ABSTRACT
This chapter discusses various case studies within the context of what we are learning on a broad scale about educational change, or lack thereof, throughout the ‘developing’ world. The case studies represent a rich and instructive addition to the growing body of knowledge about how we may improve education, and more fundamentally, learning, in economically poor nations. One general lesson is that planning educational change is a far more difficult and risk-prone venture than had been imagined in the 1950s and 1960s. Multi-grading is not simply a second-best expedient for use when there are not enough children in a school catchment area to support age-graded schooling. Active child-centered learning requires specially designed learning materials.
