Interactive Learning and Teaching (iACT): Zonal In-Service Coordinators Facilitation Guide - Roger Federer Founation (2016)

Oracy and Literacy in the Making: Collaborative Talk and Writing in Grade 6 Mexican Classrooms - Rojas-Drummond, Sylvia; María, Márquez Ana; Riikka, Hofmann; Fiona, Maine; Luisa, Rubio Ana; José, Hernández; Kissy, Guzmán (Open Spaces for Interactions and Learning Diversities, 2016)
Keywords: __C:filed:1

6. ORACY AND LITERACY IN THE MAKING - ROJAS-DRUMMOND, SYLVIA; MÁRQUEZ, ANA MARÍA; HOFMANN, RIIKKA; MAINE, FIONA; RUBIO, ANA LUISA; HERNÁNDEZ, JOSÉ; GUZMÁN, KISSY (Open Spaces for Interactions and Learning Diversities, 2016)
Keywords: __C:filed:1

Artificial Intelligence: A Modern Approach - Russell, SJ; Norvig, P (Pearson Education Limited, 2016)

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

A continuum of teachers'e-learning practices - Sadeck, Osman (Academic Conferences International Limited, 2016)
Keywords: _C:South Africa ZAF; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Human Resources for Health Challenges in Nigeria and Nurse Migration - Salami, Bukola; Dada, Foluke O.; Adelakun, Folake E. (Policy, Politics, and Nursing Practice, 2016)
© 2016, © The Author(s) 2016. The emigration of sub-Saharan African health professionals to developed Western nations is an aspect of increasing global mobility. This article focuses on the human resources for health challenges in Nigeria and the emigration of nurses from Nigeria as the country faces mounting human resources for health challenges. Human resources for health issues in Nigeria contribute to poor population health in the country, alongside threats from terrorism, infectious disease outbreaks, and political corruption. Health inequities within Nigeria mirror the geographical disparities in human resources for health distribution and are worsened by the emigration of Nigerian nurses to developed countries such as the United States and the United Kingdom. Nigerian nurses are motivated to emigrate to work in healthier work environments, improve their economic prospects, and advance their careers. Like other migrant African nurses, they experience barriers to integration, including racism and discrimination, in receiving countries. We explore the factors and processes that shape this migration. Given the forces of globalization, source countries and destination countries must implement policies to more responsibly manage migration of nurses. This can be done by implementing measures to retain nurses, promote the return migration of expatriate nurses, and ensure the integration of migrant nurses upon arrival in destination countries.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; C:Nigeria; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:policy; P:economy; P:environment; P:health; P:health professionals; P:nurse; T:career; T:trainee; Z:foreign-trained nurses; Z:human resources for health; Z:immigrant nurses; Z:internationally educated nurses; Z:migration; publicImportV1

Teacher governance reforms and social cohesion in South Africa: from intention to reality - Salmon, Thomas; Sayed, Yusuf (Education as Change, 2016)
Keywords: _C:Netherlands NLD; _C:Rwanda RWA; _C:South Africa ZAF; _C:South Sudan SSD; _C:Sudan SDN; __C:filed:1; __C:scheme:1

Factors affecting youth entrepreneurship development within Kibera, Kenya: The perspective of entrepreneurship education - Sambo, Wise (Problems and Perspectives in Management, 2016)
© Wise Sambo, 2016. All over the world there has been an increased interest in entrepreneurship education and the society in general. Kenya was among the first countries in Africa to introduce aspects of entrepreneurship education in its education and training systems. Entrepreneurship and business creation are a growing alternative for young people in different economies whose age group often faces a labor market with double digit unemployment rates. This study seeks to investigate and report on the factors affecting youth entrepreneurship development with specific reference to entrepreneurship education in Kibera, a district of Kenya. Two objectives are identified, namely (i) to determine the government's provision and access to the entrepreneurship education and training among the Kenyan youth, and (ii) to determine whether there is a relationship between the level of education, training and development of youth entrepreneurship. A sample of three hundred entrepreneurs (aged 18-35) within the Kibera district in Kenya is drawn to participate in this study. Structured survey questionnaires are used to collect primary data from business owners in the Kibera district. Findings revealed a strong positive correlation between the provision of entrepreneurship education and development of youth entrepreneurship and the level of education has a very weak positive correlation to youth entrepreneurship development. This study concludes with recommendations on how youth entrepreneurship can be improved in Kibera and the rest of Kenya. A total of 300 questionnaires were administered via emails with a total response rate of 83.3% (250) returned for analysis.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:access; P:economy; R:questionnaire; R:survey; T:Training; T:entrepreneurship education; Z:Entrepreneurship education; Z:Kibera; Z:Unemployment; Z:Youth entrepreneurship; publicImportV1; ❓ Multiple DOI

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

Context-driven entrepreneurial education in vocational schools - Sandirasegarane, S; Sutermaster, S; Gill, A (International Journal for Research in Vocational Education and Training, 2016)
Vocational Education and Training (VET) is offered throughout the world to students of various educational backgrounds and career aspirations in an effort to create a skilled workforce. The structure of VET varies greatly across different fields and countries with high-growth, low-growth, and transitional economies. However, a common critique of many vocational institutions is that they focus on skills training without addressing related business systems. Thus, students may not understand the business strategies related to their field, which stifles job readiness and entrepreneurial potential. To counter this, a more context-driven and integrated entrepreneurial approach is proposed for VET. Benefits, disadvantages, and exemplars of various types of vocational and entrepreneurial programs are evaluated to determine how their strengths might be leveraged. Such integrated entrepreneurial and vocational training would more suitably address context-specific market needs via both practical and transferrable skills, thus helping to reduce unemployment, particularly among youth in sub-Saharan Africa.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Botswana; C:Guinea; C:Kenya; C:Mozambique; C:South Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:achievement; T:Lehrlingsausbildung; T:TVET; T:dual TVET; T:vocational school; _C:Uganda UGA; publicImportV1

Mobile learning bridging the gap in agricultural extension service delivery: Experiences from Sokoine University of Agriculture, Tanzania - Sanga, C; Mlozi, M; Haug, R; Tumbo, S (International Journal of Education and Development using Information and Communication Technology, 2016)
The ubiquitous nature of mobile phones offers a noble environment where farmers can learn informally anywhere, anytime and at any location. This is an innovative way to address some of the weakness of conventional agricultural extension service. Few empirical studies have reported on the development of mobile phone application to support blended learning for smallholder farming communities in developing countries. This study adopted a participatory action research method to develop innovative communication pathways in dissemination of agricultural information, agricultural knowledge and proven agricultural technologies from either extension agents or agricultural research centres or universities to farmers. The respondents who tested the system were selected random from 19 villages in Kilosa District, Tanzania. The developed systems support blended learning using mobile learning (m-learning) and electronic learning (e-learning). The findings from this study show that the systems can provide innovative mobile agricultural extension service to more than 380 smallholder farmers via web- and mobile-phone-based farmers’ advisory information systems.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Tanzania; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:agricultural; P:agriculture; P:economy; P:services; Q:ICT; Q:mobile learning; T:Training; T:continuing education; publicImportV1; ⛔ No DOI found

Psychological Framework for Quality Technical and Vocational Education and Training in the Twenty-First Century - Sarfo, FK (Learning, Design, and Technology, 2016)
To cope with the rapid changes in the real world of work and to prepare the workforce to enter the twenty-first century, there is a paradigm shift in the modern Technical and Vocational Education and Training (TVET) toward competency-based training (CBT) or vocational pedagogy. However, there is the lack of literature/research in TVET education that reveals the fundamental understanding and roles of contemporary learning theories in instructional psychology for creating successful competency-based learning environments for quality TVET teaching and learning. To contribute to the solution, this paper argues that there are significant relationships between (1) knowledge and skills and their associated learning processes required of modern TVET and (2) learning outcomes and their associated learning processes of the contemporary learning theories. In accordance with this assertion, an integrated learning theories for quality TVET education is proposed. The logic is that, supported by consistent empirical evidence as discussed in this paper, the conditions and instructional methods of the learning theories could be successfully used to design powerful competency-based learning environments to promote the development of technical and vocational expertise in TVET teaching and learning for the twenty-first century.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:T; T:TVET; T:Training; _C:Ghana GHA; publicImportV1

Modernisation Of Vocational Education And Training – The International Consultancy Adopted By BIBB - Schwarz, Michael; Janssen, Bettina; Cáceres-Reebs, Diana; Medrikat, Ilona (2016)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; CC:Germany; CLL:en; publicImportV1

Modernisierung beruflicher Bildung: der internationale Beratungsansatz des BIBB - Schwarz, Michael; Janssen, Bettina; Cáceres-Reebs, Diana; Medrikat, Ilona (Bundesinstitut für Berufsbildung, 2016)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; -missingHU; CLL:de; publicImportV1

Is technology good for education? - Selwyn, Neil (Polity Press, 2016)
Digital technologies are a key feature of contemporary education. Schools, colleges and universities operate along high-tech lines, while alternate forms of online education have emerged to challenge the dominance of traditional institutions. According to many experts, the rapid digitization of education over the past ten years has undoubtedly been a ‘good thing’. Is Technology Good For Education? offers a critical counterpoint to this received wisdom, challenging some of the central ways in which digital technology is presumed to be positively affecting education. Instead Neil Selwyn considers what is being lost as digital technologies become ever more integral to education provision and engagement. Crucially, he questions the values, agendas and interests that stand to gain most from the rise of digital education. This concise, up-to-the-minute analysis concludes by considering alternate approaches that might be capable of rescuing and perhaps revitalizing the ideals of public education, while not denying the possibilities of digital technology altogether.
Keywords: Social Science / Popular Culture; Social Science / Sociology / General; ___working_potential_duplicate

Apps Developed by Academics - Shing, Sophia; Yuan, Benjamin (Journal of Education and Practice, 2016)
In the days of the digital Wild West, developers from all backgrounds have joined in the gold rush trying to profit from the almost unbridled spending of well-to-do parents on educational products. In 2016, the Apple App Store had over 80,000 educational apps. The proliferation of educational apps has happened at a furious pace and more apps are being introduced constantly. Although apps are labeled as educational, they are not held to any science-based standards or subject to any certification (Hirsch-Pasek, et al. 2015). With the boom in new apps introduced every year, there is simply not enough time, money, or resources available to evaluate each app as it enters the market. As a result, “educational” apps are largely unregulated and untested. As a result, app users are misled and are spending money on products which are not actually educational. The real experts – researchers, teachers and educational specialists – need to take over the driver seat in this important and evolving realm of educational apps with the developers playing the supporting role instead of the leading role. With increasingly lowered cost and ease of development to produce an app, academics who do not have vast financial resources or substantial technical knowledge are able to create truly impactful, pedagogically-based apps either by themselves or outsourcing to development services. Although technology promises to be transformative, educational content must remain the main thrust of any educational mobile app development and not technology. Educational apps need to have the experts involved. It is time that education is put back in its rightful, central position.
Keywords: Final_citation; anystyle; existing; ⛔ No DOI found

Accelerated Reader as a Literacy Catch-Up Intervention during Primary to Secondary School Transition Phase - Siddiqui, Nadia; Gorard, Stephen; See, Beng Huat (Educational Review, 2016)
This paper describes an evaluation of an internet-based reading programme called Accelerated Reader (AR), which is widely used in UK schools and worldwide. AR is a whole-group reading management and monitoring programme that aims to stimulate the habit of independent reading among primary and secondary age pupils. The evaluation involved 349 pupils in Year 7 who had not achieved secure National Curriculum Level 4 in their Key Stage 2 results for English, randomised to two groups. The intervention group of 166 pupils was exposed to AR for 20 weeks, after which they recorded higher literacy scores in the New Group Reading Test (NGRT) post-test than the control group of 183 pupils ("effect" size of +0.24). The schools led the organisation and implementation of the intervention, and also conducted most elements of the evaluation, with advice from an expert external evaluation team. The process evaluation suggests that these schools were very capable of conducting evaluations of their own practice, given appropriate guidance.
Keywords: _Added to LR; _G:reviewed

Recent research on geometry education: an ICME-13 survey team report - Sinclair, Nathalie; Bussi, Maria G. Bartolini; de Villiers, Michael; Jones, Keith; Kortenkamp, Ulrich; Leung, Allen; Owens, Kay (ZDM, 2016)
Keywords: _C:Argentina ARG; _C:Australia AUS; _C:Austria AUT; _C:Brazil BRA; _C:Canada CAN; _C:Chile CHL; _C:China CHN; _C:Ethiopia ETH; _C:France FRA; _C:Georgia GEO; _C:Germany DEU; _C:Greece GRC; _C:Guinea GIN; _C:India IND; _C:Israel ISR; _C:Italy ITA; _C:Japan JPN; _C:Korea XKOR; _C:Korea, Republic KOR; _C:Mauritius MUS; _C:Mexico MEX; _C:Nepal NPL; _C:Netherlands NLD; _C:Nigeria NGA; _C:Peru PER; _C:Poland POL; _C:Portugal PRT; _C:Singapore SGP; _C:South Africa ZAF; _C:Spain ESP; _C:Sweden SWE; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1

The impact of education programmes on learning and school participation in low- and middle-income countries - Snilstveit, Birte; Stevenson, Jennifer; Menon, Radhika; Phillips, Daniel; Gallagher, Emma; Geleen, Maisie; Maxwell Stamp; Jobse, Hannah; Schmidt, Tanja; Jimenez, Emmanuel; Maxwell Stamp; Jobse, Hannah; et al. (International Initiative for Impact Evaluation (3ie), 2016)
Keywords: _Added to LR; _G:reviewed

What are the 21st-century skills every student needs - Soffel, Jenny (2016)
Keywords: ⛔ No DOI found

Towards competence-based technical-vocational education and training in Ethiopia - Solomon, GH (2016)
In the human development effort, different countries are underscoring the role of TVET in providing relevant knowledge and skills to improve productivity, increase access to employment opportunities and raise the standard of living. It is in recognition of this that, in all Ethiopian educational development endeavors, TVET has been considered to play a key role to tackle the country’s socioeconomic underdevelopment through knowledgeable and skillful manpower. Since its introduction in 1941, TVET has been guided by different policies and strategies adopted by successive governments who came to power at different times. This thesis investigates how TVET has reached the current stage of its development in Ethiopia and the challenges encountered in implementing a competence-based system aimed at improving present and future TVET practices. This introduction opens with the general state of affairs in Ethiopia as a basis for considering TVET to be a pivotal component of its socio-economic development. Describing the context in which the different studies in this thesis were conducted, this introduction closes with an introduction of the research questions that guided the different studies presented as separate chapters
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:T; F:outcomes; F:standards; T:TVET; T:company-based training; publicImportV1; ⛔ No DOI found

