Learner-centred education in developing country contexts: From solution to problem? - Schweisfurth, Michele (International Journal of Educational Development, 2011)
Learner-centred education (LCE) has been a recurrent theme in many national education policies in the global South, and has had wide donor support through aid programmes and smaller projects and localised innovations. However, the history of the implementation of LCE in different contexts is riddled with stories of failures grand and small. In coming to understand how LCE has been conceived, researched, and reported in relation to developing country contexts, a good starting point is the International Journal of Educational Development (IJED), where a wide range of articles on this theme has been published over the years. In all, 72 relevant articles were identified among the issues available on-line, comprising a weighty body of evidence concerning the nature and implementation of LCE. The vast majority are studies exploring the issues – and problems – of implementation of LCE-based programmes in particular settings. Emerging from these investigations is a variety of explanations for this perennial challenge: problems with the nature of reform and its implementation; barriers of material and human resources; interactions of divergent cultures; and the all-important questions of power and agency in the process. After a descriptive breakdown of the 72 articles, each of these implementation issues is explored in turn. The article considers the implications of this for future initiatives, research and scholarship in this area. The begged questions are: why do the same problems recur repeatedly, and how do we move beyond the normative ‘shoulds’ and the practical ‘can’ts’?
Keywords: _C:Barbados BRB; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Canada CAN; _C:China CHN; _C:Eritrea ERI; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea-Bissau GNB; _C:India IND; _C:Indonesia IDN; _C:Jordan JOR; _C:Kenya KEN; _C:Lesotho LSO; _C:Malawi MWI; _C:Mexico MEX; _C:Namibia NAM; _C:Nigeria NGA; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Peru PER; _C:Poland POL; _C:Russian Federation RUS; _C:Saudi Arabia SAU; _C:Sierra Leone SLE; _C:Solomon Islands SLB; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

Developing a systemic approach to teacher education in sub-Saharan Africa: emerging lessons from Kenya, Tanzania and Uganda - Hardman, Frank; Ackers, Jim; Abrishamian, Niki; O’Sullivan, Margo (Compare: A Journal of Comparative and International Education, 2011)
While many countries in Eastern and Southern Africa are on track for meeting the Education for All targets, there is a growing recognition of the need to improve the quality of basic education and that a focus on pedagogy and its training implications needs to be at the heart of this commitment. By drawing on three East African countries, Kenya, Tanzania and Uganda, which are at different stages of development with regard to the reforming of teacher education, this paper explores the challenges and the lessons learned from each of the countries with regard to the development and strengthening of pre- and in-service training. The tension between quality, breadth and cost-effectiveness is explored together with a broader discussion of key principles to be taken into account when enhancing teacher education in the region as a whole.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:East Africa; A:Sub-Saharan Africa; C:Kenya; C:Kenya / Uganda / Tanzania; C:Tanzania; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:Improvement; F:ministry; F:pedagogy; F:policy; F:teaching; P:teacher education; P:teachers; Q:distance education; Q:open learning; R:survey; T:TVET; T:Training; T:work-based learning; Z:Cost Effectiveness; Z:Educational Change; Z:Educational Development; Z:Educational Improvement; Z:Educational Policy; Z:Educational Quality; Z:Equal Education; Z:Foreign Countries; Z:Systems Approach; Z:Teacher Education; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Ghana GHA; _C:Ireland IRL; _C:Kenya KEN; _C:Myanmar MMR; _C:Nigeria NGA; _C:Peru PER; _C:Rwanda RWA; _C:South Africa ZAF; _C:Tanzania TZA; _C:Uganda UGA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ___working_potential_duplicate; publicImportV1

Mapping: A Critical Introduction to Cartography and GIS - Crampton, Jeremy W. (John Wiley & Sons, 2011)
Mapping: A Critical Introduction to Cartography and GIS is an introduction to the critical issues surrounding mapping and Geographic Information Systems (GIS) across a wide range of disciplines for the non-specialist reader. Examines the key influences Geographic Information Systems (GIS) and cartography have on the study of geography and other related disciplines Represents the first in-depth summary of the “new cartography” that has appeared since the early 1990s Provides an explanation of what this new critical cartography is, why it is important, and how it is relevant to a broad, interdisciplinary set of readers Presents theoretical discussion supplemented with real-world case studies Brings together both a technical understanding of GIS and mapping as well as sensitivity to the importance of theory
Keywords: Science / Earth Sciences / Geography

Organizing Research and Development at the Intersection of Learning, Implementation, and Design - Penuel, William R.; Fishman, Barry J.; Haugan Cheng, Britte; Sabelli, Nora (Educational Researcher, 2011)
This article describes elements of an approach to research and development called design-based implementation research. The approach represents an expansion of design research, which typically focuses on classrooms, to include development and testing of innovations that foster alignment and coordination of supports for improving teaching and learning. As in policy research,implementation is a key focus of theoretical development and analysis. What distinguishes this approach from both traditional design research and policy research is the presence of four key elements: (a) a focus on persistent problems of practice from multiple stakeholders’ perspectives; (b) a commitment to iterative, collaborative design; (c) a concern with developing theory related to both classroom learning and implementation through systematic inquiry; and (d) a concern with developing capacity for sustaining change in systems.

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

Building a high-quality teaching profession: lessons from around the world - Schleicher, Andreas (International Summit on the Teaching Profession, 2011)
This report presents the best current evidence about what can make teacher-oriented reforms effective and points to examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. Its four chapters cover recruitment and initial preparation of teachers; teacher development, support, careers and employment conditions; teacher evaluation and compensation; and teacher engagement in education reform.

You use! I use! We use! Questioning the Orthodoxy of One-to-One Computing in Primary Schools - Larkin, Kevin (Journal of Research on Technology in Education, 2011)
The current orthodoxy regarding computer use in schools appears to be that one-to-one (1:1) computing, wherein each child owns or has sole access to a computing device, is the most efficacious way to achieve a range of desirable educational outcomes, including individualised learning, collaborative environments, or constructivist pedagogies. This article challenges this notion, suggesting instead that 1:2 computing is an appropriate means of achieving such aims in primary school. It further suggests that 1:2 computing is preferable to 1:1 computing to achieve a balance between productivity, student engagement, social activity, and individualised learning. This article draws on data collected during the 2009 school year from four Year 7 classrooms (11- to 13-year-old students) with varied patterns of access to netbook computers. The researcher collected detailed information from two pieces of software installed in each computer and analysed the data through an Activity Theory conceptual and methodological lens. Recommendations from this research will assist school leaders in making informed decisions regarding 1:1 and 1:2 computing.

A Review of Meta-Analyses in Education: Methodological Strengths and Weaknesses - Ahn, Soyeon; Ames, Allison J.; Myers, Nicholas D. (Review of Educational Research, 2012)
The current review addresses the validity of published meta-analyses in education that determines the credibility and generalizability of study findings using a total of 56 meta-analyses published in education in the 2000s. Our objectives were to evaluate the current meta-analytic practices in education, identify methodological strengths and weaknesses, and provide recommendations for improvements in order to generate a more valid and credible knowledge base of what works in practice. It was found that 56 meta-analyses followed general recommendations fairly well in problem formulation and data collection, but much improvement is needed in data evaluation and analysis. Particularly, lack of information reported as well as little transparency in the use of statistical methods are concerns for generating credible and generalizable meta-analytic findings that can be transformed to educational practices. Recommendations for yielding more reliable and valid inferences from meta-analyses are provided.

A educação e aprendizagem de jovens e adultos na África Austral: visão geral de um estudo para cinco nações - Aitchison, John (Open Society Initiative for Southern Africa (OSISA), 2012)
A pesquisa para este relatório foi realizada em 2010 e 2011 em cinco países da África Austral e, em seguida, foi conferido e editado pelo professor John Aitchison, da Universidade de KwaZulu-Natal.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Angola; C:Lesotho; C:Mozambique; C:Namibia; C:Swaziland; CLL:pt; publicImportV1

'Arms' length' - Ajadi, S.B. (Literary Juice Magazine, 2012)
Keywords: ⛔ No DOI found

'Boy', The writers' block magazine - Ajadi, S.B. (The Press, 2012)

'Death...this isn't funny' - Ajadi, S.B. (Sunday Sun (National, 2012)
Keywords: ⛔ No DOI found

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

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

'Mirror Motion', Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2012)

'Morphing the Rules: Advanced Applications of Mud in Nigerian Buildings' - Ajadi, S.B. (Procs 4th West Africa Built Environment Research (WABER, 2012)
Keywords: ⛔ No DOI found

'The sun sets in the masked mountains' - Ajadi, S.B. (2012)

Off the coast international poetry journal - Ajadi, S.B.; Boy' (Resolute Bear Press, 2012)

'No Air: Microenvironment and Vogue as Morticians of Visual Art Education in Nigeria' - Ajadi, S.B.; Nyikgwah, R. (The CAPS Journal of Vocational Studies, 2012)
Keywords: ⛔ No DOI found

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

Nomadic Fulani communities manage malaria on the move - Akogun, O.B.; Adesina, Adedoyin; Njobdi, S.; Ogundahunsi, O. (International Health, 2012)

Febrile illness experience among Nigerian nomads - Akogun, O.B; Gundiri, M.A; Badaki, J.A.; Njobdi, S.Y; Adesina, Adedoyin; Ogundahunsi, O.T. (International Journal for Equity in Health, 2012)
Keywords: ⛔ No DOI found

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

Statistical equating with measures of oral reading fluency - Albano, A.D.; Rodriguez, M.C. (Journal of School Psychology, 2012)

School feeding programs and development: are we framing the question correctly? - Alderman, Harold; Bundy, Donald (The World Bank Research Observer, 2012)

New modes of teacher pre-service training and professional support - Anamuah-Mensah, Jophus; Banks, Frank; Moon, Bob; Wolfenden, Freda (Teacher education and the challenge of development: a global analysis, 2012)
Keywords: Economic development -- Effect of education on -- Developing countries.; Teachers -- Training of -- Developing countries.; Teaching -- Developing countries.

Escaping Capability Traps through Problem Driven Iterative Adaptation (PDIA) - Andrews, Matt; Pritchett, Lant; Woolcock, Michael (2012)
Keywords: ___duplicate_item

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

La recherche sur les competences techniques et professionnelles permettant l'insertion - etat des lieux, contraintes et perspectives dans trois pays de l'afrique de l'ouest - Azoh, François-Joseph; Weyer, Frédérique; Carton, Michel (NORRAG; ROCARE, 2012)
[FRGMNT] On assiste en Afrique à un regain d'intérêt pour la question du développement des compétences techniques et professionnelles (DCTP). L'existence de données et d'analyses fiables sur ce thème représente néanmoins un préalable indispensable à la définition et à la …[...]… CAP Certificat d'Aptitude Professionnelle CBL Competency Based Learning CBT Competency Based Training CCI Chambre de Commerce et d'Industrie CEBNF Centre d'Education de Base Non Formelle CEPE Certificat d'Etude Primaire Elémentaire … [...]… COTVET Council for Technical and Vocational Education and Training CPAF Centre Permanent d'Alphabétisation Fonctionnelle … NACVET National Coordinating Committee on Technical and Vocational Education and Training … [...]Page 1. LA RECHERCHE SUR LES COMPETENCES TECHNIQUES ET PROFESSIONNELLES PERMETTANT L'INSERTION ETAT DES LIEUX, CONTRAINTES ET PERSPECTIVES DANS TROIS PAYS DE L'AFRIQUE DE L'OUEST (Burkina Faso, Côte d'Ivoire et Ghana) …
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQv:f2-H-fr; A:Africa; A:West Africa; C:Burkina Faso; C:Ivory Coast; CA:AandC; CC:Burkina Faso; CC:Ghana; CC:Ivory Coast; CL:en; CL:fr; CLL:fr; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:learning; F:pay; Q:certificate; T:Ausbildung; T:TVET; _C:Ghana GHA; publicImportV1

Effect of a cash transfer programme for schooling on prevalence of HIV and herpes simplex type 2 in Malawi: a cluster randomised trial - Baird, Sarah J.; Garfein, Richard S.; McIntosh, Craig T.; Özler, Berk (The Lancet, 2012)
Keywords: Final_citation

Introduction to Mixed Methods in Impact Evaluation - Bamberger, Michael (2012)
Keywords: CitedIn:eCubed; Done:ReferenceFixed; eCubed

Information and Collective Action in the Community Monitoring of Schools: Field and Lab Experimental Evidence from Uganda. - Barr, A.; Mugisha, F.; Serneels, P.; Zeitlin, A. (Unpublished, 2012)
Keywords: ⛔ No DOI found

