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

Selected Reform goals, Policy Changes and Programmatic Support
Reform goals Policy Changes Programmatic Impact
Support
(bESSIP, MoESP,
FNDP, JASZ)
Partnership
Establishment of
new governance and
Driving program
and strategy
- Development of
MoE systems
financial management development, and capacities
structures facilitating coordination and for planning,
MoE and Cooperating management management and
Partner (CP) through partnership administration
coordination
structures
- Hybridized funding
approach with
several venues
for CP-MoE
cooperation on
planning and
technical issues.
- Development
of a culture of
joint planning and
management
liberalization /
Cost-Sharing
overturn MoE policy
stipulating GRZ as
the sole provider of
Directing resources
and management
support to
- Enrollment
stagnation in
government
Education; Primary community schools; primary schools
Schools allowed encouraging (1991-2000)
to charge fees; community
encouragement of participation; - Expansion of
non-GRZ education formalizing MoE community schools
providers relationships with (1991-2006)
community school
bodies
Decentralization Policy directing Directing resources MoE remains highly
establishment, to DEbs and schools; centralized.
composition and support to DEb
responsibilities of capacity building
DEbs
Critical factors influencing the development and articulation strategies and
programs designed to meet reform goals were Zambia’s economic position,
structural adjustment strictures, donor influence and priorities, external
confidence on issues of accountability and corruption within the Zambian
Government. MOEST management and administrative capacity, and the
legal framework guiding the education sector, specifically the Education Act
(1966) and the Teacher Service Commission (TESC). These are discussed in
subsequent sections.
116
SECTION 2: lESSONS fROM COUNTRY CASE STUdIES