Student perceptions of flipped learning in a high school math classroom - Strohmyer, Daniel A. (Walden University, 2016)
Keywords: _C:Australia AUS; _C:Cuba CUB; _C:Ireland IRL; _C:Pakistan PAK; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

Teachers' Perceptions of the Digital Transformation of the Classroom through the Use of Tablets: A Study in Spain/Percepción docente sobre la transformación digital del aula a través de tabletas: un estudio en el contexto español - Suarez-Guerrero, Cristobal (Comunicar (English edition), 2016)
Keywords: __C:filed:1; ⛔ No DOI found

Percepción docente sobre la transformación digital del aula a través de tabletas: un estudio en el contexto español - Suárez-Guerrero, Cristóbal; Lloret-Catalá, Carmen; Mengual-Andrés, Santiago (Comunicar: Revista Científica de Comunicación y Educación, 2016)
Keywords: __C:filed:1

Conceptual understanding of definite integral with GeoGebra - Tatar, Enver; Zengin, Yilmaz (Computers in the Schools, 2016)
This study aimed to determine the effect of a computer-assisted instruction method using GeoGebra on achievement of prospective secondary mathematics teachers in the definite integral topic and to determine their opinions about this method. The study group consisted of 35 prospective secondary mathematics teachers studying in the mathematics education program at a state university in Turkey. The study was carried out using an embedded design, and the Definite Integral Knowledge Test and an opinion form were used for data collection. Upon analyzing the data, the computer-assisted instruction method using GeoGebra was found to positively contribute to the success of teaching the definite integral topic. Prospective teachers stated that this method should be used in math courses as it creates a fun and interesting environment with dynamic learning elements, provides visualization and opportunities to learn mathematics through practice and exercises, enables thorough understanding and explication of skills, and makes way for conceptual learning instead of memorizing. Furthermore, this study was found to facilitate conceptual learning of the relationship between the lower sum, upper sum and Riemann sum.
Keywords: Computer Assisted Instruction; Computer Software; Computer assisted instruction--CAI; Computer-assisted instruction (CAI); ERIC, Current Index to Journals in Education (CIJE); Education--Computer Applications; Educational Technology; Foreign Countries; GeoGebra; Mathematics; Mathematics Education; Mathematics teachers; Mixed Methods Research; Program Effectiveness; Questionnaires; Secondary Education; Secondary School Mathematics; Student Attitudes; Teacher Education Programs; Turkey; Wilcoxon Matched Pairs Signed Ranks Test; __:import:01; __:match:final; __:study_id:2098412; __finaldtb; achievement; definite integral

Factors Influencing The Adoption Of Flexible Teaching Approaches In Technical Training Institutions In Kenya - Tiony, AK; Ferej, A; Kitainge, K (Pan-Commonwealth Forum 8 (PCF8), 2016, 2016)
The goal of training in technical training institutions is to produce highly skilled graduates with competencies to handle various challenges in technology oriented fields. The continuing need to improve the quality of education in Technical Vocational Education and Training (TVET) is ever present. Therefore, effective teaching at these institutions is important to enhance quality of its graduates. This paper highlights the factors influencing the adoption of flexible approaches to teaching in technical training institutions in Kenya. Two specific objectives; establish how the syllabus content influences the adoption of flexible approaches to teaching; evaluate how institutional factors influence the adoption flexible approaches to teaching. The study was guided by a conceptual framework developed by the author. This study was conducted through descriptive research design. Data were collected from seven technical training colleges in Western Kenya. The method of data collection was through open and closed-ended structured questionnaires, and interview schedules. Collected data were coded in SPSS 17.0, (2008) and analysed using descriptive statistics. The study established that institutional managers had no authority to develop their own courses tailor made to suit specific needs in the market. The teaching resources that influence the adoption of flexible learning and teaching were also found to be unavailable in classrooms. Most institutions however had put in place strategic objectives to improve the quality of learning and teaching. Outputs from this study are expected to enhance the adoption of flexible learning in technical training institutions. In light of the findings of the study, it was recommended that the government of Kenya should establish a clear policy aimed at greater adaptability to flexibility. Institutions need to be granted authority to develop or reorganise syllabi for provision of industry specific solutions while being regulated to meet set international standards.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:access; F:inclusion; F:teaching approach; Q:ICT; Q:e-learning; Q:flexible; T:TVET; publicImportV1; ⛔ No DOI found

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

SABER-ICT Framework Paper for Policy Analysis : Documenting National Educational Technology Policies Around the World and Their Evolution over Time. - Trucano, Michael (World Bank Education, 2016)
The systems approach for better education results (SABER) - information and communication technology (ICT) policy framework is designed to help policymakers make better informed decisions about how best to use ICTs in pursuit of core developmental objectives in the education sector. It aims to aid and inspire education policymakers as they draft, re-consider, and evaluate key policies related to the use of ICT, especially within the formal education sector at the primary and secondary (K-12) level. The framework was constructed by analyzing and synthesizing policy documents from over 80 countries. The vast majority of these policies relate to formal schooling at the primary and secondary level; related official policy guidance for other parts of an education system, including at the level of early childhood development, technical, and vocational education (TVET) and higher education, as well as pertain to out-of-school and life-long learning, is comparatively rare. While the SABER-ICT framework was constructed through an analysis of national ICT and education policies, it is expected that it may be useful when attempting to analyze and benchmark related sub-regional policies (that is, at the provincial or state level) as well.

Technologies in education across the Americas: The promise and the peril – and some potential ways forward - Trucano, Michael (World Bank Education, 2016)
National educational technology agencies (‘ICT/education agencies’, and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. By documenting emerging lessons from the histories of various national educational technology agencies and their functional equivalents, which are typically responsible for similar roles but which can differ radically in form by country and over time, it is hoped that this publication can help inform perspectives of decision makers considering how to create and support such an institution, the forms it might take, what roles it might take on, and how these forms and roles might be expected to evolve over time. Case studies from Korea (KERIS), Malaysia (Smart Schools), England (Becta), Chile (Enlaces), Armenia (NaCET), Uruguay (Plan Ceibal); Indonesia (PUSTEKKOM), Costa Rica (Omar Dengo Foundation), Thailand (Schoolnet Thailand), Australia (EdNA) and the Philippines are included, as well as a discussion of general lessons from international experiences, and pointers to other notable institutions around the world.

Building and Sustaining National ICT Education Agencies : Lessons from International Experiences - Trucano, Michael; Dykes, Gavin (World Bank Education, 2016)
National ICT/education agencies (and their functional equivalents) play important roles in the implementation and oversight of large scale initiatives related to the use of information and communication technologies in education in many countries. That said, little is known at a global level about the way these organizations operate, how they are structured, and how they typically evolve over time. Through an examination of lessons from the development and history of a set of representative ICT/education agencies in East Asia, and, to better understand East Asian experience, other countries around the work, this paper seeks to identify common challenges and issues and potential relevance to leaders of such institutions.

Land Quality Assessment in the Dalili Sector of Kano River Irrigation Project - Tudunwada, I.Y. (Bayero University, 2016)
Keywords: ⛔ No DOI found

Spatial Assessment of Heavy Metals in The Irrigated Area of Dalili Sector of Kano River Irrigation Project (KRIP - Tudunwada, I.Y.; Maina, M.M. (Niger State, 2016)
Keywords: ⛔ No DOI found

Socio – Economic Analysis of Farmers in the Dalili Sector of KRIP - Tudunwada, I.Y.; Mustapha, A. (Bayero University, 2016)
Keywords: ⛔ No DOI found

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

Strategy for Technical and Vocational Education and Training (TVET), (2016-2021) - UNESCO Institute for Lifelong Learning (2016)

UNEVOC World TVET Database: Tanzania - UNESCO-UNEVOC (2016)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Tanzania; publicImportV1

World TVET Database - UNESCO-UNEVOC (2016)

Effects of teaching activities via Google Sketchup and concrete models on spatial skills of preservice mathematics teachers - Uygan, Candaş; Kurtuluş, Aytaç (Turkish Journal of Computer and Mathematics Education, 2016)
The aim of this study was to investigate the impact of teaching activities supported by Google SketchUp, which is a 3-Dimensional modeling software, and concrete models on the basic skills related to spatial ability in teaching geometric solids. The study sample consisted of 72 preservice teachers who were studying elementary mathematics education in 2009-2010 academic-year in a state-funded university in Central Anatolia, Turkey. This was an experimental study. The study used a pretest posttest control group design and included two experimental groups and a control group. One of the experimental groups was taught using Google SketchUp while the other one was taught with concrete model-aided teaching activities. The activities, designed for the control group, were carried out with some traditional teaching tools such as paper, pencil and classroom writing board. The Santa Barbara Solids Test (SBST) and the Purdue Spatial Visualization Test (PSVT) were used to measure spatial ability. The SBST measures the ability to mentally visualize the cross-sections of 3D objects. The PSVT consists of three parts: "Developments", which measures skills to visualize a 3D object based on its surface development; "Rotations", which measures skills to mentally rotate 3D objects; and "Views", which measures skills to visualize different views of 3D objects. The study identified significant increases in the scores received for all of the tests by the group using Google SketchUp, in the scores received for the SBST and Developments part by the group using concrete models, and in the scores received for only the Developments part by the control group. Also, the posttest average score received for the "Views" part by the experimental group using Google SketchUp was significantly higher than the score of the experimental group using concrete models and the control group.
Keywords: Colleges & universities; Concretes; Group dynamics; Mathematical analysis; Mathematical models; Mathematics; Skills; Studies; Teachers; Teaching; Three dimensional models; __:import:01; __:match:final; __:matched; __:study_id:2098421; __finaldtb

Role of dark matter haloes on the predictability of computed orbits - Vallejo, Juan C.; Sanjuan, Miguel AF (Astronomy & Astrophysics, 2016)
Keywords: __C:filed:1

Sistemas internacionais de aprendizagem profissional: uma análise comparativa em alguns países desenvolvidos e emergentes - Veloso, José Rodrigo Paprotzki; Rodrigues, Marta M Assumpção (Universidade de Aveiro, 2016)
Este trabalho examina as políticas públicas que articulam educa- ção e trabalho para a juventude, de uma perspectiva comparada, contrapondo as trajetórias de países desenvolvidos e em desenvolvimento. Mais especificamente, focaliza a política de formação de aprendizes (Aprendizagem) nos casos de Alemanha, Inglaterra, França, Estados Unidos, Brasil, África do Sul e Índia. O objetivo é revelar que há algo que antecede os formatos atuais que, ao formar imagens políticas específicas, ilumina os cenários dos sistemas de Aprendizagem dos países analisados. Lança mão do enfoque da trajetória histórica (path dependence) para analisar as particularidades de cada caso.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Angola; CLL:pt; publicImportV1; skills

Unintended Consequences of Rewards for Student Attendance: Results From a Field Experiment in Indian Classrooms. - Visaria, Sujata; Dehejia, Rajeev; Chao, Melody M.; Mukhopadhyay, Anirban (Economics of Education Review, 2016)

A Study of Agricultural Technical and Vocational Education and Training (ATVET) in Developing Countries - Walker, K; Hofstetter, S (2016)
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Sub-Saharan Africa; A:West Africa; C:Benin; C:Ethiopia; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing country; F:gender; F:women; P:agricultural; P:agriculture; P:production; R:case study; T:Ausbildung; T:TVET; T:informal VET; publicImportV1; ⛔ No DOI found

Sierra Leone | Ebola maps - WHO (2016)
Maps from WHO Ebola Situation Reports: Location of laboratories and ETUs, geographical distribution of cases in Guinea, Liberia, and Sierra Leone.
Keywords: _C:Sierra Leone SLE

Teacher Management 2.0: Improving Teacher Deployment in Malawi - World Bank (Innovations in Education — Africa, 2016)
Keywords: _C:Malawi MWI; __C:filed:1; __C:scheme:1

The Future of Jobs: Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution - World Economic Forum (Global Challenge Insight Report, 2016)
The Fourth Industrial Revolution is interacting with other socio-economic and demographic factors to create a perfect storm of business model change in all industries, resulting in major disruptions to labour markets. New categories of jobs will emerge, partly or wholly displacing others.

Effects of responsive stimulation and nutrition interventions on children's development and growth at age 4 years in a disadvantaged population in Pakistan: a longitudinal follow-up of a cluster-randomised factorial effectiveness trial - Yousafzai, Aisha K.; Obradović, Jelena; Rasheed, Muneera A.; Rizvi, Arjumand; Portilla, Ximena A.; Tirado-Strayer, Nicole; Siyal, Saima; Memon, Uzma (The Lancet Global Health, 2016)

Raising domestic resources for equitable education - Zubairi, Asma; Rose, Pauline (Background paper for The Learning Generation. Investing in Learning for a Changing World, International Commission on Financing Global Education Opportunity. http://www. educationequity2030. org/resources-2/2017/3/23/raising-domestic-resources-for-equitable-education, 2016)
Keywords: ⛔ No DOI found

Supporting primary and secondary education for refugees: the role of international financing - Zubairi, Asma; Rose, Pauline (Commissioned by Malala Fund, 2016)
Keywords: ⛔ No DOI found

Successes and challenges of implementing a teacher education project in rural Sierra Leone - Mcdermott, Peter; Allen, Nancy (International Journal of Educational Research, 2015)
Keywords: _C:Sierra Leone SLE

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis - Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. (Review of Educational Research, 2015)
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.

Benefits and Pitfalls of Multimedia and Interactive Features in Technology-Enhanced Storybooks: A Meta-Analysis - Takacs, Zsofia K.; Swart, Elise K.; Bus, Adriana G. (Review of Educational Research, 2015)
A meta-analysis was conducted on the effects of technology-enhanced stories for young children’s literacy development when compared to listening to stories in more traditional settings like storybook reading. A small but significant additional benefit of technology was found for story comprehension (g+ = 0.17) and expressive vocabulary (g+ = 0.20), based on data from 2,147 children in 43 studies. When investigating the different characteristics of technology-enhanced stories, multimedia features like animated pictures, music, and sound effects were found beneficial. In contrast, interactive elements like hotspots, games, and dictionaries were found to be distracting. Especially for children disadvantaged because of less stimulating family environments, multimedia features were helpful and interactive features were detrimental. Findings are discussed from the perspective of cognitive processing theories.

