Availability and usage of information communication technology facilities in secondary schools in Zambia - Nsama, Peggy; Masaiti, Gift; Akakandelwa, Akakandelwa (Zambian Journal of Educational Management, Administration and Leadership (ZJEMAL)(ISSN-Print: 2706-7416, Online: 2709-1864), 2020)
Keywords: ⛔ No DOI found

Cover Note for COVID-19 Accelerated Funding Request - OECS (2020)

OECS Education Sector Response and Recovery Strategy to COVID-19 - OECS (Organisation of Eastern Caribbean States, 2020)

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

Orange Education Portal - Orange Sierra Leone (2020)

Disability, computer and school data in Zanzibar (Unpublished) - Othman, Othman S. (EMIS Department MoEVT Zanzibar, 2020)

Applying Behavioural Insights in EdTech - An incomplete guide - Owen, Hannah; Chadeesingh, Lal; Arnold, Brian (2020)

International Common Assessment of Numeracy. Background, Features and Large-scale Implementation - PAL Network (2020)

Student participation in private supplementary education: A comparative analysis of Japan, Korea, Shanghai, and the USA - Park, H.; Lim, Y. (Chinese Journal of Sociology, 2020)
Private supplementary education, which refers to private lessons and learning outside of formal schooling purchased by families, has been widely practiced in East Asia. Its demand has grown even beyond East Asia, however, as educational competition for social mobility has intensified in many parts of the world. This global trend makes it important to determine who has greater access to private supplementary education and address the implications of the differential access for educational inequality. The current study compares how family socioeconomic status (SES) and students’ prior academic performance are related to their participation in private supplementary education in three East Asian societies—Japan, Korea, and Shanghai (China)—and the USA. Private supplementary education has existed on a substantial scale in Japan and Korea. The public and scholars have increased their concerns regarding the growing prevalence of private supplementary education in China. Although it has not been a major educational strategy, the demand for private supplementary education is rising in the USA as well, which can offer a useful insight into the global application of private supplementary education in contemporary educational systems. The focused comparisons across a small number of societies allow analyses of detailed patterns in each society in comparative perspective, thus moving beyond both single-country research and large-scale cross-national studies. The data for the current study come from 15-year-old students who participated in an international survey of student achievement, Programme for International Student Assessment (PISA) 2012. With a clearly defined measure of private supplementary education, PISA 2012 provides an exceptional opportunity for comparison. Drawing on data for 15-year-old students in four societies from PISA 2012, the linear probability models highlight heterogeneity among three East Asian societies. Japan is distinctive from Korea and Shanghai in terms of the influences of family SES on student participation in private supplementary education. Once school-fixed effects are taken into account, the strength of the relationship between family SES and private supplementary education in Japan is similar to the strength in the USA, which is weaker than the strength in Korea and Shanghai. Japan and the USA are also similar in that family structure is not significantly associated with private supplementary education, while students in non-two-parent families are significantly less likely to receive private supplementary education in Korea and Shanghai. The school-fixed-effects models also show that the within-school relationship between students’ prior academic performance and their participation in private supplementary education is generally negative. Japan, Shanghai, and the USA show a significantly negative relationship, while only Korea shows no significant relationship. Future research directions are suggested in the conclusion. © The Author(s) 2020.
Keywords: Children; East Asia; Supplementary Education; _AcademicRecoveryOECS; education; inequality; stratification

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

Tools, tactics and methods to harness the power of people, data and technology to solve global challenges - Peach, Kathy; Berditchevskaia, Aleks; Bass, Theo (Nesta, 2020)

Learning inequalities during the Covid-19 pandemic: how families cope with home-schooling - Pensiero, Nicola; Kelly, Anthony; Bokhove, Christian (University of Southampton, 2020)

Rediscovering the use of chatbots in education: A systematic literature review - Pérez, José Quiroga; Daradoumis, Thanasis; Puig, Joan Manuel Marquès (Computer Applications in Engineering Education, 2020)

Teacher transfers from primary schools in Chama district of Zambia: Causes of the massive teacher exodus and its effects on learner’s academic performance - Phiri, Donald; Mulenga, Innocent Mutale (Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2020)
Keywords: ⛔ No DOI found

Jika iMfundo: a South African study of ‘turning education around’through improved curriculum coverage - Pillay, Venitha (Professional Development in Education, 2020)
Keywords: _C:Australia AUS; _C:Cameroon CMR; _C:Ethiopia ETH; _C:South Africa ZAF; _C:Tanzania TZA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

COVID-19’s Effect on Students: How School Counselors Rise to the Rescue - Pincus, Robert; Hannor-Walker, TeShaunda; Wright, Leonis S; Justice, Judith (NASSP Bulletin, 2020)
The COVID-19 global pandemic has brought about many changes to our society, which will have long-term effects for our youth and adolescents. Due to social isolation and adverse childhood experiences, there are concerns of suicidality, technology addiction, and school safety as schools attempt to transition to a state of normalcy in the months to come. This crisis will require coordinated efforts to assist students in not only getting back on track academically but also in helping students cope with the trauma they have and are continuing to experience. As a result, insights from school counselors can be used to obtain a better understanding of the social and emotional effects of COVID-19 by collaborating with administrators to emphasize using school counselors as a mental health provider in schools. The authors highlight school counselors’ mental health training and their role in combating this issue and provide practical applications that can employed to create a systemic approach for social and emotional prevention and intervention during and after the pandemic.

