ACKNOWLEDGEMENT
 

The studies appearing in this special issue were carried out under DPEP research programme. The support for the following studies was provided by the Government of India, Ministry of Human Resource Development, Department of Education, District Primary Education Programme, through the Policy and Human Resource Development Fund of the Government of Japan, as administered by the World Bank:

1. Achievement difference and school effects

2. Effect of school variables on achievement gap between boys and girls.

3. Effect of pupil and school level variables on the achievement of Scheduled Caste/Scheduled Tribe students

4. Effect of State interventions on pupils achievement

5. Readability assessment of primary level textbooks

Support for the following studies was provided by the Government of India, Ministry of Human Resource Development, Department of Education,District Primary Education Programme through the Policy and Human Resource Development Fund of the Government of Japan, as administered by the World Bank and UNICEF.

1. A study of the effect of household, community and school factors on the enrolment, retention and achievement of Scheduled Tribe children at primary level.

2. Effectiveness of various interventions for improving tribal education.

3. Educational problems of tribal children.

4. Inputs in primary schools with different levels of concentration of Scheduled Tribe students.

5. Gender Issues in Primary Education.

Support for the following studies was provided by the Government of India, Ministry of Human Resource Development, Department of Education, District Primary Education Programme, through UNICEF

1. Teachers policy, training needs and perceived status of teachers.

2. Designing, production and distribution of instructional materials.

We gratefully acknowledge the support.

1