Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research and Development, 2011)
In this paper the process of building an international student community is explored. Strategies discussed include guided interaction within a virtual environment between home students studying in their own culture and international students studying at a distance. The context includes both the state and private sector in South East Asia, Latin America, Europe and the Middle East. The subject is a Master of Arts in Education for practising in-service teachers of English. Through exchanging teacher narratives, students identify shared concerns and values about their profession and recognise connections with their peers in apparently widely different cultural settings. Student and tutor evaluations suggest that participants developed the competence of recognising connections between their own meanings and behaviours and those of others. They also deconstructed their assumptions and unexamined beliefs through engagement with others. The paper concludes by analysing how these competences impacted on the self-knowledge and practice of the participants, and suggests the generative principles which made this learning effective. (Contains 1 table.)
Keywords: Asia; ERIC, Current Index to Journals in Education (CIJE); Education Majors; Europe; Foreign Countries; Foreign Students; Higher Education; Interaction; Latin America; Masters Degrees; Middle East; Multicultural Education; Personal Narratives; Private Sector; Southeast Asia; Student Teachers; Teacher Education Programs; United Kingdom; Virtual Classrooms; __:import:01; __:match:final; __:matched; __:study_id:2097655; __finaldtb

Guided interaction as intercultural learning: designing internationalisation into a mixed delivery teacher education programme - Spiro, Jane (Higher Education Research & Development, 2011)
Keywords: Final_citation; cited; existing

Guide to measuring information and communication technologies (ICT) in education. - UNESCO Institute for Statistics (UNESCO Institute for Statistics, 2009)

Guide: Technical specifications for applying local white paint on schools’ roofs - Regime Projects Tanzania; Open Development & Education (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Guide: Roof paint, shading, and sound insulation - Regime Projects Tanzania; Open Development & Education (Open Development & Education, 2024)
An output of the Open Development & Education, https://opendeved.net/
Keywords: _forthcoming; _r:AddedByMyEducationEvidence; coming soon

Guide for Learning Recovery and Acceleration: Using the RAPID Framework to Address COVID-19 Learning Losses and Build Forward Better - World Bank; Bill and Melinda Gates Foundation; FCDO; UNESCO; UNICEF; USAID (2022)
Keywords: Final_citation; cited; existing

Guidance on Pre-Assessment for Establishing E-Learning Centres - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: _r:AddedByZotZen

Guidance on Conducting a Systematic Literature Review - Xiao, Yu; Watson, Maria (Journal of Planning Education and Research, 2017)
Literature reviews establish the foundation of academic inquires. However, in the planning field, we lack rigorous systematic reviews. In this article, through a systematic search on the methodology of literature review, we categorize a typology of literature reviews, discuss steps in conducting a systematic literature review, and provide suggestions on how to enhance rigor in literature reviews in planning education and research.
Keywords: CitedIn:BIBBTVET

Guidance on Community Mobilisation for Girls’ Education - AlSheikh Theeb, Thaer; McGinty, Sara; Obaid, Rasha (EdTech Hub, 2022)
An output of the EdTech Hub, https://edtechhub.org
Keywords: F: Helpdesk response; _r:AddedByZotZen

Guidance note on using implementation research in education - Alison, Christine (2023)

Guidance note on using implementation research in education - Allison, C. (Building Evidence in Education (BE2), 2023)

Guidance Note on Qualitative Research in Education: Considerations for Best Practice - DeJaeghere, J; Morrow, V; Richardson, D; Schowengerdt, B; Hinton, R; Muñoz Boudet, A (Department for International Development, prepared for Building Evidence in Education (BE2), 2020)
This guidance note presents examples of qualitative research on education, privileging those from low and middle-income countries when available; however, the content of the note is not exclusive to research in one sector or income level, and the main principles and processes outlined apply across research topics and locations. The research examples provided in this note meet the criteria for strong evidence and present evidence-based guidance based on qualitative research. These studies included at minimum: a solid explanation of the study purpose and the methodology used; a detailed account of the data collection process, including sampling and/or selection of participants; an explanation of the analysis process and how data were analyzed to arrive at findings; and findings that are supported by a detailed description of data.

Guidance Note on Education Data Mapping in Sub-Saharan Africa: Moving from theory to practice - Selwaness, Irene; Adam, Taskeen; Lawson, Laté; Heady, Lucy (EdTech Hub, 2022)
Keywords: Final_citation; cited; existing

Guidance Note 3 Digital technologies and girls’ education From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _EdTechHub_Output; _cover:other:ok; _zenodoETH

Guidance Note 10 Prioritising effective and appropriate teacher training From the Report: Education for the most marginalised post‑COVID-19: Guidance for governments on the use of digital technologies in education - Unwin, Tim; Naseem, Azra; Pawluczuk, Alicja; Shareef, Mohamed; Spiesberger, Paul; West, Paul; Yoo, Christopher (UNESCO, UniTwin, EdTech Hub, 2020)
Keywords: _DOILIVE; _EdTechHub_Output; _GS:not_indexed; _MELA_seen; _cover:other:ok; _r:CopiedFromEvLib; _zenodo:submitted; _zenodoETH

Guidance for Teachers and Counselors during COVID-19 and Other Crises - Rock, Sarah; Gilgoff, Rachel (Rock Results, 2020)

GSMA Mobile Connectivity Index | Sierra Leone - GSMA (2018)
The GSMA Mobile Connectivity Index is a global mobile connectivity and digital economy guide covering 150 countries and 7 sub-regions
Keywords: _C:Sierra Leone SLE

Grundlagen beruflicher Bildung: Mitgestalten der Arbeitswelt - Rauner, Felix (wbv, 2017)
Schlanke Organisationsstrukturen in der Arbeitswelt erfordern mitdenkende Arbeitnehmer und Arbeitnehmerinnen, die die Prozesse der Arbeitswelt mitgestalten. Die berufliche Bildung setzt diese Anforderungen in einem neuen Leitbild um. Felix Rauner zeichnet in seinem Buch die Grundlagen für das neue Zusammenspiel von Arbeit, Technik und Bildung nach. Er zeigt, welchen Einfluss die Leitidee von der Mitgestaltung der Arbeitswelt auf die Berufsbildungsplanung und -forschung sowie auf die Gestaltung beruflicher Bildungsprozesse hat. Dabei spannt er den Bogen vom Beginn der 1980er-Jahre bis heute und erfasst das Wissen aus zahlreichen nationalen und internationalen Projekten zur beruflichen Bildung.
Keywords: Education / Adult & Continuing Education

Greening Technical and Vocational Education and Training: A Practical Guide for Institutions - UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany) (UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training. UN Campus, Hermann-Ehlers-Strasse 10, 53113 Bonn, Germany. Tel: +49-228-8150-100; Fax: +49-228-8150-199; e-mail: info@unevoc.unesco.org; Web site: https://unevoc.unesco.org/go.php?q=UNEVOC%20Publications, 2017)
This "Guide" describes the macro need for [technical and vocational education and training] (TVET) reform in conformity with the Sustainable Development Goals, the Global Action Programme (GAP) on Education for Sustainable Development (ESD), and other United Nations, UNESCO and national initiatives. The "Guide" also provides specific practical help for institutional greening transition teams to plan and carry out the changes that are deemed necessary. It is essential that all such greening undertakings have a clear vision, are known to all those concerned, follow a strategic plan, set targets and milestones, and include a monitoring/assessment tool. The concept of shared vision and team reformation combined with the support of senior leaders is evident throughout this "Guide." A major goal is that greening will grow into an ongoing process which is eventually infused into the culture of each institution. Specifically included in this "Guide" is a rubric or framework designed for most TVET institutions. The rubric/framework is designed as both an assessment tool and a learning instrument, as it contains clear descriptions of possible goals and destinations. Since TVET institutions and programmes are so varied, these suggested assessment goals are also designed for discussion and adaptation to the specific situation on each site, while modifications are encouraged. The central theme is Greening the Institution, while also embracing the broader concept of education for sustainable development (ESD). In particular the focus is on the role of TVET in delivering a crucial element of the GAP. By having local teams of leaders, faculty, students and community experts working in concert and infusing the concepts of related educational initiatives, the institution will transition itself into an even more effective and meaningful greening agent for its graduates, its communities and all who are associated with the institution.

Great Teaching Toolkit: Evidence Review - Coe, Rob; Rauch, C.J.; Kime, Stuart; Singleton, Dan (Evidence Based Education, 2019)
Keywords: C:England/International

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

GraphoGame Teacher Training Service: evaluation report - School-to-School International (STS) (Agora Center, University of Jyväskylä, Finland, 2017)
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2425917; ___working_potential_duplicate; __finaldtb

GPTeach: Interactive TA Training with GPT-based Students - Markel, Julia Mae; Opferman, Steven G.; Landay, James A.; Piech, Chris (EdArXiv, 2023)
Interactive and realistic teacher training is hard to scale. This is a key issue for learning at scale, as inadequate preparation can negatively impact both students and teachers. What if we could make the teacher training experience more engaging and, as a downstream effect, reduce the potential for harm that teachers-in-training could inflict on students? We present GPTeach, an interactive chat-based teacher training tool that allows novice teachers to practice with simulated students. We performed two studies to evaluate GPTeach: one think-aloud study and one A/B test between our tool and a baseline. Participants took the role of a teaching assistant conducting office hours with two GPT-simulated students. We found that our tool provides the opportunity for teachers to get valuable teaching practice without the pressures of affecting real students, allowing them to iterate their responses both during and across sessions. Additionally, participants enjoyed flexibility in tailoring their responses according to the varied personas, needs, and learning goals. In this paper, we provide quantitative results and qualitative observations to inform future work in this area. We conclude with a discussion of actionable design ideas for such systems, as well as other ways to use this tool for evaluating teachers and students. GPTeach has recently been deployed into the teacher training component of an online course with over 800 novice teachers.

GPT-NeoX-20B: An Open-Source Autoregressive Language Model - Black, Sid; Biderman, Stella; Hallahan, Eric; Anthony, Quentin; Gao, Leo; Golding, Laurence; He, Horace; Leahy, Connor; McDonell, Kyle; Phang, Jason; Pieler, Michael; Prashanth, USVSN Sai; et al. (arXiv, 2022)
We introduce GPT-NeoX-20B, a 20 billion parameter autoregressive language model trained on the Pile, whose weights will be made freely and openly available to the public through a permissive license. It is, to the best of our knowledge, the largest dense autoregressive model that has publicly available weights at the time of submission. In this work, we describe \model{}'s architecture and training and evaluate its performance on a range of language-understanding, mathematics, and knowledge-based tasks. We find that GPT-NeoX-20B is a particularly powerful few-shot reasoner and gains far more in performance when evaluated five-shot than similarly sized GPT-3 and FairSeq models. We open-source the training and evaluation code, as well as the model weights, at https://github.com/EleutherAI/gpt-neox.
Keywords: Computer Science - Computation and Language

GPT-4 Technical Report - OpenAI; Achiam, Josh; Adler, Steven; Agarwal, Sandhini; Ahmad, Lama; Akkaya, Ilge; Aleman, Florencia Leoni; Almeida, Diogo; Altenschmidt, Janko; Altman, Sam; Anadkat, Shyamal; Avila, Red; et al. (arXiv, 2023)
We report the development of GPT-4, a large-scale, multimodal model which can accept image and text inputs and produce text outputs. While less capable than humans in many real-world scenarios, GPT-4 exhibits human-level performance on various professional and academic benchmarks, including passing a simulated bar exam with a score around the top 10% of test takers. GPT-4 is a Transformer-based model pre-trained to predict the next token in a document. The post-training alignment process results in improved performance on measures of factuality and adherence to desired behavior. A core component of this project was developing infrastructure and optimization methods that behave predictably across a wide range of scales. This allowed us to accurately predict some aspects of GPT-4's performance based on models trained with no more than 1/1,000th the compute of GPT-4.
Keywords: Computer Science - Artificial Intelligence; Computer Science - Computation and Language

Government spending €500m for TVET projects (2020)
The government is investing over 500 million Euros to promote Technical and Vocational Education and Training (TVET) in the country.

