train teachers on pedagogical utilization of the device.
Keywords: Bali; Bangkok Thailand; Cellular telephones; Education; Educational technology; Japan; Learning; Pedagogy; Secondary school teachers; Students; Tanzania; Teaching; United Kingdom--UK; United States--US; __:import:01; __:match:final; __:matched; __:study_id:2096774; __finaldtb; ⛔ No DOI found

School-based mathematics teacher professional learning: A theoretical position on the lesson study approach - Mhakure, Duncan (South African Journal of Education, 2019)

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

Sierra Leone Medium Term National Development Plan (Volume 1) - Ministry of Planning and Economic Development (Sierra Leone) (2019)
Keywords: _C:Sierra Leone SLE

Student organisation as a facet of teaching quality in sub-Saharan Africa: evidence to inform the World Bank’s Teach observation instrument - Mitchell, Rafael (UKFIET, Oxford, 2019)
Keywords: ⛔ No DOI found

National Sustainable Development Plan-2020-2035 - MoFPEPD (Ministry of Finance, Planning, Economic, and Physical Development, 2019)

Corporate governance principles and practices disclosed in the South African technical vocational education and training colleges' annual reports - Moloi, Tankiso; University of Johannesburg; Adelowotan, Michael (Journal of Legal, Ethical and Regulatory Issues, 2019)
The motivation for the development of corporate governance codes in South Africa was to ensure that companies and other organisations are managed so as to ensure ethical leadership, accountability, transparency and sustainability of these organisations. However, observers of the South African Corporate environment noted that the development of King I code of corporate governance was particularly focused on corporate bodies and not to other organisations. In order to address this imbalance and considering the significant role of these educational institutions to the development of the nation's economy, the subsequent King codes were designed in a manner that permitted them to apply to any organisation regardless of manner or form of incorporation. The Heher Commission of Inquiry that investigated the process of administration in the Higher Education Sector observed that there are so many challenges (ranging from leadership and administration; funding and accountability; infrastructure and equipment) confronting TVET colleges, which is an indication that governance in general is a challenge in this environment. Through the document analysis methodology, this work explored the nature of corporate governance principles and practices disclosed in South Africa's Technical, Vocational, Educational, and Training colleges' annual reports so as to determine whether the challenges could also be attributable to the lack of application of principles thereby filling gap in many studies focusing on the application of King code to companies alone. We hypothesize that the application of King codes will lead to improved performance by TVET colleges. Our research question is "To what extent will the application of King codes resolve the challenges facing TVET colleges in South Africa?" Our findings suggest that the majority of the observed institutions had not disclosed the key corporate governance practices in their annual reports. It could then be argued that the challenges that are plaguing these institutions as highlighted by the Heher Commission of Inquiry could also be attributable to the lack of application of principles, leading to the unstable leadership and administration; lack of funding and accountability; decaying infrastructure and equipment, which ultimately renders these organisations incapable of delivering on its core mandate.
Keywords: ⛔ No DOI found

WhatsApp: Creating a virtual teacher community for supporting and monitoring after a professional development programme - Moodley, Maglin (South African Journal of Education, 2019)
Keywords: ❓ Multiple DOI

A secure model for storage and dissemination of examination results: A case study of Zambia technical education vocational and entrepreneurship training authority - Mseteka, Lister; Phiri, Jackson (Journal of Computer Science, 2019)
© 2019 Lister Mseteka and Jackson Phiri. Most developing countries and public higher institutions of learning have low levels of Information and Communication Technology (ICT) and hence face challenges in securing information and information systems. Therefore, dissemination of examination results through web and mobile applications usually raise security concerns on how to ensure the confidentiality, integrity and authenticity of students' examination results due to susceptibility of web and mobile applications. In this study, we are proposing a secure model for storage and dissemination of students' examination results using encryption and cryptographic hash functions to simultaneously provide confidentiality, integrity and authenticity assurances of students' examination results. The study is based on Technical Education, Vocational and Entrepreneurship Training Authority (TEVETA), an examination body in Zambia. A baseline study was conducted to determine the challenges faced by TEVETA and students regarding dissemination of students' examination results. Data was collected from 558 respondents consisting of 514 students, 36 members of staff in-charge of examinations in TEVETA registered institutions and 8 TEVETA ICT staff. The results from the study indicate that the current TEVETA examination cycle business processes have a number of irregularities. These include candidate registration, storage of students' examination results and dissemination of students' examination results. The results from the baseline study were used to come up with the model which was then used to develop a prototype. The results obtained from the test and evaluation of the developed prototype based on the model shows that the system provides an avenue to ensure the confidentiality of students' results through encryption as well of integrity and authenticity of students' examination results through detection of altered students' examination results during transmission and storage through cryptographic hash function.

Methods of financing technical and vocational education and training, and entrepreneurship education to support skills development in Lusaka Province, Zambia - Mubanga, Philip; Hock, Oo Yu; Asif, Mahbub Karim; Mulenga, Innocent Mutale (International Journal of Research and Scintific Innovation (IJRSI), 2019)
Keywords: ⛔ No DOI found

Harnessing technical and vocational education and training and entrepreneurship education to address unemployment in Lusaka province, Zambia. - Mubanga, Phillip; Hock, Oo Yu; Karim, Asif Mahbub; Senteri, Zulkifli; Mulenga, Innocent Mutale; Preckler, Miriam (2019)

