Contributions from: Hilary Lucas
Abstract
The aim of this paper is to compare and contrast the experiences of directing a school improvement project 'Effective Schools for All' in the former Yugoslavian republic of Macedonia and in the London borough of Harrow. This Unesco project is based on the teacher education resource materials 'Special Needs in the Classroom'. In Macedonia it is funded by UNICEF and in Harrow jointly by the LEA and its schools. The vastly different contexts offer richly contrasting experiences and this paper will outline the ways in which similarly structured projects, strategies and processes can be used to develop practice in diverse situations. The crucial role of the headteacher, an understanding of historical influences and the need for
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