Constraints to implementing educational innovations: the case of multigrade schools

Abstract – Studies suggest that multigrade schools, i.e. those with classes that are mixed in age and ability, can be a cost-effective means of raising student achieve-ment and expanding access to education in poor countries. Development institutions often recommend them for countries struggling to raise educational quality and coverage in rural areas. However, the literature advocating the adoption of multi-grade schools avoids discussing the potential difficulties in implementing the system. This paper analyses the conditons under which implementation might be successful, focusing on the oft-cited case of the Colombian Escuela Nuela programme. The authors conclude that capacity-building through in-service training is an important determinant of the way teachers approach their task. However, a great deal of variance in teacher practices is left unexplained. The article suggests that teacher will (that is, motivation and commitment) might explain much of the remaining variation in the adoption of the new pedagogies. The authors explore several conditions under which teacher will could be lacking. Zusammenfassung – Es gibt Studien, die den Schluß nahelegen, daß Schulen für ärmere Länder, deren Klassen sich aus Schülern verschiedenen Alters mit unter