Teleschool Inauguration 13-04-2020.jpg (2020)
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Telkom Kenya Limited (2019)
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The EdTech Hub’s Helpdesk and COVID-19: Demand-driven advice (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. With more than 1.5 billion children now affected by school closures, ministries of education and decision-makers around the world are urgently in need of fast, evidence-based, context-specific advice about out-of-school learning. Teachers, caregivers, parents and policymakers are tirelessly working to ensure that learning doesn’t stop. Faced with one of the…
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Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Think Local: Support for learning during coronavirus (COVID-19) could be found from within communities (EdTech Hub, 2020)
This is part of our coronavirus (COVID-19) and EdTech series. While technology is a potentially powerful tool in low-resourced contexts, technology use is not always possible or appropriate, as previous Hub blogs have asserted. The following blog emphasises the particular role that communities can play in supporting continued learning opportunities for the billions of children whose education has been disrupted by…
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Keywords: _DOILIVE; _EdTechHub_Output; _zenodoETH

Train for Tomorrow, Ghana (Varkey Foundation, 2018)
Funded by Dubai Cares, Train for Tomorrow (T4T) is a US$ 2 million remote teacher training project in Ghana’s Eastern Region .
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Understanding Teacher School Choice Preferences: What Matters Most for Teacher Deployment in Sierra Leone? (EdTech Hub Preprint, 2023)
This exploratory mixed-methods study investigates the factors that shape where teachers want to work in Sierra Leone. We identify five dominant factors: monetary incentives, school conditions, opportunities for professional development and support, school location, and relationships with the school and the community. Importantly, these factors combine to push and pull teachers to different locations. Moreover, the factors interact with individual teacher characteristics such as gender, family status, and experience to influence school choice preferences. This set of factors — and their interaction with certain teacher characteristics — continues to shape preferences as teachers move up the career ladder. Keywords: Teacher deployment, teacher preferences, Sierra Leone, teacher supply, remote schools An output of the EdTech Hub, https://edtechhub.org
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Keywords: _r:AddedByZotZen

Understanding the pricing of the ChatGPT API - API (OpenAI Developer Forum, 2024)
Greetings, if our institution opts for the Tier 3 plan for the ChatGPT API, allowing students to utilize our API, and the usage either surpasses or falls below the predefined limits of Tier 3, how does it influence the monthly pricing? To clarify, if usage exceeds the Tier 3 limits, will our monthly payment remain fixed at $1000, or will the pricing be adapted according to our actual usage? You can refer to the link provided for details on the tier plans: https://platform.openai.com/docs/guides/...
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Virtual University of Pakistan (2020)
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What we have learnt from designing and implementing tablet-based learning across the world (EdTech Hub, 2020)
Written by Susan Colby (Imagine Worldwide) and Nicola Pitchford (University of Nottingham) As COVID-19 has disrupted education worldwide, more organizations and governments are exploring using tablet-based learning models to provide children with flexible access to learning that can take place anywhere. When implemented well, tablet-based learning can empower learners to build skills and knowledge through the use of technology. Children…
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What you can expect from the future EdTech Hub website (EdTech Hub, 2020)
The EdTech Hub had just finished a seven-month planning phase when COVID-19 hit. A profound sense of urgency swept over us. We realized that the planning we had done for a gradual ramp-up was now feeling insufficient to fulfill our mission, given the new global reality of kids being away from school, and the potential for EdTech to help. Our…
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Why the COVID Crisis Is Not EdTech’s Moment in Africa (EdTech Hub, 2020)
This blog was originally posted on the Center for Global Development blog with data used from the EdTech Hub’s database of interventions. Our database, which was initially limited to sub-Saharan Africa, now has a global scope. As the blog suggests, there is a need to increase the database’s representation of interventions in other regions. Please add your EdTech intervention to…
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WonderTree (2020)
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Worldreader (2020)
With low-cost technology, culturally-relevant digital books, and a network of partners, we’re helping millions of people read more and read better.
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Zanzibar Education Development Plan II 2017/2018-2021/2022 (Ministry of Education and Vocational Training, 2017)
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Zanzibar Education Policy (Ministry of Education and Vocational Training, 2006)
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Zanzibar ICT Policy (Revolutionary Government of Zanzibar Ministry of Infrastructure and Communications, 2013)
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Zomba District (Wikipedia, 2022)
Zomba District is one of twelve districts in the Southern Region of Malawi, surrounded by the districts of Chiradzulu, Blantyre, Mulanje, Phalombe, Machinga, Balaka and the Republic of Mozambique to the east. The total land area is 2,363 km2, representing three percent of the total land area of Malawi. The capital is Zomba.
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