- 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 and 46: Among the many aspects of systems t
- Page 47 and 48: EQUIP2 Education Systems Reform Fra
- Page 49 and 50: may or may not be influenced by the
- Page 51: • There are no magic bullets. Par
- Page 56 and 57: emerging from violent left-right ci
- Page 59 and 60: Egypt: Summary COUNTRy CONTExT One
- Page 61 and 62: in Aswan, Bani Suef, Cairo, Fayoum,
- Page 63 and 64: educator working as an ERP senior t
- Page 65 and 66: the 2004 MOE report on “Reforming
- Page 67 and 68: had been working as an advisor on t
- Page 69 and 70: ThE ROLE OF DONORS Egypt has been a
- Page 71 and 72: This study portrays Egyptian educat
- Page 73: • The accomplishments to date are
- Page 76: Egypt Time Line Before 1990 1990 19
- Page 79 and 80: was tense, and both sides often ign
- Page 81 and 82: The major USAID program during this
- Page 83 and 84: The trends since the last revision
- Page 85 and 86: The process of continuous improveme
- Page 87 and 88: The most influential education refo
- Page 89 and 90: A transformative event that is stil
- Page 91 and 92: Institutionally and organizationall
- Page 94 and 95: EL SALvADOR TIMELINE
- Page 97 and 98: Namibia: Summary COUNTRy CONTExT Na
- Page 99 and 100: The assessment of learner achieveme
- Page 101 and 102: supportive. The Circuit Support Tea
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highest levels of government, and b
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Donors included UNICEF, GTZ, USAID,
- Page 107:
and as such enabled real ownership.
- Page 110:
Namibia Time Line Before 1988 1988
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decentralization of the social sect
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education, etc), strategies for edu
- Page 117 and 118:
school and classroom level, establi
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politically empower the population,
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NICARAgUA TIMELINE
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Zambia: Summary COUNTRy CONTExT Fol
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• Partnership—specifically, wit
- Page 129 and 130:
Two characteristics of the 2003-200
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Impact This brief identifies five m
- Page 133 and 134:
dialogue. Even so, there is general
- Page 135 and 136:
have not yet been written into Zamb
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Though President Mwanawasa made the
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CP engagement with the MOE (through
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eceived longstanding support from m
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Zambia Time Line Before 1990 1990 1
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FINDINgS This section presents a su
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and demands of the Muslim communiti
- Page 152 and 153:
over the long term. However, most e
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4. Technical validity, policies, ca
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introduce ideas and practices for c
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In Namibia, triangulated informatio
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and building deep ownership. Even w
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USAID support for hands-on assistan
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Another general conclusion that can
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Assistance Modality The project mod
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ehaviors, and not simply specific a
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and initiatives that have received
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4. Combine a nuanced sense of the s
- Page 174 and 175:
Glewwe, Paul, and Michael Kremer. (
- Page 176 and 177:
Bray, M. (1999). Control of educati
- Page 178 and 179:
Ministry of Education (MOE). (2003a
- Page 180 and 181:
United States Agency for Internatio
- Page 182 and 183:
Leu, E. (2005). The Role of Teacher
- Page 184 and 185:
Copenhagen Task Force. (2007). Revi
- Page 186:
Wood, Angela. (2005). Policy Briefi