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

The lived experience of undergraduate students using tablet devices - Prendergast, Trevor (Durham University, 2020)
Keywords: _C:Canada CAN; _C:Czech Republic CZE; _C:France FRA; _C:Germany DEU; _C:Greece GRC; _C:Ireland IRL; _C:Malaysia MYS; _C:Slovakia SVK; _C:Spain ESP; _C:Trinidad and Tobago TTO; _C:Turkey TUR; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1

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

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

Artificial intelligence and management: the automation-augmentation paradox - Raisch, S; Krakowski, S (Academy of Management Review, 2020)

ICT integration in teaching and learning activities in higher education: a case study of Nepal's teacher education - Rana, Kesh; Rana, Karna (Malaysian Online Journal of Educational Technology, 2020)
This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers' ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.
Keywords: ERIC, Current Index to Journals in Education (CIJE); Educational Policy; Foreign Countries; Higher Education; Information Technology; Nepal; Postsecondary Education; Preservice Teacher Education; Program Implementation; Sustainability; Technology Integration; __:import:01; __:match:final; __:matched; __:study_id:2095751; __finaldtb

Accelerated Learning Programs for Out-of-School Girls: The Impact on Student Achievement and Traditional School Enrollment - Randall, Jennifer; O'Donnell, Francis; Botha, Sandra M. (FIRE: Forum for International Research in Education, 2020)
Within the context of post-conflict DRC, we examined the impact of the Accelerated Learning Program for out-of-school girls' on student learning outcomes and traditional school enrollment. We found that the vast majority of girls advanced through the levels as expected (80%) and, on average, improved their numeracy and literacy skills. The impact on traditional school enrollment was less definitive with the percent of girls who previously attended school, as well as the age of, remaining stable over time, but there was also an increasing trend in the percent of girls who were enrolled in school until the end of the last school year.
Keywords: Academic Achievement; Acceleration (Education); Access to Education; Developing Nations; Disadvantaged Youth; Educational Attainment; Enrollment Influences; Females; Foreign Countries; Instructional Program Divisions; LMIC; Literacy; Numeracy; Out of School Youth; Primary Education; Program Effectiveness; School Location; Traditional Schools; War; _AcademicRecoveryOECS; girls; marginalised; quant; quasi-experimental

The influence of paikem gembrot model against student’s self efficacy and learning outcomes - Rasidi, Ahmad; Susana, Dian (IOP Publishing, 2020)
Keywords: _C:China CHN; _C:Indonesia IDN; __C:filed:1; __C:scheme:1

Remote learning guidance from state education agencies during the COVID-19 pandemic: A first look - Reich, Justin; Buttimer, Christopher J.; Fang, Alison; Hillaire, Garron; Hirsch, Kelley; Larke, Laura R.; Littenberg-Tobias, Joshua; Moussapour, Roya Madoff; Napier, Alyssa; Thompson, Meredith (2020)
Keywords: Final_citation

What Is Global Education and Why Does It Matter? - Reimers, Fernando M. (Educating Students to Improve the World, 2020)

Using educational transitions to estimate learning loss due to Covid-19 school closures - Ricardo, Sabates; Carter, Emma; Stern, Jonathan (REAL Centre, Faculty of Education, University of Cambridge, 2020)
Keywords: _COVID_DEAA-List

Repurposing Established Radio and Audio Series to Address the COVID-19 Educational Crises - Richmond, Simon (Education Development Center, 2020)

Revisión sistemática sobre el uso de la tableta en la etapa de educación primaria - Ricoy, María-Carmen; Sánchez-Martínez, Cristina (Revista Española de Pedagogía, 2020)
Keywords: _C:Croatia HRV; _C:Spain ESP; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

Data Visualisations: Estimating COVID-19 related learning losses and effects of mitigation | RISE Programme - RISE (RISE Programme, 2020)

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

Education technology in developing countries: A systematic review - Rodriguez-Segura, D (2020)
Keywords: _genre:LR-literature_review

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

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

Teachers Learning Together: Large-scale approaches to teacher communities of practice - Rossignoli, Serena; Amenya, Donvan; Kamana, Dieudonne; Tiganescu, Andrea; Kudenko, Irina (Education Development Trust, 2020)
Keywords: C:Kenya / Rwanda; _C:Kenya KEN; _C:Rwanda RWA; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1

The EdTech Report 2019/20 - The Growth of Technology in Education | RS Components - RS (2020)

The June 16 Soweto Youth Uprising | South African History Online - SA History Online (2020)

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

COVID's Lessons for Global Higher Education: Coping with the Present While Building a More Equitable Future. - Salmi, Jamil (Lumina foundation, 2020)
Keywords: Final_citation; ⛔ No DOI found