Effective Strategies for Integrating Project Based Learning into Woodwork Technology Education and Understanding at Tertiary Institutes in Nigeria - Muhammad Umar Isa; Yusri Bin Kamin (International Journal of Emerging Technologies in Learning (iJET), 2019)
The purpose of this examination is to research viable methodologies for in-corporating Project-based Learning (PoBL) in instructing and learning Woodwork Technology Education (WTE) at tertiary foundations in Nige-ria. A mixed-method approach including both quantitative and subjective technique was utilized for the investigation. The example of the examination involved 50 in-administration postgraduate understudies from Nigerian tertiary foundations concentrating Technical Vocational Education and Training (TVET) in University Teknologi Malaysia for the quantitative perspective and 9 in-administration postgraduate understudies for the subjective part. A 16-thing organized poll was utilized for quantitative information accumulation while semi-organized meeting convention was utilized for subjective information gathering. Quantitative information was investigated utilizing SPSS programming variant 24 to process the rate and intend to demonstrate the degree of understanding or difference on things of the survey. NVIVO 12 was utilized for subjective data examination. Mem-ber check and pear questioning were utilized to build up the reliability of the interview convention. The principal discoveries of the examination un-covered that PoBL has not been embraced in WTE educating and learning at tertiary establishments of Nigeria, and the conventional instructional methodology including lecture, demonstration and task have been the instructional methodologies received. It was additionally uncovered from the discoveries that rebuilding of WTE educational plan at tertiary organizations in Nigeria to concentrate on a student-focused methodology, just as sorting out courses and workshops for WTE speakers to be familiar with the utilization of PoBL in WTE instructing and learning as a component of the successful techniques for incorporating PoBL in instructing and learn-ing WTE at tertiary establishments in Nigeria. PoBL is appropriate in the instructional procedures of courses like WTE which include intellectual and psychomotor aptitude procurement. At long last, the deficiencies of studies identifying with PobL in Nigeria illuminates the need to attempt this examination in WTE at tertiary organizations.

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

TEACHER EDUCATION CURRICULUM DESIGNING: THE IMPORTANCE OF CONNECTING UNIVERSITY CURRICULA TO SECONDARY SCHOOL KNOWLEDGE AND SKILLS CONTEXTS - Mulenga, Innocent Mutale (ZANGO: Zambian Journal of Contemporary Issues, 2019)
Keywords: ⛔ No DOI found

A competency-based curriculum for Zambian primary and secondary schools: learning from theory and some countries around the world. - Mulenga, Innocent Mutale; Kabombwe, Yvonne Malambo (2019)
Keywords: ⛔ No DOI found

Understanding a competency-based curriculum and education: The Zambian perspective - Mulenga, Innocent Mutale; Kabombwe, Yvonne Malambo (Journal of Lexicography and Terminology (Online ISSN 2664-0899. Print ISSN 2517-9306)., 2019)
Keywords: ⛔ No DOI found

Teachers present in school but absent in class: utilization and ‘silent erosion’of learning time in the implementation of the curriculum in Mongu district of Zambia. - Mulenga, Innocent Mutale; Lubasi, Ireen Monde (2019)
Keywords: ⛔ No DOI found

Teacher's Voices Crying in the School Wilderness: Involvement of Secondary School Teachers in Curriculum Development in Zambia. - Mulenga, Innocent Mutale; Mwanza, Christine (Journal of Curriculum and teaching, 2019)

A Critical Literature Review of Perceptions of Tablets for Learning in Primary and Secondary Schools - Mulet, Julie; Van de Leemput, Cécile; Amadieu, Franck (Educational Psychology Review, 2019)
Keywords: __C:filed:1; literature / systematic review

Adoption of Self-Directed Learning: A Case Study of Kenya Jua Kali Sector - Muli, Elizabeth M.; Opiyo, Elisha T.O.; Oboko, Robert O. (2019 IST-Africa Week Conference, IST-Africa 2019, 2019)
© 2019 The authors. This study examines the state of the Education sector in Kenya with regard to provision of education to all. There is a remarkable progress in education reforms, however, cohort analysis from standard 1 to university education indicates that only 2% of pupils who enrol for standard 1 actually progress to 1st year of university education. Cumulatively, this wastage has led to a remarkable loss of potential human resource in the country. It is in the light of this the Government of Kenya has embarked on a series of reforms to address these challenges and meet the goals of the Kenya Vision 2030. The Education sector lacks alternate pathways to promote lifelong learning for those who drop out of formal education for some reasons and would wish to pursue further education later in life. These people end up in the Jua Kali sector. This study explores the potential of self-directed learning to give a second chance and provide learning opportunities to youths and young adults in this sector. This will equip them with necessary skills to manage their small businesses profitably.

Effectiveness of Student Psychological Support Services at a Technical and Vocational Education and Training College in South Africa - Munyaradzi, Muchineripi; Addae, David (Community College Journal of Research and Practice, 2019)
In this case study research, the effectiveness of psychological support services rendered to students at a Technical and Vocational Education and Training (TVET) college in South Africa is explored. Using the systems theory of psychology, the article postulates that students at TVET colleges encounter a myriad of psychological challenges, which can adversely affect their academic success. From an interpretivist paradigmatic standpoint, a sample of 30 students was purposively selected to participate in focus group interviews. It was found out that psychological support services improved students' academic performances, attendance, retention, and also enhanced college certification rate. It is recommended that institution need to establish linkages with key stakeholders such as the Departments of Higher Education and Training and Health, psychological professional bodies, and other TVET colleges in order to create a platform for sharing vital information on psychological support to students.

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

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

Teachers' ICT Adoption in South African Rural Schools: A Study of Technology Readiness and Implications for the South Africa Connect Broadband Policy - Mwapwele, Samwel Dick; Marais, Mario; Dlamini, Sifiso; Van Biljon, Judy (The African Journal of Information and Communication, 2019)
Keywords: __C:filed:1

Research weaving: visualizing the future of research synthesis - Nakagawa, Shinichi; Samarasinghe, Gihan; Haddaway, Neal R.; Westgate, Martin J.; O’Dea, Rose E.; Noble, Daniel WA; Lagisz, Malgorzata (Trends in ecology & evolution, 2019)
Keywords: _Added-ailr-2024

National Sustainable Development Plan 2020-2035 - National Plan Secretariat (Ministry of Finance, Planning, Economic, and Physical Development, Grenada, 2019)
Keywords: _publish

Strengthening the Education Workforce - Naylor, Ruth; Jones, Charlotte; Boateng, Pearl (2019)
Keywords: ⛔ No DOI found

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

Modelling TVET Colleges as Alternative Centres to Deliver eSkills Training in Rural Communities of Eastern Cape - Ngqulu, Ndiyakholwa; Gumbo, Sibukele; Nogwina, Mnoneleli (2019 IST-Africa Week Conference, IST-Africa 2019, 2019)
© 2019 The authors. The National Electronic Media Institute of South Africa (NEMISA) has adopted, among other objectives, a focus and dedication of time and resources in upskilling people to be digitally competent. This objective is delivered through provincial e-Skills CoLabs distributed around South Africa which have the mandate to roll out the necessary digital skills (e-skills) courses for various ICT user groups usually at ICT Centres with adequate infrastructure. This is necessary as it is public knowledge that while people may own ICT devices, they still face challenges utilising them to work, get further training and conduct business. However, many ICT Centres that are either donated or provided by various stakeholders have failed due to sustainability. This study interrogates the potential of Eastern Cape Technical and Vocational Education and Training colleges (TVETs) as ICT centres to deliver e-skills training. Most of these TVET college campuses are located in rural areas; therefore provide a means to bridge the digital gap between and develop the capacity of our rural communities and up skill people. Informed by the brief background above, the research question guiding this study is 'What is the state of readiness of TVET colleges as ICT centres of choice to service communities'? To respond to this question, 6 Eastern Cape TVET colleges of Eastern Cape were sampled.

