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NICARAgUA TIMELINE
Nicaragua Time Line Before 1986 1988 1990 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 AL ONS POLITIC DIMENSI Head of State Minister of Education Civil Society & Political Events (1985-90) Daniel Ortega, FSLN (Sandinista National Liberation Front) (1990-97) Violeta Chammoro (National Opposition Union) (1991-1998) Humberto Belli (1990) End of Civil War (1998-03) Arnoldo Aleman, Constitutionalist Liberal Party (CLP) (1998-99) Jose Antonio Alvarado (1999-01) Fernando Robleto Lang (2003-08) Enrique Bolanos (CLP) (2001-04) Silvio de Franco (2004-06) Miguel Angel Garcia (2000) The Pact, Liberal & Sandinista Party make a pact (2008-cont.) Daniel Ortega (SNLF) (2007-cont.) Miguel de Castillo (2008) Municipal elections won by majority FSLN STATUS INDICATORS Primary NER Grade 5 Survival Rate % GNP on Education Measuring Learning Gender Equity Ratio for Primary (1991) Primary NER, 70% (1999) Primary NER, 76% (2006) % Primary NER (1991) Grade 5 survival rate, 44% (1999) Grade 5 survival rate, 48% (2006) Grade 5 survival rate, 54% (2001) 4.0% of GNP on education (2006) 3.3% of GNP on education (2002) National Student Assessment (2006) National Student Assessment (1991) Gender Equity Ratio, 1.06 (1999) Gender Equity Ratio, 1.01 (2006) Gender Equity Ratio, .98 (1990-98) Curriculum Transformation (2007-08) National Consultation on Curriculum TECHNICAL DIMENSIONS Programmatic Activities (1993-06) ASP (Autonomous Schools Program) (1993-96) Municipilizacion de Educacion (2007) temporary suspension of teacher training (2004-05) Municipilizacion de Educacion (2006) SERCE (Second Regional Comparative & Explanatory Study) INSTITUTIONAL DIMENSIONS Policy Institutional Capacity (1996-cont. ) Ley General de Educacion (1997) EMIS system improves data use (2001-05) National Education Plan (PNE) (2008-11) PDI (Strategic Work Plan) (2005-08) PCT (Common Work Plan) (2002) Education Participation Law, made school autonomy official (2001) Automatic Promotion Policy (2005-21) MINED Plan 2021 (2003) Roundtable of education stakeholders (2003) Citizen participation Law (2006) National Education Law adopted (2008) 8 National education commissions with civil participation (1995-99) World Bank/APRENDE I (1999-05) World Bank/APRENDE II (2004-09) World Bank/PASEN DONOR DIMENSIONS Multilateral Donors United States () U.S. $29 m, PROASE Common Fund to Support PCT (Canada & Denmark) (1993-99) USAID/BASE I, Active Schools Program, $U.S. 16 m (1999-05) World Bank/Second Basic Education Project (1999-05) USAID/ BASE II U.S. $21.3 m (2001) SGPRS (National poverty reduction strategy) (2002-cont.) FTI (Fast Track Initative) (2003) SWAP (Sector-wide Approach initatiated (2004) HIPC (Heavily Indebted Poor Countries Debt Initative), external debt reduced by 80% plus (2004) PAPSE (Support Program to Education Sector Budget), European Commission (2005-09) USAID/ EXCELENCIA, U.S. $15.9 m (2001-06) USAID Global Development Alliance-Nicaragua Model Schools Expansion (2005-09) PRONICASS (USAID Nicaraguan Social Sector Reform Program), U.S. $13.8 m DRIVING FORCES International Events Other Forces (1990) Jomtien declaration (1992) Earthquake (2000) Dakar Education for All (2005) CAFTA (Central America Free Trade Agreement) (1998) Hurricane Mitch (2000) Banking Crisis, public debt increases by 20% GDP
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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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El Salvador Egypt Namibia Nicaragua
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eform support during the 1980s and
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system. In the same year, the USAID
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CASE ANALySIS: DIMENSIONS OF REFORM
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increased during this period, parti
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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 106 and 107: efforts have been studied closely,
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 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
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IMPLICATIONS FOR USAID POLICy AND P
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Bibliography general References Alv
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UNESCO. 2007. EFA Global Monitoring
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Healy, F. & Crouch, L. (2007, Novem
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Sidhom, S. & Al-Fustat, A. (2004, J
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Crouch, L., J. Gillies, A. Florez.
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LLECE, “Conclusiones del estudio
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Miller-Grandvaux, Yolande and Karla
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1875 Connecticut Ave., NW Washingto
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