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School Principals in Highly Effective Schools – Who are they and which good practices do they adopt?

School Principals in Highly Effective Schools – Who are they and which good practices do they adopt?

Author(s)

Renaud Comba

 

Publication series:
Policy Brief

No. of pages: 4

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(PDF, 0.54 MB)

Related Project(s):

Abstract

While the Government of Lao PDR, through the Ministry of Education and Sports and its development partners, has made steady progress in expanding access to quality education, many children still leave primary school with difficulties in reading and writing for their age. Despite this, there are ‘positive deviant’ schools that outperform other schools located in similar contexts and with an equivalent level of resources.

Data Must Speak (DMS) Positive Deviance research is a multi-staged mixed-method approach, co-created and co-implemented with Ministries of Education. It aims to generate knowledge about the positive deviant practices and behaviours of high performing schools. It also seeks to unravel practical lessons about ‘what works’ and how to scale grassroots solutions for national policymakers and the broader international community of education stakeholders.

This policy brief – focused on school principals in highly effective schools – is part of a series that presents key research findings of the DMS research quantitative stage in Lao PDR. More importantly, it aims to inform policy dialogue and decision-making in Lao PDR and other interested countries.

Available in:
English

More in this series: Data Must Speak

Data Must Speak: Determining the Best Resources for the Togolese Education System
Publication

Data Must Speak: Determining the Best Resources for the Togolese Education System

The Togolese government, through the education sector plan (ESP) 2014-2025, aims to achieve universal quality primary education. With this goal, they recognize the challenges in education access, participation and retention. School performances is among the areas by which they are understanding and addressing these challenges. This policy brief – focused on the resources that could help in improving the Togolese education system – is part of a series that presents key research findings of the quantitative stage of the Data Must Speak (DMS) Positive Deviance research in Togo. By merging and analyzing existing administrative datasets in Togo, this series highlights specific resources and contextual factors associated with good school performances in Togo. More importantly, it aims to inform policy dialogue and decision-making in Togo and other interested countries. DMS – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. DMS research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about ‘what works’, ‘why’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders. DMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia.
Data Must Speak: Giving All Girls a Chance for Promotion and Success
Publication

Data Must Speak: Giving All Girls a Chance for Promotion and Success

Data Must Speak: Investing in the Teaching Profession
Publication

Data Must Speak: Investing in the Teaching Profession

NEW TEST ENGLISH
Publication

NEW TEST ENGLISH

The Togolese government, through the education sector plan (ESP) 2014-2025, aims to achieve universal quality primary education. With this goal, they recognize the challenges in education access, participation and retention. School performances is among the areas by which they are understanding and addressing these challenges. What resources and contextual factors are associated with good school performances in Togo? By merging and analyzing existing administrative datasets in Togo, this report helps to identify positive deviant schools – those that outperform other schools despite sharing similar contexts and resources. Data Must Speak – a global initiative implemented since 2014 – aims to address the evidence gaps to mitigate the learning crisis using existing data. The DMS Positive Deviance research is co-created and co-implemented with Ministries of Education and key partners. DMS research relies on mixed methods and innovative approaches (i.e., positive deviance approach, behavioural sciences, implementation research and scaling science) to generate knowledge and practical lessons about ‘what works’, ‘why’ and ‘how’ to scale grassroots solutions for national policymakers and the broader international community of education stakeholders. DMS research is currently implemented in 14 countries: Brazil, Burkina Faso, Chad, Cote d'Ivoire, Ethiopia, Ghana, the Lao People’s Democratic Republic, Madagascar, Mali, Nepal, Niger, the United Republic of Tanzania, Togo and Zambia.