Designed To Enable Continuous Reinforcement Of Company Culture (ePub)

Because in many developing countries, curricula and curricula are designed for elite students and not for ordinary students, efforts to increase the content of knowledge aim to improve the capacity of schools. Studying is often very sad. In the early 1990s, Michael Kremer wanted to do a simple experiment, thereby conducting the first randomized evaluation of an intervention policy in a developing country. In this first attempt, he wanted to find an uncontroversial case in which the impact of the intervention was clearly evident. Textbooks are perhaps the perfect example: Schools in western Kenya (where the study was conducted) have very few textbooks, while textbooks are recognized as important inputs almost everywhere in the world. gender. (Official) textbooks were distributed to 25 of 100 randomly selected schools. The results were very disappointing. There was no difference in average test scores between students who received books and those who did not. However, Kremer and colleagues found that students who initially did well (scoring near the top of the chart before the study) made great progress after being given textbooks. The story begins to unravel. In Kenya English is the official language of education, and of course textbooks are also written in English. But for most children in this country, English is only a third language (after the local dialect and Swahili, the native language of Kenya), and it is almost impossible for them to master it. Therefore, English textbooks will never help the majority of students.[144]Similar results were found elsewhere with other inputs (from clipboards to the ratio of high-quality teachers). If intervention measures are not carried out in parallel with educational reform or changes in reward policies, no matter what the input is, it will have little effect.