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United States Agency for International Development (USAID)/Egypt. (1996, September). Strategic objective agreement between the Arab Republic of Egypt and the United States of America for girls’ education. Cairo: USAID. United States Agency for International Development (USAID)/Egypt. (2002, December). Alexandria education pilot reform project: Status Report. Cairo: USAID. United States Agency for International Development (USAID)/Egypt. (2003a, October). Program Description for ERP: Request for application to EQUIP1. Washington, DC: USAID. United States Agency for International Development USAID/Egypt. (2003b). Program Description for ERP: Request for application to EQUIP2. Washington, DC: USAID. Verspoor, A. (1989). Pathways to change: Improving the quality of education in developing countries. World Bank Discussion Paper No. 53. Washington, DC: World Bank. Voll, J. (1994). Islam: Continuity and change in the modern world, 2 nd edition. New York: Syracuse University Press. Weiler, H. (1989). Education and power: The politics of educational decentralization in comparative perspective. Stanford: Center for Educational Research and Studies, Stanford University. Williamson, Bill. (1987). Education and Social Change in Egypt and Turkey: A Study in Historical Sociology. London: Macmillan. Winkler, D. (1989). Decentralization in education: An economic perspective. Working Paper No. 143. Washington, DC: World Bank. World Bank. (1996a, August). Project information document, [Egypt] education enhancement program. Cairo: World Bank Human Development Group, Middle East and North Africa Region. World Bank. (1996b). Staff appraisal report: The Arab Republic of Egypt education enhancement program. Cairo: World Bank Human Development Group Middle East and North Africa Region. World Bank (1999a). Education sector strategy. Washington, DC: World Bank. World Bank. (1999b, March). Project appraisal document, [Egypt] secondary education enhancement project. Cairo: World Bank Human Development Group, Middle East and North Africa Region. World Bank. (2002, October). Arab Republic of Egypt: Education sector review: Progress and priorities for the future. Cairo: World Bank Human Development Group, Middle East and North Africa Region. World Bank (2005, November). Education sector strategy update: Achieving education for all, broadening our perspective, maximizing our effectiveness. Washington, DC: World Bank. Zaalouk, Malak (2004). The pedagogy of empowerment: Community schools as a social movement in Egypt. Cairo: American University of Cairo Press. EL SALvADOR Álvarez. B. H. and M. Ruiz-Casares (Eds.). (1997). Senderos de Cambio: Génesis y ejecución de las reformas educativas en América Latina y el Caribe. ABEL2 Project. UniAcademy for Educational Development. United States Agency for International Development (USAID) and the Academy for Educational Development (AED). Castro de Pérez, A., D. Meza, and J.L. Guzmán. (1999). En el Camino de la Transformación Educativa de El Salvador 1989–1999. San Salvador, El Salvador: MINED. Centro ALFA. (2002). Informe de Progreso Educativa de El Salvador. San Salvador, El Salvador: Centro ALFA y Programa de Promoción de la Reforma Educativa en América Latina (PREAL). BIBlIOGRAPhY 165
Crouch, L., J. Gillies, A. Florez. (2008). Sustainability and Continuity in the National Education Plan 2021: Reflections and Dialogue. Unpublished Report. Cuéllar-Marchelli, H. (2003). Decentralization and Privatization of Education in El Salvador: Assessing the experience. International Journal of Educational development 23, 145–166. DiGropello, E. (2005). Barriers to Better Quality Education in Central America. En Breve. March 2005; No. 64. Latin American and the Caribbean Region. World Bank. DiGropello, E. (2006). A Comparative Analysis of School-based management in Central America. World Bank Working Paper No. 72. Washington, D.C.: World Bank. El Salvador EDUCO Program. (1997). A First Report on Parents’ Participation in school-based management. Working Paper Series on Impact Evaluation of Education Reforms, Paper No. 4. Washington, D.C.: World Bank. Jimenez, E., and Y. Sawada. (1998). Do Community-managed Schools Work An evaluation of El Salvador’s EDUCO program. Working Paper Series on Impact Evaluation of Education Reforms, Paper No. 8. Washington, D.C.: World Bank. Marques, J. & Bannon, I. (2003). Central America: Education Reform in a Post-Conflict Setting, Opportunities and Challenges. CPR Working Papers, No. 4. Washington, D.C.: World Bank. Meza, D., J.L. Guzman, and L. DeVarela. (2004). EDUCO: A Community-Managed Education Program in Rural El Salvador (1991-2003). Washington, D.C.: World Bank. O’Donnell, M. and P. Shah. (2003). El Salvador: Participation in Macroeconomic Policy Making and Reform. Social Development Notes. Washington, D.C.: World Bank. Pena, V. J. (1995). Social Assessment: El Salvador Basic Education Modernization Project. Washington, D.C.: World Bank. The Economist Intelligence Unit. (2006). Country Profile 2006: El Salvador. The Economist Intelligence Unit. (2007). Country Report: El Salvador at a Glance: 2007–2008. Uemura, M. (1999). Community Participation in Education: What do we know Washington, D.C.: World Bank. United States Agency for International Development (USAID). (1998). New Activity Document, EDIFAM. USAID. United States Agency for International Development (USAID). (2005). Basic Education in El Salvador: Consolidating the Foundations for Quality and Equal Opportunities. USAID. Winkler, D. and A.I. Gershberg. (2000). Education Decentralization in Latin America: The Effects on the Quality of Schooling. LCSHD Paper Series. Washington, D.C.: World Bank. Winter, C. (1999). Secondary Education in El Salvador: Education Reform in Progress. Washington, D.C.: World Bank. World Bank. El Salvador: Participation in Macroeconomic Policy Making and Reform. Social Development Notes, March 2003. Washington, D.C.: World Bank. NAMBIA Dahlstrom, L (1995). Teacher Education for Independent Namibia: from the liberation struggle to a national agenda. Journal of Education for Teaching. 21 (3), 273-288 Government of the Republic of Namibia. (2005). The Strategic Plan for the Education and Training Sector Improvement Programme. Windhoek, Namibia: Government of the Republic of Namibia Henevald, Ward and Helen Craig. (1996). Schools Count: World Bank Project Designs and the Quality of Primary Education in Sub- Saharan Africa. Washington, D.C.: World Bank. 166 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
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Nicaragua Time Line Before 1986 198
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growth; primary enrollment expanded
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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 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: Sidhom, S. & Al-Fustat, A. (2004, J
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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