Government of St Lucia deprives 8,000 students ‘one-laptop-per child programme’ - Editorma (Caribbean News Global, 2020)

Government of Sierra Leone Education Data Hub: A User Research Report - Freiermuth, Sophie; Bedoui, Claire; Middleton, Emily; Taddese, Abeba (EdTech Hub, 2020)
Report on the Government of Sierra Leone Education Data Hub
Keywords: C:Sierra Leone; ES:Educational data; LP: English; _C:Sierra Leone SLE; _DOILIVE; _EdTechHub_Output; _MELA_seen; _cover:v1; _zenodoETH

Government of Sierra Leone Education Data Hub - Directorate of Science, Technology and Innovation (2019)
Keywords: _C:Sierra Leone SLE

Government Decision-Making on Education in Low- and Middle-Income Countries: Understanding the Fit among Innovation, Scaling Strategy, and Broader Environment - Olsen, B. (2023)
Keywords: Final_citation; anystyle; existing

Governance and Change in Educational Policy Systems in Technical Vocational Education - Oluwafemi, CO; Martins, OR; Adebiaye, HO (2015)
From time immemorial, people have been controlled (ruled) by others in order to maintain law and order. This process is what is called governance. Governance is the act of exercising power and making decisions for a group of people by a selected few granted the authority to do so. Different human era called for different ‘curricular’ of teaching since it is believed that the needs of the society are one of the major determinants of the content of the curriculum. The authorities at each of such times only help to articulate the curriculum and provide the environment for teaching and learning to take place. In this pursuit, the Nigerian government has not been an exception. Over the years, the Governments have brought in one change or the other to the educational sector all with the utmost aim of making the nation better through her educational processes. This paper through the methodology of literature review and the authors’ observations focuses on some of the changes brought into the sector particularly in Technical Vocational Education. It looked at how these changes have benefited or otherwise affected the country and makes suggestions based on the findings.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:policy; P:administration; Q:distance learning; T:TVET; publicImportV1; ⛔ No DOI found

Governance and Accountability in Nigeria: A Gender Analysis - Lawan, Mahmoud M.; Abdul-Ismail, Aisha; Dukku, Aminu (Democracy and Governance in Nigeria: Challenges and Prospects, 2015)

Google Scholar, Web of Science, and Scopus: Which is best for me? (Impact of Social Sciences, 2019)
Being able to find, assess and place new research within a field of knowledge, is integral to any research project. For social scientists this process is increasingly likely to take place on Google…

Google Scholar, Web of Science, and Scopus: A systematic comparison of citations in 252 subject categories - Martín-Martín, Alberto; Orduna-Malea, Enrique; Thelwall, Mike; López-Cózar, Emilio Delgado (Journal of informetrics, 2018)

Google Scholar, Microsoft Academic, Scopus, Dimensions, Web of Science, and OpenCitations’ COCI: a multidisciplinary comparison of coverage via citations - Martín-Martín, Alberto; Thelwall, Mike; Orduna-Malea, Enrique; Delgado López-Cózar, Emilio (Scientometrics, 2021)
New sources of citation data have recently become available, such as Microsoft Academic, Dimensions, and the OpenCitations Index of CrossRef open DOI-to-DOI citations (COCI). Although these have been compared to the Web of Science Core Collection (WoS), Scopus, or Google Scholar, there is no systematic evidence of their differences across subject categories. In response, this paper investigates 3,073,351 citations found by these six data sources to 2,515 English-language highly-cited documents published in 2006 from 252 subject categories, expanding and updating the largest previous study. Google Scholar found 88% of all citations, many of which were not found by the other sources, and nearly all citations found by the remaining sources (89–94%). A similar pattern held within most subject categories. Microsoft Academic is the second largest overall (60% of all citations), including 82% of Scopus citations and 86% of WoS citations. In most categories, Microsoft Academic found more citations than Scopus and WoS (182 and 223 subject categories, respectively), but had coverage gaps in some areas, such as Physics and some Humanities categories. After Scopus, Dimensions is fourth largest (54% of all citations), including 84% of Scopus citations and 88% of WoS citations. It found more citations than Scopus in 36 categories, more than WoS in 185, and displays some coverage gaps, especially in the Humanities. Following WoS, COCI is the smallest, with 28% of all citations. Google Scholar is still the most comprehensive source. In many subject categories Microsoft Academic and Dimensions are good alternatives to Scopus and WoS in terms of coverage.
Keywords: Computer Science - Digital Libraries

Google Scholar as a source for scholarly evaluation: a bibliographic review of database errors - Orduña Malea, Enrique; Martín-Martín, Alberto; Delgado-López-Cózar, Emilio (Revista española de documentación científica, 2017)
Keywords: ⛔ No DOI found

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

Good Practice Report: Blended Learning. - Partridge, Helen; Ponting, Deborah; McCay, Meryl (Australian Learning and Teaching Council (ALTC), 2011)
This good practice report, commissioned by the ALTC, provides a summative evaluation of useful outcomes and good practices from ALTC projects and fellowships on blended learning. The report contains: a summative evaluation of the good practices and key outcomes for teaching and learning from completed ALTC projects and fellowships; a literature review of the good practices and key outcomes for teaching and learning from national and international research; the proposed outcomes and resources for teaching and learning which will be produced by current incomplete ALTC projects and fellowships; identifies areas in which further work or development are appropriate.
Keywords: C:Australia

Going digital on low-cost mobile phones in Bangladesh - Walsh, Christopher; Power, Tom (2011)
Keywords: ⛔ No DOI found

Going digital: How learning and employment records shape access to quality education and jobs - Milman, Annelies Goger, Allyson Parco, Rohan Carter-Rau, Jessa Henderson, Kazumi Homma, Ani Meliksetyan, and Natalie (Brookings, 2022)
New research draws from three case studies on implementing and governing new digital education assets to help create more equitable learning and employment pathways.
Keywords: Final_citation; existing

Globalization, Mass Education and Technical and Vocational Education and Training: the influence of UNESCO in Botswana and Namibia - Preckler Galguera, Miriam (2018)

Globalization, Mass Education and Technical and Vocational Education and Training - Galguera, MP (2018)
This book assesses the influence of the international organization UNESCO on the development of national Technical and Vocational Education and Training (TVET) systems in the Southern African Community Region (SADC), focusing particularly on Botswana and Namibia. Designed around UNESCO’s Better Education for Africa’s Rise (BEAR) project, the study is an excellent example of applied policy research. Analysis is from the perspective of key stakeholders including UNESCO headquarters and field offices, Ministries of Education and of Labor, employers and employees, education and training institutions, international partners and more. Both qualitative and quantitative evidence are used to provide a comparative overview, and the author also reveals the current state of data on skills. Readers will discover common goals and challenges across the nations but also a common lack of action to measure the impact and influence that UNESCO’s programs have had at a national level, prior to this study. Were the newly implemented educational policies successful or not? If the public policies failed, why was that? These chapters shed light on such questions and how UNESCO's contribution influenced the national development processes, in the context of globalization processes and trends of global mass education. The book has much to offer for both scholars and those working in UN agencies or national governments who seek to develop education systems and better link them to the world of work.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; A:West Africa; C:Namibia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:qualification; P:construction; P:economy; Q:ODEL; Q:open learning; T:Educação profissionalizante; T:TVET; publicImportV1

Global Views - Policy Research; Data on Policy Research Described by Researchers at Makerere University (Technical and Vocational Education and Training In Uganda: a Critical Analysis) (2019)

Global Teacher Status Index 2018 - Dolton, Peter; Marcenaro, Oscar; De Vries, Robert; She, Po-Wen (Varkey Foundation, 2018)

Global Skill Partnerships: a proposal for technical training in a mobile world - Clemens, Michael A. (IZA Journal of Labor Policy, 2015)
Skilled workers emigrate from developing countries in rising numbers, raising fears of a drain on the human and financial resources of the countries they leave. This paper critiques existing policy proposals to address the development effects of skilled migration. It then proposes a new kind of ex ante public-private agreement to link skill formation and skilled migration for the mutual benefit of origin countries, destination countries, and migrants: ‘Global Skill Partnerships’. The paper describes how such an agreement might work in one profession (nursing) and one region (North Africa), and offers design lessons from related initiatives around the world.
Keywords: Aging; Brain drain; Development; Education; Eldercare; Finance; Health; Migration; Mobility; Nurse

Global school feeding sourcebook: lessons from 14 countries - Drake, Lesley; Woolnough, Alice; Bundy, Donald; Burbano, Carmen (world scientific, 2016)

Global Risks Report 2022 - World Economic Forum (World Economic Forum, 2022)
World Economic Forum: This year's Report, shares the results of the latest Global Risks Perception Survey (GRPS) in the context of the current global outlook, followed by an analysis of growing divergences in the areas of climate transition, cybersecurity, mobility, and outer space.
Keywords: Final_citation; existing

Global Report on Teachers - Addressing teacher shortages and transforming the profession - UNESCO; Education 2030 (2024)

Global Public Goods: Example document for licensing and publishing documents - Haßler, Björn (2018)
This is an example document to illustrate licensing and publishing, including upload to Zenodo.
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence; _yl:d; ⛔ No DOI found

Global policy agendas and the Education Sustainable Development Goal: Perspectives from sub-Saharan African research and researchers - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (2018)
Keywords: ⛔ No DOI found

Global perspectives on teacher learning: improving policy and practice - Schwille, J.; Dembélé, M. (Fundamentals of Educational Planning Series, 2007)
Keywords: C:International

Global perspectives on teacher learning: improving policy and practice - Schwille, Jack; Dembelé, Martial (UNESCO-IIEP, 2007)
This booklet looks at all forms of teacher learning, formal and informal, from teachers. own early schooling, through their... | Find, read and cite all the research you need on ResearchGate
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Global Landscape of Teacher Professional Development Programs: The Gap between Evidence and Practice - Popova, Anna; Evans, David K.; Breeding, Mary E.; Arancibia, Violeta (Population and Development Review, 2018)
Keywords: ⛔ No DOI found

Global Health and Development in Early Childhood. - Aboud, Frances E.; Yousafzai, Aisha K. (Annual Review of Psychology, 2015)

Global Gender and Environment Outlook - UNEP (UN Environment, 2016)

Global emergency remote education in secondary schools during the COVID-19 pandemic - Bond, Melissa; Bergdahl, Nina; Mendizabal-Espinosa, Rosa; Kneale, Dylan; Bolan, Faye; Hull, Poppy; Ramadani, Fjolla (Open Science Framework, 2021)
Global emergency remote education in secondary schools during the COVID-19 pandemic
Keywords: _genre:LR-literature_review; stress

Global education trends and research to follow in 2022 - Gustafsson-Wright, Emily; Hadani, Helen Shwe; Hirsh-Pasek, Kathy; Jalbout, Maysa; King, Elizabeth M.; ODonoghue, Jennifer L.; Olsen, Brad; Shapiro, Jordan; Vegas, Emiliana; Winthrop, Rebecca (2022)
Keywords: Final_citation; ⛔ No DOI found

Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? - GEM Report UNESCO (GEM Report UNESCO, 2023)
Keywords: Final_citation

Global Education Monitoring Report 2023: Technology in education: A tool on whose terms? - GEM Report UNESCO (GEM Report UNESCO, 2023)

Global education monitoring report, 2020: Inclusion and education: all means all - UNESCO (UNESCO, 2020)

Global Education Learning Series: Disability Inclusive Education Successes and Lessons Learned - USAID (2020)

Global economic crisis: A challenge to the entrepreneurship development of technical vocational education and training in oil and gas sector of the Nigerian Economy - Wodi, SW (International Journal of Academic Research in Business and Social Sciences, 2012)
The paper attempts to evaluate the Global economic crisis and the challenges to entrepreneurship development of technical vocational education and training in oil and Gas sector of the Nigerian economy. Effects of the global melt down in the economies of developed countries of the world and its chain-link action has gradually enveloped the entire world economy. This development impacted negatively on the Nigerian economy coupled with the Niger delta crisis that has drastically affected oil and gas production and development of new fields with its attendant consequences. Accordingly, vocational and technical education institutions that undertake training of technicians in such enterprise as welders, electricians, pipe fitters including safety experts were affected as a result of global melt down, constraining the oil and gas companies from engaging the services of Technical Vocational Education and Training Professionals (TVET) in the energy sector.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:economy; T:TVET; publicImportV1; ⛔ No DOI found