Role of IEIs - Nigeria's Entreprise Institutions and Education (2019)

Exploring selected theories applicable to educational disciplines and social sciences research. - Nkhata, Bentry; Mkandawire, Sitwe Benson; Nachiyunde, Kabunga; Phiri-Nalube, Patricia; Kaani, Bestern; Mulenga, Innocent Mutale; Phiri, Chidongo; Chileshe, Bernard; Sichula, Noah Kenny; Sikayomya, Patrick (2019)
Keywords: ⛔ No DOI found

Examining the service quality of administrative practices in Technical Vocational Education and Training (TVET) Colleges in South Africa - Nomzamo, Monica Mpanza; Green, Paul; Sentoo, Naresh; Cecile N. Gerwel Proches (African Journal of Business and Economic Research, 2019)
The purpose of the research was to evaluate administrative practices in three selected Technical Vocational Education and Training (TVET) Colleges in KwaZulu-Natal, South Africa. In the higher education sector, students are the clients who are to be given service and whose needs are to be satisfied. A SERVQUAL theoretical framework was employed in this study. The study drew on a mixed method research design. Questionnaires were administered to students, and semi-structured interviews were conducted with administrative clerks and administrative managers. A stratified sampling technique was used when collecting data from staff, and a convenience sample was applied when collecting data from students. Content analysis was used to analyse data from the interviews and the responses from questionnaires were analysed using the Statistical Package for Social Scientists (SPSS). The results of the research indicated a need for TVET Colleges to implement an appropriate set of processes for administrative practices and how critical it is that all employees should adhere to principles of quality customer service.

Evaluation of the extent school access programme assisted teachers to acquire ICT skills - Nwajiuba, Chinyere Augusta; Okoro, Kingsley O.; Edikpa, Edith (Asian Journal of Information Technology, 2019)
Evaluation of the Extent School Access Programme Assisted Teachers to Acquire ICT Skills
Keywords: _Source:Intuitive; _THEME: Curriculum and resources; _THEME: Education management; _THEME: Teacher Professional Development; __:import:01; __:match:final; __:matched; __:study_id:2426072; __finaldtb

Sierra Leone: Transforming the Country through Innovation - O'Connor, Shane; Zurutuza, Naroa (UNICEF, 2019)
Keywords: _C:Sierra Leone SLE

Digital Literacy Among Teachers: Identifying Digital Divide Among Interactive Whiteboard Users in Public High Schools - Oatis, Tammy (2019)
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Brazil BRA; _C:Canada CAN; _C:China CHN; _C:Georgia GEO; _C:Greece GRC; _C:Jordan JOR; _C:Korea, Republic KOR; _C:Netherlands NLD; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:South Africa ZAF; _C:Spain ESP; _C:Thailand THA; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Sources, Format Preference and Challenges of Accessing TVET Information among the Engineering Students of the Federal Polytechnic Ede, Osun State, Nigeria - Odumade-Salako, Adepero Olajumoke; Federal Polytechnic Ilaro Library, Ogun State, Nigeria; Amusan, Blessing Babawale (Library Philosophy and Practice, 2019)
The study focused on sources, format preference and challenges faced by the engineering students of the Federal Polytechnic Ede, Osun State in accessing Technical and Vocational Education and Training (TVET) information resources. The study adopted a survey method. Questionnaire was administered on a sample size of 379 students selected from the School of Engineering of the Federal Polytechnic, Ede, from a population of 7400 students through a stratified sampling technique. 306 sets of questionnaire were returned and valid for analysis, representing 80.74% return rate. The study discovered that personal collections, Internet and colleagues were the three most used sources of accessing TVET information among the students. Also majority of the respondents preferred TVET information sources in electronic format to print resources and reasons attributed to this include ability to interact with the source and search within texts; and round-the-clock, easy, cheap and remote accessibility. Also, the respondents experienced several challenges in accessing TVET information which include high cost of accessing information, poor attitudes of library staff and lack of awareness of TVET information sources. The study recommends among others that the Institution Library should reposition itself to be the first point of call for information among the students, and also acquire more eresources and improve accessibility to the resources. There is also the need to re-orientate the library staff, especially the front desk staff on staff-customer relations as well as teaching information literacy skills to the students to solve the problems associated with information retrieval.
Keywords: ⛔ No DOI found

OECS PD Magazine - OECS Commission (2019)

Improving graduate outcomes for technical colleges in Nigeria - Okolie, Ugochukwu C.; Igwe, Paul A.; Elom, Elisha N. (Australian Journal of Career Development, 2019)
© Australian Council for Educational Research 2019. This study examined key issues affecting the effective management of carpentry and joinery workshops for improving the quality of graduates of technical colleges in Nigeria. Drawing upon data collected through a structured questionnaire administered to 27 technical colleges teachers and 13 craft trainers, plus a focus group, this study adopts a mixed methods approach. The survey was conducted in technical colleges in Enugu and Ebonyi States of eastern Nigeria; hence, this study cuts across single geographical boundaries. The patterns of responses among respondents suggested that poor student academic performance result from lack of equipment, funding, and support for technical colleges by the government, whereas effective management of workshops promoted learning and student discipline. The study addressed issues for how workshop success can be promoted.