Magdeburger Schriften zur Berufs- und Wirtschaftspädagogik - Baumann, Fabienne-Agnes (2012)
National qualifications frameworks are currently described as a global phenomenon, a label which accounts for the fact, that frameworks in their different shapes are increasingly subject to policy transfer and thus more and more frameworks are developed in many countries across the globe. The supposed benefits of national qualifications frameworks seem to be convincing, therefore the concept of qualifications frameworks whether national or otherwise in scope, has been greeted with much enthusiasm in literature. Many policy makers perceive national qualifications frameworks as a key driver for reform in the qualifications system, where the latter might be characterized by fragmentation, exclusion of certain groups, a lack of quality assurance or resources, uncoordinated qualification routes, a multitude of providers and awards and so forth.
Keywords: __C:filed:1; ⛔ No DOI found

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

Restructuring vocational and technical education in Ghana: The role of leadership development - Boateng, C (International Journal of Humanities and Social Science, 2012)
Vocational technical education and training in Ghana is currently undergoing restructuring. Many reforms are in place to improve the quality of provision and learning outcomes to make it more accessible and attractive to all, and to ensure it is relevant and connected to the world of work. The potential success of these reforms will depend largely on the administrators and managers who are responsible for generating ideas and formulating policies ,as well as those responsible for transforming policies into practice. In this regard, effective leadership becomes an important variable that must be considered in the new vocational education environment. There is the need for Ghana to pay attention to providing leadership programs and guidance to current leaders and new and aspiring administrators and managers of vocational technical education. Such leadership development programs should attempt to cultivate in individuals key attributes and characteristics that can predispose successful leadership performance. The availability of leadership development programs and the possibility of being able to acquire certain leadership behaviours and enhance and use certain leadership attributes holds great promise for those participating in and leading vocational educational programs, reform efforts, and the change process in the country.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:leadership; F:policy; T:TVET; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

The Effects of School Libraries on Language Skills: Evidence from a Randomized Controlled Trial in India. - Borkum, Evan; He, Fang; Linden, Leigh L. (No, 2012)
Keywords: ⛔ No DOI found

Turning the tide: creating Professional Learning Communities (PLC) to improve teaching practice and learning in South African public schools - Botha, E. M. (Africa Education Review, 2012)

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

iPad Scotland Evaluation - Burden, K., Hopkins, P., Male, T., Martin, S., & Trala, C. (University of Hull, 2012)

AMREF's Stand Up For African Mothers Campaign: Training Midwives to Reduce Maternal Mortality in Africa - Cabridens, M; Tolve, S (The Journal of Field Actions: Field Actions Science Reports, 2012)
Abstract. AMREF is the African Medical and Research Foundation, a uniquely African organization, created in 1957 which runs 145 health programmes a year to help around 7 million people in Africa. Headquartered in Nairobi and with offices around the world, AMREF ensures access to health care for the most vulnerable and marginalized people in Africa, with a focus on women and children. AMREF works within the communities, and works with and for women as they are the heart of the communities. Indeed, by focusing on midwives training in the Stand Up For African Mothers campaign, AMREF is able to talk about the key role of women and mothers for a healthy Africa and the needs of health workers to reduce mortality rates for mothers but also for children. Keywords. Health care, Africa, women, children, poverty, social work, midwifes, pregnancy.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:West Africa; C:Ethiopia; C:South Sudan; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:Q; CT:T; Q:ICT; Q:e-learning; T:Ausbildung; T:TVET; T:Training; _C:Uganda UGA; publicImportV1; ⛔ No DOI found

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

Pre-service teacher training in Malawi: findings of a pilot study on the viability of media players for teacher development - Carrier, Carol; Finholt-Daniel, Matt; Sales, Gregory C (International Journal of Education and Development using Information and Communication Technology, 2012)
As part of the United States Agency for International Development (USAID funded Malawi Teacher Professional Development Support project, a sub-task was the piloting of an alternative technology that could be used for improving the quality and consistency of teacher continued professional development (CPD). The pilot, which included 26 open and distance learning (ODL) student teachers, was launched in the spring of 2011 using a low-cost portable MP3 multi-purpose device. A short course on numeracy, containing 5 weekly lessons, was piloted. Each lesson consisted of one or two readings, two videos, and an assignment that directed the learner to complete tasks and document their completion using the camera and audio recorder features of the media player. The viability of using the media player for CPD was evaluated on the ease of use, effectiveness of instruction, and potential for long-term scalability. The evaluation results demonstrated that, with a small amount if initial training, the devices were easy to use and they effectively deliver instruction. Scalability, however, is critical to the long-term success of an initiative based on these or similar devices. An analysis suggests that an affordable option worth considering is the systematic, shared use of media player devices within schools. This approach could dramatically reduce the cost of using this alternative technology for ODL training to pennies per lesson. [PUBLICATION ABSTRACT]
Keywords: Distance learning; Education; Learning; Malawi; Software; Student teachers; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096523; __finaldtb; ⛔ No DOI found

Bandwidth management in universities in Zimbabwe: Towards a responsible user base through effective policy implementation - Chitanana, Lockias (International Journal of Education and Development using Information and Communication Technology; Bridgetown, 2012)
This research was undertaken to investigate the issue of how to maximise or make efficient use of bandwidth. In particular, the research sought to find out about what universities in Zimbabwe are doing to manage their bandwidth. It was, therefore, appropriate to survey a sample of five universities and to catalogue their experiences. Results show that most universities in our sample did not have an official Acceptance Use Policy (AUP) to assist with bandwidth management. Successful provision of managed network bandwidth within a university is likely to involve the application of many tools encompassing a number of different techniques. These products are often expensive and are rarely available for loan. Fortunately, a cost-effective solution exists for all universities that can be deployed regardless of the campus' existing network configuration or installed devices. The authors recommend that using Quality of Service (QoS) and Bandwidth management will enable network administrators to control network traffic flow so that appropriate users and applications get priority during the allocation of network resources. Also, universities must contain in their IT policies a meaningful AUP which will help universities to develop and refine usage and access as well as plan for network resource allocation. [PUBLICATION ABSTRACT]
Keywords: Bandwidths; College campuses; Computers; Education; Internet access; Internet resources; Product introduction; Research; __C:filed:1; ⛔ No DOI found

School Participation And Pupil Performance: Baseline Survey - Chiuye, Grace; Selemani-Meke, Elizabeth; Kadzamira, Esme (2012)
Keywords: _C:Malawi MWI; ⛔ No DOI found

The effects of Reading Recovery® on the American Indian/non-American Indian achievement gap - Collins, Mary L. (University of South Dakota, 2012)
Keywords: _AcademicRecoveryOECS

Tweens with the iPad classroom—Cool but not really helpful? - Culén, A., & Gasparini, A. (2012)
Keywords: ⛔ No DOI found

The 2020 World Bank education strategy: Nothing new, or the same old gospel - De Siqueira, Angela C. (The World Bank and Education, 2012)
Keywords: Final_citation

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

Effects on School Enrollment and Performance of a Conditional Cash Transfer Program in Mexico. - Dubois, Pierre; Janvry, Alain De; Sadoulet, Elisabeth (Journal of Labor Economics, 2012)

Teacher community assistant initiative (TCAI). Policy brief 4004 - Duflo, A.; Kiessel, J. (Economic and Political Science, 2012)
Keywords: ⛔ No DOI found

Incentives Work: Getting Teachers to Come to School. - Duflo, Esther; Hanna, Rema; Ryan, Stephen P. (American Economic Review, 2012)

Tablet vs. Paper: The Effect on Learners' Reading Performance. - Dundar, Hakan; Akcayir, Murat (International Electronic Journal of Elementary Education, 2012)
Keywords: ⛔ No DOI found

A Roadmap to Vocational Education and Training Systems Around the World - Eichhorst, Werner; Rodríguez-Planas, Núria; Schmidl, Ricarda; Zimmermann, Klaus F (Institute of Labor Economics (IZA), 2012)
With young people among the big losers of the recent financial crisis, vocational education and training (VET) is often seen as the silver bullet to the problem of youth joblessness. This paper provides a better understanding of VET around the world, dealing with three types of vocational systems: school-based education, a dual system in which school-based education is combined with firm-based training, and informal training. We first explore the motivation for these different types of training, before summarizing the institutional evidence, highlighting the key elements of each training system and discussing its main implementation strengths and challenges. We subsequently review the evidence on the effectiveness of VET versus general education and between the three VET systems. There are clear indications that VET is a valued alternative beyond the core of general education, while the dual system tends to be more effective than school-based VET. Informal training is effective, however relatively little is known of its relative strengths compared with other forms of vocational education.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Botswana; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:R; CT:T; P:social; Q:flexible; R:quantitative; T:Ausbildung; T:TVET; T:dual TVET; T:firm-based training; T:informal training; T:school-based VET; T:vocational school; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Taming the youth bulge in africa: Rethinking the world bank's policy on technical and vocational education for disadvantaged youth in the knowledge economy - Evoh, Chijioke J. (International Perspectives on Education and Society, 2012)
This study presents an innovative approach to Information and communication technology (ICT) skill training and employment generation for out-of-school and disadvantaged youths in Africa. With technical and policy assistance from the World Bank, ICTs can be used to revitalize technical and vocational training to meet skill and employment needs of disadvantaged youths in the region. The deplorable conditions of out-ofschool youth and the state of secondary education in Africa underscore the urgency to engage disadvantaged youth in productive economic activities. An ICT-enhanced technical and vocational training program in Africa provides both private and social gains: it provides economic prospects for disadvantaged youth and; it adds to the development of the knowledge economy in Africa. The NairoBits Digital Design School in Kenya is presented as a model of a vocational and training school that uses ICTs to improve skill formation among disadvantaged youths in informal settlements in urban Africa. Meeting the objectives of an ICTbased training and employment generation program for underprivileged youth in Africa require strong regulatory frameworks and contributions from the World Bank. The involvement of the bank, particularly through private sector grants for ICT skill train in Africa will help to revitalize technical and vocational education and training in the region. Above all, the collaboration of government agencies, private businesses, other international development agencies and civil society groups in ICT skill training will help to meaningfully engage African youths in the development of their communities in the emerging knowledge economy. © 2012 by Emerald Group Publishing Limited.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:policy; P:economy; P:social; Q:ICT; Q:secondary education; T:TVET; T:Training; publicImportV1

A study of online English language teacher education programmes in distance education context in Pakistan - Farooq, Muhammad U.; Al Asmari, AbdulRahman; Javid, Choudhary Z. (English Language Teaching, 2012)
Technology-based initiatives have transformed the process of teaching and learning activities at formal institutions generally and distance education institutions particularly. Distance education is at the heart of the digital age making maximum use of the emerging technologies. Researchers have favoured computer mediated communications (CMC) for improving the quality of teacher education in developing countries by providing access to more and better educational resources. The researchers designed a CMC-ELT blended model and offered online English language teacher education courses at post-graduate level. A group of students enrolled in MA TEFL programme of Allama Iqbal Open University (AIOU) Islamabad Pakistan, was selected randomly and was guided through CMC-ELT blended model. The results of the study showed that the online support in distance education enhanced students' performance in terms of access, interaction and cost. The effective use of online support in distance education can improve the quality of English language teaching programmes in Pakistan.
Keywords: Access to Education; Blended Learning; Computer Mediated Communication; Control Groups; Costs; Distance Education; ERIC, Current Index to Journals in Education (CIJE); Educational Quality; English (Second Language); Experimental Groups; Foreign Countries; Higher Education; Language Teachers; Masters Programs; Online Courses; Open Universities; Pakistan; Postsecondary Education; Pretests Posttests; Program Improvement; Second Language Instruction; Second Language Learning; Statistical Analysis; Student Attitudes; Student Characteristics; Teacher Education Programs; Teaching Methods; __:import:01; __:match:final; __:matched; __:study_id:2096524; __finaldtb

Play and Child Development - Frost, Joe L; Wortham, Sue C; Reifel, Stuart (Pearson, 2012)

Tablet PCs–An Assistive Technology for Students with Reading Difficulties? - Gasparini, Andrea A; Culén, Alma Leora (2012)
Keywords: ⛔ No DOI found

L’EFTP en Afrique subsaharienne: où en est-on? - Ginestié, Jacques; Huot-Marchand, Hervé; Delahaies, Laetitia (Éducation technologique, Formation professionnelle et égalité des chances, 2012)
The adoption of the Millennium Development Goals (MDGs) and the importance attached to Education for all (EFA) mark an important turning point in the elaboration of a common initiative, which aims to improve living conditions of people worldwide. Its ambition is to eliminate misery and to increase wealth. The means to achieve this goal focus essentially on education, which has become a goal in itself: reduce illiteracy, ensure global access to basic schooling and promote equal opportunities for all. Through education other objectives can be targeted, such as promoting poverty reduction through gainful employment, gender equality, and sustainable development and partnerships for development. This paper aims to present the situation in subSaharan Africa (SSA) since the end of the 1990s and the international focus on these great programs.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -RRQ:H:final; -RRQ:U:final; -RRQv:f2-H-fr; AA:SSA; C:Central African Republic; C:Gabon; C:Ivory Coast; C:Senegal; C:Tunisia; CLL:fr; publicImportV1; ⛔ No DOI found

