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The change model mooted in this report focuses on the interaction of the various elements of reform, rather than on the details of the individual elements (which policy, how many resources, what leader). The intent of the model is not to provide a comprehensive picture of all activities required to address needed changes in specific situations, but to analyze a situation and to identify how changes in one dimension might affect another dimension. The elements of the model are not a ‘to do’ list, nor are they intended to demonstrate a chain reaction in which one action inevitably leads to another. In thinking about the systems model, it is useful to keep in mind a few basic dynamics: • Systems happen all at once. Each element is an existing, active force that influences other elements all the time. • The elements of the system are simultaneously connected in all directions. • The system works as it does not because of the individual elements, but because of the relationship among the elements. Changes in each dimension affect the others, and change moves through the system in dynamic manner. • System change is non-linear. The fact of the system functioning as a series of on-going interactions among the elements highlights the importance of the factors at the center of the model. Information, evaluation, and communication are the tools to link the different dimensions of reform. Technical dimensions of education include the core elements of the school and classroom activities implemented by the central actors: teachers, principals, and parents. Among the technical dimensions that are widely recognized as being essential to improved education quality are: school leadership; teacher professional development (pedagogy and content knowledge); effective curriculum and materials; school management; parent involvement and commitment; clear standards, high expectations, and accountability; consistent, continuous, and effective school support (technical supervision) services that provide targeted assistance to instructional problems; and a focus on student learning outcomes. Much of the engagement of the international community is focused on finding improved technical strategies for education. The technical dimensions of education that affect the behavior of teachers and students, and determine what and how well students learn are decisively influenced by the conditions within which they work, or the parameters of the environment. 36 SECTION 1: INTROdUCTION
EQUIP2 Education Systems Reform Framework CONTEXT & DRIVING FORCES Civil War Teacher Strikes POLITICAL DIMENSIONS OF REFORM • Leadership • Politics • Civil Society Culture & History International Agreements INSTITUTIONAL DIMENSIONS OF REFORM • Institutional Framework • Institutional Capacity • Re sources INFORMATION AWARENESS • ACTION EVALUATION • LEARNING COMMUNICATION ENGAGEMENT CONTEXT & DRIVING FORCES Financial Crisis Youth Unemployment TECHNICAL DIMENSIONS OF REFORM • Education* National Elections CONTEXT & DRIVING FORCES Cabinet Changes * Such as pedagogy, curriculum, assessment, school management, parental involvement, evidence-based decision making Institutional dimensions of education establish parameters which include elements that create incentives (or disincentives) for effective implementation of the technical solutions. This includes policy of all types (decentralization, teacher professional development and assignment, accountability, assessment, etc), the procedures and tools for implementing the policies (without which nothing happens), and the resources and capacity needed to implement them. SECTION 1: INTROdUCTION 37
Page 1 and 2: The Power of Persistence Education
Page 4 and 5: table of Contents Acknowledgments F
Page 6 and 7: generously granted us their time an
Page 8 and 9: Foreword The United States Agency f
Page 11 and 12: Executive Summary EQUIP2 Education
Page 13 and 14: local points of contact. In fact, b
Page 15 and 16: Namibia has successfully developed
Page 17 and 18: Sustainability in the context of sy
Page 19: • Manage policy engagement and re
Page 23 and 24: After more than 50 years of develop
Page 25 and 26: to the point of functional literacy
Page 27 and 28: An obvious question for donors is
Page 29 and 30: • Was the investment in education
Page 31 and 32: A final perspective on ownership, a
Page 33 and 34: and recipients. The World Bank has
Page 35 and 36: the term differently. Donors someti
Page 37 and 38: Country commitment to improving pol
Page 39 and 40: The importance of these insights, b
Page 41 and 42: Table: Simple, Complicated, and Com
Page 43 and 44: Basic principles of systems thinkin
Page 45: Among the many aspects of systems t
Page 49 and 50: may or may not be influenced by the
Page 51: • There are no magic bullets. Par
Page 55 and 56: These case studies look at educatio
Page 57: El Salvador Egypt Namibia Nicaragua
Page 60 and 61: eform support during the 1980s and
Page 62 and 63: system. In the same year, the USAID
Page 64 and 65: CASE ANALySIS: DIMENSIONS OF REFORM
Page 66 and 67: increased during this period, parti
Page 68 and 69: militant groups (at least until 199
Page 70 and 71: the growing political will and capa
Page 72 and 73: political will and experience in bo
Page 75 and 76: EgyPT TIMELINE
Page 78 and 79: El Salvador: Summary COUNTRy CONTEx
Page 80 and 81: financing, and ensuring adequate le
Page 82 and 83: Impact Structurally, the education
Page 84 and 85: CASE ANALySIS: DIMENSIONS OF REFORM
Page 86 and 87: 2005, USAID assistance further stre
Page 88 and 89: EDUCO’s success exemplifies a tec
Page 90 and 91: workshop with representatives of bo
Page 92: • The continuing commitment to th
Page 95: El Salvador Time Line Before 1988 1
Page 98 and 99:
Strategies Especially in the early
Page 100 and 101:
In terms of quality, the impact on
Page 102 and 103:
The second aspect is that the profe
Page 104 and 105:
• The complex and holistic nature
Page 106 and 107:
efforts have been studied closely,
Page 109 and 110:
NAMIBIA TIMELINE
Page 112 and 113:
Nicaragua: Summary COUNTRy CONTExT
Page 114 and 115:
ASP won the support of donor agenci
Page 116 and 117:
Nicaragua Education Indicators Indi
Page 118 and 119:
Though the strong leadership of Min
Page 120:
eform. Starting from the early 1990
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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
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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 and 186:
Miller-Grandvaux, Yolande and Karla
Page 188:
1875 Connecticut Ave., NW Washingto
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