Constraints and strategies for effective use of social networking sites (snss) for collaborative learning in tertiary institutions in nigeria: perception of tvet lecturers - Olelewe, Chijioke Jonathan; Orji, Chibueze Tobias; Osinem, Emmanuel C.; Rose-Keziah, Ikemelu Chinelo (Education and Information Technologies, 2019)
© 2019, Springer Science+Business Media, LLC, part of Springer Nature. The popularity of using social networking sites (SNSs) as an educational tool is increasing every day. Many educators are now trying to integrate these online teaching platforms that were provided by commercial services such as Google, LinkedIn and Facebook into learning environment. Despite the importance of SNSs, a lot of constraints seem to hinder its effective use for collaborative learning in Nigeria by TVET lecturers. Therefore, the main purpose of this paper is to ascertain the perception of TVET lecturers on the constraints and possible strategies to effective use of SNSs for collaborative learning in tertiary institutions in Nigeria. The study adopted a descriptive design. A questionnaire was used to collect data from 128 TVET lecturers purposively drawn from the four tertiary institutions in Enugu State that offers vocational and technical education programme. Mean, standard deviation, exploratory factor analysis and t-test statistics were used in realizing the objectives. The finding of the study showed among others that, 13 SNSs were commonly used by TVET lecturers, 13 major constraints hinder effective use of SNSs for collaborative learning by TVET lecturers, while 10 strategies were proffered to promote the effective use of SNSs for collaborative learning. This paper therefore calls for continuous professional development (CPD) of TVET lecturers particularly to enable them acquire the needed soft skills required for effective utilization of SNSs in their teaching practices.

A Framework For Evaluating The Outcome Of Use Of ICTOn Early Grade Literacy Assessment; A Case Study Of Tusome Literacy Programme In Kenya - Olubendi, Doreen (University of Nairobi, 2019)
Previous research work in the field of education has highlighted how information and communication technology plays an integral role in deepening and accelerating learning. Little has been done focusing on its adoption among public schools in Kenya. Systematic use of mobile devices and other information and communication technologies to assess early grade literacy and numeracy, especially in developing countries, remains limited to date. The purpose of this study is to develop a framework for evaluating the outcomes of ICT use on early grade literacy assessment. The focus of this study is on Tusome Literacy program, which is a USAID funded program of over five years, which has been adopted by the Kenyan Government. Education officials under Ministry of Education are equipped with tablets that have pre-installed software to be used for continuous assessment of Curriculum Support Officers, teachers and learners in early grade literacy in public primary schools. The specific objectives are: the relationship between the ICT infrastructure and the level of use of the assessment tool; the relationship between the ICT skills of the Curriculum Support Officer/County Director of Education and the level of use of the assessment tool; the relationship between the local support and the level of use of the assessment tool; the relationship between the level of use of the assessment tool and the frequency of the lessons observed; the relationship between the frequency of lessons observed and the literacy score of the learners. The design of this study is a survey research that was conducted in three counties in Kenya i.e Uasin Gishu, Bungoma and Busia counties. The sample size determination for the CSOs was equal to the population. The study targeted 30 CSOs and 2 County Directors from Bungoma, 14 CSOs and 2 County Directors from Busia; and 17 CSOs and 2 County Directors from Uasin Gishu. Questionnaires were used to collect data. The response rate was 89%. Analysis of the data was done by both descriptive statistics and inferential analysis. The study found out that the issuance of tablets with preloaded monitoring tools and applications to the CSOs and County Directors of Education enabled implementation and use of the ICT tools. The tablets had a source of internet connection so as to send the collected data to a central server. Continuous training and support of the CSOs on use of the ICT gadgets for classroom support was also key. Proper implementation resulted to increased frequency of CSOs visit to schools to iii continuously support teachers and assess teachers and learners using the ICT tools. Frequency of lessons observed and the implementation (use of the assessment tools) was significantly related as the OR=1.599, p=0.004. The study compared the literacy score and the ICT outcome (frequency of lessons observed by CSOs). The result showed that the ICT outcome significantly relates to the literacy score the with an odds ratio OR=9.531E-019, p=0.001. In conclusion, Tusome Literacy Programme has enabled improved literacy on early grade learners through use of ICT tools to monitor and support teachers and continuous assessment of learners in the early grade. A recommendation for further research is the integration of the ICT monitoring tool (Tangerine:Tutor) with other Ministry of Education systems such as The National Education Management Information System (NEMIS). The integrated data and information would enable better use for decision-making and formulation of transparent and accountable policies within the education sector in Kenya.
Keywords: Final_citation; cited; existing

Scaling Access & Impact Realizing the Power of EdTech - Omidyar Network (2019)
Keywords: Final_citation; existing

Interactions between vocational and attitudinal skills in labour market outcomes: findings from the skills’ assessment of garment factory workers in Ethiopia - Otchia, Christian S.; Yamada, S. (Journal of Vocational Education and Training, 2019)
© 2019, © 2019 The Vocational Aspect of Education Ltd. In this paper, we analyse the effects of workers’ self-rated attitudinal skills and their performance on vocational skills tests on their wage. The survey was conducted with garment workers who had experience of less than three years in Addis Ababa, Ethiopia. The constituting elements of attitudinal skills were examined using the questionnaire for the workers. Meanwhile, a vocational skills test was conducted with the same population and graded by the employers and the vocational schools’ teachers. We found that the attitudinal skills, i.e. the desire to maintain a clean and tidy workplace and to follow the rules, are associated with higher earnings. Vocational skills, which are more likely to be rewarded by higher salaries, include sewing and patternmaking. We also found that the interaction between patternmaking, sewing, and attitudinal skills yielded higher returns. Interestingly, our results show that at higher levels of attitudinal skills, workers with high sewing skills, and high patternmaking skills earned a higher wage. Our results are robust to alternative measures of attitudinal skills that correct for reference bias and different specifications.