Giving Children a Better Start: Preschool Attendance and School-Age Profiles. - Berlinski, Samuel; Galiani, Sebastian; Manacorda, Marco (Journal of Public Economics, 2008)

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

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

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

GIS FOR SCHOOL LIBRARIES EMERGENCY PLANNING - Kuzucuoğlu, Alpaslan (journals University of Alberta Libraries, 2018)
Geographic Information Systems (GIS) are a means of providing great contributions to users in decision making processes based on location. It presents the information to the users serves and provides data collecting, storing, processing, managing, analyzing, querying. GIS ensures that a lot of data are layered on the architectural plans of school libraries. A data that is not well evaluated due to the data intensity in the analysis studies may prevent both the delay and the accuracy of the desired diagnosis for solution. For this reason, GIS technology is used in places where intensive data usage. GIS, which has been started to be used by different disciplines together with technological developments, enables the storage and processing of all kinds of data to be analyzed. It is a system consisting of necessary hardware and software and users for these processes. It is a tool that enables effective management of data. Complex data is easily analyzed by users in a database by GIS software. It is also concernedwith the association of spatial data and non-graphical (verbal) data. GIS is able to compare measurement results successfully according to conventional measurement evaluation methods. There are also a number of projects where GIS has been implemented in interior areas. School libraries can also serve in many areas or more than one floor. The GIS layers must be shown on floor plans as emergency exit doors, location of emergency intervention tools (fire extinguisher, fire hose, hydrant, fire alarm buttons, electric panel, gas valve, first aid kit etc.), nearest emergency service centers (fire brigade, police, ambulance, etc.), evacuation routes leading to emergency assembly area, external, main and service ladders, building non structural materials. As there are many people in schools and school libraries as a number of users, in case of fire, their evacuation must also be fast. GIS will also provide effective planning for rapid evacuation of schools and school libraries. Digital data obtained from service providers such as municipalities, water, natural gas companies can also be used as separated GIS layers. All building elements in the building can be classified in different colors and typologies for each floor (Balcony, wall, threshold, hall, stairs, room, window, shelves etc.). Emergency lighting kits should be installed in school libraries. Sensors, which are part of the fire alarm system, must also be located in the GIS layers. Furniture and furnishings used in the floors can also be shown on the GIS. Routes to be used by disabled users in emergency situations should be specified in these plans and physical arrangements such as ramps should be implemented. Area names in the school and in the school library should also be included in the GIS layers. The joint meetings should be held with the school library experts working in this field in the world, problems should be discussed, national and international networks should be established.
Keywords: ⛔ No DOI found

GIS for Education Working Group launches to promote data-driven decision-making - the Education Commission (the Education Commission, 2021)
Around the world, individuals are using maps to power everyday decisions: how do I navigate from my home to the nearest hospital? How many supermarkets are in my community? What public transportation is available for me to take to work?
Keywords: _yl:b

GIS for Education Working Group - the Education Commission (the Education Commission, 2021)
Keywords: _yl:a

GIS Based Suitable Site Selection and Road-map Preparation for Equitable Distribution of Secondary Schools of Amhara Region, Ethiopia - Ayel, Leykun; Wondim, Yirga; Abebe, Abiyu (2018)
The main objective of this study is to select suitable sites for high school construction and prepare 10 years Road-map plan for the equitable distribution of secondary schools in Amhara Region, Ethiopia. The school site selection analysis is done by Multi-Criteria Analysis Method (MCAM) using Arc GIS software and GIS models. Three models: Restriction Model, Suitability Model and Integrated Suitable Sites Model were developed. First, Restriction Model was developed to identify areas excluded from suitability site analysis. Constraints or restrictions considered in this study includes: the area covered by roads, 150-meter noise level buffer along roads, 5-kilometer radius area around existing high schools, ecologically sensitive areas (parks and conservation areas), lakes and dams, and gorges of major rivers. Having Restriction Model results, Suitability Model was developed to identify suitable areas for high school construction. The major criteria used were: number of students in each school and their spatial distribution, slope, access to road, power access, drinking water access and telecommunication access. Finally, the integrated suitable sites model was developed to combine the restricted areas and suitable areas. The combination gives the final suitable sites for construction of new high schools. The finding of high school suitability sites of Amhara Region indicated that 235,903.67ha (2.1%), 2,551,599.57ha (22.3%), 7,518,477.63ha (65.8), 1,127,206.72ha (9.9%) of the areas of the Region were least suitable, marginally suitable, moderately suitable and highly suitable respectively. Finally, prioritization was done by clustering the primary schools according to the number of students, nearness to each other and considering geographical barriers. In general, about 902 school sites were selected and prioritized for the construction of new high schools in the coming 10 years. In connection, a 10-year road-map plan was prepared so as to achieve a reasonable high school coverage in Amhara region.
Keywords: ⛔ No DOI found

Girls' Schooling is Good, Girls' Schooling with Learning is Better - Sandefur, Justin; Oye, Mari; Pritchett, Lant (Background paper for the International Commission on Financing Global Education Opportunity, 2016)

Girls’ Schooling and Women’s Literacy: Schooling targets alone won’t reach learning goals (CGD Policy Paper 104) - Pritchett, Lant; Sandefur, Justin (Washington, DC: Center for Global Development, 2017)
Keywords: ⛔ No DOI found

Girls’ Educational Needs in Libya - Carter, Becky (2018)
Girls’ – and boys’ – education in Libya has been affected by the ongoing conflict. Seven years on from the 2011 crisis, three governments compete for power, with deep divisions along political, geographic, religious and ethnic lines (Freedom House, 2018; OCHA, 2017, pp. 7-8). Fighting continues in populated areas, and there is an environment of deepening vulnerability for the population at large with a proliferation of weapons and autonomous militias, and a rapidly deteriorating economy and public sector (Freedom House, 2018; OCHA, 2017, p. 7). The protracted crisis has damaged vital education infrastructure, and impacted on the education system’s delivery, outreach, coverage, retention and quality. In 2017 the majority of households with school-aged children (87.3%) reported facing no barrier to accessing education; IDP households were more likely to report barriers. For those that did report barriers, the most common challenges were the distance to school and not being able to afford educational services. Girls are particularly vulnerable to violence and insecurity in Libya. Their educational needs are shaped by multiple, intersecting factors such as location, tribal affiliation, presence of armed militias and organised crime, social norms driving gendered experiences including harmful practices such as child marriage, and the lack of adequate school WASH facilities, among others (Larsson and Mannergren, 2014, p. 21).
Keywords: ⛔ No DOI found

Girls’ Education Programmes in the ASEAN region - Sims, Kate; Thuo, Sarah (2020)
This non-standard research exercise identified and mapped girls’ education programmes and interventions across Asia and the Pacific. The study primarily focused on interventions that benefit girls, including those that support the transition to secondary school and school completion. The following areas of technical and thematic focus were of particular interest: Accelerated learning, Girls’ education post-Covid-19, Non-formal education, Supplementary education, Female empowerment (i.e. girls’ clubs, life skills programmes, economic empowerment), Climate change, Education Technology (EdTech), and Inclusion of the most marginalised. This mapping study follows a K4D report outlining key barriers to girls’ education in the ASEAN and Pacific region (Price, 2020). It included active programmes and those that finished between 2015 and 2020, with a particular focus on programmes in Cambodia, Laos, Viet Nam, Myanmar, Indonesia, the Philippines, East Timor (Timor-Leste) and Papua New Guinea. Three days of researcher time was allocated to this study, so the exercise was therefore limited in identifying and mapping a large number of applicable programmes. The study relied on publicly available information, so may not have captured all relevant current and previous programming.
Keywords: ⛔ No DOI found

Girls' Education in Dominica - Ventura, Joseph (The Borgen Project, 2018)
Girls’ education in Dominica is a success story among the broader educational initiatives enacted in the country.

Girls Education Challenge: Thematic Review (Education Technology) - DFID (DFID, 2018)

Girls' education and gender equality - Unterhalter, Elaine; North, Amy; Arnot, Madeleine; Lloyd, Cynthia; Moletsane, Lebo; Murphy-Graham, Erin; Parkes, Jenny; Saito, Mioko (Department for International development, 2014)
Keywords: ⛔ No DOI found

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub, 2020)
Keywords: Final_citation; cited; existing

Girls’ Education and EdTech: A Rapid Evidence Review - Webb, Daniel; Barringer, Katie; Torrance, Rebecca; Mitchell, Joel (EdTech Hub Rapid Evidence Review, 2020)
This Rapid Evidence Review (RER) provides an overview of the existing literature on the use of technology in supporting girls’ education in low and middle-income countries (LMICs). The RER has been produced in response to the novel 2019 coronavirus (COVID-19), and the resulting widespread global shutdown of schools. It therefore has an emphasis on transferable insights that may be applicable to educational responses resulting from the limitations to the continuation of schooling caused by COVID-19. Established approaches to maintaining continuity of education for the most marginalised have particular salience during this period because of the significant increase in the number of students at risk of disruption. Research consistently shows that while education across the board is negatively affected by crisis situations, the schooling of girls is disproportionately impacted. The RER aims neither to advocate nor discourage the use of technology in girls’ education in response to the present COVID-19 pandemic, but rather to provide an accessible summary of existing evidence on the topic so that educators, policy makers and donors might make informed decisions about the potential role of technology in delivering education for girls.
Keywords: L:Gender and education; LP: English; _EdTechHub_Output; _L:English UXZJW5DR; _P:Evidence review VCMFM9ZD; _T:E:Primary education QIVZD2B2; _T:E:Secondary education JS5BG2RE; _T:F:Access W8TZWAGE; _T:P:Girls ED5GMBNU; ___working_potential_duplicate; _cover:v3; _zenodoETH; _zenodoETH:submitted; ⛔ No DOI found

Girls' education and COVID-19 in Pakistan - Malala Fund (Malala Fund, 2020)
In Girls’ education and COVID-19 in Pakistan, Malala Fund and our Education Champions highlight the impact of school closures on students in all four provinces with an emphasis on girls’ experiences.

Girls’ education and climate change: A critical review of the literature - Pankhurst, Camilla (2022)
Keywords: selected_for:effects of climate ch...on learning...LMICs 2024

Girl power: cash transfers and adolescent welfare. Evidence from a cluster‐randomized experiment in Malawi - Baird, Sarah J.; Chirwa, Ephraim; Hoop, Jacobus De; Özler, Berk (Chapter in NBER book African Successes, Volume II: Human Capital, 2016)

Girl-focused life skills interventions at a distance - Rafaeli, Tal (Institute of Development Studies, 2020)

Girl-focused Life Skills Interventions at a Distance - Rafaeli, Tal (2020)
This rapid review explores the evidence and lessons learned about engaging girls in life skills interventions at a distance (i.e. through mobile, online, radio or other) both in emergency and nonemergency settings. The purpose of the review is to assist programmes in identifying relevant and effective ways to continue and build girls’ life skills remotely during the widespread school closures and quarantine of the COVID-19 crisis (Albrectsen and Giannini, 2020). The main interest of the review is emergency contexts, however, the limited evidence as well as the potential for learning from programmes from non-emergency settings, led to the inclusion of non-emergency settings in the review. As evidence is scarce in this area, the report is based on a rapid literature review of academic studies, grey literature and emerging evidence, to ensure relevant insights are captured. The lack of rigorous studies on the impact of remote life skills interventions in general and specifically those focused on adolescent girls demonstrates a clear evidence gap. The review did identify relevant evidence when reviewing literature on several other topics, mainly shifting gender norms using media and communications and remote Sexual and Reproductive Health (SRH) approaches (most of which focus on HIV). The literature reviewed explored many modes of remote programme delivery, including – radio, magazines, TV, social media, mobile phones, interactive apps and hotlines. Some of the interventions reviewed were ones that require significant planning and preparation, such as TV and radio soap operas (Sugg, 2014; World Bank, 2017). To increase the applicability to the COVID-19 response, the review put greater emphasis on interventions that could be developed and implemented quickly.
Keywords: ⛔ No DOI found

'Ghosts of the Primitives: The Predicament of X - Ajadi, S.B. (Y, Z in Nigerian Architecture II' Sunday Sun (National) April 8, 2012)

