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.