Educational technology in Abu Dhabi public schools: teaching with interactive whiteboards (IWBs) - Samsonova, Olga (2020)
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Cyprus CYP; _C:Jordan JOR; _C:Sweden SWE; _C:Turkey TUR; _C:United Arab Emirates ARE; _C:United Kingdom GBR; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Managing the human–chatbot divide: how service scripts influence service experience - Sands, Sean; Ferraro, Carla; Campbell, Colin; Tsao, Hsiu-Yuan (Journal of Service Management, 2020)

Transnationale Qualifizierungs- und Mobilitätspartnerschaften (tQMP): - Sauer, Michael; Volarevic, Jurica (2020)
Keywords: ⛔ No DOI found

Averting an Education Catastrophe for the World’s Children - Save Our Future (2020)

Impact Report - Save Our Future (2020)

Exploring How Preschoolers Use IPads to Develop Phonemic Awareness: A Case Study - Scalf, Patricia Pounds (2020)
Keywords: _C:Australia AUS; _C:Canada CAN; _C:Croatia HRV; _C:Germany DEU; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _C:Sweden SWE; _C:United Kingdom GBR; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Artificial intelligence-based conversational agents for chronic conditions: systematic literature review - Schachner, Theresa; Keller, Roman; v Wangenheim, Florian (Journal of medical Internet research, 2020)

Teacher leadership: A systematic review, methodological quality assessment and conceptual framework - Schott, Carina; van Roekel, Henrico; Tummers, Lars G. (Educational Research Review, 2020)

A Knowledge Development Perspective on Literature Reviews: Validation of a New Typology in the IS Field - Schryen, Guido; Wagner, Gerit; Benlian, Alexander; Paré, Guy (Communications of the AIS, 2020)
Literature reviews (LRs) play an important role in the development of domain knowledge in all fields. Yet, we observe a lack of insights into the activities with which LRs actually develop knowledge. To address this important gap, we (1) derive knowledge building activities from the extant literature on LRs, (2) suggest a knowledge-based typology of LRs that complements existing typologies, and (3) apply the suggested typology in an empirical study that explores how LRs with different goals and methodologies have contributed to knowledge development. The analysis of 240 LRs published in 40 renowned IS journals between 2000 and 2014 allows us to draw a detailed picture of knowledge development achieved by one of the most important genres in the IS field. An overarching contribution of our work is to unify extant conceptualizations of LRs by clarifying and illustrating how LRs apply different methodologies in a range of knowledge building activities to achieve their goals with respect to theory.
Keywords: ⛔ No DOI found

Design Thinking for Educators - Designers Workbook (Arabic) - Schurr, Michael (2020)
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Designers Workbook (English/Arabic) - Schurr, Michael (2020)
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Toolkit (Arabic) - Schurr, Michael (2020)
Keywords: _r:ImportedToMyEducationEvidence

Design Thinking for Educators - Toolkit (English/Arabic) - Schurr, Michael (2020)
Keywords: _r:ImportedToMyEducationEvidence

Teacher recruitment and retention: A critical review of international evidence of most promising interventions - See, Beng Huat; Morris, Rebecca; Gorard, Stephen; Kokotsaki, Dimitra; Abdi, Sophia (Education Sciences, 2020)

Machines as teammates: a research agenda on AI in team collaboration - Seeber, I.; Bittner, E.; Briggs, R.O. (Information & Management, 2020)

Education service transformation in Sierra Leone: Where policy meets the people - Sengeh, David (2020)
Keywords: _C:Sierra Leone SLE

Transforming education service delivery in Sierra Leone: from evidence to action - Sengeh, David Moinina; May-Wilson, Hannah (Global Partnership for Education, 2020)
Sierra Leone’s education system has been plagued by events that have challenged the effective delivery of high-quality education for every child for nearly three decades. But thanks to a program launched in 2018, the government is achieving greater access, quality, and equity for children by removing financial barriers to school enrollment and improving teaching and learning outcomes.
Keywords: _C:Sierra Leone SLE

Assistive technology for students with visual disability in schools for the blind in Delhi - Senjam, Suraj Singh; Foster, Allen; Bascaran, Covadonga; Vashist, Praveen; Gupta, Vivek (Disability and Rehabilitation: Assistive Technology, 2020)
Background: To understand the awareness and utilization of assistive technology in students at schools for the blind in Delhi.Methods: A cross sectional study was conducted among 250 students selected randomly from 10 blind schools in Delhi. Binocular distance presenting and pinhole vision acuity were assessed using Snellen “E” chart and a multiple pinhole occluder. Students were also interviewed using a questionnaire about 42 assistive devices to understand their awareness and use.Results: Male participants were 72.8%. Of the total, 27.6% students had best corrected visual acuity <6/18 to 1/60, and the rest had <1/60 vision. The awareness about tactile and sound-based technology was good among students: Braille books (98%), Braille slate and stylus (99.2%), handheld audio recorders (77.6%) and screen readers (77.2%). Good awareness was reported for abacus (88.8%), walking long canes (94.4%) and smart cane (89.6%), audible balls (96%), Braille chess (82.8%) and talking watch (98%). Among the students with <6/18 to 1/60 vision, the awareness of visual based technology ranged from 0.8% (typoscope) to 43.6% (video magnifiers). Braille technology was used for reading by 96.4% (books) and for writing by 96.8% (Braille slate and stylus) irrespective of visual status. Other devices were poorly used ranging from nil (typoscope) to 55% (screen readers). The use of math and science learning devices was poor (<20%). Walking canes were used by 59% of students whereas 87.2% students used audible ball for games.Conclusion: The results showed that majority of students used tactile based technology irrespective of visual status.Implications for rehabilitationStudents with visual disability need assistive technology for a wide range of activities including academic learning.Students in schools for the blind who have binocular best corrected vision acuity of 1/60 or better should be encouraged to use visual based assistive technology instead of tactile based.Students with binocular best corrected vision acuity less than1/60 should be encouraged to use other available tactile and sound-based assistive technologies as well as Braille books and Braille slate and stylus for their academic activities including maths and sciences.Teachers should be trained in the use of various assistive technologies for reading, writing, maths, sciences, sports, mobility and activities of daily living.
Keywords: Assistive technology; awareness; blind schools; utilization; visual disability

