Relevant bibliographies by topics / O' Level ICT Curriculum

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'O' Level ICT Curriculum'

Author: Grafiati
Published: 7 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "O' Level ICT Curriculum"

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Wamimbi, Mbanazo Fred, Matovu Musa Dr, and Bisaso Ssali Muhammadi Dr. "Effect of Students' Competence in Using ICT Tools on the Implementation of the O' Level ICT Curriculum in Government Secondary Schools in Mbale District, Uganda." International Journal of Social Science and Human Research 07, no. 09 (2024): 6878–85. https://doi.org/10.5281/zenodo.13750691.

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The study established the relationship between students’ competence in using ICT tools and implementation of the O’ Level ICT curriculum in government-aided secondary schools in Mable District. The study used a survey study design whereby 192 students were interviewed. Data analysis was done descriptively using SPSS Version 22.0 and findings indicate a significant positive correlation between students’ competence in the use of ICT tools and implementation of the ICT curriculum (r-727, N=192, p=0.0000.05). The study concludes that majority of the students were not having basic
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Kibinkiri, Eric Len, and Shwemyar Colette. "Teachers’ Level of Training on ICT and the Implementation of ICT Curriculum in Some Public Primary Schools in Mezam Division, North West Region of Cameroon." Journal of Education and Teaching Methods 2, no. 1 (2023): 44–62. http://dx.doi.org/10.58425/jetm.v2i1.128.

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Purpose: This paper buttress the importance of training teachers on use of Information and Communication Technology (ICT) as one of the major boosters the government could support implementation of ICT curriculum in Cameroon public primary schools. This study examined teachers’ level of training on ICT and implementation of ICT curriculum in some public primary schools in Mezam Division.
 Methodology: The study employed a mixed method research design consisting of a cross sectional survey and an interpretive phenomenology. The sample was made up of 375 teachers and 72 head teachers who we
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Purwanta, Hieronymus, Sutiyah, Herimanto, Musa Pelu, Isawati, and Dadan Adi Kurniawan. "The Information and Communication Technology Literacy Level of Sukoharjo’s Senior High School Students." Jurnal Nasional Pendidikan Teknik Informatika (JANAPATI) 12, no. 2 (2023): 234–43. http://dx.doi.org/10.23887/janapati.v12i2.58554.

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The Ministry of Education and Culture inaugurated the Independent Curriculum for primary to secondary education in the new school year 2022/2023. Therefore, this study aims to obtain an overview of the readiness of information and communication technology (ICT) literacy skills mastered by public high school students. Research samples were taken from nine public high schools in Sukoharjo Regency, which implemented the Independent Curriculum. The focus of the research is directed at obtaining an overview of how their ICT literacy skills. The method used is a survey compiled based on the idea of
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Wamimbi, Mbanazo Fred, Matovu Musa Dr., and Bisaso Ssali Muhammadi Dr. "Students' Access to ICT Tools and Implementation of the 'O' Level ICT Curriculum in Government Secondary Schools Mbale District, Uganda." International Journal of Social Science and Human Research 07, no. 09 (2024): 6886–93. https://doi.org/10.5281/zenodo.13750699.

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In the current digital era, ICT use in the classroom is important for giving students opportunities to learn and apply the required skills. Therefore, this study sought to identify the level of ICT tools’ accessibility by O’ Level students in government secondary schools in Mbale District. A quantitative research design was used to collect the data from a sample of 192 that included school head teachers, teachers and students. Overall, the key challenges found identified in using ICT tools were: lack of access to laptops, printers and computer laboratories, projectors and screen. T
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Kanmodi, Kehinde Kazeem, Oghosa Evbuomwan, Njideka Jacob Nwafor, Emma Omoruyi, and Dabota Yvonne Buowari. "Incorporating “ICT” Training into Undergraduate Medical Curriculum:." Medical Journal of Zambia 47, no. 3 (2020): 215–22. http://dx.doi.org/10.55320/mjz.47.3.671.

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Background: The huge relevance of Information and Communications Technology (ICT) in healthcare cannot be overemphasized. Despite the huge benefits associated with the use of ICT in healthcare, many medical schools (especially in the developing countries) are yet to incorporate ICT education as an academic course in their school curricula. This study aims to assess the opinions of medical students on the incorporation of ICT as an academic course into undergraduate medical curriculum.
 
