knowledge base and pedagogical skill, and create conditions and
incentives to retain able teachers and administrators in the schools. Both
monetary factors (e.g. salaries and opportunities for advancement) and
nonmonetary factors (e.g. status, esteem and respect) are important. (pp
394-396)
Further policy implications of the research, according to Cohn & Rossmiller (1987) are:
A program of staff development is characteristic of effective schools....
The process used in planning and implementing such programs also is
important....Evidence from both developed countries and LDCs suggests
that how, and how much, time is used for both in-school and out-of-school
learning may be extremely important....The trade-off between class size
and other inputs must proceed very cautiously....Another area of potential
benefits is examination reform....Preschool programs might provide
benefits from both efficiency and equity standpoints. (pp 396-397)
They emphasize that policies to improve education in LDCs must be carefully designed
and monitored to tailor the reform to the economic and cultural background of the
individual countries.
In the majority of LDCs, however, where educational expenditures are
woefully inadequate, extra funds for textbooks, distance education, teacher
training, and other instructional and non-instructional resources could
have a substantial effect on educational quality (p 399)
But Cohn & Rossmiller admit that their survey "still does not provide a precise list of
priorities for the use of new funds".
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