This research paper is an examination of deep understanding; its definition, its sources, and its translation within the primary one class curriculum. Six major sources are targeted: class size, teacher training, availability of supplies, teaching methods, enrichment, and communication with focus on enrichment. Deep understanding is translated through active participation and production. The methodology used includes 13 interviews conducted with teachers, headmasters education officers, parents and students. Observation took place in 10 primary schools in 3 regions. Enrichment is present within the curriculum on a small scale, and deep understanding is not always achieved in the classroom.
Mendell, Kim, "Deep Understanding Defined Within the Primary School Class One Curriculum" (1998). African Diaspora ISPs. 72.