' Ghosts of the Primitives - Ajadi, S.B. (2012)

Ghana TVET project voucher launched in Western Region (2019)

Ghana signs agreement with Germany for TVET support (2019)

Ghana RECOVR Survey Analysis - Innovations for Poverty Action (2020)

Ghana government invests 500m in TVET (2019)

Getting the Right Teachers into the Right Schools: Managing India's Teacher Workforce - Ramachandran, Vimala; Béteille, Tara; Linden, Toby; Dey, Sangeeta; Chatterjee, Prerna Goel (World Bank Publications, 2017)
India's landmark Right of Children to Free and Compulsory Education Act (2009) guarantees education to all children aged 6-14 years. The Act mandates specific student-teacher ratios and emphasizes teacher quality. Writing this into legislation took seven years, but the seven years since has proven that ensuring effective teachers are recruited and placed in all schools in a time-bound manner is considerably more challenging. This report takes a detailed look at the complexity of the teacher management landscape in elementary and secondary schools in nine Indian states. On a daily basis, the administrative machinery of these states has to manage between 19,000 to nearly a million teachers in different types of schools and employment contracts, and cope with recruiting thousands more and distributing them equitably across schools. This report examines the following issues: official requirements for becoming a schoolteacher in India; policies and processes for teacher recruitment, deployment and transfers; salaries and benefits of teachers; professional growth of teachers; and grievance redressal mechanisms for teachers. For the first time in India, this report compares and contrasts stated policy with actual practice in teacher management in the country, using a combination of primary and secondary data. In so doing, the report reveals the hidden challenges and the nature of problems faced by administrators in attempting to build an effective teacher workforce which serves the needs of all of India’s 200 million school children. The report examines states with varying characteristics, thus generating knowledge and evidence likely to be of interest to policy makers and practitioners in a wide range of contexts.
Keywords: Education / General; Education / Professional Development

Getting the Facts Straight: Pergau Dam and British Foreign Aid - Perakis, Rita (Center For Global Development, 2012)
Why does Britain score consistently well in its approach to aid?

Getting girls into school: Evidence from a scholarship program in Cambodia - Filmer, Deon; Schady, Norbert (Economic Development and Cultural Change, 2008)

Getting girls back into school: strategies for successfully re-enrolling girls in Ghana and Sierra Leone - Belfield, Sophie; Mathur, Meenu; Caine, Ellie (FCDO - GEC, 2021)
Keywords: _C:Sierra Leone SLE

Getting evidence into education: Evaluating the routes to policy and practice - Gorard, Stephen (Routledge, 2020)

Getting all children into school: The Sierra Leone story (ArcGIS StoryMaps, 2021)
Harness the power of maps to tell stories that matter. ArcGIS StoryMaps has everything you need to create remarkable stories that give your maps meaning.
Keywords: _C:Sierra Leone SLE

GETN Tenets & Principles of EdTech Trialing Networks & Environments within the US - Global EdTech Trialing Network (United States); Boody Adorno, Katie; Mote, Erin (Global EdTech Testbeds Network, 2023)
Keywords: _r:AddedByMyEducationEvidence

Gestaltungsorientierung als Entwicklungsstrategie zur Beförderung der beruflichen Fortbildung – dargestellt und untersucht am Beispiel des Projektes VET-Net - Haseloff, Gesine (2017)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; C:Mozambique; C:South Africa; publicImportV1; ⛔ No DOI found

Gerrymandering (Wikipedia, 2021)
Gerrymandering () is a practice intended to establish an unfair political advantage for a particular party or group by manipulating district boundaries, which is most commonly used in first-past-the-post electoral systems. Two principal tactics are used in gerrymandering: "cracking" (i.e. diluting the voting power of the opposing party's supporters across many districts) and "packing" (concentrating the opposing party's voting power in one district to reduce their voting power in other districts). The top-left diagram in the graphic is a form of cracking where the majority party uses its superior numbers to guarantee the minority party never attains a majority in any district. In addition to its use achieving desired electoral results for a particular party, gerrymandering may be used to help or hinder a particular demographic, such as a political, ethnic, racial, linguistic, religious, or class group, such as in Northern Ireland where boundaries were constructed to guarantee Protestant Unionist majorities. Gerrymandering can also be used to protect incumbents. Wayne Dawkins describes it as politicians picking their voters instead of voters picking their politicians; Thomas Hofeller, the Redistricting Chair of the Republican National Committee, stated "Redistricting is like an election in reverse. It's a great event. Usually the voters get to pick the politicians. In redistricting, the politicians get to pick the voters." in reference to the 2000 Census.The term gerrymandering is named after American politician Elbridge Gerry (pronounced with a hard "g"; "Gherry", Vice President of the United States at the time of his death, who, as Governor of Massachusetts in 1812, signed a bill that created a partisan district in the Boston area that was compared to the shape of a mythological salamander. The term has negative connotations and gerrymandering is almost always considered a corruption of the democratic process. The resulting district is known as a gerrymander (). The word is also a verb for the process.

Geospatial variation in measles vaccine coverage through routine and campaign strategies in Nigeria: Analysis of recent household surveys - Utazi, C. Edson; Wagai, John; Pannell, Oliver; Cutts, Felicity T.; Rhoda, Dale A.; Ferrari, Matthew J.; Dieng, Boubacar; Oteri, Joseph; Danovaro-Holliday, M. Carolina; Adeniran, Adeyemi; Tatem, Andrew J. (Vaccine, 2020)
Measles vaccination campaigns are conducted regularly in many low- and middle-income countries to boost measles control efforts and accelerate progress towards elimination. National and sometimes first-level administrative division campaign coverage may be estimated through post-campaign coverage surveys (PCCS). However, these large-area estimates mask significant geographic inequities in coverage at more granular levels. Here, we undertake a geospatial analysis of the Nigeria 2017–18 PCCS data to produce coverage estimates at 1 × 1 km resolution and the district level using binomial spatial regression models built on a suite of geospatial covariates and implemented in a Bayesian framework via the INLA-SPDE approach. We investigate the individual and combined performance of the campaign and routine immunization (RI) by mapping various indicators of coverage for children aged 9–59 months. Additionally, we compare estimated coverage before the campaign at 1 × 1 km and the district level with predicted coverage maps produced using other surveys conducted in 2013 and 2016–17. Coverage during the campaign was generally higher and more homogeneous than RI coverage but geospatial differences in the campaign’s reach of previously unvaccinated children are shown. Persistent areas of low coverage highlight the need for improved RI performance. The results can help to guide the conduct of future campaigns, improve vaccination monitoring and measles elimination efforts. Moreover, the approaches used here can be readily extended to other countries.
Keywords: Geospatial analysis; Measles vaccine; Post-campaign coverage survey; Routine immunization; Supplementary immunization activities

Geospatial mapping of access to timely essential surgery in sub-Saharan Africa - Juran, Sabrina; Broer, P. Niclas; Klug, Stefanie J.; Snow, Rachel C.; Okiro, Emelda A.; Ouma, Paul O.; Snow, Robert W.; Tatem, Andrew J.; Meara, John G.; Alegana, Victor A. (BMJ Global Health, 2018)
Introduction Despite an estimated one-third of the global burden of disease being surgical, only limited estimates of accessibility to surgical treatment in sub-Saharan Africa exist and these remain spatially undefined. Geographical metrics of access to major hospitals were estimated based on travel time. Estimates were then used to assess need for surgery at country level. Methods Major district and regional hospitals were assumed to have capability to perform bellwether procedures. Geographical locations of hospitals in relation to the population in the 47 sub-Saharan countries were combined with spatial ancillary data on roads, elevation, land use or land cover to estimate travel-time metrics of 30 min, 1 hour and 2 hours. Hospital catchment was defined as population residing in areas less than 2 hours of travel time to the next major hospital. Travel-time metrics were combined with fine-scale population maps to define burden of surgery at hospital catchment level. Results Overall, the majority of the population (92.5%) in sub-Saharan Africa reside in areas within 2 hours of a major hospital catchment defined based on spatially defined travel times. The burden of surgery in all-age population was 257.8 million to 294.7 million people and was highest in high-population density countries and lowest in sparsely populated or smaller countries. The estimated burden in children <15 years was 115.3 million to 131.8 million and had similar spatial distribution to the all-age pattern. Conclusion The study provides an assessment of accessibility and burden of surgical disease in sub-Saharan Africa. Yet given the optimistic assumption of adequare surgical capability of major hospitals, the true burden of surgical disease is expected to be much greater. In-depth health facility assessments are needed to define infrastructure, personnel and medicine supply for delivering timely and safe affordable surgery to further inform the analysis.

Geospatial Analysis: A New Window Into Educational Equity, Access, and Opportunity - Cobb, Casey D. (Review of Research in Education, 2020)
A robust body of geographic education policy research has been amassing over the past 25 years, as researchers from a variety of disciplinary backgrounds have recognized the value of examining education phenomena from a spatial perspective. In this chapter, I synthesize 42 studies that examine education issues using a geographic information system, or GIS. The review is framed by the major thread that runs through this body of research: educational equity, access, and opportunity. I summarize the research within seven theme-based research topics and offer examples of geospatial analysis as applied to education. The chapter includes a discussion of the major barriers and limitation facing GIS researchers and offers thoughts about the future.
Keywords: Lebanon_event_2021; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:Japan JPN; _C:Netherlands NLD; _C:New Zealand NZL; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Geographical determinants and hotspots of out-of-school children in Nigeria - Adeleke, Richard; Alabede, Opeyemi (Open Education Studies, 2022)
In Nigeria, children lack access to primary school education, and this hinders their social, cognitive, emotional, and physical skills’ development. With one in every five of the world’s out-of-school children in Nigeria, achieving universal primary education by 2030 remains a challenge. Several studies have investigated the factors that have led to an increase in out-of-school children (OOSC); however, these studies are based on individual level and household predictors with little evidence on the geographical determinants. Hence, this study examines the relationship between OOSC and the socio-economic attributes of the geographical location where they reside. Findings of the spatial analysis show that Sokoto, Zamfara, Yobe, Taraba, and Plateau are the hotspots of out-of-school children. The result further reveals that there is spatial variation in the predictors of out-of-school children in the country. Poverty and internally generated revenue (IGR) predict more cases of school non-attendance in northern Nigeria while foreign direct investment determines the number of children that are out-of-school in the southern region. The study recommends spatially explicit policies to reduce the number of OOSC in Nigeria.
Keywords: Nigeria; Spatial analysis; foreign direct investment; out-of-school children; poverty

Geodata in Education - an annotated bibliography - McBurnie, Chris; Haßler, Björn (Education Commission GIS in Education Working Group, 2021)
This annotated bibliography summarises uses of geospatial data in education.
Keywords: Author:Haßler; Author:OpenDevEd

Geo-spatial analyses in education research: the critical challenge and methodological possibilities - Lubienski, Christopher; Lee, Jin (Geographical Research, 2017)
The usefulness of spatial perspectives in education research is well known, particularly in fields such as school choice that are operationalised in multiple institutional, demographic, and local geographies. But the modes of spatial inquiry, even as they can potentially lend themselves to integrated research strategies, tend to be fragmented and isolated, failing to take into account multiple dimensions of contextual factors. Our purpose is to provide critical deliberations on geo-spatial methods in school choice research and suggest an integrative approach to enhance research on school choice from a geographic perspective. This paper first demonstrates the linkage of spatial approaches to school choice, and then surveys geo-spatial research as typically leveraged on this issue. We argue that there are inherent limitations to the typical conceptions of space in geo-spatial analyses and discuss two of the major challenges to these conceptions as provided by critical theorists and geographers. But we also point out that these challenges suggest alternatives that themselves have serious shortcomings. The concluding discussion sets out some of the possibilities of a more integrated approach to spatial inquiry in education research, and school choice more specifically.
Keywords: Lebanon_event_2021; _C:Australia AUS; _C:Canada CAN; _C:Chile CHL; _C:Georgia GEO; _C:Ireland IRL; _C:Japan JPN; _C:New Zealand NZL; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; access; education policy; equity; school choice; spatial inquiry

Geo-Referenced Infrastructure and Demographic Data for Development - Blair-Freese, Io (2019 IEEE Global Humanitarian Technology Conference (GHTC), 2019)

Generating research questions through problematization - Alvesson, M; Sandberg, J (Academy of Management Review, 2011)
Keywords: ❓ Multiple DOI

Generating Evidence in Education: Impact Evaluations - Building Evidence in Education (2015)
This guide is the first in a series of publications on evaluations in education prepared for the Building Evidence in Education (BE2) working group. It provides an introduction to: the importance of sound research to inform education policy, the ways in which to design impact evaluations and issues to consider when generating them.

