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 2: Specific interventions

2.1 Multigrade schools

2.2 Multiple-shift schooling

2.3 Preprimary education

2.4 School physical facilities

2.5 Interactive radio instruction

2.6 Textbooks and materials

2.7 Health and school effectiveness

2.1 Multigrade schools

Multigrade schools combine students of different ages and abilities in one classroom,
under the direction of one teacher (Thomas & Shaw, 1992).

Multigrade schools are a cost-effective way of providing a complete
educational cycle in sparsely populated areas and for maintaining services
in areas with declining populations. If properly implemented, multigrade
schools offer considerable scope for reducing unit costs while maintaining
or even improving quality. (Thomas & Shaw, 1992, p31)

Thomas & Shaw identify four critical elements for effective implementation, the first of
which is the most important: (1) teachers need to adopt more effective teaching practices
to make multigrade schools function properly; (2) to do so, they require adequate
material and physical inputs of which programmed learning materials and textbooks are
of overwhelming importance; (3) local and regional support networks need to be
developed among teachers; and (4) there must be national level support for pilot
programs, including both financial support and active involvement of a few key
multigrade advocates.

2.2 Multiple-shift schooling

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