Stop the Press. Having reassessed my work and had a quick meeting with Pauline and James, it is clear to me that the current scope of the research project is far too large; the number of significant variables undermining the feasibility and scientific nature of the research. Whilst the current proposal represents a vision for the long term, the creation of a new school (along formal lines) within 6 months does not provide a feasible or stable basis for a PhD paper. The project objectives need to be reconsidered.

The principal aim of the PhD research is to assess the potential for adolescent student- teachers in the developing world. This aim is to be achieved in the context of a curriculum that is meaningful to excluded adolescents in semi-rural Ghana. Whilst the project could make a detailed assessment of needs based on a situational analysis as part of a curriculum development process in reality, the peer assisted learning model needs to formulated and tested small-scale before possible expansion of the format. To this end, it would appear sensible and feasible to start the process with the basic priorities; English (basic literacy skills based on phonics) and Maths (basic arithmetic). To increase the relevance of the course and to stimulate adolescent interest, it is suggested that a number of computers are also used as a means of teaching basic computer literacy, whilst providing an additional source of fun activities for students to practice their new found skills. In parellel with this research a detailed situational analysis could be undertaken in order to fully appreciate the broader learning needs of excluded children in the Ghanaian context. This approach is clearly lower risk and far cheaper than the original proposal, though there is the question of whether this limited approach/curriculum will be of sufficient interest/relevance to the target population. We need to some guidance from Ken on that one.

In these terms, the next step is to reformulate my proposal and start the search for basic literacy and arithmetic products (and potentially supporting computer programmes) that are simple enough to be taught to adolescent teachers who in turn pass their knowledge to their peers. Once again, the Lancastrian approach (or select elements) appears feasible.