Meta-analysis as a response to the replication crisis. - Sharpe, Donald; Poets, Sarena (Canadian Psychology/Psychologie Canadienne, 2020)

Saint Lucia - Sheldon, AnnaMarie L (stateuniversity.com, 2020)

An Integrative Literature Review on Sex Education Programs for Korean College Students - Shin, Hyewon; Lee, Jung Min; Min, Hye Young (The Journal of Korean Academic Society of Nursing Education, 2020)
Keywords: __C:filed:1

A study on the application of artificial intelligence in elementary science education - Shin, Won-Sub; Shin, Dong-Hoon (Journal of Korean elementary science education, 2020)
Keywords: ⛔ No DOI found

Rapid Review of Assistive Technologies for Persons with Disability in India - Singh, Suneeta; Tomar, Manika; Mahendra, Vaishali S (Amaltas Consulting Private Ltd, 2020)
The purpose of this study is to support a better understanding of the evidence on assistive technology and support an effective response

An educational Chatbot for answering queries - Sinha, Sharob; Basak, Shyanka; Dey, Yajushi; Mondal, Anupam (Emerging Technology in Modelling and Graphics, 2020)

Tutorbot: A Chatbot for Higher Education Practice - Sjöström, Jonas; Dahlin, Maritha (Springer International Publishing, 2020)
In this paper, we present the design of Tutorbot – a chatbot software to support learning and teaching in higher education. We account for the implementation of the design as a proof-of-concept and share reflections from experiences in the design and implementation process expressed as design considerations for the design of chatbots in a higher education setting.
Keywords: Architecture; Chatbot; Design; Design science research; Higher education; Practice

ICT Skills Capacity Building Blueprint - Smart Africa (2020)

Costing the implementation of public health interventions in resource-limited settings: a conceptual framework - Sohn, Hojoon; Tucker, Austin; Ferguson, Olivia; Gomes, Isabella; Dowdy, David (Implementation Science, 2020)
Background: Failing to account for the resources required to successfully implement public health interventions can lead to an underestimation of costs and budget impact, optimistic cost-effectiveness estimates, and ultimately a disconnect between published evidence and public health decision-making. Methods: We developed a conceptual framework for assessing implementation costs. We illustrate the use of this framework with case studies involving interventions for tuberculosis and HIV/AIDS in resource-limited settings. Results: Costs of implementing public health interventions may be conceptualized as occurring across three phases: design, initiation, and maintenance. In the design phase, activities include developing intervention components and establishing necessary infrastructure (e.g., technology, standard operating procedures). Initiation phase activities include training, initiation of supply chains and quality assurance procedures, and installation of equipment. Implementation costs in the maintenance phase include ongoing technical support, monitoring and evaluation, and troubleshooting unexpected obstacles. Within each phase, implementation costs can be incurred at the site of delivery (“site-specific” costs) or more centrally (“above-service” or “central” costs). For interventions evaluated in the context of research studies, implementation costs should be classified as programmatic, researchrelated, or shared research/program costs. Purely research-related costs are often excluded from analysis of programmatic implementation. Conclusions: In evaluating public health interventions in resource-limited settings, accounting for implementation costs enables more realistic estimates of budget impact and cost-effectiveness and provides important insights into program feasibility, scale-up, and sustainability. Assessment of implementation costs should be planned prospectively and performed in a standardized manner to ensure generalizability.