Theme 2: Questioning (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 2: Questioning (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Creating Education Systems Coherent for Learning Outcomes: Making the Transition from Schooling to Learning - Pritchett, Lant (Research on Improving Systems of Education, 2015)
Keywords: Final_citation; existing

Predicting poverty and wealth from mobile phone metadata - Blumenstock, J.; Cadamuro, G.; On, R. (Science, 2015)

Children's travel to school—the interaction of individual, neighbourhood and school factors - Easton, Sue; Ferrari, Ed (Transport Policy, 2015)
The increase in average distance from home to secondary school over recent decades has been accompanied by a significant growth in the proportion of pupils travelling to school by motorized means as opposed to walking or cycling. More recently this switch in travel mode has received considerable attention as declining levels of physical activity, growing car dependence and the childhood obesity “crisis” have pushed concerns about the health of future generations up the public health agenda, particularly in the U.S., but also in the UK and Europe. This has led to a proliferation of international studies researching a variety of individual, school and spatial characteristics associated with children's active travel to school which has been targeted by some governments as a potential silver bullet to reverse the trend. However, to date national pupil census data, which comprises annual data on all English pupils, including a mode of travel to school variable, has been under-utilised in the analysis of how pupils commute to school. Furthermore, methodologically, the grouped nature of the data with pupils clustered within both schools and residential neighbourhoods has often been ignored - an omission which can have considerable consequences for the statistical estimation of the model. The research presented here seeks to address both of these points by analysing pupil census data on all 26,709 secondary pupils (aged 11–16) who attended schools in Sheffield, UK during the 2009–10 school year. Individual pupil data is grouped within school, and neighbourhood, within a cross-classified multilevel model of active versus motorised modes of commuting to school. The results support the findings of other research that distance to school is key, but suggest that sociospatial clustering within neighbourhoods and schools is also critical. A further finding is that distance to school varies significantly by ethnicity, with white British pupils travelling the shortest distance of all ethnic groups. The implications of these findings for education and transport policy are discussed.
Keywords: Active transport; Mode of travel; Motorised transport; Multilevel model; Pupils; Secondary; Sociospatial; Travel to school

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (International Review of Research in Open and Distance Learning, 2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
Keywords: Access to education; Digital Divide; Distance learning; Education; Final_citation; MOOCs; Socioeconomic factors; cited; existing

MOOCs and the claim of education for all: A disillusion by empirical data - Rohs, Matthias; Ganz, Mario (International Review of Research in Open and Distance Learning, 2015)
MOOCs have shaped the discussion on learning with digital media for the last few years. One claim of MOOCs in the tradition of Open Educational Resources is to expand access to education, mainly in the field of higher education. But do MOOCs meet this claim? The empirical data in this article confirm the suspicion that, despite all the heterogeneity of the participants, MOOCs are mostly used by people with a higher level of education. Data of participants from two MOOCs from Germany, as well as, empirical data from large providers and universities are used. But due to the different forms of MOOCs there is no comprehensive proof possible. With respect to the Knowledge Gap Theory and the Digital Divide, a theoretical framework is provided to explain possible causes of a different usage. The aim of the article is to point out the risks of an increase of inequalities as a consequence of hyping MOOCs and to stimulate a discussion about possible answers to make MOOCs an instrument of education for all.
Keywords: Access to education; Digital Divide; Distance learning; Education; MOOCs; Socioeconomic factors

Exploring the Emergence of Community Support for School and Encouragement of Innovation for Improving Rural School Performance: Lessons Learned at Kitamburo in Tanzania - Ngalawa, Athanas August; Simmt, Elaine; Glanfield, Florence (Global Education Review, 2015)
This article describes a qualitative exploration of a primary school in a remote rural community of Tanzania, whose students showed promising performance in mathematics, as measured by the Primary School Leaving Examinations (PSLE). Case study methods were used to conduct research about the school and community in order to understand the dynamics that shape the school and village as community and communities. Interviews, focus groups, and observations were conducted. The paper identifies the role of village leadership in generating a learning community (Warren, 2005), that initiated community support of the school, which in turn prompted teachers’ innovations for developing in their work as professionals, that improved teaching and learning practices in mathematics and contributed to the noted promising performance on the PSLE. The article concludes that although school principals and teachers are regarded as keys in generating professional learning communities (DuFour, DuFour, & Eaker, 2008; Fullan, Hill &Crévola, 2006 ), under good community leadership communities may be essential catalysts in establishing and sustaining professional learning communities and contribute to school improvement.
Keywords: ⛔ No DOI found

Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends? - Cilliers, Francois J. (Perspectives on Medical Education, 2015)
Newman JH. Discourses on the scope and nature of university education, addressed to the Catholics of Dublin. Dublin: James Duffy; 1852. Osler W. Examinations, examiners and examinees. Lancet. 1913;1047–59. Deng F, Gluckstein JA, Larsen DP. Student-directed retrieval practice is a predictor of medical licensing examination performance. Perspect Med Educ. 2015;4. DOI: 10.1007/s40037-015-0220-x Cilliers FJ, Schuwirth LWT, Adendorff HJ, Herman N, Vleuten CPM van der. The mechanism of impact of summative assessment on medical students’ learning. Adv Health Sci Educ. 2010;15:695–715. Article Google Scholar Dochy F, Segers M, Gijbels D, Struyven K. Assessment engineering: breaking down barriers between teaching and learning, and assessment. In: Boud D, Falchikov N, editors. Rethinking assessment in higher education: learning for the longer term. Oxford: Routledge; 2007. pp. 87–100. Cilliers FJ, Schuwirth LWT, Herman N, Adendorff H, Vleuten CPM van der. A model of the pre-assessment learning effects of summative assessment in medical education. Adv Health Sci Educ. 2012;17:39–53. Article Google Scholar Roediger HL, Butler AC. The critical role of retrieval practice in long-term retention. Trends Cogn Sci. 2011;15:20–7. Article Google Scholar Watling C. Cognition, culture, and credibility: deconstructing feedback in medical education. Perspect Med Educ. 2014;3:124–8. Article Google Scholar Saville BK, Pope D, Lovaas P, Williams J. Interteaching and the testing effect: a systematic replication. Teach Psychol. 2012;39:280–3. Article Google Scholar Lundeberg MA, Fox PW. Do laboratory findings on test expectancy generalize to classroom outcomes? Rev Educ Res. 1991;61:94–106. Article Google Scholar Watling CJ. Unfulfilled promise, untapped potential: feedback at the crossroads. Med Teacher. 2014;36(8):692–7. Article Google Scholar Sundre DL, Kitsantas A. An exploration of the psychology of the examinee: can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance? Contemp Educ Psychol. 2004;29:6–26. Article Google Scholar Cilliers FJ, Schuwirth LWT, Vleuten CPM van der. A model of the pre-assessment learning effects of assessment is operational in an undergraduate clinical context. BMC Med Educ. 2012;12. Download references Department of Health Sciences Education, Faculty of Health Sciences, University of Cape Town, Anzio Road, 7925, Observatory, South Africa Francois J Cilliers You can also search for this author in PubMed Google Scholar Correspondence to Francois J Cilliers. This article is published under an open access license. Please check the 'Copyright Information' section for details of this license and what re-use is permitted. If your intended use exceeds what is permitted by the license or if you are unable to locate the licence and re-use information, please contact the Rights and Permissions team. Cilliers, F. Is assessment good for learning or learning good for assessment? A. Both? B. Neither? C. It depends?. Perspect Med Educ 4, 280–281 (2015). https://doi.org/10.1007/s40037-015-0229-1 Download citation Published: 23 October 2015 Issue Date: December 2015 DOI: https://doi.org/10.1007/s40037-015-0229-1
Keywords: __C:filed:1

UNESCO Global Network of Learning Cities - UNESCO Institute for Lifelong Learning (2015)

Perceptions of pre-service English teachers towards the integration of an LMS into English language teacher education - Basal, Ahmet (Journal of Technology and Teacher Education, 2015)
With the growing availability of educational technologies, informing future teachers about the use of such technologies in their classrooms has become essential, particularly for language teachers. Integrating these technologies into the curriculum of language teaching education programs is more appropriate than simply sharing information with pre-service teachers via short computer courses. Over the past decade, various Learning Management Systems (LMSs) have been gradually integrated into language teacher education programs to provide 24/7-connected teaching and learning environments. Many studies have investigated LMS adoption in terms of economic and technical challenges. However, what have been less covered are the perceptions of pre-service on the integration of an LMS. This paper reports on a study designed to gain insights into the perceptions of pre-service English teachers on the integration of an LMS into courses at a state university in Turkey. A total of 122 prospective English teachers participated in the study. Data were collected from questionnaires, open-ended questions, and semi-structured interviews. Findings revealed that pre-service English teachers had positive perceptions towards the use of an LMS as an integral part of face-to-face courses. The study also provides recommendations towards LMS integration into courses in other English language teaching departments.
Keywords: ERIC, Current Index to Journals in Education (CIJE); Education--Computer Applications; Educational technology; English (Second Language); English teachers; Foreign Countries; Foreign language instruction; Higher Education; Language Teachers; Language teachers; Learning management systems; Likert Scales; Management Systems; Mixed Methods Research; Positive Attitudes; Postsecondary Education; Preservice Teachers; Questionnaires; Second Language Instruction; Second Language Learning; Semi Structured Interviews; Student Attitudes; Teacher Education; Teacher education; Technology Integration; Turkey; __:import:01; __:match:final; __:matched; __:study_id:2096949; ___working_potential_duplicate; __finaldtb; ⛔ No DOI found

Theme 1: Creative Approaches (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Theme 1: Creative approaches (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Enhancing teacher development through 'teacher learning circles' in Malaysian primary schools - Malakolunthu, Suseela (European Conference on Educational Research (ECER 2015), 2015)
Literature reiterates that collaborative inquiry and cooperation with colleagues enhance teacher learning. The experiences and encounters of a two-year Teacher Learning Circle (TLC) project in Malaysia, affirms that teachers do achieve higher levels of pedagogical proficiency through peer observation, joint planning, and post lesson evaluation that allow critical review and reinterpretation of their own teaching.Three major characteristic dimensions-detached talk to collegiality,adoption of key principles, and depths of pedagogical talks did indicate the nature of teacher interactions and the complex dynamics of the teacher learning circles.Judiciously implemented TLC would make a difference in teacher learning.
Keywords: __C:filed:1

Bringing Human Rights Education to US Classrooms: Exemplary Models from Elementary Grades to University - Katz, Susan Roberta (Palgrave, 2015)
Bringing Human Rights Education to US Classrooms presents ten research-based human rights projects powerfully implemented in a range of U.S. classrooms, from elementary school through community college and university. In these classrooms, the students-pri

On the impact of early marriage on schooling outcomes in Sub-Saharan Africa and South West Asia - Delprato, Marcos; Akyeampong, Kwame; Sabates, Ricardo; Hernandez-Fernandez, Jimena (International Journal of Educational Development, 2015)
This paper examines the effect of age of marriage on women's schooling outcomes for 36 countries from Sub-Saharan Africa and South West Asia. We employ an instrumental variable approach to account for the endogeneity of early marriage driven by socio-economic and cultural factors. Our results show that delaying early marriage by one year is associated with an increase of half a year of education in Sub-Saharan Africa and nearly one third of a year of education in South West Asia as well as a lower likelihood of dropping out from secondary school of 5.5% in South West Asia.
Keywords: Early marriage; Empowerment; Instrumental variable; South West Asia; Sub-Saharan Africa; Women education

Improving Learning in Primary Schools of Developing Countries: A Meta-Analysis of Randomized Experiments - McEwan, Patrick J. (Review of Educational Research, 2015)
I gathered 77 randomized experiments (with 111 treatment arms) that evaluated the effects of school-based interventions on learning in developing-country primary schools. On average, monetary grants and deworming treatments had mean effect sizes that were close to zero and not statistically significant. Nutritional treatments, treatments that disseminated information, and treatments that improved school management or supervision, had small mean effect sizes (0.04–0.06) that were not always robust to controls for study moderators. The largest mean effect sizes included treatments with computers or instructional technology (0.15); teacher training (0.12); smaller classes, smaller learning groups within classes, or ability grouping (0.12); contract or volunteer teachers (0.10); student and teacher performance incentives (0.09); and instructional materials (0.08). Metaregressions suggested that the effects of contract teachers and materials were partly accounted for by composite treatments that included training and/or class size reduction. There are insufficient data to judge the relative cost-effectiveness of categories of interventions.
Keywords: _Source:Intuitive

Synchronizing learning material on Moodle and lecture based supportive tool: The REST based approach - Kautsar, I. A.; Musashi, Y.; Kubota, S. I.; Sugitani, K. (2015 International Conference on Information Communication Technology and Systems (ICTS), 2015)
A lecturer's role are the important part for the success of any eLearning platform, include Moodle LMS. Because only lecturers that enrich learning materials. Unfortunately, Indonesia still faces the bandwidth gap that made difficulties to use Moodle as a daily basis. Moreover, it will become complex when lecturer decide to install it on a local machine. This paper presents supportive tool that not only for enrich learning materials in offline conditions with easy initiation steps, but also synchronize it on remote LMS using Moodle RE ST web service in order to share learning material in limited bandwidth.
Keywords: Decision support systems; Hafnium; Information and communication technology; Moodle; Moodle LMS; Moodle REST Web service; REST; REST-based approach; Supportive Tool; Web Service; Web services; bandwidth gap; e-Learning platform; learning management systems; learning material; remote LMS; synchronisation; synchronization

Mobility-Related Teacher Turnover and the Unequal Distribution of Experienced Teachers in Turkey - Özoğlu, Murat (Educational Sciences: Theory & Practice, 2015)
This study investigates the issue of mobility-related teacher turnover in Turkey through both quantitative and qualitative methods. The quantitative findings derived from descriptive and correlational analyses of countrywide teacher-assignment and transfer data indicate that a high rate of mobility-related turnover is observed in the less- developed, eastern provinces of Turkey. The qualitative findings derived from semi-structured, in-depth interviews with school principals suggest that the factors contributing to the issue of mobility-related teacher turnover experienced in eastern Turkey are largely related to the socio-economic and geographic conditions of the region. The qualitative findings further suggest that this turnover issue may have far-reaching negative consequences across school-wide performances and processes. Participants consistently reported that the issue of teacher turnover had negative impacts on student performance, teacher motivation and commitment, instructional planning, administrative processes, and school climate. The study concludes by exploring possible policy implications for alleviating the issue of mobility-related teacher turnover as experienced in the less-developed, eastern regions of Turkey.
Keywords: Lebanon_event_2021; Turkey; _C:Georgia GEO; _C:Italy ITA; _C:Turkey TUR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

