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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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financing, and ensuring adequate le
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Impact Structurally, the education
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CASE ANALySIS: DIMENSIONS OF REFORM
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2005, USAID assistance further stre
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EDUCO’s success exemplifies a tec
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workshop with representatives of bo
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- Page 95: El Salvador Time Line Before 1988 1
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- Page 109 and 110: NAMIBIA TIMELINE
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- 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
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- Page 132 and 133: Increased sector leadership from MO
- Page 134 and 135: it have to cope with major governme
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- Page 144: Zambia Time Line Before 1990 1990 1
- Page 148 and 149: FINDINgS This section presents a su
- Page 150 and 151: and demands of the Muslim communiti
- Page 152 and 153: over the long term. However, most e
- Page 154 and 155: 4. Technical validity, policies, ca
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- Page 158 and 159: In Namibia, triangulated informatio
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- Page 170 and 171: and initiatives that have received
- Page 172 and 173: 4. Combine a nuanced sense of the s
- Page 174 and 175: Glewwe, Paul, and Michael Kremer. (
- Page 176 and 177: Bray, M. (1999). Control of educati
- Page 178 and 179: Ministry of Education (MOE). (2003a
- Page 180 and 181: United States Agency for Internatio
- Page 182 and 183: Leu, E. (2005). The Role of Teacher
- Page 184 and 185: Copenhagen Task Force. (2007). Revi
- Page 186: Wood, Angela. (2005). Policy Briefi