National Institutes of Health approaches to dissemination and implementation science: current and future directions - Glasgow, Russell E.; Vinson, Cynthia; Chambers, David; Khoury, Muin J.; Kaplan, Robert M.; Hunter, Christine (American journal of public health, 2012)

Use of tablet technology in the classroom. - Goodwin, K. (NSW Department of Education and Communities, 2012)

An introduction to systematic reviews - Gough, David; Oliver, Sandy; Thomas, James (Sage, 2012)
Keywords: AWP2; Research methods

NTVETQF - National Technical and Vocational Education and Training Qualifications Framework - Government of Ghana (2012)
Keywords: FullBiblioUHMLgen; GeneralCitations; Ghana; Qualification Framework

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

Evaluating and improving the quality of education - Part 6: How we inspect. A guide to external evaluation - Government of Uganda (2012)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; National Standards; publicImportV1

Uganda Vocational Qualifications Framework (UVQF) Summary of Generic Level Descriptors - Government of Uganda (Directorate of Industrial Training, 2012)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Uganda; publicImportV1

What works to improve teacher attendance in developing countries? A systematic review - Guerrero, Gabriela; Leon, Juan; Zapata, Mayli; Sugimaru, Claudia; Cueto, Santiago (2012)
Previous studies have found national averages of teacher absenteeism in developing countries that range from 3 percent to 27 percent. However, within countries absenteeism is larger in poorer, more isolated schools, contributing to unequal educational opportunities. The purpose of this paper is to report on a systematic review of research on the effectiveness of interventions aimed at increasing teacher attendance in developing countries, as measured by the rate of teacher attendance. Whenever data are available we also estimate the impact of these programmes on student achievement.
Keywords: potential solutions; ⛔ No DOI found

Febrile illness experience among Nigerian nomads - Gundiri, M.A; Badaki, J.A.; Njobdi, S.Y; Adesina, A.A; Ogundahunsi, O.T.; Akogun, Oladele B (International Journal for Equity in Health, 2012)
Keywords: ⛔ No DOI found

Uncertain aspirations for continuing in education: Antecedents and associated outcomes - Gutman, Leslie Morrison; Schoon, Ingrid; Sabates, Ricardo (Developmental Psychology, 2012)
[Correction Notice: An Erratum for this article was reported in Vol 48(6) of Developmental Psychology (see record 2012-13008-001). There is an error in the last line of Table 2. It should read “Uncertain Aspirations → Enrollment at 18.”] Relatively little is known about adolescents who hold uncertain aspirations, that is, those who do not know what they would like to do in the future regarding their educational or occupational plans. Drawing upon the Longitudinal Study of Young People in England born in 1989–1990, the authors tested a pathway model to investigate the antecedents of uncertain aspirations for continuing in education past compulsory schooling age (i.e., 16 years) and associated later educational outcomes. Gender differences in the pathways are also tested. Findings indicate that the relationship linking socioeconomic status to uncertain aspirations is mediated through parents' educational expectations and the relationship linking academic performance at age 11 to uncertain aspirations is mediated through parents' educational expectations and adolescents' self-perceived ability, which, in turn, predict academic performance at age 16 and educational enrollment at age 18. Gender differences in these processes are also evident: young males not only hold greater uncertainty about continuing in education, the consequences of uncertainty regarding later academic performance are worse for males than females. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
Keywords: Academic Achievement; Academic Achievement Motivation; Academic Aptitude; Adolescent Attitudes; Educational Aspirations; Educational Attainment Level; Expectations; Family Socioeconomic Status; Occupational Aspirations; Student Attitudes; Uncertainty

An Intersectionality-Based Policy Analysis Framework - Hankivsky, Olena (2012)

Reforming teacher education in Tanzania - Hardman, F; Abd-Kadir, J; Tibuhinda, A (International Journal of Educational Development, 2012)
It is widely acknowledged that in order to improve the quality of education in primary schools in developing countries there is a need to place pedagogy and its training implications at the centre of teacher education reform. Like many countries in Eastern and Southern Africa, Tanzania has introduced various initiatives and reforms to improve the quality of teacher education at the pre- and in-service stages. Drawing on evidence from a baseline study of primary teacher interactional and discourse practices, and a review of teacher training colleges, this paper explores the training needs of teacher educators in Tanzania who, in the light of recent reforms to teacher education, will be responsible for education and training at the pre and in-service levels.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:Q; CT:T; D:developing country; F:pedagogy; F:teaching method; P:services; P:teacher education; P:teacher training; P:teachers; Q:college education; Q:primary education; T:Training; T:training needs; Z:African languages; Z:College education; Z:English language; Z:Mathematics education; Z:Primary education; Z:Teacher education; Z:Teaching methods; publicImportV1

TESSA Formative Evaluation Report Executive Summary - Harley, Ken; Simiyu Barasa, Fred (Teacher education in sub-Saharan Africa, 2012)
Keywords: __C:filed:1

ORBIT and OER4Schools: supporting effective primary and secondary school practice through OER - Haßler, Björn; Hennessy, Sara; Jestaz, Caroline (2012)
Keywords: Author:Haßler; Author:OpenDevEd; _C:Australia AUS; _C:Belgium BEL; _C:Bolivia BOL; _C:Botswana BWA; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Colombia COL; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Costa Rica CRI; _C:Cuba CUB; _C:Czech Republic CZE; _C:Denmark DNK; _C:Ecuador ECU; _C:Estonia EST; _C:Ethiopia ETH; _C:Finland FIN; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Ghana GHA; _C:Greece GRC; _C:Hungary HUN; _C:India IND; _C:Indonesia IDN; _C:Ireland IRL; _C:Israel ISR; _C:Italy ITA; _C:Ivory Coast CIV; _C:Japan JPN; _C:Kenya KEN; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Malawi MWI; _C:Malaysia MYS; _C:Mauritius MUS; _C:Mexico MEX; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Nigeria NGA; _C:Norway NOR; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Romania ROU; _C:Russian Federation RUS; _C:Rwanda RWA; _C:Saudi Arabia SAU; _C:Singapore SGP; _C:Slovenia SVN; _C:South Africa ZAF; _C:Spain ESP; _C:Sudan SDN; _C:Sweden SWE; _C:Tanzania TZA; _C:Thailand THA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Viet Nam VNM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; ⛔ No DOI found

Visible learning for teachers: Maximizing impact on learning - Hattie, John (Routledge, 2012)

The iPad as a Tool For Education - a case study - Heinrich, P. (2012)

iPad in education: A case study of iPad adoption and use in a primary school. - Henderson, S., & Yeow, J. (System Science (HICSS), 2012 45th Hawaii International Conference on, 2012)
Keywords: ⛔ No DOI found

The OER4Schools Professional Learning Resource: Interactive teaching with and without ICT. A practical programme for teachers in sub-Saharan Africa. - Hennessy, S.; Haßler, Björn (2012)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence

Using digital technology and school-based professional development to leverage interactive classroom teaching in Zambia - Hennessy, Sara; Haßler, Björn; Mwewa, G. (Millennium Goals Revisited: A Common Wealth of Learning, 2012)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _r:ImportedToMyEducationEvidence

Teachers' perceptions on academic recovery through educational therapy: A therapeutic intervention in three co-educational government schools in North Trinidad - Henry-Legall, Lisa-Marcella (University of the West Indies, 2012)
This study introduced the notion of academic recovery through an alternative pedagogical practice of therapeutic intervention called Educational Therapy. As such, its purpose was not only to explore and evaluate an alternative educational practice but also to determine its feasibility in adapting to the local context. This was done using teachers’ perspectives from three co-educational secondary schools whose students had a history of academic underachievement and where violence and student aggression were becoming the norm. Twenty three English and Mathematics teachers participated in the study which was encased in an ethnography theoretical perspective. Their perspectives on the current state of the secondary sector brought bearing to the types of best practices that teachers in their departments subscribed to in terms of teaching, understanding how children learn, assessment strategies and accommodating students who have learning deficits in the regular classroom. In addition, it clarified their stance on the adaptation of therapeutic intervention in Trinidad and Tobago while determining the extent to which it could improve academic achievement in these subject disciplines. Findings from the study revealed that teachers needed assistance to effectively manage, teach and assess children with learning problems. They felt that there was an urgent need to implement therapeutic interventions in educational practice as they had no knowledge of how to deal with students who had underlying cognitive deficits which then became manifested in the forms of social, emotional and behavioural problems. As the study was steeped within a qualitative inquiry, its findings also noted the emergence of eight themes which described the factors believed to be responsible for the present crisis within secondary schools where indiscipline was concerned. The framework of this study thus provided a useful basis for identifying school discipline issues and children who may have learning problems and for suggesting plans for appropriately targeted interventions through Educational Therapy.
Keywords: _Added to LR; _T:reviewed

The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Full Report. - Higgins, Steven; Xiao, ZhiMin; Katsipataki, Maria (Education Endowment Foundation, 2012)
Keywords: ⛔ No DOI found

Multiple Agency Coordination in Emergency Response - Holsberg, Melissa (2012)
When establishing, exercising, and implementing emergency plans, coordinating with response participants will improve implementation of plans.

Connecting the dots between PubMed abstracts - Hossain, M.S.; Gresock, J.; Edmonds, Y. (PLoS One, 2012)

Empowering personalized learning with an interactive e-book learning system for elementary school students - Huang, Yueh-Min; Liang, Tsung-Ho; Su, Yen-Ning; Chen, Nian-Shing (Educational Technology Research and Development, 2012)

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

An assessment of employability skills among technical and vocational education students in Nigeria - Idris, A; Rajuddin, MR (Archives Des Science, 2012)
The research was conducted to investigate the level of importance as well as the competence among the students of technical and vocational education in terms of employability skills in Nigeria. There are 233 final year students that constituted the sample for the study in Kano State. The respondents were picked from mechanical, electronic, electrical installation and automobile departments in technical colleges in the state. The data was collected using questionnaire which was adapted from Employability skills for Australian small and medium sized enterprises. The analysis was done using descriptive statistics such as mean and standard deviation. The findings of the study showed that all the respondents perceived the employability skills components as high and rated their competency as low. A significant difference was found among the students in terms of their ages while no significant difference was found between the respondents in the area of competency. The study concludes that there is still an opportunity for technical and vocational institution in Nigeria to focus and redouble efforts towards equipping the students’ employability skills. Quality education and training enhances productivity, therefore, students of technical and vocational education in Nigeria need a better education that will help in accomplish the national goals.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Central Africa; A:West Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:assessment; F:women; T:TVET; publicImportV1; ⛔ No DOI found

Minimum Standards for Education: Preparedness, Response, Recovery - INEE (Interagency Network for Education in Emergencies, 2012)

Upgrading informal apprenticeship: a resource guide for Africa - International Labour Office (2012)

Systematic literature studies: database searches vs. backward snowballing - Jalali, S; Wohlin, C (2012)

A situational analysis on the teaching of governance issues in the primary and junior secondary school curriculum in Zambia. - Kalimaposo, Kalisto; Kandondo, S. Chileshe; Matafwali, Beatrice; Mulenga, Innocent Mutale; Muleya, Gistered; Chakufyali, Peggy Nsama (2012)
Keywords: ⛔ No DOI found

Liebe Leserinnen und Leser, - Kauffmann, Gesine (2012)
Keywords: ⛔ No DOI found

(untitled) - Kazianga (2012)

Viewing mobile learning from a pedagogical perspective. - Kearney, Matthew; Schuck, Sandra; Burden, Kevin; Aubusson, Peter (Research in Learning Technology, 2012)

Handbook of implementation science for psychology in education - Kelly, Barbara; Perkins, Daniel F. (Cambridge University Press, 2012)

Assessing the Impact of Training on Lowland Rice Productivity in an African Setting: Evidence from Uganda - Kijima, Yoko; Ito, Yukinori; Otsuka, Keijiro (World Development, 2012)
Summary This study attempts to assess the impacts of a training program on the adoption of improved cultivation practices, the productivity of rice farming, and the income and profit from rice production by using ex-post non-experimental data in Uganda. We found that participation in the training program increased the adoption of the improved cultivation practices. Furthermore, the profit from rice production was also found to have increased by the training program. These findings support the hypothesis that one of the major constraints on the growth in productivity of rice farming in sub-Saharan Africa is the absence of effective extension systems.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; CA:AandC; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:R; CT:T; P:production; P:technology; R:impact; T:Training; Z:diffusion of technology; Z:improved cultivation practices; Z:lowland rice; Z:yield enhancement; _C:Uganda UGA; publicImportV1

