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The research on adult female performance has produced startlingly consistent results. Variations in school expenditures are not systematically related to variations in student performance. Enormous differences in teaching materials, amount of teaching experience, or teaching in small classes, teacher¿s pedagogical skill and how they handle female adult learners are strongly related to educational performance, these findings suggest that school decision making must move away from traditional. Policies must providing performance incentives instead concentrate on improving the infrastructure development.