Double-shift Schooling

Design and Operation for Cost-effectiveness

Paperback: £36.00
978-0-85092-854-9

Double-shift Schooling

Contributors: Mark Bray
Publication date: 1 March 2008
Size: 210mm x 148mm
ISBN: 978-0-85092-854-9
Pages: 96

Double-shift Schooling primarily aims to extend access and minimise unit costs. However, some systems only achieve those goals at the expense of educational quality. Policy-makers may be faced by difficult choices when designing systems.

Drawing on experiences in a wide range of countries, this book highlights the advantages and problems of double-shift systems. Comparison is made with single-shift systems, and also with systems having triple or even quadruple shifts. The book will be useful both for national and regional policy-makers, and for headteachers and others responsible for running double-shift schools.

This is the third edition of a book first published in 1989 and updated in 2000.


ContentsExpand or collapse me
Foreword
Acknowledgements
Introduction

I. A Framework for Analysis

1. Models for Double-shift Schooling
2. Concepts for Cost Analysis

II. Determining Policies

3. Economic Factors
4. Educational Factors
5. Social Factors

III. Making Double-shift Schools Work

6. School Organisation and Timetabling
7. Staffing and Management
8. Quality

IV. Conclusions

9. Alternative Models and Cost-effectiveness

Reference and Further Reading
Note on the Author
Index
About the contributor Expand or collapse me

Mark Bray (Author)

Mark Bray is Director of UNESCO's International Institute for Educational Planning (IIEP) in Paris. Prior to taking this post in 2006, he worked for 20 years at the University of Hong Kong where, among other roles, he was Director of the Comparative Education Research Centre.
ReviewsExpand or collapse me

'This book has thoroughly touched upon all important issues of schooling with good illustrations and examples of the double shift practised in African, Asian and Latin American countries.'

Journal of Educational Planning and Administration, Vol. XXVI No. 3