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Leu, E. (2005). The Role of Teachers, Schools, and Communities in Quality Education: A review of the literature. Washington, D.C.: Academy of Educational Development (AED). Marope, M. (2005). Namibia: Human Capital and Knowledge Development for Economic Growth with Equity. Washington, D.C.: World Bank. MCA Namibia Program. (2006). Background and Development Strategy. Windhoek, Namibia: Ministry of Finance, Government of Namibia. Mendelson, Ward, et. al. (2007). Clustering in Namibia. Windhoek, Namibia. GTZ and Namibia Ministry of Education. Snyder, C. Wesley. (2000). Structuring Possibilities in the Classroom. Cambridge, MA: Harvard Institute for International Development. NICARAgUA AED. (1998). Final Report: Nicaragua Basic Education Project (BASE) 1994-1998: Academy for Educational Development. Arnove, R. F. (1986). Education and Revolution in Nicaragua. New York, NY: Praeger Publishers. Arnove, R. F. (1995). Education as Contested Terrain in Nicaragua. Comparative Education Review, 39(1, Special Issue on Education in Latin America). Arríen, Juan B. (1998). La educación y la reforma de la educación en cinco países centroamericanos. Managua: Imprenta Universidad Centroamericana. Carnoy, Martin. (2008). Improving Quality and Equity in Latin American Education for Democracy and Development. Stanford University. Carnoy, M., & Samoff, J. (1990). Education and Social Transition in the Third World. Princeton, NJ: Princeton University Press. CEPAL. (2005). Anuario estadístico de América Latina y el Caribe 2004. Santiago: Comisión Económica para América Latina y el Caribe. CIA World Factbook: Nicaragua https:// www.cia.gov/library/publications/the-worldfactbook/geos/nu.html December 22, 2009. “Eduquemos crea mesa consultiva en educación.” http://archivo.laprensa.com.ni/archivo/2009/ junio/16/noticias/nacionales/333205.shtml Retrieved December 22, 2009. Elvir, Ana Patricia and Josefina Vijil Gurdián. (2007). Municipalizacion educativa y desarrollo local: experiencias y lecciones aprendidas en tres municipios de Nicaragua. Netherlands Development Cooperation. Fuller, B., & Rivarola, M. (1998). Nicaragua’s Experiment to Decentralize Schools: Views of Parents, Teachers, and Directors. Washington DC: World Bank. Gershberg, A. I. (1999). Decentralization, Citizen Participation, and the Role of the State: The Autonomous Schools Program in Nicaragua. Latin American Perspectives, 26(4), 8-38. Gershberg, A. I. (1999). Education ‘Decentralization’ Processes in Mexico and Nicaragua: legislative versus ministry-led reform strategies. Comparative Education, Vol. 35, No. 1, 63-80. Gershberg, A. I. (2002). Empowering Parents While Making Them Pay: Autonomus Schools and Education Reform Processes in Nicaragua. Paper presented at the Woodrow Wilson Center Workshops on the Politics of Education and Health Sector Reforms. Gershberg, A. I. (2005). Parental contributions, school-level finances and decentralization: an analysis of Nicaraguan autonomous school budgets. Comparative Education, Vol. 41, No. 3, 291-308. BIBlIOGRAPhY 167
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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
Page 8 and 9:
Foreword The United States Agency f
Page 11 and 12:
Executive Summary EQUIP2 Education
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local points of contact. In fact, b
Page 15 and 16:
Namibia has successfully developed
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Sustainability in the context of sy
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• Manage policy engagement and re
Page 23 and 24:
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
Page 39 and 40:
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
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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 and 180: Sidhom, S. & Al-Fustat, A. (2004, J
Page 181: Crouch, L., J. Gillies, A. Florez.
Page 185 and 186: Miller-Grandvaux, Yolande and Karla
Page 188: 1875 Connecticut Ave., NW Washingto
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