 Material and Methods: This study was a cross-sectional online survey of 135 medical students. Stu
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Ayebi-Arthur, Kofi, Daniel Paa Korsah, Issah Bala Abudulai, Beatrice Birago, and Victoria Maame Boafowaa. "Basic school teachers’ attitude and confidence level in teaching the computing common-core programme curriculum in Ghana." Ghana Journal of Education: Issues and Practice (GJE) 9 (December 1, 2023): 63–94. http://dx.doi.org/10.47963/gje91503.

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This study investigates the attitudes and confidence levels of Basic 7-9 teachers in Ghana regarding the implementation of the Computing Common Core Programme (CCP) curriculum. Utilizing Rogers' Diffusion of Innovations Theory as a framework, the research explores factors influencing teacher confidence, including access to ICT resources and professional development opportunities. A descriptive survey design was employed, involving 287 teachers from public schools across Ghana. The findings reveal a high level of teacher confidence in teaching the CCP curriculum, despite limited access to ICT t
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Nwangwu, Emmanuel Chukwunweike, Chiaka Augusta Obi, and Edna Nwanyiuzor Ogwu. "Integration of Information Communication Technology (ICT) in the Curriculum of Federal Unity Schools (FUS) in Nigeria: Implications for Learning." Greener Journal of Educational Research 4, no. 4 (2014): 91–98. https://doi.org/10.15580/GJER.2014.4.021714113.

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The study examined the extent to which Information Communication Technology (ICT) is integrated into various school subjects in the curriculum as well as students’ utilization of and access to ICT, in order to establish a fact on its implications to e-learning. Data were collected from 105 Form 2 Junior Secondary School students from four Federal Unity Schools (FUS) in South Eastern Nigeria. Questionnaire was used for data collection that were analysed descriptively and quantitatively using frequency, percentages, charts, and cross tabulation chi-square to test the null hypothe
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Peter, Asha, and B. Mini Devi. "The Curriculum of LIS Post Graduate Courses in Universities of Kerala." Indian Journal of Information Sources and Services 8, no. 2 (2018): 68–74. http://dx.doi.org/10.51983/ijiss.2018.8.2.517.

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The study analyses the heterogeneity and homogeneity in the curriculum of Library and information Science(LIS) departments in Universities of Kerala at post graduate level and to know thelevel of adoption of ICT in the LIS curriculum. LIS programms throughout the world have instituted many curriculum changes as a result of technological achievements and advancement of ICT. Four departments are included in this study. The curriculum of the departments was collected personally. There are 3 institutions (75.00%) conduct 2-year integrated MLISc programme whereas one department M. G. University con
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Shumshunnahar, Shumshunnahar, Arifa Rahman Ruma, and Ruhul Amin. "The Constraints and Prospects of Integrating ICT in Bangladesh's Madrasa Education: Data and Explanations from Dhakil-level." Pancasila International Journal of Applied Social Science 3, no. 01 (2025): 1–18. https://doi.org/10.59653/pancasila.v3i01.1169.

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This research examines the challenges and opportunities of incorporating Information and Communication Technology (ICT) into Dhakil-level Madrasa teaching in Bangladesh. Despite the government's attempts to modernize education, ICT adoption in Madrasas remains much lower than in mainstream schools, with just 25% incorporating ICT into their curricula, compared to more than 70% in secondary schools. The study takes a mixed-methods approach, combining quantitative surveys and qualitative interviews to evaluate the present level of ICT infrastructure, teacher readiness, and cultural attitudes tow
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Rudy, F. Daling. "Proposed Recommendations in Implementing Information and Communication Technology ICT Integration in Schools' Curriculum." International Journal of Trend in Scientific Research and Development 2, no. 4 (2018): 2736–42. https://doi.org/10.31142/ijtsrd15764.

