School Effectiveness in Developing Countries

This paper draws from existing literature to present an overview of the subject of school effectiveness and the ways
in which research in this area is conducted. One of the aims of the report,
according to Pennycuick, is to "review research as to how schools can best
[teach essential skills targeted by the primary curriculum], and hence to
indicate the possible priorities for education aid."



Pennycuick presents literature on current intervention methods; curriculum and
assessment; and teacher effectiveness. He provides evidence from both developing
and developed countries as to what makes for effective education, and summarises
policy proposal literature.


The author concludes from this research that school effectiveness can be
influenced by various inputs, and presents some suggested guidelines for
education aid policy (as summarised below):

• Teacher quality-More in-service and less pre-service training.
• Books and materials-Reaching 2:1 pupil book ratio should be a priority.
• Curriculum-Focus on implementation over curriculum reform.
• Teaching methods-Multi-grade teaching, peer tutoring, cooperative learning, a
  mystery approach and interactive radio instruction may be effective.
• Examinations-Focus more on success, less on failure.
• School Facilities-Focus on basic supplies and facilities.
• School organisation-Increasing instructional time more cost-efficient than
  decreasing class size.
• Education management-Good decentralised management is important.
• Teachability-Preprimary education and measures may increase quality.