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This article focuses on the challenges involved in conducting evaluations of interactive radio programmes in South Africa with large numbers of schools, teachers, and learners. It focuses on the role such large-scale evaluation has played during the South African radio learning programme's development stage, as well as during its subsequent sustained implementation phase. The model evolved for evaluation of interactive radio instruction is based within the context of a shoestring/real-world evaluation tradition, where funding for internal evaluation has been limited over the period of the programme's development to scale, necessitating focused use of resources in a longitudinal evaluation design. The evaluation approach is participatory and multimethod, linking the requirements of external summative evaluation conducted for accountability, with data yielded by internal (formative and developmental) evaluation. This is done through internal and formative evaluative studies of limited scope, combined with developmental classroom-based evaluation based on the logic of project team members working with teachers to promote the programme's self-evaluative capacity.

In a context of increased primary school enrollment rates, secondary education is appearing as the next big challenge for Latin American and East Asian countries. This report seeks to undertake a detailed diagnostic of secondary education in these two regions, understand some of the main constraints to the expansion and improvement of secondary education, and suggest policy options to address these constraints, with focus on policies that improve the mobilization and use of resources.

It is increasingly recognized that broadcasting has an important role to play in development – as a widespread tool of information transfer, as a method to improve governance, as an important economic sector in its own right and as a potential access point to new information and communications technologies. Sector reform is long overdue, with the state domination radio broadcast in approximately 75 percent of the world, for example. Reform in the broadcasting sector can have significant development impact –especially in improving governance and transparency. The World Bank has taken the lead in the reform of a range of other sectors. It is time for the institution to turn its attention to broadcasting, where many of the same lessons of reform apply, land where the unmet need for assistance is great. The Bank Group’s potential activities in the sector might include:· Basic Reform, involving the opening up of the broadcast sector to private and community involvement, and deconcentrating private media ownership. Convergence regulation, involving the harmonization and integration of regulations covering broadcast and telecommunications infrastructure.· Support for community radio stations to improve access for the poor to the tolls of information and communications technologies; and · Pilot projects involving digital television to assess the potential of broadcast as a tool to widen.

This education status report (ESR), prepared at the request of the Government of South Sudan (GoSS), provides a comprehensive snapshot of an education sector that is emerging from a long period of civil strife. It confirms the strong appetite among the people for education; in turn, more educated citizens are needed to provide the bedrock of the new country and its prospects. The purpose of this report is to enhance the knowledge base for policy development in the education sector and, more broadly, create a platform for engaging a diverse audience in dialogue on education policies in the new country. The ultimate aim is to help develop a shared vision for the future of the education system among government, citizens, and partners in Africa's newest nation. The report clearly shows that the education system in South Sudan faces all the challenges of a new nation that is making a visible effort to catch up quickly from a very low base by rapidly increasing student enrollment. These challenges include a concentration of students in the early grades; a high proportion of overage students, repetition, and dropout; and weak levels of student learning. Further, the report indicates that South Sudan is beginning to feel the effects of its success at increasing enrollment at the primary level with growing demand for secondary and higher education. The report also highlights the low overall quality of education, and emphasizes that quality of education and accountability of the education sector should become central considerations early on in the development of the education system. Finally, the report emphasizes the importance of South Sudan's unique Alternative Education System (AES), which will continue to play a central part in the education system for years to come. The majority of youth and adults in the country today may never benefit from formal basic education, but their learning needs must be met if South Sudan is to build a solid state and society. The AES is currently offering accelerated learning programs to more than 200,000 youth and adults and holds significant promise.

Background In High-income countries, many academic institutions are using E-learning during COVID 19 Pandemic. However, in limited-resource countries, like Sudan, shifting towards E-learning requires many adjustments to be made to make sure the E-learning is held in a proper manner, as best as possible. This study was undertaken to assess medical students’ perception towards implementing E-learning during COVID 19 Pandemic and to highlight for E-learning implementation in Sudan as an example of a limited-resource setting. Methods A cross-sectional survey was conducted between 10 and 25 of May 2020 among the undergraduate medical students at the Faculty of Medicine, University of Gezira, Sudan. The study used self-administered online-based questionnaire. E-mail and social media platforms such as Facebook and WhatsApp were utilized to disseminate the questionnaire. Results The total numbers of 358 undergraduate medical students responded to the online survey questionnaire. The majority (87.7 %) of students agreed that the closure of the university is an essential decision to control the spread of the COVID-19 infection. Approximately two-thirds (64 %) of students perceived that E-learning is the best solution during COVID 19 lockdown. The level of medical students (Pre-clerkship and Clerkship) and place of residence had significant correlation ( p -value < 0.05) with medical students opinion regards starting the E-learning. Internet bandwidth and connectivity limitation, unfamiliarity with E-learning system, technical support limitation and time flexibility in case of technical problems during online exams, and lack of face-to-face interaction were the factors considered by medical students to be against the E-learning implementation. Conclusions Most medical students had a positive perception of E-learning. However, there are many challenges considered as an inhibitory factor for utilizing electronic technologies for medical education. We recommend that challenges of E-learning in our limited-resource setting should be systematically evaluated and that effective strategies should be developed to overcome their inhibitory effects.