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This paper delves teachers' profile and problems encountered in ICT integration to propose measures and to enhance the implementation of Information and Communication Technology ICT integration in schools' curriculum, especially in terms of students' academic performance. A descriptive research design was employed. Data from questionnaire were treated by using frequency distribution to determine the teachers' profile, weighted mean and parameter was employed to determine the level of seriousness of the problems encountered and to propose recommendations in implementing ICT inte
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Dissertations / Theses on the topic "O' Level ICT Curriculum"

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Gülbahar, Yasemin, Mustafa Ilkhan, Selcan Kilis, and Okan Arslan. "Informatics education in Turkey : national ICT curriculum and teacher training at elementary level." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6451/.

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This article is a summary of the work carried out by the Ministry of Education in Turkey, in terms of the development of a new ICT Curriculum, together with the e-Training of teachers who will play an important role in the forthcoming pilot study. Based on recent literature on the topic, the article starts by introducing the “F@tih Project”, a national project that aims to effectively integrate technology into schools. After assessing teachers’ and students’ ICT competencies, as defined internationally, the review continues with the proposed model for the e-training of teachers. Summarizing th
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Czaplinski, Iwona. "Affordances of ICTs: an environmental study of a French language unit offered at university level." Thesis, The University of Queensland, 2012. http://espace.library.uq.edu.au/view/UQ:289156.

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This project investigates the integration of Information Communication Technologies (ICTs) into educational settings by closely looking at the uptake of the perceived affordances offered by ICTs by students enrolled in a French language course at Queensland University of Technology. This cross-disciplinary research uses the theoretical concepts of: Ecological Psychology (Gibson, 1979; Good, 2007; Reed, 1996); Ecological Linguistics (Greeno, 1994; Leather & van Dam, 2003; van Lier 2000, 2003, 2004a, 2004b); Design (Norman, 1988, 1999); Software Design/ Human-Computer Interaction (Hartson, 2003;
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Molope, Salome Sophia Pulane. "Teachers' emotional experiences in integrating ICT in the curriculum." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-07242007-154648/.

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Macková, Petra. "Přijímací řízení v odvětví ICT." Master's thesis, Vysoká škola ekonomická v Praze, 2011. http://www.nusl.cz/ntk/nusl-114257.

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The thesis focuses on the issues of job interviews for ICT positions and related aspects of this matter. It includes the set of procedures that serve as an assistant for a graduate who will apply for a job in this field. The main objective of this thesis is to determine the process and requirements for admission for the positions in ICT companies in the Czech Republic. The theoretical part focuses on the individual components of the process that leads to employment. The curriculum vitae, cover letter, preparation for a job interview, the interview itself, assessment center and internet portals
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Hu, Xuanlu. "ICT Integration in the New Arts Curriculum: Queensland Music Teachers' Perceptions." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/370436.

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The aim of this research is to understand Queensland secondary school music teachers’ beliefs about technology integration and the Information and Communication Technology (ICT) component in the recently introduced Australian Curriculum: The Arts-Music. Previous research on technology integration indicated that many teachers might be reluctant to use technology resources in music teaching or have misunderstandings about technology integration. Moreover, some studies assumed many music teachers have negative attitudes towards the Australian Curriculum. It is imperative to understand teachers' b
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Nofziger, Michael James. "Optical laboratory curriculum for the undergraduate level." Diss., The University of Arizona, 1995. http://hdl.handle.net/10150/187381.

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This dissertation addresses concepts involved in the design and teaching of optical laboratories at the undergraduate level. Curriculum and lab manuals to carry out experiments for the undergraduate optical labs in the UA Optical Engineering program have been developed. Specific as well as general educational goals are discussed for many of the experiments. Innovative approaches to experiments are given, as well as ideas for future improvements to this lab program. The lab manuals for Sophomore courses in Geometrical Optics and Physical Optics appear in their entirety as Appendices to this dis
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Alexander, Wallace Martin. "Making the transition to curriculum integration : a curriculum design in middle level schools /." Fogler Library, University of Maine, 2001. http://www.library.umaine.edu/theses/pdf/AlexanderWM2001.pdf.

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Dydowicz, Jaroslaw. "The development of TESOL teacher beliefs and knowledge in an ICT-enriched CPD environment." Thesis, University College London (University of London), 2015. http://discovery.ucl.ac.uk/10021752/.

