dissatisfaction may lead to low levels of performance and attrition. It is, therefore, important to carefully analyze the trade-offs between economic efficiency and educational effectiveness in the design of teacher training programs.

Several countries, for example, Burkina Faso and Senegal, have established teacher training programs that recruit lower secondary graduates for training as assistant teachers, with the understanding that, over a period of time, they will have the opportunity through effective performance and participation in in-service training programs to acquire higher qualifications. Pakistan and Bangladesh have established successful programs to recruit female assistant teachers who, with further in-service training and school-based professional support, have performed effectively in schools in their home community.

Strenathenina the demand for education is the third strategy for expanding educational opportunities. This strategy often needs to complement investments in physical facilities. Special attention is needad to remove cultural, religious or financial barriers to participation, especially for girls. Many countries have found that building schools is not enough to ensure that those who are not currently enrolled will attend school. In particular, providing access for girls does not guarantee their participation if parents do not appreciate the benefits of education sufficiently to be willing to bear the costs. Often parents must go against cultural or religious norms when sending their daughters to school. The direct and indirect costs to the family are often high: expenses for tuition and school supplies must be met and the loss of the valuable contributions made by daughters working at home and in the market place must be accepted.

Programs that are successful in increasing girlo' participation have taken financial, cultural or religious factors into account. Interventions included such measures as increasing the number of female teachers to provide role models for girls and to ease parents' anxiety about the safety of girls away from the home; designing school calendars and facilities that take account of girls' economic contributions to the family; and promoting activities to broaden perceptions of the role of women in society. A 1979 Pakistan primary education project tested two approaches to improving female teacher recruitments (i) provision of rural residences for female teachers; and (ii) local recruitment of female "assistant teachers." Results showed that providing female teachers with residences did not contribute significantly to recruitment. Several socio-cultural factors restricted the success of this approach--single females do not live alone; they could not take their relatives with them; and night guards were not provided for their protection. However, the assistant teacher program was quite successful. Because they often came from the surrounding area, females hired for these positions were already known in the local community. This increased parent.' confidence that their daughters would be safe at school. In addition, budget savings were possible because salaries were less for the assistant teachers with lower educational qualifications, and provision of female teacher residences was 11.