Adoption and diffusion of open educational resources (OER) in education: A meta-analysis of 25 OER-projects - Otto, Daniel (International Review of Research in Open and Distributed Learning, 2019)

Raising early achievement in math with interactive apps: A randomized control trial. - Outhwaite, Laura A.; Faulder, Marc; Gulliford, Anthea; Pitchford, Nicola J. (Journal of educational psychology, 2019)
Keywords: __C:filed:1

Sequence to sequence model performance for education chatbot - Palasundram, Kulothunkan; Sharef, Nurfadhlina Mohd; Nasharuddin, Nurul; Kasmiran, Khairul; Azman, Azreen (International journal of emerging Technologies in Learning (iJET), 2019)

Longitudinal outcomes of an individualized and intensive reading intervention for third grade students - Partanen, M.; Siegel, L.S.; Giaschi, D.E. (Dyslexia, 2019)
Early intervention is known to reduce reading disabilities; however, treatment response is variable, and some students have persistent deficits that require intensive supports. This study examined the immediate and 1-year outcomes of an individualized and intensive reading program for third grade students, which was delivered throughout the school day for an average of 189 hr of instruction over 3 months. These students' performances were compared with two comparison groups, including poor readers who received small group supports and good readers who did not have additional reading instruction. The intensive group showed an improvement in word recognition and decoding fluency immediately after the program and 1 year later, and there was a decrease in significant reading impairments from 62% before intervention to 35% at follow-up. Furthermore, baseline reading, spelling, phonological awareness, and rapid naming skills were predictive of persistent reading deficits at a later time point. Although improvements in reading skills were shown, a significant gap between poor and good readers persisted in the third and fourth grades. This study illustrates the importance of a tertiary intensive reading program, but also the need for continuing supports. © 2019 John Wiley & Sons, Ltd.
Keywords: Awareness; Child; Dyslexia; Female; Humans; Learning Disorders; Linguistics; Longitudinal Studies; Male; Reading; Remedial Teaching; Students; _AcademicRecoveryOECS; awareness; child; dyslexia; female; human; individualized instruction; intensive intervention; learning disorder; linguistics; longitudinal study; male; procedures; psychology; reading; reading disability; response to intervention; student; teaching

Supporting adaptive management - Pasanen, Tiina; Barnett, Inka (2019)
Keywords: Final_citation; ⛔ No DOI found

Supporting adaptive management - Pasanen, Tiina; Barnett, Inka (2019)
Keywords: ⛔ No DOI found

Artificial intelligence in education: Challenges and opportunities for sustainable development - Pedro, Francesc; Subosa, Miguel; Rivas, Axel; Valverde, Paula (2019)
Keywords: ⛔ No DOI found

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

A machine-learning solution for quantifying the impact of climate change on roads - Piryonesi, S. M.; El-Diraby, T. (2019)
Keywords: ⛔ No DOI found

Interactive apps prevent gender discrepancies in early grade mathematics in a low-income country in Sub-Sahara Africa - Pitchford, Nicola J.; Chigeda, Antonie; Hubber, Paula J. (Developmental Science, 2019)
Keywords: _C:Belgium BEL; _C:France FRA; _C:Kenya KEN; _C:Malawi MWI; _C:Myanmar MMR; _C:Netherlands NLD; _C:Seychelles SYC; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Aprendizagem móvel baseada em jogos de realidade aumentada: ensino de professores com a aplicação EduPARK - Pombo, Lúcia; Marques, Margarida Morais; Carlos, Vânia (Da Investigação às Práticas, 2019)
Keywords: __C:filed:1; ⛔ No DOI found

Mobile augmented reality game-based learning: teacher training using the EduPARK app - Pombo, Lúcia; Marques, Margarida Morais; Carlos, Vânia (Da Investigação às Práticas, 2019)
Keywords: _C:Jordan JOR; _C:Portugal PRT; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Approaches to teacher professional development in low-to-middle-income countries - Power, Tom (Sustainable English language teacher development at scale: lessons from Bangladesh, 2019)
This chapter begins by situating discussion of approaches to teacher development (TD) in the context of the grand societal challenge of Education for All (UNESCO 2014), as written into the earlier Millennium Development Goals (MDGs) and now Sustainable Development Goal (SDG) 4:‘to ensure inclusive and equitable quality education for all.’ This goal cannot be met without addressing the stark and urgent need for greater numbers of teachers who are adequately equipped with the knowledge and skills to enable effective student learning. Drawing upon personal experiences of work with teachers in LMICs over nearly two decades, the chapter argues against ‘blaming teachers’ for poor student learning outcomes, and advocates instead the development of better understandings of the often challenging contexts in which teachers practise. The chapter then critically examines common approaches to TD that have often failed adequately to equip teachers for classroom practice, outlining a broadly supported agenda for reform. Recent literature has begun to identify certain characteristics of TD programmes that are increasingly associated with effective student outcomes, in what may be an emerging consensus. These characteristics are briefly outlined, before the chapter closes with lessons learned from English in Action. EIA has both contributed to and benefitted from this emerging evidence base and Chapter 5 illustrates how the implementation of EIA exemplifies such characteristics through a cohesive programme design.
Keywords: Important; Read

Evidence-based approaches to improving teachers’ skills, in schools serving poor and marginalised communities - Power, Tom; Hedges, C; McCormick, R; Rahman, S (Pan-Commonwealth of Learning Forum, 2019)
Keywords: C:Poor and marginalised communities; _C:Bangladesh BGD; _C:France FRA; _C:India IND; _C:Jordan JOR; _C:Malawi MWI; _C:Sierra Leone SLE; _C:State of Palestine PSE; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

AI assisted school mapping and discussion - Project Connect (Project Connect, 2019)

R&D: Radiant Heat and Indoor Environments | EMI - Propst, Daniel (EMI world, 2019)
Creating temperate indoor environments in the schools, hospitals, and ministry buildings we design.

