The Power of Persistence: Education System ... - EQUIP123.net

More documents

Recommendations

Info

efforts have been studied closely, and individuals and institutions within the larger system have embraced international donor organization thinking. Many of the key reforms were directly based on concepts and recommendations from education research in the international community. The political and social stability of the southern Africa region in general and Namibia in particular ensured donors the opportunity to support education reform efforts with a relatively “risk free” return on their contributions to the process. The recent analysis by the World Bank and the Millennium Challenge Account has moved the government and the Ministry toward a more economically driven model of measuring education input-output efficiency, which is contributing to a shift in thinking about how to define the quality of education delivery. CONCLUSION The development and strengthening of the education system in Namibia is a story of deep ownership at all levels—national, regional/circuit, and school/community. It is also a story of slow, deliberate and persistent capacity building and scaling up of innovations. Interconnected processes of ownership and capacity development at the national, regional, and school levels combined to successfully introduce and scale up a complex set of school reforms. The keys to the sustainability and scaling up of the SIP/SSA program include: • Program implementation at the region and circuit level emphasized reflective practice and joint responsibility for developing the approach and implementing the program. The frequent regional workshops enabled professionals from the Northern regions to exchange experiences, solve problems, and revise the procedures as needed to make them effective. This frequent opportunity for professional reflection created deep learning about the process, genuine ownership, and capacity because they were empowered to implement the program. • The Northern regions benefited from strong, capable leadership in several of the regions and the circuit teams. The leadership capacity was facilitated and supported by the regional management of reforms, the regional workshops, and the Steering Committee. • The Steering Committee process and structure had two important impacts. First, it created a forum for negotiation among the different stakeholders in the Ministry, the regional education officers, and USAID. The steering committee was a governance structure with some decision-making authority, 94 SECTION 2: lESSONS fROM COUNTRY CASE STUdIES
and as such enabled real ownership. Second, it provided a forum for regional educators to achieve visibility and credibility at the Ministry. • The reforms were consistent with the philosophy and purpose of the government, and reinforced and supported the strategies of LCE and CA. The long-term sustainability and success of the reforms—and improvements in student learning—are still to be achieved. The expansion from the Northern regions to the full country, with different cultures and different challenges, will require a continuing process of adaptation and deep learning and ownership. The most significant obstacle of successful scaling up will be if the reforms are seen as a technical tool rather than a reculturing of the idea of supervision and school support. The organizational and financial constraints to holding regular regional workshops could limit opportunities for professional reflection. SECTION 2: lESSONS fROM COUNTRY CASE STUdIES 95
Page 1 and 2:
The Power of Persistence Education
Page 4 and 5:
table of Contents Acknowledgments F
Page 6 and 7:
generously granted us their time an
Page 8 and 9:
Foreword The United States Agency f
Page 11 and 12:
Executive Summary EQUIP2 Education
Page 13 and 14:
local points of contact. In fact, b
Page 15 and 16:
Namibia has successfully developed
Page 17 and 18:
Sustainability in the context of sy
Page 19:
• Manage policy engagement and re
Page 23 and 24:
After more than 50 years of develop
Page 25 and 26:
to the point of functional literacy
Page 27 and 28:
An obvious question for donors is
Page 29 and 30:
• Was the investment in education
Page 31 and 32:
A final perspective on ownership, a
Page 33 and 34:
and recipients. The World Bank has
Page 35 and 36:
the term differently. Donors someti
Page 37 and 38:
Country commitment to improving pol
Page 39 and 40:
The importance of these insights, b
Page 41 and 42:
Table: Simple, Complicated, and Com
Page 43 and 44:
Basic principles of systems thinkin
Page 45 and 46:
Among the many aspects of systems t
Page 47 and 48:
EQUIP2 Education Systems Reform Fra
Page 49 and 50:
may or may not be influenced by the
Page 51:
• There are no magic bullets. Par
Page 55 and 56: These case studies look at educatio
Page 57: El Salvador Egypt Namibia Nicaragua
Page 60 and 61: eform support during the 1980s and
Page 62 and 63: system. In the same year, the USAID
Page 64 and 65: CASE ANALySIS: DIMENSIONS OF REFORM
Page 66 and 67: increased during this period, parti
Page 68 and 69: militant groups (at least until 199
Page 70 and 71: the growing political will and capa
Page 72 and 73: political will and experience in bo
Page 75 and 76: EgyPT TIMELINE
Page 78 and 79: El Salvador: Summary COUNTRy CONTEx
Page 80 and 81: financing, and ensuring adequate le
Page 82 and 83: Impact Structurally, the education
Page 84 and 85: CASE ANALySIS: DIMENSIONS OF REFORM
Page 86 and 87: 2005, USAID assistance further stre
Page 88 and 89: EDUCO’s success exemplifies a tec
Page 90 and 91: workshop with representatives of bo
Page 92: • The continuing commitment to th
Page 95: El Salvador Time Line Before 1988 1
Page 98 and 99: Strategies Especially in the early
Page 100 and 101: In terms of quality, the impact on
Page 102 and 103: The second aspect is that the profe
Page 104 and 105: • The complex and holistic nature
Page 109 and 110: NAMIBIA TIMELINE
Page 112 and 113: Nicaragua: Summary COUNTRy CONTExT
Page 114 and 115: ASP won the support of donor agenci
Page 116 and 117: Nicaragua Education Indicators Indi
Page 118 and 119: Though the strong leadership of Min
Page 120: eform. Starting from the early 1990
Page 123: Nicaragua Time Line Before 1986 198
Page 126 and 127: growth; primary enrollment expanded
Page 128 and 129: accountability and corruption led d
Page 130 and 131: Selected Reform goals, Policy Chang
Page 132 and 133: Increased sector leadership from MO
Page 134 and 135: it have to cope with major governme
Page 136 and 137: management and administration that
Page 138 and 139: the education system and have limit
Page 140 and 141: help an overextended MOE to meet se
Page 143 and 144: ZAMBIA TIMELINE
Page 146: 3 summary Findings and Conclusions
Page 149 and 150: In addition to an EFA-inspired emph
Page 151 and 152: from political changes. After 15 ye
Page 153 and 154: ased management, but were limited t
Page 155 and 156: is not necessarily limited to indiv
Page 157 and 158:
sector limited the agenda-setting m
Page 159 and 160:
and every new government seeks its
Page 161 and 162:
8. USAID and other donors have been
Page 163 and 164:
CONCLUSIONS This review of five cou
Page 165 and 166:
Ownership It is a central tenet of
Page 167 and 168:
actors is a never-ending process. T
Page 169 and 170:
was beyond the mandate of the Minis
Page 171 and 172:
IMPLICATIONS FOR USAID POLICy AND P
Page 173 and 174:
Bibliography general References Alv
Page 175 and 176:
UNESCO. 2007. EFA Global Monitoring
Page 177 and 178:
Healy, F. & Crouch, L. (2007, Novem
Page 179 and 180:
Sidhom, S. & Al-Fustat, A. (2004, J
Page 181 and 182:
Crouch, L., J. Gillies, A. Florez.
Page 183 and 184:
LLECE, “Conclusiones del estudio
Page 185 and 186:
Miller-Grandvaux, Yolande and Karla
Page 188:
1875 Connecticut Ave., NW Washingto
show all

The Power of Persistence: Education System ... - EQUIP123.net

Create successful ePaper yourself

Delete template?

Save as template?