Generalizing about Public Health Interventions: A Mixed-Methods Approach to External Validity - Leviton, Laura C. (Annual Review of Public Health, 2017)
Public health researchers and practitioners are calling for greater focus on external validity, the ability to generalize findings of evidence-based interventions (EBIs) beyond the limited number of studies testing effectiveness. For public health, the goal is applicability: to translate, disseminate, and implement EBIs for an impact on population health. This article is a review of methods and how they might be combined to better assess external validity. The methods include (a) better description of EBIs and their contexts; (b) combining of statistical tools and logic to draw inferences about study samples; (c) sharper definition of the theory behind the intervention and core intervention components; and (d) more systematic consultation of practitioners. For population impact, studies should focus on context features that are likely to be both important (based on program theory) and frequently encountered by practitioners. Mixed-method programs of research will allow public health to expand causal generalizations.

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

General and Further Education and Training Quality Assurance Act Nº58 - Government of South Africa (2001)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; Quality Assurance; publicImportV1

Gender violence in schools: Malawi - Leach, F.; Fiscian, V.; Kadzamira, E.; Lemani, E.; Machakanja, P. (2004)
Keywords: _C:Malawi MWI

Gender Transformation Experiences among Women Leaders in the Western Cape TVET Sector: A Narrative Response - Bonzet, Rene; Frick, Beatrice Liezel (EDUCATION AS CHANGE, 2019)
Leadership structures in Technical and Vocational Education and Training (TVET) colleges in South Africa face stark gender inequalities. Narratives of women currently in TVET leadership positions in the Western Cape province of South Africa might shed light on gender transformation in this sector. This article provides an insider perspective on 10 purposively selected respondents' shared experiences during their careers as women leaders through a narrative methodology. The data produced themes like family roles and a professional career balance, stages in becoming a leader, gender-related notions, leadership contexts, and strategies to manage gendered experiences. The analytical framework developed illustrates how these themes were reconciled with a structured method of narrative analysis, described as a problem-solution approach, analysing raw data for five elements of plot structure, namely characters, setting, problem, actions, and resolutions. Aligning the conceptual and analytical frameworks facilitated re-storying inside a plot-structured narrative. The results reported gender transformation progress regarding the career progression of women leaders. Conversely, progress concerning gender stereotyping and men-to-women and women-to-women discrimination was unsatisfactory, causing some respondents to abandon leadership ambitions. Although the small sample size precludes any claim to generalisability, the reported narratives serve as a guideline in addressing all-inclusive gender transformation in TVET college leadership.\n

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

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

Gender Parity in Education in Ethiopia - Bolton, Laura (2019)
This report synthesises evidence on the trends in the gender gap in primary and secondary school, particularly for the emerging regions: Afar, Benishangul-Gumuz, Gambela, and Somali in 2000 to 2019. This report was completed in two parts, results from statistical research and extraction from four reports provided by the requester. Four reports were provided to review for this helpdesk with data extraction in section 8. A report on advancing women’s equality in Africa focussed on improving economic opportunities and noted that parity in work and society must come together. Ethiopia was deemed to be performing particularly badly on parity in ‘legal protection and political voice’. However, Ethiopia has an above average score on political representation. Research looking at the role of politics in relation to girls’ education gives important insight. Yorke, Rose, and Pankhurst (2019) explore this with discussion on why positive progress in official policy is not necessarily leading to changes on the ground. They recommend a focus on the meso-level, the space between policy and implementation.
Keywords: ⛔ No DOI found

Gender Norms in the Western Balkans - Browne, Evie (2017)
The Western Balkans remains a region dominated by patriarchal gender norms. The biggest challenge for improving gender equality is changing the mentality of women and men towards traditional gender roles (Petričević, 2012). The literature consistently identifies social attitudes as a barrier to increasing gender equality. Many people are not aware of women’s rights or gender non-discrimination laws (Petričević, 2012). In several areas of gender equality, legal provisions are adequate and conform to UN and international norms. However, these are not always implemented or adhered to in practice, due to lack of capacity, knowledge, resources or social barriers. Standard indicators of gender equality include: female/male school enrolment; literacy rate; unemployment; maternal mortality; life expectancy; adolescent fertility rate; proportion of women in parliament1. Others include violence against women and girls; gender equality policy and legislation. Much of the literature recognises the need to include men and raise men’s awareness about gender issues. Most of the literature on the Western Balkans looks at interpersonal and household gender norms, such as girls’ access to school, women’s work and household decision making. There is also a strong literature on women’s political participation and violence against women and girls. This report provides a brief summary of the main gender issues in the region, as reported in the literature. It is not a comprehensive literature review, but a collection of resources which highlight the key points to consider on gender. Each country has a large selection of resources on its specific gendered issues, which can provide more detail. There is a companion piece to this report which focuses on the relationship between gender and conflict in the Western Balkans2. This report sketches the main parameters of gender in the region.
Keywords: ⛔ No DOI found

Gender Issues in Technical and Vocational Education and Training - Gaidzanwa, RB (2008)
This paper argues that post primary education in Africa is uneven, biased by gender, location, class and region, resulting in the illiteracy of the majority of girls and women in Africa. A minority of African adolescents undertakes secondary schooling. The majority have little foundation for building on technical, vocational education and training, making technical, vocational education and training the preserve of a few, usually elite students. The rest of adolescents drop out of school and join the informal sector or work on family farms, enterprises and domestic domains with little systematic training. Girls and poor boys start working as early as age five and their schooling has to be undertaken together with unpaid family labour. Boys’ mobility allows them to earn better incomes while girls usually marry early, fall pregnant and have children, resulting in their occupational immobility. Educated adolescents acquire skilled and better-paid jobs with bright career prospects while poorly educated and illiterate adolescents secure poorly paid, easy entry easy exit jobs usually in the informal sector. The global sex industry has emerged a source of employment for young female adolescents who may be trafficked or recruited voluntarily for sex work in Europe, Australia, the United States and Canada. HIV and AIDS are threats to adolescents especially in Southern Africa where they may head households after being orphaned. Orphaned and other poor and vulnerable adolescents are at risk of infection with HIV, dropping out of school, entering the labour force too early and falling sick with overwork in poor quality jobs with meager wages. The paper argues for provision of good quality formal and non-formal primary and some secondary and TVET for adolescents in Africa, especially for girls and poor boys in countries where barriers to schooling are high. The paper cites specific types of TVET which have been implemented in various countries, suggesting that secondary schooling, both formal and informal, be placed on a continuum and restructured to incorporated both formal and non-formal education, be made more accessible to poor, female, vulnerable and other adolescents and enable all students to choose any route to education and to ensure that there is equivalence, comparability and satisfactory quality in all types of education. The content of such TVET must suit the interests and life situations of the adolescents to make it relevant, effective and appropriate for generating decent levels of income and livelihoods for different types of adolescents.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:gender; F:girl; F:pay; F:women; P:culture; P:nature; Q:distance learning; Q:primary education; T:Educação profissionalizante; T:TVET; T:vocational school; _C:Ghana GHA; publicImportV1

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

Gender in Education Policy - Government of Uganda (2016)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

Gender gaps in education: The long view - Evans, David; Akmal, Maryam; Jakiela, Pamela (Centre for Global Development, 2020)
Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 and 2010, we document four facts. First, women are more educated today than fifty years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys are attaining high levels of education. Most countries with large, current gender gaps have low levels of male educational attainment. Many also perform poorly on other measures of development such as life expectancy and GDP per capita. Improving girls’ education is an important goal in its own right, but closing gender gaps in education will not be sufficient to close critical gaps in adult life outcomes.

Gender equality and edtech: what are the barriers and enablers to enhance equity in and through edtech? - Myers, Christina; Jordan, Katherine; Zubairi, Asma (2023)
Keywords: ⛔ No DOI found

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

Gender & Climate Change: Local Perspectives on Education Indicators in Malawi, Technical meeting on gender, education and indicators: complex conditions and crises, 23-24 June 2021, hosted by Accountability for Gender Equality in Education (AGEE - Kadzamira, Esme (Centre for Education and International Development, Institute of Education, University College London (UCL, 2021)
Keywords: _C:Malawi MWI; ⛔ No DOI found

Gender bias in attitude towards girls in the Use of computers in selected schools in central Africa - Meno, Yeba Judith Sama Mouokuio (Journal of Continuing, Open and Distance Education, 2012)
Keywords: Equity of Access; ⛔ No DOI found

Gender and primary schooling in Malawi - Kadzamira, Esme C.; Chibwana, Mike P.; Educationalists, Forum for African Women (Institute of Development Studies Brighton, 2000)
Keywords: _C:Malawi MWI

Gender and Education in Africa, 20 years on, Experiences from Malawi - Kadzamira, Esme (University of Cambridge, 2018)
Keywords: _C:Malawi MWI; ⛔ No DOI found

Gemeinsam Gestalten: Migration aus Afrika nach Europa - Sachverständigenrat deutscher Stiftungen für Integration und Migration (2020)

GEM Report summary on disabilities and education - UNESCO (2018)

GDP per capita cCurent US$) - Sierra Leone - World Bank (World Bank Data, 2021)
Keywords: _C:Sierra Leone SLE

Gauging the Effectiveness of Educational Technology Integration in Education: What the Best-Quality Meta-Analyses Tell Us - Bernard, Robert; Borokhovski, Eugene; Schmid, Richard; Tamim, Rana (Learning, design, and technology, 2018)
Keywords: Final_citation; anystyle; existing

Gastrointestinal and urinary parasitic infections amongst schoolchildren in Rumde, Yola - GUNDIRI, M.A.; Akogun, Oladele B (The Nigerian Journal of Parasitology, 2000)
Keywords: ⛔ No DOI found

Gamification of student peer review in education: A systematic literature review - Indriasari, Theresia Devi; Luxton-Reilly, Andrew; Denny, Paul (Education and Information Technologies, 2020)
We present the first systematic review of the use of gamification in educational peer review activities. The goal of this work is to understand how gamification has been used to engage students in peer review activities and to summarize the empirical evidence for its effectiveness. Our main contribution is the presentation of a general model of the peer review process that captures the students’ activities and an examination of the specific actions within this model that have been gamified in the current literature. We also summarize the commonly used game mechanics and the context and year level of courses in which prior research has been conducted, along with the reported effects on student behavior. We find that artifact assessment and artifact creation are the two most commonly gamified actions with respect to our peer review model and that the quantity and quality of both the artifacts and the generated feedback are the most popular reward criteria. In addition, Science, Technology, Engineering and Mathematics (STEM) are the discipline areas in which gamified peer review activities are most often reported. In general, while the existing peer review literature reports mostly positive effects of gamification on student engagement, the range of student actions which have been incentivized remains narrow. Key activities, such as student reflection on the feedback received, have been largely unexplored with respect to gamification and thus present useful avenues for future work.
Keywords: _genre:LR-literature_review

Gamification of health professions education: a systematic review - van Gaalen, A. E. J.; Brouwer, J.; Schönrock-Adema, J.; Bouwkamp-Timmer, T.; Jaarsma, A. D. C.; Georgiadis, J. R. (Advances in Health Sciences Education, 2021)
Gamification refers to using game attributes in a non-gaming context.Health professions educators increasingly turn to gamification to optimize students’ learning outcomes. However, little is known about the concept of gamification and its possible working mechanisms. This review focused on empirical evidence for the effectiveness of gamification approaches and theoretical rationales for applying the chosen game attributes. We systematically searched multiple databases, and included all empirical studies evaluating the use of game attributes in health professions education. Of 5044 articles initially identified, 44 met the inclusion criteria. Negative outcomes for using gamification were not reported. Almost all studies included assessment attributes (n = 40), mostly in combination with conflict/challenge attributes (n = 27). Eight studies revealed that this specific combination had increased the use of the learning material, sometimes leading to improved learning outcomes. A relatively small number of studies was performed to explain mechanisms underlying the use of game attributes (n = 7). Our findings suggest that it is possible to improve learning outcomes in health professions education by using gamification, especially when employing game attributes that improve learning behaviours and attitudes towards learning. However, most studies lacked well-defined control groups and did not apply and/or report theory to understand underlying processes. Future research should clarify mechanisms underlying gamified educational interventions and explore theories that could explain the effects of these interventions on learning outcomes, using well-defined control groups, in a longitudinal way. In doing so, we can build on existing theories and gain a practical and comprehensive understanding of how to select the right game elements for the right educational context and the right type of student.
Keywords: _genre:LR-literature_review