Development of SW education class plan using artificial intelligence education platform: focusing on upper grade of elementary school - Son, Won-Seong (Journal of The Korean Association of Information Education, 2020)

Investigating the Barriers to Teachers’ Professional Development in an EFL Context - Soodmand Afshar, Hassan; Ghasemi, Shabnam (Journal of Modern Research in English Language Studies, 2020)
Keywords: _C:China CHN; _C:Iran IRN; _C:Israel ISR; _C:Lesotho LSO; _C:Zambia ZMB; __C:filed:1; __C:scheme:1; ⛔ No DOI found

Artificial intelligence and climate change - Stein, Amy L. (Yale J. on Reg., 2020)
Keywords: ⛔ No DOI found

Caribbean Regional Communications Infrastructure Program (CARCIP) - Submarine Cable Map (Submarine Cable Map, 2020)

Southern Caribbean Fiber - Submarine Cable Map (Submarine Cable Map, 2020)

A Quantitative Analysis of Perceptions Among Stakeholders Regarding Impact and Usage of iPads in Three Delaware Middle Schools - Sullivan, Dan (Wilmington University (Delaware), 2020)
Keywords: __C:filed:1

Estimates of the impact of COVID-19 on global poverty - Sumner, Andy; Hoy, Chris; Ortiz-Juarez, Eduardo; UNU-WIDER (WIDER Working Paper, 2020)
Abstract: In this paper we make estimates of the potential short-term economic impact of COVID-19 on global monetary poverty through contractions in per capita household income or consumption. Our estimates are based on three scenarios: low, medium, and high global contractions of 5, 10, and 20 per cent; we calculate the impact of each of these scenarios on the poverty headcount using the international poverty lines of US$1.90, US$3.20 and US$5.50 per day. Our estimates show that COVID-19 poses a real challenge to the UN Sustainable Development Goal of ending poverty by 2030 because global poverty could increase for the first time since 1990 and, depending on the poverty line, such increase could represent a reversal of approximately a decade in the world’s progress in reducing poverty. In some regions the adverse impacts could result in poverty levels similar to those recorded 30 years ago. Under the most extreme scenario of a 20 per cent income or consumption contraction, the number of people living in poverty could increase by 420–580 million, relative to the latest official recorded figures for 2018.

Ethical Considerations of Conducting Systematic Reviews in Educational Research - Suri, Harsh (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
Ethical considerations of conducting systematic reviews in educational research are not typically discussed explicitly. However, systematic reviews are frequently read and cited in documents that influence educational policy and practice. Hence, ethical issues associated with what and how systematic reviews are produced and used have serious implications. It becomes imperative for systematic reviewers to reflexively engage with a variety of ethical issues associated with potential conflicts of interest and issues of voice and representation. This chapter discusses how systematic reviewers can draw upon the philosophical traditions of consequentialism, deontology or virtue ethics to situate their ethical decision-making.

Conceptualizations and Measures of Student Engagement: A Worked Example of Systematic Review - Tai, Joanna; Ajjawi, Rola; Bearman, Margaret; Wiseman, Paul (Systematic Reviews in Educational Research: Methodology, Perspectives and Application, 2020)
This chapter provides a commentary on the potential choices, processes, and decisions involved in undertaking a systematic review. It does this through using an illustrative case example, which draws on the application of systematic review principles at each stage as it actually happened. The chapter firstly introduces the topic of ‘student engagement’ and explains why a review was decided appropriate for this topic. The chapter then provides an exploration of the methodological choices and methods we used within the review. Next, the issues of results management and presentation are discussed. Reflections on the process, and key recommendations for undertaking systematic reviews on education topics are made, on the basis of this review, as well as the authors’ prior experiences as researchers and authors of review papers.

What about children? Implications from their subjective perception and the risk of overheating in schools - te Kulve, Marije; Hellwig, Runa T.; van Dijken, Froukje; Boerstra, Atze (Ecohouse Initiative Ltd., 2020)
Keywords: BE:RELEVANT; ⛔ No DOI found

Sierra Leone Education Attendance Monitoring System - Teaching Service Commission (2020)
Keywords: _C:Sierra Leone SLE

Teacher Management Policy for Sierra Leone - Teaching Service Commission (2020)
Keywords: _C:Sierra Leone SLE

Indoor temperature and health: a global systematic review - Tham, S.; Thompson, R.; Landeg, O.; Murray, K. A.; Waite, Thomas (Public Health, 2020)
Keywords: BE:RELEVANT

Designing a Chat Bot for Learning a Subject in a Telegram Messenger. - Tsidylo, Ivan; Samborskiy, Sergiy; Mazur, Stanislav-Ivan; Zamoroz, Maria (2020)
Keywords: ⛔ No DOI found

Assessment of Farmers Socio – economic Characteristics in the Karfi Sector of KRIP Kano State, Nigeria - Tudunwada, I.Y.; S.S, Khalifa (Wudil Journal of Earth & Environmental Sciences, WUJEES, 2020)
Keywords: ⛔ No DOI found

Design principles for fostering pedagogical provenance through research in technology supported learning - Turvey, Keith; Pachler, Norbert (Computers & Education, 2020)
Keywords: __C:filed:1

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

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

Our Rights, Our Lives, Our Future (O3): Making positive sexual and reproductive health and education outcomes a reality for adolescents and young people in sub-Saharan Africa. - UNESCO (2020)

Sierra Leone | Education and Literacy Statistics - UNESCO (2020)
...
Keywords: _C:Sierra Leone SLE

COVID-19: Pathways for the Return to Learning - UNHCR AEWG (UNHCR Accelerated Education Working Group, 2020)