Betriebliche Integration von Pflegefachkräften aus dem Ausland: Innenansichten zu Herausforderungen globalisierter Arbeitsmärkte - Pütz, Robert; Kontos, Maria; Larsen, Christa; Rand, Sigrid; Ruokonen-Engler, Minna-Kristiina (2019)

Improvement of chatbots semantics using wit. ai and word sequence kernel: Education chatbot as a case study - Qaffas, Alaa A. (International Journal of Modern Education and Computer Science, 2019)

Prototype Measurement System for the Eye-Hand Coordination Test of the Developmental Test of Visual Perception - Quiroga-Torres, Daniel Alejandro; Lara, Juan S.; Miguel-Cruz, Antonio; Ríos-Rincón, Adriana María (Springer, 2019)
The current version of the Developmental Test of Visual Perception (DTVP-3) is one of the most commonly used tests to identify the presence and degree of visual-perceptual and visual-integration deficits in children from 4 to 12 years of age. This test consists of five main sub-tests including a eye-hand coordination test (EHCT). Currently, the EHCT is based on observations by a therapist and requires a post-hoc analysis using the DTVP normative data, a time-consumption task that is not free of therapist error. Thus, a medical device is needed to automatically measure, score and report the test scores obtained from the DTVP-3. This device will lead to an overall decrease in the time taken for the post-hoc analysis and an improvement in the accuracy of the EHCT score. We determined that the device must allow a stylus position to be tracked in two dimensions with a resolution of 1 mm and the system must be small in size in order not to interfere with the test. In this study, we proposed a system based on Hall-effect technology sensors, which allows distances from the magnetic field magnitudes to be indirectlyestimated using small sensors. A first prototype consisted of a matrix array of sensors. A radial basis function was used to model the magnitude-distance response of each sensor. The model was estimated by using a multivariate linear regression, and it was found that the proposed model for 1 mm resolution tests, had an average r2 of 99%.
Keywords: DTVP-3; Eye-hand coordination test; Hall-effect technology; Measurement system; __C:filed:1

Factor Analysis of the Challenges and Strategies for Effective Work-Based Learning in Nigerian Technical and Vocational Education - Rabiu Haruna; Yusri Bin Kamin (Jurnal Pendidikan Teknologi dan Kejuruan, 2019)
This study investigated challenges and strategies for effective work-based learning in Nigerian technical and vocational education (TVE) using a factor analysis approach. Through the use of structured questionnaire, the opinions of 385 respondents consisting of 227 TVE lecturers and 158 supervisors of technical and vocational firms were sought. The data collected were analyzed using descriptive statistics and varimax rotated principal component factor analysis with factor loading of 0.40. The result showed that about 25% of the TVE firms in Northwest Nigeria are industrial technical firms, 22% are computer/ICT, 19% are business/distributive trade, 18 % are home economics while about 16% are agricultural based. Using principal component factor analysis, the study identified: policy, funding, attitudinal and linkage as challenging factors undermining effectiveness of work-based learning in Nigerian TVE. On the other hand, training, administrative, institutional and facility/curriculum are strategic factors for effectiveness of work-based learning in Nigerian TVE. Based on the findings, the study among others recommended strong technical and vocational education linkage with industry for skills training of students through work-based learning framework and approach

Prevalence and Determinants of Fatigue among Private High School Students in Bogor Tengah Sub-District, Indonesia, 2016 - Rachmat, Basuki; Susilowati, Andi (Journal of Ecophysiology and Occupational Health, 2019)
Keywords: BE:LMIC; BE:RELEVANT

High School Teacher Perceptions of Blended Learning - Raymond, Stephen (2019)
Keywords: _C:France FRA; _C:Greece GRC; _C:Kuwait KWT; _C:Malaysia MYS; _C:Namibia NAM; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The MOOC pivot - Reich, Justin; Ruipérez-Valiente, José A. (Science, 2019)
Keywords: Final_citation; cited; existing

Tablet use in primary education - Ricoy, María-Carmen; Sánchez-Martínez, Cristina (Technology, Pedagogy and Education, 2019)
Keywords: __C:filed:1

Credibility versus fake news in digital newspapers on tablets in primary education/Credibilidad versus falsedad de las noticias de periódicos digitales sobre la tableta en la Educación Primaria - Ricoy, María-Carmen; Sánchez-Martínez, Cristina; Feliz-Murias, Tiberio (Cultura y Educación, 2019)
Keywords: __C:filed:1

La Tablet en la escuela: Revisión bibliográfica en Scopus - Rodríguez, María Montserrat Castro; Suárez, Óscar Mallón (Hamut\' ay, 2019)
Keywords: _C:Australia AUS; _C:China CHN; _C:Costa Rica CRI; _C:Ghana GHA; _C:Guatemala GTM; _C:India IND; _C:Norway NOR; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; literature / systematic review

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

Scaling Learning Analytics up to the national level: the experience from Estonia and Uruguay - Ruiz-Calleja, Adolfo; Garcıa, Sofıa; Tammets, Kairit; Aguerrebere, Cecilia; Ley, Tobias (2019)
This paper analyzes the key aspects in the implementation of national-level LA and the limitations that current initiatives present. With this purpose, we present a multiple case study that describes six national-level LA projects in Uruguay and Estonia. By means of a data value chain, we synthesize the steps followed by the LA projects to extract meaning out of data and discusses the main issues related to scaling up LA. We found out that these LA projects are driven by political and not so much by educational- aspects. We also saw that integrating personal data from diﬀerent educational institutions is a key step in these projects, which entails technical, legal and administrative issues. We also see a big potential in national-level LA to provide a macro perspective that supports teachers, students, parents or school leaders to take evidence-based decisions.
Keywords: Final_citation; cited; existing; ⛔ No DOI found

2Dsearch: Facilitating reproducible and valid searching in evidence synthesis - Russell-Rose, T; Shokraneh, F (BMJ Evidence-Based Medicine, 2019)
Keywords: ⛔ No DOI found

Comparison of Thermal Comfort Levels of Learning Spaces during Mid-season in Bayero University, Kano - S.M. Ali (AJEES, African Journal of Earth and Environmental Sciences, 2019)
Keywords: ⛔ No DOI found

Schooling responses to income changes: Evidence from unconditional cash transfers in Rwanda - Sabates, Ricardo; Bhutoria, Aditi; Sabates-Wheeler, Rachel; Devereux, Stephen (International Journal of Educational Research, 2019)

The Development dictionary: a guide to knowledge as power - Sachs, Wolfgang (2019)

Research Methods for Business Students Eight Edition - Saunders, M. N. K.; Lewis, Philip; Thornhill, Adrian (QualitativeMarket Research: An International Journal, 2019)
Keywords: ⛔ No DOI found

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

Final Evaluation Report: Evaluation of Africa Educational Trust’s Speak Up II in South Sudan - Schulze, Charles (2019)

Teacher CPD: International trends, opportunities and challenges - Scutt, Cat; Baeyer, Sarah (Chartered College of Teaching, 2019)
Keywords: C:International