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This thesis investigates the professional development of TESOL teachers during a postgraduate peer-taught course in English Philology at the Pedagogical University in Krakow, Poland. The analysis, conducted on the basis of a Grounded Theory approach, examines how an ICT CPD course influenced the professional development of forty newly-qualified Polish teachers of English as a Foreign Language, who engaged in peer teaching as a central component of the course. The research uncovers and examines teacher beliefs and knowledge in a setting characterised by a high degree of autonomy. The study prop
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Gray, Timothy. "Barriers to integrating ICT into the UK primary school curriculum : a case study approach." Thesis, University of Nottingham, 2011. http://eprints.nottingham.ac.uk/11688/.

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The research question which guided this exploratory case study is, in essence, looking at causes in non-implementation of change, specifically consideration of how confidence and emotions have been factors not taken into account when considering Continued Professional Development programmes and the implementation of the ICT initiative. The research was carried out as a three-case case study. There was no intent in this study to determine causal effects. Rather, it was more to consider the role of factors such as confidence, what part it plays and how this could impact on Continued Professional
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Knowlton, Corey Lamoin. "Web page design class curriculum for the secondary level." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2108.

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Books on the topic "O' Level ICT Curriculum"

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Petersen, A. Willi. ICT practitioner skills and training: Solutions at sub-degree and vocational level in Europe : guidelines for ICT training and curriculum development. Office for Official Publications of the European Communities, 2004.

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Sargent, Brian, and Brian Sargent. Applied ICT: AS level and A level. Cambridge University Press, 2008.

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University of Cambridge. Local Examinations Syndicate. International Examinations, ed. Applied ICT: AS level and A level. Cambridge University Press, 2008.

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Lyon, Carl. A Level ICT for AQA. Payne-Gallway Publishers, 2008.

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Alan, Jarvis, and Lawson Jenny, eds. AS level GCE applied ICT. Heinemann, ., 2005.

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Karen, Anderson, and Manson Graham, eds. OCR nationals ICT: Level 3. Payne-Gallway, 2009.

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1927-, Austwick K., ed. Level by level mathematics National Curriculum skills. EHC Publishing, 1992.

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1927-, Austwick K., ed. Level by level mathematics National Curriculum skills. EHC Publishing, 1993.

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1927-, Austwick K., ed. Level by level mathematics National Curriculum skills. EHC Publishing, 1992.

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1927-, Austwick K., ed. Level by level mathematics National Curriculum skills. EHC Publishing, 1992.

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Book chapters on the topic "O' Level ICT Curriculum"

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Dzinoreva, Tendayi, Logan Govender, and George Mavunga. "Rethinking ICT Integration in Teacher Education Curricula at Diploma Level in Zimbabwe." In Higher Education ICT Integration in Africa. Routledge, 2024. http://dx.doi.org/10.4324/9781003394877-10.

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Mckenney, Susan, and Nienke Nieveen. "ICT Tools for Curriculum Development." In Curriculum Landscapes and Trends. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-017-1205-7_12.

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van Moergestel, Leo, Ander de Keijzer, and Esther van der Stappen. "Implementation of an ICT Curriculum." In Information and Communication Technologies in Education, Research, and Industrial Applications. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-69965-3_7.

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Hiradhar, Preet, and Atanu Bhattacharya. "ICT, Communication, and the Curriculum." In ICT in English Language Education. Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9005-1_2.

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Lisewski, Bernard, Muireann O’Keeffe, Roisin Donnelly, et al. "Curriculum opportunities." In Masters Level Teaching, Learning and Assessment. Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-39937-3_14.

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Munro, Robert. "Curriculum Focused ICT — the Critical Resource." In Networking the Learner. Springer US, 2002. http://dx.doi.org/10.1007/978-0-387-35596-2_18.

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Porambage, Pawani, An Braeken, Matthias Carlier, Pardeep Kumar, Andrei Gurtov, and Mika Ylianttila. "Secure and Efficient Automatic Ruling in Three-Level Network Architecture." In ICT Innovations 2015. Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-25733-4_19.

