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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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)

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

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

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

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

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

Donor Scorecard Just Beginning: Addressing inequality in donor funding for Early Childhood Development - Zubairi, Asma; Rose, Pauline (London: Theirworld, 2018)

Dos and don't in monitoring and evaluation - Unwin, T.; Day, B. (Excerpted from the infoDev publication: Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries, 2005)
Keywords: ⛔ No DOI found

DQ Global Standards Report 2019 Common Framework for Digital Literacy, Skills and Readiness - DQ Institute (2019)

Dr Math gets MUDDY: the "dirt" on how to attract teenagers to Mathematics and Science by using multi-user dungeon games over Mxit on cell phones - Butgereit, L.; Leonard, B.; Le Roux, C.; Rama, H.; De Sousa, M.; Naidoo, T. (The authors, 2010)
The current group of teenagers has been called many things – some of the terms unprintable in respectable publications. However terms such as the “thumb tribe” (because they can type faster on their cell phones with their thumbs than adults can type on a keyboard using ten fingers) and “gamers” (because they play computer games for hours, and even days, at a time) are indicative of the close relationship teenagers have with their cell phones and computers. This paper explores a project where multi-user dungeon games (MUDs) with a science and mathematical twist were deployed using Mxit (a popular instant messaging system in South Africa) on cell phones to encourage teenagers to learn more about math and science to practice math and science skills
Keywords: Final_citation; cited; existing

Driving the process or driven by the process? The transformation of Nkrumah college of education into Nkrumah university college. - Cheyeka, Austin; Mulenga, Innocent Mutale; Masaiti, Gift (2010)
Keywords: ⛔ No DOI found

Drone Delivery Start-Up Zipline Beats Amazon, UPS And FedEx To The Punch - CNBC (2018)

DSTI | Home - Directorate of Science, Technology & Innovation (Sierra Leone) (2020)

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

Dual VET - Vocational Education and Training in Germany - BIBB (2018)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Durumi Camp: Conflict and the Spatial Praxes of a Furtive-Periphery’ - Ajadi, S.B. (‘Embodying the Periphery’, 2022)

Dynamic content synchronization between learning management systems over limited bandwidth network - Ijtihadie, Royyana M.; Hidayanto, Bekti C.; Affandi, Achmad; Chisaki, Yoshifumi; Usagawa, Tsuyoshi (Human-centric Computing and Information Sciences, 2012)
Well-designed instructional material is equally important for successful e-Learning implementation. Teachers and instructors play a major role in terms of designing and building learning content. In one respect, it requires costs in terms of effort, time and experience. In other respects, a good learning content is likely a result of recurring revisions as a result of teaching experience as well as evaluating student activities. In the case of higher educational institutions (HEI) in developing countries (such as Indonesia), resource sharing in many aspects is highly recommended effort against high cost and redundant works, e-Learning is no exception. Sharing and re-using e-Learning content on particular subject between Learning Management Systems (LMS) can be one of the methods. In addition, collaborative teaching may cause a content develops gradually while conducting content sharing. Thus, the capability of synchronizing the content between LMS is necessary. On the other hand, typical e-Learning implementation might not be appropriate due to the concerns of network infrastructure in developing countries. In some areas, the network has less bandwidth and even frequent disconnections. This paper introduces a novel method of sharing e-Learning content between distributed Learning Management Systems by using dynamic content synchronization. This method also suites the need of course sharing which supports collaborative teaching activity. Moreover, this approach is designed to address the needs of content sharing in areas with network infrastructure limitation in terms of bandwidth and availability.
Keywords: __C:filed:1

Dynamic Effect of Rapid Urbanization on City Logistics: Literature Gleened Lessons for Developing Countries - Mwamba, Evans; Masaiti, Gift; Simui, Francis (Journal of City and Development, 2021)
Keywords: ⛔ No DOI found

E-Learning as a Vehicle for the Development of Rural Girls in Ghana, West Africa - Roberts-Lewis, Kristie; Orok, Michael E. (Information Communication Technology (ICT) Integration to Educational Curricula: A New Direction for Africa, 2015)
Keywords: Equity through Access; ⛔ No DOI found

E-Learning for Teacher Training in Tanzania - Baker, D; Bliss, A; Chung, R (2013)
Rural Tanzania is struggling to provide an adequate number of qualified teachers to keep up with increased primary and secondary school enrollment rates. Teachers enter classrooms with minimal teaching experience and education, sometimes having never studied the subject they are teaching. As a result of this under-qualification, teachers struggle in critical topics such as math, science, and English, exacerbating the trend of low academic performance. A lack of well-qualified teachers means the country is producing students whose education is cut short, as they are not passing national exams for graduation. This result is a great disappointment and an unacceptable outcome for students who represent years of investment and hope for the future. Primary and secondary school teachers must have sufficient knowledge and skills in the classroom. Teacher training will need to employ a variety of tools, among them education of and with Information and Communications Technologies (ICTs). This project has two components. First, it provides a landscape review of national and international policies and initiatives that affect education in Tanzania, clarifying how Asante Africa’s programs can best fit into the country’s established systems. Second, it identifies best practices for using e-learning ICTs to train teachers and improve the country’s education system. The report identifies four prospective e-learning models, and recommends that Asante Africa consider aspects of two: mobile learning and massive open online courses (MOOCs). Through our model evaluation, we found that these two models ranked best for Tanzania in effectiveness, cost, rural feasibility, scalability, and sustainability. Once a delivery method is in place and Asante Africa ensures technical support for the teachers utilizing the training materials, Asante Africa can strategize a plan for content and curriculum that leverages its Khan Academy videos. By implementing the recommended ICTs for learning and teacher training, Asante Africa will deliver increased access of quality training to teachers in the rural districts of Tanzania, improving the academic environment and performance of students throughout the country.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:learning; F:ministry; P:teacher training; Q:e-learning; Q:mobile learning; T:TVET; publicImportV1; ⛔ No DOI found

