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.
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.
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.
Improvement of the implemented curriculum is more effective than curriculum reform.
Where appropriate, such techniques as multigrade teaching, peer tutoring, cooperative learning, a mystery approach, and interactive radio instruction can be effective/efficient.
Examination reform can improve quality. Assessment should be focused more on success and less on failure.
The provision of basic school physical facilities (eg. desks, chalk, latrines) is important. However, lavish buildings and equipment (eg computers) are not cost-effective.
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.
Good decentralised management is important.
Therefore investment in management training (eg. for school principals and/or inspectors) is sound.
If resources permit, provision of preprimary education and measures to improve child health can both increase quality.
