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Wood, Angela. (2005). Policy Briefing: IMF wage freeze leaves Zambian Teachers out in the cold. Johannesburg, South Africa: Global Campaign for Education. Zambia Ministry of Education (MOE). (1992), Focus on Learning. Strategies for the development of school education in Zambia. Lusaka, Zambia: MOE. Zambia Ministry of Education (MOE). (1996), Educating Our Future. Lusaka, Zambia: MOE. Zambia Ministry of Education (MOE). (2000). The Development of Education. Lusaka, Zambia: MOE. Zambia Ministry of Education (MOE). (2003). MOE Strategic Plan 2003-2007. Lusaka, Zambia: MOE. Zambia Ministry of Education (MOE). (2003). MOE Strategic Plan. National Implementation Framework. Lusaka, Zambia: MOE. Zambia Ministry of Education (MOE). (2005). Zambia Education Sector Public Expenditure Review. Vol.1-Vol 3. Vol. 1: Main Report. Vol. 2: Background Papers. Vol. 3: Statistical Appendix. Lusaka, Zambia: MOE. Zambia Ministry of Education (MOE). (2005). Joint Aide-Memoire, Education Sector Plan. Lusaka, Zambia: MOE. Zambia Ministry of Education (MOE). (2006). A Ministry of Education Strategic Framework for Community Schools. Lusaka, Zambia: MOE. Zambia Ministry of Education (MOE). (2007). Fifth National Development Plan, National Implementation Framework 2008-2010. Lusaka, Zambia: MOE. Zambia Ministry of Education (MOE). (2008). Joint Annual Review of the Ministry of Education. Sector Plan 2003–2007. Lusaka, Zambia: MOE. BIBlIOGRAPhY 171
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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
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Selected Reform goals, Policy Chang
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Increased sector leadership from MO
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it have to cope with major governme
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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 and 182: Crouch, L., J. Gillies, A. Florez.
Page 183 and 184: LLECE, “Conclusiones del estudio
Page 185: Miller-Grandvaux, Yolande and Karla
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