Effects of Classroom Ventilation Rate and Temperature on Students’ Test Scores - Haverinen-Shaughnessy, Ulla; Shaughnessy, Richard J. (PLOS ONE, 2015)
Using a multilevel approach, we estimated the effects of classroom ventilation rate and temperature on academic achievement. The analysis is based on measurement data from a 70 elementary school district (140 fifth grade classrooms) from Southwestern United States, and student level data (N = 3109) on socioeconomic variables and standardized test scores. There was a statistically significant association between ventilation rates and mathematics scores, and it was stronger when the six classrooms with high ventilation rates that were indicated as outliers were filtered (> 7.1 l/s per person). The association remained significant when prior year test scores were included in the model, resulting in less unexplained variability. Students’ mean mathematics scores (average 2286 points) were increased by up to eleven points (0.5%) per each liter per second per person increase in ventilation rate within the range of 0.9–7.1 l/s per person (estimated effect size 74 points). There was an additional increase of 12–13 points per each 1°C decrease in temperature within the observed range of 20–25°C (estimated effect size 67 points). Effects of similar magnitude but higher variability were observed for reading and science scores. In conclusion, maintaining adequate ventilation and thermal comfort in classrooms could significantly improve academic achievement of students.
Keywords: African American people; BE:RELEVANT; Carbon dioxide; Hispanic people; Human learning; Mathematics; Schools; Standardized tests; Teachers

Employability Skills in TVET Curriculum in Nigeria Federal Universities of Technology - Ismail, Sarimah; Mohammed, Dahiru Sale (Procedia - Social and Behavioral Sciences, 2015)
In the 21st century, employability skill is the most required skill besides technical knowledge in an attempt to compete for employment and sustain job at the industrial global market. However, Nigerian TVET graduates are not equipped with the employability skills needed by the industries and as a result, they are not ready to enter into workforce. This concept paper is written to discuss how the curriculum of one of TVET programmes at the Federal Universities of Technology in Nigeria, which is Electrical Technology Education has contributed to this issue. Analytical review on Electrical Technology Education programme curriculum showed that the curriculum gave less attention to practice based courses that provide skills of the programme than theory based courses and no course in the programme curriculum that directly teaches good attitudes and traits. As a result, there is lack of incorporation of employability skills such as Problem solving and decision making, Lifelong learning and Competencies amongst the graduates. Other issues discussed are the need of employability skills in TVET curriculum of Nigeria, employability skills, Electrical Technology Education in Nigeria, and the analysis of Electrical Technology Education curriculum in Nigeria The last part of this paper is recommendation for the curriculum of Electrical Technology Education to be designed with equal number of theory and practice courses by giving emphasize on all eleven generic skills, good traits and attitudes.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; Analysis; C:Nigeria; CC:Nigeria; CLL:en; Electrical Technology Education; curriculum; employability skills; integrations; needs; publicImportV1

Conducive Attributes of Physical Learning Environment at Preschool Level for Slow Learners - Ahmad, Sabarinah Sh; Shaari, Mariam Felani; Hashim, Rugayah; Kariminia, Shahab (Procedia - Social and Behavioral Sciences, 2015)
Conducive attributes of physical learning environment of schools play a dominant role in the successful delivery of lessons for slow learners. This study aims to propose a framework towards achieving conducive attributes of preschool learning environment suitable for slow learners through literature review. In summary, the physical conditions including human comfort (visual, thermal, acoustic), spatial planning, quality of furnishing and finishing and safety features are important attributes to consider for conducive learning environment. Findings are useful for designers, service providers and policy makers of special needs preschools when making decisions to provide conducive facilities for the slow learners.
Keywords: BE:RELEVANT; Slow learners; conducive attributes; physical learning environment; preschool

Word Embedding based Generalized Language Model for Information Retrieval - Ganguly, Debasis; Roy, Dwaipayan; Mitra, Mandar; Jones, Gareth J.F. (SIGIR '15: The 38th International ACM SIGIR conference on research and development in Information Retrieval, 2015)

Collaborative inquiry as a professional learning structure for educators: a scoping review - DeLuca, Christopher; Shulha, Jason; Luhanga, Ulemu; Shulha, Lyn M.; Christou, Theodore M.; Klinger, Don A. (Professional Development in Education, 2015)

Implementing school-based teacher development in Tanzania - Hardman, Frank; Hardman, Jan; Dachi, Hillary; Elliott, Louise; Ihebuzor, Noel; Ntekim, Maniza; Tibuhinda, Audax (Professional Development in Education, 2015)
This paper reports on the findings of a pilot school-based professional development programme for Tanzanian primary school teachers launched in February 2011 and evaluated in December 2012 by the Ministry of Education and Vocational Training with the support of UNICEF. The study set out to investigate the effectiveness and efficiency of the pilot programme in changing pedagogical practices before it was scaled up nationally. It was found that teachers who had participated in the school-based training showed significant differences in their pedagogical practices and demonstrated a positive attitude towards their training and their pupils, and saw teaching and learning as an interactive, communicative process. Drawing on the findings, the paper explores the challenges and the lessons learned for scaling up school-based teacher development at the national level in Tanzania and other countries in the east and southern African region.
Keywords: __C:filed:1

Are scripted lessons in for-profit schools ‘‘an audacious answer” for poor kids in Africa and Asia? [Web log post] - , D (Learning and teaching materials: Policy and practice for provision, 2015)

Achieving Rigor in Literature Reviews: Insights from Qualitative Data Analysis and Tool-Support - Bandara, Wasana; Furtmueller, Elfi; Gorbacheva, Elena; Miskon, Suraya; Beekhuyzen, Jenine (Communications of the Association for Information Systems, 2015)

Length of secondary schooling and risk of HIV infection in Botswana: evidence from a natural experiment - De Neve, Jan-Walter; Fink, Günther; Subramanian, S V; Moyo, Sikhulile; Bor, Jacob (The Lancet Global Health, 2015)
Background An estimated 2·1 million individuals are newly infected with HIV every year. Cross-sectional and longitudinal studies have reported conflicting evidence for the association between education and HIV risk, and no randomised trial has identified a causal effect for education on HIV incidence. We aimed to use a policy reform in secondary schooling in Botswana to identify the causal effect of length of schooling on new HIV infection. Methods Data for HIV biomarkers and demographics were obtained from the nationally representative household 2004 and 2008 Botswana AIDS Impact Surveys (N=7018). In 1996, Botswana reformed the grade structure of secondary school, expanding access to grade ten and increasing educational attainment for affected cohorts. Using exposure to the policy reform as an instrumental variable, we used two-stage least squares to estimate the causal effect of years of schooling on the cumulative probability that an individual contracted HIV up to their age at the time of the survey. We also assessed the cost-effectiveness of secondary schooling as an HIV prevention intervention in comparison to other established interventions. Findings Each additional year of secondary schooling caused by the policy change led to an absolute reduction in the cumulative risk of HIV infection of 8·1 percentage points (p=0·008), relative to a baseline prevalence of 25·5% in the pre-reform 1980 birth cohort. Effects were particularly large in women (11·6 percentage points, p=0·046). Results were robust to a wide array of sensitivity analyses. Secondary school was cost effective as an HIV prevention intervention by standard metrics (cost per HIV infection averted was US$27 753). Interpretation Additional years of secondary schooling had a large protective effect against HIV risk in Botswana, particularly for women. Increasing progression through secondary school could be a cost-effective HIV prevention measure in HIV-endemic settings, in addition to yielding other societal benefits. Funding Takemi Program in International Health at the Harvard T.H.Chan School of Public Health, Belgian American Educational Foundation, Fernand Lazard Foundation, Boston University, National Institutes of Health.

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

Systematic review of current efforts to quantify the impacts of climate change on undernutrition - Phalkey, Revati; Aranda-Jan, Clara B.; Marx, Sabrina; Höfle, Bernhard; Sauerborn, Rainer (Proceedings of the National Academy of Sciences of the United States of America, 2015)
Malnutrition is a challenge to the health and productivity of populations and is viewed as one of the five largest adverse health impacts of climate change. Nonetheless, systematic evidence quantifying these impacts is currently limited. Our aim was to assess the scientific evidence base for the impact of climate change on childhood undernutrition (particularly stunting) in subsistence farmers in low- and middle-income countries. A systematic review was conducted to identify peer-reviewed and gray full-text documents in English with no limits for year of publication or study design. Fifteen manuscripts were reviewed. Few studies use primary data to investigate the proportion of stunting that can be attributed to climate/weather variability. Although scattered and limited, current evidence suggests a significant but variable link between weather variables, e.g., rainfall, extreme weather events (floods/droughts), seasonality, and temperature, and childhood stunting at the household level (12 of 15 studies, 80%). In addition, we note that agricultural, socioeconomic, and demographic factors at the household and individual levels also play substantial roles in mediating the nutritional impacts. Comparable interdisciplinary studies based on primary data at a household level are urgently required to guide effective adaptation, particularly for rural subsistence farmers. Systemization of data collection at the global level is indispensable and urgent. We need to assimilate data from long-term, high-quality agricultural, environmental, socioeconomic, health, and demographic surveillance systems and develop robust statistical methods to establish and validate causal links, quantify impacts, and make reliable predictions that can guide evidence-based health interventions in the future.
Keywords: openalex:cites; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

The implications of school improvement and school effectiveness research for primary school principals in Ethiopia - Mitchell, Rafael (Educational Review, 2015)
In the last 20 years the Ethiopian education system has rapidly expanded, leading to a 500% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement and teachers’ professional development. Such programmes – imported on the advice of the United States Agency for International Development (USAID), Department for International Development (DfID) and other development partners – are implemented “mechanistically”, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including “grey” literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.

The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis - Barrett, Peter; Davies, Fay; Zhang, Yufan; Barrett, Lucinda (Building and Environment, 2015)
Assessments have been made of 153 classrooms in 27 schools in order to identify the impact of the physical classroom features on the academic progress of the 3766 pupils who occupied each of those specific spaces. This study confirms the utility of the naturalness, individuality and stimulation (or more memorably, SIN) conceptual model as a vehicle to organise and study the full range of sensory impacts experienced by an individual occupying a given space. In this particular case the naturalness design principle accounts for around 50% of the impact on learning, with the other two accounting for roughly a quarter each. Within this structure, seven key design parameters have been identified that together explain 16% of the variation in pupils' academic progress achieved. These are Light, Temperature, Air Quality, Ownership, Flexibility, Complexity and Colour. The muted impact of the whole-building level of analysis provides some support for the importance of “inside-out design”. The identification of the impact of the built environment factors on learning progress is a major new finding for schools' research, but also suggests that the scale of the impact of building design on human performance and wellbeing in general, can be isolated and that it is non-trivial. It is argued that it makes sense to capitalise on this promising progress and to further develop these concepts and techniques.
Keywords: BE:RELEVANT; Evidence; Holistic; Learning impacts; Multi-level modelling; Multi-sensory; School design

Relationship of Job Satisfaction and Turnover Intention of Private Secondary School Teachers - Shah, Nazir Haider; Jumani, Nabi Bux (Mediterranean Journal of Social Sciences, 2015)
Keywords: Lebanon_event_2021; _C:Australia AUS; _C:Cameroon CMR; _C:Canada CAN; _C:China CHN; _C:Cyprus CYP; _C:Greece GRC; _C:India IND; _C:Italy ITA; _C:Korea XKOR; _C:Malaysia MYS; _C:New Zealand NZL; _C:Nigeria NGA; _C:Pakistan PAK; _C:South Africa ZAF; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

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

Automating data extraction in systematic reviews: a systematic review - Jonnalagadda, Siddhartha R.; Goyal, Pawan; Huffman, Mark D. (Systematic Reviews, 2015)
Automation of the parts of systematic review process, specifically the data extraction step, may be an important strategy to reduce the time necessary to complete a systematic review. However, the state of the science of automatically extracting data elements from full texts has not been well described. This paper performs a systematic review of published and unpublished methods to automate data extraction for systematic reviews.
Keywords: Conditional Random Field; Data Element; PubMed Abstract; Support Vector Machine; Systematic Review Process; _Added-ailr-2024

Automated, adaptive guidance for K-12 education - Gerard, Libby; Matuk, Camillia; McElhaney, Kevin; Linn, Marcia C. (Educational Research Review, 2015)
This paper distinguishes features of automated adaptive guidance used in K-12 instructional settings and recommends directions for design. We use meta-analysis to synthesize 24 independent comparisons between automated adaptive guidance and guidance provided during typical teacher-led instruction, and 29 comparisons that isolate the effects of specific adaptive guidance design features in computer-based instruction. We find automated adaptive guidance to be significantly more effective than guidance provided in typical instruction, particularly for students with low prior knowledge. Automated adaptive guidance is most effective when students are generating and integrating ideas (e.g. writing essays, making concept diagrams) as opposed to selecting from the given options. Guidance that promoted self-monitoring was more likely to improve learning outcomes than guidance that addressed only content knowledge. Our findings have implications for researchers who investigate K-12 teaching and learning, designers who create and refine instructional materials using automated guidance, and practitioners who deliver or customize instruction featuring automated guidance.
Keywords: Assessment; Automated guidance; Automated scoring; Pre-college education; Technology

Teacher collaboration: A systematic review - Vangrieken, Katrien; Dochy, Filip; Raes, Elisabeth; Kyndt, Eva (Educational Research Review, 2015)
This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. The first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.
Keywords: Teacher collaboration; Teacher teams; Team entitativity

Concurrent Validity and Inter-rater Reliability (R4D, 2015)

Bringing Learning to Light: The Role of Citizen-Led Assessments in Shifting the Education Agenda - Plaut, Daniel; Jamieson Eberhardt, Molly (Results for Development, 2015)
"Are children learning?" is a question that should inform all education policymaking. Yet in many countries, the answer to this question has remained

Equitable access to education - Haßler, Björn (2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

The effects of using exploratory computerized environments in grades 1 to 8 mathematics: a meta-analysis of research - Sokolowski, Andrzej; Li, Yeping; Willson, Victor (International Journal of STEM Education, 2015)
The process of problem solving is difficult for students; thus, mathematics educators have made multiple attempts to seek ways of making this process more accessible to learners. The purpose of this study was to examine the effect size statistic of utilizing exploratory computerized environments (ECEs) to support the process of word problem solving and exploration in grades 1 to 8 mathematics using meta-analysis.
Keywords: Computers; Explorations; Grade 1 to 8 mathematics; Meta-analysis; Problem solving; Student achievement