Gamification in Science Education. A Systematic Review of the Literature - Kalogiannakis, Michail; Papadakis, Stamatios; Zourmpakis, Alkinoos-Ioannis (Education Sciences, 2021)
The implementation of gamification in education has attracted many researchers to increase engagement and achieve learning more effectively. Implementing technology in science curricula has seen a massive influx over the past years to stop the decline in students’ motivation towards science learning and promote scientific thinking. This study’s objective is to present the empirical findings of the state-of-the-art literature on the use of gamification in science education. Therefore, we performed a systematic literature review of 24 empirical research papers published in various electronic databases and the web search engine for scholarly literature and academic resources, Google Scholar, between 2012 and 2020. This review reveals the latest emerging trends of gamification in science education while revealing the literature gap, challenges, impediments, and extending the possibilities for future research directions. It examines the conflicting findings of other studies and provides a framework and insight for future researchers regarding content areas, educational levels, theoretical models, outcomes, methodologies, game elements, and assessment tools.
Keywords: _genre:LR-literature_review; engagement; gamification; motivation; science education; systematic literature review

Gamification for climate change engagement: review of corpus and future agenda - Fernández Galeote, Daniel; Rajanen, Mikko; Rajanen, Dorina; Legaki, Nikoletta-Zampeta; Langley, David J; Hamari, Juho (Environmental Research Letters, 2021)
Abstract Both bottom-up and top-down initiatives are essential for addressing climate change effectively. These include initiatives aiming to achieve widespread behavioral change towards reduction of greenhouse gas emissions as well as pursuing education regarding adaptation measures. While awareness of the issue of climate change is now pervasive, and actions are being taken at all levels of society, there is still much to do if international goals are to be met. Games and gamification offer one approach to foster both behavioral change and education. In this paper, we investigate the state-of-the-art of game-based climate change engagement through a systematic literature review of 64 research outputs comprising 56 different gamified approaches. Our analysis of the literature reveals a trend of promising findings in this nascent and growing area of research, suggesting the potential to impact multiple engagement dimensions simultaneously, as well as create an engaging gameful experience. Overall, the corpus appears to offer a fruitful balance in foci between climate science, mitigation, and adaptation, as well as a variety of formats in game-based approaches (i.e. digital, analog, and hybrid). However, shortcomings were also observed, such as geographic and demographic imbalances and the short duration of interventions. The reviewed studies yield a large number of results indicating climate change engagement through gamification, especially in the form of cognitive engagement, affect towards climate change-related topics, and in-game behavioral engagement with others. Nevertheless, heterogeneity in terms of contexts, designs, outcomes, and methods, as well as limited rigor in research designs and reporting, hinders drawing overall conclusions. Based on our review, we provide guidelines regarding contexts, interventions, results, and research quality and internal validity for advancing the space of game-based interventions for climate change engagement.

Future-Proofing Teacher Education: Voices from South Africa and Beyond - Gravett, Sarah; Petersen, Nadine (Routledge, 2022)

Future opportunities for education technology in England - Vicentini, Letizia; Day, Laurie; Gill, Valdeep; Lillis, Johnny; Komers, Selina; Olausson, Niklas (Department for Education, 2022)

Future of Testing in Education: Artificial Intelligence (Center for American Progress, 2021)
Technology and artificial intelligence can vastly improve the types of assessments teachers use to guide students in their learning.

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

Further Education and Training Act nº16, 2006 - Government of South Africa (2006)
Also known as Continuing Education and Training Act.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; publicImportV1

Funding of Anti-Modern Slavery Interventions - Idris, Iffat (2017)
This review looks at the availability of funds to tackle modern slavery1 and human trafficking2, and the availability of data in this regard. It seeks to move beyond the findings of Martina Ucnikova’s 2014 paper, OECD and Modern Slavery: How much aid money is spent to tackle the issue?, and identify updated (post-2013) data on funding by governments as well as private sector and philanthropic organisations. The review found a very limited peer-reviewed academic literature in this regard and drew largely on reports by development organisations and think tanks (though these too were limited). The query called for a specific focus on LMICs, in particular 12 identified countries. However, most anti-modern slavery funding is directed globally and/or data is not disaggregated by country. This and time constraints meant it was not possible to address this aspect of the query.
Keywords: ⛔ No DOI found

Funding for African education research–What do we know from the African Education Research Database? - Asare, Samuel; Mitchell, Rafael; Rose, Pauline (2021)
Keywords: ⛔ No DOI found

Fundamentals... Session 1 - Vocational Education and Training: basics for teaching and research in Vocational Education and Training at universities - Papier, Joy; Hartmann, Martin D.; Ogwo, Benjamin A.; Ezekoye, Benadeth N.; Gessler, Michael (W. Bertelsmann Verlag, 2017)
This session highlights the basics of Vocational Education and Training (VET). Each university has its own characteristics. The contributions seek to encourage various forms of VET. Challenges for universities and other institutions are emphasised. The contributions help draw conclusions for the Further structuring of VET in Sub-Saharan Africa. Other country-specific articles from the session concentrate on the characteristics and orientation of VET systems, thereby helping create an overall picture of the status of VET in all participating countries. The participants endeavored to analyze the current situation of VET in Sub-Saharan Africa by exploring the character and individual design of the current VET systems in the participating countries. Contributions by: Duncan Ken Downing Jillian D'Oliveira Singo Brígida Papier Joy Hartmann Martin D. Ogwo Benjamin A. Ezekoye Benadeth N. Gessler Michael
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Cameroon; C:Ghana; C:South Africa; C:Tanzania; CA:AandC; CL:de; CL:en; CL:fr; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:pedagogy; F:policy; F:qualification; F:teaching; P:construction; P:culture; P:economy; P:teacher education; Q:ICT; Q:degree; Q:e-learning; Q:flexible; Q:masters; T:Ausbildung; T:Educação profissionalizante; T:Lehrlingsausbildung; T:TVET; T:dual TVET; T:in-service TVET; T:occupational education; T:trainee; publicImportV1; ⛔ No DOI found

Fundamentals of the development of Vocational Education and Further Education of VET pedagogues in Sub-Saharan Africa - Eicker, Friedhelm (2017)
For many years, the University of Rostock/Technical Education has supported three universities from Mozambique, Ethiopia and South Africa in their effort to establish a modern educational and further educational programme for VET pedagogues. A Further Education network was established in the first steps. If more German universities support it, this network can expand to various other Sub-Saharan African countries. This still poses the essential question which scientific approach will be the basic position. Furthermore the question is how the Further Education network of universities, vocational schools and other VET institutions should be developed locally in Sub-Saharan Africa. A constructivist approach, which is positioned between academic discipline and vocational science, will be proposed here. In the first place, university lecturers and selected teachers will be able to acquire shaping competence. A “Train the Trainer Further Education System” will be proposed.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Ethiopia; C:Mozambique; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:pedagogy; T:TVET; T:in-service TVET; publicImportV1; ⛔ No DOI found

Fundamentals of Implementation Research - MEASURE Evaluation (2012)

Fundamentals of Implementation Research - MEASURE Evaluation (2015)

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

Fulani nomadic communities manage malaria on the move - Akogun, Oladele B; Adesina, A.O.; Njobdi, S.; Ogundahunsi, O. (International, 2012)
Keywords: ⛔ No DOI found

Front matter - Haßler, Björn; Haseloff, Gesine; Adam, Taskeen; Akoojee, S.; Allier-Gagneur, Zoé; Ayika, S.; Bahloul, K.; Kigwilu, P. Changilwa; Costa, D. Da; Damani, Kalifa; Gordon, Rebecca; Idris, A.; et al. (Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape, 2020)
This chapter forms part of the full report: Haßler et al. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4264612. The document is available under Creative Commons Attribution, and both a PDF and a Word document are avaialable.
Keywords: Author:Haßler; Author:OpenDevEd; AuthorFirst:Haßler; _publish; _yl:a00

From transmission to collaborative learning: Best evidence in continuing professional development (CPD) - Cordingley, P; Rundell, B; Temperey, J; McGregor, J (International Congress for School Effectiveness and Improvement (ICSEI), 2004)
Keywords: ⛔ No DOI found

From the Field: Education Research During a Pandemic - DeMatthews, David; Knight, David; Reyes, Pedro; Benedict, Amber; Callahan, Rebecca (Educational Researcher, 2020)
Education researchers have been impacted by COVID-19 as school closures interrupted ongoing education research, including clinical trials, case study and ethnographic inquiry in schools, and longitudinal studies using federal, state, or district administrative data. The recommendations we present here focus on immediate and future actions education researchers can take to support public health and educational institutions dealing with a pandemic. Clearly not exhaustive, our recommendations are intended to prompt the education research community to collectively consider how the field’s efforts can both inform the knowledge base and support frontline educators and health care researchers dealing with COVID-19.
Keywords: __C:filed:1

From teacher oriented to student centered learning, developing an ICT supported learning approach at the Eduardo Mondlane University, Mozambique - Muianga, Xavier; Klomsri, Tina; Tedre, Matti; Mutimucuio, Inocente (TOJET: The Turkish Online Journal of Educational Technology, 2018)
Eduardo Mondlane University (UEM) is in the process of modernizing its teaching and learning approaches. As one of the pedagogical reform projects, student-centred learning (SCL) in combination with web 2.0 tools was introduced as a pilot in the course ‘ICT in Environmental Education’ in the Faculty of Education. This study explored - using action research strategy - to what extent the new pedagogical approach contributed to students’ competency development. Twenty-nine students were involved in the course, eight semi-structured interviews with students were combined with sixteen classroom observations and 8 weeks how students used the Learning Management System (LMS) and web 2.0 tools. Results showed that collaborative E-learning supported the development of students’ information management and problem solving skills as well as their metacognitive strategies for self-regulated learning. ICT supported problem based learning contributed to an increased intrinsic motivation. However, not all students were ready to adopt an active role. At the start they looked upon teaching as a one-way knowledge transfer. This study recommends that E-learning initiatives in Mozambique should always go together with an ICT literacy course and training in 21st-century learning skills.
Keywords: Action Research; Action research; Classroom communication; College Students; College students; Colleges & universities; Content Analysis; Content analysis; Cooperative Learning; Cooperative learning; Distance learning; ERIC, Current Index to Journals in Education (CIJE); Education; Education--Teaching Methods And Curriculum; Educational Change; Electronic Learning; Environmental Education; Foreign Countries; Higher Education; Independent Study; Information Management; Information Technology; Information management; Information technology; Integrated Learning Systems; Interviews; Knowledge management; Learning; Learning Strategies; Literacy; Management Systems; Metacognition; Modernization; Motivation; Mozambique; Observation; Online instruction; Outcomes of Education; Pedagogy; Pilot Projects; Problem Solving; Problem based learning; Problem solving; Semi Structured Interviews; Skill Development; Skills; Student Attitudes; Student Centered Learning; Student Motivation; Students; Teachers; Teaching; Teaching Methods; Teaching methods; Technological Literacy; Universities; Web 2.0; Web 2.0 Technologies; Webs; __:import:01; __:match:final; __:matched; __:study_id:2097827; __finaldtb; ⛔ No DOI found

From Proof of Concept to Scalable Policies: Challenges and Solutions, With an Application. - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukerji, Shobhini; Shotland, Marc; Walton, Michael (Journal of Economic Perspectives, 2017)