E-Learning in nursing education in Rwanda: benefits and challenges. An exploration of participants' perspectives - Harerimana, A; Mtshali, NG; Hewing, H (Journal of Nursing and Health Science, 2016)
E-learning is a commonplace in nursing and healthcare professional education, and generally the importance of Information and Communication Technology (ICT) and the Internet in tertiary education is recognized. The entry visa for e-learning is a computer and an Internet connection [1]. The aim of this paper is to analyse the utilisation of e-learning in selected nursing campus in Rwanda. A convergence parallel mixed method was use as recommended by Creswell[2]. For quantitative survey, a total of 275 participants responded to the questionnaires, and for qualitative approach, a total number of 40 participants were purposively selected. Quantitative data was analysed using SPSS 23, and for qualitative data, thematic analysis was used. The finding from this study indicated that participants were ready and eager to embrace e-learning in nursing education due to a number of benefits they reported such e-learning being a student centred approach, being a blended learning method, and fast track for the production of nursing workforce taking into consideration the history of Rwanda. However it was found that a number of challenges were hindering a proper implementation such as: resource constraints, insufficient teachers and students training in ICT, language barrier, lack of policies regarding e-learning, resistance to change, issues related to Moodle accessibility.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; C:Rwanda; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:nurse; Q:e-learning; T:Training; T:continuing education; publicImportV1; ⛔ No DOI found

E-Mentoring in Higher Education: A Structured Literature Review and Implications for Future Research - Tinoco-Giraldo, Harold; Torrecilla Sánchez, Eva María; García-Peñalvo, Francisco José (Sustainability, 2020)
Mentoring in higher education helps learners acclimate to a new academic topic, increases the likelihood of academic success, and reduces attrition. Learners rely on the expertise and experience of mentors to help them graduate in a timely manner and advance on to their career. As online and distance education becomes more pervasive, computer-mediated mentoring allows learners to connect with their mentors in new ways. Research about mentoring in higher education includes investigations into the efficacy of virtual or e-mentoring. We conducted a literature review of research from 2009 to 2019 to identify relevant elements for implementing e-mentoring programs in higher education. Our research revealed that there is a consistent interest in the subject matter within educational research; however, there is a gap on virtual mentoring in higher education for students conducting offsite internships. Our research reviews e-mentoring programs, identifies how these programs are evaluated, identifies factors of successful programs, and establishes a research agenda in areas of e-mentoring programs for students in offsite internships and how they can be structured to achieve the same level of success.
Keywords: e-mentoring; higher education; literature review; mapping; open educational resources; sustainable education

'Early Childhood Benefits at Low Cost: Evidence from a Randomized Trial in Mexico ', Unpublished Manuscript - Cárdenas, Sergio; Evans, David K.; Holland, Peter (2015)
Keywords: ⛔ No DOI found

Early Childhood Care and Education (ECCE) Toolkit: Long form version - Secretariat, Commonwealth (Commonwealth iLibrary, 2022)
High-quality and accessible Early Childhood Care and Education (ECCE) lays the foundation for healthy and well-functioning societies. Effective ECCE systems equip young children with the means to develop to their fullest potential during their formative years, in a safe and inspiring environment, nurtured by well trained professional teachers and carers. The Commonwealth’s ECCE Toolkit has been designed as a resource for Ministers of Education and officials to increase access to quality ECCE services, for ages 0 to 8 years, using a multi-sectoral approach. This toolkit outlines five features to support this approach, covering topics including conducting situational ECCE sector analyses, planning and implementing quality services,methods to expand access, and monitoring and evaluating ECCE systems. In addition, it aims to assist governments in ensuring these services are responsive to the rights, needs, and capabilities of children, their families and their communities.

Early Childhood Development Coming of Age: Science through the Life Course. - Black, Maureen M.; Walker, Susan P.; Fernald, Lia C.H.; Andersen, Christopher T.; DiGirolamo, Ann M.; Lu, Chunling; C, Dana (McCoy et al, 2017)
Keywords: ⛔ No DOI found

Early childhood environmental education: A systematic review of the research literature - Ardoin, Nicole M.; Bowers, Alison W. (Educational Research Review, 2020)
Environmental education focused on the early-childhood years is experiencing dynamic growth in research and practice due to persistent environmental challenges coupled with burgeoning interest in the documented benefits of nature-rich experiences for infants and children. To better understand the landscape of early childhood environmental education (ECEE) pedagogical practices and expected outcomes, we undertook a systematic review of empirical studies of ECEE programs. Focusing on a 25-year span, we surfaced 66 studies that met our inclusion criteria. We found that participants in such programs spanned the early-childhood age range (birth through age eight) with the majority involving three- to six-year-olds in teacher-led, formal (school-like) programs. The primary outcomes documented in our sample studies included environmental literacy development, cognitive development, and social and emotional development. To a lesser extent, the studies addressed physical development and language and literacy development. On balance, our sample of ECEE studies reported strongly positive findings associated with the aforementioned outcomes. The majority emphasized the effectiveness of play-based, nature-rich pedagogical approaches that incorporated movement and social interaction. We include a visualization that synthesizes cross-sample findings with the intention of assisting ECEE practitioners in developing, implementing, and evaluating programs as well as encouraging researchers to further study elements, processes, and theoretical assumptions inherent in them.
Keywords: Early childhood; Environmental education; Forest schools; Nature preschools; Systematic reviews

Early Childhood Intervention: A Continuing Evolution - Meisels, Samuel J; Shonkoff, Jack P (Handbook of Early Childhood Intervention, 2000)

Early Childhood Stimulation Interventions in Developing Countries: A Comprehensive Literature Review. - Baker-Henningham, Helen; Bóo, Florencia López (IDB Working Paper Series, 2010)
Keywords: ⛔ No DOI found

Early Grade Mathematics Assessment (EGMA) toolkit - Platas, L.M.; Ketterlin-Gellar, L.; Brombacher, A.; Sitabkhan, Y. (RTI International, 2014)

Early Grade Mathematics in South Africa - Hamsa, Venkat; Roberts, Nicky (Oxford University Press, 2022)
Keywords: ⛔ No DOI found

Early Grade Reading and Mathematics Interventions in South Africa - Interventions - Spaull, Nic; Taylor, Stephen (Oxford University Press, 2022)

