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How can we monitor indoor environmental quality without access to sophisticated measurement instruments? This blog highlights simple methods for checking classroom environmental quality. The methods cannot replace the processes of taking actual measurements and monitoring, or ensure that classrooms meet code requirements; they will, however, help identify particular problems and indicate actions that can be taken to avoid them. The end of the blog includes a table of the actions described...
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An output of the Open Development & Education, https://opendeved.net/
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An output of the Open Development & Education, https://opendeved.net/
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An output of the Open Development & Education, https://opendeved.net/
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An output of the Open Development & Education, https://opendeved.net/
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An output of the Open Development & Education, https://opendeved.net/
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An output of the Open Development & Education, https://opendeved.net/
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in spite of the importance of TVET for development and a range of national reform initiatives to support TVET over the past two decades, major concerns remain regarding the state of TVET in the Southern African region. These led SADC and UNESCO to intervene through the commissioning of a pilot TVET monitoring tool and a regional review of the state of TVET, with a view to developing a new strategic programme of action for regional cooperation in TVET. As is made clear throughout this report,...
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The 2004 tsunami in Aceh resulted in significant post-disaster problems which extended far beyond the loss of possessions and infrastructure destruction. In addition to having to deal with their own problems as a consequence of the tsunami, teachers were faced with the additional problems arising from working with children who had been exposed to the traumatic event. Teacher professional development was regarded as an important support mechanism to help teachers in this period. Findings from...
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An output of the Open Development & Education, https://opendeved.net/
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An output of the Open Development & Education, https://.opendeved.net/
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This study focuses on the socio-cultural and institutional factors that affect female teacher deployment in rural primary schools in Nigeria. In Kwara State, there are extreme imbalances in teacher distribution between rural and urban areas due to female teachers’ active avoidance and/or attrition from rural posts. Given these problems, this article discusses an innovative use of the Capability Approach that informed a rural teacher deployment policy that addressed a number of issues that...
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