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accountability and corruption led donors to conduct an audit, the results of which ‘were pathetic.’ After an initial effort at a full SWAp in the mid-1990s, the Ministry and donors negotiated and developed the Basic Education sub-Sector Investment Program (BESSIP). The BESSIP goal of improving primary access and learning outcomes for all children was supported by activities increasing inputs (teachers, classrooms, resources to government and community schools); donor conditionalities influencing change in resource-allocation and decentralization policies, activities strengthening of Ministry systems and capacities and the development of platforms for dialogue between donors and MOE. BESSIP marked a transition in external support—from a preponderantly projectized environment to hybridized environment where donor development partners financial and technical support were guided by the SWAp. Under BESSIP, donor agencies provided technical assistance, resources, and projectized support to EMIS, decentralization, community schools, literacy and testing, infrastructure and school materials, and teacher professional development. To allay donor fears of corruption and weak MOE accounting and management systems, BESSIP was implemented through a Program Implementation Unit (PIU), which operated parallel to the MOE. Donor interest in supporting community schools and concern of MOEST capacity, led them to create the Zambia Community Schools Secretariat, an advocacy body for community schools, in 1997. A study funded by UNICEF, (Cashen, 2001) reflects the tone of donor engagement with MOEST during the BESSIP era. Community initiatives to provide children with a basic education emerged in response to the [poor] state of government-run primary education. In the face of the government’s declining capacity to educate all of Zambia’s children, the government of Zambia has begun to recognize the importance of community schools (Cashen, 2001). The MOESP and FNDP focus on the entire sector, highlight areas for institutional and systems development and Ministry leadership in policy and planning cycles (as opposed to prioritizing direct service delivery and inputs). MOESP and FNDP emphasis on Ministry priorities and leadership reflect the change in the donor environment (including the departure of the World Bank as a driving force in the sector, the trend toward harmonization and country ownership, and away from conditionalities), the transition of the presidency in 2002 to Levy Mwanawasa (and subsequently reduced donor fears of corruption), and Zambia’s economic recovery which started in 2003. 114 SECTION 2: lESSONS fROM COUNTRY CASE STUdIES
Two characteristics of the 2003-2008 era should be noted: the extent to which Ministry has built on the BESSIP experience, and the change in Ministry engagement of Cooperating Partners and Technical Assistance. At the start of the MOESP, many of the Ministry staff that had worked in the BESSIP PIU transitioned to leadership roles in the Ministry bringing with them the technical, management, and planning experiences. In the transition to MOESP, MOE use of donor technical assistance (TA) became more demand driven, with a focus on using donor TA for capacity building and later providing expertise based on identified needs. As the SWAp has evolved donors continued to prioritize certain types of support including support to Community Schools, EMIS, institutional strengthening and reaching Zambia’s most disadvantaged youth; and remain engaged in the policy and planning dialogue with continued funding for research, analysis and institutional reviews. Much of this support, though aligned with broader MOEST goals and strategies, was programmed through project mechanisms. In the case of community schools, the collapse of the Zambia Community Schools Secretariat (ZCSS) in 2005, the presence of USAID projects working on community schools and community schools policy at all levels, and the availability of USAID FTI funding provided a critical juncture and opportunity for donors and the MOEST to support the integration of these schools into the system. Previously, ZCSS was looked to address issues of community school oversight and management. Between 2006 and 2008, donors provided technical assistance to the Ministry to develop of a policy framework for community schools, support revision of the 1966 Education Act to support the legal establishment of these schools, and include community schools into the Ministry’s Fifth National Development Plan Implementation Framework. This work has helped create an enabling policy environment and clear guidelines for Ministry oversight of community schools, and has more fully integrated them into Ministry management and administrative systems. SECTION 2: lESSONS fROM COUNTRY CASE STUdIES 115
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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
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the growing political will and capa
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political will and experience in bo
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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 123: Nicaragua Time Line Before 1986 198
Page 126 and 127: growth; primary enrollment expanded
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
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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
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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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