Early Grade Reading Assessment (EGRA) Plus: Liberia - Piper, B.; Poole, M.Korda (2010)
Keywords: ⛔ No DOI found

Early Grade Reading Assessment (EGRA) Plus: Liberia. Program evaluation report - b (Implementing Mother Tongue, 2016)

Early Grade Reading Assessment (EGRA) Plus: Liberia. Program evaluation report. - Piper, Benjamin; Medina, Korda (Research Triangle, 2010)

Early Grade Reading in South Africa - Spaull, Nic; Pretorius, Elizabeth (Oxford University Press, 2022)
Keywords: ⛔ No DOI found

Early in the epidemic: impact of preprints on global discourse about COVID-19 transmissibility - Majumder, Maimuna S.; Mandl, Kenneth D. (The Lancet Global Health, 2020)

Early Marriage, Age of Menarche, and Female Schooling Attainment in Bangladesh - Field, Erica; Ambrus, Attila (Journal of Political Economy, 2008)

Early Marriage, Pregnancy and Girl Child School Dropout - Birchall, Jenny (2018)
The aim of this review was to present the recent evidence on the impact of early marriage and/or pregnancy on the rates of girl child drop out. It also synthesises evidence that focus on laws, policies and practices that force pregnant girls or new mothers out of school. Although early marriage and pregnancy are often linked to school dropout, evidence proving a direct and causal link is limited. This is because early marriage and pregnancy can be both the cause and consequence of dropping out of school. Girls certainly leave or are taken out of school because they are pregnant or married, but girls who have already dropped out of school are more likely to marry and/or become pregnant. There is a significant body of evidence looking at the links between early pregnancy (often outside of marriage) and school dropout in Sub-Saharan Africa, and there are some studies that consider the relationship between early marriage (and resulting early pregnancies) and school drop out in South Asia. While it is clear that early pregnancy and marriage play an important part in girl child school dropout, the different perimeters of available studies, combined with a lack of robust, comparable national data, and the fact that early marriage and pregnancy, as well as school dropout, are so interlinked with socioeconomic inequalities and unequal gender norms, means it is difficult to make simple causal assumptions about exactly how early marriage and pregnancy influence school dropout.
Keywords: ⛔ No DOI found

Early Occupational Aspirations and Fractured Transitions: A Study of Entry into ‘NEET’ Status in the UK - Yates, Scott; Harris, Angel; Sabates, Ricardo; Staff, Jeremy (Journal of Social Policy, 2011)
There has been significant recent research and policy interest in issues of young people's occupational aspirations, transitions to employment and the antecedents of NEET (not in employment, education or training) status. Many have argued that changes to the youth labour market over the past 30 years have led to transitions to work becoming more individualised, complex and troublesome for many, particularly those from poorer backgrounds. However, little research has examined the connection between early uncertainty or misalignment in occupational aspirations and entry into NEET status. This paper draws on the British Cohort Study to investigate these issues, and finds that young people with uncertain occupational aspirations or ones misaligned with their educational expectations are considerably more likely to become NEET by age 18. Uncertainty and misalignment are both more widespread and more detrimental for those from poorer backgrounds. These findings are discussed in the context of recent research and debates on emerging adulthood and the youth labour market.

Early primary literacy instruction in Kenya - Dubeck, M.M.; Jukes, M.C.H.; Okello, G. (Comparative Education Review, 2012)

Early reading: Igniting education for all. A report by the Early Grade Learning Community of Practice (Rev. Ed.) - Gove, A.; Cvelich, P. (RTI International, 2011)

Early Years Toolkit (2018)

Early Years Toolkit - Education Endowment Foundation (Education Endowment Foundation, 2018)

Early Years Toolkit - Education Endowment Foundation (2021)
An accessible summary of educational research for early years teaching

Earthquake and Its Impacts on Education: Aftermath Nepal Quake 2015 - Basnet, Bal Krishna (European Educational Researcher, 2020)
Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and English.
Keywords: Administrator Attitudes; Content Analysis; Counseling Services; Emergency Programs; Faculty Development; Foreign Countries; Futures (of Society); Grade 10; Grade 9; Multilingualism; Natural Disasters; Nongovernmental Organizations; Prevention; Program Descriptions; Resilience (Psychology); Risk; Safety; Secondary School Curriculum; Simulation; Student Attitudes; Teacher Attitudes; Textbooks; Trauma; _C:Bangladesh BGD; _C:Cambodia KHM; _C:Chile CHL; _C:China CHN; _C:Egypt EGY; _C:India IND; _C:Indonesia IDN; _C:Iran IRN; _C:Japan JPN; _C:Malaysia MYS; _C:Maldives MDV; _C:Nepal NPL; _C:Norway NOR; _C:Pakistan PAK; _C:Philippines PHL; _C:Sri Lanka LKA; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1

Ebola: beyond the health emergency - Plan International (Plan International, 2015)

Ebola, Education And Innovation In Sierra Leone - Berry, Chris (DFID bloggers, 2015)
Keywords: _C:Sierra Leone SLE; ___working_potential_duplicate

Eckpunktepapier: Wirtschaftliche Entwicklung Afrikas – Herausforderungen und Optionen - Die Bundesregierung (2017)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; publicImportV1

Economic and Gendered Impacts of the Healthcare Workforce - Browne, Evie (2018)
There is general agreement in the literature that getting more girls into school and into higher education should lead to more women in the healthcare workforce, particularly focusing on getting women into better jobs. However, this is not supported by much explicit evidence. It is a causal assumption made by policymakers and donors. There is little evidence to suggest that women in the healthcare workforce have made strong contributions to economic development beyond that of the health sector as a whole. This may be because it is too difficult to separate out different demographic groups’ contributions. There is some evidence that women’s presence as workers and leaders has improved attitudes about women and is making some progress towards women’s rights. It is unclear to what extent this is due to efforts to increase girls’ schooling, as few studies examine this causal link. Women are battling an extremely patriarchal work environment and the literature makes strong recommendations that structural and institutional elements are improved, in order for women to reach their economic potential.
Keywords: ⛔ No DOI found

'Economic Returns to Interventions that Increase Learning ', Policy Research Working Paper, The World Bank - Evans, David K.; Yuan, Fei (2019)
Keywords: ⛔ No DOI found

