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

Sustainability in the context of system reform is more complex and subtle than
simple continuation of project activities or initiatives. Sustaining change and
activities requires an alignment between institutional leadership and ownership
by the people involved, supported by policies and procedures that reinforce
behavior and provide incentives for commitment over time and across political
loyalties. Sustainability requires system reforms to survive changes in leadership
at all levels. Sustainability must be balanced with two other elements—change
and continuous improvement. In the context of the long term case studies,
it appears that the most important focus in pursuit of sustainability is not on
specific project activities, but rather on developing and continuing mature and
effective systems of management, decision making, and governance. While
financial sustainability is also necessary, this study finds that addressing the
funding gap alone will not lead to sustainable change.
Scaling Up. requires that other components of reform be successfully addressed—
that the changes have been introduced in sufficient depth as to have genuine
ownership and leadership at all levels; that the interventions and policies have
proven to be effective; and that the reforms are sustainable over time and
conditions. When all of these conditions are in place, scaling up is possible, but
remains one of the greatest challenges, requiring both patience and persistence.
Several countries in this study have made significant progress in adopting
processes and principles on a national scale. The key factors for success have
been continuity, adaptation, and time. In none of the cases, however, are
specific reforms operating at acceptable quality standards on a national scale.
In the rush to scale up in a ‘cost-effective’ way, there is a tendency to look for a
formula, instead of recognizing that the human process of developing ownership,
strengthening new behaviors, and changing systems is done at province-byprovince,
district-by-district, and school-by-school levels. The substantive
reforms that affect teacher and student behavior require not simply new
knowledge, but rather reculturing, as has been pointed out by Michael Fullan,
and reinforced by these case studies.
EXECUTIVE SUMMARY 7