Eight proposals for a strengthened focus on technical and vocational education and training (TVET) in the education for all (EFA) agenda - King, Kenneth (Background paper prepared for the Education for All Global Monitoring Report, 2012)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1; ⛔ No DOI found

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

La prise en compte des rapports aux savoirs pour favoriser l’égalité des chances d’insertion professionnelle et sociale des élèves dans un lycée professionnel français - Lebatteux, Nicole (2012)
Often oriented by default, students enrolled in vocational education are characterized by a lack of professional project for the future job. This lack creates an insufficient engagement in their studies. In this context, we present and illustrate an original formative practice that considers a special form of relationship to knowledge and to school in order to further their chances of professional and social integration. To do so, relying on interviews, we meet the views of teachers and students.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:France; publicImportV1; ⛔ No DOI found

Comparison of 1:1 and 1:m CSCL environment for collaborative concept mapping - Lin, C.-P.; Wong, L.-H.; Shao, Y.-J. (Journal of Computer Assisted Learning, 2012)

Split-attention and redundancy effects on mobile learning in physical environments - Liu, Tzu-Chien; Lin, Yi-Chun; Tsai, Meng-Jung; Paas, Fred (Computers & Education, 2012)

How Can Micro and Small Enterprises in Sub-Saharan Africa Become More Productive? The Impacts of Experimental Basic Managerial Training - Mano, Yukichi; Iddrisu, Alhassan; Yoshino, Yutaka; Sonobe, Tetsushi (World Development, 2012)
Summary The vast majority of micro and small enterprises (MSEs) in developing countries are located in industrial clusters, and the majority of such clusters have yet to see their growth take off. The performance of MSE clusters is especially low in Sub-Saharan Africa. While existing studies often attribute the poor performance to factors outside firms, problems within firms are seldom scrutinized. In fact, entrepreneurs in these clusters are unfamiliar with standard business practices. Based on a randomized experiment in Ghana, this study demonstrates that basic-level management training improves business practices and performance.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; AA:Africa; CA:AandC; CCZ:Ghana; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:R; CT:T; D:developing country; F:standards; R:impact; T:Training; Z:industrial development; Z:management training; Z:randomized experiment; Z:survival clusters; _C:Ghana GHA; publicImportV1

Social isolation and aging in Zambia: examining the possible predictors - Mapoma, Christopher Chabila; Masaiti, Gift (Journal of Aging Research, 2012)

A breakthrough for Josh: How use of an iPad facilitated reading improvement. - McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (TechTrends, 2012)

Fundamentals of Implementation Research - MEASURE Evaluation (2012)

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

Practical implementation science: developing and piloting the quality implementation tool - Meyers, Duncan C.; Katz, Jason; Chien, Victoria; Wandersman, Abraham; Scaccia, Jonathan P.; Wright, Annie (American journal of community psychology, 2012)

Advances in clinical education: a model for infectious disease training for mid-level practitioners in Uganda - Miceli, Antonina; Sebuyira, Lydia Mpanga; Crozier, Ian; Cooke, Molly; Naikoba, Sarah; Omwangangye, Aquilla Priscilla; Rayko-Farrar, Lisa; Ronald, Allan; Tumwebaze, Margaret; Willis, Kelly S.; Weaver, Marcia R. (International Journal of Infectious Diseases, 2012)
Summary Advances in health professional education have been slow to materialize in many developing countries over the past half-century, contributing to a widening gap in quality of care compared to developed countries. Recent calls for reform in global health professional education have stressed, among other priorities, the need for approaches that strengthen clinical reasoning skills. While the development of these skills is critical to enhance health systems, little research has been carried out on the effectiveness of applying these strategies in the context of severe human resource shortages and complex disease presentations. Integrated Infectious Disease Capacity Building Evaluation (IDCAP) based at the Infectious Diseases Institute at Makerere University created a training program using current best practices in clinical education to support the development of complex reasoning skills among clinicians in rural Uganda. Over a period of 9 months, the program integrated classroom and clinic-based training approaches and measured indicators of success with particular reference to common infectious diseases. This article describes in detail the IDCAP approach to integrating advances in health professional education theory in the context of an overburdened, inadequately resourced primary health care system; results from the evaluation are expected in 2012.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; AAZ:Africa South of the Sahara; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:P; CT:R; CT:T; D:developing country; P:health; P:media; P:nurse; R:evaluation; T:TVET; T:Training; T:work-based learning; Z:Clinical competence; Z:Education, distance; Z:Education, medical, continuing; Z:Education, nursing, continuing; Z:In-service training; _C:Uganda UGA; publicImportV1

Access to Education for Children with Disabilities in Uganda: Implications for Education for All. - Moyi, Peter (Journal of International Education and Leadership, 2012)
Keywords: ⛔ No DOI found

A Critical Review of Vocational Education and Training Research in 2012 and Suggestions for the Research Agenda - Mulder, Martin; Roelofs, Eline (2012)
This paper is a follow-up of the paper ECER-presented in 2012, ‘A Critical Review of Vocational Education and Training Research and Suggestions for the Research Agenda’ (Author & Co-author, 2012). This paper gave a description of research in the field of Vocational Education and Training (VET) in 2011. This new paper gives an overview of the field of VET research in 2012. In this article the VET research presented at the European Conference of Educational Research 2012 (Cádiz) is reviewed, as well as the articles of a number of VET research journals of publication year 2012. A total of 173 articles are reviewed and after a qualitative interpretation divided into seven different research themes. The conclusions of the review are quite similar to last year. 1. There is a lot of VET research and this research is quite diverse and fragmented. 2. The quality of the articles is not always very high, also because a lot of conference proceedings are included. 3. There are many important topics for further research.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:policy; P:social; T:TVET; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

UNICEF Child Friendly Schooling (CFS) - Nampota, Dorothy; Jere, Catherine; Chiwaula, Lizzie; Meke, Elizabeth; Kadzamira, Esme (2012)
Keywords: _C:Malawi MWI; ⛔ No DOI found

Critical knowledge, skills and qualifications for accelerated and sustainable development in Africa - Ndoye, M; Walther, R (2012)
The major challenge of the 2012 ADEA Triennale will be to help African countries design and develop suitable and effective education and training systems that can help move the continent away from the struggle for subsistence and the spiral of poverty towards a process of sustainable transformation that reconciles economic growth with the pursuit of equity and the conservation of natural resources. In short, the aim is to enable Africa to “run while others walk”, while avoiding causing the same damage others caused when they were running. To achieve such a goal, the Synthesis Report recommends that a number of prerequisites should be met before the required reforms can be possible. They will succeed only if they look back at Africa’s past identity in order to take greater control over future choices, if they are based on a common vision of the future determined with all concerned stakeholders, and if they make education, training and employment central to current and future policies. The report then discusses the unprecedented efforts of public and private, African and international officials and stakeholders in order to formulate appropriate, concrete responses to the challenge of the Triennale, which is to “promote critical knowledge, skills and qualifications for Africa’s sustainable development”. These responses, categorized by sub-theme, may be summed up as follows. Sub-theme 1: building a common core of skills for all The education system should give people of all ages access to a common core of basic skills (cognitive, communication and learning-to-learn skills, personal and social development skills, etc.) to enable them to control their human, social and economic environment and develop responsible and active African citizenship. Sub-theme 2: mass development of technical and vocational skills Massive investment to raise training and qualification levels is urgently required in order to wage an effective war against unemployment and massive underemployment of youth and the low productivity of a largely informal economy. It is also necessary to invest in high-level qualifications in order to support and, if possible, anticipate changes and technological innovation and promote the badly-needed industrialization of the African economy. Sub-theme 3: building knowledge and innovation-based economies and societies in Africa R&D, knowledge and innovation have become the key drivers of output, economic competitiveness and development generally. Africa needs to catch up in this respect and, to this end, it must build its scientific development on indigenous African knowledge, use science and technology to strengthen education and exploit the current surge in information and communication technology as a driver of development. All this will be possible only if all African countries work towards the adoption of a continental pact for sustainable development.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; A:Africa; A:Central Africa; C:Burkina Faso; CA:AandC; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:qualification; Q:lifelong learning; T:Ausbildung; T:Lehrlingsausbildung; T:TVET; T:journeyman; T:vocational skills; publicImportV1; ⛔ No DOI found

OECS Education Sector Strategy (2012-2021) - OECS Secretariat (2012)

Parental aspirations for their children’s educational attainment and the realisation of universal primary education (UPE) in Kenya: Evidence from slum and non-slum residences - Oketch, M., Mutisya, M., Sagwe, J., (2012)
There is a sound research base attesting to the importance of parental involvement and to the many potential benefits it can offer for children's education. This study sought to examine differences in parental aspirations (as a mechanism of parental involvement in their children's education) for their children's educational attainment between slum and non-slum residing parents in Kenya. The study used cross-sectional household data for a sample of 4065 parents, collected in 2007 by the African Population and Health Research Centre (APHRC) in Nairobi. A multinomial logistic model was used for the analysis to explore the factors determining parental aspirations. The results indicate the following: (i) that parents who live in the slums have lower aspirations for their children's educational attainment when compared to those who live in non-slum areas; (ii) that parents in the slums have aspirations for higher levels of educational attainment for their children than their own levels of education. We conclude that parents in urban Kenya have a strong belief in the education of their children irrespective of their slum or non-slum residence but aspirations are higher in non-slums than in slums. © 2011 Elsevier Ltd.
Keywords: -FullBiblioUHMLgen; -RRQ:LOW; A:Africa; C:Kenya; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:attainment; F:learning; P:health; P:logistics; P:measurement; P:mechanic; Q:primary education; T:career; Z:Benefits of education; Z:Career aspirations; Z:Parental involvement; Z:Regional disparities in access and learning; Z:Regional disparities in resourcing; publicImportV1

Public-private partnership for skill acquisition and vocational technical education development in Nigeria - Okpor, I; Najimu, H (Mediterranean Journal of Social Sciences, 2012)
This paper discusses the Private Sector Partnership with Education for Skill Acquisition and Vocational Technical Education Development. The relevance of the partnership on bringing skilled and trained manpower in their area of specialization is for the purpose of national development and self actualization. Strategies were identified for the effectiveness of the programme.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:West Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; T:Ausbildung; T:TVET; T:occupational education; publicImportV1; ⛔ No DOI found

Context and Appropriate Technology: The Unavoidable Partnership - Onguko, Brown (2012)
Teachers in rural parts of Kenya lack opportunities for professional development (PD). In addition, the teachers have no access to eLearning opportunities like their colleagues in urban parts. Among the factors that do not favor Kenyan rural teachers’ access to PD through eLearning include: lack of access to relevant technologies and lack of electricity. This paper shares research findings on provision of teachers’ PD through a blended learning approach, utilizing appropriate technologies in a rural school in western Kenya. Ten teachers and two Professional Development Teachers (PDTs) participated in this research. In the study, teachers’ needs assessment was done, to inform the instructional design on the topic: How to teach a large class of mixed ability students. The PD was implemented by engaging teachers in a variety of activities including: pairs of teachers collaboratively using a tablet to access self-study content; teachers studying through multimedia content; teachers planning and delivering lessons using activity-based learning and cooperative learning approaches; and PDTs and teachers participating in fortnightly face-to-face meetings. The findings of the study suggest that teaching practices of rural educators can be improved working with local experts to create locally-relevant content for needs-based PD, implemented in a blended learning approach while providing technology stewardship. Teachers accessed and studied through offline content; planned for and implemented cooperative learning and activity-based learning in lessons, using locally available materials; engaged in reflective conversations on successes and challenges; and spontaneously engaged in very lively professional dialogues. While teachers appreciated that it took long to prepare for active learning lessons, it was less strenuous to implement the lessons, because the students took responsibility for their own learning.
Keywords: __:import:01; __:match:final; __:matched; __:study_id:2096499; __finaldtb; ⛔ No DOI found

Pedagogical framework of m-learning - Ozdamli, Fezile (Procedia-Social and Behavioral Sciences, 2012)

Investigation of gender differences in sleeping comfort at different environmental temperatures - Pan, Li; Lian, Zhiwei; Lan, Li (Indoor and Built Environment, 2012)

The role and status of forced migrant teachers in education in emergencies - Penson, Jonathan (Commonwealth education partnerships, 2012)
Keywords: _C:Afghanistan AFG; _C:Australia AUS; _C:Botswana BWA; _C:Canada CAN; _C:Eritrea ERI; _C:Ethiopia ETH; _C:Grenada GRD; _C:Kenya KEN; _C:Malta MLT; _C:Myanmar MMR; _C:Nepal NPL; _C:Netherlands NLD; _C:Pakistan PAK; _C:Rwanda RWA; _C:Seychelles SYC; _C:Somaliland XSMLD; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:Thailand THA; _C:Uganda UGA; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1; ⛔ No DOI found

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?