EDI WORKING PAPER SERIES - Leaver, Clare; Ozier, Owen; Serneels, Pieter; Zeitlin, Andrew (2021)
Keywords: ⛔ No DOI found

Editor’s Comments: advancing research transparency at MIS quarterly: a pluralistic approach - Burton-Jones, A.; Boh, W.F.; Oborn, E. (MIS Quarterly, 2021)
Keywords: ⛔ No DOI found

Editor’s comments: synergies between big data and theory - Rai, A. (MIS Quarterly, 2016)
Keywords: ⛔ No DOI found

Editor’s comments: the ions of theory construction - Rivard, S. (MIS Quarterly, 2014)
Keywords: ⛔ No DOI found

Editorial - Maclean, Rupert; Lai, Ada (The future of technical and vocational education and training: Global challenges and possibilities, 2011)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1

Editorial: Covid-19 Pandemic and Innovations in Institutional Transformation, Technology and Pedagogy - Panda, Santosh (Journal of Learning for Development, 2020)
Keywords: COVID-19; ⛔ No DOI found

Editorial: Learning for Development – Discourse and Practice - Panda, Santosh (Journal of Learning for Development, 2021)
Keywords: _genre:PR-primary_research; discourse; learning for development; practice; ⛔ No DOI found

Editorial: Researching Technology-Enabled Teaching, Learning and Training - Panda, Santosh (Journal of Learning for Development, 2021)
Editorial
Keywords: learning; teaching; technology-enabled; training; ⛔ No DOI found

Editorial: Some More Research on Technology-Enabled Learning - Panda, Santosh (Journal of Learning for Development, 2022)
Keywords: technology-enabled learning (TEL); ⛔ No DOI found

EdTech and COVID-19 response [EdTech Hub Report] - Haßler, Björn; Nicolai, Susan; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (EdTech Hub, 2020)
This document is background paper 3 for the #SaveOurFuture campaign as an EdTech Hub report. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. The evidence library entry for the background paper in original format is https://docs.edtechhub.org/lib/SXDQAPB6.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _EdTechHub_Output; _r:ImportedToMyEducationEvidence; _yl:j; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

EdTech and COVID-19 response [Save Our Future] - Haßler, Björn; Nicolai, Susan; McBurnie, Chris; Jordan, Katy; Wilson, Sam; Kreimeia, Adam (#SaveOurFuture, 2020)
This document is background paper 3 for the #SaveOurFuture campaign. The full paper and other working group papers are available here: https://saveourfuture.world/white-paper/. This document is also available as an EdTech Hub report, see https://docs.edtechhub.org/lib/IA9PL99D
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _EdTechHub_Output; _cover:v2; _r:ImportedToMyEducationEvidence; _yl:j; _yl:k; _zenodoODE; dode_eth-src-eth; dode_eth-trf2-dode

Edtech and parental engagement - Nicolai, Susan; Rui, Tingting Yang; Zubairi, Asma; Seluget, Chebet; Kamninga, Tony (2023)
Keywords: ⛔ No DOI found

EdTech Decision-making in Higher Education - Hollands, Fiona M.; Escueta, Maya (2017)
Keywords: Stefanie

EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone - Nicolai, Susan; Jefferies, Kate; Lockhart, Ashley Stepanek (EdTech Hub, 2022)
Keywords: Final_citation; cited; existing

EdTech Evidence From Covid-19 Response: A thematic review of primary research from Bangladesh, Ghana, Kenya, Pakistan and Sierra Leone - Nicolai, Susan; Jefferies, Kate; Stepanek Lockhart, Ashley (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _C:Sierra Leone SLE; _r:AddedByZotZen

EdTech Evidence Mid-Year Report - Platform, Instructure Learn (2023)
Keywords: Final_citation; anystyle; existing

EdTech Fellowship – Course Syllabus - Haßler, Björn; Walker, Hannah; Moustafa, Nariman; Macharia, Grace; Adam, Taskeen; Lurvink, Anne-Fleur; McBurnie, Chris (Open Development & Education, 2023)
This resource is an output of the Open Development & Education 'EdTech Fellowship' programme. The programme page is avaialble here: https://opendeved.net/programmes/edtech-fellowship/.
Keywords: _comingsoon; _r:AddedByZotZen; _r:ImportedToMyEducationEvidence

EdTech Fellowship Residential: Day 1 - McBurnie, Chris; Hassan, Syed Mustafa (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

EdTech for Learners with Disabilities in Primary School Settings in LMICs: A Systematic Literature Review - Lynch, Paul; Singal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
This systematic literature review was guided by the overarching aim of establishing the categories of EdTech that may be appropriate to support the learning of children with disabilities aged 4–12 years in low-and middle-income countries. A critical review of the published literature was deemed essential as the field of disability and EdTech (mirroring larger trends in disability and educational research) has remained dominated by anecdotal commentaries and strong personal assertions, but substantiated by little evidence. In framing the review we drew on a dual model of access which provides a helpful lens into how EdTech can support a learner’s development trajectory across different interventions (e.g. learning to read Braille or sign language), targeted educational outcomes, inclusive practices and suitable accommodations in different educational settings. This approach is underpinned by a human rights agenda, as articulated in the UN Convention for the Rights of Persons with Disabilities (CRPD) and the Sustainable Development Goals (SDGs) which demand fair and equal access to education for all children and young people. They are also concerned, though, that an individual child/young person should have agency, self-determination and independence. Article 2 of the CRPD unambiguously recognizes that reasonable accommodation is vital in enabling persons with disabilities to enjoy and exercise their rights on an equal basis with others.
Keywords: _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v3; _genre:LR-literature_review; _yl:a; _zenodoETH

EdTech for Learners with Disabilities in Primary School Settings in LMICs: A Systematic Literature Review - Lynch, Paul; Singhal, Nidhi; Francis, Gill A. (Zenodo, 2020)

EdTech for Learners with Disabilities in Primary School Settings in LMICS: A Systematic Literature Review - Lynch, Paul; Singhal, Nidhi; Francis, Gill A. (EdTech Hub, 2021)
Keywords: auto_merged