Education Sector Analysis of the Republic of Sierra Leone, Assessing the enabling environment for gender equality - UNICEF (UNICEF, 2020)

Republic of Sierra Leone: Education sector analysis: assessing the enabling environment for gender equality - UNICEF (2020)
Keywords: _C:Sierra Leone SLE

What Have We Learnt? - UNICEF (Paris, New York, Washington DC: UNESCO, UNICEF, World Bank, 2020)

A Survey on Impacts of COVID-19 Pandemic on Children and Young People and Their Needs - UNICEF; Children and Youth Council of Thailand; UNDP; UNFPA (2020)

UN Flagship Report Disability - United Nations (2020)

Schools ICT project - Universal Access Development Fund (Sierra Leone) (2020)

Universal Access Development Fund | Home - Universal Access Development Fund (Sierra Leone) (2020)

Uso de repositórios de recursos educacionais abertos nas práticas pedagógicas: uma revisão sistemática - Universidade Federal de Brasília (Brasil); Ferreira Borges, Flavio; Teixeira, Janaína Angelina; Universidade de Brasília (Brasil); Osuna Acedo, Sara; Universidad Nacional de Educación a Distancia (España) (RELATEC Revista Latinoamericana de Tecnología Educativa, 2020)

Delivering Distance Learning in Emergencies - USAID (2020)
Keywords: Final_citation; cited; existing

Interactive Radio and Audio Instruction Resources: Liberia - USAID (2020)
The following interactive radio and audio instruction resources are provided by programs that have been implemented in Liberia. Each program includes a description and a file set that can be used as part of a distance learning approach. , Related Looking for options for distance or audio education for your country? Submit Request , Liberia Teacher Training Program II FHI 360’s Liberia Teacher Training Program II (LTTP II, 2010-16) addressed Liberia’s critical shortages of qualified teachers and institutional capacity to produce new teachers.

Are Our Children Learning? The Status of Remote-learning among School-going Children in Kenya during the Covid-19 Crisis. - Uwezo Kenya (Uwezo, 2020)
Keywords: _COVID-Continuity-Blogpost-01; _COVID_DEAA-List

Roof Lighting with Recycled Plastic Bottles - Valera Terreros, Nancy; Espinoza Díaz, Daniel (Energy Efficiency and Sustainable Lighting, 2020)

Lectoescritura inicial (LEI): una transición con sentido - Vijil-Morin, Alejandra (2020)
Keywords: Author:OpenDevEd

Pedagogía del abrazo: una propuesta educativa - Vijil-Morin, Alejandra (2020)
La alfabetización es una experiencia transformadora a nivel cognitivo, biológico, emocional y político, pero ¿Cómo están aprendiendo lxs niñxs a leer y escribir en Nicaragua? ¿Cómo se reflejan las políticas educativas del régimen en pruebas estandarizadas de desempeño lector? ¿Qué esperanza le queda a un país empobrecido; a una infancia cargada de traumas, violencia, pandemias; a un sistema educativo rehén de la dictadura? En este escrito me gustaría rescatar la importancia de la alfabetización a través de una revisión de investigaciones; luego, dejar en evidencia las carencias de una administración educativa que se jacta de haber superado el analfabetismo. Y, finalmente, proponer una alternativa sencilla pero profundamente política para transformar la educación en Nicaragua: un abrazo.
Keywords: Author:OpenDevEd; ⛔ No DOI found

A multilevel study into the effect of tablet use in Dutch primary schools on reading achievements - Wafelaar, F. D. (2020)
Keywords: _C:Australia AUS; _C:Finland FIN; _C:Netherlands NLD; _C:New Zealand NZL; _C:Norway NOR; _C:Russian Federation RUS; _C:Switzerland CHE; _C:Thailand THA; _C:United States USA; __C:filed:1; __C:scheme:1

Inclusion in Practice: An explanatory study of how patterns of classroom discourse shape processes of educational inclusion in Tanzanian secondary school classrooms - Walker, Lisa Beth (University of Cambridge, 2020)
Keywords: _C:Albania ALB; _C:Australia AUS; _C:Austria AUT; _C:Botswana BWA; _C:Brunei Darussalam BRN; _C:Germany DEU; _C:India IND; _C:Israel ISR; _C:Jordan JOR; _C:Kenya KEN; _C:Lesotho LSO; _C:Malaysia MYS; _C:Malta MLT; _C:Morocco MAR; _C:Mozambique MOZ; _C:Netherlands NLD; _C:Peru PER; _C:Russian Federation RUS; _C:Seychelles SYC; _C:South Africa ZAF; _C:Syrian Arab Republic SYR; _C:Tanzania TZA; _C:United Kingdom GBR; _C:United States USA; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

Cost Measurement Guidance Note for Donor-Funded Education Programming. - Walls, Elena; Tulloch, Caitlin; Holla, Alaka (United States Agency for International Development, prepared for Building Evidence in Education (BE2), 2020)
The guidance note’s fundamental objective is to facilitate the adoption of robust cost measurement practices and for the results to improve the effectiveness of global investments in education development among funders and national governments. The closing section of the note presents recommended steps for instituting cost measurement practices in an international donor agency. Harmonizing cost measurement across the entire global sector will increase its value by allowing for comparisons of cost-efficiency and cost-effectiveness of interventions funded by different donors. Similar to international standards for evaluation studies, adopting clear standards for cost studies would allow us to build and use the knowledge base and ultimately improve the efficiency and effectiveness of international investments in education.