Environmentally Friendly School Infrastructure - Robles, Marina; Näslund-Hadley, Emma; Ramos, María Clara; Paredes, Juan Roberto (2015)
Educational spaces, apart from their functionality and efficient use of natural resources, should be conducive to learning and offer comfort and security to the people entering them. This requires construction and maintenance processes that keep in mind both the occupants and the environmental conditions that surround them.
Keywords: ⛔ No DOI found

Call Me Educated: Evidence from a Mobile Monitoring Experiment in Niger - Aker, Jenny C; Ksoll, Christopher (2015)
In rural areas of developing countries, education programs are often implemented through community teachers. While teachers are a crucial part of the education production function, observing their effort remains a challenge for the public sector. This paper tests whether a simple monitoring system, implemented via the mobile phone, can improve student learning as part of an adult education program. Using a randomized control trial in 160 villages in Niger, we randomly assigned villages to a mobile phone monitoring component, whereby teachers, students and the village chief were called on a weekly basis. There was no incentive component to the program. The monitoring intervention dramatically affected student performance: During the first year of the program, reading and math test scores were .15-.30 s.d. higher in monitoring villages than in non-monitoring villages, with relatively stronger effects in the region where monitoring was weakest and for teachers for whom the outside option was lowest. We provide more speculative evidence on the mechanisms behind these effects, namely, teacher and student effort and motivation.
Keywords: C:Niger

The Effects of Computer-Assisted Instruction in Reading: A Meta-Analysis - Kunkel, Amy (University of Minnesota, 2015)
The purpose of this study was to investigate the effectiveness of computer-assisted instruction (CAI) to improve the reading outcomes of students in preschool through high school. A total of 61 studies met criteria for this review, and 101 independent effect sizes were extracted. Results indicated that the mean effects for students receiving reading CAI were small, positive, and statistically significant when compared to control groups receiving no treatment or non-reading CAI. Categorical moderator analyses and meta-regression were conducted to explore the variation in effects. Results of an analysis of research quality indicated that, on average, about half of quality indicators were met. The results of this meta-analysis show that CAI in reading can effectively enhance the reading outcomes of students in preschool through high school. Future, high-quality research should be conducted to identify effective programs and establish best practice in the instructional design of CAI to enhance the reading skills of all students.

Learning from Experiments When Context Matters - Pritchett, Lant; Sandefur, Justin (American Economic Review, 2015)
Suppose a policymaker is interested in the impact of an existing social program. Impact estimates using observational data suffer potential bias, while unbiased experimental estimates are often limited to other contexts. This creates a practical trade-off between internal and external validity for evidence-based policymaking. We explore this trade-off empirically for several common policies analyzed in development economics, including microcredit, migration, and education interventions. Based on mean-squared error, non-experimental evidence within context outperforms experimental evidence from another context. This advantage declines, but may not reverse, with experimental replication. We offer four reasons these findings are of general relevance to policy evaluation.
Keywords: Corporate Finance and Governance; Depository Institutions; Design of Experiments: General, Banks; Micro Finance Institutions; Mortgages, Economic Development: Financial Markets; Saving and Capital Investment

Professional Learning Communities - A Guideline for South African Schools - VVOB (VVOB, 2015)
The Department of Basic Education, with the support of VVOB, and with input from a wide range of stakeholders, developed a practical guideline on implementing PLCs in schools. The Integrated Strategic Framework for Teacher Professional Development (ISPFTED) foresees the nation-wide implementation of Professional Learning Communities by 2017. PLCs are put forward as a central instrument to strengthen teachers’ professional development. During a colloquium held in September 2014 a wide range of speakers from academia, government, unions and subject associations provided input on international and local research, local experiences and various initiatives on PLCs. The participants also provided feedback on two draft documents: a policy document on subject committees and PLCs and a practical guideline on implementing PLCs. The final product of this exercise can be downloaded below.

Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries - Penuel, William R.; Allen, Anna-Ruth; Coburn, Cynthia E.; Farrell, Caitlin (Journal of Education for Students Placed at Risk (JESPAR), 2015)
This paper presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research-practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural-historical account of learning across boundaries (Akkerman & Bakker, 2011) and evidence from a study of two longterm partnerships, we highlight the value of the concepts of boundary practices in organizing joint work and boundary crossing as a way to understand how differences are recognized and navigated. The framework has implications for how partnerships can surface and make productive use of difference in organizing joint work and for how funders can better support the work of research-practice partnerships.

Appendix 1: Statistical Methods. In: Do cognitive interventions improve general cognition in dementia? A meta-analysis and meta-regression - Huntley, J. D.; Gould, R. L.; Liu, K.; Smith, M.; Howard, R. J. (British Medical Journal Publishing Group, 2015)
Keywords: GERIATRIC MEDICINE

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

Review of international research on factors underlying teacher absenteeism - Lee, Mary; Goodman, Crystal; Dandapani, Nitara; Kekahio, Wendy (Regional Educational Laboratory Pacific, 2015)
Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.
Keywords: Academic Rank (Professional); Accountability; C:LMIC; Case Studies; Community Characteristics; Correlation; Cross Cultural Studies; Cultural Context; Cultural Influences; Elementary School Teachers; Family Work Relationship; Foreign Countries; LMICs; School Administration; School Culture; School Location; Social Influences; Teacher Attendance; Teacher Salaries; Teaching Conditions; Work Environment; ⛔ No DOI found

Teacher coaching in Kenya: Examining instructional support in public and nonformal schools - Piper, Benjamin; Zuilkowski, Stephanie Simmons (Teaching and Teacher Education, 2015)
Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes.
Keywords: AWP2; C:Kenya; CitedIn:AKFC; CitedIn:OER4Schools-HHH3-B; Coaching; Instruction; Kenya; Literacy; PRIMR; _C:Canada CAN; _C:Ethiopia ETH; _C:Kenya KEN; _C:Liberia LBR; _C:Malawi MWI; _C:Mozambique MOZ; _C:Thailand THA; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; professional development

Process evaluation of complex interventions: Medical Research Council guidance - Moore, Graham F.; Audrey, Suzanne; Barker, Mary; Bond, Lyndal; Bonell, Chris; Hardeman, Wendy; Moore, Laurence; O’Cathain, Alicia; Tinati, Tannaze; Wight, Daniel; Baird, Janis (BMJ, 2015)
Process evaluation is an essential part of designing and testing complex interventions. New MRC guidance provides a framework for conducting and reporting process evaluation studies

Embedding Professional Development in Schools for Teacher Success (2015)

Exploring the Role of Distributed Learning in Distance Education at Allama Iqbal Open University: Academic Challenges at Postgraduate Level - Bukhsh, Qadir; Chaudhary, Muhammad Ajmal (Turkish Online Journal of Distance Education, 2015)
Distributed learning is derived from the concept of distributed resources. Different institutions around the globe connected through network and the learners are diverse, located in the different cultures and communities. Distributed learning provides global standards of quality to all learners through synchronous and asynchronous communications and provides the opportunity of flexible and independent learning with equity, low cost educational services and has become the first choice of the dispersed learners around the globe. The present study was undertaken to investigate the challenges faced by the Faculty Members of Department of Business Administration and Computer Science at Allama Iqbal Open University Islamabad Pakistan. 25 Faculty Members were taken as sample of the study from both Departments (100% Sampling). The study was qualitative in nature and interview was the data collection tool. Data was analyzed by thematic analysis technique. The major challenges faced by the Faculty Members were as: bandwidth, synchronous learning activities, irregularity of the learners, feedback on individual work, designing and managing the learning activities, quality issues and training to use the network for teaching learning activities.
Keywords: _C:Germany DEU; _C:India IND; _C:Pakistan PAK; _C:Turkey TUR; __C:filed:1; __C:scheme:1

Implementing the Next Generation Science Standards - Penuel, William R.; Harris, Christopher J.; DeBarger, Angela Haydel (Phi Delta Kappan, 2015)
The Next Generation Science Standards embody a new vision for science education grounded in the idea that science is both a body of knowledge and a set of linked practices for developing knowledge. The authors describe strategies that they suggest school and district leaders consider when designing strategies to support NGSS implementation.

Designing a program of teacher professional development to support beginning reading acquisition in coastal Kenya - Dubeck, M.M.; Jukes, M.C.H.; Brooker, S.J.; Drake, T.L.; Inyega, H.N. (International Journal of Educational Development, 2015)
What should be considered when developing a literacy intervention that asks teachers to implement new instructional methods? How can this be achieved with minimal support within existing policy? We argue that two broad sets of considerations must be made in designing such an intervention. First, the intervention must be effective by bridging the gap between current teacher practice and the scientific literature on effective instruction. This broad consideration is detailed with 10 design recommendations. Second, the intervention must be amenable to being scaled-up and mainstreamed as part of government policy. This involves being (i) simple and replicable; (ii) well received by teachers; and (iii) cost effective. The paper describes how these factors were considered in the design of a literacy intervention in government primary schools in coastal Kenya. It also includes reactions from teachers about the intervention and their change in knowledge. [ABSTRACT FROM AUTHOR]
Keywords: ADULTS; BEST practices; EDUCATION; EDUCATIONAL innovations; EDUCATIONAL intervention; ELEMENTARY education; KENYA; Kenya; LITERACY; Literacy; Perception; Reading instruction; TEACHER development; TEACHING methods; Teacher education; Text messages; __:import:01; __:match:final; __:matched; __:study_id:2099920; ___working_potential_duplicate; __finaldtb

School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. - Duflo, Esther; Dupas, Pascaline; Kremer, Michael (Journal of Public Economics, 2015)
Keywords: ⛔ No DOI found

Learning to Improve: How America’s Schools Can Get Better at Getting Better (Carnegie Foundation for the Advancement of Teaching, 2015)
Using ideas borrowed from improvement science, Learning to Improve presents a process of disciplined inquiry that can be combined with the use of networks to

International Encyclopedia of Digital Communication and Society - Mansell, Robin; Ang, Peng Hwa; Steinfield, Charles; Graaf, Shenja van der; Ballon, Pieter; Kerr, Aphra; Ivory, James D.; Braman, Sandra; Kleine, Dorothea; Grimshaw, David J. (John Wiley & Sons, 2015)
The International Encyclopedia of Digital Communication and Society offers critical assessments of theoretical and applied research on digitally–mediated communication, a central area of study in the 21st century. • Examines topics with unprecedented breadth and depth, with the aim of bringing together international and interdisciplinary perspectives • Organized in an accessible A–Z format with over 150 entries on key topics ranging from 2,000 to 10,000 words • Addresses a full range of topics including digitally–mediated social media, commercial applications and online gaming, to law and policy analysis and information and communication technologies for development • Published with a regularly updated online edition which will ensure readers are kept abreast of the latest developments in research
Keywords: _r:ImportedToMyEducationEvidence

Ethics, Deaf‐Friendly Research, and Good Practice When Studying Sign Languages - Singleton, Jenny L.; Martin, Amber J.; Morgan, Gary (Research Methods in Sign Language Studies, 2015)

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

Using text mining for study identification in systematic reviews: a systematic review of current approaches - O’Mara-Eves, Alison; Thomas, James; McNaught, John; Miwa, Makoto; Ananiadou, Sophia (Systematic Reviews, 2015)
The large and growing number of published studies, and their increasing rate of publication, makes the task of identifying relevant studies in an unbiased way for inclusion in systematic reviews both complex and time consuming. Text mining has been offered as a potential solution: through automating some of the screening process, reviewer time can be saved. The evidence base around the use of text mining for screening has not yet been pulled together systematically; this systematic review fills that research gap. Focusing mainly on non-technical issues, the review aims to increase awareness of the potential of these technologies and promote further collaborative research between the computer science and systematic review communities.
Keywords: Automation; Review efficiency; Screening; Study selection; Text mining

Statistical Analyses of Digital Divide Factors - Várallyai, László; Herdon, Miklós; Botos, Szilvia (Procedia Economics and Finance, 2015)
The digital divide has become an extremely important issue for many international organizations and a major challenge for policy makers and academic researchers. We have to know the factors of digital divide to find solutions for eliminating disparities in ICTs.The first goal of our research is to measure or calculate the digital divide in Hungary. The digital divide is a complex and multidimensional issue, which requires taking into account diverse technologies, variables, and territories. In this context, factor analysis has revealed as a useful tool to capture the overall dimension of the digital divide. Therefore our research is based on different ICT indicators from Eurostat statistics and the Empirica survey results. Our research focuses on the digital divide circumstances in Hungary. The investigated fields are the followings: Percentage of households with access to the Internet; Percentage of households with a broadband connection; Percentage of individuals regularly using the Internet at least once a week; Percentage of individuals who have never used a computer; Percentage of individuals who ordered goods or services online for private use. The correlation matrix in our research (which comes from factor analysis) shows that all variables are closely related to each other, with correlation coefficients larger than 0.8. For instance, the percentage of individuals who have never used a computer is highly and negatively correlated with using the Internet and having access at home because most people are connected to the Internet through a computer. Furthermore, the high and positive correlations of broadband infrastructural and usage indicators show the increasing importance of high-speed connections: many of the latest online services, are only possible through fast networks. Given these strong correlations, factor analysis seems to be appropriate.Since the EU has been paying special attention to bridging the rural-urban digital divide the relationship between ICT factor and population density has also been analyzed. Furthermore, the percentage of population aged 65 and over is included to capture the potential influence of regional demographic differences on the extent of ICT adoption. In this sense, older people often face more barriers to use ICT than younger individuals. The highest correlations with ICT factor are found for GDP per capita, human resources in science and technology, in contrast to population density, which shows the lowest one among the considered variables. This article shows our research results on the field of digital divide factors using by statistical analyses.
Keywords: Digital divide; ICT.; e-competences; e-skills; skills gap

Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning - Schweisfurth, Michele (International Journal of Educational Development, 2015)
Pedagogy continues to be a neglected priority in discussions on the post-2015 agenda for education. The article situates pedagogy generally and learner-centred pedagogy specifically within these current debates. The potential of learner-centred education (LCE) is considered in the light of the evidence of its promise also taking into consideration the historic record of implementation challenges where LCE has been part of a policy framework for improving the quality of education. The concept of a pedagogical nexus illustrates how different parts of a system work together, how actors shape this and are influenced by it, and the implications of this for pedagogical change. The article therefore also explores how global goals and targets and their monitoring interact with other parts of the system and may affect teaching and learning in unintended ways. It argues for a revised conception of learner-centred pedagogy as an enabling goal, upon which other goals and targets depend.
Keywords: Learner-centred education; Pedagogy; Post-2015; ___working_potential_duplicate