EdTech for learners with disabilities: urgent need to focus on access, engagement and learning outcomes - Singal, Nidhi; Lynch, Paul; Kaye, Tom; Francis, Gill (EdTech Hub, 2021)
The current approaches to providing high quality learning experiences to learners with disabilities in low and middle-income (LMICs) countries requires radical rethinking. To date, significant numbers of learners with disabilities are not enjoying the benefits of barrier-free and meaningful engagement with the school curriculum in order to reach their potential. Appropriately matched technology to learner needs – in terms of…
Keywords: _EdTechHub_Output; _zenodoETH

EdTech for learning in emergencies and displaced settings - Tauson, Michaelle; Stannard, Luke (London: Save the Children UK, 2018)
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Belgium BEL; _C:Botswana BWA; _C:Brazil BRA; _C:China CHN; _C:Egypt EGY; _C:Ethiopia ETH; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Holy See VAT; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Israel ISR; _C:Jordan JOR; _C:Kenya KEN; _C:Lebanon LBN; _C:Malawi MWI; _C:Mexico MEX; _C:Namibia NAM; _C:Nepal NPL; _C:Nigeria NGA; _C:Oman OMN; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Qatar QAT; _C:Seychelles SYC; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Sudan SDN; _C:Syrian Arab Republic SYR; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United States USA; _C:Uruguay URY; _C:Yemen YEM; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis - Tauson and Stannard (Resource Centre, 2018)

EdTech for learning in emergencies and displaced settings: a rigorous review and narrative synthesis​ - Tauson, M.; Stannard, L. (Save the Children, 2018)

EdTech for Learning in Emergencies and Displaced Settings: A rigorous review and narrative synthesis - Tauson, Michaelle; Stannard, Luke (Save The Children, 2018)

EdTech for learning in emergencies and displaced settings — a rigorous review and narrative synthesis - Tauson, Michaelle; Stannard, Luke (Save the Children, 2018)
Keywords: IMPORT_FROM_DFID_RITE; Important; Read; _THEME: Teacher Professional Development; ___working_potential_duplicate

EdTech Horizon Scan: Blockchain technology in education - Beoku-Betts, Iman; Kaye, Tom (EdTech Hub, 2022)
EdTech Hub horizon scans are publications designed to provoke thinking on a range of topics related to the design, implementation, oversight, and monitoring and evaluation of educational technology (EdTech) tools, products, services, and related ideas. This EdTech Horizon Scan examines the use of blockchain technology in education. Beginning with an overview of blockchain technology, the scan explains what blockchain technology is and how it works. The next section focuses on how blockchain technology can be used in education. In particular, it looks at the benefits of using blockchain technology for micro-credentialing and ownership of learning credentials, the transfer of credits and smart contracts, storing student credentials, identity verification and intellectual property protection. Section 4 gives a summary of the use of blockchain technology, noting the different challenges that may be associated with adopting blockchain technology into education systems. Section 5, gives real examples of the use of blockchain technology in education and different education institutions. Key words: blockchain; cryptography; data; decentralised database; digitalisation; education; micro-credentialing; smart contracting; student credentials; verification An output of the EdTech Hub, https://edtechhub.org

EdTech Impact Evaluation Frameworks: Summary 2023 - Kucirkova, Natalia I.; Campbell, Janine; Cermakova, Anna Lindroos (WikIT, 2023)
Keywords: Final_citation; cited; existing

EdTech Impact in Education – An Analysis Prepared for the Education Endowment Foundation - Walker, Hannah; Moustafa, Nariman; Haßler, Björn (OpenDevEd, 2023)
Keywords: _r:AddedByZotZen; _r:AddedByZotZen-Plus; _r:ImportedToMyEducationEvidence

EdTech in Developing Countries: A Review of the Evidence - Rodriguez-Segura, Daniel (World Bank Research Observer, 2020)
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.
Keywords: ACCESS TO TECHNOLOGY; EDTECH; EMERGENCE OF EDUCATIONAL TECHNOLOGY; Final_citation; INNOVATION; cited; existing

EdTech in Developing Countries: A Review of the Evidence - Rodriguez-Segura, Daniel (World Bank Research Observer, 2020)
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.
Keywords: ACCESS TO TECHNOLOGY; EDTECH; EMERGENCE OF EDUCATIONAL TECHNOLOGY; INNOVATION

EdTech in Developing Countries: A Review of the Evidence - Rodriguez-Segura, Daniel (The World Bank Research Observer, 2022)
The emergence of educational technology (“EdTech”) in developing countries has been received as a promising avenue to address some of the most challenging policy questions within educational systems. In this paper, I review and synthesize all existing studies with credible causal identification frameworks of EdTech interventions in developing countries. While other studies review the evidence for EdTech interventions in developed countries, there is currently no equivalent study for developing contexts, in spite of the rising number of studies being produced. I classify studies into four thematic categories based on the type of EdTech intervention analyzed: Access to technology; technology-enabled behavioral interventions; improvements to instruction; and self-led learning. I find that EdTech interventions centered around self-led learning and improvements to instruction are the most effective forms of EdTech at raising learning outcomes. Similarly, technology-enabled behavioral interventions are less promising for generating large effects but highly cost-effective given their typically low marginal costs. Although expanding access to technology alone is not sufficient to improve learning, it is a necessary first step for some other types of interventions. More broadly, the overall success of interventions rests on the thoughtful customization of the EdTech solution to the policy constraints at hand. Finally, EdTech interventions across all thematic areas can and should act as complements by leveraging their respective comparative advantages to address deficiencies within educational systems in developing countries.

