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4. Combine a nuanced sense of the strengths, weaknesses, opportunities and threats that exist with the capacity to respond flexibly. Since reforms are opportunistic, each mission should have activities engaging in the highvalue, long-term policy engagement activities. 5. Explore meaningful ways of measuring and reporting on systems and process support, thus calling attention to and providing incentives for donors to focus on the process aspects of development. 6. Explore ways of managing policy engagement and reform support activities, balancing accountability for program accomplishment and delivery schedules with the scheduling of process activities that require policy engagement and agreement of multiple partners. 7. Emphasize the importance of high quality technical work, concrete work products and deliverables, or any of the traditional areas of support such as training, pilot activities, materials development, curriculum reform, etc. Tangible support is an essential part of being an effective partner and for establishing the credibility and trust that enables policy dialogue. 8. Balance support to the government partner in a bilateral agreement with the needs for long-term reform. 9. Develop improved guidelines for structuring and conducting evaluations, addressing the continuum of issues from a development perspective and promoting evaluations that have a broad focus rather than a snapshot of status and deliverables. In some of the cases studied in Education System Reform and Aid Effectiveness: The Power of Persistence, USAID has effectively supported policy dialogue that enables societal consultation and helps generate the political will and civil society support needed for fundamental reforms. For this kind of policy dialogue, USAID support is distinctive in being supportive of, but not limited to, the Ministry. Projects that can play an intermediary role will have both a partnership with the Ministry that engenders confidence and trust, and the independence necessary to gain the confidence of civil society actors. Finally, the cases presented in this report provide insights about the potential for USAID projects to enable policy dialogue to foster more sustainable projects and greater survivability of reform. This is perhaps the greatest strength and comparative advantage that the USAID project modality offers. SECTION 3: SUMMARY fINdINGS ANd CONClUSIONS 157
Bibliography general References Alvarez, Benjamin H., Ruiz-Casares, Monica. (1997). Paths of Change: Education Reforms underway in Latin America and the Caribbean. Education Policy, Technical Paper 1, USAID. Birdsall, Nancy, Ruth Levine, and Amina Ibramin. (2005). Toward universal primary education: investments, incentives, and institutions. Earthscan. Bruns, Barbara, Alain Mingat, and Rmahatra Takotomalala. (2003). A Chance for Every Child: Achieving Universal Primary Education by 2015. Washington, D.C.: World Bank. Burnside, Craig and Dollar, David. “Aid, Policies, and Growth,” American Economic Review 90, no. 4. (September 2000) 847-68 Cassen, Robert. (1994). Does AID work Oxford. Carnoy, M. and Samoff, J. (1990). Education and Social Transition in the Third World. Princeton, NJ: Princeton University Press. Clemens, Michael A. (Unpublished manuscript from 2003). The Long Walk to School: Development goals in historical perspective. Center for Global Development. Crouch, Luis, Helen Abadzi, and M. Echegaray, C. Pasco, J. Sampe. (2005). “Monitoring basic skills acquisition through rapid learning assessments: a case study from Peru.” UNESCO Prospects, June 2005, vol 35, (2). De Renzio, Paolo. (2004). The Challenge of Absorptive Capacity: Will lack of absortive capacity present effective use of additional aid resources in pursuit of the MDGs Report on a seminar at DFiD, Sept 9, 2004. DeStefano, Joseph and Luis Crouch. (2006). Education Reform Support Today, EQUIP2 Working Paper. Washington, D.C.: Educational Quality Improvement Program 2 (EQUIP2) and the Academy for Educational Development (AED). DeStefano, Joseph, Audrey-Marie Schuh Moore, David Balwanz, and Ash Hartwell. (2007). Reaching the Underserved: Complementary Models of Effective Schooling. Washington, D.C.: Educational Quality Improvement Program 2 (EQUIP2) and the Academy for Educational Development (AED). Easterly, William. (2006). The White Man’s Burden. Penguin Press. Education Policy and Data Center. (2008). Global Education Trends: 1970-2025. Washington, D.C.: Academy for Educational Development. Fiske, Edward B. and Susan G. Foster. (2005). Progress in Education 2005: Meeting the Global Challenge. Office of Education, Bureau for Economic Growth, Agriculture, and Trade, USAID. Fullan, Michael. (2001). Leading in a Culture of Change. Jossey-Bass. Fuller, B., and Rivarola, M. (1998). Nicaragua’s Experiment to Decentralize Schools: Views of Parents, Teachers, and Directors. Washington, DC: World Bank. Gillies, John and Jessica Jester Quijada. (2007). Opportunity to Learn: a high impact strategy for improving educational outcomes in developing countries, EQUIP2 working paper. Washington, D.C.: Educational Quality Improvement Program 2 (EQUIP2) and the Academy for Educational Development (AED). 158 BIBlIOGRAPhY
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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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• The continuing commitment to th
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El Salvador Time Line Before 1988 1
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Strategies Especially in the early
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In terms of quality, the impact on
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The second aspect is that the profe
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• The complex and holistic nature
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efforts have been studied closely,
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NAMIBIA TIMELINE
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Nicaragua: Summary COUNTRy CONTExT
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ASP won the support of donor agenci
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Nicaragua Education Indicators Indi
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Though the strong leadership of Min
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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 130 and 131: Selected Reform goals, Policy Chang
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
Page 138 and 139: the education system and have limit
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: IMPLICATIONS FOR USAID POLICy AND P
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
Page 181 and 182: Crouch, L., J. Gillies, A. Florez.
Page 183 and 184: LLECE, “Conclusiones del estudio
Page 185 and 186: Miller-Grandvaux, Yolande and Karla
Page 188: 1875 Connecticut Ave., NW Washingto
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