DBIR: december-2015-rpp-forum-roles-in-partnerships-2 (DBIR, 2015)

DBIR: hoctober-2015-rpp-forum-getting-a-partnership-started-2 (DBIR, 2015)

DBIR: november-2015-rpp-forum-defining-the-focus-of-partnership-work-2 (DBIR, 2015)

DBIR: nsela-2015-workshop-ihub-a-research-practice-partnership-to-design-new-ngss-curriculum-2 (DBIR, 2015)

DBIR: nsta-2015-pdi-developing-next-generation-science-assessments-2 (DBIR, 2015)

World Development Report 2015: Mind, Society, and Behavior (World Bank, 2015)
Keywords: AWP2; AWP2-actual

World Education Forum 2015, Final Report (UNESCO, 2015)

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

An examination of training and development of middle level managers in emerging economies: Evidence from financial institutions in Ghana - Abugre, James B.; Adebola, Kester (International Journal of Organizational Analysis, 2015)
© 2015, Emerald Group Publishing Limited. Purpose – The purpose of this paper is to examine whether the training and development (T&D) of middle-level managers in the financial institutions of a sub-Saharan African country make any difference in the performances of the managers and the institutions in general. Design/methodology/approach – An empirical analysis of managers’ opinions based on a quantitative survey of 140 middle-level managers from four banking institutions in Ghana is conducted. Findings – Findings showed that there is a significant relationship between T&D of middle-level managers and their performance and, consequently, performance of the banks. The findings also showed that managers become savvier in personal initiatives and responsive to customer care leading to enhanced service delivery. The paper proposes that T&D should focus on the significant relationship between the outcomes and programme objectives of organisations in emerging economies if these organisations want to be counted in this competitive global world. Practical implications – The paper provides valuable information on the important role of middle-level managers as custodians of “tacit knowledge” that can turn around organisations, particularly in developing economies, if the needed T&D are given to them. Originality/value – Empirical literature on T&D and on middle-level managers’ development in developing countries is limited. The contribution of this paper identifies the roles that middle management can play in the performances of organisations and especially in emerging economies.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Sub-Saharan Africa; CA:AandC; CCZ:Ghana; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:D; CT:F; CT:P; CT:R; CT:T; D:developing country; D:emerging economies; F:outcomes; P:economy; P:measurement; P:services; R:quantitative; R:survey; T:Training; Z:Banks; Z:Mid-level managers; Z:Performance; Z:Training and development; _C:Australia AUS; _C:China CHN; _C:Ghana GHA; _C:Greece GRC; _C:Japan JPN; _C:Kuwait KWT; _C:Nigeria NGA; _C:Singapore SGP; _C:South Africa ZAF; _C:Tanzania TZA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; publicImportV1

Visions for the Sustainable Implementation of the One Laptop per Child Project - Adam, Taskeen (University of Cambridge, 2015)
Keywords: Author:OpenDevEd

Technical-Vocational Education and Language Policy in Ghana - Adogpa, James Nsoh (International Journal of Educational Administration and Policy Studies, 2015)
Technical and vocational graduates in Ghana are often ill-equipped to become self-reliant or well-fitted into the demands of the job market. This pattern can be examined in terms of the educational language policy implementation that disregards regional linguistic needs. This seems to arise as a result of the medium of instruction that is implemented in wholesale. This paper illustrates the need for the adoption of predominant regional Ghanaian languages to be used as medium of instruction in our various technical and vocational institutions in Ghana to enable learners grasp the desired skills and concepts that are relevant to preparing graduates of technical and vocational institutions for the job market. Such changes would better facilitate the technological and national advancement that we need.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:T; F:policy; P:measurement; P:media; P:technology; Policy analysis; T:TVET; Z:African Languages; Z:Change Strategies; Z:Educational Change; Z:Educational Needs; Z:Educational Policy; Z:Foreign Countries; Z:Job Skills; Z:Language of Instruction; Z:Vocational Education; _C:Ghana GHA; __C:filed:1; publicImportV1; ⛔ No DOI found

Continental Education Strategy for Africa 2016-2025 - African Union (2015)
First and foremost, CESA 16-25 is a continental strategy that matches the 2016-2025 framework of the African Union 2063 Agenda, meets the Common African Position (CAP) on the Post-2015 Development Agenda and draws lessons from previous continental plans and strategies with regard to the role and place of the AUC (AU) which, unlike member states, has no territory for the implementation of strategies in the field. Furthermore, it capitalizes on numerous and active players ready to mobilize financial, human and technical resources within national, regional and continental coalitions for education, science and technology. Thus, CESA 16-25 seeks to provide each education stakeholder the opportunity to make his or her best contribution to education and training in Africa.
Keywords: -FullBiblioUHMLgen; -GeneralCitations; publicImportV1

Assessment of perceived attributes and instructional use of information communication technology by lecturers in technical training institutions in Kenya - Agufana, PB (Moi University, 2015)
In the past ten years, Information Communication Technology (ICT) has become an essential part of our learning and development in education. Today it is no longer an option to learn the basic skills of ICT but rather a prerequisite for academic qualifications. The rapid development of these new technologies coupled with the worldwide challenge to educate all children has led to a global reform and development of teacher education and motivated educational institutions to redesign and restructure their teaching methods to enable students equip themselves for the future. The main purpose of this study therefore was to explore the relationship between Perceived Attributes and instructional use of ICT by Lecturers in Technical Training institutions in Kenya. The specific objectives of this study were, to establish the relationship between Perceived Attributes (ease of use, usefulness, cultural relevance, and government policy) and instructional use of ICT. The study adopted the quantitative research design. A sample size of 629 respondents was drawn from a total population of 2909 Lecturers in Technical Training institutions in Kenya. The sampling frame was obtained from a list provided by the Ministry of Education Science and Technology 2013. Data was collected using questionnaires. Piloting of the research tools was conducted and the sample obtained was subjected to the Cronbach‟s alpha. The quantitative data obtained from the administrated questionnaires was analyzed using descriptive statistics and inferential statistics. The study determined that ICT use has created a new platform for instruction. The findings also indicated that use of ICT by lecturers‟ greatly improved instruction. The study found out that; use of ICT improved ones relationship with others, and was fashionable. The study further found out that ICT policies enhanced use of ICT. The study concludes that perceived attributes are critical in instructional use of ICT. The study recommends that higher education qualifications are to be preferred for lecturers as it enables skilled use of available ICT technology. The study recommends the provision of Cisco Networking Academy Programme to provide more ICT exposure to students and staff. The study recommends that lecturers be encouraged to use ICT to access current and upto date information resources. The study recommends that the government should operationalize, the ICT lecturers competencies framework to enable lecturers have policy direction when planning for competence training. Lecturers are encouraged to use ICT for instructional purposes because it is the trend in modern communication, and has globalized the world. Lastly, the study recommends use of ICT for instruction as it greatly improves the instruction.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:East Africa; C:Kenya; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:R; CT:T; F:assessment; P:media; P:school teacher; P:technology; Q:ICT; R:survey; T:TVET; publicImportV1

Democracy and Governance in Nigeria: Challenges and Prospects - Aisha Abdu-Ismail (Bayero University, 2015)

Circularity in the Built Environment; A Criteria Based Template’, (written in 2015, submitted for publication 2021) Master of Design Thesis - Ajadi, S.B. (Department of Design and Innovation for Sustainability, Centre for Creative and Competitive Design, 2015)
Keywords: ⛔ No DOI found

Examining mathematical task and pedagogical usability of web contents authored by prospective mathematics teachers - Akayuure, Peter; Apawu, Jones (International Journal of Research in Education and Science, 2015)
The study was designed to engage prospective mathematics teachers in creating web learning modules. The aim was to examine the mathematical task and perceived pedagogical usability of the modules for mathematics instructions in Ghana. The study took place at University of Education, Winneba. Classes of 172 prospective mathematics teachers working in design groups were involved in the study. Data were collected using Mathematical Task Usability Scale and Pedagogical Usability Rubrics. The result indicated 77.8% of the task contents examined contained worthwhile mathematical tasks. Descriptive analysis of data reflected three distinct categories of perceived pedagogical usability. Approximately 6%, 58% and 36% of the modules contained low, moderate and high pedagogical usability attributes. The study concluded that majority of the modules developed by the prospective teachers have considerable instructional value. Implications for involvement of prospective mathematics teachers in authoring web resources were discussed against the backdrop of policy initiatives for integrating emerging technologies.
Keywords: ERIC, Current Index to Journals in Education (CIJE); Electronic Publishing; Foreign Countries; Ghana; Higher Education; Instructional Material Evaluation; Learning Modules; Mathematics Activities; Postsecondary Education; Preservice Teachers; Rating Scales; Scoring Rubrics; Statistical Analysis; Student Developed Materials; Usability; Web Based Instruction; __:import:01; __:match:final; __:matched; __:study_id:2098955; __finaldtb

Effects of Three Categories of Manpower on Undergraduate Students' Learning Outcomes in Technical Education and Their Implications for the Curriculum Implementation - Alade, Ibiwumi Abiodun (JISTE, 2015)
The implementation of technical education curriculum has been besieged with dearth of qualified teaching personnel over the years in Nigeria and some other African countries. Similarly, the available higher institutions where vocational and technical education experts are prepared have not been able to meet this demand of the manpower. This calls for possible intervention strategies which could perhaps address this lingering problem. It is on this observation that this study examines the effects of three categories of manpower on undergraduate students' learning outcomes in technical education and their implications for the curriculum implementation. The pretest, posttest control group, quasi experimental research design with a 4x3x2 factorial matrix was adopted for the study. Sixty technical education undergraduate students from a Nigerian university were purposively sampled for the study. Seven null hypotheses are generated and tested at 0.05 level of significance. Three research instruments were developed, validated, and used for data collection. Data collected were analyzed using Analysis of Covariance (ANCOVA) while Scheffe's post-hoc test was used to explain significant main and interaction effects respectively. Results showed that there is significant main effect of treatment on students' learning outcomes in technical education (F[subscript 3], 57 = 132.314; P<0.05). The students taught by vocational educator performed best in basic vocational knowledge acquisition (X = 16.38) while those taught by literate artisans had the highest means score on vocational skills acquisition (x = 42.82), then those taught by higher technician group had a mean score of x = 38.27 in vocational skills acquisition, while the control group performed least (x = 31.60). It was concluded that the three categories of manpower are effective at enhancing students' learning outcomes in technical education in various dimensions. To this end, it was recommended that literate artisans should be integrated to the teaching of vocational skills in the tertiary institutions.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Nigeria; CA:AandC; CL:en; CL:pt; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:curriculum; F:gender; F:learning; F:outcomes; F:teaching; P:artist; P:measurement; P:technician; R:observation; R:research design; T:TVET; T:vocational skills; Z:Academic Ability; Z:Control Groups; Z:Curriculum Implementation; Z:Data Collection; Z:Foreign Countries; Z:Gender Differences; Z:Hypothesis Testing; Z:Job Skills; Z:Labor Force; Z:Outcomes of Education; Z:Pretests Posttests; Z:Quasiexperimental Design; Z:Statistical Analysis; Z:Technical Education; Z:Undergraduate Students; Z:Vocational Education; __C:filed:1; publicImportV1; ⛔ No DOI found

Characteristics of micro, small and medium enterprises in Ghana: Gender and implications for economic growth - Asare, Roland; Akuffobea, Mavis; Quaye, Wilhelmina; Atta-Antwi, Kwasi (African Journal of Science, Technology, Innovation and Development, 2015)
© 2015 African Journal of Science, Technology, Innovation and Development. This paper sought to investigate the characteristics of MSMEs and to suggest ways of improving performance, particularly tackling constraints faced by women and youth entrepreneurs in Ghana. A total of 4 433 MSME operators were interviewed in all the ten regions of Ghana using a structured questionnaire. The study revealed that apprenticeship was the most common form of training received by the MSME operators interviewed. Disaggregating data by gender, it was observed that more men had received training in their business operations than women. Close to 90% of the MSMEs were under sole proprietorship. There was significant correlation between gender and scale of enterprises, with increasing numbers of men as scale of operations increased. Women, who dominated the agro-processing, agro-industrial and services sectors, were constrained by ineffective marketing strategies, lack of capital, inadequate equipment and machinery, lack of improved technology, inadequate training and low skill development. Marketing strategies employed by the majority of women were limited, mostly patronising markets within their respective districts of business operations. The study recommended support for women to access sizeable business credit with flexible payment plans, tailor-made skill development training and improved access to institutional markets with quality and well-packaged products.
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:R; CT:T; F:access; F:gender; F:payment; F:women; P:economy; P:media; P:services; P:technology; Q:flexible; R:interview; R:questionnaire; T:Lehrlingsausbildung; T:Training; Z:Businesses; Z:Constraints; Z:Development; Z:Gender; Z:Practices; _C:Ghana GHA; __C:filed:1; publicImportV1

South Sudan: Stakeholders' Views of Technical and Vocational Education and Training and a Framework for Action - Atari, Dominic Odwa; McKague, Kevin (Journal of Vocational Education & Training, 2015)
The Republic of South Sudan, recently emerging from the longest civil war in contemporary African history, has set goals towards post-conflict reconstruction in many areas of social services. However, the educational infrastructure continues to struggle, and many stakeholders in government and international and local organisations are not sufficiently aware of the needs, challenges and opportunities that face the implementation of technical and vocational education and training (TVET) in the country. Preparing future generations of youth and adults with in-demand technical skills and retraining ex-combatants to enter a peacetime workforce is essential to the development and growth of South Sudan. As a first step towards creating the foundation necessary for post-conflict training, we collected and analysed qualitative data from focus groups, in-depth interviews, field observations, and archival documents and identified three interrelated elements that require attention for the effective development of TVET: political climate, curriculum and delivery options. The resulting findings offer a starting point for addressing some of the key constraining factors for the important job of TVET development in South Sudan.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:South Sudan; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:R; CT:T; F:attitude; F:curriculum; P:services; P:social; R:focus groups; R:interview; R:observation; R:qualitative; T:TVET; T:Training; Z:Attitudes; Z:Curriculum Development; Z:Delivery Systems; Z:Educational History; Z:Focus Groups; Z:Foreign Countries; Z:Skills; Z:Stakeholders; Z:Technical Education; Z:Vocational Education; __C:filed:1; publicImportV1