From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukerji, Shobhini; Shotland, Marc; Walton, Michael (Journal of Economic Perspectives, 2017)
The promise of randomized controlled trials is that evidence gathered through the evaluation of a specific program helps us—possibly after several rounds of fine-tuning and multiple replications in different contexts—to inform policy. However, critics have pointed out that a potential constraint in this agenda is that results from small "proof-of-concept" studies run by nongovernment organizations may not apply to policies that can be implemented by governments on a large scale. After discussing the potential issues, this paper describes the journey from the original concept to the design and evaluation of scalable policy. We do so by evaluating a series of strategies that aim to integrate the nongovernment organization Pratham's "Teaching at the Right Level" methodology into elementary schools in India. The methodology consists of reorganizing instruction based on children's actual learning levels, rather than on a prescribed syllabus, and has previously been shown to be very effective when properly implemented. We present evidence from randomized controlled trials involving some designs that failed to produce impacts within the regular schooling system but still helped shape subsequent versions of the program. As a result of this process, two versions of the programs were developed that successfully raised children's learning levels using scalable models in government schools. We use this example to draw general lessons about using randomized control trials to design scalable policies.
Keywords: Design of Experiments: General, Positive Analysis of Policy Formulation and Implementation, Analysis of Education, Education: Government Policy, Nonprofit Institutions; Final_citation; Human Development; Income Distribution; Migration; NGOs; Social Entrepreneurship, Economic Development: Human Resources; anystyle; cited; existing

From Proof of Concept to Scalable Policies: Challenges and Solutions, with an Application - Banerjee, Abhijit; Banerji, Rukmini; Berry, James; Duflo, Esther; Kannan, Harini; Mukherji, Shobhini; Shotland, Marc; Walton, Michael (National Bureau of Economic Research, 2016)
The promise of randomized controlled trials is that evidence gathered through the evaluation of a specific program helps us—possibly after several rounds of fine-tuning and multiple replications in different contexts—to inform policy. However, critics have pointed out that a potential constraint in this agenda is that results from small “proof-of-concept” studies run by nongovernment organizations may not apply to policies that can be implemented by governments on a large scale. After discussing the potential issues, this paper describes the journey from the original concept to the design and evaluation of scalable policy. We do so by evaluating a series of strategies that aim to integrate the nongovernment organization Pratham’s “Teaching at the Right Level” methodology into elementary schools in India. The methodology consists of re-organizing instruction based on children’s actual learning levels, rather than on a prescribed syllabus, and has previously been shown to be very effective when properly implemented. We present evidence from randomized controlled trials on the designs that failed to produce impacts within the regular schooling system but helped shape subsequent versions of the program. As a result of this process, two versions of the programs were developed that successfully raised children’s learning levels using scalable models in government schools. We use this example to draw general lessons about using randomized control trials to design scalable policies.
Keywords: Final_citation; cited; existing

From preparation to practice: Designing a continuum to strengthen and sustain teaching - Feiman-Nemser, Sharon (The Teachers College Record, 2001)

From Modernisation, Dependency and Soft Power Toward a Commonwealth of Learning - Evans, Terry; Jakupec, Victor (Journal of Learning for Development, 2021)
This article reflects on some influential theories, concepts and institutions that have shaped the nature and substance of international development since the mid-20th century. In particular, theories of modernisation and dependency are deployed to reflect on the ways in which the International Financial Institutions, such as, the World Bank and the Asian Development Bank have adopted a ‘Washington Consensus’ concerning the social and economic development of ‘developing’ nations. ‘Soft power’ national agencies, such as, the British Council and USAID are brought into consideration, especially, for their interests and influences over matters of learning for development. The multi-national Commonwealth of Learning’s particular contribution to learning for development is discussed with suggestions made for developing member nations’ capacities to produce new local knowledge and to bring their existing local knowledge to the fore to share as part of a (Lockean) ‘commonwealth of learning’.
Keywords: dependency theory; learning for development; modernisation theory; soft power; the Washington Consensus.; ‘commonwealth of learning’; ⛔ No DOI found

From internet access to internet skills: digital inequality among older adults - Hargittai; Piper, Anne Marie; Morris Ringel, Meredith (Universal Access Information Society, 2019)

From Evidence to Scale: Lessons Learned from the Quality Education India Development Impact Bond. - Gustafsson-Wright, Emily; Osborne, Sarah; Shankar, Aditi (Center for Universal Education at The Brookings Institution, 2022)
Keywords: Final_citation; ⛔ No DOI found

From data quality to big data quality - Batini, C.; Rula, A.; Scannapieco, M. (Journal of Database Management, 2015)

From counting women to ensuring women count: A qualitative study of university and early career experiences of women secondary school teachers in Addis Ababa, Ethiopia from a capabilities perspective - Abay, Negar Ashtari (2016)
At the heart of this study is a concern with moving from counting women—from a quantitative focus on gender parity—to having women count—ensuring conditions exist that allow women teachers to fully participate in quality teaching and the positive transformation of the teaching profession. Women comprise less than 20% of secondary school teachers in Ethiopia (MoE, 2014), reflecting similar patterns of under-representation elsewhere in Sub-Saharan Africa. This study uses in-depth interviews and field observations over a period of 15 months in Addis Ababa to shed light on why many women in Ethiopia who enter university do not make it into secondary school teaching and why many of those who enter teaching, in urban areas where most teachers are concentrated, do not stay in the profession. Drawing on a capabilities perspective, the study goes further to examine the cumulative disadvantage—in terms of well-being and agency—that women experience during the process of their university (undergraduate and teacher) training and in their early years of working in urban secondary schools, as well as the ways in which women contend with disadvantage. This study shows that such disadvantage and the responses to it have implications not only for whether women enter and stay in teaching but also for how they engage in their work. Utilizing the rich qualitative data collected and the analysis afforded by using the capability approach, the study concludes by recommending how different actors, including government, universities and schools, can foster institutional conditions of possibility (Walker, 2006a) and educational arrangements that enhance rather than limit full and equal participation in the teaching profession. Foregrounded throughout this study are the voices and experiences of young women, offering a perspective which disrupts the presumed norm of the single male teacher and highlights some of the limits of gender-neutral teacher policies.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:gender; F:policy; F:teaching; F:women; P:measurement; P:school teacher; P:teacher education; P:teachers; Q:higher education; R:interview; R:observation; R:qualitative; R:quantitative; T:Ausbildung; T:career; Z:Higher education; Z:Teacher education; publicImportV1; ⛔ No DOI found

From classification to causality: advancing understanding of mechanisms of change in implementation science - Lewis, Cara C.; Klasnja, Predrag; Powell, Byron J.; Lyon, Aaron R.; Tuzzio, Leah; Jones, Salene; Walsh-Bailey, Callie; Weiner, Bryan (Frontiers in public health, 2018)

Friends or foes? Examining platform owners’ entry into complementors’ spaces - Zhu, Feng (Journal of Economics & Management Strategy, 2019)
As platform owners continue to expand their ecosystems, many of them have started to provide consumers with their own complementary applications. These moves position the platform owners as direct competitors to their complementors. This paper surveys empirical studies that examine the direct entry of platform owners into complementors’ product spaces. It finds that both the motivation and impact of such entries on complementors are multifaceted. The motivation behind platform owners’ direct entry goes beyond value capture, and the impact of platform entry on complementors varies across empirical settings. It identifies several future research directions that can help advance our understanding of the relationships between platform owners and complementors.
Keywords: Final_citation; multisided markets; platform-owner entry

Freudbot: An investigation of chatbot technology in distance education - Heller, Bob; Proctor, Mike; Mah, Dean; Jewell, Lisa; Cheung, Bill (Association for the Advancement of Computing in Education (AACE), 2005)
Keywords: ⛔ No DOI found

Free Education: Origins, Achievements, and Current Situation - Kretzer, Michael M. (Quality Education, 2020)

Framing the News:From Human Perception to Large Language Model Inferences - del Barrio, David Alonso; Gatica-Perez, Daniel (2023)
Identifying the frames of news is important to understand the articles' vision, intention, message to be conveyed, and which aspects of the news are emphasized. Framing is a widely studied concept in journalism, and has emerged as a new topic in computing, with the potential to automate processes and facilitate the work of journalism professionals. In this paper, we study this issue with articles related to the Covid-19 anti-vaccine movement. First, to understand the perspectives used to treat this theme, we developed a protocol for human labeling of frames for 1786 headlines of No-Vax movement articles of European newspapers from 5 countries. Headlines are key units in the written press, and worth of analysis as many people only read headlines (or use them to guide their decision for further reading.) Second, considering advances in Natural Language Processing (NLP) with large language models, we investigated two approaches for frame inference of news headlines: first with a GPT-3.5 fine-tuning approach, and second with GPT-3.5 prompt-engineering. Our work contributes to the study and analysis of the performance that these models have to facilitate journalistic tasks like classification of frames, while understanding whether the models are able to replicate human perception in the identification of these frames.
Keywords: Computer Science - Computation and Language; Computer Science - Human-Computer Interaction

Framing Open Educational Practices from a Social Justice Perspective - Bali, Maha; Cronin, Catherine; Jhangiani, Rajiv S. (Journal of Interactive Media in Education, 2020)
OEP (open educational practices), inclusive of open pedagogy, is often understood with respect to the use of OER (open educational resources) but can be conceived with more expansive conceptualisations (see Cronin & McLaren 2018; DeRosa & Jhangiani 2017; Koseoglu & Bozkurt 2018). This article attempts to build on existing OEP research and practice in two ways. First, we provide a typology of OEP, giving examples of practices across a continuum of openness and along three axes: from content-centric to process-centric, teacher-centric to learner-centric, and practices that are primarily for pedagogical purposes to primarily for social justice (Bali 2017). Second, we employ Hodgkinson-Williams and Trotter’s (2018) conceptual framework, which builds on Fraser’s model of social justice, to critically analyse the ways in which the use/impact of OEP might be considered socially just, with a particular focus on expansive, process-centric OEP. We analyze for whom and in which contexts OEP can (i) support social justice along economic, cultural and political dimensions, and (ii) do so in transformative, ameliorative, neutral or even negative ways. We use the typology and framework to analyse specific process-centric forms of OEP including collaborative annotation, Wikipedia editing, open networked courses, Virtually Connecting, public scholarship, and learner-created OER. Analysing specific practices highlights diversity across the axes and subtle differences among them, such as when a particular practice is considered good pedagogy and how it can be modified to be more oriented towards social justice. We discuss limitations of each practice not just from its discourse and design, but also how it works in practice.
Keywords: Open educational practices; __C:filed:1; open education; open pedagogy; social justice

Framework for reopening of schools in the Caribbean including schools for learners with special education needs - UNESCO (2020)

Four Ways Technology Has Negatively Changed Education - Alhumaid, Khadija (Journal of Educational and Social Research, 2019)
Keywords: _C:Bulgaria BGR; _C:Canada CAN; _C:China CHN; _C:Egypt EGY; _C:Iran IRN; _C:Poland POL; _C:Romania ROU; _C:Saudi Arabia SAU; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ❓ Multiple DOI

Four Surveillance Technologies Creating Challenges for Education - Pea, Roy D.; Biernacki, Paulina; Bigman, Maxwell; Boles, Kelly; Coelho, Raquel; Docherty, Victoria; Garcia, Jorge; Lin, Veronica; Nguyen, Judy; Pimentel, Daniel; Pozos, Rose; Reynante, Brandon; et al. (AI in Learning: Designing the Future, 2023)
“Ubiquitous AI”—embodied in cloud computing web services, coupled with sensors in phones and the physical world—is becoming infrastructural to cultural practices. It creates a surveillance society. We review the capabilities of four core surveillance technologies, all making headway into universities and PreK-12 schools: (1) location tracking, (2) facial identification, (3) automated speech recognition, and (4) social media mining. We pose primary issues educational research should investigate on cultural practices with these technologies. We interweave three priority themes: (1) how these technologies are shaping human development and learning; (2) current algorithmic biases and access inequities; and (3) the need for learners’ critical consciousness concerning their data privacy. We close with calls to action—research, policy and law, and practice.
Keywords: Algorithmic biases; Automated speech recognition; Facial identification; Location tracking; Privacy policy; Social media mining; Surveillance society; Ubiquitous AI

