ERIC Number: ED453045
Record Type: Non-Journal
Publication Date: 2000-May
Effective Schooling in Rural Africa Report 2: Key Issues Concerning School Effectiveness and Improvement.
This report presents an overview of the literature on school/teacher effectiveness and improvement, with a focus on implications for developing countries. Sections 1-2 discuss the trend toward site-based management, which has increased pressures on individual schools and their staff; eight key domains of school effectiveness; and the need to understand how policy requirements and decisions are linked to research evidence and knowledge utilization. Section 3 lists the types of statutory and nonstatutory policy interventions being used to improve school effectiveness and teacher effectiveness, lists characteristics of school and teacher effectiveness found in studies in developed countries, examines evidence from the "school improvement movement," and discusses the importance of capacity building. In general, the literature shows that successful improvement projects depend on understanding the local economic and cultural context, diagnosing the problem accurately, implementing appropriate strategies sensitively and efficiently, encouraging teachers to work together, creating connections within the educational system and with outside agencies, evaluating throughout the process, and keeping pupils' learning needs at the center of every initiative. Section 4 discusses the context of school effectiveness and improvement in rural Africa, looks at the limited research on school effectiveness in developing countries and the limited transferability of research from developed countries, argues in favor of using a case study approach, and outlines a conceptual framework for factors affecting school effectiveness. (Contains 59 references.) (SV)
Publication Type: Information Analyses
Education Level: N/A
Authoring Institution: World Bank, Washington, DC. Human Development Network.
Identifiers - Location: Africa