School Effectiveness in Developing Countries - A Summary of the Research Evidence

School effectiveness in developing countries - A summary of the research evidence -
Education Research Paper

No. 01, 1993, 25 p.

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Section 1: Introduction

1.1 The need for effective schools

1.2 Effectiveness and efficiency

1.3 Quality in education

1.4 Methodology of school effectiveness research

1.1 The need for effective schools

According to Haddad et al (1990, p3), empirical evidence suggests

that in both developed and developing countries, educational investment
has been one of the most important factors contributing to economic
growth; that expenditures on education contribute positively to labour
productivity; that the economic payoff to spending on education - from
both a private and public standpoint - is high, in absolute terms and
compared to other investments; and that increased education of parents -
especially mothers - has an important impact on child health and reduced
fertility at all levels of economic development.

They argue that improving access to and the quality of basic education is a priority in
almost every low-income and middle-income country, and point out that, in many
countries, particular attention has to be paid to girls' education.

Quality is important. Referring to work by Creemers, Peters & Reynolds (1989) and by
Raudenbush & Willms (1991), Lockheed & Verspoor (1991, p19) state that

recent research on the effect of schools on learning provides clear
evidence that variations in the characteristics of schools are associated
with variations in student outcomes.

They argue that to increase the pace of economic and social development in developing
countries, schools must teach most school-age children the essential skills targeted by

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