Foundations of Mixed Methods Research: Integrating Quantitative and Qualitative Approaches in the Social and Behavioral Sciences - Teddlie, C.; Tashakkori, A. (Sage, 2009)
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Foundational Mathematics Education in Developing Countries - Bolton, Laura (2019)
There is concern that children in developing countries are not learning sufficient mathematics skills. Focus on enrolment and literacy may have led to neglect of mathematics learning and less is known about the status in this area. According to a UNESCO study in 2014 fewer than 50 per cent of grade 6 students have achieved a minimum level in mathematics in three quarters of eastern and southern African countries (UNESCO, 2014). In the remaining quarter of countries, between 56 and 62 per cent of students had learned basic mathematics skills. To obtain information on mathematics progress this report extracts data from the World Bank database. Section 2 describes the different data scales and section 3 reports results. Section 4 includes some case studies from further research into different countries. The following sections 5 to 9 discuss findings on teacher capacity, barriers, curricula, and technology. Section 10 outlines recommendations and research gaps. Factors affecting mathematics progress tend to mirror issues affecting educational attainment in general. Studies identify socio-economic factors as commonly associated with learning in mathematics. There is a consensus that making improvements in overall school quality will likely improve mathematics attainment. One problem specific to mathematics is cultural attitude. Some cultures do not value mathematics and have expectations of failure. Attitudes need to be changed within the public and education sector highlighting the benefits, accessibility and achievability of mathematics for everyone. Some evidence is found that teaching mathematics in English or French rather than local languages may impede learning. Translating shared materials into local languages may be resource intensive. Some teachers do not know the local language where they are teaching. Some case studies are found where technologies have been shown to improve mathematics results. Technologies are particularly cost-effective as they can be shared more easily but language of instruction would not be mother-tongue. Early childhood development interventions are a good place to start to improve foundational numeracy learning. Positive examples are identified in Botswana, South Africa, and Rwanda.
Keywords: ⛔ No DOI found

Foundation and large language models: fundamentals, challenges, opportunities, and social impacts - Myers, Devon; Mohawesh, Rami; Chellaboina, Venkata Ishwarya; Sathvik, Anantha Lakshmi; Venkatesh, Praveen; Ho, Yi-Hui; Henshaw, Hanna; Alhawawreh, Muna; Berdik, David; Jararweh, Yaser (Cluster Computing, 2023)
Keywords: ⛔ No DOI found

Fostering Rapid Institution-wide Curricular Change in Response to COVID-19 - Werth, Eric; Williams, Katherine; Werth, Lori (Journal of Learning for Development, 2020)
To aid students during COVID-19, the University of Pikeville transitioned all undergraduate classes to no-cost alternatives for course textbooks. Additionally, the academic calendar was modified for the first time in the institution’s 130-year history from a traditional 16-week semester to 8-week block scheduling. This  case study explores strategies, approaches to corresponding with constituents, and lessons learned in leading an institution through two major curricular changes in under six months in response to a global pandemic.
Keywords: Open Educational Resources; calendar changes; coronavirus; ⛔ No DOI found

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

Forms of knowledge and modes of innovation - Jensen, Morten Berg; Johnson, Björn; Lorenz, Edward; Lundvall, Bengt-Åke; Lundvall, B. A. (The learning economy and the economics of hope, 2007)
Keywords: ⛔ No DOI found

Formalising the informal: Ghana's National Apprenticeship Programme - Palmer, Robert (Journal of Vocational Education & Training, 2009)

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

Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid-19 Pandemic - Pather, Nalini; Blyth, Phil; Chapman, Jamie A.; Dayal, Manisha R.; Flack, Natasha A. M. S.; Fogg, Quentin A.; Green, Rodney A.; Hulme, Anneliese K.; Johnson, Ian P.; Meyer, Amanda J.; Morley, John W.; Shortland, Peter J.; et al. (Anatomical Sciences Education, 2020)
Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid-19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government-imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid-19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands-on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.
Keywords: Australia; Covid-19 pandemic; New Zealand; __C:filed:1; active learning; gross anatomy education; medical education; online delivery; online practical anatomy; reflective practices; remote learning; student well-being; workload

"For us it was a learning experience": design, development and implementation of blended learning - Onguko, Brown; Jepchumba, Lucy; Gaceri, Petronilla (European Journal of Training and Development, 2013)
Purpose - The purpose of this paper is to share reflections of the three authors on the process of instructional design and implementation of blended learning for teachers' professional development (PD) in rural western Kenya. It proposes reforms in provision of teachers' professional development to enable professional development providers to access specialized skills in instructional design (ID) and blended learning. Design/methodology/approach - The paper resulted from a design-based research including 12 entry and 12 exit interviews, observations of three face-to-face meetings of blended learning sessions and ten classroom observations of teachers implementing new teaching approaches learned through blended learning. Findings - The paper provides insights into the authors' experiences in this research. They shared the following reflections: engagement in ID empowered them and they are confident that they can engage in systematic instructional design on a larger scale; they gained technical knowledge and skills in authoring content in HTML on eXe open source platform; uploading the content and processing audio and video content was equally enthralling to them. Research limitations/implications - Because of the chosen research approach, the research results may lack generalisability. Therefore, researchers are encouraged to consider incorporating the design-based research, instructional design and blended learning approaches used in this study while conducting related research in their dissimilar contexts. Practical implications - The paper includes implications for the design, development and implementation of teachers' professional development for challenging contexts as a contribution towards achievement of both Millennium Development Goals (MDGs) and Education for All (EFA). Originality/value - This paper fulfils an identified need to study provision of professional development for teachers who lack opportunities for professional development.
Keywords: 5220:Information technology management; 8306:Schools and educational services; 9177:Africa; Appropriate technology; Audio recordings; Business And Economics--Management; Instructional design; Kenya; Personal development; Professional development; Research; Rural schools; Teaching; Technological change; Training; __:import:01; __:match:final; __:matched; __:study_id:2096396; ___working_potential_duplicate; __finaldtb

for Local Government Departments of Agriculture - Tudunwada I.Y. (Social Development Center, 2007)

Flood Vulnerability Mapping and Prediction for Early Warning in Jigawa State, Northern Nigeria, Using Geospatial Techniques - Tudunwada, I.Y.; Abbas, A. (International Journal of Disaster Risk Reduction, 2022)

Flood Vulnerability across Watersheds in Kano State - Tudunwada, I.Y.; Aduojo, A.; Dakagan, J.B. (Nigeria African Journal of Earth and Environmental Sciences, 2021)
Keywords: ⛔ No DOI found

Flipped Classroom in Teacher Education: A Scoping Review - Han, Han; Røkenes, Fredrik Mørk (Frontiers in Education, 2020)
Keywords: Final_citation; cited; existing

Fixing Ed-Tech’s Investment Model - Labun, Jakub (2023)
Keywords: Final_citation; anystyle; existing

Five ways geospatial analysis can help visualize and solve some of education’s biggest challenges - the Education Commission (the Education Commission, 2021)
As the education community continues to mobilize efforts towards achieving Sustainable Development Goal 4 (SDG 4), stakeholders at all levels of the system are grappling with questions on how to deliver inclusive quality education. What communities will benefit most...
Keywords: _yl:c

Five lessons learnt from Bangladesh's experience responding to COVID-19 - Sarwar, Mohammad Afzal Hossain; Hossain, Iqbal; Kaye, Tom (EdTech Hub, 2020)
In recent months, the EdTech Hub has produced a range of documents to support and guide countries as they develop and implement plans to help students keep learning during school closures. Some of the work we have produced includes: a […]
Keywords: _r:ImportedToMyEducationEvidence; dode_eth-src-eth; dode_eth-trf2-dode

Five Findings from a New Phone Survey in Senegal - Le Nestour, Alexis; Moscoviz, Laura (Center For Global Development, 2020)
Better data can help us have a better response for COVID, so we piloted a mobile phone survey on 1,000+ respondents in Senegal in partnership with the Centre de Recherche pour le Développement Économique et Social. We published the results of the survey yesterday and we are now publishing some of the key findings.
Keywords: _COVID_DEAA-List

Fiscal Policy Options for Resilient and Sustainable Development - Secretariat, Commonwealth (Commonwealth iLibrary, 2023)
Creating enabling environments and the capacity to access and generate multidimensional financing for development, climate change and enhanced resilience, remains challenging amid global pressures. One feasible approach is to revisit the criteria for financing allocation and the management of earmarked international transfers and debt relief. This paper focuses on fiscal policy options for resilient and sustainable development. An appropriate design and mix of national taxes would help raise revenues efficiently, reduce the cost of doing business and the barriers to exports, and encourage economic integration to counteract disruptions in global value chains.

First Principles: Designing Effective Education Programs For In-Service Teacher Professional Development (Compendium) - Miller-Grandvaux, Yolande; Jessee, Cassandra (US Agency for International Development, American Institutes for Research, 2011)

First KaiOS smart feature phone drops in Malawi - Gilbert, Paula; Editor; Africa, Connecting (Connecting Africa, 2020)
Telekom Networks Malawi (TNM) has rolled out the first 4G KaiOS-enabled smart feature phone in the country.

First-grade teachers’ response to three models of professional development in reading - Carlisle, J.F.; Cortina, K.A.; Katz, L.A. (Reading & Writing Quarterly: Overcoming Difficulties, 2011)

Fine motor skills predict maths ability better than they predict reading ability in the early primary school years - Pitchford, Nicola J.; Papini, Chiara; Outhwaite, Laura A.; Gulliford, Anthea (Frontiers in psychology, 2016)

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

Finding unmapped schools from space with AI - Yi, Zhuangfang NaNa (Medium, 2019)
Accurate data about schools is critical to provide quality education and promote lifelong learning, ensure equal access to opportunity…

Financing Primary Education for All: Public expenditure and education outcomes in Malawi - Kadzamira, Esme C.; Nthara, Khwima; Kholowa, Foster (Institute of Development Studies, 2004)
Keywords: _C:Malawi MWI

Financing Education in Africa through Diaspora Bonds - Olanrewaju, Gideon Seun; Olaniran, Sunday Olawale (African Journal of Development Studies, 2020)
Keywords: ⛔ No DOI found

Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Institutional and Monitoring Mechanisms - Birch, Izzy (2020)
The focus of this paper is on the complementary mechanisms and interventions likely to increase the effectiveness and impact of conditional cash transfer (CCT) schemes in South Asia that aim to reduce female infanticide and child marriage and promote girls’ education. The literature on the institutional aspects of these particular schemes is limited, but from this and from the wider literature on CCT programmes in similar contexts, the following institutional mechanisms are likely to enhance success: a strong information and communication strategy that enhances programme reach and coverage and ensures stakeholder awareness; advance agreements with financial institutions; a simple and flexible registration process; appropriate use of technology to strengthen access, disbursement, and oversight; adequate implementation capacity to support processes of outreach, enrolment, and monitoring; monitoring and accountability mechanisms embedded in programme design; coordination mechanisms across government across social protection schemes; an effective management information system; and the provision of quality services in the sectors for which conditions are required. There is a very limited body of evidence that explores these institutional issues as they apply to the specific CCT programmes that are the focus of this report, however, there is more available evidence of the potential impact of ‘cash-plus’ programmes, which complement the transfers with other interventions designed to enhance their results or address the structural barriers to well-being

Financial Incentives to Reduce Female Infanticide, Child Marriage and Promote Girl’s Education: Impact - Haider, Huma (2020)
This review examines evidence on the key design features and impact of programmes that use Conditional Cash Transfers (CCTs) or baby bonds to reduce female infanticide, child marriage and promote girl’s education. Conditional cash transfer (CCT) schemes have been adopted to promote the survival and well-being of girls. They provide parents with financial incentives to raise daughters; to delay marrying them until age 18, and to reduce the gender imbalance in school. Given that many CCT programmes aimed at addressing girl children are relatively new, it has in many cases been too early to evaluate their effectiveness. There is thus limited evidence of the impact of their implementation and outcomes. This helpdesk report focuses on recent studies, published in the past five years, on select programmes implemented in South Asia, particularly in India, for which there is the most available information. Evidence suggests that CCT programmes aimed at supporting the girl child have succeeded in promoting school enrolment and delaying marriage in South Asia. It is less clear, however, the extent to which these transfers have affected gender-biased sex selection.