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

ased management, but were limited to pilot projects. From the initiation of
the Alexandria Pilot in 2002, the momentum built to limited decentralization
authority in seven governorates and approval of the financial decentralization
pilot in 2009. However, the decentralization and community participation
reforms have been implemented only partially, and only in select areas to date,
mainly in locales where international organization support is being provided.
El Salvador: 18 years and counting EDUCO needed seven years to reach 40
percent of the country in providing improved access, and another five years
to implement school management councils in non-EDUCO schools, with
appropriate financial transfers. Despite universal implementation of this
school-based management model, many of the school management tools (PEA,
PEI, and RQT) needed to improve school effectiveness were not developed
and implemented until 2001, and was still only fully implemented in a limited
number of schools by 2008.
Namibia: 14 years and counting The Learner Centered Education and
Continuous Assessment policies were introduced in 1994, and programs
have sought to fully operationalize them in all schools since that time. It took
approximately five years to introduce, modify, and implement the 10-year
School Improvement Program and eight-year School Self Assessment in the
Northern regions. Expansion to the rest of the country has been in progress for
four years at this writing, going through an implementation dip in the process
of scaling up.
Nicaragua: 15 years and counting The Active School models began as
project initiatives in 40 model schools in 1994. By 2009, the model was being
implemented (at various degrees of effectiveness) in more than 3,000 schools,
covering almost half of the students in the country. The approach had been
adopted as a national policy by the MOE and, in 2009, was in the process of
being scaled up to the national level.
Zambia: 15 years and counting Cost-sharing and liberalization policies
implemented in the early 1990s laid the foundation for community school
growth and increased capacity, while contributing to stagnating enrollment
in government primary schools. Implementation of a decentralization
strategy in Zambia has been a stop-and-go process for the past 15 years. Since
2003, District Boards have supported the growth of community schools. In
2006, even as a presidential declaration formally halted decentralization,
the MOE became more deeply engaged in supporting system inclusion of
community schools, with critical support from its decentralized offices.
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SECTION 3: SUMMARY fINdINGS ANd CONClUSIONS