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Kameyama, Michitaka, and Masanori Hariyama. "Interconnect-Aware High-Level Design Methodologies for Low-Power VLSIs." In Towards Green ICT. River Publishers, 2022. http://dx.doi.org/10.1201/9781003339861-19.

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Henry, Sauntson. "Curriculum implementation 2: classroom level." In Essential Guides for Early Career Teachers: Understanding Your Role in Curriculum Design and Implementation. Routledge, 2025. https://doi.org/10.4324/9781041055525-7.

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Kang, Seungae, and Sunyoung Kang. "Development of Curriculum Model Using ICT Content." In Lecture Notes in Electrical Engineering. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-15-1465-4_71.

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Conference papers on the topic "O' Level ICT Curriculum"

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Binamungu, Leonard Peter, and Joel S. Mtebe. "A Framework for Diagnosing the Transformative Development Nature of a University ICT Curriculum." In 2025 IST-Africa Conference (IST-Africa). IEEE, 2025. https://doi.org/10.23919/ist-africa67297.2025.11060557.

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Xu, Dingyuan, Xiang Gong, and Min Wang. "A-Level Mathematics Curriculum Design for Cultivating Top Innovators." In 2024 IEEE Integrated STEM Education Conference (ISEC). IEEE, 2024. http://dx.doi.org/10.1109/isec61299.2024.10665171.

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Perera, K. G. S. K. "Modeling the ICT Teachers’ Perspective on Teaching of Computer Programming at Secondary School Level." In SLIIT INTERNATIONAL CONFERENCE ON ADVANCEMENTS IN SCIENCES AND HUMANITIES [SICASH]. Faculty of Humanities and Sciences, SLIIT, 2022. http://dx.doi.org/10.54389/bgkd9203.

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Computer programming is viewed and experienced as a subject cognitively challenging to students as well as teachers. The aim of this study was to determine the ICT teachers’ perspective on teaching computer programming in order to comprehend how ICT teachers perceive teaching computer programing and the factors that influence their work. Forty-seven ICT teachers participated in this qualitative study. The research method used was an analytical framework known as Interactive Qualitative Analysis to model the ICT teachers’ perspective. The perspective was modelled in terms of factors (affinities
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Veinberga, Grieta, Arta Rūdolfa, and Linda Daniela. "Introduction of Educational Robotics at Secondary School Level in the Latvian Education Curriculum." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.49.

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The relevance of the present research is justified by the wide range of educational robotics applications and the rapid development of educational technologies in general. Technologies are produced faster than it is possible to develop methodical teaching materials or curricula, especially in the Latvian language. Educational robotics develops various skills and knowledge, such as algorithmic thinking, problem-solving, logical thinking, etc. However, despite the clear achievements in technology education, there are a number of related problems. These include the lack of teachers, the qualifica
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Khene, Caroline. "Curriculum Development of an ICT4D Module in the South African Context." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2236.

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[The final form of this paper was published in the journal Issues in Informing Science and Information Technology.] The significance of ICTs in supporting socio-economic development in developing countries is inevitable. As academics of information systems in developing countries, we cannot ignore the need for teaching and building the capacity of our students to become knowledgeable and skilled in Information and Communication Technology for Development (ICT4D) practice and discourse. Furthermore, it is vital to equip our students with the ability to apply their discipline knowledge in addres
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Mustata, Cristian, Voichita alexandra Ghenghea, Sissi elisabeth Closs, Ioanlaurian Soare, Cristian george Dragomirescu, and Ioana Mustata. "KEY ELEMENTS FOR EXCELLENCE IN TECHNICAL COMMUNICATION AT MASTER LEVEL." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-141.

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Working in a fast-paced industrial environment requires experts with new skills: one of these professionals is the technical communicator, whose main task does not imply solely writing instruction manuals for a large variety of products. Her/his duties should focus on managing electronic media, mastering elements of pragmatics, semantics, translation, engineering etc. The technical communicator should also be able to explore basic tools in rhetorical strategies, organizing, designing and editing documents, dealing with ethical issues and not in the least communicating across cultures. Undoubte
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Crisan, Alina, and Roxana Enache. "DEVELOPMENT OF CROSS SKILLS HARNESSING EDUCATIONAL VALENCES OF INTERNET IN NATIONAL CURRICULUM." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-210.