EdTech in Jordan: A Rapid Scan - Khalayleh, A.; Taddese, A. (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private-sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries, in this case, in Jordan. This report was originally written in June 2020. It is based primarily on desk research, with quality assurance provided by a country expert.
Keywords: C:Jordan; _C:Jordan JOR; _C:Nepal NPL; _C:State of Palestine PSE; _C:Syrian Arab Republic SYR; _C:United States USA; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _zenodoETH; docs.opendeved.net; dode_eth-src-eth; dode_eth-trf2-dode

EdTech in Sierra Leone: A Rapid Scan - Mullan, Joel; Taddese, Abeba (EdTech Hub, 2020)
EdTech Hub country scans explore factors that enable and hinder the use of technology in education. This includes policies, government leadership, private sector partnerships, and digital infrastructure for education. The scans are intended to be comprehensive but are by no means exhaustive; nonetheless, we hope they will serve as a useful starting point for more in-depth discussions about opportunities and barriers in EdTech in specific countries and in this case, in Sierra Leone. This report is based primarily on desk research, with quality assurance provided by a country expert.
Keywords: C:Sierra Leone; LP: English; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

EdTech Innovation for COVID-19: Insights from our global call for ideas - Plaut, Daniel; Carter, Alice; Dixon, Miranda; Salami, Taiye (2020)
[No description available.]
Keywords: Final_citation; cited; existing

EdTech, Learning and Equity: The EdTech Hub Research Portfolio - Haßler, Björn; Wagner, Dan; Outhwaite, Laura (EdTechHub, 2023)
Keywords: _internal; _r:AddedByMyEducationEvidence

EdTech’s three promising approaches to #SaveOurFuture - Nicolai, Susan; Haßler, Björn (EdTech Hub, 2020)
By Susan Nicolai and Björn Haßler Covid-19 has led to the biggest upheaval to daily life that many of us have ever seen, including for education. Even before schools shut in early March, there was a recognised global learning crisis and some 260 million not in school. The pandemic has further interrupted education for 90% of children around the world,…
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

EdTech testbeds: Models for improving evidence - Batty, Richard (2019)
Keywords: ⛔ No DOI found

EdTech testbeds: Models for improving evidence - Batty, Richard; Wong, Andrea; Florescu, Ana; Sharples, Mike (2019)
Keywords: Carmen

EdTech to Reach the Most Marginalised: A Call to Action - Zubairi, Asma; Kreimeia, Adam; Jefferies, Kate; Nicolai, Susan (EdTech Hub. https://docs. edtechhub. org/lib/W8DB96IE/download/XDMFQU9V …, 2021)

Educando en multi-emergencias: Un estudio cualitativo sobre el bienestar en docentes nicaragüenses - , SUMMA (SUMMA - KIX LAC, 2022)

Education 2.0: A Vision for Educational Transformation in Egypt - Moustafa, Nariman; Elghamrawy, Ebtehal; King, Katherine; Hao, Yu (Claire); Hao, Yu (Education to Build Back Better: What Can We Learn from Education Reform for a Post-pandemic World, 2022)
Abstract This chapter presents a comprehensive description and analysis of Egypt’s Education 2.0 (EDU. 2.0) reform plan for grades K-2. The reform’s five key components are described including the new multidisciplinary curriculum, technology integration, school management Continuous Professional Development (CPD), access and infrastructure, and reformed assessment. We analyze this reform from five perspectives and conclude that a cultural shift, high-quality CPD, and a robust accountability system are imperative to sustainable educational reform in Egypt. This cannot be achieved without a shared vision and engagement between teachers, parents, and Egypt’s Education Ministry.
Keywords: Author:OpenDevEd

Education 2030: Incheon Declaration and Framework for Action Towards inclusive and equitable quality education and lifelong learning for all - UNESCO (UNESCO IITE, 2015)
“The Incheon Declaration was adopted on 21 May 2015 at the World Education Forum (WEF 2015) held in Incheon, Republic of Korea. The Incheon Declaration constitutes the commitment of the... Read more Education 2030: Incheon Declaration and Framework for Action Towards inclusive and equitable quality education and lifelong learning for all
Keywords: Final_citation; cited; existing

Education 3.0 and Internet Governance: A new global alliance for children and young people’s sustainable digital development - Frau-Meigs, Divina; Hibbard, Lee (2016)
Keywords: Final_citation; ⛔ No DOI found

Education access for all - Pinnock, Helen; Hodgkin, Marian (Forced Migration Review, 2010)
Keywords: __C:filed:1; ⛔ No DOI found

Education and climate change: What retrofits could make classroom environments more conducive to learning? - Toyinbo, Oluyemi; Villavicencio, Xuzel (The Education and Development Forum (UKFIET), 2023)
To foster optimal student learning, well-being, and overall health, it is vital that school environments prioritise comfort.

Education and climate change – What retrofits could make classroom environments more conducive to learning? - Toyinbo, Oluyemi; Villavicencio, Xuzel (Open Development & Education, 2023)
An output of the Open Development & Education, https://.opendeved.net/
Keywords: _comingsoon; _r:AddedByMyEducationEvidence

Education and COVID-19: Focusing on the long-term impact of school closures - Rachel, LINDEN (2020)
Keywords: __C:filed:1; ⛔ No DOI found

Education and Disability in the Global South: New Perspectives from Africa and Asia - Fennell, Shailaja (Journal of Human Development and Capabilities, 2020)

Education and Disability in the Global South: New Perspectives from Africa and Asia - Singal, Nidhi; Lynch, Paul; Johansson, Shruti Taneja (Bloomsbury Publishing, 2018)
Education and Disability in the Global South brings together new and established researchers from a variety of disciplines to explore the complexities and dilemmas encountered in providing education to children and young people with disabilities in countries in South Asia and Africa. Applying a range of methodological, theoretical and conceptual frameworks across different levels of education systems, from pre-school to higher education, the contributors examine not just the barriers but also the opportunities within the educational systems, in order to make strong policy recommendations. Together, the chapters offer a comprehensive overview of a range of issues, including a nuanced appreciation of the tensions between the local and global in relation to key developments in the field, critiquing a globalized notion of inclusive education, as well as proposing new methodological advancements in taking the research agenda forward. Empirical insights are captured not just from the perspectives of educators but also through engaging with children and young people with disabilities, who are uniquely powerful in providing insights for future developments.
Keywords: Education / Educational Policy & Reform / General; Education / Inclusive Education; Education / Special Education / General