Teacher-Student Relationships and Engagement: Conceptualizing, Measuring, and Improving the Capacity of Classroom Interactions - Pianta, Robert C.; Hamre, Bridget K.; Allen, Joseph P. (Handbook of Research on Student Engagement, 2012)
Classrooms are complex social systems, and student-teacher relationships and interactions are also complex, multicomponent systems. We posit that the nature and quality of relationship interactions between teachers and students are fundamental to understanding student engagement, can be assessed through standardized observation methods, and can be changed by providing teachers knowledge about developmental processes relevant for classroom interactions and personalized feedback/support about their interactive behaviors and cues. When these supports are provided to teachers’ interactions, student engagement increases. In this chapter, we focus on the theoretical and empirical links between interactions and engagement and present an approach to intervention designed to increase the quality of such interactions and, in turn, increase student engagement and, ultimately, learning and development. Recognizing general principles of development in complex systems, a theory of the classroom as a setting for development, and a theory of change specific to this social setting are the ultimate goals of this work. Engagement, in this context, is both an outcome in its own right and a mediator of impacts that teachers have on student outcomes through their interactions with children and youth. In light of this discussion, we offer suggestions or directions for further research in this area.

The evolution of big data and learning analytics in American higher education. - Picciano, Anthony G. (Journal of asynchronous learning networks, 2012)
Keywords: Final_citation; ⛔ No DOI found

The Primary Math and Reading (PRIMR) Initiative: Baseline report. Prepared under the USAID EdData II - Piper, B.; Mugenda, A. (2012)
Keywords: ⛔ No DOI found

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

English in action: school based teacher development in Bangladesh - Power, Tom; Shaheen, Robina; Solly, Mike; Woodward, Clare; Burton, Sonia (The Curriculum Journal, 2012)
Keywords: C:Bangladesh

Feasibility of training Zambian nurse–midwives to perform postplacental and postpartum insertions of intrauterine devices - Prager, Sarah; Gupta, Pratima; Chilambwe, Jully; Vwalika, Bellington; Neukom, Josselyn; Siamwanza, Nomsa; Eber, Maxine; Blumenthal, Paul D. (International Journal of Gynecology & Obstetrics, 2012)
Abstract ObjectiveTo explore the feasibility of competency-based training of Zambian nurse–midwives in postplacental and postpartum intrauterine device (PPIUD) insertion and to estimate learning curves for this procedure. MethodsA pilot service-delivery project was conducted, involving 9 nurse–midwives who participated in a 10-day PPIUD insertion training course at the University Teaching Hospital, Lusaka, Zambia. US and Zambian clinicians taught the didactic and practical curriculum. Checklists were used for standardization and a pelvic model was developed to achieve PPIUD insertion competency in the classroom before moving to clinical practice. Patients were recruited during prenatal visits, in early labor, and postpartum. Informed, voluntary consent was obtained. All clinical PPIUD insertions were supervised or performed by experienced trainers. ResultsAll 9 nurse–midwives achieved competency on the pelvic model after 3 attempts. During the training period, 38 PPIUDs were inserted in postpartum women; no complications occurred. By the end of training, 4 of the nurse–midwives were deemed competent to independently insert PPIUDs. On average, 4 PPIUD insertions were needed to achieve clinical competency. ConclusionsConcentrated, competency-based training in PPIUD insertion is feasible in an African setting. Replication of such training could increase the popularity and prevalence of PPIUD use among African women.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Zambia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:curriculum; F:learning; F:pedagogy; F:standards; F:teaching; F:women; P:nurse; P:services; T:Training; T:competency-based training; T:trainee; Z:Competency-based training; Z:Contraception; Z:Family planning; Z:Postpartum intrauterine device; Z:Postplacental intrauterine device; Z:Training model; publicImportV1

Incorporating the iPad in the mathematics classroom - Preciado-Babb, AP (IEEE, 2012)

Professionalisierung von Bildungs- und Berufsberatung in Nigeria – Analyse der nationalen und internationalen theoriebegründeten Konzeptentwicklung und der Vernetzung der Akteure - Raji, Moromoke Nimota (Technische Universität Dresden, 2012)
Keywords: C:Nigeria

ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools - Rodríguez, Patricio; Nussbaum, Miguel; Dombrovskaia, Lioubov (Technology, Pedagogy and Education, 2012)

As tecnologias de informação e comunicação na educação continuada: uma análise do projeto FODEPAL/UFV para os países africanos lusófonos - Rubio, Jose Aurélio Vazquez (Universidade Federal de Viçosa, 2012)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:pt; publicImportV1

Arbeitsmarktorientierte Berufsbildung unter besonderer Berücksichtigung des sog. informellen Sektors in Burkina Faso - Sawadogo, Wendkouni J Eric (University of Dresden, 2012)

Preparing Teachers and Developing School Leaders for the 21st Century: Lessons from around the World - Schleicher, Andreas (OECD Publishing, 2012)
Results from the Organisation for Economic Cooperation and Development's (OECD's) Programme for International Student Assessment (PISA) have shown that the degree to which education systems succeed in equipping students with important foundation skills varies significantly. Since the quality of teaching is at the heart of student learning outcomes, it is an appealing idea to bring together education leaders from high performing and rapidly improving education systems to explore to what extent educational success and some of the policies related to success transcend the specific characteristics of cultures and countries. To this end, in March 2012 the second "International Summit on the Teaching Profession" was held in New York, hosted by the U.S. Department of Education, the OECD and Education International. The Summit brought together education ministers, union leaders and other teacher leaders from high-performing and rapidly improving education systems, as measured by PISA, to review how to best improve the quality of teaching, teachers and school leaders. This publication underpinned the Summit with available research about what can make educational reforms effective, and highlights examples of reforms that have produced specific results, show promise or illustrate imaginative ways of implementing change. The Summit was organized around three interconnected themes: (1) Developing Effective School Leaders; (2) Preparing Teachers to Deliver 21st-Century Skills; and (3) Matching Teacher Demand and Supply. Selected comparative data on education from OECD sources are annexed. Individual chapters contain references and notes. (Contains 37 figures and 35 boxes.)
Keywords: Administrator Effectiveness; Communication Skills; Comparative Analysis; Cooperation; Creativity; Critical Thinking; Educational Assessment; Educational Change; Educational Innovation; Foreign Countries; Outcomes of Education; Problem Solving; Student Evaluation; Teacher Education; Teacher Effectiveness; Teacher Leadership; Teacher Supply and Demand; Teaching (Occupation); Technology Uses in Education; Unions

Remedial Education Programs to Accelerate Learning for All - Schwartz, Analice C. (Global Partnership for Education, 2012)

The impact of teachers’ collegiality on their organizational commitment in high-and low-achieving secondary schools in Islamabad, Pakistan - Shah, Madiha (Journal of Studies in Education, 2012)

Using technology for enhancing teaching and learning in Bangladesh: challenges and consequences - Shohel, M. Mahruf C.; Kirkwood, Adrian (Learning, Media and Technology, 2012)
Keywords: Final_citation; cited; existing

Traditional apprenticeship in Ghana and Senegal: Skills development for youth for the informal sector - Sonnenberg, K (Journal of International Cooperation in Education, 2012)
The demographic youth bulge, representing large cohorts of youth, coupled with lack of pathways to education and employment and therefore social mobility, have become issues of great concern. As a result, youth employment and technical and vocational skills development have grown in prominence on international and national agendas in recent years. However, skills development strategies often overlook the informal sector despite the fact that in developing countries, income-generating activities in the informal sector often far exceed those of the formal sector. UNESCO’s 2012 EFA Global Monitoring Report on youth skills development states that traditional apprenticeships are an important way of acquiring transferable and job-specific skills, particularly for the informal sector. An extensive review of the literature of Ghana and Senegal reveals that these two countries have long histories of traditional apprenticeship and that these forms of skills training reach more youth than formal technical and vocational training. This paper examines the approaches these two countries’ governments have taken to increase access to and quality of non-formal skills training opportunities. Despite a lack of data on the long-term outcomes of these initiatives, programs and reforms, several important implications arise from these countries’ experiences. These implications are discussed as well as areas for future research.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Senegal; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; HDR25; P:agriculture; P:measurement; Q:ICT; T:Ausbildung; T:Formal apprenticeship; T:Lehrlingsausbildung; T:apprentice; T:education and skills training; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Understanding theory of change in international development - Stein, Danielle; Valters, Craig (2012)
Keywords: ⛔ No DOI found

Bridging research and practice: models for dissemination and implementation research - Tabak, Rachel G.; Khoong, Elaine C.; Chambers, David A.; Brownson, Ross C. (American journal of preventive medicine, 2012)

A critical reflection of teacher professionalism in Cambodia - Tan, Charlene; Ng, Pak Tee (Asian Education and Development Studies, 2012)
Purpose – The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area. Design/methodology/approach – This paper uses Hargreaves’ four ages of teacher professionalism and

Baby knows best? The impact of weaning style on food preferences and body mass index in early childhood in a case–controlled sample - Townsend, Ellen; Pitchford, Nicola J. (BMJ open, 2012)

Vegetation Change Detection Due to Anthropogenic Activities in the Falgore Game Reserve, Kano, Nigeria - Tudunwada, I.Y. (Tunisian Association of Digital Geographic Information, El-Gazala Pole, 2012)
Keywords: ⛔ No DOI found

Effect of Rainfall on NDVI in the Falgore Game Reserve, Kano, Nigeria - Tudunwada, I.Y.; Mohammed, S.O. (2012)
Keywords: ⛔ No DOI found

Hospitality and Tourism Education in Uganda: An Integrative Analysis of Students' Motivations and Industry Perceptions - Tukamushaba, Eddy Kurobuza; Xiao, Honggen (Journal of Teaching in Travel & Tourism, 2012)
This article presents an integrative analysis of students' motivations in choosing hospitality and tourism programs as well as industry perceptions of graduates' qualifications for employment in Uganda, A mixed-method approach is used for data collection, analysis, and reporting. Quantitatively, the study replicates a motivational scale of choosing educational programs and identifies six factors that collectively explain about 60% of the variance in students choosing hospitality and tourism programs in this African developing economy. Industry perceptions of graduates' qualifications for employment are reported on the basis of qualitative interviews. Implications of the study are discussed in light of curriculum and program refinement to better prepare future graduates for the industry.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CCZ:Uganda; CL:de; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:motivation; F:qualification; P:economy; P:tourism; R:interview; R:qualitative; R:quantitative; T:career; Z:career choice; Z:employer perception; Z:hospitality and tourism education; Z:study motivation; _C:Uganda UGA; publicImportV1

The teacher salary system in Sierra Leone - Turrent, Victoria (2012)
Keywords: C:Sierra Leone; _C:Sierra Leone SLE; ⛔ No DOI found

UNEVOC World TVET Database: Botswana - UNESCO-UNEVOC (2012)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

UNEVOC World TVET Database: Nigeria - UNESCO-UNEVOC (2012)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; C:Nigeria; CC:Nigeria; publicImportV1

Transforming education for girls in Tanzania and Nigeria: Cross country analysis of endline research studies - Unterhalter, Elaine; Heslop, Jo (ActionAid, 2012)
This cross country summary of the findings from the endline study conducted for the TEGINT project highlights a number of issues of particular pertinence to the community of policy makers, practitioners, and researchers concerned with gender equality, rights and girls’ education. Firstly, the considerable expansion of education provision at primary and junior secondary levels enhances girls’ enrolment, attendance, progression, attainment and empowerment. However, there are regional and locational differences, and the effects of the emergence of private schools on gender equality and girls’ empowerment merits careful scrutiny. It is a matter of concern, that despite the introduction of free primary education, schools continue to charge levies and that the costs of improving education are being passed down to the poorest. Secondly, there are clear indications that girls’ clubs give an important space for girls to learn about their rights and confidence to articulate solutions to their problems. This is the case both when girls in clubs come from higher performing girls in terms of class position and more marginalised girls. Thus girls clubs, widely used in many projects throughout Africa, but not till now well evaluated, appear an important strategy to continue to support. Thirdly, rurality appears as a particular condition of marginalisation, associated with higher levels of gender inequality. This is evident from the lower levels of girls’ empowerment in rural schools, and differences in articulating solutions. Thus particularly engaged interventions are needed with girls in remote areas to support empowerment. Fourthly, while improving teacher qualifications and engagement with gender equality is a necessary condition for enhancing education rights for all children, this is not a standalone intervention, and needs to be supported by other initiatives, possibly associated with teachers’ pay, work conditions and status. Fifthly, an intervention like TEGINT, appears particularly useful in helping to break the silence around gender based violence, however, such an intervention cannot be seen in isolation from work on other aspects of gender inequalities, poverty, and limited social provision. In a country like Tanzania, where there is more legislation and political action around gender equality than in Nigeria, girls, even the poorest, appear more knowledgeable about rights. Gender equality and girls’ education cannot thus be separated from other initiatives on rights, social development and addressing injustice.

