This document consists of four parts. In the first part, the history of school effective research (SER) is presented briefly in terms of the epistemological evolution of SER and its methodological advancement, focusing on the key indicators/features for effective schools as demonstrated in the knowledge base of SER from both developed and developing countries. The second part reports the in-depth review of empirical studies of SER conducted in Sub-Saharan countries since 1990s. The third part discusses the importance of contexts in understanding transferability of school effectiveness indicators from one context to another. In the fourth and final part, this document introduces the conceptualisation, context and potential contribution of the SeeQ (School Effectiveness and Education Quality in low income countries) project to the knowledge-base of SER in Sub-Saharan countries.
Bristol, UK: EdQual. ISBN: 978-1-906675-11-0, 66 pp.