The ultimate aim of this research was to explore the conditions that may
contribute to the changes primary schools, teachers and pupils'
households faced during the crisis and to their adaptation and coping
strategies, to understand better the diverse pattern of education change
and progress among different developing countries affected by the global
financial crisis, and to examine the role and nature of education policy
in the transmission of effects down to schools. It centres on twelve
countries purposely selected: Armenia, Barbados, Botswana, Cambodia,
Chad, Jordan, Madagascar, Maldives, Mauritania, Mexico, Paraguay and
Ukraine (country selection criteria are discussed in section three).
The study used survey research methods to:
1. Describe whether and how primary schools, teachers and pupils'
households' teaching and learning conditions changed between the years
before and after the 2008/09 global financial and economic crisis; and
2. Examine how primary schools, teachers and pupils' households
adapted and coped with the changes brought about by the 2008/09 global
financial and economic crisis.
Generic copies of the head teacher, teacher and parent surveys are
appended as well as the main report. Surveys were adapted and localized
to each country's context.
UNESCO. The Implications of the Global Financial Crisis on Primary Schools, Teachers and Pupils’ Households in 12 Countries. DFID &#8211; RIVAF Final Report. UNESCO, Paris, France (2011) 74 pp.