Comprehensive sexuality education in sub-Saharan Africa: adaptation and implementation challenges in universal access for children and adolescents - Wangamati, Cynthia Khamala (Sexual and Reproductive Health Matters, 2020)

Short summary report for Realdania - Wargocki, Pawel (International Centre for Indoor Environment and Energy, 2020)
Summary of the research on how thermal, air quality, noise reduction, lighting, and daylighting improvements in classrooms benefit children’s educational attainments

The full report of Realdania - Wargocki, Pawel; Wyon, David P (International Centre for Indoor Environment and Energy., 2020)
This report summarises published research on how children’s performance of schoolwork in primary and secondary schools and their subsequent educational attainments are affected by classroom temperature, air quality, noise, and lighting. The main conclusions (Items 1-20) are set out below as unequivocal statements that are validated by the findings of the detailed reviews of research published that form the bulk of the report, or by the findings of research published since those reviews were written and in some cases published. Bibliographic references to the original research reports are to be found in each detailed review or in the list that appears below. To each statement has been added brief comments based on other relevant findings noted in the reviews. A short list of what is NOT yet known about the effects of each indoor climate factor is then appended (Items 5, 10, 15, and 20), the implications for energy conservation (Items 21-25) and priorities for future research in this area (Items 26-30) are suggested. This report’ssummaryisprovidedseparatelywiththecurrentrecommendations and requirements of indoor environmental quality conditions in schools. Four appendixes contain detailed reviews based on which the present report was prepared.

RECOVR Sierra Leone: Tracking the Effects of the COVID-19 Pandemic - Warren, Shana; Parkerson, Doug; Collins, Elliott (Innovations for Poverty Action, 2020)
Keywords: _C:Sierra Leone SLE

Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms - Warwick, Paul; Cook, Victoria; Vrikki, Maria; Major, Louis; Rasmussen, Ingvill (Learning, Culture and Social Interaction, 2020)
Keywords: __C:filed:1

The Washington Group / UNICEF Child Functioning Module (CFM) - Washington Group; UNICEF (2020)

Learning through television in low-income contexts: mitigating the impact of coronavirus (COVID-19) [EdTech Hub Blog] - Watson, Joe (The EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. Written by Joe Watson, research assistant at the University of Cambridge One of the many consequences of COVID-19 is that more than a billion caregivers will soon face the stark (and often scary) realisation that they must become their children’s teachers. This will be particularly …

The relationship between educational television and mathematics capability in Tanzania - Watson, Joseph; Hennessy, Sara; Vignoles, Anna (British Journal of Educational Technology, 2020)
Keywords: Final_citation; cited; existing

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

SAVE THE CHILDREN INTERNATIONAL - Wc, London (2020)
An estimated 99% of children worldwide – or more than 2.3 billion children – live in one of the 186 countries that have implemented some form of restrictions due to COVID-191. Although children are not at a high risk of direct harm from the virus, they are disproportionately affected by its hidden impacts.
Keywords: ⛔ No DOI found

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

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

COVID-19 Weekly Epidemiological Update, 1st Dec 2020 - WHO (WHO, 2020)

Organisation of Eastern Caribbean States - Wikipedia (Wikipedia, 2020)

Cost-effective approaches to improve global learning: What does recent evidence tell us are “Smart Buys” for improving learning in Low and Middle Income Countries? - World Bank (2020)
Cost-Effective Approaches to Improve Global Learning : What Does Recent Evidence Tell Us Are “Smart Buys” for Improving Learning in Low and Middle Income Countries? (English)
Keywords: _genre:LR-literature_review

COVID-19 Could Lead to Permanent Loss in Learning and Trillions of Dollars in Lost Earnings - World Bank (World Bank, 2020)

Human Capital Project - October 2020 - World Bank (2020)
Keywords: ⛔ No DOI found

Incidence of HIV, all (per 1,000 uninfected population) - Sierra Leone | Data - World Bank (2020)

Individuals using the Internet (% of population) - Bangladesh - World Bank (2020)

Project Appraisal Document: Sierra Leone Free Education Project - World Bank (2020)
Keywords: _C:Sierra Leone SLE

Results of Mongolia COVID-19 Household Response Phone Survey (Round 1) - World Bank (World Bank Group, 2020)

Special Needs Education in Uganda: Sustainable Development Goal (SDG) #4 Concerns Quality and Inclusive Education - World Bank (World Bank, 2020)
About 16% of Ugandan children have a disability, this suggests that most children with disabilities are not able to attend school and that learners with special needs fail to transition from one educational level to another.

