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No. 1 |
Pennycuick, David. 'SCHOOLS EFFECTIVENESS IN DEVELOPING COUNTRIES: A SUMMARY OF THE RESEARCH EVIDENCE' ISBN: 0 902500 61 9 |
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No. 2 |
Hough, J.R. 'EDUCATIONAL COST-BENEFIT ANALYSIS' ISBN: 0 902500 62 7 |
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No. 3 |
Gray, Lynton et al (Staff College) 'REDUCING THE COST OF TECHNICAL AND VOCATIONAL EDUCATION' ISBN: 0 902500 63 5 |
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No. 4 |
Williams, E. 1993 'REPORT ON READING ENGLISH IN PRIMARY SCHOOLS EN MALAWI' ISBN: 0 902500 64 3 |
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No. 5 |
Williams, E. 1993 'REPORT ON READING ENGLISH IN PRIMARY SCHOOLS IN ZAMBIA' ISBN: 0 902500 65 1 |
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No. 6 |
Lewin, Keith. 1993 'EDUCATION AND DEVELOPMENT: THE ISSUES AND THE EVIDENCE' ISBN: 0 902500 66 X |
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No. 7 |
Penrose, Perran. 1993 'PLANNING AND FINANCING: SUSTAINABLE EDUCATION SYSTEMS IN SUB-SAHARAN AFRICA' ISBN: 0 902500 67 8 |
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No. 8 |
(not issued) |
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No. 9 |
Brock, C and Cammish, N.K. 1991 'EDUCATION RESEARCH: FACTORS AFFECTING FEMALE PARTICIPATION EN EDUCATION IN SIX DEVELOPING COUNTRIES' |
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No. 10 |
Rogers, Alan. 1994 'USING LITERACY: A NEW APPROACH TO POST-LITERACY METHODS' |
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No. 11 |
Mcgrath, S. King, K. et al. 1995 'EDUCATION AND TRAINING FOR THE INFORMAL SECTOR' Vol. and Vol. 2 - Case studies. Vol. 1 ISBN: 0 902500 59 7 Vol. 2 ISBN: 0 902500 60 0 |
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No. 12 |
Little, Angela. 1995 'MULTI-GRADE TEACHING: A REVIEW OF RESEARCH AND PRACTICE' ISBN: 0 902500 58 9 |
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No. 13 |
Bilham, T. Gilmour, R. 1995 'DISTANCE EDUCATION IN ENGINEERING FOR DEVELOPING COUNTRIES' ISBN: 0 902500 68 6 |
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No. 14 |
Bamett, E. de Koning K., Francis, V. 1995 'HEALTH & HIV/AIDS EDUCATION IN PRIMARY & SECONDARY SCHOOLS IN AFRICA & ASIA' ISBN: 0 902500 69 4 |
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No. 15 |
Gray, C. Warrender, A.M. Davies, P. Hurley, G. Manton, C. 1995 'LABOUR MARKET SIGNALS & INDICATORS' ISBN: 0 902500 70 8 |
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No. 16 |
Lubben, F. Campbell R. Dlamini B. 1995 'IN-SERVICE SUPPORT FOR A TECHNOLOGICAL APPROACH TO SCIENCE EDUCATION' ISBN: 0 902500 71 6 |
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No. 17 |
Archer, D. Cottingham, S 1996 'ACTION RESEARCH REPORT ON REFLECT' ISBN: 0 902500 72 4 |
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No. 18 |
Kent, D. Mushi, P. 1996 THE EDUCATION AND TRAINING OF ARTISANS FOR THE INFORMAL SECTOR IN TANZANIA' ISBN: 0 902500 74 0 |
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No. 19 |
Brock, C. Cammish, N. 1997 'GENDER, EDUCATION AND DEVELOPMENT - A PARTIALLY ANNOTATED AND SELECTIVE BIBLIOGRAPHY' ISBN: 0 902500 76 7 |
OTHER DFID EDUCATION STUDIES ALSO AVAILABLE
Threlfall, M. Langley, G. 1992 "CONSTRAINTS ON THE PARTICIPATION OF WOMEN IN TECHNICAL COOPERATION TRAINING DUE TO LACK OF ENGLISH LANGUAGE SKILLS'
Swainson, N. 1995 'REDRESSING GENDER INEQUALITIES IN EDUCATION'
Wynd, S. 1995 'FACTORS AFFECTING GIRLS' ACCESS TO SCHOOLING IN NIGER'
Taylor, P. 1995 'CONTEXTUALISING THE CURRICULUM IN RURAL PRIMARY SCHOOLS: THE ROLE OF AGRICULTURE'
Phillips, D. Amhold, N. Bekker, J. Kersh, N. McLeish, E. 1996 'EDUCATION FOR RECONSTRUCTION' Rosenberg, D. 1996 'AFRICAN JOURNAL DISTRIBUTION PROGRAMME: EVALUATION OF 1994 PILOT PROJECT'
All available free of charge from DFID Education Division, 94 Victoria Street, London SW1E 5JL. A free descriptive catalogue giving farther details of each paper is also available.
The authors of this study wish to thank the Education Division of the Department for International Development for funding this research, particularly Malcolm Seath, Terry Allsop and Graham Larkbey for all their assistance and advice. The assistance and support of colleagues in the AERDD of the University of Reading are also acknowledged, especially Katerina Mantzou who had considerable input into the original literature review on which part of this report is based.
Fred Lubben and Bob Campbell at York University and David Archer at ActionAid provided many useful comments and suggestions regarding the concept of contextualisation.
The work, commitment and patience of the four partner researchers, Professor George Malekela, University of Dar es Salaam, Tanzania; Padmini Ranaweera, National Institute of Education, Colombo, Sri Lanka; Professor C. Seshadri, Mysore, India; and, Berhanu Dibaba, Oromia Education Bureau, Addis Ababa, Ethiopia, are also acknowledged gratefully.
Thanks go to the many teachers, pupils, parents, policy makers, researchers, educationalists and community members in the four case study countries who were willing to give time, information and their views in the course of this research.
Finally, the proof-reading skills and patience of Christina H. N'tchougan-Sonou of St. Peter's College, Oxford, are gratefully acknowledged, as are her many helpful comments and suggestions.