Effective partnership models - Baars, Dr Sam; Menzies, Loic (2015)
Keywords: ⛔ No DOI found

Constructivism learning theory: A paradigm for teaching and learning - Bada, Steve Olusegun; Olusegun, Steve (Journal of Research & Method in Education, 2015)
Keywords: ⛔ No DOI found

Application of the constructivist methods of teaching-learning through the use of information and communication technologies (ICTs) in Zambian Schools: A case of three Secondary Schools in Lusaka - Bahufite, Eric (The University of Zambia, 2015)
Keywords: __C:filed:1

Teacher Performance Pay: Experimental Evidence from Pakistan. - Barrera-Osorio, F.; Raju, D. (The World Bank, 2015)

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

Equal Access to Education: An Evaluation of the Roma Teaching Assistant Program in Serbia - Battaglia, Marianna; Lebedinski, Lara (World Development, 2015)
This paper investigates the effects of a remedial education program -- the Roma Teaching Assistant Program -- targeting the socially excluded Roma minority in Serbia. By using first-hand collected data, we find evidence that children exposed to the program went more to school. We do not find an effect on dropouts or marks for all grades. An examination of heterogeneous effects suggests that children in the first grade benefited more from the program as compared to their older peers through lower dropouts and better marks. Overall, our results suggest that well-targeted remedial education programs can boost outcomes of low performers.
Keywords: _Added to LR; _G:reviewed

An introduction to implementation science for the non-specialist - Bauer, Mark S.; Damschroder, Laura; Hagedorn, Hildi; Smith, Jeffrey; Kilbourne, Amy M. (BMC psychology, 2015)

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

Turning a shove into a nudge? A" labeled cash transfer" for education - Benhassine, Najy; Devoto, Florencia; Duflo, Esther; Dupas, Pascaline; Pouliquen, Victor (American Economic Journal: Economic Policy, 2015)

Systematic review approaches for climate change adaptation research - Berrang-Ford, Lea; Pearce, Tristan; Ford, James D. (Regional Environmental Change, 2015)
Recent controversy has led to calls for increased standardization and transparency in the methods used to synthesize climate change research. Though these debates have focused largely on the biophysical dimensions of climate change, human dimensions research is equally in need of improved methodological approaches for research synthesis. Systematic review approaches, and more recently realist review methods, have been used within the health sciences for decades to guide research synthesis. Despite this, penetration of these approaches into the social and environmental sciences has been limited. Here, we present an analysis of approaches for systematic review and research synthesis and examine their applicability in an adaptation context. Customized review frameworks informed by systematic approaches to research synthesis provide a conceptually appropriate and practical opportunity for increasing methodological transparency and rigor in synthesizing and tracking adaptation research. This review highlights innovative applications of systematic approaches, with a focus on the unique challenges of integrating multiple data sources and formats in reviewing climate change adaptation policy and practice. We present guidelines, key considerations, and recommendations for systematic review in the social sciences in general and adaptation research in particular. We conclude by calling for increased conceptual and methodological development of systematic review approaches to address the methodological challenges of synthesizing and tracking adaptation to climate change.
Keywords: openalex:cites; openalex:import; selected_for:effects of climate ch...on learning...LMICs 2024; tagged

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

Migration gerecht gestalten - Bertelsmann Stiftung (Hrsg.) (2015)
Wurde Migration früher meist als zusätzliche Bürde für Entwicklungsländer aufgefasst, rücken jetzt stärker ihre Potenziale für Entwicklung in den Blick. Dieser Paradigmenwechsel kann nur erfolgreich sein, wenn er auf allen politischen Handlungsebenen vollzogen und dabei die Perspektive erweitert wird: von den Interessen der Einwanderungsländer auf die der Migranten und der Auswanderungsländer.

One Laptop Per Child at Home: Short-Term Impacts from a Randomized Experiment in Peru. - Beuermann, Diether W.; Cristia, Julian; Cueto, Santiago; Malamud, Ofer; Cruz-Aguayo, Yyannu (American Economic Journal: Applied Economics, 2015)
This paper presents results from a randomized controlled trial whereby approximately 1,000 OLPC XO laptops were provided for home use to children attending primary schools in Lima, Peru. The intervention increased access and use of home computers, with some substitution away from computer use outside the home. Children randomized to receive laptops scored about 0.8 standard deviations higher in a test of XO proficiency but showed lower academic effort as reported by teachers. There were no impacts on academic achievement or cognitive skills as measured by the Raven's Progressive Matrices test. Finally, there was little evidence for spillovers within schools. (JEL I21, I28, J13, O15)
Keywords: ___duplicate_item

Quest: Evaluation Report and Executive Summary - Biggart, Andy; Sloan, Seaneen; O'Hare, Liam; Miller, Sarah (Education Endowment Foundation, 2015)
Quest is a whole-year group approach to teaching English in Key Stage 3. Pupils are grouped according to their current level of reading comprehension, typically with smaller classes for the lowest attaining groups. Key components of the programme include: an emphasis on collaborative (or 'co-operative') learning; a requirement that participating teachers follow a consistent 'cycle of instruction'; and the use of formative assessment in every lesson. Pupil progress is reviewed every eight weeks, with results used as the basis for re-grouping the class. This project sought to assess the impact of Quest on Year 7 pupils' reading comprehension and was supplemented by a process evaluation that assessed programme implementation. Six schools followed the programme, and a further 13 participated in the evaluation. All participating teachers received two days training and extensive resources to be used as part of the approach, including lesson plans, graded texts and 'digitexts' (interactive texts). The programme was designed to be delivered in daily 60-minute lessons by all Year 7 English teachers, and run over the full school year. The study was one of 24 projects in a themed round on literacy catch-up at the primary-secondary transition. Key conclusions include: (1) The evaluation was unable to provide a secure estimate of the impact of Quest on reading comprehension outcomes among Year 7 pupils, primarily due to a high level of drop-out from the trial. (2) Few, if any, schools implemented the programme as designed, suggesting that substantial adaptation may be required if the approach is to gain wider adoption in English schools. (3) Some of the main barriers to successful implementation included: the difficulty in covering the expected material in a single school lesson; a perception of an insufficient focus on writing activities; and its adoption as a whole-year group intervention; (4) Many schools were positive about the range of resources provided by the programme and the co-operative learning aspects of the programme; and (5) Though it is not possible to draw a conclusive statement about the impact of the programme, on average, pupils who received the programme made less progress than those who did not. The evaluation adds limited evidence to a knowledge base of whole-year group approaches to reading interventions that involve co-operative learning, setting by ability, and concentrating most resources on those who are experiencing the greatest difficulties. Further work, taking into account feedback from teachers, is needed in order to adapt Quest to the English secondary school system. This includes reducing the amount of material to be covered in each lesson, and consideration of whether there is a need for more writing opportunities within the programme.
Keywords: _Added to LR; _G:reviewed

Parental Human Capital and Effective School Management: Evidence from the Gambia. - Blimpo, M.; Evans, D.; Lahire, N. (World Bank, 2015)

The Catch-up Education Programme in Turkey: Opportunities and challenges - Börkan, Bengü; Ünlühisarcıklı, Özlem; Caner, H. Ayşe; Sart, Z. Hande (International Review of Education, 2015)
Turkish children between the ages of 10–14 who either never enrolled in primary education, dropped out of school, or were at least three years behind their peers had the opportunity of joining an accelerated learning programme. It was developed by the Turkish Ministry of National Education General Directorate of Primary Education as a response to the urgent need to secure these children’s right to education. The programme, called ‘‘Catch-up Education Programme’’ (CEP), was implemented between September 2008 and 2013 in collaboration with the United Nations Children’s Fund (UNICEF) to enable those children to complete several grades in a short time and then to continue their education with their peers. This paper presents the ﬁndings of a study, conducted in 2010, reviewing the challenges and opportunities experienced during the implementation process from the points of view of beneﬁciaries (pupils and parents) and implementers. The results are discussed in relation to educational policy and its implementation in general.
Keywords: _AcademicRecoveryOECS; _Added to LR; _T:reviewed; __C:filed:1

Technology for professional development: access, interest and opportunity for teachers of English in South Asia - British Council (British Council, 2015)
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Brazil BRA; _C:China CHN; _C:India IND; _C:Italy ITA; _C:Malawi MWI; _C:Malaysia MYS; _C:Mexico MEX; _C:Nepal NPL; _C:Pakistan PAK; _C:Sri Lanka LKA; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; __C:filed:1; __C:scheme:1

Standing on the shoulders of giants: challenges and recommendations of literature search in information systems research - Brocke, J; Simons, A; Riemer, K (Communications of the Association for Information Systems, 2015)
Keywords: ⛔ No DOI found

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

What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts​ - Burde, D.; Guven, O.; Kelcey, J.; Lahmann, H.; Al-Abbadi, K. (Department for International Development, 2015)

What Works to Promote Children’s Educational Access, Quality of Learning, and Wellbeing in Crisis-Affected Contexts - Burde, Dana; Guven, Ozen; Kelcey, Jo; Lahmann, Heddy; Al-Abbadi, Khaled (2015)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

What works to promote children’s educational access, quality of learning, and wellbeing in crisis-affected contexts - Burde, Dana; Guven, Ozen; Kelcey, Jo; Lahmann, Heddy; Al-Abbadi, Khaled (Education Rigorous Literature Review, Department for International Development. London: Department for International Development, 2015)
Keywords: ⛔ No DOI found

Where it's needed most: Quality professional development for all teachers - Burns, M.; Lawrie, J. (Inter-Agency Network for Education in Emergencies, 2015)
Keywords: C:Fragile contexts; _C:Afghanistan AFG; _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Brazil BRA; _C:Cambodia KHM; _C:Canada CAN; _C:Central African Republic CAF; _C:Chile CHL; _C:Colombia COL; _C:Congo XCO; _C:Congo, Democratic Republic COD; _C:Ecuador ECU; _C:Egypt EGY; _C:El Salvador SLV; _C:Ethiopia ETH; _C:France FRA; _C:Gambia GMB; _C:Ghana GHA; _C:Guatemala GTM; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Haiti HTI; _C:Honduras HND; _C:India IND; _C:Indonesia IDN; _C:Iraq IRQ; _C:Japan JPN; _C:Kenya KEN; _C:Lebanon LBN; _C:Liberia LBR; _C:Madagascar MDG; _C:Malawi MWI; _C:Malaysia MYS; _C:Mali MLI; _C:Mexico MEX; _C:Myanmar MMR; _C:Nepal NPL; _C:Netherlands NLD; _C:New Zealand NZL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Peru PER; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:Sierra Leone SLE; _C:Singapore SGP; _C:Somalia SOM; _C:Somaliland XSMLD; _C:South Africa ZAF; _C:South Sudan SSD; _C:State of Palestine PSE; _C:Sudan SDN; _C:Switzerland CHE; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:Thailand THA; _C:Tunisia TUN; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Yemen YEM; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Where it's needed the most: Quality professional development for all teachers - Burns, M.; Lawrie, J. (Inter-Agency Network for Education in Emergencies, 2015)
Keywords: C:Fragile contexts

Políticas públicas em educação: um apanhado histórico - Cá, Lourenço Ocuni; Ocuni Cá, Cristina Mandu (2015)
Este trabalho pretende documentar e analisar as estruturas educacionais da Guiné-Bissau, a falta de infraestrutura deixada pelo colonialismo português e a implementação do novo sistema educacional pelo Partido Africano para Independência da Guiné e Cabo Verde (PAIGC). A análise é feita por meio de avaliação do desempenho de sucessivos períodos que fizeram parte da história educacional do país. Nesta análise, destaca-se, em primeiro momento, a ausência de instituições escolares na sociedade linhageira africana, não que isto significasse a inexistência de ensino-aprendizagem, pois se tratava de uma cultura oral que veio a ser sobreposta pela cultura escrita europeia. Nesse sentido, no ensino colonial, a Igreja Católica desempenhou o papel fundamental na docilização dos guineenses. A igreja não só ajudou na implantação da política educacional, como também participou na legitimação do colonialismo português, sancionando e santificando a missão civilizadora e função histórica de Portugal. Paralelamente a essa educação, o movimento de libertação nacional da Guiné e Cabo Verde (PAIGC) idealizou e instaurou a educação nas Zonas Libertadas (1963-1973) esta educação era mais aberta e mais dinâmica em relação ao mundo exterior. Ela não tinha mais como objetivo principal produzir uma situação de equilíbrio e de estagnação e sim procurava apoiar-se e favorecer o processo geral da luta de libertação nacional em que se inseria.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Cape Verde; C:Guinea; C:Guinea-Bissau; CA:AandC; CL:en; CL:fr; CL:pt; CLL:pt; CLS:en; CT:A; CT:C; CT:P; CT:T; P:culture; P:health; T:apprenticeship; publicImportV1

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

MOOCs for development: trends, challenges, and opportunities - Castillo, Nathan M.; Lee, Jinsol; Zahra, Fatima T.; Wagner, Daniel A. (Information Technologies & International Development, 2015)
Keywords: Final_citation; cited; existing; ⛔ No DOI found

MOOCs for development: trends, challenges, and opportunities - Castillo, Nathan M; Lee, Jinsol; Zahra, Fatima T; Wagner, Daniel A (Information Technologies & International Development, 2015)
The recent rise of massive open online courses (MOOCs) has generated significant media attention for their potential to disrupt the traditional modes of education trough ease of access and free or low-cost content delivery. MOOCs offer the potential to enable access to high-quality education to students, even in the most underserved regions of the world. However, much of the excitement surrounding opportunities for MOOCs in non-OECD contexts remains unproven. Challenges with regard to infrastructure, sustainability, and evaluation have disrupted early attempts to expand inclusion for those least educated. Drawing on proceedings from a recent international conference on MOOCs for Development held at the University of Pennsylvania, this report synthesizes trends, challenges, and opportunities within the growing subfield.
Keywords: ___working_potential_duplicate; ⛔ No DOI found

Inclusive rigour for complexity - Chambers, Robert (Journal of Development Effectiveness, 2015)

Protecting Student Data in a Digital World - Chui, M.; Sarakatsannis, J. (2015)
Keywords: Final_citation; anystyle; existing