Although use of telehealth may have begun centuries ago and has grown considerably through the 20th century, the coronavirus disease 2019 pandemic skyrocketed telemedicine's reach, including its use in pediatrics. The American Academy of Pediatrics endorses telehealth as a “critical infrastructure to efficiently implement the medical home model of care.” Particularly for children with medical complexity (CMC), telehealth offers great promise to improve access to continuous, coordinated primary care, reduce time to pediatric subspecialty care, and support distance education for both pediatric providers and patients and their families. This article details the numerous benefits of telehealth to CMC with an emphasis on its use as an extender of the medical home, describes the venues in which telehealth augments access to safe, high-quality care, presents best practices in engaging in telehealth encounters, and enumerates barriers that may exacerbate current health inequities. We review current published telehealth patient-/caregiver-level, clinician-level, and payor-level outcomes while revealing research gaps and opportunities. [Pediatr Ann. 2024;53(3):e74–e81.]

Mobile learning (m-learning) adoption has increased and shall be demonstrated superior performance by implementing related computing paradigms, such as IoT, edge, mobile edge, fog, AI, and 5G. Mobile cloud architectures (MCAs) enable m-learning with several benefits and face limitations while executing real-time applications. This study investigates the state-of-the-art m-learning architectures, determines a layered m-learning-MCA obtaining numerous benefits of related computing paradigms, and expands m-learning functional structure. It evaluates m-learning performance across the four physical layer’s MCAs—distance cloud, cloudlet, operator-centric cloud, ad hoc cloud, and emerging computing architectures. Surprisingly, only distance-cloud MCA is adopted for developing m-learning systems by ignoring the other three. Performance evaluation shows m-learning gets terrific benefits and users QoE in related computing paradigms. Mobile edge computing offers ultralow latency, whereas the current architecture improves task execution time (1.87, 2.01, 2.63, and 3.97) for the resource-intensive application (i.e., 4.2 MB). Fog using AI algorithms is exceptional for more complex learning objects, IoT is superior for intelligent learning tools, and 5G ultrawideband services are more significant for intelligent video analytics. These findings help learners, educators, and institutions adopt an appropriate model for achieving their academic objectives across educational disciplines. The presented approach enables future research to design innovative architectures considering resource-intensive m-learning application execution requirements, such as video content analytics and virtual reality learning models.

With the continuous development of the Internet of Things technology, learning and acquiring knowledge through Internet will become an important way for human beings to learn, work, and conduct research. In the field of English language teaching, the cutting-edge research on the Internet of Things-based interactive teaching models is important. The intelligent campus is a new type of campus built aided by advanced techniques such as machine learning and the Internet of Things. In the smart campus, the classroom usually consists of a tangible physical space and an invisible digital space, which can be used to support teaching content through various types of intelligent equipment, promote classroom interaction, and achieve more convenient visualization of educational functions. Based on the initial results of the Internet of Things research, this research establishes a visual education system based on the Internet of Things. At the same time, the Internet of Things is used to study the interactive English teaching mode in order to improve the level of English teaching and thus enhance the technology level of the intelligent campus.

Diet-related chronic diseases are highly prevalent among indigenous populations in the Canadian Arctic. A community-based, multi-institutional nutritional and lifestyle intervention—Healthy Foods North—was implemented to improve food-related psychosocial factors and behaviors among Inuit and Inuvialuit in four intervention communities (with two comparison communities) in Nunavut and the Northwest Territories, Canada, in 2008. The 12-month program was developed from theory (social cognitive theory and social ecological models), formative research, and a community participatory process. It included an environmental component to increase healthy food availability in local stores and activities consisting of community-wide and point-of-purchase interactive educational taste tests and cooking demonstrations, media (e.g., radio ads, posters, shelf labels), and events held in multiple venues, including recreation centers and schools. The intervention was evaluated using pre- and postassessments with 246 adults from intervention and 133 from comparison communities (311 women, 68 men; mean age 42.4 years; 78.3% retention rate). Outcomes included psychosocial constructs (healthy eating knowledge, se If-efficacy, and behavioral intentions), frequency of healthy and unhealthy food acquisition, healthiness of commonly used food preparation methods, and body mass index (kg/m²). After adjustment for demographic, socioeconomic status, and body mass index variables, respondents living in intervention communities showed significant improvements in food-related self-efficacy (β = 0.15, ρ = .003) and intentions (β = 0.16, ρ = .001) compared with comparison communities. More improvements from the intervention were seen in overweight, obese, and high socioeconomic status respondents. A community-based, multilevel intervention is an effective strategy to improve psychosocial factors for healthy nutritional behavior change to reduce chronic disease in indigenous Arctic populations.

Context-aware ubiquitous learning has been recognized as being a promising approach that enables students to interact with real-world learning targets with supports from the digital world. Several researchers have indicated the importance of providing learning guidance or hints to individual students during the context-aware ubiquitous learning process. In this study, an expert system-based guidance approach is proposed for conducting effective context-aware ubiquitous learning activities based on the domain knowledge provided by experienced teachers. To evaluate the effectiveness of the proposed approach, an experiment on a learning activity in a senior high school Geosciences course has been conducted. The experimental results show that, with this new approach, the students' learning achievements have been significantly improved in terms of several cognitive processes in Bloom's taxonomy of educational objectives, such as ＂analyzing＂ and ＂evaluating.＂ Consequently, it is concluded that the context-aware ubiquitous learning system with the interactive guiding approach has benefited the students in enhancing their higher order thinking competences.