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

This suggests that raising the proportion of trained teachers and, more
importantly, improving the provision of textbooks and providing
incentives for teachers to remain in the same schools for a reasonable
period of time are promising investment options to boost student
achievement. (ibid, p51)

In a more wide-ranging study including case studies of effective schools in eight
countries, Levin & Lockheed (1991) argue that flexibility appears to be key to
effectiveness, and point out the importance of material inputs on achievement in
economically impoverished countries.

Resources sufficient to provide even the most rudimentary conditions for
success often are lacking.

They argue that creating effective schools in developing countries requires three
elements: basic inputs, facilitating conditions and the will to change. The necessary
inputs are

* a well-developed curriculum, in terms of both scope and sequence;

* sufficient instructional materials for students;

* adequate time for teaching and learning

* teaching practices that encourage active student learning.

The facilitating conditions are

* community involvement;

* school-based professionalism (which includes the crucial role of the
principal in school effectiveness, teacher collegiality and commitment, and
autonomy balanced with accountability);

* flexibility in curriculum and organisation.

The will to act includes vision and decentralization.

Haddad et al (1990) give an extensive summary of empirical research findings; those
which were published in the last decade are reproduced (in abbreviated form) in Lewin
with Ross (1992, pp 188-191). A particularly interesting aspect of the summary is that
concerned with process factors, especially school management.

We know that well-managed, effective schools share several

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