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The Power of Persistence Education
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table of Contents Acknowledgments F
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generously granted us their time an
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Foreword The United States Agency f
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Executive Summary EQUIP2 Education
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local points of contact. In fact, b
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Namibia has successfully developed
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Sustainability in the context of sy
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• Manage policy engagement and re
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After more than 50 years of develop
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to the point of functional literacy
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An obvious question for donors is
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• Was the investment in education
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A final perspective on ownership, a
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and recipients. The World Bank has
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the term differently. Donors someti
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Country commitment to improving pol
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The importance of these insights, b
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Table: Simple, Complicated, and Com
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Basic principles of systems thinkin
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Among the many aspects of systems t
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EQUIP2 Education Systems Reform Fra
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may or may not be influenced by the
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• There are no magic bullets. Par
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These case studies look at educatio
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- Page 110: Namibia Time Line Before 1988 1988
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- Page 122 and 123: NICARAgUA TIMELINE
- Page 125 and 126: Zambia: Summary COUNTRy CONTExT Fol
- Page 127 and 128: • Partnership—specifically, wit
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In Namibia, triangulated informatio
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and building deep ownership. Even w
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USAID support for hands-on assistan
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Another general conclusion that can
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Assistance Modality The project mod
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ehaviors, and not simply specific a
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and initiatives that have received
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4. Combine a nuanced sense of the s
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Glewwe, Paul, and Michael Kremer. (
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Bray, M. (1999). Control of educati
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Ministry of Education (MOE). (2003a
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United States Agency for Internatio
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Leu, E. (2005). The Role of Teacher
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Copenhagen Task Force. (2007). Revi
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Wood, Angela. (2005). Policy Briefi