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The role and impact of private schools in developing countries: a rigorous review of the evidence 8
3. Methodology The review was undertaken in phases (see Appendix 4) which enabled a common working framework with investigation undertaken in careful sequence and in parallel across the review team, co-ordinated by a team leader and checked in consultation with academic advisers. The rigorous review also underwent extensive independent peer review. To ensure its reliability for policy-makers and researchers, the review adopted a comprehensive search strategy with transparent inclusion criteria, and incorporated measures to ensure a balanced, objective approach to assessing and synthesising the evidence. 3.1 Search strategy Although this desk-based review is not a systematic review, and therefore cannot claim to capture all relevant research published in this area, it is nevertheless comprehensive and in-depth. To capture the latest thinking and most rigorous empirical evidence, the researchers applied a multi-pronged search strategy, entailing: Searching a wide range of citation and journal indexes, online research and evaluation repositories, resource centres, development agencies, and other search engines which included (but was not limited to) the full list of sources included in Appendix 5. Using the key search terms set out in Appendix 4.These were formulated around the three key themes of the review (supply, demand and environment). Searches of major journal repositories, and of Google Scholar, deployed all synonyms listed (see Appendix 5). Searches of smaller research repositories and websites deployed only the search terms listed in the first column. Building on recent policy-oriented reviews undertaken by leading international organisations, as well as meta-reviews in this field of study, by identifying the key texts referenced within them (a process known as ‘pearl-growing’). Verifying an initial master bibliography of all materials compiled by the research team by circulating it among a selection of experts working in this area. The aim was to solicit feedback and to ensure the team had captured the best materials, including grey literature difficult to obtain online. 3.2 Inclusion criteria The initial bibliography was collated following the above search strategy and applying the initial inclusion criteria as set out in Table 3.1 in the column entitled ‘First sift’. A large volume of studies was identified that was beyond the time and resources available for the study. Therefore the initial bibliography was subjected to a subsequent sifting exercise during which a more targeted second set of inclusion criteria was applied. These inclusion criteria were selected on the basis that they provided neutral and transparent measures for reducing the literature base to a manageable number, thus maintaining the commitment to objectivity and balance, and that they ensured a focus on publications of the highest quality and greatest relevance. The ‘second sift’ inclusion criteria are laid out in the second column of Table 3.1. 9
Page 1 and 2: Education Rigorous Literature Revie
Page 3 and 4: Contents Acronyms .................
Page 5 and 6: Executive summary Introduction This
Page 7 and 8: Executive summary schools in respon
Page 9 and 10: 1. Introduction schools or whether
Page 11: 2. Conceptual framework: the initia
Page 15 and 16: 3. Methodology The geographical fo
Page 17 and 18: 3. Methodology The overall strength
Page 19 and 20: 4. Outline and assessment of the ev
Page 49 and 50: 5. Synthesis of the evidence and ga
Page 55 and 56: 6. Conclusion: the effects of priva
Page 57 and 58: References Akaguri L (2011) Quality
Page 59 and 60: References Galab S, Vennam U, Koman
Page 61 and 62: References Phillips KD, Stambach A
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Appendices Appendix 1: Authorship o
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Appendix 2: Studies included in the
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Appendix 3: Hypotheses (H) and coun
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Appendix 4: Review process and sear
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Appendix 5: Sources Ingentaconnect
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Appendix 7: Tools for reviewing ind
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Appendix 8: Assessment of overall s
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This material has been funded by th
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