Teaching Group Counseling in Botswana: Two U.S.-Trained Counselors Discuss Experiences and Share Cultural Considerations for Practice - Coker, Angela D.; Majuta, Aaron R. (Journal for Specialists in Group Work, 2015)
There is a paucity of research in the area of teaching group counseling within an African context. In this article we describe and reflect on our experiences teaching group counseling at an institution of higher learning in the country of Botswana. We discuss cultural traditions and strengths that support an environment of group work in Botswana, describe cross-cultural challenges we experienced along the way as we implemented Western-derived didactic and experiential components of group counseling training, and discuss the ways in which we addressed the cultural differences we encountered. Implications for future cross-cultural research and training are discussed.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; C:Botswana; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:F; CT:P; CT:Q; CT:T; F:attitude; F:learning; F:pedagogy; F:teaching; P:culture; P:environment; P:social; Q:higher education; T:Training; T:trainee; Z:Acquired Immunodeficiency Syndrome (AIDS); Z:Colleges; Z:Counselor Training; Z:Cross Cultural Training; Z:Cultural Awareness; Z:Cultural Differences; Z:Foreign Countries; Z:Group Counseling; Z:Group Dynamics; Z:Higher Education; Z:Interpersonal Communication; Z:Prosocial Behavior; Z:Social Attitudes; publicImportV1

Developing Great Teaching: Lessons from the international reviews into effective professional development. - Cordingley, P; Huggins, S; Greany, T; Buckley, N; Coles-Jordan, D; Crisp, B; Saunders, L; Coe, R (Teacher Development Trust, 2015)
Developing Great Teaching: Lessons from the international reviews into effective professional development In September 2014 the Teacher Development Trust, with kind support from TES Global, commissioned a review of the international research into what constitutes effective professional development for teachers. The review was conducted by an...
Keywords: C:England / International; STC-TLC; __C:filed:1; ___working_potential_duplicate; ⛔ No DOI found

The Impact of an Accountability Intervention With Diagnostic Feedback: Evidence from Mexico (English) - de Hoyos Navarro, E.Rafael; Moreno, Vincente A.Garcia; Patrinos, Harry Anthony (The Quarterly Journal of Economics, 2015)
Keywords: ⛔ No DOI found

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

Education, HIV, and Early Fertility: Experimental Evidence from Kenya. - Duflo, E.; Dupas, P.; Kremer, M. (The American Economic Review, 2015)

School governance, teacher incentives, and pupil–teacher ratios: Experimental evidence from Kenyan primary schools - Duflo, E.; Dupas, P.; Kremer, M. (Journal of Public Economics, 2015)

What really works to improve learning in developing countries? An analysis of divergent findings in systematic reviews [World Bank Group eLibrary] - Evans, D.K.; Popova, A. (World Bank Group, 2015)
In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories.

What Really Works to Improve Learning in Developing Countries? An Analysis of Divergent Findings in Systematic Reviews [report] - Evans, David K; Popova, Anna (Policy Research Working Paper, 2015)
Keywords: *Topic:Curriculum and resources; _Source:Intuitive; _THEME: Education management; _THEME: Learning assessments; _THEME: Teacher Professional Development; _proposed-for: Scoping review; ❓ Multiple DOI

The RAIFFET, a network for support and development of TVET in teacher training institutions in Africa - Ginestié, J (29th PATT Conference "Plurality and complementarity of approaches in Design & Technology Education", 2015)
The countries' development depends largely of the development and the effectiveness of their education systems, both to promote education for all (EFA) and technology and vocational education and training (TVET) for each of them. The situation is particularly difficult in sub-Saharan Africa (SSA) and it is very difficult for many countries to provide a school that offers all children the opportunity to attend school beyond some basics. The access to primary education is not guaranteed for all, and few of them have the opportunity to receive vocational training enabling them to obtain a recognized professional qualification. The lack of qualified and competent teachers is another manifestation of the problems. Many institutional actors, including UNESCO, help foster the development of educational policies to overcome these institutional, structural and functional weaknesses. The RAIFFET was formed to make a modest contribution to this momentum by supporting the development and structuring of teacher training and education research in SSA. This paper presents some elements of understanding of the situation and the orientations of the network's contribution to this dynamic.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; A:Africa; A:Central Africa; C:Gabon; CA:AandC; CL:en; CLL:en; CLS:en; CT:A; CT:C; CT:P; CT:Q; CT:T; P:teacher training; P:technology; Q:ICT; T:Ausbildung; T:TVET; publicImportV1; ⛔ No DOI found

A case study of the One Laptop per Child Project in Rwanda: Exploring the socio-cultural dimensions of delivery and implementation. - Girgis, Robert (University of Cambridge, 2015)
Keywords: AWP2-actual; CitedIn:OER4Schools-HHH3; CitedIn:OER4Schools-HHH3-A; CitedIn:OER4Schools-HHH3-A-PREVIOUS

Experimental impacts of a teacher professional development program in Chile on preschool classroom quality and child outcomes - Gomez, J.; Moreno, Lorenzo; Rolla, Andrea; D'Sa, Nikhit (Developmental psychology, 2015)
Keywords: ⛔ No DOI found

ETSSP 2015-2020 - Education & Training Sector Strategic Plan - Government of Botswana (2015)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Botswana; publicImportV1

National Industrial Training Standards - Government of Kenya (2015)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Kenya; Qualification Framework; publicImportV1

National Education Standards - primary and secondary education - Government of Malawi (2015)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:Malawi; Qualification Framework; publicImportV1

National Policy on Community Education and Training Colleges - Government of South Africa (2015)
Keywords: -FullBiblioUHMLgen; -GeneralCitations; CC:South Africa; publicImportV1

Towards a study of information geographies: (im)mutable augmentations and a mapping of the geographies of information: Towards a study of information geographies - Graham, Mark; De Sabbata, Stefano; Zook, Matthew A. (Geo: Geography and Environment, 2015)
Keywords: Digital Divide; Geoweb; augmented realities; immutable mobiles; information geography

TVET teacher education in Africa - Grijpstra, Douwe (2015)
This study has three broad objectives. Firstly, it seeks to compare experiences on the education and training of Technical and Vocational Education and Training (TVET) teachers in South Africa, Egypt, Ghana, Tanzania, and Cameroon. Secondly, it seeks to get input from inspiring practices from European Member States. Lastly, policy pointers should be proposed for further action. This study was commissioned as part of the South Africa - EU Strategic Partnership sectoral policy dialogue in education. Data was collected between December 2014 and September 2015. The study serves as input to that policy dialogue, in particular in relation to the education and training of upper secondary and higher TVET teachers working in institution-based TVET providers in the formal public education system. Teachers are the most important in-school factor influencing the quality of student learning and the training of teachers is the key issue in this report. However, able practitioners do not necessarily reach their potential without appropriate support nor without being sufficiently professionally challenged and rewarded. The quality of TVET teaching also depends on other factors, such as the teacher's persona; the TVET organisation (at school or college level) and the wider TVET system (national structures related to TVET of which TVET teacher education is an important element). The main research activities consisted of desk research; interviews; country studies; and comparative analysis and reporting. To validate the findings and ensure a practical link to further dissemination of the results, policy workshops were organised with policymakers in the participating countries. In this summary, key conclusions are discussed per topic. For each topic, policy pointers are presented.
Keywords: -FullBiblioUHMLgen; -RRQ:H:final; -RRQ:U:final; C:Cameroon; C:Egypt; C:South Africa; C:Tanzania; CLL:en; _C:Ghana GHA; publicImportV1; ⛔ No DOI found

Learning and teaching with mobile devices: an approach in higher secondary education in Ghana - Grimus, Margarete; Ebner, Martin (International Journal of Mobile and Blended Learning, 2015)
While many developing nations find Internet-based e-learning unsuitable for their needs mobile learning methods--specifically those involving the use of mobile-phones for both formal and informal learning--hold great promise for them (Grimus et al, 2013b). In this paper chances and challenges introduced by mobile devices to support improvement and transformation of education in a Senior High School in Ghana are examined. The field-study draws attention to the local situation, looking at infrastructure and teachers and students attitudes in using digital learning material. This paper presents results of a pilot project at a Senior High Technical School in Ghana, by addressing the issue how mobile devices can be integrated in learning and teaching. Based on our results we conclude that teachers and students hold great promise for using mobile devices for learning. Together they developed content based on the national curriculum, available for eReaders and mobile phones.
Keywords: ERIC, Current Index to Journals in Education (CIJE); Educational Technology; Faculty Development; Feedback (Response); Foreign Countries; Ghana; Handheld Devices; Online Surveys; Secondary Education; Semi Structured Interviews; Student Attitudes; Teacher Attitudes; Technical Education; Technology Uses in Education; Telecommunications; Workshops; __:import:03; __:match:final; __:matched; __:study_id:2096257; ___working_potential_duplicate; __finaldtb

Unsupervised language model adaptation using LDA-based mixture models and latent semantic marginals - Haidar, Md Akmal; O'Shaughnessy, Douglas (Computer Speech & Language, 2015)

Using improvement science to better support beginning teachers: The case of the building a teaching effectiveness network - Hannan, Maggie; Russell, Jennifer Lin; Takahashi, Sola; Park, Sandra (Journal of Teacher Education, 2015)

Making pedagogical practices visible in discussions of educational quality - Hardman, Frank (2015)

Introduction to Professional Development (Coordinators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Professional Development Coordinators), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Introduction to Professional Development (Facilitators) - Haßler, Björn (T-TEL Professional Development Programme (Handbook for Facilitators), 2015)
Keywords: Author:Haßler; Author:OpenDevEd

Introduction to Professional Development (Student Teachers) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Student Teachers)), 2015)
Keywords: Author:Haßler; Author:OpenDevEd

Introduction to Professional Development (Tutors) - Haßler, Björn (T-TEL Professional Development Programme (Professional Development Guide for Tutors), 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Le guide REL pour les écoles - Haßler, Björn; Alexandre, Sofia (African Virtual University, 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

A guia OER para as Escolas - Haßler, Björn; Cabral, Marilena (African Virtual University, 2015)
Keywords: Author:Haßler; Author:OpenDevEd; _r:ImportedToMyEducationEvidence

Open Content - Haßler, Björn; Mays, Tony (International Encyclopedia of Digital Communication and Society, 2015)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Canada CAN; _C:France FRA; _C:South Africa ZAF; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; _bjoern_cv; _r:ImportedToMyEducationEvidence

Developing Costed Implementation Plans - Health Policy Project (2015)

Challenges and opportunities for teacher professional development in interactive use of technology in African schools - Hennessy, Sara; Haßler, Björn; Hofmann, Riikka (Technology, Pedagogy and Education, 2015)
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; _C:Bangladesh BGD; _C:France FRA; _C:Japan JPN; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Pakistan PAK; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:Singapore SGP; _C:South Africa ZAF; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; _r:ImportedToMyEducationEvidence; _yl:b

Pedagogic change by Zambian primary school teachers participating in the OER4Schools professional development programme for one year - Hennessy, Sara; Haßler, Björn; Hofmann, Riikka (Research Papers in Education, 2015)
Supporting and upskilling teachers are essential to enhancing the quality of learning in developing contexts – the focus of Education For All – yet little evidence exists concerning what kinds of teacher education are actually most effective and what changes in ‘quality’ are desired and feasible. This paper illustrates how a concrete, research-informed school-based, model of professional development in sub-Saharan Africa can address the quality agenda. It reports on a trial of a pioneering, multimedia programme supporting interactive mathematics and science teaching using open educational resources and classroom digital technology, where available. The programme was carefully adapted to the Zambian context and ran weekly for one school year with 12 teachers in a low-resourced primary school. The study examined the impact on teachers' thinking and classroom practices. Data were derived from observations, lesson and workshop recordings, teacher interviews, portfolios and audio diaries. Through a teacher-led workshop approach and trialling new pedagogical strategies, teachers raised their expectations of pupils, adapted to learners’ knowledge levels, used more practical and group work, and integrated technology use. Pupils built deeper understanding of subject matter, were actively engaged, worked collaboratively and used digital technologies for problem-solving.
Keywords: Author:Haßler; Author:OpenDevEd; Björn-CV-OECS; C:sub-Saharan Africa; CAREER development; EDUCATION -- Study & teaching; GRADUATE education; PROFESSIONAL education; TEACHER training; ZAMBIA; Zambia; _C:Australia AUS; _C:India IND; _C:Iran IRN; _C:Japan JPN; _C:Kenya KEN; _C:Namibia NAM; _C:Netherlands NLD; _C:Rwanda RWA; _C:South Africa ZAF; _C:Tonga TON; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __:import:01; __:match:final; __:matched; __:study_id:2099887; __C:filed:1; __C:scheme:1; ___working_potential_duplicate; __finaldtb; _r:ImportedToMyEducationEvidence; _yl:a; digital technology; docs.opendeved.net; interactive pedagogy; open educational resources; sub-Saharan Africa; teacher professional development

Assessing the Strength of Evidence in the Education Sector - Hinton, Dr Rachel; Robinson, Mark (2015)
Keywords: ⛔ No DOI found

Review of national education policies: Teacher quality and learning outcomes - Hunt, Frances (PROSPECTS, 2015)
This article provides an overview of how teacher quality and learning outcomes are included in national education policies. It responds to a set of speciﬁc questions focused on strategies to improve learning, links between teacher quality and learning outcomes, and how policy seeks to overcome learning obstacles for the most disadvantaged. The article uses data collated from the national education plans of forty developing countries. It includes a summary of key lessons and observations related to the inclusion of teaching and learning in education policy and a range of strategies that can support teaching and learning, both directly and indirectly.
Keywords: _C:Afghanistan AFG; _C:Bangladesh BGD; _C:Belize BLZ; _C:Bhutan BTN; _C:Cambodia KHM; _C:Colombia COL; _C:Ecuador ECU; _C:Egypt EGY; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:Guinea GIN; _C:Guinea-Bissau GNB; _C:Guyana GUY; _C:India IND; _C:Indonesia IDN; _C:Jamaica JAM; _C:Kenya KEN; _C:Laos LAO; _C:Lebanon LBN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mauritius MUS; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:Nigeria NGA; _C:Papua New Guinea PNG; _C:Paraguay PRY; _C:Peru PER; _C:Rwanda RWA; _C:Sierra Leone SLE; _C:South Africa ZAF; _C:Sri Lanka LKA; _C:State of Palestine PSE; _C:Sudan SDN; _C:Tanzania TZA; _C:Uganda UGA; _C:United Arab Emirates ARE; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; _C:eSwatini SWZ; __C:filed:1; __C:scheme:1

Effects of school feeding programme on enrolment, attendance, nutrition and academic achievement on children. A case study of Maruta Primary School, Wedza District, Mashonaland East Province, Zimbabwe - Hunzvi, Tapiwa (BUSE, 2015)

Design Kit: The Human-Centered Design Toolkit - IDEO (2015)
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