Sustainable green energy production from agricultural and poultry operations-A renewable energy project for community empowerment and vocational training in remote villages in South Africa - Ushimaru, Kenji (INEE Global Humanitarian Technology Conference, 2012)
The development of an innovative waste-to-energy plant in rural South Africa is now underway. A plan to construct a test unit that uses chicken droppings from a nearby chicken farm as a fuel source is presented. This waste-to-energy plant offers an opportunity to provide economic development and community empowerment. The system is based on two critical components: (1) a power generation plant which uses chicken droppings as a fuel source, and (2) a waste processing unit that is based on magnetic induction heating technology. The ultimate goal of the power plant is to utilize it as a vocational training tool to teach young people of the community to become power plant technicians, a vocational option that has never been available in rural African communities until now. © 2012 IEEE.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:T; P:agricultural; P:economy; P:production; P:technician; P:technology; T:TVET; Z:agricultural waste; Z:economicdevelopment; Z:induction heating; Z:job creation; Z:power plant; Z:renewableenergy; Z:steam extraction; publicImportV1

Comparative pedagogies and epistemological diversity: social and materials contexts of teaching in Tanzania - Vavrus, Frances; Bartlett, Lesley (Comparative Education Review, 2012)

Low Cost Mobile Phones for Large Scale Teacher - Walsh, Christopher S; Shaheen, Robina; Power, Tom; Hedges, Claire; Kahtoon, Masuda; Mondol, Sikander (2012)
Education has the power to transform societies and contribute to social and economic development. In this paper we present the mobile technologies used for teacher professional development (TPD) and communicative language teaching in English in Action (EIA). The project aims to assist 25 million people access greater social and economic opportunities through English language teaching and TPD. EIA, in partnership with the Government of Bangladesh, will work with 80,000 teachers through a work-based programme of TPD using audio and visual resources on low cost mobile phones. With access to over 700 audio files aligned with the national textbook English for Today and professional development films that explain and then illustrate successful student-centred English teaching and learning, the project has already documented significant improvement in teachers’ and pupils’ English language competency. This paper provides an account of, and rationale for, the changes in the technologies used across two phases of the project, from the iPod Nano and Touch used in the pilot study with 690 teachers (2009-2010) to the low cost Nokia C1-01 mobile phone with a micro secure digital (SD) being used in upscaling to 12,500 teachers (2012-2014). We argue the low cost alphanumeric mobile phone with micro SD cards provides unprecedented opportunities to both deliver TPD and improve teachers’ and students’ communicative English language skills. The paper considers the unique suitability mobile phones present for resource constrained education systems in developing countries. Simultaneously we highlight the need for further application and research into the use of mobile technologies, not only for large-scale TPD projects, but for a diversity of international development projects and programmes which aim to achieve sustainable change at scale.

What professional development makes the most difference to teachers - Walter, C.; Briggs, J. (University of Oxford Department of Education, 2012)

Study on Key Issues and Policy Considerations in Promoting Lifelong Learning in Selected African Countries Ethiopia, Kenya, Namibia, Rwanda and Tanzania - Walters, Shirley; Yang, Jin; Roslander, Peter (2012)
Keywords: ⛔ No DOI found

iPadiCan: Trialling iPads to support primary and secondary students with disabilities - Watts, Liz; Brennan, Sharon; Phelps, Renata (Australian Educational Computing, 2012)
iPads have only been on the market since April 2010 but have rapidly gained great attention within educational communities. While their potential to support teaching and learning has been advocated by many, as yet little empirical research has been released on their application in primary and secondary classrooms. This paper reports on an action research study which investigated the possible role of iPads in supporting learning for students with disabilities. The project sought to document the practical steps required to implement iPads in classrooms, the applications which might be most educationally effective, together with the perceptions of students, teachers, parents and teaching assistants (TAs). The study provides evidence of the significant potential of the devices for children with a wide range of disabilities and, through a number of brief vignettes, demonstrates their capacity to support both learning and socialisation.
Keywords: ⛔ No DOI found

Public health interventions, barriers, and opportunities for improving maternal nutrition in Northeast Nigeria - Webb-Girard, Amy; Dzingina, Cynthia; Akogun, Oladele B; Mason, John B.; McFarland, Deborah A. (Food and Nutrition Bulletin, 2012)
Keywords: ⛔ No DOI found

The importance of play - Whitebread, David; Barilio, Marisol; Kuvalja, Martina; Verma, Mohini (Toy Industries of Europe, 2012)
Keywords: ⛔ No DOI found

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

Automated teller machines (ATMs) (per 100,000 adults) - Sierra Leone - World Bank (2012)

Using GIS and spatial modelling to support school network planning in Estonia - Roosaare, Jüri; Sepp, Edgar (2012)
A spatial decision support system based on geo-informatics and spatial modelling tools has been used to provide a reorganization plan of school networks, The study was undertaken in collaboration with the Ministry of Education and Research of Estonia
Keywords: _C:Austria AUT; _C:Estonia EST; _C:France FRA; _C:Germany DEU; _C:Portugal PRT; _C:Russian Federation RUS; _C:State of Palestine PSE; _C:United States USA; __C:filed:1; __C:scheme:1

Outcome Mapping: A Basic Introduction - in, Copyright © 2022 Research to Action All rights reserved Log (Research to Action, 2012)
Outcome mapping (OM) is a methodology for planning and assessing projects that aim to bring about ‘real’ and tangible change. It has been developed with...

Deploying an interactive machine learning system in an evidence-based practice center: Abstrackr - Wallace, B.C.; Small, K.; Brodley, C.E. (2012)

Participatory Research Methods: A Methodological Approach in Motion - Bergold, Jarg; Thomas, Stefan (Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 2012)
This article serves as an introduction to the FQS special issue "Participatory Qualitative Research." In recent years there has been a resurgence of interest in participatory research strategies. The articles in this special issue come from different disciplines. Against the background of concrete empirical research projects, they address numerous conceptual considerations and methodological approaches. After reading the contributions, and engaging with the authors' arguments, we were prompted to focus in particular on those areas in which further work needs to be done. They include, on the one hand, fundamental principles of participatory research, such as democratic-theory considerations, the concept of "safe space," participation issues, and ethical questions. And, on the other hand, we focus on practical research considerations regarding the role and tasks of the various participants; specific methodological approaches; and quality criteria—understood here in the sense of arguments justifying a participatory approach. Our aim is to stimulate a broad discussion that does not focus only on participatory research in the narrower sense. Because participatory methodology poses certain knowledge- and research-related questions in a radical way, it has the potential to draw attention to hitherto neglected areas in qualitative methodology and to stimulate their further development.URN: http://nbn-resolving.de/urn:nbn:de:0114-fqs1201302
Keywords: academic requirements; degrees of participation; ethical norms; focus group; interview; marginalization; participatory research methods; quality criteria; reflexivity; safe space; subjectivity

School Program of In-service Training for the Term (SPRINT) Programme in Zambia -A Case of Collaboration Towards Self-Reliant Education Development - Mubanga, Ruth (Japan Education Forum IX, 2012)

Improving adult learning and professional development in a post-conflict area: The case of Cambodia - Berkvens, Jan; Kalyanpur, Maya; Kuiper, Wilmad; Akker, Jan (International Journal of Educational Development, 2012)
All over the world, international development organizations try to increase professional capacity of local staff. These attempts are thought to fail because of financial constraints, but this is just part of the story. Professional development and adult learning theories approach learning from a western perspective, while many developing societies are organized according to non-western models. This article describes research conducted in the Cambodian Ministry of Education, focusing on how adult learning theory could be applied in order to improve learning and support transfer. When local experience and the cultural influence on learning are acknowledged, learning outcomes are found to improve.Highlights► Professional development activities should be adapted to local culture. ► Extra attention should be paid to creating trust and a safe learning environment. ► Acknowledging local expertise increases ownership and professionalism. ► Time is a crucial factor for understanding the influence of local culture on adult learning. ► Staff motivation and support of superiors are key factors in successful professional learning.
Keywords: _C:Cambodia KHM; _C:Ghana GHA; _C:Laos LAO; _C:Netherlands NLD; _C:Thailand THA; _C:United States USA; _C:Viet Nam VNM; __C:filed:1; __C:scheme:1

OER Adaptation and Reuse across cultural contexts in Sub Saharan Africa: Lessons from TESSA (Teacher Education in Sub Saharan Africa) - Wolfenden, Freda; Buckler, Alison Sarah Hemmings; Keraro, Fred (Journal of Interactive Media in Education, 2012)

Can cost-effectiveness analysis integrate concerns for equity? Systematic review - Johri, Mira; Norheim, Ole Frithjof (International Journal of Technology Assessment in Health Care, 2012)
Objectives: The aim of this study was to promote approaches to health technology assessment (HTA) that are both evidence-based and values-based. We conducted a systematic review of published studies describing formal methods to consider equity in the context of cost-effectiveness analysis (CEA).Methods: Candidate studies were identified through an unrestricted search of the Pub Med and EMBASE databases. The search closed on January 20, 2011. We identified additional studies by consulting experts and checking article bibliographies. Two authors independently reviewed each candidate study to determine inclusion and extracted data from studies retained for review. In addition to documenting methods, data extraction identified implicit and explicit notions of fairness. Data were synthesized in narrative form. Study quality was not assessed.Results: Of the 695 candidate articles, 51 were retained for review. We identified three broad methods to facilitate quantitative consideration of equity concerns in economic evaluation: integration of distributional concerns through equity weights and social welfare functions, exploration of the opportunity costs of alternative policy options through mathematical programming, and multi-criteria decision analysis.Conclusions: Several viable techniques to integrate equity concerns within CEA now exist, ranging from descriptive approaches to the quantitative methods studied in this review. Two obstacles at the normative level have impeded their use in decision making to date: the multiplicity of concepts and values discussed under the rubric of equity, and the lack of a widely accepted normative source on which to ground controversial value choices. Clarification of equity concepts and attention to procedural fairness may strengthen use of these techniques in HTA decision making.
Keywords: Cost-benefit analysis; Health care; Quality-adjusted life-years; Resource allocation; equity; health priorities; rationing

Determining the feasibility of an e-portfolio application in a distance education teaching practice course - Kecik, Ilknur; Aydin, Belgin; Sakar, Nurhan; Dikdere, Mine; Aydin, Sinan; Yuksel, Ilknur; Caner, Mustafa (International Review of Research in Open and Distance Learning, 2012)
[...]teacher education programs have begun embracing various web-based distance learning models to allow teachers to pursue additional education and professional growth experiences (Frey, 2008; Aldridge, Fraser, & Ntuli, 2009; Ludlow & Brannan, 1999; Beattie, Spooner, Jordan, Algozzine, & Spooner, 2002). [...]e-portfolios enable students' personal and professional growth and lifelong learning in distance education (Genç-Kumtepe, 2009; Lin, 2008; Frey, 2008).
Keywords: Collaboration; Cooperating teachers; Distance education; Distance learning; Education--Adult Education; Feedback; Independent study; Interactive learning; Supervisors; Teacher education; Teaching; __:import:01; __:match:final; __:matched; __:study_id:2096507; __finaldtb; adult learning; interactive learning environments; teaching practice

How Constructivist-Based Teaching Influences Students Learning Science - Seimears, C. Matt; Graves, Emily; Schroyer, M. Gail; Staver, John (The Educational Forum, 2012)
The purpose of this article is to provide details about the beneficial processes the constructivist pedagogy has in the area of teaching science. No Child Left Behind could possibly cause detrimental effects to the science classroom and the constructivist teacher, so this essay tells how constructivist-based teaching influences students and their learning of science.
Keywords: curriculum and instruction; elementary education; science education

