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Studies have been carried out on the use of geographical information systems (GIS) in teacher training, especially in the developed countries. In southern African countries, nevertheless, the scenario is different because GIS education appears to be a rather new field of study. This study therefore used systematic review to collect data. This method assists in finding and understanding the outcomes of other research conducted within the same field of study. The results reveal that only three...
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To assign teachers to schools, a modified version of the well-known deferred acceptance mechanism has been proposed in the literature and is used in practice. We show that this mechanism fails to be fair and efficient for both teachers and schools. We identify a class of strategyproof mechanisms that cannot be improved upon in terms of both efficiency and fairness. Using a rich dataset on teachers’ applications in France, we estimate teachers preferences and perform a counterfactual analysis....
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One of the overall objectives of the EdTech Hub is to conduct a series of literature reviews on the state of educational technology in primary and secondary school settings within low and middle-income countries (LMICs). Given the variety of approaches which can be considered as ‘educational technology’ and the range of settings which are LMICs, the scale of the task presents an initial challenge. Furthermore, it would be valuable to design the initial literature search in such a way that...
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Donor Organizations & the Principles for Digital Development: A Landscape Assessment and Gap Analysis. (Principles for Digital Development — Resource Development Program Asset No. 1) Also available at https://digitalprinciples.org/resource/donor-organizations-the-principles-for-digital-development-a-landscape-assessment-and-gap-analysis/, https://digitalprinciples.org/wp-content/uploads/PDD2018_interactive.pdf
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