Teachers Implementing an Educational Policy and Implications for Pupils' (Especially Girls') Access, Performance and Retention <Special Issue : Study results of the Africa-Asia university dialogue for educational development network second phase>

Based on a socio-cultural perspective on educational policy as practice, this study used interviews, classroom observations and document analysis to investigate the case of four teachers' implementing an educational policy and implications of their practices for first and second grade students' access to, performance and retention in school, especially girls. Results revealed that a) teachers interacted mainly with the pedagogical and the content knowledge; b) the classroom atmosphere was more collaborative and "student-centered"; c) teachers facilitated knowledge building from students' experiences; d) students became relaxed, inquisitive and responsible for their learning; e) girls participated in the classroom more often than boys while the repeater-rate was almost non-existent; and f) female parents and illiterate mothers became involved in their children's learning process (e.g. helping in homework, visiting school to inquire about their children's work). It is concluded that the teachers' interaction with the policy had positive implications for pupils' (mainly girls') learning.