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

Putting Evidence to Work: A School's Guide to Implementation - Sharples, Jonathan; Albers, Bianca; Fraser, Stephen; Kime, Stuart (2019)

The Role of Technical and Vocational Education and Training (TVET) in Restoring Hospitality Sector Specific Skills in Zimbabwe: A Students’ Perspective - Shereni, Ngoni Courage (Journal of Hospitality and Tourism Education, 2019)
© 2019, © 2019 The International Council on Hotel, Restaurant, and Institutional Education. This study was done to determine the role played by Technical and Vocational Education and Training (TVET) in restoring sector-specific skills lost to other countries in the Zimbabwean hospitality industry. Semi-structured questionnaires were self-administered to 136 students studying hospitality related qualifications in Polytechnics in Zimbabwe using a convenient sampling technique. Statistical Package for Social Sciences (SPSS) version 22.0 was used to analyze data generating frequencies and descriptive statistics. The findings of the research show that the hospitality industry will continue to lose skills to other countries mainly because of low salaries, better working conditions in other countries, the unfavorable economic environment in Zimbabwe and the need by students to gain international exposure. TVET institutions in Zimbabwe have a great role to play in replacing lost skills therefore financial challenges, equipment unavailability and lack of qualified lecturers need to be addressed for them to be effective.

An Integrative Literature Review on Sexual Abuse Prevention Education Programs for Elementary School Students in South Korea - Shin, Hyewon; Lee, Jung Min; Kang, Kyung-Ah; Kim, Shin-Jeong; Shin, Hyewon; Lee, Jung Min; Kang, Kyung-Ah; Kim, Shin-Jeong (Child Health Nursing Research, 2019)
Keywords: __C:filed:1

SmartTab: A Design & Implementation of Tablet for Learning Purposes based on PyQT framework - Shrunkhla, Iti; Tripathi, Bramha Swaroop; Reddy, S. R. N. (IEEE, 2019)
Keywords: __C:filed:1; ❓ Multiple DOI

Sierra Leone invests $1.5 million to bring education innovation to schools for better learning outcomes - Sierra Leone Education Innovation Challenge (2019)
A national education dashboard released last month by Sierra Leone’s agency for technology and innovation and the Ministry of Basic and Senior Secondary Education (MBSSE) showed that schools and studentsRead More
Keywords: _C:Sierra Leone SLE

Education of Children with Disabilities in the South Asian Context - Singal, Nidhi (Handbook of Education Systems in South Asia, 2019)
Keywords: ⛔ No DOI found

Mapping schools' NAPLAN results: a spatial inequality of school outcomes in Australia - Smith, Crichton; Parr, Nick; Muhidin, Salut (Geographical Research, 2019)
This article identiﬁes spatial dimensions of educational outcomes using maps of the 2016 Grade 5 reading results for Australia’s National Assessment Program–Literacy and Numeracy for all Australian schools. A geographical information system (GIS) was used to overlay schools’ results onto suburbs’ advantage or disadvantage to visualise spatial patterns. We then examined the extent to which school results “cluster” in socio-economically advantaged and disadvantaged suburbs and considered the consistency of spatial patterns for results across major cities. That work illustrates both how GIS can foreground educational inequality and how “the spatial” is more than corollary for student socio-economic status. Results show substantial differences between urban and remote areas and towns of different size. Maps of cities visualise spatial “clustering” patterns of school results, with most schools in advantaged suburbs having high results and almost no schools in disadvantaged suburbs having high results. Educational outcomes strongly align to local sociodemographic characteristics, and parallel host communities’ levels of advantage or disadvantage. Differences between public and private schools are less signiﬁcant than within-sector differences for schools in advantaged or disadvantaged locales. Patterns in all cities are consistent—schools in advantaged suburbs predominantly have high results, whereas non-government schools generally perform better than government schools in disadvantaged suburbs. Most concerning is the persistent and increasing trajectory of results in advantaged, and more so in disadvantaged suburbs, of all cities since the ﬁrst National Assessment Program–Literacy and Numeracy in 2008. Ameliorating spatial inequality between primary schools is one of the greatest challenges for Australians.
Keywords: Lebanon_event_2021; _C:Australia AUS; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

A question answering and quiz generation chatbot for education - Sreelakshmi, A. S.; Abhinaya, S. B.; Nair, Aishwarya; Nirmala, S. Jaya (IEEE, 2019)

Using digital technology to improve learning - Stringer, Eleanor; Lewin, Cathy; Coleman, Robbie (Education Endowment Foundation, 2019)
Keywords: _Added to LR; _T:reviewed

Teacher educators as agents of change? A critical realist study of a group of teacher educators in a Kenyan university - Stutchbury, Kristina (The Open University, 2019)
Keywords: _C:Australia AUS; _C:Botswana BWA; _C:France FRA; _C:Germany DEU; _C:Ghana GHA; _C:India IND; _C:Kenya KEN; _C:Malawi MWI; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:New Zealand NZL; _C:Nigeria NGA; _C:Rwanda RWA; _C:Senegal SEN; _C:South Africa ZAF; _C:Sudan SDN; _C:Tanzania TZA; _C:Togo TGO; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

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

A systematic review of tablet technology in mathematics education - Svela, Alexander; Nouri, Jalal; Viberg, Olga; Zhang, Lechen (2019)
Keywords: __C:filed:1

Effects of assistive technology for students with reading and writing disabilities - Svensson, Idor; Nordström, Thomas; Lindeblad, Emma; Gustafson, Stefan; Björn, Marianne; Sand, Christina; Almgren/Bäck, Gunilla; Nilsson, Staffan (Disability and Rehabilitation: Assistive Technology, 2019)
Keywords: __C:filed:1

