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.

8.3 Curriculum

Improvement of the implemented curriculum is more effective than curriculum reform.

8.4 Teaching methods

Where appropriate, such techniques as multigrade teaching, peer tutoring, cooperative learning, a mystery approach, and interactive radio instruction can be effective/efficient.

8.5 Examinations

Examination reform can improve quality. Assessment should be focused more on success and less on failure.

8.6 School facilities

The provision of basic school physical facilities (eg. desks, chalk, latrines) is important. However, lavish buildings and equipment (eg computers) are not cost-effective.

8.7 School organisation

Decreasing class size is not cost-effective but increasing instructional time is. It is desirable to encourage community involvement and homework and to discourage grade repetition. A multiple-shift system may be cost-effective.

8.8 Education management

Good decentralised management is important.
Therefore investment in management training (eg. for school principals and/or inspectors) is sound.

8.9 Teachability

If resources permit, provision of preprimary education and measures to improve child health can both increase quality.

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