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 8: Conclusions

8.1 Teacher quality

8.2 Books & materials

8.3 Curriculum

8.4 Teaching methods

8.5 Examinations

8.6 School facilities

8.7 School organisation

8.8 Education management

8.9 Teachability

It is clear from the research evidence (and from common sense) that school effectiveness
can be influenced by inputs of various kinds. However the evidence is insufficiently
precise to be used to assign a rank order to proprieties, and in any case the relative
effectiveness and efficiency of alternative inputs are likely to be context dependent.
Nevertheless it does seem possible to produce some guidelines for decision-making with
regard to education aid policy. The remainder of this section consists of suggestions for
such guidelines.

8.1 Teacher quality

In most countries, investment in teacher training and/or improving teacher morale is
sound. Shorter pre-service training and greater emphasis on in-service training seems to
be the appropriate mix.

8.2 Books & materials

Provision of appropriate books (up to a 2:1 pupil:book ratio) and instructional materials
should be a priority. Programmed teaching/learning systems may be appropriate in some
cases; in any case effectiveness depends on utilisation.

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