ABSTRACT
Based on an analysis of the progress that EER has made during the past three decades, some background on EER is provided in this chapter which reveals the essential characteristics of EER. These arise from analysing the disciplinary perspectives of EER, the development of the criteria of educational effectiveness, and the methodology of EER. It is also argued that EER has reached a stage where it is able to develop a theoretical framework that incorporates and integrates the various theoretical perspectives upon which the existing models of effectiveness have been based.