The effects of multi-track year-round education on the delivery of senior high school education in Ghana. Lessons from global MT-YRE systems - Takyi, Stephen Appiah; Azerigyik, Richard Apatewen; Amponsah, Owusu (International Journal of Educational Development, 2019)
© 2019 Elsevier Ltd The debate on the effects of Multi Track Year-Round Education (MT-YRE) on educational outcomes remains unresolved in the conventional literature. Nevertheless, Ghana has introduced an MT-YRE in 400 schools to allow graduates from Junior High Schools, who for space constraints, would not have continued their formal educational journey, to enrol in Senior High Schools. The purpose of this study was to examine the prospects and challenges of the MT-YRE on educational outcomes and discuss their implications for educational policy in Ghana. The data used in the study were obtained through a review of literature from databases such as the Educational Resources Information Centre (ERIC), Ebsco, ProQuest and JSTOR and from grey sources such as institutional websites and online media publications. The results from a synthesis of the literature show that the MT-YRE has the prospects of increasing student enrolment while cutting down the cost of infrastructure provision. For instance, the literature indicates that student enrolment at the Senior High School level in Ghana has increased significantly with the introduction of the MT-YRE. However, other literature indicate that the MT-YRE affects educational outcomes negatively. It results in scheduling difficulties among families and denies students the opportunities to take summer jobs. A review of the Ghanaian MT-YRE reveals other challenges, which inlcude high administrative cost (employing more teachers) and poor academic performance of students (as a result of increased contact hours leading to behavioural problems caused by fatigue and boredom). The authors argue that poor academic performance among students is likely to defeat the government's Free SHS policy. This is because parents are likely to pay higher fees to enrol their non-performing wards in remedial classes. The cost of the lost years for these students may be difficult to quantify. Following the challenges identified, there is the need for educational policy makers to strategically plan towards the development of technical and vocational education to help accommodate the increasing students’ enrolment. Finally, the progress of the MT-YRE should be carefully monitored and evaluated to guide future decision making.

Artificial Intelligence Basics - Taulli, T; Oni, M (Apress, 2019)

Professional Development for Middle Leader Teachers: ICT Integration in Schools in Japan - Terashima, Kosuke (Association for the Advancement of Computing in Education (AACE), 2019)
Keywords: _C:Canada CAN; _C:Japan JPN; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Technology Integration Changes over Three Years: Teacher Technology Acceptance in a One-to-One Tablet PC Integration Across Cities - Terashima, Kosuke; Nakagawa, Hitoshi; Kobayashi, Yuki; Murai, Masuo (International Journal, 2019)
Keywords: _C:Japan JPN; _C:Turkey TUR; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

The potential use of Tablet Computers to support Teaching and Learning activities in South African Schools - Theunissen, Kristen; Siebörger, Ingrid (IEEE, 2019)
Keywords: __C:filed:1

Education for sustainable development in Africa: a critique of regional agendas - Tikly, Leon (Asia Pacific Education Review, 2019)

A history of meta‐regression: Technical, conceptual, and practical developments between 1974 and 2018 - Tipton, Elizabeth; Pustejovsky, James E.; Ahmadi, Hedyeh (Research Synthesis Methods, 2019)
At the beginning of the development of meta‐analysis, understanding the role of moderators was given the highest priority, with meta‐regression provided as a method for achieving this goal. Yet in current practice, meta‐regression is not as commonly used as anticipated. This paper seeks to understand this mismatch by reviewing the history of meta‐regression methods over the past 40 years. We divide this time span into four periods and examine three types of methodological developments within each period: technical, conceptual, and practical. Our focus is broad and includes development of methods in the fields of education, psychology, and medicine. We conclude the paper with a discussion of five consensus points, as well as open questions and areas of research for the future.
Keywords: _yl:a

Current practices in meta‐regression in psychology, education, and medicine - Tipton, Elizabeth; Pustejovsky, James E.; Ahmadi, Hedyeh (Research Synthesis Methods, 2019)
Having surveyed the history and methods of meta‐regression in a previous paper, in this paper, we review which and how meta‐regression methods are applied in recent research syntheses. To do so, we reviewed studies published in 2016 across four leading research synthesis journals: Psychological Bulletin , the Journal of Applied Psychology , Review of Educational Research , and the Cochrane Library . We find that the best practices defined in the previous review are rarely carried out in practice. In light of the identified discrepancies, we consider how to move forward, first by identifying areas where further methods development is needed to address persistent problems in the field and second by discussing how to more effectively disseminate points of methodological consensus.
Keywords: _yl:b

A double challenge for the disabled - Toesland, F (United Nation, 2019)

Using electronic technology in the dynamic testing of young primary school children: predicting school achievement - Touw, Kirsten WJ; Vogelaar, Bart; Bakker, Merel; Resing, Wilma CM (Educational Technology Research and Development, 2019)
Keywords: __C:filed:1

Building and indoor environmental quality assessment of Nigerian primary schools: A pilot study - Toyinbo, Oluyemi; Phipatanakul, Wanda; Shaughnessy, Richard; Haverinen-Shaughnessy, Ulla (Indoor Air, 2019)
A total of 15 classrooms went through on-site assessments/inspections, including measurements of temperature (T), and concentrations of carbon monoxide (CO) and carbon dioxide (CO2). In addition, the level of surface biocontamination/cleaning effectiveness was assessed by measuring adenosine triphosphate (ATP) levels on students' desks. Based on the data, the quality of facilities in the buildings was low. Classroom occupancy exceeded ASHRAE 50 person/100 m2 standard in all cases indicating overcrowding. However, concentrations of CO2 remained below 1000 ppm in most classrooms. On the other hand, indoor T was above the recommended levels for thermal comfort in all classrooms. Maximum indoor CO was 6 ppm. Median ATP concentrations on the desk tops were moderately high in all schools. The use of open incinerators and power generator sets near classrooms, which was suspected to be the main source of CO, should be discouraged. Improved hygiene could be achieved by providing the students access to functioning bathroom facilities and cafeteria, and by effective cleaning of high contact surfaces such as desks. Although ventilation seems adequate based on CO2 concentrations, thermal comfort was not attained especially in the afternoon during extreme sunlight. Therefore, installing passive and/or mechanical cooling systems should be considered in this regard.
Keywords: C:Nigeria; _z:class:countries; _z:class:themes; cleaning; educational buildings; indoor environmental quality; natural ventilation; openalex:n:1; openalex:yes; school classrooms; thermal acceptability

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

Humanising as innovation in a cold climate of [so-called-evidence-based] teacher education - Turvey, Keith (Journal of Education for Teaching, 2019)
Keywords: __C:filed:1