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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
Impact This brief identifies five major sector changes during the reform era: • Development of and consistent programming against the National Education Policy • Primary Sector Expansion and Diversification of primary school operators • Strengthened Institutional Capacity and System Integrity of the Ministry • Increased sector leadership from MOE and coordination / integration of cooperating partner contributions • Decentralization The National Education Policy: Educating Our Future (1996) was developed almost 15 years ago to provide guidelines for programming both Zambian and external funds against defined national priorities. Since that time, the plan has been the basis for three successive sector investment programs. Primary Sector Expansion and Diversification of primary school operators: Following enrollment stagnation in the 1990s, Zambian primary enrollment and supporting infrastructure realized significant expansion from 2002-2008. Between 2002-2006 primary school enrollment expanded by over one million students. Community schools accounted for almost half of the enrollment expansion and by 2006, community schools accounted for 30 percent of schools in Zambia and 16 percent of primary enrollees (up from less than 1 percent in the early 1990s). From the perspective of geographic coverage, community schools had become increasingly a part of the system, with community schools making up between 16 percent and 43 percent of all schools in urban and rural areas in all provinces. Strengthened Institutional Capacity and System Integrity of the Ministry: Starting from Educating Our Future, the Ministry has a 12-year legacy of consistent and grounded sector planning, program implementation, management and systems administration and donor coordination experience. The succession of planning, implementation, and reviewing processes has realized a Ministry with increased capacity at the central and non-central level, strengthened the integrity of MOE systems, and helped the Ministry develop the tools and fora to lead inclusive planning and coordinated, regular evaluation of system performance. Of note: the Ministry EMIS system has become recognized as a common source of data for the Ministry and donor policy dialogue and joint assessment reviews. SECTION 2: lESSONS fROM COUNTRY CASE STUdIES 117
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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
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El Salvador: Summary COUNTRy CONTEx
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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 128 and 129: accountability and corruption led d
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
Page 179 and 180: 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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