Creating learning without limits - Swann (Open University Press, 2012)
"'Creating Learning without Limits' takes on one of the most important issues in education today. In the last decade schools in England have taken a path towards putting all children into boxes, attaching a level to their heads and deciding what they are capable of achieving. This book shows the possibility of a different educational path, one in which all students are encouraged to achieve the greatest they can. Importantly the book also documents ways in which courageous teachers can do this - promoting fair and engaging learning environments for all students. This is a must-read for educators, policy makers and parents alike."Jo Boaler, Professor of Mathematics Education, Stanford University, California. Formerly a teacher and researcher at the Universities of London and Sussex."This will undoubtedly turn out to be amongst the most important educational books of the decade. Our capacity to respond, both individually and collectively, to its key insights and messages will profoundly affect not just the quality of our schools, but of our society for years to come. Engagingly and eloquently written, it exposes the intellectual bankruptcy and human destructiveness of widely held concepts of 'ability' and offers a richly textured, practical account of how one school moved from 'failure' to OfSTED 'outstanding' by committing itself to the practicability of a morally inspiring, educationally convincing alternative.If you want to know why 'the standards agenda' must inevitably fail and what we might do instead, read this book."Professor Michael Fielding, Institute of Education, University of London, UK"This is an inspiring and reviving book. It reminds us why people come into education - to make a difference for children. To make a deep difference we have to organize education differently. It describes a school that vibrates with learning in an atmosphere of deep humanity and care. Its practices are light years away from the measuring, labelling, targeting, and testing structures that have become our recent national norm. The school as a whole community transforms people."Anne Watson, Professor of Mathematics Education, University of Oxford, UK"This book provides a grounded demonstration of the importance of educational principles, the most important of which is the understanding that each child's potential for learning is limitless. The authors describe new school and classroom practices through which learning can be transformed. Their argument has influenced government thinking on the review of the National Curriculum in England. I urge you to let it influence your thinking too!"Professor Andrew Pollard, Institute of Education, University of London, UK"This is a brilliant study of a small and very successful primary school in Hertfordshire where the teachers have rejected ideas of fixed innate ability and believe instead in the limitless potential of all young people. At a time when the Ofsted inspection process employs dubious and limited notions of 'standards' and 'achievement', it would be good to think that there could be many more schools like this one showing the way towards a new and liberating view of human development. The book deserves a really wide readership."Professor Clyde Chitty, Institute of Education, University of London, UK"This book is slim in size but hefty in significance. It tells the story of a school driven by ambition, hope and the self-confidence that comes from a profound faith in the capacity of every child to be a passionate and engaged learner. This in the face of powerful and societally dominant messages that explicitly or more insidiously tell a different and more deterministic tale: that children (and schools) are fit and proper subjects for classification, measurement and management. And there's more - the careful scholarship on which this story is based prevents this book from being merely a description of what happens when a unique constellation of propitious circumstances meets a charismatic leader: this 'other way' is open to all who will take it - but it will demand the laying of solid and value-rich foundations, the exercising of autonomy for staff and pupils, the rethinking of relationships, a focus on learning (letting performance come as a secondary gift), and the taking of collective action. It's become a cliché to say of a book that it 'Should be read by every teacher (or parent, or whoever ...).' This one, and its predecessor 'Learning without Limits' merits that injunction." Barry Hymer, Professor of Psychology in Education, Education Faculty, University of Cumbria, UK"'Creating Learning without Limits' provides a welcome tonic that can help to offset the beleaguering effects of a performativity and standards agenda that reinforces the ability based practices so pervasive in schools today. Building on the compelling pedagogy first presented in 'Learning without Limits', this inspiring book shows how an alternative school improvement agenda can produce high academic attainment and enhanced capacity to learn for everybody. A classic for our time, it should be read by all who seek approaches to teaching and learning that are free from externally imposed views of ability and potential.”Professor Lani Florian, School of Education, University of Aberdeen, UK"If you share the convictions of the authors: 'That human potential is not predictable, that children's futures are unknowable, and that education has the power to enhance the lives of all', read the book! You will however need to proceed with caution; it will make some ofyou reflect on what you do and why you are doing it. This book could be the catalyst for the educational change that we are all praying for."Julie Lilly, Head Teacher, UKThis book tells the story of how one primary school community worked to build a learning environment that is inclusive, humane and enabling for everybody, a place free from the damaging effects of fixed ability thinking and practices. Drawing on compelling accounts of everyday life in the school, it describes how, in just a few years, the school (once in special measures) grew into a thriving community, with distinctive views of learning, curriculum and pedagogy, monitoring and accountability that found expression in every aspect of school life. The work of the school community was guided by the findings of a previous project, 'Learning without Limits' (Hart, Dixon, Drummond and McIntyre 2004), an empirical study of the classroom practice of individual teachers who had rejected the concept of fixed ability. 'Creating Learning without Limits' explores what becomes possible when the same ideas and principles are used creatively to guide and inspire whole school improvement. This book is not simply a celebration of the success of the school; it engages with the struggles and difficulties encountered by the staff as they set about learning to reshape pedagogy and curriculum by reference to their shared values of inclusion, social justice and human educability. It gives a detailed analysis of how the headteacher harnessed the power of collective action. The insights generated by this study have enduring relevance and applicability to people in other contexts - for staff groups craving for more equitable school improvement; for individual teachers wondering how best to foster children's learning capacity; for school leaders and teacher educators who find their values increasingly compromised.

Im globalen Hamsterrad: Am Nutzen von zirkulärer Migration sind Zweifel angebracht - Rother, Stefan (Welt-Sichten: Magazin für globale Entwicklung und ökumenische Zusammenarbeit, 2012)
Keywords: ⛔ No DOI found

Realist synthesis: illustrating the method for implementation research - Rycroft-Malone, Jo; McCormack, Brendan; Hutchinson, Alison M.; DeCorby, Kara; Bucknall, Tracey K.; Kent, Bridie; Schultz, Alyce; Snelgrove-Clarke, Erna; Stetler, Cheryl B.; Titler, Marita; Wallin, Lars; Wilson, Val (Implementation Science, 2012)
Realist synthesis is an increasingly popular approach to the review and synthesis of evidence, which focuses on understanding the mechanisms by which an intervention works (or not). There are few published examples of realist synthesis. This paper therefore fills a gap by describing, in detail, the process used for a realist review and synthesis to answer the question ‘what interventions and strategies are effective in enabling evidence-informed healthcare?’ The strengths and challenges of conducting realist review are also considered.
Keywords: Change Agency; Data Extraction Form; Knowledge Translation; Knowledge Utilisation; Programme Theory

Assessing pre-service English language teachers' learning using e-portfolios: benefits, challenges and competencies gained - Kabilan, Muhammad Kamarul; Khan, Mahbub Ahsan (Computers & Education, 2012)
Assessment in learning is always of interest to practitioners, academics and researchers, and is always evolving with new implications. Alternative forms of assessment such as e-portfolios have gained recognition in documenting students' learning, as it is synchronous with both product and process. Vast amount of literature narrates the relative advantages of e-portfolios across disciplines, institutions, and applications. In Malaysia, such alternative assessment practices are less explored so far in teacher education. In this study, 55 pre-service TESOL teachers from Universiti Sains Malaysia (USM) are required to create and maintain a personal e-portfolio. The aim of the study is to ascertain the future teachers' practices with e-portfolios in their learning and to determine if these practices lead to teaching competencies. In addition, the study also aims to identify the benefits and challenges of using an e-portfolio as a tool for learning and self-assessment. Findings indicate that participants are appreciative of e-portfolios, as their performance and achievements are traced over time. It is also found that e-portfolios function as a monitoring tool, which helps the teachers recognize their learning and identify their strengths and weaknesses. Challenges are also noted, which include validity and reliability, interrupted Internet connection, negative attitudes participants, time constraints, workload and ethical issues. In terms of teacher competencies, it is found that six competencies emerge from the teachers' practices of e-portfolios--(1) developing understanding of an effective teacher's role; (2) developing teaching approaches/activities; (3) improving linguistic abilities; (4) comprehending content knowledge; (5) gaining ICT skills and; (6) the realization of the need to change mindsets. (Contains 2 tables and 1 figure.)
Keywords: Academic Achievement; Alternative Assessment; ERIC, Current Index to Journals in Education (CIJE); Electronic Publishing; English (Second Language); Ethics; Evaluation; Faculty Workload; Foreign Countries; Higher Education; Information Technology; Internet; Language Teachers; Malaysia; Negative Attitudes; Portfolios (Background Materials); Preservice Teachers; Reliability; Teacher Competencies; Teacher Education; Teaching Methods; Validity; __:import:01; __:match:final; __:matched; __:study_id:2097613; __finaldtb

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

Who gets what? Is improved access to basic education pro-poor in Sub-Saharan Africa? - Lewin, Keith M.; Sabates, Ricardo (International Journal of Educational Development, 2012)
This paper explores changing patterns of access to basic education in six Sub-Saharan Africa countries using data from Demographic and Health Surveys at two points in time. In general the analysis confirms that participation of children in schooling has increased over the last decade. However, access to education remains strongly associated with household wealth. In most countries the differences associated with urban and rural residence and sex are smaller than those associated with household wealth. Over time the wealth gradient related to access has deteriorated more often than it has improved in the countries in the sample. Disturbingly, the proportion of over age children has also risen rather than fallen more often than not, and the poorer the household the more likely children are to be over age. Increased numbers of over age children are indicative of internal inefficiencies, and make it unlikely that goals to universalise access and completion will be achieved. Education for All should be pro-poor and where it is not, it is failing.
Keywords: Basic education; Educational access; Inequality; Over age; Participation; Sub-Saharan Africa; Wealth

Students’ Learning Processes during School-Based Learning and Workplace Learning in Vocational Education: A Review - Schaap, Harmen; Baartman, Liesbeth; Bruijn, Elly de (Vocations and Learning, 2012)
Learning in vocational schools and workplaces are the two main components of vocational education. Students have to develop professional competences by building meaningful relations between knowledge, skills and attitudes. There are, however, some major concerns about the combination of learning in these two learning environments, since vocational schools are primarily based on the rationales of learning and theory, while workplaces are based on the rationales of working and practice. This study therefore aims to structure empirical insights into students’ learning processes during the combination of school-based learning and workplace learning in vocational education. A review-study has been conducted in which ultimately 24 articles were analyzed thoroughly. The review shows that students’ learning processes in vocational schools and workplaces are related to six main themes: students’ expertise development, students’ learning styles, students’ integration of knowledge acquired in school and workplace, processes of knowledge development, students’ motivations for learning and students’ professional identity development. Our results show that students are novices who use specific and different learning styles and learning activities in vocational schools and workplaces. It is concluded that the enhancement of students’ learning processes needs to be adaptive and differentiated in nature. Recommendations for further research are elaborated and suggestions for the enhancement of students’ learning processes are discussed using insights from hybrid learning environments and boundary crossing via boundary objects.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; CLL:en; publicImportV1

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

Water and Sanitation in Schools: A Systematic Review of the Health and Educational Outcomes - Jasper, Christian; Le, Thanh-Tam; Bartram, Jamie (International Journal of Environmental Research and Public Health, 2012)

A systematic literature review of empirical evidence on computer games and serious games - Connolly, Thomas M.; Boyle, Elizabeth A.; MacArthur, Ewan; Hainey, Thomas; Boyle, James M. (Computers & Education, 2012)
Keywords: Final_citation; cited; existing

How to do a good systematic review of effects in international development: a tool kit - Waddington, Hugh; White, Howard; Snilstveit, Birte; Hombrados, Jorge Garcia; Vojtkova, Martina; Davies, Philip; Bhavsar, Ami; Eyers, John; Koehlmoos, Tracey Perez; Petticrew, Mark; Valentine, Jeffrey C.; Tugwell, Peter (Journal of Development Effectiveness, 2012)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; 3ie; DL4D cited; THEME: Education management; ___working_potential_duplicate; publicImportV1

Vocational education and training for development: A policy in need of a theory? - McGrath, Simon (International Journal of Educational Development, 2012)
The current decade has seen a significant return of interest in vocational education and training (VET) amongst the international policy community. This rise in policy and programmatic interest in VET's role in development, however, stands in contrast to the state of the academic debate. Whilst there have continued to be both policy and academic developments in VET in OECD countries; in the South there has been a paucity of VET research and little in the way of theoretical exploration. Rather, the academic orthodoxy in the international education and development field is dismissive of VET's possible contribution. Given the return of the policy interest in VET for development, and the possibilities of a broader vision of education–development relations beyond 2015, when the MDGs end, it is time to revisit the role of VET in development from an explicitly theoretical stance. In this article, I argue that the current approach to VET is grounded in an outmoded model of development, whilst the academic critique of VET in developing countries is clearly long outdated. In contrast, I examine the implications for VET of recent trends in thinking about development through the exploration of three particular theoretical approaches: human rights, capabilities and integrated human development. I conclude by considering the purposes, natures and possibilities of VET as a means of human development.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:Q; CT:T; Development theory; F:learning; F:policy; Human development; Q:distance learning; Q:mobile learning; T:Educação profissionalizante; T:TVET; Vocational education and development; publicImportV1