Education and Fragility: A Synthesis of the Literature - Mosselson, Jacqueline; Wheaton, Wendy; Frisoli, Paul St John (2009)
The purpose of this paper is to provide a synthesis of the emerging literature in the field of education and fragility. We examine the various attempts to capture the contexts of fragility in a pragmatic manner, from both an operational and a policy-making perspective. We review the macro, statecentric definitions of fragility, which highlight the importance of the state and its institutions in driving fragility and as a partner for change, but also look at the limitations of this perspective. We then turn to more micro-level approaches to capturing the contexts of fragility, showing its difference from conflict, and looking in particular at more cross-sectoral and societal characteristics of fragility. Ultimately, we conclude this paper by acknowledging that, in practical terms, practitioners and donors are using both perspectives to guide their work in education and fragility.
Keywords: ⛔ No DOI found

Education and International Development: An Introduction - McCowan, Tristan; Unterhalter, Elaine (Bloomsbury Publishing, 2021)
Education and International Development provides an introduction to the debates on education and international development, giving an overview of the history, influential theories, key concepts, areas of achievement and emerging trends in policy and practice. Written by leading academics from Canada, India, Netherlands, South Africa, UK, USA, and New Zealand, this second edition has been fully updated in light of recent changes in the field, such as the introduction of the Sustainable Development Goals and the increased focus on environmental sustainability and equality. The book includes three new chapters on private providers, decolonisation and learning outcomes as well as a range of pedagogical features including key concept boxes, biographies of influential thinkers and practitioners, further reading lists, questions for reflection and debate, and case studies from around the developing world.
Keywords: Education / Comparative; Education / Multicultural Education

Education and Management Engineering - Hassan, Malik; Mirza, Tabasum; Hussain, Mirza (International Journal of Education and Management Engineering, 2020)
The world has witnessed a sudden change in the teaching-learning processes due to the ongoing pandemic of COVID-19. The worldwide compulsive lockdown for ensuring the preventive measures to stop the spread of this infection has equally affected education sector as other business sectors. As all of us know that quality education is the only long-term rescue for all the challenges and therefore, the need to find out the alternative solution to the traditional classroom teaching-learning is the concern of all stakeholders and the only option found is online mode of teaching-learning, which was somehow already available and had attracted an intense attention during this period. The aim of the paper is to study the teacher's perspective in India about this mode of learning, challenges and issues faced by them in migration to online platform, experience about online tools/platforms used for instructional delivery and their suggestions to improve the process for effective teaching. This study will help in gaining insight towards the possible improvements in the ongoing mode of online teaching and in future situations also. The results obtained based on sample collection through web based questionnaire clearly gives some information, which could be an eye opener for enhancing the implementation of the online teaching-learning among the learners especially teachers, who can further help in implementation of the large. Although, the online mode was already in place and was utilized in blended form to a substantial level in the developed countries, but in developing countries like India, where teachers are not familiar with online platforms/tools, lack of knowledge and skills to handle the online ICT infrastructure in a challenging situation. The results also give an impression about the need of professional development with special focus on digital literacy skills and awareness among the teacher community about the merits of online platforms for the teaching-learning process.

Education and Stability Learning Journey: Lessons Learned and Emerging Issues - Millican, Juliet (2021)
This document brings together key findings from a Foreign, Commonwealth and Development Office (FCDO) Learning Journey designed to explore the relationship between education, conflict, and stability. Prepared by the Knowledge, Evidence and Learning for Development Programme (K4D), it responds to questions from FCDO on how education interventions can build peace and stability, drawing together research and lessons from FCDO posts, and input from leading academics. The Key messages are: 1) Education matters for peace. 2) At the same time, education can exacerbate conflict. 3) All education interventions need to be grounded in robust political economy and conflict analyses. 4) To avoid instrumentalising education simply as a tool for security. 5) Taking a pragmatic inter-sectoral approach to maximise opportunities. 6) Recogniseing the links between education and inclusive economic development 7) Acknowledging unavoidable trade-offs in meeting the needs of different groups. 8) Aiming for nationally owned systemic change rather than piecemeal interventions 9) To consider the importance of different educational sectors, 10) Recognising that the recommendations set out by the global education agenda are difficult to achieve in situations of extreme instability.

Education and Stability: Synopsis Paper - Millican, Juliet (2019)
DFID are aware that there are strong connections between education and stability which have implications for programming in different country contexts. Fiftyseven percent of the total DFID ODA spend, and 93% of bilateral ODA spend, has been allocated to fragile states and regions since 2017 with a long-term goal of supporting the peaceful management of change. A growing body of research in this area confirms the “two faces of education in conflict,”1 i.e. the fact that education can both mitigate and exacerbate conflict. Until recently, this mainly concerned primary and secondary education, but there is a new recognition of the potential for universities to play a significant role in conflict mobilisation, conflict response and conflict recovery. The relationship is, however, complex and context dependent, affected by a number of key factors. For example, while much research shows that education has an overall pacifying effect on conflict, there is also evidence of above-average levels of education among terrorists and genocide perpetrators. There is also no “one size fits all” solution, but several important factors to be aware of. Education can contribute to divisiveness, as unequal access to education can add to the societal injustice underlying conflict and politicised curricula can cause indoctrination and negative stereotypes. However, education can also contribute to social cohesion, inclusive identities and reconciliation. The goals of different international policies, such as the global education agenda (focused on education for all), may not match with the specific needs of conflict-affected societies requiring interventions that prioritise minorities or work for societal change. Imbalances of power between international and local actors can also lead to tensions in national policy formulation and programme implementation. Those developing programmes for stability should begin with a thorough conflict and situational analysis and a deep understanding of context.
Keywords: ⛔ No DOI found

Education and the electrification of rural schools - Welland, Alicia (2017)
Keywords: Final_citation; ⛔ No DOI found

Education as currently provided in Zambia. - Masaiti, Gift (UNZA Press, 2018)

Education buildings: resilience to global climate change and avoidance of inequalities - Wargocki, Pawel (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _r:AddedByMyEducationEvidence

Education, Conflict, and Stability in South Sudan - Haider, Huma (2021)
This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.

Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP) [zip] - SSEIP (2020)
ZIP file for Education Consortium - Sierra Leone Secondary Education Improvement Programme (SSEIP).
Keywords: SSEIP; _C:Sierra Leone SLE

Education continuity during the Coronavirus crisis: Sierra Leone and Liberia Rising Academy Network on air - Lamba, Keya; Reimers, Fernando (Rising Academy Network, 2020)
Keywords: _C:Sierra Leone SLE

Education Coverage in Sierra Leone - GRID3 (2020)
Keywords: _C:Luxembourg LUX; _C:Sierra Leone SLE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Education, Democracy and Development: does education contribute to democratisation in developing countries? - Harber, Clive; Mncube, Vusi (Symposium Books Ltd, 2012)
Education is often seen as the key agency in international development and poverty reduction. Frequently the emphasis is on the economic and social role of education in development. This book, on the other hand, is unusual in explicitly examining the political role of education in development. In particular, it sets out the theories, evidence and arguments concerning the potential and actual relationships between education and democracy and critically explores the contradictory role of formal education in both supporting and hindering democratic political development. A key theme of the book is the importance of considering the type and nature of the education actually provided and experienced – what goes on inside the ‘black box’ of education? Currently in developing countries and elsewhere this is often at odds with democratic principles but the book also provides many examples of successful democratic practice in schools in developing countries as well as discussing a detailed case study of South Africa where democratic change in education is a key aspect of the policy agenda.

Education during the COVID-19: crisis Opportunities and constraints of using EdTech in low-income countries - Jordan, Katy; David, Raluca; Phillips, Toby; Pellini, Arnaldo (Revista de Educación a Distancia (RED), 2021)
Keywords: Final_citation

Education during the COVID-19 crisis Opportunities and constraints of using EdTech in low-income countries - Jordan, Katy; David, Raluca; Phillips, Toby; Pellini, Arnaldo (Revista de Educación a Distancia (RED), 2021)
Keywords: _EdTechHub_Output

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

Education, Equality and Social Cohesion: A distributional approach - GREEN, ANDY; PRESTON, JOHN; SABATES, RICARDO (Compare: A Journal of Comparative and International Education, 2003)
Promoting social cohesion through education has re-emerged as an important policy objective in many countries during the past decade. But there is little clarity in policy discussions about what social cohesion means and how education may affect it. In this article we distinguish between social capital and societal cohesion and argue that education acts in differential ways on each. Using comparative, cross-country analysis, we develop a 'distributional model' which shows the relationship between equality of educational outcomes and various measures of social cohesion. In the final part of the article we discuss theories explaining the cross-country trends and variations in educational inequality and social inheritance in education, and argue that education system characteristics, such as degrees of 'comprehensiveness' in secondary schooling, may be an important factor in both. We conclude by arguing that policies to increase social cohesion through education must pay more attention to the reduction of educational equality than they currently do.

Education, Equity and Social Cohesion: A Distributional Model. Wider Benefits of Learning Research Report - Green, Andy; Preston, John; Sabates, Ricardo (The Centre for Research on the Wider Benefits of Learning, Institute of Education, 20 Bedford Way, London WC1H 0AL (5 British pounds), 2003)
The effects of education on social cohesion at the societal level were examined. First, a theoretical analysis and critique of models in the existing international and comparative literature on education, social capital, and social cohesion was conducted. The analysis resulted in development of a new hypothetical model relating skills distribution to social cohesion. Cross-national, quantitative research techniques were used to test the model on aggregated data for 15 countries from the World Values Survey, International Adult Literacy Survey, and Interpol crime statistics. The analysis established that societal cohesion is different, although related, to the community-level cohesion typically investigated in social capital research. The new "distributional" model therefore hypothesized a relation between education and societal cohesion based on distribution of educational outcomes rather than average levels of education. The analysis based on the new model established that Germany, Portugal, and the United States have the lowest scores on social cohesion, and the Netherlands, Denmark, and Norway have the highest. Measures of inequality in educational outcomes were higher in English-speaking countries and in some northern continental and Nordic countries. The analysis confirmed the hypothetical relationship between educational equality and societal cohesion. (Eight figures/tables are included. The bibliography lists 93 references. An explanation of the country indicators' derivation is appended.) (MN)
Keywords: Access to Education; Comparative Education; Crime; Developed Nations; Educational Attainment; Educational Research; Equal Education; Foreign Countries; Literature Reviews; Models; Multivariate Analysis; Outcomes of Education; Research Methodology; Role of Education; Skill Development; Social Capital; Social Integration; Social Science Research; Sociology

EDUCATION: EXPERIENCE OF MEXICO AND BRAZIL - Wolff, Laurence; Castro, Claudio de Moura; Navarro, Juan Carlos; García, Norma (Technologies for Education: Potentials, Parameters and Prospects, 2002)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

Education Finance Watch 2023 - Bend, May; Hu, Yitong; Pan, Yilin; Patrinos, Harry Anthony; Poulsen, Thomas; Rivera-Olvera, Angelica; Tanaka, Nobuyuki; Antoninis, Manos; Murakami, Yuki; Benveniste, Luis (2023)
Keywords: Final_citation; ⛔ No DOI found

Education for All 2000–2015: Review and perspectives - Benavot, Aaron; Antoninis, Manos; Bella, Nicole; Delprato, Marcos; Härmä, Joanna; Jere, Catherine; Joshi, Priyadarshani; Köseleci Blanchy, Nihan; Longlands, Helen; McWilliam, Alasdair (ZEP: Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 2015)
Keywords: ⛔ No DOI found

Education for All 2000–2015: The Influence of Global Interventions and Aid on EFA Achievements - Benavot, Aaron; Antoninis, Manos; Bella, Nicole; Delprato, Marcos; Härmä, Joanna; Jere, Catherine; Joshi, Priyadarshani; Blanchy, Nihan Koseleci; Longlands, Helen; McWilliam, Alasdair; Zubairi, Asma (The Handbook of Global Education Policy, 2016)

Education for All? Complex solutions to complex problems in the Nigerian education sector - Waziri, Nafisa (2020)

Education for all in the time of COVID-19: how EdTech can be part of the solution - Chebib, Kinda (GSMA, 2020)

Education for all, the quality imperative and the problem of pedagogy - Alexander, Robin J (CREATE - Consortium for Research on Educational Access, Transitions & Equity, University of Sussex, 2008)