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As follows from the analysis introducing Internet facilitates certain structural changes in schools and, used correctly and efficiently, it may lead to the achievement of fundamental educational purposes such as: development of basic skills, critical and creative thinking, the collaborative activities and teamwork skills, selection and use of appropriate strategies to solve problems, a positive attitude to school subjects and education, providing training for lifelong learning. The issue of the use of new information technologies and the Internet in particular in education remains a matter of
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Jegede, Philip. "Assessment of Nigerian Teacher Educators’ ICT Training." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3337.

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The study examines the nature and impact of ICT trainings received by teacher educators in Southwestern Nigeria teacher training institutions. Four hundred and sixty nine teacher educators participated in the study by responding to three research instruments. The instruments enquired information on ICT training background, competence and use level of teacher educators. Data were analyzed using descriptive statistics, one-way ANOVA and Chi-square. Result showed that more than half of the educators had been exposed to one form of ICT training or the other. But trainings had hardly included the u
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Chihaia, Diana, and Carmen Cretu. "A CURRICULUM DEVELOPMENT MODEL FOR FOSTERING COLLABORATIVE LEARNING IN THE PROCESS OF STUDENT TEACHER TRAINING ON ICT USE IN EDUCATION." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-062.

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In the context of the continuous development of technology, which nowadays has a ubiquitous character, innovative strategies involving ICT in education require new frameworks and curriculum development models. Even though these new models might be based on a solid theoretical background, by considering the advantages of technology and its metamorphose from technology - the instrument into technology - the method or technology - the medium, different approaches extend the classical views on curriculum development through providing a dynamic perspective: not only focusing on content and results
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MAXIAN, Pavel. "Designing of educational content with the use of ICT." In "Cercetarea pedagogică: exigențe contemporane și perspective de dezvoltare". Materialele conferinţei ştiinţifice internaționale. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.03-04-11-2023.p251-256.

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The aim of integrating ICT into education is to improve the quality of teaching - learning and develop competences required in the digital world. To achieve the given goal, a teacher must develop digital competences, one of which is the competence to design educational content with the integration of ICT. The expected outcome of ICT implementation depends very much on the level of digital skills of each individual teacher. By the level of development of the competence to create digital educational content, the quality of the content developed can be estimated. If teachers do not correctly emph
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Reports on the topic "O' Level ICT Curriculum"

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Masters, Geoff. Time for a paradigm shift in school education? Australian Council for Educational Research, 2020. http://dx.doi.org/10.37517/91645.2020.1.

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The thesis of this essay is that the current schooling paradigm is in need of review and that the answer may lie in a shift in how we think about teaching and learning. Under the prevailing paradigm, the role of teachers is to deliver the year-level curriculum to all students in a year level. This mismatch has unfortunate consequences for both teaching and learning. Currently, many students are not ready for their year-level curriculum because they lack prerequisite knowledge, skills and understandings. The basis for an alternative paradigm and a 'new normal' is presented. The essay addresses
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Atuhurra, Julius, and Michelle Kaffenberger. System (In)Coherence: Quantifying the Alignment of Primary Education Curriculum Standards, Examinations, and Instruction in Two East African Countries. Research on Improving Systems of Education (RISE), 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/057.

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Improvements in instructional coherence have been shown to have large impacts on student learning, yet analysis of such coherence, especially in developing countries and at a systems level, is rare. We use an established methodology, the Surveys of Enacted Curriculum (SEC), and apply it to a developing country context to systematically analyze and quantify the content and coherence of the primary curriculum standards, national examinations, and actual teaching delivered in the classroom in Uganda and Tanzania. We find high levels of incoherence across all three instructional components. In Uga
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Saing, Chan Hang, Phal Chea, and Sopheak Song. Assessing Technology Readiness of Students and Teachers in Cambodian Higher Education during COVID-19. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.143.202311.