What do we know about indoor air quality in school classrooms? A critical review of the literature - Chatzidiakou, Lia; Mumovic, Dejan; Summerfield, Alex James (Intelligent Buildings International, 2012)
The increasing interest in indoor environmental quality of educational buildings has been underpinned by the rising incidence of asthma and respiratory disease among children, who spend a substantial amount of their lives on the school premises. The susceptibility of children to respiratory disease compared with adults has led to the formulation of regulatory frameworks for the school environment, which specifies maximum CO2 concentrations and minimum airflow rates. This article reviews the evidence that school buildings provide a healthy and satisfactory indoor environment for the occupants. It summarized air pollution levels reported from indoor air quality (IAQ) monitoring surveys and evidence linking school exposure with health responses from the occupants. In addition, environmental and behavioural factors affecting pollution levels in school buildings were examined. The analysis has highlighted the degraded IAQ in some schools that often exceed WHO guidelines, while health impacts of school exposure were reported for concentrations below current guidelines.
Keywords: _z:class:countries; _z:class:themes; allergens; bacteria; carbon dioxide (CO2); fungi; health impacts; nitrogen dioxide (NO2); oa:keyword:indoor air quality; oa:topic:T10190 Health Effects of Air Pollution; oa:topic:T11002 Indoor Air Quality and Health Effects; oa:topic:T11692 Effects of Noise Pollution on Health and Well-being; openalex:n:1; openalex:yes; ozone (O3); particulate matter (PM); schools; ventilation rates; volatile organic compounds (VOCs)

Benchmarking the digital divide using a multi-level outranking framework: Evidence from EBRD countries of operation - Petrović, Marijana; Bojković, Nataša; Anić, Ivan; Petrović, Dalibor (Government Information Quarterly, 2012)
The paper proposes an innovative procedure for benchmarking the digital divide. The study demonstrates the potential of an outranking approach as an alternative to the commonly used ranking models based on Composite Indices (CIs). To fulfill the objectives of the benchmarking process, an ELECTRE-based (ELimination Et Choix Traduisant la REalité; Elimination and Choice Corresponding to Reality) multi-level outranking (ELECTRE MLO) method is developed. The proposed approach improves on previous methods of benchmarking the digital divide in two ways: by classifying countries into hierarchical levels of performance and by identifying corresponding benchmarks for less successful ones. The method is applied to 29 EBRD (European Bank for Reconstruction and Development) countries of operation. The results are visualized in the form of a relation tree, thus providing clear insights for policy-makers regarding how countries stand relative to each other.
Keywords: Benchmarking; Digital divide; EBRD countries; ELECTRE; Multi-level outranking

ICT for education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools - Rodríguez, Patricio; Nussbaum, Miguel; Dombrovskaia, Lioubov (Technology, Pedagogy and Education, 2012)
Currently, the use of information and communication technologies (ICT) in education does not conclusively demonstrate significant effects on learning. However, not all ICT usage models are designed to affect student outcomes. Therefore, to accurately study the impact of ICT, the concept of an educational programme supported by ICT must first be defined. The authors propose the ICT for Education (ICT4E) programme, an evidence-based framework to determine a model’s ability to produce improvements before having to evaluate its results. The framework has four components: implementation, intervention, transference and total cost. Based on an explicit definition of the outcomes pursued by a given programme, this framework supports the design of its activities to promote sustainable changes in pedagogical practices in schools and calculate the programme’s total cost. The authors illustrate this with a programme implemented in six countries. In Chile, the ICT4E programme forms part of the policy for educational technology, evaluating the effectiveness and scalability of such initiatives.
Keywords: ICT effects; ICT integration; pedagogic model; scalability; sustainability; technology-enhanced learning

Nature and type of government and NGO interventions in curbing unemployment and underemployment of urban youth in Kenya - Simiyu, John; Sambu, Lenah (Journal of Emerging Trends in Educational Research and Policy Studies, 2012)
This paper examines nature and type of Government and NGO interventions in curbing youth unemployment and underemployment based on a study of the youth in Nairobi and Kisumu cities in Kenya. The study was descriptive in nature with a stratified sample from a population comprising respondents selected from slums of two major cities in Kenya where youth unemployment is rampant: Kibera slums in Nairobi and Manyatta slums in Kisumu. Questionnaires and interviews were the main research instruments used to gather data from the field for analysis. The sample size was determined by the number of registered youth groups in the slums. Data was analyzed by using descriptive statistics. Youth unemployment and underemployment is a crucial concern throughout the developing world, but it is a particularly acute problem in Africa where young people comprise a large proportion of the economically active population. Suffice to say, youth unemployment is highly dependent on the overall status of the economy. Economic activity, measured by GDP growth is probably the single factorthat most influences the chances of young people finding a job. In order to find a decent job in a globalized world, young people need to develop a range of skills and knowledge that are typically gained through formal education and training. African governments are implementing various policies and schemes to promote employment opportunities for young people, including skills training and entrepreneurship funds. Even if properly designed, however, the implementation of these interventions is constrained by cost and the lack of capacity among governments to evaluate the impact of policies. The study is useful to scholars and employment institutions in supplementing efforts by NGOs and the Government in dealing with the impact of youth unemployment and underemployment.
Keywords: ⛔ No DOI found

The Impact of Digital Technology on Learning: A Summary for the Education Endowment Foundation. Full Report - Higgins, Steven; Xiao, ZhiMin; Katsipataki, Maria (Education Endowment Foundation, 2012)
The aim of this review is to present a synthesis of the evidence from meta-analysis about the impact of the use of digital technology in schools on children's attainment, or more widely the impact of digital technology on academic achievement. It is divided up into three main sections. The first sets out an overview of the wider research into the impact of technology on learning to set the context and the rationale for the value of this information. The next section reviews the evidence from meta-analysis and other quantitative syntheses of research into the impact of digital technology. A further section looks at trends in the use of digital technology and learning in the UK and internationally, to provide further context for the recommendations which follow. The purpose of this review is to identify implications for future investment in the use of digital technology for learning in schools. Digital technologies are now embedded in society. Focus has shifted from whether or not to use them in teaching and learning, to understanding which technologies can be used for what specific educational purposes and then to investigate how best they can be used and embedded across the range of educational contexts in schools.
Keywords: Academic Achievement; Educational Research; Educational Trends; Foreign Countries; Global Approach; Influence of Technology; Meta Analysis; Technology Uses in Education

A Skills Gap Analysis for Private Sector Development in Sierra Leone 2012 Economic Sector Work - Mannah, Emmanuel; Ngadi Gibril, Yvonne (2012)
Keywords: _C:Sierra Leone SLE

An investigation of mobile learning readiness in higher education based on the theory of planned behavior - Cheon, Jongpil; Lee, Sangno; Crooks, Steven M.; Song, Jaeki (Computers & Education, 2012)
This study investigated the current state of college students' perceptions toward mobile learning in higher education. Mobile learning is a new form of learning utilizing the unique capabilities of mobile devices. Although mobile devices are ubiquitous on college campuses, student readiness for mobile learning has yet to be fully explored in the United States. The paper describes a conceptual model, based on the theory of planned behavior (TPB), which explains how college students' beliefs influence their intention to adopt mobile devices in their coursework. Structural equation modeling was used to analyze self-report data from 177 college students. The findings showed that the TPB explained college students' acceptance of m-learning reasonably well. More specifically, attitude, subjective norm, and behavioral control positively influenced their intention to adopt mobile learning. The results provide valuable implications for ways to increase college students' acceptance of mobile learning.
Keywords: Higher education; Mobile learning; m-learning; m-learning adoption

Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms - Harris, Christopher J.; Phillips, Rachel S.; Penuel, William R. (Journal of Science Teacher Education, 2012)
Project-based learning seeks to engage students through sustained investigation of real-world problems or design challenges. Weekly mini-surveys were administered to students during an 8-week project-based learning unit to understand students’ perceptions of alignment of lessons to the overall challenge and usefulness of knowledge gained, their affective responses to lessons, and how these varied across lesson types and teachers. Results from a multilevel model revealed significant teacher level variance; no differences across lesson types were found.

A case study of using an online community of practice for teachers' professional development at a secondary school in China - Wang, Qiyun; Lu, Zhiping (Learning, Media and Technology, 2012)
In this case study, an online community was designed at a secondary school in China for the teachers to prepare their lessons collectively, reflect on their teaching practices, collect comments from peers, and share resources. A survey was administered to the teachers to investigate their perceptions on the online community for their professional development. Two hundred and eighty-three teachers responded to the survey and eight teachers were further interviewed by email. The result showed that most teachers liked using the online community as they could gain subject knowledge and could obtain support from peers, share experiences and get feedback, and exchange resources. Also, online entries confirmed that transformational changes in teaching pedagogy and students' learning activities occurred along the time. However, certain teachers did not participate in the online community frequently. This paper describes the context of the case study, design dimensions of the online community, teachers' positive perceptions on using the online community, and transformational changes. Also, strategies for promoting effective use of the online community are discussed and follow-up studies to address the challenges involved in this study are proposed. [PUBLICATION ABSTRACT]
Keywords: Case Studies; China; Communities of Practice; Distance Education; ERIC, Current Index to Journals in Education (CIJE); Education--Teaching Methods And Curriculum; Educational Practices; Electronic Learning; Electronic Mail; Foreign Countries; Interviews; Learning; Lesson Plans; Mail Surveys; Online instruction; Participant Satisfaction; Pedagogy; Polls & surveys; Professional Development; Professional development; Secondary Education; Secondary School Teachers; Secondary school teachers; Teacher Surveys; Teaching Methods; Technology Uses in Education; Transformative Learning; __:import:01; __:match:final; __:matched; __:study_id:2096477; __finaldtb

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

Kenya Institute of Curriculum Development Act (2013)

Sierra Leone: education country status report; an analysis for further improving the quality, equity and efficiency of the education system in Sierra Leone; 2013 (2013)
Keywords: _C:Sierra Leone SLE

Technical and Vocational Education and Training Act (2013)

Technical and Vocational Education and Training Act n°29 (2013)

Systematic reviews: Work that needs to be done and not to be done - Adams, Clive E; Polzmacher, Stefanie; Wolff, Annabelle (Journal of Evidence-Based Medicine, 2013)
Systematic reviews are researches requiring great attention to detail. They may well necessitate considerable investment of effort to ensure relevant data are identified, extracted, synthesized, written up and disseminated. These tasks have already been greatly refined and, in some cases, simplified, by machines. The last two decades have seen remarkable progress in machine-assisted production of reviews – the next two should see much more.
Keywords: _Added-ailr-2024; medical Informatics; systematic reviews; unified medical language system

Lessons learnt from informal apprenticeship initiatives in Southern and Eastern Africa - Aggarwal, A (2013)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:eastern Africa; C:Malawi; C:Tanzania; C:Zambia; C:Zimbabwe; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; HDR25; T:Lehrlingsausbildung; publicImportV1; ⛔ No DOI found

'Metamorphing Barriers: The bowdlerization of the Nigerian wall.' - Ajadi, S.B. (2013)
Keywords: ⛔ No DOI found

'The Good and the Bad', Off the coast international poetry journal - Ajadi, S.B. (Resolute Bear Press, 2013)

Apprenticeship in a Globalised World: Premises, Promises and Pitfalls - Akoojee, Salim (LIT Verlag Münster, 2013)
In April 2013, the International Network on Innovative Apprenticeship (INAP) hosted its fifth international conference in Johannesburg, South Africa, in co-operation with the International Labor Organization (ILO), bringing together researchers, policy makers, and practitioners from 34 nations. The title of the conference - "Apprenticeship in a Globalized World: Premises, Promises and Pitfalls" - points out the need for apprenticeship to deliver on its promise of workplace skills and for it to develop and change as world economies develop. An international exchange of ideas among researchers from all over the world is necessary to identify cases of good practice and facilitate the transfer of knowledge and innovation, also within the frame of informal apprenticeships. This book, a summary of the papers presented and discussed at the Johannesburg conference, is split up equally into five key topics: Introducing Apprenticeship: Backgrounds, Changes, and Difficulties * Enabling Learning Opportunities in Workplaces and Informal Contexts * Competence Assessment and Development * Managing Transitions from VET into the World of Work * Curriculum Design, Apprenticeships, and National Qualification Frameworks. (Series: Bildung und Arbeitswelt - Vol. 27)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; Education / Professional Development; publicImportV1

(untitled) - Amarante (2013)
Keywords: auto_merged

Teenage School Attendance and Cash Transfers: An Impact Evaluation of PANES - Amarante, Verónica; Ferrando, Mery; Vigorito, Andrea (Economía, 2013)
Keywords: ⛔ No DOI found

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

Brainwash: a data system for feature engineering - Anderson, M.R.; Antenucci, D.; Bittorf, V. (2013)
Keywords: ⛔ No DOI found

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