Worldreader | Sierra Leone - Worldreader (2020)
Worldreader brings digital reading to schools in Sierra Leone in partnership with the Klintworth Family Foundation.
Keywords: _C:Sierra Leone SLE

Acceptance on open and distance learning method amongst special education needs teachers during movement control order - Yahaya, Nasiha Hanis (Journal of Media and Information Warfare (JMIW), 2020)
Keywords: ⛔ No DOI found

Tackling environmental challenges in pollution controls using artificial intelligence: A review - Ye, Zhiping; Yang, Jiaqian; Zhong, Na; Tu, Xin; Jia, Jining; Wang, Jiade (Science of the Total Environment, 2020)

Estimating Level of Engagement from Ocular Landmarks - Yücel, Zeynep; Koyama, Serina; Monden, Akito; Sasakura, Mariko (International Journal of Human–Computer Interaction, 2020)
Keywords: __C:filed:1

The Emerging Role of Corporate Actors as Policymakers in Education in Emergencies: Evidence from the Syria Refugee Crisis - Zakharia, Zeena; Menashy, Francine (Journal on Education in Emergencies, 2020)

Relationship Between Classroom Physical Environment and Students’ Academic Achievement at Secondary Level - Zaman, Fakhar; Begum, Shabnam; Ullah, Mati (2020)
For fruitful teaching and learning process, physical classroom environment is very essential. The key purpose of the study was examining relationship between classroom physical environment and students’ academic achievement at Secondary Level in Southern KP. The study was descriptive in nature. The population of the study comprised of the five districts in Southern KP in which (n = 400) respondents were taken as sample of the study by applying stratified random sampling technique in which 200 were urban (100 male students and 100 female students). Similarly, 200 were rural students (100 male and 100 female). From each selected district, 05 urban and 05 rural male schools and similarly 05 urban and 05 rural female schools were randomly selected among these 05 districts. Data were collected from 20 schools. A self-developed questionnaire was used to find views of the students about their physical class room environment. Cronbach Alpha was applied. The collected data was entered into SPSS. Results and conclusions were drawn according to the nature of study. Thus, some recommendations were suggested at the end for the further improvement and future researcher.
Keywords: BE:LMIC; BE:RELEVANT

Systematic Reviews in Educational Research: Methodology, Perspectives and Application [Book] - Zawacki-Richter, Olaf; Kerres, Michael; Bedenlier, Svenja; Bond, Melissa; Buntins, Katja (Springer Fachmedien Wiesbaden, 2020)

The development dictionary @25: post-development and its consequences - Ziai, Aram (2020)
Few books in the history of Development Studies have had an impact like The Development Dictionary-A Guide to Knowledge as Power, which was edited by Wolfgang Sachs and published by Zed Books in 1992. The Development Dictionary was crucial in establishing what has become known as the Post-Development (PD) school. This volume is devoted to the legacy of The Development Dictionary and to discussing Post-Development. Thisbook originally publishedas a special issueof Third World Quarterly.

Evaluation Learning from Experience USAID Evaluation Policy - Ziegler, Jessica (2020)
Keywords: ⛔ No DOI found

A district level study on the deployment, allocation and utilisation of teachers between and within Malawi’s primary schools: an accountability and political settlements approach - Zubairi, Asma (University of Cambridge, 2020)
Keywords: _C:Australia AUS; _C:Bangladesh BGD; _C:Botswana BWA; _C:Cambodia KHM; _C:Chile CHL; _C:China CHN; _C:Ethiopia ETH; _C:Gambia GMB; _C:Ghana GHA; _C:India IND; _C:Indonesia IDN; _C:Jamaica JAM; _C:Japan JPN; _C:Kenya KEN; _C:Lesotho LSO; _C:Liberia LBR; _C:Malawi MWI; _C:Mauritius MUS; _C:Mexico MEX; _C:Mozambique MOZ; _C:Namibia NAM; _C:Nepal NPL; _C:Niger NER; _C:Nigeria NGA; _C:Norway NOR; _C:Pakistan PAK; _C:Papua New Guinea PNG; _C:Peru PER; _C:Philippines PHL; _C:Rwanda RWA; _C:Senegal SEN; _C:South Africa ZAF; _C:Tanzania TZA; _C:Turkey TUR; _C:Uganda UGA; _C:United Kingdom GBR; _C:United States USA; _C:Uruguay URY; _C:Zambia ZMB; _C:Zimbabwe ZWE; __C:filed:1; __C:scheme:1

指尖上的学习: 触屏学习的作用 - 谢和平; 周宗奎; 黄勖喆; 朱晓伟; 范翠英 (心理科学, 2020)
Keywords: _C:Greece GRC; _C:New Zealand NZL; _C:Switzerland CHE; _C:United States USA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

한국의 대학생을 대상으로 한 성교육 프로그램에 관한 통합적 고찰 - 신혜원; 이정민; 민혜영 (한국간호교육학회지, 2020)
Keywords: _C:Korea XKOR; _C:Korea, Republic KOR; _C:Uganda UGA; __C:filed:1; __C:scheme:1; ⛔ No DOI found

입원 아동 대상 통증 완화 중재에 대한 통합적 고찰 - 조해련; 이정민; 김신정 (Child Health Nursing Research, 2020)
Keywords: __C:filed:1; ⛔ No DOI found