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The global COVID-19 pandemic brought unprecedented disruptions to the higher education landscape worldwide. Widespread school closures, driven by the imperative of social distancing to combat the virus's spread forced a rapid and dramatic shift from traditional face-to-face instruction to online learning and teaching environments in numerous countries. Recent research has highlighted the formidable challenges lower- and middle-income countries face, particularly those with weaker ICT infrastructures and less technology-ready teachers and students, when adapting to these new tech-enhanced teach
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Guo, Libo, and Ruihua Zhang. Building a Singapore learner corpus of English writing for pedagogy. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/28997.

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This project seeks to (1) build a learner corpus of English writing by collecting sample language data at Primary 6, Secondary 4, and Junior College 2 levels; (2) generate linguistic profiles for these stages and analyze/compare lexical, grammatical and discoursal features across these stages to track the development of English writing; (3) inform the learning, teaching and curriculum design of English writing; and (4) contribute to the theorization on the nature of writing development (Christie & Derewianka, 2008). It attempts to answer the following research questions: 1. What are the le
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Looi, Chee-Kit, Longkai Wu, Peter Sen Kee Seow, and Wendy Huang. Researching and developing pedagogies using unplugged and computational thinking approaches for teaching computing in the schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22601.

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INTRODUCTION/BACKGROUND In 2017, Singapore’s Ministry of Education implemented a new GCE ‘O’ Level Computing curriculum. The new curriculum is a distinct shift from the teaching students on the use of software technology to the development of Computational Thinking skills and programming competencies. Computing thinking skills are associated with problem solving, reasoning and logic skills that all students should develop. As Singapore moves to implement a new curriculum with a greater emphasis on the development of computational thinking and programming, the following are some of the challeng
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Early, Kennedy. Upper-Level High School 4 Week Beef Curriculum. Iowa State University, 2023. http://dx.doi.org/10.31274/cc-20240624-1540.

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Ng, Chiew Hong, and Noi Keng Koh. Pre-service teachers’ ICT knowledge, attitude and use of ICT for learning and teaching. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22750.

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There has been some research into ICT in pre-service teacher training (see Aslan and Zhu, 2014; Teo, 2009; Yücel, Acun, Tarman & Mete, 2010; Aslan & Zhu, 2014). In investigating 1230 Singaporean pre-service teachers' ICT competencies, pedagogical beliefs, and their beliefs on the espoused use of ICT, Chai (2010) affirmed the link between the pre-service teachers' ICT competencies, their pedagogical beliefs and their espoused use of ICT. However Chai (2010) has also highlighted the need to do further research as ‘the relationship between teachers' level of ICT skills and how they would
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Lim, Delbert, and Samuel Nursamsu. The Spread of Innovative Policies in an Imperfect Decentralisation. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/140.

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This paper aims to analyse the mechanisms of policy diffusion in the context of the decentralised education system in Indonesia. The country rapidly decentralised its government in 2000, transferring responsibilities to more than 341 districts and municipalities, bypassing the provincial governments. By 2022, the number of districts and municipalities increased to 514. The education system is a suitable platform for our analysis for two main reasons. First, local education offices are exceptionally active in implementing local-level policies. In a 2017 survey conducted by the RISE Indonesia te
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Green, Crystal, and Lauren Ziegler. The Messy Middle. HundrED, 2023. http://dx.doi.org/10.58261/kgic1847.

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In the last decade, HundrED has collaborated and learned from a diverse global community of innovators, educators, school leaders, and other stakeholders in over 100 countries. This paper begins to address questions from our research agenda, particularly those related to the complex process of innovation implementation at scale. We define the messy middle as the phase marked by complexity and uncertainty that occurs after an innovation has been tested and validated but before it has been institutionalised as part of standard practice in a classroom, school, or system. Following Rogers’ diffusi
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Lee, Ngan Hoe. Translating productive failure in the Singapore A-level statistics curriculum. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22626.

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In the recommendations made to the revised Singapore-Cambridge General Certificate of Education Advanced Level (A-level) Mathematics curriculum (Ministry of Education (MOE): Curriculum Planning and Development Division (CPDD), 2015a, 2015b), an emphasis was placed on the use of constructivist pedagogy to deepen students’ understanding of concepts and appreciation of the disciplinarity of the subject, and the development of students’ critical and inventive thinking capacities that are relevant to the 21st century. Current practices in the Junior Colleges (JCs), with its lecture and tutorial sys
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